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"The One-Page Project Manager set a new standard as an understandable and easy-to-apply organizational tool, allowing managers to summarize complex projects on a single information-rich page. This book, third in the OPPM series, describes how to combine the OPPM with the Toyota A3 report to create an enhanced, integrated management tool. With a refreshingly clear style, the authors walk users through implementing the OPPM/A3 using a variety of real-world case studies, as well as their own experience at O.C. Tanner Company. Rich with tools, templates, and teaching, the emphasis throughout remains on maintaining simplicity across the organization-communicating the right information to the right people at the right time to get the right things done."--Jacket

BHow to manage any project on just one piece of paper/b iThe New One-Page Project Manager/i demonstrates how to efficiently and effectively communicate essential elements of a project's status. The hands of a pocket watch reveal the time of day without following every spring, cog, and movement behind the face. Similarly, an OPPM template reduces any project'no matter how large or complicated'to a simple one-page document, perfect for communicating to upper management and other project stakeholders. Now in its Second Edition, this practical guide, currently saving time and effort in thousands of organizations worldwide, has itself been simplified, then refined and extended to include the innovative AgileOPPM.ulliThis iSecond Edition/i will include new material and updates including an introduction of the ground-breaking AgileOPPM and an overview of MyOPPM template builder, available on-line/liliIncludes references throughout the book to the affiliated sections in the Project Management Body of Knowledge (PMBOK)/liliShows templates for the Project Management Office (PMO)/li/ul This new and updated iSecond Edition/i will help you master the one-page approach to both traditional project management and Agile project management.

The educational value of business internships can be enhanced through academic assignments. Seven assignments are suggested that are both practical and reflective in nature. These assignments are described in terms of their ability to promote the following learning objectives: (a)understand one's self and the job context, (b) gather evidence of experience gained, (c) learn how to learn from experience, and (d) integrate theory and practice.

This article introduces work/family border theory - a new theory about work/family balance. According to the theory, people are daily border-crossers between the domains of work and family. The theory addresses how domain integration and segmentation, border creation and management, border-crosser participation, and relationships between border-crossers and others at work and home influence work/family balance. Propositions are given to guide future research.

This article addresses the need for a comprehensive method of teaching management, with an emphasis on skill development. Using an inductive/deductive learning framework to critique several popular teaching methods, a model is proposed that integrates the best of several methods. This model places equal emphasis on thinking and doing, learning and applying. Five learning activities constitute the model: experience, understand, practice, reflect, and apply. Specific classroom activities, discussion questions, and learning objectives are provided as illustrations for each of the five learning activities.

In this paper, we draw parallels between teaching undergraduate management skills and the emotional intelligence movement: both address the need for personal and interpersonal skills to help one succeed in work and in life, both identify a comprehensive set of skills which can be learned by adults, and both identify various reflective and self-monitoring techniques to learn and teach these skills. Using a pre-test/post-test experimental design, we provide evidence that current methods of teaching management skills to undergraduates also build emotional intelligence. Results of our study show that 121 students taking an undergraduate management skills course significantly improved their emotional intelligence scores during a 16 week semester, while a control group of 113 students taking other business courses did not. We discuss the implications of our results and call for more research and discussion about undergraduate management skill courses and emotional intelligence.

Our aim was to determine the effects of probiotic supplementation (Bifidobacterium longum 35624; 1 billion CFU·d−1) on exercise performance, immune modulation, and cognitive outlook in collegiate female athletes during six weeks of offseason training. Seventeen National Collegiate Athletic Association (NCAA) Division 1 collegiate female swimmers participated in this two-group matched, double-blind, placebo controlled design. Via stratified randomization, participants were assigned to probiotic (B. longum 35624; n = 8) or placebo (n = 9) groups. Pre, mid, and post-training, all participants completed exercise performance testing (aerobic/anaerobic swim time trials and force plate vertical jump) as well as provided serum (cytokine and gastrointestinal inflammatory markers) and salivary immunoglobulin A samples. Recovery-stress questionnaire for athletes (RESTQ-Sport) was administered at baseline and conclusion of each week. Data were analyzed by analysis of covariance (ANCOVA) by time point with the respective baseline values of each dependent variable being the covariate. No significant differences in exercise performance and biochemical markers were observed between groups following offseason training. Recovery-Stress Questionnaire for Athletes (RESTQ-sport) values in B. longum 35624 group had significantly higher (i.e., more desired; p < 0.05) values in sport recovery (weeks five and six) than placebo. Probiotic supplementation in collegiate female swimmers did not affect exercise performance or immune function throughout offseason training, but did indicate alterations in cognitive outlook.

AbstractWe consider the problem of allotting locations in the geostationary orbit to communication satellites, subject to angle of elevation and electromagnetic interference constraints. An optimization framework is used as a means of finding feasible allotment plans. Specifically, we present a two‐phase solution procedure for the satellite location problem (SLP). The objective in SLP is to allot geostationary orbital locations to satellites so as to minimize the sum of the absolute differences between the locations prescribed for the satellites and corresponding specified desired locations. We describe two heuristics, an ordering procedure and a k‐permutation algorithm, that are used in tandem to find solutions to SLP. Solutions to a worldwide example problem with 183 satellites serving 208 service areas are summarized.