References Keep on learning   There are more than 800 courses on OpenLearn for you to 4 Conclusion The primary thrust of this course has been to emphasise the need for all organisations to acknowledge the influence of their environments and, in turn, the impact of organisations on their context. We have argued that the commercial environment is characterised primarily by the growing trend toward globalisation. To a much greater extent than ever before we live in a global village where goods and services will be produced wherever they can be provided at the least cost. Consumers in the West 3.1 Codes of conduct One of the principles of the European Union Emissions Trading System discussed by Schultz and Williamson (2005) is that an organisation accepts responsibility for the performance of their suppliers. In an age where multinational corporations are able to reduce the production costs of their goods and services by offshoring it to whoever can meet the specification at the lowest cost, what responsibility do they have for the conditions under which production actually occurs? One of the fir Keep on learning   There are more than 800 courses on OpenLearn for you to 4.2 Personal self-evaluation You could also carry out a personal self-evaluation, to contribute to your own development as a project manager. You can develop a list of questions to evaluate your own performance: Were the project objectives achieved? Did the project stay within budget? How were problems that occurred during the project been resolved? What could you have done differently to improve the final result? What do 3.8 Following up the report The evaluation report will often contain recommendations for further actions and these may lead to new project ideas. Recommendations may relate to processes and procedures within the organisation. Project evaluation and debriefing can be a learning experience for the organisation as a whole, as well as for individuals. For example, British Petroleum gathers the lessons learnt from post-project appraisals in a series of booklets that are then used as guidance for writing project proposals. In 3.6 Collecting and interpreting data In many projects it can be difficult to make comparisons with anything similar. However, there may be quality standards that can be used for one of more of the outcomes, perhaps alongside different targets for time-scales and resource use. Benchmarks are another possible source of comparative data; they have been established for many processes, and data are available from industry, sector and professional support bodies. 3.4 Evaluation at the end of a project Different types of evaluation may take place at the end of a project. A common one is determining the extent to which the project outcomes have been achieved. This is often done in a meeting of the sponsor, key stakeholders and project team leaders, and sometimes informed by reports from key perspectives. An evaluation of this nature may be the final stage of the project, and the main purpose might be to ensure that the project has met all of the contracted expectations and can be ‘signed o 3.3 Evaluation during implementation of a project At this stage the project activities are monitored to determine how their timing, quality and cost match the plan. The results of this monitoring are reviewed to see whether the plan needs to be modified. New environmental conditions may indicate the need to change the organisation's strategic direction. It might be necessary in that case to re-align the project, so that the outcomes relate to the new direction. In some cases it may be necessary to abort the project, if it is no longer approp 3.1 Evaluation while developing the vision A project is often shaped through discussion among those developing the vision and direction of the project. They may agree in general terms about what is to be achieved, but have to make a number of choices before deciding how to proceed. It may be important to allow time for different views to be heard and considered, and for attitudes to change and – hopefully – converge. 3.3 Task breakdown chart The task breakdown technique is a very logical approach to identifying the tasks involved in a project. Some people may find it suits them better than using mind maps; other people may find the techniques complement each other. To do a task breakdown chart, first draw a box at the top of a page with the project title inside it. Then mentally identify the main elements that go to make up the project as shown below. Introduction This course examines life stories. It looks at the way in which objects, trends, cultures or disabilities may contribute to a person's identity. This course also considers the contribution that our own life stories make to who we are, and how remembering and revisiting our past may help us to move forward with our lives. This OpenLearn course provides a sample of Level 1 study in Author(s): Introduction The course explores what it means to become a critical social work practitioner by using a series of activities and readings to guide you through some new and important concepts. An understanding of ‘critical perspectives’ will help you take a positive and constructive approach to the challenging problems that arise in social work practice. You will be introduced to a critical understanding of the nature and boundaries of personal and professional discretion and judgement in the del 8.1 Overview Following the Scottish Parliament elections in May 2007, the balance of power and system of government in Scotland has changed significantly, giving rise to Scotland's first minority government, led by the Scottish National Party. The first three courses in this section consider issues of nationalism, political devolution and the role of nation-regions in the European Union. The final two courses consider social issues such as geographical identity and poverty in Scotland.  5.5 Science in the Scottish Enlightenment This course is concerned with science in Scotland, one of the most dynamic centres of Enlightenment thinking. Writers speak of the mid-eighteenth century as Scotland's ‘Golden Age’. In order to get a flavour of this age, it is necessary to take a very broad view of what we mean by ‘science’. Staying within the boundaries recognised by modern science faculties misses most of what is distinctive about eighteenth-century Scotland. The interconnections and cross-fertilisation between disc 4.2 John Napier For many years, John Napier (1550–1617) spent his leisure time devising means for making arithmetical calculations easier. Just why a Scots laird at the turn of the seventeenth century should have thus devoted the energies left over from the management of his estates remains a puzzle. Up to the publication of his description of logarithms in 1614, three years before his death, Napier was best known to the world for his Protestant religious treatise A plaine discovery of the whole Revelat 3.7 Finding information in science and nature This course will help you to identify and use information in Science and Nature, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of or 3.4 Forth Road Bridge This course focuses on the Forth Road Bridge that connects Edinburgh with Fife. It is a suspension bridge and continues to face a number of problems regarding its deteriorating condition. A short video illustrates some of the major structural issues facing the bridge as well as examining some of the proposed changes to the use of the bridge to help increase its lifespan. Edinburgh reaches over the Firth of Forth with two great bridges – the photogenic Victorian Forth Rail Bridge and t 3.1 Overview This section of OpenLearn Scotland introduces learners to both ancient and modern Scotland, from the geological history of the Scottish Highlands right up to the creation of the semiconductor transistor by two Scottish computer engineers and the global dimension of the Scottish oil industry. A further two courses in this section focus on famous bridges in Scotland: the first is about the Tay Bridge and the legacy of its failure on bridge building ever since; the second is about the envi
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Bain, P. and Taylor, P. (2004) No Passage to India? UK Unions, Globalisation and the Migration of Call Centre Jobs, Work, Employment and Society Conference 1–3 September 2004, Manchester.
Cowe, R. and Porritt, J. (2002) Government's Business: Enabling corporate sustainability. London: Forum for the Future.
Knox, S. and Maklan, S. (2004), ‘Corporate Social Res
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