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The book provides a concrete basis for the study of project evaluation tools and techniques and acts as a sophisticated summary of the concepts, terms, and methods necessary. There are a number of foremost arguments that are can be highlighted. There is a usual connection between lesson learned and evaluation. Lesson learned is perceived as form of project evaluation as it comprises the determination of significance, value, or quality (Thomas, 2011). There are a number of ways that project evaluation and lesson learned can be undertaken, and comparatively speaking, may be an efficient and adequate way based on the situation. Different organizations may explain lesson learned in a number of ways. The book asserts that project management sections are made up of specified features that are highlighted in the Project Management Body of Knowledge. These features are presumed to be significant to attaining a widespread view on the Project Life Cycle activities (Thomas, 2011). It highlights how lesson learned can be undertaken wholesomely to establish effect or formatively to deal with enhancements. Moreover, evaluative knowledge is assumed to be the idea that tries to offer the required depth level to undertake evaluative decisions. Individuals are also supposed to posses both behavioral and technical competency development strategies. The author indicates that lesson learned can be employed in specified situations based on the organizational needs and can also be employed for several applications. It asserts that finding lessons should comprise open communication processes in every section of the organization. It argues that a number of techniques should be utilized to gain lessons, and electronic techniques should be utilized wherever applicable (Thomas, 2011). Moreover, conventions and file names should be developed for the published and repository for contributors to comprehend the rationale. Presentation techniques are regarded as essential in conveying messages. The author goes on to assert that individuals are mostly willing and ready to adapt lessons that are seen as valuable. Moreover, advertizing lessons can be illustrated in a number of manners, for example, through billboards or text messages. The handing out of lessons also needs a committed individual who has attention to aspect. The lesson learned systems should be reachable to Project Team members from a reporting point of view so that the details may be transferred to the lesson learned repository. Additionally, the lesson learned support system should be well adjusted to meet the specified requirements of the organization. Finally, the book asserts that benchmarking should be aimed at the progressive search for development and brilliance in every activity. Benchmarking may be conducted through a mixed-method, qualitatively, and quantitatively. Mixed-method benchmarks may concentrate on several high quality commodities produced. Qualitative benchmarks may concentrate on the item quality, and quantitative benchmarks may concentrate on amount of items produced (Thomas, 2011). How the Content Relates To My Experience The content relates to my experience as a science teacher and as an evaluator on consulting and project management. It utilizes a case study technique to promote an interactive instruction and development situation. The content clearly targets curriculum creators and instructors who establish development and learning projects for compliance or regulatory needs, for example, science,
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