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Level Design: Definition & Types

Class-Based Component Design: Principles & Process
Practical Application for Software Engineering: Component-Level Design
Practical Application for Software Engineering: User Interface Design
You may also refer to the course material for supporting evidence. You may use primary and secondary sources as needed and cite them using APA format.
If you use any lessons as sources, cite them in APA format, including lesson title and instructor’s name.
Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by
the company in question.
Secondary sources come from peer-reviewed scholarly journals, such as the Journal of Computer and System Sciences. You may use sources like JSTOR,
Google Scholar, and Scopus to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the
domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable.)
If you’re unsure about how to use APA format to cite your sources, please see the following lessons:

Your project will be graded based on the following rubric:
Category Unacceptable (0-2) Needs Improvement (3-6) Good (7-8) Excellent (9-10) Total Possible Points
Explanations & Justifications (x1) Explanations are incomplete or missing; no sources used to justify the decision Explanations are incomplete; justifications
are semi-logical, but not supported with evidence Explanations are provided and correct; justifications are logical and but not fully supported with evidence
Explanation and use of diagrams is correct; justification of decisions is logical and fully supported with evidence 10
System Diagrams (x1) Diagrams are incomplete, sections missing Components present but missing descriiptions and logical flow Diagrams complete but
missing notations or difficult to read or follow Diagrams are fully complete with notations, logical flow, and are easy to follow 10
User Interface (x1) Interface is not intuitive; missing labels or indication of the purpose of functions Interface is complete but missing more than two of the
interface design process, or design requires unnecessary amount of clicks/interactions) Interface is complete, but missing one or two steps in the process
Interface is complete and all steps outlined (map the flow, minimal clicks, exception handling, and screen design) 10
Testing Plan (x1) Testing plan incomplete; missing key definitions and methods of testing Plan covers only one type of software testing; examples missing
Multiple methods of testing provided but lacking in definition and completion Full analysis of software testing, including dynamic and static testing;
examples provided and analyzed 10

Sample Solution

uational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour of the situation the consequence is maximum group performance and satisfaction. However, if the group are not performing and achieving goals or are not satisfied or both, then the leader is able to amend their actual behaviour to improve this. Leaders able to monitor performance and satisfaction, and understand what is required to amend the situation will achieve optimum group performance in Chelladurai’s model. The one limitation of Chealldurai’s model is that it assumes the leader is in a position of complete positional power over the group, and can implement any leadership style of their choosing without constraints. Positional power is the authority and influence a leader has over a group, if the leader has positional power, they will be able to implement the leadership style they best see fit for the situation. Positional power cannot be measured or quantified, making it highly ambiguous and hard for a leader to understand whether they have it or how then can gain it. It becomes the responsibility of the organisation to have policies in place to provide leaders with some positional power, usually by establishing a clear hierarchal structure. By establishing a hierarchy, the leader is perceived by the group to be able to make demands and expect compliance from them giving the leader legitimate power (French and Raven, 1959). Secondly, by providing the leader with the ability to reward compliance and punish non compliance from the group, the leader has reward and coercive power (French and Raven, 1959). To obtain complete power over the group the leader must gain the trust and belief of the group that they are capable of success, by ensuring the group are both satisfied and meeting performance goals. The importance of establishing a hierarchy became evident during the planning stage of the outdoor management course for the red team, the coordinators within the team assumed leadership roles but were una

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