NZIM Diploma in Project Management

Transcription

1 NZIM Diploma in Project Management Brief overview by Dr Jim Young, DPM Course Presenter This Diploma is a well- respected NZQA- approved nagonally recognised qualificagon at Level 5 on the NaGonal Framework.

2 TOPICS What are project managers? What differengates the NZIM Diploma in Project Management? Types of work - characterisgcs compared. Diploma objecgve and course structure. Project methodology, lifecycle and project management principles. Diploma course content and assignment work.

3 PROJECT MANAGERS Simply put, project managers bring goals to fruigon. Thus to some degree, we are all project managers, although we don t necessarily hold that job Gtle or do project management work full- Gme. Unlike business managers who oversee a specific department or funcgonal area, project managers coordinate resources with different skills from different funcgonal areas to produce new products and services. Formerly, project management was limited to engineering and construcgon endeavours, but project managers are now needed whenever and wherever there are goals to accomplish. Many project managers cite their sense of accomplishment as their top mogvator. While their project is temporary, the resultant deliverable is oyen a permanent monument to their good work. In recent years project management has been recognised as a profession and a proliferagon of project management training courses have been developed.

4 WHAT DIFFERENTIATES THE NZIM DIPLOMA IN PROJECT MANAGEMENT? 1. Eight days of classroom tuigon enables us to thoroughly explore the project management discipline and at a pace that suits all pargcipants. To help ensure individual learning, course a]endance is typically limited to 12 students. Our training venues are well- equipped and full catering services are provided. 2. Classroom work is pracgcal, pargcipatory and interacgve, with comprehensive and up- to- date training material provided at every session. And NZIM is a well- established, widely recognised and competent management training organisagon. The course leader, Dr Jim Young, is a thoroughly experienced and well- qualified project manager, trainer and author of several textbooks on the discipline. 3. The course has no mandatory pre- requisites or pre- qualificagons. We assume nothing other than our students willingness to pargcipate and learn. 4. Our most important differengator is that to qualify students must apply their learning immediately back on the job through four pracgcal project assignments that cover the lifecycle of their selected work- based project or projects. These properly completed assignments are the basis for the Diploma qualificagon. If assignments are not properly completed students are invited to resubmit them, which has enabled us to maintain our 100% course pass rate.

5 TYPES OF WORK Business- as- Usual Predictable and safe Ongoing/eternal RepeGGve/steady rougne Stable Established Maintain status quo Process- focused EvoluGonary ConGnuously improved Harmony vs Projects Uncertain and risky Finite Unique Dynamic InnovaGve Cause change Progress- focused RevoluGonary One chance to succeed Conflict

6 PROJECT AND PRODUCT LIFECYCLES The reason for a project is to add value.

7 DPM COURSE OBJECTIVE To provide course pargcipants with a thorough knowledge of the project management discipline and its applicagon to help ensure their effecgve and efficient management of projects in a variety of contexts.

8 DPM COURSE STRUCTURE Classroom work consists of four modules each of two days duragon held at a well- equipped Christchurch training venue. The modules are one month apart and are based on a generic project management lifecycle: Module One: IntroducGon to project management and the project inigagon or concepgon phase. Module Two: Project planning or development phase. Module Three: Project implementagon or execugon phase. Module Four: Project finish or closure phase, student presentagons, project visits and visigng presenters.

9 CDEF PROJECT LIFECYCLE PLAN (plan the work) PRODUCE (work the plan) Conceive Develop Execute Finish ela*on panic blame regret cost risk Phase Gate

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11 TYPICAL PROJECT ORGANISATION Client/Customer Auditors Sponsor Steering CommiHee PROJECT TEAM Project Manager PMO Employees Contractors Consultants Suppliers Sub Contractors

12 PROJECT MANAGEMENT PRINCIPLES Develop a solid business case that jusgfies the investment. Have sound governance that provides clear direcgon and effecgve support. Clearly define the project deliverable(s) and negogate realisgc constraints. Involve key stakeholders early and oyen. Apply a disciplined approach from project concepgon to finish. Pre- empt problems and address issues promptly. Break projects into manageable chunks. Delegate what we don t need to do personally, remove obstacles to team members success, and recognise good performance. Check progress regularly and take Gmely correcgve acgon. Learn from each project.

13 DPM COURSE CONTENT Module One: April 2013 Project ConcepSon Phase Project management overview. Project terminology, characterisgcs, parameters, challenges, organisagonal structures, roles and responsibiliges. Stakeholder management. Project selecgon processes financial and non- financial consideragons. Project definigon, feasibility studies and business cases. Project charters. Module Two: May 2013 Project Development Phase Project work breakdown structures. Work package esgmagng and budgegng. CriGcal path analysis. Scheduling work and Gan] charts. Resource scheduling, smoothing, leveling and allocagon. Pre- empgng implementagon threats and opportuniges (proacgve risk management). Preparing the project plan.

14 DPM COURSE CONTENT Module Three: June 2013 Project ExecuSon Phase Leadership, mogvagon and team- building. DelegaGon and contract/ procurement management. Risk management. Stakeholder management. CommunicaGon, monitoring progress and control. Managing performance, variagons, variance, issues and risks. Earned value analysis, performance curves and control charts. Module Four: July 2013 Project Finish Phase Project closure processes. Handover. DocumentaGon and archiving. Post- project analysis and reporgng. Project evaluagon, benefit tracking and review. Guest speakers and visits to project sites. Recent project management developments and specialised methodologies. Student presentagons review of those students work- related projects used for assignment purposes.

15 DPM COURSE ASSIGNMENT WORK In addigon to a]ending four classroom sessions (total of eight days), students are required to prepare in their own Gme four project management assignments based on their selected work- based project(s) and its Gmetable. The four assignments are: Assignment One: Project Charter (project terms of reference or project inigagng document about 5 hours work). Assignment Two: Project Plan (details how the project is to be executed about 16 hours work ). Assignment Three: Project DocumentaGon (files, s, reports, photos etc showing that the project was implemented and that the student managed the realiges of project execugon usually this documentagon is gathered as project execugon and control proceed). Assignment Four: Post- Project EvaluaGon Report (assesses project success and documents lessons learned about 10 hours work, although lesson learned are best recorded as the project proceeds). Also, during the last module students deliver a short power- point presentagon on their selected project or projects about 2 or 3 hours preparagon and some 15 minutes of delivery involved.

16 PARTICIPANT FEEDBACK A fantas*c interac*ve programme that is readily applicable to my day- to- day work, which broadened and deepened my understanding of project management. Michael Howard, Senior Project Manager, Primary Health Care ImplementaGon, Sector Capability and InnovaGon Directorate, Ministry of Health. Prior to undertaking the NZIM Diploma in Project Management course, I had no knowledge of PM principles. The course content was outstanding, par*cularly the group work, which provided the opportunity for team building and to integrate theory into prac*ce. Alison Millman, Community Worker, Wesley Care Community Service. This course delivered excellent value for me personally and for my employer. The well- judged balance between high- level concepts and detailed techniques, and between theory and prac*cal implementa*on, enabled immediate applica*on to the workplace. Rose Prendeville, Project Manager, Port Marlborough New Zealand.

17 QUESTIONS?