Hoping that a project comes out the way you want is not a PLAN!! This is true in life, in school and on the job.

Transcription

1 Project management is the discipline of planning, organizing, securing and managing resources to bring about the successful completion of specific project goals and objectives. (Wikipedia) Hoping that a project comes out the way you want is not a PLAN!! This is true in life, in school and on the job. Examples of projects that need management might include 1) cleaning your room, 2) holding a party or wedding, 3) protecting the Earth from an approaching comet. 1

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4 E: Leadership and Self Development Competencies F: Personal Skills Competencies G: Life Survival Skills H: Workplace Competencies I: Economic Empowerment 4

5 Self understanding and Dreamwork are basic components of JAG, starting in middle school. Having a plan for education and training that is based on each student s aptitudes and interests is the key to translating your hopes and dreams into actual success. Examples of Plan the work might be: Hoping the work comes out well isn t enough to help it happen. Let s look at the levels of detail and complexity for planning projects, starting with the Concise Project Management Guide, which has all the steps you might ever need during your high school education and beyond. 5

6 Talk students through the steps, assuring the understanding of all the terms used. Alternatively, separate them into teams of 2 4 and have them figure out how to teach each other about specific steps in the process and definitions of words used in those steps. There are 12 key steps. 6

7 You will need to draw this diagram for a quiz in five minutes. I will give you 10 seconds to look at it and then you ll have to work with your classmates, if necessary, to be able to know how to pass the quiz. This is a Pass/Fail quiz. Everyone must pass the quiz before class is dismissed!! After letting them look at the slide for 10 seconds, have students take 5 minutes to discuss how they can remember the diagram and then have them draw the 5 process groups (plus Sustain?) from memory, exchange papers, grade/correct and either re test later or congratulate them for learning so quickly. 7

8 Who initiates aproject varies: Cleaning your room? Planning a dance? Saving Earth from an approaching comet? Other examples might be: planning winter break, holding a fundraiser, organizing a student s culminating project, starting a small business, planning the next X games. If you are going beyond a short 5 classes or less intro, you may want to divide into groups to address different projects or have each group work on the same project, and compare their work in short presentations. 8

9 What s a definition of the word, scope? How would students explain this step?? Who would the customer(s) be using the various examples of projects you ve discussed? There are two key steps in initiating any project: Defining the Scope and Gaining Stakeholder Support. How is the scope determined for: Cleaning your room? Planning a dance? Protecting Earth from an approaching comet? Other examples might be: planning winter break, holding a fundraiser, organizing their culminating project, starting their own small business, planning the next X games. 9

10 How would this apply to: 1) cleaning their room 2) planning a dance or 3) protecting Earth from an approaching planet? Other examples might be: planning winter break, holding a fundraiser, organizing their culminating project, starting their own small business, planning the next X games. 10

11 Who are the stakeholders in the examples you re using? How can you determine their expectations? Use the or similar technique if the example you are using in class is more complicated than can easily be discussed as a classroom of the whole, or if you give each group a different example to work with, or have each group working on the same major project 11

12 At the end of the initiation phase of Project Management, a thorough explanation of a project includes a statement that outlines the scope, costs, schedule, results or deliverables and expectations of the stakeholders. This is called a project charter, and it can be simple or more detailed, depending on the project. Have the students write a project charter for one of the examples you ve been using or their group project that they have been working on in their group. The remainder of the class time (approx. 1 hour) is spent in discussing project charters that are developed. An simple template for a project charter or project statement might be useful. Approximate end of class 1: be sure to know that all students have the 5 process groups memorized. 12

13 At the beginning of class two, quiz as necessary the definitions of scope, stakeholder, and project charter. Review the constraints on project success of Quality, Scope, Time and Cost. Can students explain the two diagrams: 5 Phases and Triple Constraint Dilemma? What is a Project Charter? Once you have a clear explanation of the project (project charter) including scope, costs, time schedule and stakeholder expectations, you can begin going through the key steps in planning the project. Planning is the most important phase of managing a project. Why? 5 of the 12 key steps of project management are in the planning phase 13

14 What do you think a WBS is? It starts from your project charter,which is a statement of the project, including scope, costs, time schedule, deliverables and stakeholder expectations. How complex do they need to be? What would one look like for cleaning your room? Planning a dance? Getting that comet? Have students create a work breakdown structure or project outline in groups. This is the point where your Intro unit can remain simple, or gain complexity with deeper, more applied learning. Student groups share out their work with the class. Dividing your class into project groups either each assigned a different project (like from the list of examples), or all working on the same project assists in more expanded learning time. 14

15 A budget includes monetary costs and other resources needed in the project as well. Sometimes a budget is given to you and sometimes you have to estimate how much something is going to cost. How would you do that? Have students add budget elements money and other resources to their WBS. 15

16 What are different ways to make a schedule? Drawing timelines, calendars, digital clock times, etc. Have students develop a schedule for their project room cleaning, dance, comet or other and share their work with the class. 16

17 Who is going to do what? Many personal projects might just have a team of one you but have you written down what your responsibilities are? Activities related to teaming and leadership are useful in relation to project management. Duh. 17

18 Who needs to know what, when? Add communications to your plan. This should approximate the end of a second hour session. 18

19 You have planned the work. Now work the plan. In this short intro version, having students act out as if they are going through their project is the best way to simulate Execution. If the intro is incorporated into the class, like one day a week or otherwise over time, you will have the actual project(s) to execute. What are you going to do first? Next? Now, act as if you are executing your project, and I ll just ask questions and make comments as we go along. The three key steps in Executing Your Project, in the next three slides, require little beyond classroom discussion, however, the teacher should be asking a lot of What if? questions as students are explaining how they will execute their projects. Risks, contingency plans, contracts and other assurances, adjusting schedules, expanding budgets, etc. are all issues related to Executing a Project, depending on the circumstances of the project and will help students gain an appreciation for the management part of project management. 19

20 What the heck does this mean? 20

21 Put this into your own words 21

22 How do you know that the work you are doing on the project is good enough, or could be made better? 22

23 All the questions and comments we made as you went through the project execution phase are related to monitoring and controlling your project. But the monitor and control phase really starts early in Project Management and never ends until near the end. 23

24 How do you know you are accomplishing the project? How do you know you are on time, on budget and delivering what you set out to do? How have you arranged to communicate performance to stakeholders or customers? Benchmarks, reports, meetings to discuss changes, etc. are elements to bring into class discussion. In the shortest version of this intro, have students explain or give examples of how they will monitor and control 1) cleaning their room, 2) planning a dance or 3) protecting Earth from a Comet This should approximate the end of the third hour of an intro. 24

25 The end date was established in the project charter or statement. What do you need to do to wrap up the project? How do you pass on lessons learned to others? Continuous Improvement starts with identifying 1) what went well and 2) what could be improved. In your project groups, make a list of those two things. 25

26 What have you learned in doing your project, and how can you share that learning with others? 26

27 Some projects will be repeated, like room cleaning or having another dance, or will endure beyond the completion, like putting in a bench outside for students to sit on so before you walk away from a project when it is done, there are some questions you need to ask: 27

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29 This should approximate the end of the 4 th hour of introduction. 29

30 In the 5 th hour of the PMforCTE intro, assess learning by quizzing vocabulary, the 5 phase and project constraint diagrams and putting the 12 key steps in sequential order under the 5 phase headings. Have them turn in their group work that should include 1) a project charter or statement, 2) a WBS including schedule and budget and communications plan. Check what they d like to review or learn more about. Celebrate learning in the project development process with group work that occurred, or needs to be completed. Then, review and discuss the other Overall Knowledge and Skills that can help project management be done better and are elements that they can look forward to learning in the future. 30

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