Download - Time and Project Management Week 5 RH
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Project management101:
How to not go crazymanaging your projects
...
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Learning Outcomes
By the end of todays session, a successful student
will be able to:
Employ a number of effective project management
tools to keep projects defined, manageable, and
running to time & budget;
Write convincingly about your own project inrelationship to a number of project management
models.
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A time management
system that actually works!Forget more - think smarter / easier / focused
Step 1: write down the things on your work to-dolist (say 10-12 items)
Step 2: now imagine an ideal world, with no
deadlines: rank the items on your list in order of
importance
Step 3: now rank the items on your list in order of
urgency.
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Prioritizing Tasks
Important Not important
Urgent
Not
urgent
De-railers /
distractions?
How do you avoid
wasting time on these?
Should be your main
focus
(What % of your day
do you spend in thiszone, though?)
Just get rid
of these!What can you
cross off your
list NOW?
Too easy to
lose sight of these.Whats one thing
you can do to
keep these ticking over?
Traffic lighting
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Coveys take on this
Stephen Covey, in his book The Seven Habits of
Highly Effective People looks at these distinctions
as a way to break down how people use their time
He proposes that effective people aim to shrink the
time spent in the Important/Urgent box down, by
spending more time in attending to the
Important/Not urgent
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Getting Things Done
Another very useful book for time/project/workload
management is David Allens Getting Things Done.
Its on the reading list, and is an international
bestseller for a good reason!
In it, he proposes a complete overhaul of how we may
view our organisational processes, in order to
implement a system which is simple, effective and
flexible for getting things done.
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Some key principles:
Keep everything out of your head
Decide actions and outcomes when things first
emerge on your radar
Regularly review and update the inventory of open
loops in your life and work
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Getting Things Done
This book requires some commitment in order for you
to experience its full potential!
It is also useful to note that Allen has a different
approach to Covey, in terms of how they interact withpersonal values.
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An integrated project
management modelWere going to work our way through a project
management model thats usefully designed to be
comprehensive
But well also consider the different methods and
tools youve already used to explore the same
issues as those explored in this model
So, today, were going to use the Berenschot
Project Management Model - because (a) its
highly effective and (b) its too rarely written up,
and Id really like you to know about it :-)
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DEFINITION
1: LIFE
CYCLE
2: PROJECT
FUNDAMENTA
LS
1) ...
2) ...
3) ...
BERENSCHOT
PROJECT
MANAGEMENT
MODEL
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Project fundamentals
The relative importance of these questions, and the
detail you need, may vary somewhat from project
to project, but you need to be clear about:
What is the ultimate objective of this project?
What do you want to DO; what do you want to
ACHIEVE?
How will you measure success / failure? (Whatare your project specifications?)
How will you ensure you deliver quality?
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Project fundamentals
Whats the timeline?
Whats the budget?
How do you intend to organise the project?
What resources do you have at your disposal?
(People / time / money / methods ...)
How will you publicise your project and get people
involved?
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DEFINITION DESIGN EXECUTION
1: LIFE
CYCLE
3: PROJECT
HIERARCHYPROJECT
SUB-PROJECTSUB-PROJECT SUB-PROJECT
RELATIONSHIPS BETWEEN PROJECTS?
SEQUENCE? WHAT DEPENDS ON WHAT?
2: PROJECT
FUNDAMENTA
LS
1) ...
2) ...
3) ...
4: MANAGEMENTCYCLE (ONGOING)
PLAN DO
CHECKACTINITIAL PLAN RESULTS
BERENSCHOT
PROJECT
MANAGEMENT
MODEL
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The Deming Cycle
The point of the cycle is
that it helps us
improve what weredoing
Sometimes called the
PDSA cycle (as somefolk use Study instead
of Check)
PLAN DO
ACT CHECK
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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The Deming Cycle
PLAN ahead for
change / improvement
Decide how you will
measure your results
Be clear about what
you are trying to
achieve, and why.
PLAN
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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The Deming CycleDO your actions in
small pieces, where
possible, to test whats
working and what isnt
as clearly as you can
If you do a lot muddled
together, its hard to
see whats having an
effect
For you, this is linking
the doing and the
researching parts of
your projects ;-)
DO
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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The Deming Cycle
If you think of the DO
phase as an
experiment, then you
next CHECK (or
STUDY) the results of
this experiment, and try
to figure out WHY
things did / didnt work -this is where you
develop a theory.
CHECK
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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The Deming Cycle
This is where you
figure out how to ACT
on what youve
learned, and you then
take this new action
forward into the next
round of planningimprovements.
ACT
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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The Deming Cycle
Can you describe one
cycle through this from
your own experience?
PLAN DO
ACT CHECK
Walton, M. & Deming, W.E. (1986) The
Deming Management Model(New York:
Dodd)
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Single and Double Loop Learning(Donald Schon & Chris Argyris)
ACTION /
STRATEGYCONSEQUENCE
GOVERNINGVARIABLE
(UNDERLYING
ASSUMPTIONS /
AIMS ETC)SINGLE LOOP
LEARNING
DOUBLE LOOP LEARNING
SEE ARGYRIS & SCHON (1974) Theory in pract ice: increasing pro fession al effect iveness
(SAN FRANCISCO: JOSSEY-BASS)(contains their basic statement of doub le loop learning, & their work on
the dist inct ion between espou sed theory and theory- in-act ion)
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DEFINITION DESIGN EXECUTION GOALAFTERCARE
1: LIFE
CYCLE
3: PROJECT
HIERARCHYPROJECT
SUB-PROJECTSUB-PROJECT SUB-PROJECT
RELATIONSHIPS BETWEEN PROJECTS?
SEQUENCE? WHAT DEPENDS ON WHAT?
2: PROJECT
FUNDAMENTA
LS
1) ...
2) ...
3) ...
4: MANAGEMENTCYCLE (ONGOING)
PLAN DO
CHECKACTINITIAL PLAN RESULTS
BERENSCHOT
PROJECT
MANAGEMENT
MODEL
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DEFINITION DESIGN EXECUTION GOALWRITE
UP
1: LIFE
CYCLE
3: PROJECT
HIERARCHYPROJECT
SUB-PROJECTSUB-PROJECT SUB-PROJECT
RELATIONSHIPS BETWEEN PROJECTS?
SEQUENCE? WHAT DEPENDS ON WHAT?
2: PROJECT
FUNDAMENTA
LS
1) ...
2) ...
3) ...
4: MANAGEMENTCYCLE (ONGOING)
PLAN DO
CHECKACTINITIAL PLAN RESULTS
BERENSCHOT
PROJECT
MANAGEMENT
MODEL
Where do theWh t d l / i t
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You plan &set goals /
outcomesYou do the
work
You review
what
happened,
what worked& didnt
You try tounderstand
& explain this
Where do the
goals come from?
How will you
measure
them?
Monitoring as
you go ...
Evidence / input /
flexibility?
Evaluation -
triangulating
sources of evidence ...
personal & professionalreflection
What models / input
research evidence
are you using
to help explain?
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Learning Outcomes
By the end of todays session, a successful student
will be able to:
Employ a number of effective project management
tools to keep projects defined, manageable, and
running to time & budget;
Write convincingly about your own project inrelationship to a number of project management
models.