Project management in SE

Execution of projects

Peeter Normak
15.10.2015

1
 Plan

1. Discussion: home assignment

2. Presentation of project plans
3. Starting a project execution
4. Deciding on a project management methodology
5. Everyday management
6. Scope management
7. Information management and reporting
8. Quality control and resource management
9. Using power (authority) in management
10. Promoting motivation and devotion
11. Supporting creativity and teamwork
12. Handling conflicts

2
 Discussion on home assignment

1. Questions about the previous topic (Project Planning).

2. Analyze the Charter of the project “Quality system of ICT
vocational education” (Appendix 1 of Lecture Notes) and
answer the following questions:
a) What aspects would need more detailed description?
b) List three biggest weaknesses of the Charter.

3. List three main strength and three main weaknesses of the

Needs Analysis described in the document IMKE-Archimedes-
application.doc.

3
 PMCD Framework – Personal competencies (186, 102)
Communicating (30, 14) Cognitive Ability (32, 17)
6.1 Actively listens, understands and responds to 9.1 Takes a holistic view of project (6,4)
stakeholders (11,4) 9.2 Effectively resolves issues and solves problems (9,2)
6.2. Maintains lines of communication (3,4) 9.3 Uses appropriate project management tools and
6.3 Ensures quality of information (12,3) techniques (5,8)
6.4 Tailors communication to audience(4,3) 9.4 Seeks opportunities to improve project outcome
Leading (30, 25) (12,3)
7.1 Creates a team environment that promotes high Effectiveness (17, 14)
performance (6,10) 10.1 Resolves project problems (9,2)
7.2 Builds and maintains effective relationships (8,6) 10.2 Maintains project stakeholder involvement,
7.3 Motivates and mentors project team members motivation and support (6,7)
(8,7) 10.3 Changes at the required pace to meet project
7.4 Takes accountability for delivering the project needs (3,5)
(8,2) 10.4 Uses assertiveness when necessary (6,3)
7.5 Uses influencing skills when required (9,4) Professionalism (43, 10)
Managing (19, 15) 11.1 Demonstrates commitment to the project (14,0)
11.2 Operates with integrity (9,2)
8.1 Builds and maintains the project team(5,6) 11.3 Handles personal and team adversity in a suitable
8.2 Plans and manages for project success in manner (6,1)
organized manner (6,7) 11.4 Manages a diverse workforce (3,5)
8.3 Resolves conflict involving project team or 11.5 Resolves individual and organizational issues with
objectivity (11,2)
stakeholders (7,2)

Numeric tags – Estonian group: bigger difference in 7.5, 8.3

4
 Presentation of project plans

1. My legacy
2. Development and evaluation of a tool that enables to read faster
(Rapid Serial Visual Presentation).
3. OESELIAN (use padlet.com)
4. Usability study of piletilevi.ee and redesign proposal.
5. Harmonizing Inter-Cultural Diversity
6. User Experience Prototype Requirements
7. E-integration: a Website …

5
 The aim of the project execution phase

Achieving the project objective according to the

project plan, in a sustainable manner.

6
Starting a project execution

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 Starting a project execution – the inputs

Project execution bases on general principles of management.

Inputs:
 Project planning documents.
 Other related documents (standards, technical documentation, analyses,
contracts etc).
 Institutional regulations (accountancy, hiring, procedures for preparing
contracts etc). NB! Very important, if the PM has not managed projects or
structural units before.
 In a later phase of a project: corrections to the project plan and other
related documents.

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 Starting a project execution – recommendations

1. Use wisely the starting energy (like swarming effect by bees).

2. Make staff members aware that starting a new project should

cause inevitable change in the list of their priorities and also
on the structure of their activities.

3. Take into account that initial phase of the project execution

has huge impact to the way how the whole project will be
executed (using tools/methods, interpersonal relations etc).

9
 Discussion 1

What activities could be conducted for stressing the

importance of the project and for motivating the team
members to devote more time to the project?

10
Deciding on a project management methodology

11
 Project management methodology – the concepts

Method (“meetod” in Estonian): principles for solving a single task from

a restricted problem area.
Methodology (“metoodika” in Estonian): combining different methods
for solving a complex task.

NB! Estonian “metodoloogia” has different meaning: science about

methods.

Examples of project management methodologies:

 Agile methodologies
 PRINCE2 (“PRojects IN Controlled Environment”))
 V-model

12
 The problem

Whether – and to what extent – to use a well-established

project management methodology?

A general principle 1: the bigger the project, the bigger the

role of a project management methodology.

A general principle 2: for small projects, an agile

methodology is mostly more suitable.

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 More general principles

For deciding on a methodology, take into account the following:

1. Different methodologies are based on quite different – if compared to

each other – principles.

2. By applying, any methodology should be adapted to the concrete

needs, conditions and practices.

3. Experience and flexibility/creativity is more important than any

methodology/theory.

4. Application of a new project management methodology presumes

certain adaptation of general processes of the institution as well.

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 Agile project management methodologies
The need: classical (linear) approaches to project planning and execution
are rigid and in many cases not flexible enough.
The main principles:
1. Multiple iterations of planning and execution (based on the Release Plan).
2. Heavy involvement of stakeholders.
3. Empowerment of the project team; SSS-principle (speed, smart,
simplicity).

Role of the project manager – focus on creating of a supporting

environment (not so much on process management):
1. Selecting the personnel.
2. Ensuring availability of necessary tools and work conditions.
3. Forming a “big picture” and ensuring that it is followed.

The basic documents: Project Charter and Release Plan.

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General scheme of agile development methodology

Source: http://www.inadev.com/developmentproc

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 Agile project management methodologies

Some practices:
1. Easy implementation of changes.
2. Intense communication and knowledge/experience sharing
between the team members (TEAM – Together Everyone
Achieves More).
3. Reasonable delegation of decision making and responsibilities.
4. Optimization of the activities (increasing job performance).
5. Supporting creativity and innovations.
6. Gradual implementation of the projects’ outcome.

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 V-model – the general principles

Is mainly used for (IT-)development projects in public and military sectors.

1. Minimizing the risks: determination of roles/responsibilities, enhancing
the planning practices, assuring transparency.
2. Ensuring the quality of the outcome: selecting indicators and milestones.
3. Minimizing the total costs occurred during the whole life cycle of a
product: standardized methods for development, using and maintenance
of products.
4. Enhancing communication between the stakeholders: diminishing
differences and misunderstanding.
Structure User requirement Verification, validation Acceptance testing

(partly, one Specification System testing

interpretation):
General design Integration testing

Detailed design Unit testing

Coding

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 V-model – specific principles

1. Outcomes, activities and responsibilities/roles are structured and

correspond to each other.
2. Responsibilities are fixed: Who? When? What?
3. Activities are divided into compulsory and recommended;
Compulsory activities are: project management, quality
assurance, configuration management, problem and change
management.
4. There are concrete strategies (more than ten) developed for
project execution using V-model methodology.
5. Is strongly focused on outcomes.

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 PRINCE2 – processes

PRINCE2 (https://www.axelos.com/best-practice-solutions/prince2.aspx) is
process based: 7 basic processes and 7 components/themes.
Basic processes:
1. Starting up a project (the only pre-project process)
2. Initiating a project
3. Directing a project
4. Managing stage boundaries
5. Controlling a stage
6. Managing product delivery
7. Closing a project.
Every basic process has sub-processes/activities.
NB! Processes are designed according to the needs of a project.

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Source: http://www.prince2-ug.be/The-Process-Model
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 PRINCE2 – elements of the processes

For each process the following elements should be defined:

1. Fundamental principles
2. Relations to other processes
3. Process description
4. Requirements
5. Hints and tips.

Additionally for sub-processes/activities:

1. Responsibilities
2. Information needs
3. Key criteria.

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Everyday management

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 Everyday management – the basic principles

1. The tasks should be coherent/correspond to the capabilities of the

team members (“there is nothing more unequal than assigning
equal tasks to the people with unequal capabilities”).
2. Follow the subordination of project team members.
3. Contribution of the project team members should be adequately
compensated.
4. Clearly state the responsibilities.
5. Follow the codes of conduct.
6. Take into account the personality characteristics of staff members.

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 Recommendations – everyday management

1. Make explicit agreements about tasks and reporting

(and working hours, if necessary).
2. Take into account a Chinese saying “People are not
performing the tasks a chief wishes but tasks that he
checks (or will award)" .
3. Discuss and agree on the role of meetings.

NB! The decisions should be in written!

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 Discussion 2

What are the basic threats and opportunities related to

the project team members that are product/outcome
oriented, activities oriented or communications oriented?

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 Discussion 3

A case study: the project manager and software developer

are working on a project that is conducted in a department.
Head of the department – who does not belong to the
project team – assigned tasks to the software developer
without informing the project manager and partly
contradicting the tasks that were assigned by the project
manager. How would you – being in the role of project
manager – would solve this case?

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Scope management

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 Scope management

Scope is defined as "The work that needs to be accomplished to deliver

a product, service, or result with the specified features and functions.”

The aim of scope management is to assure that all necessary activities

are performed and only these.

The project’s scope depends directly from the product’s scope.

Measuring:
• For the project’s scope – comparing with the project plan;
• For the product’s scope – comparing with the
requirements/intended outcome.

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 Scope management – the main principle

General principle of scope management – the Simplicity Principle:

KISS – Keep It Small and Simple

NB! Better to have 50% in good quality rather than 100% in bad quality.

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 Scope change management

The need for scope change is usually caused because:

 Mistakes/inaccuracies in the determination of the product scope
 Mistakes/inaccuracies in the determination of the project scope
 Changes of internal and external conditions. Example: JEP 12418 (1y  2y).

The activities of scope change:

• Identify the need in scope change
• Analyse factors that influence project outcome in a positive direction
• Manage changes integrating them into other processes.

NB! Every change causes some expenses!

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Information/communication management and
reporting

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 Communication management – processes

According to the PMBOK Guide, Communications management is one of

the knowledge areas of project management.
The main purpose of communication management is to assure
information handling (creation, collecting, processing, spreading,
storing) necessary for effective project execution.
Basic processes:
• Planning – finding the information needs of stakeholders (what, when, how)
• Transmission – making information (timely) available
• Feedback – reports, proposals, assessments
• Completion – handling information necessary for completing a phase
(composing “lessons learned” document, archiving documents etc).

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 Communication management – aspects and
responsibilities

Aspects:
• Agreements between the stakeholders (example: confidentiality)
• Deciding on tools (mail, web, RSS, Dropbox, meetings etc)
• Forms (oral, written, graphic; structuring, generality)

Responsibilities of a information provider: assuring completeness,

clarity, unambiguousness and compactness of information.

Responsibilities of a receiver: read and understand; confirm receiving if

necessary.

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 “Rules” of oral communication

“Rules” of oral communication (see section 4.5 of the Lecture Notes):

1. Listen with comprehension
2. Reflect/give feedback
3. Do not interrupt
4. Ask questions
5. Observe the body language
6. …

NB! Oral communication is an important instrument in developing

common vision and identity.

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 Discussion 4

What are the main functions of speaking and listening?

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 A problem – the extent of internal reporting

The aim of (internal) reporting is to provide information about the

advancement of project execution and:
• assure the stakeholders (including decision makers) that
the completion of the project goes according to the project
plan;
• determine the deviations from the project plan.

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 Recommendations – reporting

1. Internal reporting should be as small as possible and as big as

necessary.
Example: a collection of articles was planned to be composed.
Only about half of the articles was completed before the
deadline.

2. Prior agreement on changes with the decision makers, honesty

(do not manipulate the costs!) and transparency are necessary.

3. Check thoroughly reports before submitting.

Example: printer was changed immediately before submitting,
and not properly installed. Consequence: formula were not
readable.

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Quality control and resource management

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 (Quality) control

The aim of control is to supervise the project execution and

intermediate results for assuring correspondence to the Project Plan
and making corrections if necessary.
The aspects to follow :
1. Finding the rate of tolerance (allowable difference from the requirements).
2. Differentiation of random and systematic deviations.
3. Conducting preventing activities (depends on risks and potential losses).

NB! The need for controlling people varies – clarity about this is
important.

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 Resource management

The aim: distribute available resources between the actors in the best
possible (legitimate) way.

The basic principles for distribution of resources:

1. Balanced and purposeful.
2. Adequate (remuneration corresponds to the results).
3. Collegial and grounded.

NB! Distribution of resources is one of the major reasons of conflicts.

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 Staff development

Staff development normally does not belong to the tasks of a project:

competence development is a long-term process.

On the other hand:

• Every project should contribute to the development of the whole institution;
people are normally the most important asset of an institution.
• Investment to professional growth of staff members increases their devotion.

The problem of investment: identification of training and consultancy needs.

NB! Continuing training of project managers is almost always appropriate.

42
 Professional development – aspects

1. Systematic education can be considered as an investment to the

future; during a project concrete knowledge and skills are needed.

2. From the point of view of a project, short term courses (especially,

discussion of case studies) and consultations handling concrete
problems are preferred.

3. Helpdesks and knowledge transfer portals may turn to be very

useful (especially if the regulations can differently be interpreted).

43
 Resource management – problems

1. Finding quantitative and qualitative indicators, their proportion and

evaluation methodology.
2. Finding balance between funds allocated for achieving the direct
needs of the project and for enhancing the quality.
Example: funding of research projects in Estonia.

3. To what extent optimization and “optimization” (formally correct but

in fact not correct) of spending finances is reasonable.
Example: stipends for students.

4. Taking into account external factors (conflict of interests, salary

levels etc).
5. Deciding on additional tasks that will be extra remunerated.

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 Discussion 5

How to measure the quality of the project execution?

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Using the power (authority) in management

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 Discussion 6

What does “Having (and using) the power” mean?

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 Using the power

Having the power := being capable (capability to influence the

behaviour, values and beliefs of others in the desired direction).

The goal: achieve possibly high total capability and direct this for
achieving the project objective.

A big problem: realization of the power.

The main tool: reasonable delegation of power (and responsibilities).

NB! Influencing team members is a team-work, not just the project

manager's job.

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 Using the power – expectation of the team members

Expectations of project staff from the project manager:

• honesty,
• competency,
• understanding the trends,
• inspiration,
• ....

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 Aspects/types of power

Positional power ( ):
• Legitimate power
• Supportive power
• Restrictive power ( ). Prevention instead of punishment.

Personal power ( ):
• By example
• As expert.
More: informational, charismatic, of tradition etc.

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 Positional power

Parallel terms: legitimate, formal or assigned power.

The main factors that determine the positional power:
• The structure of positions in an institution
• The decision making mechanisms in the institution.
Indicator: authority to change the activities (including decisions) of
others (action-based approach).

Preconditions for effective usage of positional power:

• Clarity and conformity of rights, obligations and responsibilities
• Rational delegation of tasks and rights
• Functional feedback (from below and from the top) that assures
adequate understanding of processes.

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 Personal power

Some tools for achieving:

• Rational grounding (basing on facts and logic)
• Inspiring involvement
• Seeking of an emotional proximity
• Credibility and discreteness
• Focusing to increasing the reputation in the main competence
area

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 Project manager – realization of power

Project manager should have a reputation of a person who never fails.

(S)he should be able to:
• make a significant contribution,
• motivate others to make a significant contribution,
• achieve priority for the project,
• achieve acceptance of professional methods of actions.
Success of a project depends heavily on the ability of the project
manager to exploit the authority given him/her by positional power.

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 The relativity of power

The relativity of power bases on the competence and work division of

the parties.

The relativity of positional power basis on sharing the roles and

responsibilities – to what extent these are delegated (downwards
and from the top).

The relativity of personal power basis on the (perceived) intellectual

distance.

Positional and personal power are positively correlated.

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 Discussion 6

How would you increase your personal power among

your fellow students?

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Promoting motivation and devotion

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 Supporting devotion

People are in average using only about 30% of their potential.

The problem: how to release the remaining 70%?

Some tools:
• Motivation/encouragement
• Creating pleasant work environment
• Involvement in decision making
• Take into account interests, competencies, priorities of staff members
• Mapping a work-day.

Inhibiting (demotivating) factors:

• Rework
• Additional requirements
• Dispraise
• …

57
 Increasing motivation

It is necessary to know what motivates every single person, what are

their:
• Interests
• Problems
• needs

Activities for stimulating motivation:

• Recognition (critique is an important suppressing factor)
• Creating common vision
• Ensuring transparency (Example: Tampere Technology Park)
• Providing authority and resources (raising feeling of responsibility)
• Celebrating achievements.

NB! Satisfied need is not a good motivator.

58
 Discussion 7

What additional activities would motivate project team

members?

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Supporting creativity and teamwork

60
 Supporting creativity

Competitiveness and sustainability assume innovation that in turn

assumes creativity.
Intellectual properties that support creativity:
• Ability to recognise opportunities
• Plenitude of new ideas
• Originality. Example: mirrors besides the lift doors.
• Flexibility. Example: the structure and curricula in the University of Minho
(Braga, Portugal).
• A goal that cannot be achieved using existing tools. Example: land a man
on the Moon.
NB! New ideas can create conflicts.
NB! Innovation is competence based.

61
 Creativity – supporting and inhibiting factors

Supporting factors:
• Existence/creating supporting structures/tools/indicators (for experimenting)
• Enough time for thinking and acquiring knowledge and developing skills
• Possibility to focus
• Creating enthusiasm
• Discussions

Inhibiting factors:
• Stress
• Strongly fixed subordination and procedures
• Fear to fail and make mistakes
• Using “killer” expressions

62
 Teamwork

Teamwork and cooperation is an important personal competency in the

PMCD Framework.
Weakness on co-operation and teamwork is one of the major causes of
failing projects (in Estonia as well, cf the seminars in companies).

Supporting factors:
• Good interpersonal relations
• A good first impression
• Positive prejudice
• Existence of a strong competitor (or a common “enemy”)
• Suitable distribution of roles, work assignments etc
• Common identity, goals, interests etc.

63
 Discussion 8

What would inhibit teamwork and therefore should be

prevented?

64
 Discussion 9

List threats that are related to the people who value

teamwork.

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Handling different opinions and conflicts

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 Handling differences and conflicts

The aim: through managing differences and conflicts find appropriate

solutions and exploit the energy that is generated.
Synergy versus swan-pike-crab syndrome.

NB! Differences should not be eliminated; instead, good ideas should

be extracted (“The truth is born in dispute”, “Development through
diversity”, “Differences generate energy” etc).
NB! Different opinions should not become a conflict.

67
 Causes of conflicts

The main causes of differences/conflicts are:

• Timetable
• Costs and budget
• Priorities
• Administrative procedures
• Technical questions
• Distribution of tasks
• Interpersonal relations.

68
 Handling differences and conflicts

Strategies for handling differences:

• Creating a common ground
• Agreeing on a compromise
• Collecting and analysing information
• Focusing on problems, not on a person.

Levels of needs of a project should be taken into account in preventing

and solving differences (compare with the Maslow hierarchy):
• Survival of a project
• Stability and confidence
• Togetherness
• Belief in the importance of the project
• Realising the potential

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 Handling differences and conflicts – negotiations

The main instruments for preventing conflicts: respecting rights of

parties and taking into accounts their expectations.
The main instrument on solving differences: negotiations.

Techniques of negotiations:
• Be straightforward; find the cause of the problem
• Mark your behavior making introductions to your statements
• Avoid superfluous arguments
• Be aware of limitations of logic; interests prevail over the logic
• Avoid irritation and accusation
• Offer alternative solutions.

Suggestion: before handling conflicts, clarify the interests of involved

people.

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 Home assignment No 3-1

Individually:

1. Read chapter 4 in the General Project Management. Lecture Notes

(pages 65-83) and prepare three questions to be discussed on the
class.

2. Formulate the basic principles of Total Quality Management (TQM)

and analyze how could you reflect these in your examination work.

3. Study the Project Management Professional Code of Professional

Conduct. What of the basic requirements of the code of conduct
would be most important to follow in your project?

71
 Home assignment No 3-2

Individually:
4.Choose one perspective of PRINCE2 Maturity Model P2MM
(Management Control, Benefits Management, Financial Management,
Stakeholder Engagement, Risk Management, Organizational
Governance, Resource Management;
https://www.axelos.com/Corporate/media/Files/P3M3%20Model/PRINC
E2_Maturity_Model_P2MM.pdf) and assess for each level what you will
consider as the most important specific and generic attribute of this
perspective.
5.List advantages and disadvantages of matrix project management
(every person reports to more than one manager).
6.Bring an example of an unsuccessful project that could have been
rescued with some training or consultation.

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 Home assignment No 3-3

In the project teams:

1. Complete your Project Plan.

2. Start executing your project:

a) Collect documents needed for the project (standards,
regulations, analyses etc).
b) Distribute the roles/responsibilities and tasks between the
project team members.
c) Decide on the work organization and communication
means.
d) Determine quality indicators for your intended project
outcome.

73
 Next lecture:
Thursday, October 29
Topics:
- Project management software
- Execution of projects (cont.)
- Closing a project

74
 Systematic training versus intense course
Systematic training Intense course
(Investment model) (Reaction model))

PhD

Master

Bachelor

75
 Quality control – some methods of measuring

1. Direct check of the outcomes.

2. Analysis of the project execution against the project plan.
3. Analysis of the processes.
4. Pareto analysis (cause-effect analysis) for finding critical problems.
5. Trend analysis, analytical methods (extrapolation, statistical
methods, modelling).
6. Selecting a topic (an aspect) for a detailed check.
7. ….

76
 Decreasing motivation
Mike Myatt, 10 Reasons Your Top Talent Will Leave You.
You failed to:
1. Unleash Their Passions
2. Challenge Their Intellect
3. Engage Their Creativity
4. Develop Their Skills
5. Give Them A Voice
6. Care
7. Lead
8. Recognize Their Contributions
9. Increase Their Responsibility
10. Keep Your Commitments

77
 Factors inhibiting teamwork

1. Problematic interpersonal relations.

2. Trying to perform tasks alone
3. Unfavourable first impression
4. Distrust
5. Low ability to accept viewpoints of the colleagues
6. Negative prejudice
7. Inadequate distribution of roles, work assignments etc.
8. Physical separation of project team members.
9. Inadequate information management.

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Quality system of ICT vocational education – inform. needs

1. The actual stand of ICT vocational education is not described, only

some problems are listed.

2. Current activities of other relevant institutions are not described.

3. “First phase of project initiation” is not specified.

4. The budget is not divided into articles.

5. Deliverables and activities are described, but not the role of each
individual partner.

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 Quality system of ICT vocational education - weaknesses

1. Participating institutions and project manager are not determined.

2. Project proposal is not focused enough, the scope is too broad.

3. Missing of a supporting foundation is considered as the main cause

of problems in ICT vocational education.

4. Administration of projects takes normally not more than 10% of

work load (here about 15%).

5. Only small part of the project is relevant to the university (does not
support achievement of strategic goals of the university).

80
 Needs Analysis of the IMKE application

Strengths:
• Ambitious project – unique profile and an advantageous position in
the field in the Northern Europe.
• Bases on the strong expertise of the institute on e-learning
technologies and collaborative learning environments.
• Priority area – has already got support from different institutions.

Weaknesses:
• Normally improvement projects of study programmes are planned
and conducted after completion of the first run of the project.
• The target – 15 to 20 students each year – is too low (investment
does not pay off).
• Needs analysis is written in very general terms.

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