bridges project management: trainers...

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Bridges Social Development

Project Management Training Program

www.canadabridges.com

09/09/2009

Project Management: Instructor Guide

Module 1 INTRODUCTION

Bridges Project Management: Instructor Guide

Module 1: Introduction to Project Management Page 1

PROJECT MANAGEMENT TRAINING PROGRAM FRAMEWORK

Module Topic Highlights Learning Resources Estimated Time Requirements

1. Introduction to Project Management

A. Key learning principles B. Introductions and logistics C. What is a project? D. Elements of a project E. Project management toolkit and case study F. Personal experience with projects G. Individual commitment to learning

Instructor’s Guide and Trainee’s Guide are resources available to support the entire training program

1.5 hours

2. Project Proposals A. Project proposals B. Evaluating alternatives C. Getting approvals D. Team creation

Project Proposal Tool 3-4 hours

3. Project Design and Plan A. Project Charter Plan first, then do! What is a project charter? Key elements of a project charter

Project Charter Tool Case Study

3 hours

B. The Project Plan Introduction to the Detailed Project Plan Using the milestones Setting tasks Completing the Project Plan

Project Charter Tool Detailed Project Planning Tool

1-2 hours

C. Budgeting Introduction to Cash Budgets Creating a budget

Cash Budget Template Budget Detail Worksheet Template

2 hours

D. Risk Management Anticipating and mitigating risks

Risk Matrix Tool 1 hour

4. Plan Implementation

A. Implementing the Project Plan Tasking and tracking Scope management Risk monitoring

Project Charter Tool; Detailed Project Planning Tool; Variance Analysis Report; Risk Management Status Report

1.5 hours

B. Change Management The human dynamics of change and transition Leading change Building change into your project plan

2 hours

5. Post Implementation Review

A. Evaluating projects B. Lessons learned C. Project management training evaluation

Post-Implementation Review Tool

1.5 hours



TABLE OF CONTENTS

MODULE 1: INTRODUCTION TO PROJECT MANAGEMENT ........................................................................... 5

MODULE 1A: KEY LEARNING PRINCIPLES ...................................................................................................... 6

MODULE 1B: INTRODUCTIONS AND LOGISTICS ............................................................................................ 7

MODULE 1C: WHAT IS A PROJECT? ............................................................................................................... 8

MODULE 1D: ELEMENTS OF A PROJECT...................................................................................................... 11

MODULE 1E: PROJECT MANAGEMENT TOOLKIT AND ADDITIONAL RESOURCES....................................... 13

MODULE 1F: PERSONAL EXPERIENCE WITH PROJECTS .............................................................................. 15

MODULE 1G: INDIVIDUAL COMMITMENT TO LEARNING ........................................................................... 17



Preparation:

• For Instructors: Review the instructor’s guides, the toolkit and the teaching materials on the website.

• For Students: Recommended Reading List is available at www.canadabridges.com

• Intact Teams: If the training of intact project management teams is possible, the instructor is encouraged to discuss, clarify and record the “facts” of the project being managed by the project team – and to develop the Case Study for use in this training based on the actual facts.

• Case Studies: Instructors are encouraged to choose or develop a Case Study for use in this training based on the needs and knowledge base of the students. Sample Case Studies are included in these training materials but other case studies can be developed for use by instructors, tailored to the needs of the students.

Classroom Training:

• Recommend a minimum of 2-3 days of classroom training time. Two days for teaching is feasible with some pre-class preparation. Training of intact project teams will likely take 3 days minimum, and even longer if specific actions are to be developed.

• A “Commitment to Learning” is required to be signed by each student at the end of this module

Post-Training:

• Use of Project Proposal, Project Charter and other Project Management tools in your projects

• Translation of the training materials and templates into local languages may be a recommended follow-up action

• Additional resources and tips accessible at www.canadabridges.com

http://www.canadabridges.com/�




Menu of Icons:

Discussion Question: This can be facilitated by the instructor in a large group, or by facilitators in smaller groups. Use the group discussion questions as an opportunity to reinforce that we learn from our positive and negative experiences and that we can learn from others’ experiences (shared-learning).

Toolkit: Refer to a specific tool in the Project Management Toolkit.

Key Learning &/or Note to Instructor: Focus on ensuring this key learning is understood.

Individual Exercise: A reflective, individual exercise facilitated by the instructor. Allow students to consider personal experiences and individual leadership objectives.

Activity: An activity to be facilitated by the instructor, including for example, a review of a project management tool with a case study question, a cash budget activity, PowerPoint etc.

Additional Resources: Refer the students to additional information (e.g. books, articles, videos and materials on www.canadabridges.com website or other websites).




MODULE 1: INTRODUCTION TO PROJECT MANAGEMENT

Introduction to Project Management

A. Key learning principles B. Introductions and logistics C. What is a project? D. Elements of a project E. Project management toolkit and case study F. Personal experience with projects G. Individual commitment to learning

1.5 hours



MODULE 1A: KEY LEARNING PRINCIPLES

What is the Purpose of this Training?

These training materials will help people manage any kind of project. This program was originally designed for use in healthcare projects but can be used in any sector and any country. Tailor the training and the tools to the needs of the participants.

Training is important. Everywhere in the world, people have difficulty managing projects. If people know how to use these tools, their role in projects will be more useful, and even more fun. These tools can and should be adjusted based on the needs of your audience and the areas and industries in which you work. These training materials continually evolve and grow as we receive feedback, so over time you may notice changes and improvements to the documentation you find on our website. We’d like to hear from you too!

Adult Education

This training must be practical, relevant and feasible. Focus on the transfer of expertise and experiences. Don’t “teach” too much. Respectfully encourage students to share their knowledge and learnings. With adult learning, this focus on practicality and application of theory to real-life scenarios is critical. Also, remember that students will have different learning styles.

Additional Resources: If instructors or students are interested in learning more about adult learning and different learning styles, look at the resource materials at www.canadabridges.com .

Individual Commitment to Learning

At the end of Module 1: Introduction to Project Management, students are asked to commit to learning, by agreeing to:

1. Respect the need for a learning environment 2. Respect confidentiality 3. Respect a diversity of opinions and experiences 4. Be on time for training 5. Participate positively




MODULE 1B: INTRODUCTIONS AND LOGISTICS

Getting Prepared: Checklist

Name tags are available

Training materials

PowerPoint projector and computer plugged in and works (or paper copies have been supplied)

Flipchart and markers are ready

Refreshment breaks and lunch breaks are organized

Trainees have notepaper and pens

Sticky notes (or paper and tape)

Room is warm enough/cool enough

Chairs and tables are set up

Prayer breaks (as required)

Location of washrooms

Emergency exits

Consider incorporating local customs and traditions– use of incense in the Middle East, lighting of a oil lamp in India, burning of sweet grass in Aboriginal Canada

Greetings

Introduce yourself and welcome the students. Invite students to briefly state their name and job title and place of work. Review logistics—timeframes, location of washrooms and facilities, ask for cell phones to be turned off, talk about time for refreshment breaks, lunch and prayers.

Icebreaker Activity: Modify based on context, participants, education, experience, and available time.

Pair people up together. Ask them to spend 2 minutes each talking about themselves. At the end of 4 minutes we will come back together as a group and you will introduce each other. The introduction should include something personal (e.g. favourite food, favourite leisure activity). Ask them to tell the person’s name, their position and how many years experience they have in the industry. For example: How many years they have been in healthcare in Yemen? All participants get to hear about other participants from of a third party instead of hearing from the people themselves. Depending on the session content, it is fun to add up all the years of experience in the room and close with something like



"Combined, we have 100 years of experience in this room!"

MODULE 1C: WHAT IS A PROJECT?

The word “project” is used to describe many different activities. So, what exactly is a project? Here are is definition for us to review: A project is a temporary endeavor undertaken to create a unique product or service .It is s a one-time, multi-task initiative that has clearly defined starting and ending dates, a specific scope of work to be performed, a budget, and a specified level of performance to be achieved. As we can see three key points in this definition: 1. A project is temporary. 2. A project is unique. 3. A project is the result of a multi-task job that meets specific goals Project is temporary: means that a project is something that has a specific start date and a specific end date. This start and end date must be understood, and accepted, by the people in charge of the project. Project is unique: this doesn’t mean that any given project cannot have key similarities to other projects or must be something done for the first time in the world; it does mean, however, that the process to create your project is unique, and therefore, the product of the project (the thing the project creates) is unique. A project is the result of a multi-task job that meets specific goals: This means that what you do involves a series of interconnected processes that are performed progressively to achieve a specific goal.

Discussion Question: Is this a project or an ongoing operation? How do the 3 key criteria for a project (temporary, unique, multi-task job that performs specific goals) apply?

Hiring 2 new staff at your hospital or clinic? Replacing an MRI machine in a hospital? Putting a training program in place to operate new equipment in a hospital? Running a maternity ward? Selecting and putting in place new accounting systems in your hospital or clinic? Evaluating a protocol on the use of antibiotics in the Ministry of Public Health and

Population?



Note to Instructor:

• The objective of this series of questions is to help the students understand the difference between a goal-oriented project and ongoing operations and administration. All work is not project work.

• Explain a project as a temporary activity needed to create a unique product or service. Temporary is important: it means that the project has a definite beginning and a definite end. Unique means that the product or service is different from other products and services. Other characteristics include:

o Creation of something new – a process, facility, etc o Goal oriented o Is complex o Limited resources and budgets o Projects are often multi-disciplinary; several disciplines can be involved

• Examples of projects:

o expansion of a hospital; o advocacy/awareness/training to support the introduction of a new clinical practice (e.g.

a new protocol in surgery); o research project

• Examples of work that are not projects:

o ongoing training of medical personnel; o implementation of healthcare policy in a clinic or hospital; o ongoing engagement with patients

Discussion Question: It is often said that “successful projects have many mothers and fathers…failure is an orphan.” Why is it critically important for project roles and responsibilities to be clearly understood?

Note to Instructor: This discussion question offers the students an opportunity to share their experiences, and for shared learning among the trainees. Use this discussion as an opportunity to introduce the concept of shared learning: we learn from one another.



Be careful not to get too negative…turn the question around to also talk about successful projects and the pride of project team players in a successful project. Don’t push everyone to answer…unless the students are comfortable. But, do try to let people be emotional. There is fear with projects…people can have poor experiences that create fear when they think of future projects. Try to comfortably talk about these fears. Use this dialogue question as an opportunity to reinforce the purpose of this training. What is the outcome if we don’t have this training? In this discussion, people may ask: “what do we do when people say…even if we do this project… there will be no impact, or no change?” If this question comes up, discuss and explain that this issue will be talked about in Module 4 (change management).



MODULE 1D: ELEMENTS OF A PROJECT

Now that we understand what a project is, we need to learn how to manage a project step by step… as shown in the following diagram:

Elements of a Project

Pre-Project Stage 1. Project Design and Plan 2. Plan Implementation 3. Post Implementation

Why? Develop the ‘Project Proposal Tool’

What? How? Develop the Project Charter and Project Plan

Do! Monitor Revise Implement and monitor

Review Celebrate Conduct a Post Implementation Review

Introduce the various stages of project initiation, approval and management. Use the Elements of a Project Chart to talk about the stages and as you talk about this section of the module, draw a decision-tree on your flipchart (e.g. project proposed – approved or not approved – project proposal proceeds to a project charter or ends as an idea).

Pre-Project Stage This is the beginning – the conception— of the proposed project. Why you need the project? What is the current situation and what you like to achieve through the new initiative? You need to organize your thoughts and put them into a format so that your superiors, sponsors and collaborators can understand what you want to do. You need a preliminary yes or no to do further work on the project.



First, do we have a project? Before starting to design and manage a project, we have to know if we have a project! During the pre-project or genesis stage, projects can be proposed for approval. Supporters of projects must answer the question: “why are we doing this project?” Sometimes ideas do not become “projects”...they are just ideas.

To answer these “why” questions during the pre-project stage, those in support of a project need to make a strong case, and get required approvals to move forward. The Project Proposal Tool (to be introduced a little later in this module) tells you what you need to explain.

Once the Project Proposal Tool is completed, you need to ask for approval from management. Ask management to make a decision: should this project proposal request be approved to proceed to the next step (Project Design and Planning), or be stopped?

Before proceeding to project design and planning, a “go/no go” decision must be obtained from the Project Sponsor (the individual assigned to approve the project by the Ministry of Public Health and Population...this person has the organizational authority to approve the project’s scope, time schedule and cost). You need this “sign off” on the Project Proposal before proceeding to the next step of Project Design and Plan using the Project Charter Tool.

If a project is approved to proceed, you will need to ensure you have a Project Sponsor and a Project Manager designated. As well, required funding should be arranged to allow you to expend resources needed to develop the Project Charter.

Now that we have a Project, how do we manage the Project?

Once approval to proceed with a project is given, planning for a new project can be launched. Management of this project requires management of three separate phases:

1. Project Design and Plan: what and how questions

2. Plan Implementation: the doing, monitoring and revising of the plan

3. Post Implementation: reviewing and celebrating.

These stages will be discussed in the training in detail. Refer to this chart often to reinforce the stages with trainees. The key stages also tie directly into the key project templates found in the toolkit. The diagram below may be helpful in explaining the overall workflow and documentation stages.



MODULE 1E: PROJECT MANAGEMENT TOOLKIT AND ADDITIONAL RESOURCES

Introduce the students to the tools and templates in the Project Management Toolkit. These tools should be comforting for students – they set expectations and practices. Don’t go into a lot of detail now; just be sure the students know that the tools exist to guide them.

The Project Management Toolkit, which includes the following templates:

1. Project Proposal Template 2. Project Charter Template 3. Budget Detail Worksheet Template 4. Detailed Project Plan Template 5. Risk Matrix Template 6. Risk Monitoring Status Report 7. Post Implementation Review Template 8. Meeting Minutes Template

And, the following additional resources are also available in the Project Management Toolkit: Additional Resources:

• Case Study: Healthcare

• Case Study: Non-Governmental Organizations and Development

• Brainstorming Techniques

• Consensus Decision-Making Technique

• Cash Budgets

• Training the instructors: teaching scenarios

Note to Instructors: Ensure that students understand that project management requires a combination of hard tools (e.g. Project Charter, Cash Budget) and soft tools (facilitation of project team meetings, management skills, communication, conflict resolution, and change management). Emphasize the need for students to understand both the hard tools and the soft tools.

Emphasize that before starting work on a new project, it is critical to use project management tools and processes.

At this time, a Case Study of your choice can be introduced so people get familiar with the facts that will be used when applying the learnings. A few sample case studies are included in Additional Resources.



You may prefer to create your own. Be sure to use ensure students use the same case study throughout the course so they become familiar with the content. Explain that students will be using the Case Study to explain the stages of project management. Ask students to read the designated Case Study.

Case studies can be found in the “Additional Resources” section of the toolkit.


Module 1F: Project Management Toolkit and Case Study Page 15

MODULE 1F: PERSONAL EXPERIENCE WITH PROJECTS

Introducing an individual exercise allows everyone a little breathing space to state their personal learning goals and needs. Individual students may not wish to share their experiences. The critical objective of this exercise is to ensure that students state, in writing, their learning needs. The answers to these questions will be referred to at the conclusion of the training to ensure that each individual’s needs were met. This may be a take-home exercise for further personal reflection.

Individual Exercise:

Discussion Question: What do you want to learn about project management? What will help you to initiate, plan and implement projects more effectively?

Discussion Question: It is often said that “successful projects have many mothers and fathers…failure is an orphan.” Why is it critically important for project roles and responsibilities to be clearly understood?

Think back to projects that you have been involved with over the past few years….as project team leader, project

champion and/or a member of the project team. List 2 or 3 of these projects, large and small, and your role:

Project My Role

1.

2.

3.

Were all of these projects effective? Were all the outcomes positive?

Which project did you enjoy the most…and why?



Note to Instructor: This discussion question offers the students an opportunity to share their experiences, and for shared learning among the trainees. Use this discussion as an opportunity to introduce the concept of shared learning: we learn from one another. Be careful not to get too negative…turn the question around to also talk about successful projects and the pride of project team players in a successful project. Don’t push everyone to answer…unless the students are comfortable. But, do try to let people be emotional. There is fear with projects…people can have poor experiences that create fear when they think of future projects. Try to comfortably talk about these fears. Use this dialogue question as an opportunity to reinforce the purpose of this training. What is the outcome if we don’t have this training? In this discussion, people may ask: “what do we do when people say…even if we do this project… there will be no impact, or no change?” If this question comes up, discuss and explain that this issue will be talked about in Module 4 (change management).



MODULE 1G: INDIVIDUAL COMMITMENT TO LEARNING

Conclude Module 1: Introduction to Project Management by asking students to make a “Commitment to Learning”.

“By participating in this training program, I commit to:

1. Respect the need for a learning environment 2. Respect confidentiality 3. Respect a diversity of opinions and experiences 4. Be on time for training 5. Participate positively”

It is the Instructor’s job to ensure that a safe place for learning and sharing is created. As a group, discuss and agree upon what happens if someone fails to live up to these commitments.

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