it is a common belief that success in its ultimate form is ... · it is a common belief that...
TRANSCRIPT
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It is a common belief that success in its ultimate form is
largely the result of giftedness.
When we think of a Bill Gates or a Mozart or a
Muhammad Ali, we automatically attribute their
enormous achievements to natural ability but in his
book ‘Outliers’ Malcolm Gladwell says otherwise.
In fact he says that success in its extreme can be
achieved by very ordinary people just like you and
me.
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For almost a generation, psychologists around the world have debated the question, “Is there such a thing as natural talent?
The obvious answer is yes.
But what is interesting is that the closer psychologists look at the careers of the gifted, the smaller the role natural talent seems to play and the bigger the role preparation plays.
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In the early 1990s a study was done by the psychologist K. Anders Ericsson and two colleagues at Berlin's elite Academy of Music.
They divided the school's violinists into three groups
• In the first group were the stars, the students with the potential to become world-class soloists
• In the second were those judged to be merely “good.”
• In the third were students who were unlikely to ever play professionally and who intended to be music teachers in the public school system.
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All the violinists were then asked the same question
“Over the course of your entire career, ever since you firstpicked up the violin, how many hours have you practiced?”
Everyone from all three groups started playing at roughly the
same age, around five years old. In those first few years,
everyone practiced roughly the same amount, about two or
three hours a week.
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But when the students were around the age of eight, real
differences started to emerge.
The students who would end up the best in their class began to
practice more than everyone else: six hours a week by age nine,
eight hours a week by age twelve, sixteen hours a week by age
fourteen, and up, until by the age of twenty they were practicing
that is, purposefully and single-mindedly playing their
instruments with the intent to get better, well over thirty hours a
week.
By the age of twenty, the elite performers had each totalled
ten thousand hours of practice.
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By contrast, the merely good students had totalled eight
thousand hours, and the future music teachers had
totalled just over four thousand hours.
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The striking thing about Ericsson's study is that he and
his colleagues couldn't find any ‘naturals’, musicians
who floated effortlessly to the top, while practicing a
fraction of the time their peers did.
Nor could they find any ‘grinds’, people who worked
harder than everyone else, yet just didn't have what it
takes to break the top ranks.
Their research suggests that once a musician has
enough ability to get into a top music school, the thing
that distinguishes one performer from another is how
hard he or she works.
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That's it
And what's more, the people at the very top
don't work just harder or even much harder than
everyone else.
They work much, much harder.
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10 000 HOUR RULE
A GENERAL RULE OF SUCCESS
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TYPICAL ROLES AND RESPONSIBILITIES
ON A CONTRACT
EMPLOYER
PROJECT MANAGER
(Employers Agent)
(Principal Agent)
(Engineer)
CONTRACTOR
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PROJECT CHALLENGES
EMPLOYER
PROJECT MANAGER
CONTRACTOR
• Inexperienced Individual
• Inexperienced Management
• Slow Turnaround
• Over Interfering/ Not
Interested
• Cash Flow
• Cumbersome Requirements
• Consortium/JV
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PROJECT CHALLENGES
EMPLOYER
PROJECT MANAGER
CONTRACTOR
• No History/ Memory
• Inexperienced
• Overcommitted
• Unreliable Professional
Team
• Overwhelmed
• Poorly Supported
• Under Resourced
• Weak Employers’
Contract
• Consortium/JV
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PROJECT CHALLENGES
EMPLOYER
PROJECT MANAGER
CONTRACTOR
• Under Resourced
• Cash Flow
• Inexperienced
• No Systems
• Poor Management
• Bad Luck/ Force
Majeure
• Unfair Contract
• Consortium/JV
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PROJECT CHALLENGES
EMPLOYER
PROJECT MANAGER
CONTRACTOR
SMME/ SUBCONTRACTORS
• Too Many SMMEs
• SMMEs with own Agenda
• Employers’ Empty Promises
• Poor SMME Development &
Support
• Extended Community
Influences
• Inexperienced
• Cash Flow
• Under Resourced
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Quality
Programme Budget
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Quality
Programme Budget
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Quality
Programme Budget
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Quality
Programme Budget
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PROJECT LIFE CYCLE
1• Inception
2• Concept and Viability
3• Design Development
4• Documentation and Procurement
5• Construction
6• Close Out
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PILLARS OF PROJECT MANAGEMENT
Quality
Safety
Budget
Programme
Risk
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Quality Safety Budget Programme Risk
STAGE 1 – INCEPTION
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Quality Safety Budget Programme Risk
STAGE 2 – CONCEPT AND VIABILITY
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Quality Safety Budget Programme Risk
STAGE 3 – DESIGN DEVELOPMENT
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Quality Safety Budget Programme Risk
STAGE 4 – DOCUMENTATION AND PROCUREMENT
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Quality Safety Budget Programme Risk
STAGE 5 – CONSTRUCTION
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Quality Safety Budget Programme Risk
STAGE 6 – CLOSE OUT
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CONCLUSION