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Interview Interview Presentation Transcript

  • Project Manager TQR VET Futures Project 2010 Colleen Hodgins – Draft project management strategy “ PALM project”
  • Background:
    • TQR training and development plan – 4 priority areas
      • Teaching, learning and assessment
      • Industry technical currency
      • Clients, business development and quality improvement
      • Leadership
    • TQR regional skills stock-take – Teaching and Learning skills area immediate capability needs are:
      • Instructional design
      • Delivery through e-learning/distance learning/holding videoconferences
      • Assessment Foundations/RPL process and methods/Designing RPL tools
    • Methodology
      • Problem based learning – engagement, cooperative, enquiry based and outcomes focused.
  • Learning Cycle of VET Futures (It would be good to develop a picture of this process!)
    • Learning engagement with technology – Personal learning plan development
    • Pre-work – management meeting, running a focus group with colleagues to explore the problem and pose research questions
    • Face to face – working on the research questions with other professionals
    • COP activities – Learning cycle (PET)
    • Presentation of output
    • PET COP – my.tafe
    • My.tafe site
  • My experience – 21 st century capability development
    • PD Renewal –doing things in new ways but with a new spirit confirming and reiterating an established practice but with a focus on renovation and the development of a rich learning culture for all - examples
    • So… Integrating available and emerging technology in the context of mindful inquiry collaborative projects , access to resources , tools and support which promotes pedagogical renewal does work ! - examples
    • Example of 2009 team project work, plans, templates and workshops using PBL strategies and educational technology in a project based methodology. http://my.tafe.qld.gov.au/tqaccess/logon.aspx user name xtnqsuss password xtenqsuss
  • PALM project ?
    • Professional
    • Active
    • Learning
    • Management
    • Doing things in a new way but with a new “spirit” confirming and reiterating an established practice but with a new set of “eyes” and a capacity to change and reinvigorate
  • My Questions- impacting on my strategies outlined here?
    • Flexibility in design development and delivery, collaboration with whom? Learning cycle review/flexibility
    • Reports to?
    • Institute Director buy in?
    • TNA – process or model of implementation is there a vision?
    • Budget discretion - $ 140,000.00 project manager responsibility/ Danny Lovern support? Support for internal participant and facilitators
    • Staff involvement - expected or invitational?
    • LVT/ existing staff use/ change mentors
    • Individual or team focused participation?
    • Teaching and learning networks/ Lead Institute?
    • Facilitators for 3 Focus areas?
      • Design project plan with Project manager
      • Source existing learning resources – ED Queensland, etc
      • Facilitate learning
  • Timeline Phase 1 February Plan, connect communicate Phase 2 March Communication Technology Training Phase 3 April PBL Activities Workshops Phase 4 May PBL Learning Activities Workshops Phase 5 June Implement, share Review and Report
  • Phase1: Clarify, connect communicate
    • Develop a draft project management plan.. use TQR model or AFLF template (reference PROSCI project management 10 steps). including
      • Integration Management
      • Scope Management
      • Time Management
      • Cost Management
      • Quality Management
      • Human Resource Management
      • Communications Management
      • Risk Management
      • Procurement Management
    • Give project a name or acronym – PALM Project?
    • Co-ordinate Project team development – Invitations/secondments for internal facilitators and support. Get buy in from stakeholders, develop capability focus area draft plans (PALM project plans)
    • Finalise project management plan and sub project plans – ratify with sponsor and market program , identify relevant networks, personnel and communication options and use these to conduct information sessions using available technology, elluminate, videoconference and face to face sessions .Design and set up a My tafe module on stat authority site, and leverage communication corridor options. Develop preliminary templates for personal learning and action plans
  • Phase 1 February 2010 Draft Project Management Plan PROSCI model Develop Project Team Sponsor, facilitators, stakeholders Finalise TQR staff Capability Project Plan Publicise Project Information sessions
  • Phase 2: Plan, Communicate using Educational Technology
    • Orientation sessions for PALM Project – Institute based
    • Participants identify PBL issues and develop a personal learning and action plan in conjunction with their team/ managers/ facilitators using supplied template
    • Individuals then apply for learning and development funding in PALM submitting their learning and development plan and action plan with manager support to HR unit in Institute
    • Faculty managers/Institute Directors approve applications and forward to Project manager Capability Project
    • Participants complete first level communication technology training/refresher – Video-conferencing , elluminate and my.tafe familarisation
    • Learning and development options identified and scheduled from PALM Project timetable
  • Phase 2 March 2010 Participants collaboratively develop and refine learning and action plans aligned with PBL issue Complete Communication tools training Attend/ complete networking activities
  • Phase 3: Project team – Problem based learning.
    • Attend relevant March workshops (Focus Areas), focused on:
      • Reflecting and reviewing what you do/know, sharing current practice in Focus areas (my.tafe)
      • Providing underpinning knowledge and skills development in focus areas– small group activities
      • Reviewing personal learning and PBL action plan for enhancement of current practice and development of specific outcomes aligned with PBL action plan.
      • Project Manager/Facilitator assigns participant to a Project team for phase 4 and 5 activities
  • Phase 3 April 2010 Attend March workshops Review learning and and action plans Connect with Project team for May/ June PBL activities
  • Phase 4: Learning team – Problem based learning.
    • A Facilitator is assigned to Project teams and coordinates and monitors learning activities in their team
    • Formal and informal learning options are available and communication strategies using technology keep the team connected.
    • Team updates
  • Phase 4 May 2010 Learners Work on action plan Formal and informal Learning approaches used Facilitator monitoring Team updates progress
  • Phase 5: Project team – Problem based learning.
    • Implement and share project outcomes with relevant team and or VTA areas/ teaching and learning networks
    • Report and document project learning
    • Review project plan and learning outcomes
  • Phase 5 June 2010 Implement Share project Outcomes Team and VTA area Report document project learning my.tafe Review project plan Outcomes TQR Capability Project report
  • Identify and approach staff
    • Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators, E-learning past students, draft voice thread.
    • Change mentors and learning champions – educational managers/Institute Directors and faculty heads
    • Reference the project management communication strategy
    • Use a team based approach – TQR capability project team
    • Clarify the WIFM for participants internal facilitators etc.
    • Market and publicise through Institute Directors
  • Project Methodology – 5C’s
    • Clarify stakeholder and learner needs /issues/ problem based learning approaches and capability champions
    • Connect – learners, communities of practice/learning networks
    • Communicate – consistent and creative and technological
    • Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes
    • Capability – implement, measure and achieve outcomes and plan future strategies
  • Finally…
    • Holistic approach outlined in this presentation is premised on:
      • Designing professional development from the inside out
      • Sharing the learning facilitation and development across the organisation
      • Understanding diverse learning needs and designing phased learning approaches (formal and informal)
      • Knowing and learning as an active supported and social process
      • Integrating information technology use across the organisation
      • Managing support and monitoring – buy-in from all stakeholders
      • Connecting to the identity of the new organisation
      • Leveraging the value of ‘ignorance’ as in admitting to not knowing and being able to ask for help – everything of value and creative comes out of not knowing
      • Note: Educators are driven by passion, not by expertise. They, like all, are caught within their own assumptions but move beyond those of the present by being involved in learning as a social act.