Project Manager  TQR VET Futures Project 2010 Colleen Hodgins – Draft project management strategy  “ PALM project”
Background: <ul><li>TQR training and development plan – 4 priority areas </li></ul><ul><ul><li>Teaching, learning and asse...
Learning Cycle of VET Futures (It would be good to develop a picture of this process!) <ul><li>Learning engagement with te...
My experience – 21 st  century capability development <ul><li>PD Renewal  –doing things in new ways but with a new spirit ...
PALM project ? <ul><li>Professional </li></ul><ul><li>Active </li></ul><ul><li>Learning </li></ul><ul><li>Management </li>...
My Questions- impacting on my strategies outlined here? <ul><li>Flexibility in design development and delivery, collaborat...
Timeline  Phase 1 February  Plan, connect communicate Phase 2   March  Communication Technology Training Phase 3 April PBL...
Phase1: Clarify, connect communicate <ul><li>Develop a draft project management plan.. use TQR model or AFLF template (ref...
Phase 1 February 2010 Draft Project  Management Plan PROSCI model Develop Project Team Sponsor, facilitators, stakeholders...
Phase 2: Plan, Communicate using Educational Technology <ul><li>Orientation sessions for PALM Project – Institute based </...
Phase 2 March 2010 Participants collaboratively  develop  and refine  learning and action plans  aligned with  PBL issue C...
Phase 3: Project team – Problem based learning. <ul><li>Attend relevant March workshops (Focus Areas), focused on: </li></...
Phase 3 April 2010 Attend March  workshops Review learning and and action plans Connect with Project team for  May/ June P...
Phase 4: Learning team – Problem based learning. <ul><li>A Facilitator is assigned to Project teams and coordinates and mo...
Phase 4 May 2010 Learners  Work on action plan Formal and informal Learning approaches used Facilitator monitoring Team up...
Phase 5: Project team – Problem based learning. <ul><li>Implement and share project outcomes with relevant team and or VTA...
Phase 5 June 2010 Implement Share project  Outcomes Team and VTA area Report document project learning my.tafe Review proj...
Identify and approach staff <ul><li>Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators,  ...
Project Methodology – 5C’s <ul><li>Clarify  stakeholder and learner needs /issues/ problem based learning approaches and c...
Finally… <ul><li>Holistic approach outlined in this presentation is premised on: </li></ul><ul><ul><li>Designing professio...
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Interview

  1. 1. Project Manager TQR VET Futures Project 2010 Colleen Hodgins – Draft project management strategy “ PALM project”
  2. 2. Background: <ul><li>TQR training and development plan – 4 priority areas </li></ul><ul><ul><li>Teaching, learning and assessment </li></ul></ul><ul><ul><li>Industry technical currency </li></ul></ul><ul><ul><li>Clients, business development and quality improvement </li></ul></ul><ul><ul><li>Leadership </li></ul></ul><ul><li>TQR regional skills stock-take – Teaching and Learning skills area immediate capability needs are: </li></ul><ul><ul><li>Instructional design </li></ul></ul><ul><ul><li>Delivery through e-learning/distance learning/holding videoconferences </li></ul></ul><ul><ul><li>Assessment Foundations/RPL process and methods/Designing RPL tools </li></ul></ul><ul><li>Methodology </li></ul><ul><ul><li>Problem based learning – engagement, cooperative, enquiry based and outcomes focused. </li></ul></ul>
  3. 3. Learning Cycle of VET Futures (It would be good to develop a picture of this process!) <ul><li>Learning engagement with technology – Personal learning plan development </li></ul><ul><li>Pre-work – management meeting, running a focus group with colleagues to explore the problem and pose research questions </li></ul><ul><li>Face to face – working on the research questions with other professionals </li></ul><ul><li>COP activities – Learning cycle (PET) </li></ul><ul><li>Presentation of output </li></ul><ul><li>PET COP – my.tafe </li></ul><ul><li>My.tafe site </li></ul>
  4. 4. My experience – 21 st century capability development <ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul>
  5. 5. PALM project ? <ul><li>Professional </li></ul><ul><li>Active </li></ul><ul><li>Learning </li></ul><ul><li>Management </li></ul><ul><li>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 </li></ul>
  6. 6. My Questions- impacting on my strategies outlined here? <ul><li>Flexibility in design development and delivery, collaboration with whom? Learning cycle review/flexibility </li></ul><ul><li>Reports to? </li></ul><ul><li>Institute Director buy in? </li></ul><ul><li>TNA – process or model of implementation is there a vision? </li></ul><ul><li>Budget discretion - $ 140,000.00 project manager responsibility/ Danny Lovern support? Support for internal participant and facilitators </li></ul><ul><li>Staff involvement - expected or invitational? </li></ul><ul><li>LVT/ existing staff use/ change mentors </li></ul><ul><li>Individual or team focused participation? </li></ul><ul><li>Teaching and learning networks/ Lead Institute? </li></ul><ul><li>Facilitators for 3 Focus areas? </li></ul><ul><ul><li>Design project plan with Project manager </li></ul></ul><ul><ul><li>Source existing learning resources – ED Queensland, etc </li></ul></ul><ul><ul><li>Facilitate learning </li></ul></ul>
  7. 7. 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
  8. 8. Phase1: Clarify, connect communicate <ul><li>Develop a draft project management plan.. use TQR model or AFLF template (reference PROSCI project management 10 steps). including </li></ul><ul><ul><li>Integration Management </li></ul></ul><ul><ul><li>Scope Management </li></ul></ul><ul><ul><li>Time Management </li></ul></ul><ul><ul><li>Cost Management </li></ul></ul><ul><ul><li>Quality Management </li></ul></ul><ul><ul><li>Human Resource Management </li></ul></ul><ul><ul><li>Communications Management </li></ul></ul><ul><ul><li>Risk Management </li></ul></ul><ul><ul><li>Procurement Management </li></ul></ul><ul><li>Give project a name or acronym – PALM Project? </li></ul><ul><li>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) </li></ul><ul><li>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 </li></ul>
  9. 9. 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
  10. 10. Phase 2: Plan, Communicate using Educational Technology <ul><li>Orientation sessions for PALM Project – Institute based </li></ul><ul><li>Participants identify PBL issues and develop a personal learning and action plan in conjunction with their team/ managers/ facilitators using supplied template </li></ul><ul><li>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 </li></ul><ul><li>Faculty managers/Institute Directors approve applications and forward to Project manager Capability Project </li></ul><ul><li>Participants complete first level communication technology training/refresher – Video-conferencing , elluminate and my.tafe familarisation </li></ul><ul><li>Learning and development options identified and scheduled from PALM Project timetable </li></ul>
  11. 11. 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
  12. 12. Phase 3: Project team – Problem based learning. <ul><li>Attend relevant March workshops (Focus Areas), focused on: </li></ul><ul><ul><li>Reflecting and reviewing what you do/know, sharing current practice in Focus areas (my.tafe) </li></ul></ul><ul><ul><li>Providing underpinning knowledge and skills development in focus areas– small group activities </li></ul></ul><ul><ul><li>Reviewing personal learning and PBL action plan for enhancement of current practice and development of specific outcomes aligned with PBL action plan. </li></ul></ul><ul><ul><li>Project Manager/Facilitator assigns participant to a Project team for phase 4 and 5 activities </li></ul></ul>
  13. 13. Phase 3 April 2010 Attend March workshops Review learning and and action plans Connect with Project team for May/ June PBL activities
  14. 14. Phase 4: Learning team – Problem based learning. <ul><li>A Facilitator is assigned to Project teams and coordinates and monitors learning activities in their team </li></ul><ul><li>Formal and informal learning options are available and communication strategies using technology keep the team connected. </li></ul><ul><li>Team updates </li></ul>
  15. 15. Phase 4 May 2010 Learners Work on action plan Formal and informal Learning approaches used Facilitator monitoring Team updates progress
  16. 16. Phase 5: Project team – Problem based learning. <ul><li>Implement and share project outcomes with relevant team and or VTA areas/ teaching and learning networks </li></ul><ul><li>Report and document project learning </li></ul><ul><li>Review project plan and learning outcomes </li></ul>
  17. 17. 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
  18. 18. Identify and approach staff <ul><li>Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators, E-learning past students, draft voice thread. </li></ul><ul><li>Change mentors and learning champions – educational managers/Institute Directors and faculty heads </li></ul><ul><li>Reference the project management communication strategy </li></ul><ul><li>Use a team based approach – TQR capability project team </li></ul><ul><li>Clarify the WIFM for participants internal facilitators etc. </li></ul><ul><li>Market and publicise through Institute Directors </li></ul>
  19. 19. Project Methodology – 5C’s <ul><li>Clarify stakeholder and learner needs /issues/ problem based learning approaches and capability champions </li></ul><ul><li>Connect – learners, communities of practice/learning networks </li></ul><ul><li>Communicate – consistent and creative and technological </li></ul><ul><li>Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes </li></ul><ul><li>Capability – implement, measure and achieve outcomes and plan future strategies </li></ul>
  20. 20. Finally… <ul><li>Holistic approach outlined in this presentation is premised on: </li></ul><ul><ul><li>Designing professional development from the inside out </li></ul></ul><ul><ul><li>Sharing the learning facilitation and development across the organisation </li></ul></ul><ul><ul><li>Understanding diverse learning needs and designing phased learning approaches (formal and informal) </li></ul></ul><ul><ul><li>Knowing and learning as an active supported and social process </li></ul></ul><ul><ul><li>Integrating information technology use across the organisation </li></ul></ul><ul><ul><li>Managing support and monitoring – buy-in from all stakeholders </li></ul></ul><ul><ul><li>Connecting to the identity of the new organisation </li></ul></ul><ul><ul><li>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 </li></ul></ul><ul><ul><li>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. </li></ul></ul>

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