Part II. Project Planning and Implementation
(Garcia Tixce, Nicole Denisse, Gudiño Villarreal, Marilyn Cristina y Lasluisa Baños, George Michael)
Make a power point with a summary of the information you got from the book (15 slides)
Send me the ppt by webmail.
The document summarizes a case study about developing a web-based learning program for project management training at SP Jain Institute of Management and Research.
[1] The institute felt a need to make the popular project management training program accessible to working professionals unable to attend in-person due to work pressures, so it was decided to develop an online program aligned with PMBOK guidelines. [2] The development of the web-based program itself was managed as a project, with planning of scope, schedule, budget and execution. [3] The case study details the project planning and management processes used, and discusses challenges faced during development and post-implementation of the new online learning program.
The document provides an overview of ICT integration in Youth Polytechnics in Kenya. It discusses:
1) Planning and strategizing for ICT integration, including adopting approaches from similar projects, capacity building of instructors, and developing a content management system.
2) The setup process, which involves stakeholder involvement, needs assessments, defining objectives, and implementing evidence-based interventions through a safe learning environment.
3) Ongoing support, which includes training and support for facilitators, ability to replicate the program, and monitoring and evaluating the integration process and its impacts.
The overall goal is to improve education and skills training at Youth Polytechnics through strategic integration of ICT.
This document outlines Mercy Corps' Program Management at Mercy Corps (PM@MC) initiative to adopt minimum standards for program management. It describes the vision for PM@MC which includes developing a program management manual, toolkit, certification opportunities, help desk support, and a community of practice. It then provides the logical framework and implementation schedule for fiscal year 2012 which includes establishing baselines, training staff, testing the curriculum in global pilots, and developing a year 2 plan. The minimum standards are also outlined for various stages of the program cycle from identification to end of program transition.
This document provides information about an upcoming international teacher training course on integrating information and communication technologies (ICT) into education. The 7-day course will be held in Balikesir, Turkey from January 17-23, 2016. It aims to help teachers learn how to effectively use ICT tools to support learning and teaching. The training will include theoretical and practical sessions to familiarize teachers with innovative ICT applications and help them develop ICT-enriched learning activities for their own instructional contexts. Participants are asked to prepare short presentations about their organizations and goals for the course. The hosting organization is Balikesir University, which has various faculties including an Information and Communication Technology department.
1 Project Title Combined Sewer Overflow PowAbbyWhyte974
1
Project Title: Combined Sewer Overflow Power Generation Project Report
Department of Mechanical and Construction Engineering
Northumbria University, Newcastle upon Tyne, NE18ST, United Kingdom
Module Title: MSc Advanced Practice
Module Code: KB7056
Author Name : ARATHI REDDY
Id : W20027842
Business Name
Company/business location
North East
Pity Me, Durham
2
Executive Summary
Combined Sewer Overflow Power Generation is a project aimed to determine a range of
power requirements for the environmental remediation solutions that could be implemented at
each CSO. Northumbria University students were tasked to completing the Combined Sewer
Overflow Power Generation, and this report provides them with the information they need to
guarantee that the project is successfully completed and managed. In order to accomplish this,
the report has produced Programs and Schedules that may be implemented to the project based
on the project's characteristics and the needs of the client. Because of this, the report established
Management of relevant training programs for the project based on the demands of the client,
including the requirement for early project delivery and regular client engagement in the project.
On the basis of this, the Northumbria student recommends the most relevant solutions to be
employed in the project, which it is believed will be most effective in achieving the largest
possible benefit for the client.
3
Introduction
The advanced practices semester will help a lot of things to lean in my upcoming projects and
real-time experiences. Each stage of work is very challenging for me and makes me give the best
output to the client and prove myself as the best. Mainly this semester teach me how to engage
the client and what type of work I have to be present in a real-time project, and how to engage in
the project phases and the engagement of work has expressed below.
How students engaged the work
Stage.1
The Northumbrian pupils showed a high level of enthusiasm for the task. The student’s
determination to do their best was evident in their demeanor and positive attitude, which all
indicated how they were going to approach the job. In order to participate in the project, the
students divided themselves into groups, with each group being assigned a specific aspect of the
work.
Stage.2
Each group was led by a group leader, whose primary responsibility was to ensure that the work
flowed smoothly. Each group was given a specific amount of time in which to complete their
tasks. The goal of establishing a time restriction for completion of the task was to ensure that the
entire project was completed on schedule.
Stage.3
The project manager was responsible for ensuring that the project was presented efficiently and
on time. The students devised four distinct steps for delivering high-quality project present ...
1
Project Title: Combined Sewer Overflow Power Generation Project Report
Department of Mechanical and Construction Engineering
Northumbria University, Newcastle upon Tyne, NE18ST, United Kingdom
Module Title: MSc Advanced Practice
Module Code: KB7056
Author Name : ARATHI REDDY
Id : W20027842
Business Name
Company/business location
North East
Pity Me, Durham
2
Executive Summary
Combined Sewer Overflow Power Generation is a project aimed to determine a range of
power requirements for the environmental remediation solutions that could be implemented at
each CSO. Northumbria University students were tasked to completing the Combined Sewer
Overflow Power Generation, and this report provides them with the information they need to
guarantee that the project is successfully completed and managed. In order to accomplish this,
the report has produced Programs and Schedules that may be implemented to the project based
on the project's characteristics and the needs of the client. Because of this, the report established
Management of relevant training programs for the project based on the demands of the client,
including the requirement for early project delivery and regular client engagement in the project.
On the basis of this, the Northumbria student recommends the most relevant solutions to be
employed in the project, which it is believed will be most effective in achieving the largest
possible benefit for the client.
3
Introduction
The advanced practices semester will help a lot of things to lean in my upcoming projects and
real-time experiences. Each stage of work is very challenging for me and makes me give the best
output to the client and prove myself as the best. Mainly this semester teach me how to engage
the client and what type of work I have to be present in a real-time project, and how to engage in
the project phases and the engagement of work has expressed below.
How students engaged the work
Stage.1
The Northumbrian pupils showed a high level of enthusiasm for the task. The student’s
determination to do their best was evident in their demeanor and positive attitude, which all
indicated how they were going to approach the job. In order to participate in the project, the
students divided themselves into groups, with each group being assigned a specific aspect of the
work.
Stage.2
Each group was led by a group leader, whose primary responsibility was to ensure that the work
flowed smoothly. Each group was given a specific amount of time in which to complete their
tasks. The goal of establishing a time restriction for completion of the task was to ensure that the
entire project was completed on schedule.
Stage.3
The project manager was responsible for ensuring that the project was presented efficiently and
on time. The students devised four distinct steps for delivering high-quality project present ...
The document summarizes a web conferencing session about Project PALM, which aims to promote professional development for vocational education teachers. It involves teachers developing projects focused on instructional design, blended/e-learning, or assessment. 46 draft projects were proposed across these areas. The Project PALM team is facilitating support and resources for participants to achieve project outcomes over the semester. The session demonstrated the web conferencing platform and discussed guidance, timelines, and opportunities for collaboration within the TAFE Queensland network.
Part II. Project Planning and Implementation
(Garcia Tixce, Nicole Denisse, Gudiño Villarreal, Marilyn Cristina y Lasluisa Baños, George Michael)
Make a power point with a summary of the information you got from the book (15 slides)
Send me the ppt by webmail.
The document summarizes a case study about developing a web-based learning program for project management training at SP Jain Institute of Management and Research.
[1] The institute felt a need to make the popular project management training program accessible to working professionals unable to attend in-person due to work pressures, so it was decided to develop an online program aligned with PMBOK guidelines. [2] The development of the web-based program itself was managed as a project, with planning of scope, schedule, budget and execution. [3] The case study details the project planning and management processes used, and discusses challenges faced during development and post-implementation of the new online learning program.
The document provides an overview of ICT integration in Youth Polytechnics in Kenya. It discusses:
1) Planning and strategizing for ICT integration, including adopting approaches from similar projects, capacity building of instructors, and developing a content management system.
2) The setup process, which involves stakeholder involvement, needs assessments, defining objectives, and implementing evidence-based interventions through a safe learning environment.
3) Ongoing support, which includes training and support for facilitators, ability to replicate the program, and monitoring and evaluating the integration process and its impacts.
The overall goal is to improve education and skills training at Youth Polytechnics through strategic integration of ICT.
This document outlines Mercy Corps' Program Management at Mercy Corps (PM@MC) initiative to adopt minimum standards for program management. It describes the vision for PM@MC which includes developing a program management manual, toolkit, certification opportunities, help desk support, and a community of practice. It then provides the logical framework and implementation schedule for fiscal year 2012 which includes establishing baselines, training staff, testing the curriculum in global pilots, and developing a year 2 plan. The minimum standards are also outlined for various stages of the program cycle from identification to end of program transition.
This document provides information about an upcoming international teacher training course on integrating information and communication technologies (ICT) into education. The 7-day course will be held in Balikesir, Turkey from January 17-23, 2016. It aims to help teachers learn how to effectively use ICT tools to support learning and teaching. The training will include theoretical and practical sessions to familiarize teachers with innovative ICT applications and help them develop ICT-enriched learning activities for their own instructional contexts. Participants are asked to prepare short presentations about their organizations and goals for the course. The hosting organization is Balikesir University, which has various faculties including an Information and Communication Technology department.
1 Project Title Combined Sewer Overflow PowAbbyWhyte974
1
Project Title: Combined Sewer Overflow Power Generation Project Report
Department of Mechanical and Construction Engineering
Northumbria University, Newcastle upon Tyne, NE18ST, United Kingdom
Module Title: MSc Advanced Practice
Module Code: KB7056
Author Name : ARATHI REDDY
Id : W20027842
Business Name
Company/business location
North East
Pity Me, Durham
2
Executive Summary
Combined Sewer Overflow Power Generation is a project aimed to determine a range of
power requirements for the environmental remediation solutions that could be implemented at
each CSO. Northumbria University students were tasked to completing the Combined Sewer
Overflow Power Generation, and this report provides them with the information they need to
guarantee that the project is successfully completed and managed. In order to accomplish this,
the report has produced Programs and Schedules that may be implemented to the project based
on the project's characteristics and the needs of the client. Because of this, the report established
Management of relevant training programs for the project based on the demands of the client,
including the requirement for early project delivery and regular client engagement in the project.
On the basis of this, the Northumbria student recommends the most relevant solutions to be
employed in the project, which it is believed will be most effective in achieving the largest
possible benefit for the client.
3
Introduction
The advanced practices semester will help a lot of things to lean in my upcoming projects and
real-time experiences. Each stage of work is very challenging for me and makes me give the best
output to the client and prove myself as the best. Mainly this semester teach me how to engage
the client and what type of work I have to be present in a real-time project, and how to engage in
the project phases and the engagement of work has expressed below.
How students engaged the work
Stage.1
The Northumbrian pupils showed a high level of enthusiasm for the task. The student’s
determination to do their best was evident in their demeanor and positive attitude, which all
indicated how they were going to approach the job. In order to participate in the project, the
students divided themselves into groups, with each group being assigned a specific aspect of the
work.
Stage.2
Each group was led by a group leader, whose primary responsibility was to ensure that the work
flowed smoothly. Each group was given a specific amount of time in which to complete their
tasks. The goal of establishing a time restriction for completion of the task was to ensure that the
entire project was completed on schedule.
Stage.3
The project manager was responsible for ensuring that the project was presented efficiently and
on time. The students devised four distinct steps for delivering high-quality project present ...
1
Project Title: Combined Sewer Overflow Power Generation Project Report
Department of Mechanical and Construction Engineering
Northumbria University, Newcastle upon Tyne, NE18ST, United Kingdom
Module Title: MSc Advanced Practice
Module Code: KB7056
Author Name : ARATHI REDDY
Id : W20027842
Business Name
Company/business location
North East
Pity Me, Durham
2
Executive Summary
Combined Sewer Overflow Power Generation is a project aimed to determine a range of
power requirements for the environmental remediation solutions that could be implemented at
each CSO. Northumbria University students were tasked to completing the Combined Sewer
Overflow Power Generation, and this report provides them with the information they need to
guarantee that the project is successfully completed and managed. In order to accomplish this,
the report has produced Programs and Schedules that may be implemented to the project based
on the project's characteristics and the needs of the client. Because of this, the report established
Management of relevant training programs for the project based on the demands of the client,
including the requirement for early project delivery and regular client engagement in the project.
On the basis of this, the Northumbria student recommends the most relevant solutions to be
employed in the project, which it is believed will be most effective in achieving the largest
possible benefit for the client.
3
Introduction
The advanced practices semester will help a lot of things to lean in my upcoming projects and
real-time experiences. Each stage of work is very challenging for me and makes me give the best
output to the client and prove myself as the best. Mainly this semester teach me how to engage
the client and what type of work I have to be present in a real-time project, and how to engage in
the project phases and the engagement of work has expressed below.
How students engaged the work
Stage.1
The Northumbrian pupils showed a high level of enthusiasm for the task. The student’s
determination to do their best was evident in their demeanor and positive attitude, which all
indicated how they were going to approach the job. In order to participate in the project, the
students divided themselves into groups, with each group being assigned a specific aspect of the
work.
Stage.2
Each group was led by a group leader, whose primary responsibility was to ensure that the work
flowed smoothly. Each group was given a specific amount of time in which to complete their
tasks. The goal of establishing a time restriction for completion of the task was to ensure that the
entire project was completed on schedule.
Stage.3
The project manager was responsible for ensuring that the project was presented efficiently and
on time. The students devised four distinct steps for delivering high-quality project present ...
The document summarizes a web conferencing session about Project PALM, which aims to promote professional development for vocational education teachers. It involves teachers developing projects focused on instructional design, blended/e-learning, or assessment. 46 draft projects were proposed across these areas. The Project PALM team is facilitating support and resources for participants to achieve project outcomes over the semester. The session demonstrated the web conferencing platform and discussed guidance, timelines, and opportunities for collaboration within the TAFE Queensland network.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
The overall objective of OHRM is ‘To promote organizational culture change in the Secretariat in order to address new requirements and needs’. Learning activities are organized under the following categories; Leadership, management and organizational development; Human and financial resources management; Information technology training; Language and communications programmes; and Substantive skills development and career support. The organizational scope of these activities is secretariat-wide. In OHRM, the Learning, Leadership and Organizational Development Section (LLODS) and the Career Support and Performance Management Section (CSPM) undertake the global responsibility of designing, developing and delivering these programmes in collaboration with the offices away from HQ and regional commissions.
The Learning and Career Support Strategy 2014-16 outlined how the United Nations Secretariat learning programmes, Centrally Coordinated Programmes (CCP) and Language and Communications Programmes (LCP), would move towards more dynamic online methodologies. Since then, many online learning programmes have been developed. Popular methodologies have included web conferencing, videos, communities of practice and self-directed eLearning modules.
One specific programme that the current learning needs assessment exposed as a continued need is for more effective project management learning. Our current programme is offered through the online learning library Lynda.com. Based on the low participation rates and the fact that the only methodology currently offered is self-paced, we concluded that this offer is not properly addressing our clients´ need. Therefore, OHRM is looking for a vendor to provide a wider variety of online learning solutions for this programme.
Additionally, OHRM supports the rollout, management and evaluation of the Secretariat wide mandatory learning portfolio. Most mandatory learning is currently delivered using online SCORM packages, that require a learner to click through a series of screens and pass multiple choice tests to verify completion. As these packages expire, both based on content and technology (Flash, which will no longer be supported in two years), OHRM would like to conduct a research assessment to recommend more effective learning methods to deliver compliance/mandatory learning.
Based on the projects outlined above, LLODS is searching for a qualified consultant to support the research, project management, development and delivery of specific learning solutions.
Presentation of project management synopsis 1ferozpatowary
The document discusses the key elements of project management including objectives, complexity, uniqueness, uncertainty, temporary nature, and life cycle. It also discusses the processes of project management which include initiation, planning, execution, control and validation, and closeout and evaluation. Finally, it discusses different forms of project organization such as line and staff, divisional, and matrix.
A LEADER IN ME Webinar A Project Management Final OutputJustin Knight
The document summarizes a project management class submission. It includes a foreword describing the student's experience in the graduate program and course. It then acknowledges the support provided by the professor and others. The main chapters discuss the project cycle and management process, including initiation, planning, execution, control, and closure. It also describes the specific project, which was a webinar, providing details on objectives, content, budget, and evaluation.
Project evaluation and implementation notes and questionsAnirban Chakraborty
The notes on "Project Evaluation and Implementation" was prepared with help of Professor Kaushik Banerjee. He is the Honorable Professor at Brainware Business School at Saltlake, Kolkata.
This document discusses various aspects of project planning, implementation, monitoring, and evaluation. It defines a project and explains that planning is the most critical stage as it guides the project phases. An insufficient plan will lead to an unsuccessful project, while good planning results in success. The document also outlines the typical parts of a project proposal, including the title, objectives, description, methodology, budget, and schedule. It emphasizes the importance of documentation, monitoring, and evaluation at different stages of a project to ensure quality and measure progress toward objectives.
Developing a City Transport Plan in an Urban Growth Area - Lessons LearntJumpingJaq
1) The City of Ipswich Transport Plan (iGO) was recently developed to guide the city's transport system through population growth.
2) Key lessons learned from producing iGO included establishing clear drivers and branding, appointing dedicated project leadership, and engaging stakeholders throughout the process.
3) Developing iGO "in house" provided greater control, while obtaining political and state government buy-in helped ensure it addressed strategic citywide needs.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
The Kenya Ushahidi Evaluation Project was 9-month Ushahidi evaluation project in partnership with the Harvard Humanitarian Initiative supported by the Knight Foundation. Jennifer Chan and Melissa Tully conducted research, created cases studies and toolboxes. (2011) The Uchaguzi Case Study was created by Jennifer Chan.
EES2014_full paper_Benjamin Aisya Aug 30 2014Benjamin Aisya
The document discusses lessons from the Community Connector project in Uganda on how to make project evaluations truly beneficial to beneficiaries. It emphasizes the importance of collaborative, continuous learning and adaptation throughout a project's lifetime. As an example, it describes how the project evaluated its village loan and savings association mechanism, identified issues, developed solutions through collaboration, and improved the mechanism to better achieve project goals of increasing community assets. The redesign featured disbursing saved funds during strategic times like planting seasons and the start of the school year to purchase inputs and pay fees. Members also committed to saving goals to align with the project's purpose.
SHEEN Sharing Launch: Employability Resources on the WebSarah Currier
Slides from the launch of the Employability Corodinators' Networks new Web resource: a Netvibes-based site called Employability Resources for Higher Education in Scotland. Details how the project supported the ECN as a community of practice to develop their skills and share resources.
This document outlines the process for creating a technology plan for East Public Schools. It discusses assembling a planning team made up of teachers, administrators, support staff and community members. The team will evaluate the current state of technology, create a vision and mission statement, and develop goals and objectives. Examples of goals include providing professional development for teachers and integrating technology into the curriculum. The plan will be implemented over 3 years and evaluated on an ongoing basis to ensure it remains effective.
The document provides an overview of the activities and projects of the Young Crew Nigeria chapter between February and June 2015. Some of the key activities included:
- Training sessions on writing CVs, project management planning, and communication skills that reached over 100 young professionals.
- The "Speak to Young Managers" summit in June 2015 that engaged 100 young managers on busting myths about project management through discussions with 5 industry experts.
- Awarding scholarships to 2 Young Crew members to sponsor their attendance at a software training program.
- Reaching over 30,000 young people through media platforms to educate them on project management issues in Nigeria.
The document provides an overview of the activities and projects of the Young Crew Nigeria chapter between February and June 2015. Some of the key activities included:
- Training sessions on writing effective CVs, project management planning, and communication skills that reached over 100 young professionals.
- The "Speak to Young Managers" summit in June 2015 that engaged 100 young managers on busting myths about project management through discussions with 5 industry experts.
- Awarding scholarships to 2 Young Crew members to sponsor their attendance at a software training program.
- Reaching over 30,000 young people through media platforms to educate them on contemporary project management issues in Nigeria.
AVO – A voyage to the open seas to study openness and a networking mode of op...Suomen eOppimiskeskus ry
This article summarises the project study report on the project Openness Accelerating Learning Networks (AVO2). The project study focused on how AVO2 progressed towards its goals, the smoothness of project work and the effectiveness of the project, applying the perspectives of project members as well as those of target groups. The project study report sheds light on the opportunities and challenges met when the working culture is open and networking; the report also compiles the lessons learned during the project and makes visible tacit information that might not otherwise appear in any project report. The results confirm and supplement those from the project study carried out for the project Open Networks for Learning (AVO) (Kalalahti 2012).
The document provides information about the Project Managers Development Association of Nigeria (PMDAN) Young Crew, including:
1. PMDAN Young Crew is a component of the International Project Management Association that provides networking and knowledge sharing opportunities for young project management professionals under age 35.
2. In 2015, PMDAN Young Crew Nigeria held various training sessions on topics like writing CVs, project planning, and communication skills that reached over 150 young project managers.
3. A major event was the "Speak to Young Managers" summit in June 2015 that engaged 100 young professionals on contemporary issues in project management through panels with industry experts.
4. To empower members, PMDAN Young Crew awarded
The document outlines 12 steps for planning and implementing an education project:
1. Assess needs and capabilities
2. Establish a project planning team
3. Develop goals and objectives
4. Create a logical model to map out activities, outcomes, outputs, and inputs
5. Select and characterize the target audience
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
The overall objective of OHRM is ‘To promote organizational culture change in the Secretariat in order to address new requirements and needs’. Learning activities are organized under the following categories; Leadership, management and organizational development; Human and financial resources management; Information technology training; Language and communications programmes; and Substantive skills development and career support. The organizational scope of these activities is secretariat-wide. In OHRM, the Learning, Leadership and Organizational Development Section (LLODS) and the Career Support and Performance Management Section (CSPM) undertake the global responsibility of designing, developing and delivering these programmes in collaboration with the offices away from HQ and regional commissions.
The Learning and Career Support Strategy 2014-16 outlined how the United Nations Secretariat learning programmes, Centrally Coordinated Programmes (CCP) and Language and Communications Programmes (LCP), would move towards more dynamic online methodologies. Since then, many online learning programmes have been developed. Popular methodologies have included web conferencing, videos, communities of practice and self-directed eLearning modules.
One specific programme that the current learning needs assessment exposed as a continued need is for more effective project management learning. Our current programme is offered through the online learning library Lynda.com. Based on the low participation rates and the fact that the only methodology currently offered is self-paced, we concluded that this offer is not properly addressing our clients´ need. Therefore, OHRM is looking for a vendor to provide a wider variety of online learning solutions for this programme.
Additionally, OHRM supports the rollout, management and evaluation of the Secretariat wide mandatory learning portfolio. Most mandatory learning is currently delivered using online SCORM packages, that require a learner to click through a series of screens and pass multiple choice tests to verify completion. As these packages expire, both based on content and technology (Flash, which will no longer be supported in two years), OHRM would like to conduct a research assessment to recommend more effective learning methods to deliver compliance/mandatory learning.
Based on the projects outlined above, LLODS is searching for a qualified consultant to support the research, project management, development and delivery of specific learning solutions.
Presentation of project management synopsis 1ferozpatowary
The document discusses the key elements of project management including objectives, complexity, uniqueness, uncertainty, temporary nature, and life cycle. It also discusses the processes of project management which include initiation, planning, execution, control and validation, and closeout and evaluation. Finally, it discusses different forms of project organization such as line and staff, divisional, and matrix.
A LEADER IN ME Webinar A Project Management Final OutputJustin Knight
The document summarizes a project management class submission. It includes a foreword describing the student's experience in the graduate program and course. It then acknowledges the support provided by the professor and others. The main chapters discuss the project cycle and management process, including initiation, planning, execution, control, and closure. It also describes the specific project, which was a webinar, providing details on objectives, content, budget, and evaluation.
Project evaluation and implementation notes and questionsAnirban Chakraborty
The notes on "Project Evaluation and Implementation" was prepared with help of Professor Kaushik Banerjee. He is the Honorable Professor at Brainware Business School at Saltlake, Kolkata.
This document discusses various aspects of project planning, implementation, monitoring, and evaluation. It defines a project and explains that planning is the most critical stage as it guides the project phases. An insufficient plan will lead to an unsuccessful project, while good planning results in success. The document also outlines the typical parts of a project proposal, including the title, objectives, description, methodology, budget, and schedule. It emphasizes the importance of documentation, monitoring, and evaluation at different stages of a project to ensure quality and measure progress toward objectives.
Developing a City Transport Plan in an Urban Growth Area - Lessons LearntJumpingJaq
1) The City of Ipswich Transport Plan (iGO) was recently developed to guide the city's transport system through population growth.
2) Key lessons learned from producing iGO included establishing clear drivers and branding, appointing dedicated project leadership, and engaging stakeholders throughout the process.
3) Developing iGO "in house" provided greater control, while obtaining political and state government buy-in helped ensure it addressed strategic citywide needs.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
The Kenya Ushahidi Evaluation Project was 9-month Ushahidi evaluation project in partnership with the Harvard Humanitarian Initiative supported by the Knight Foundation. Jennifer Chan and Melissa Tully conducted research, created cases studies and toolboxes. (2011) The Uchaguzi Case Study was created by Jennifer Chan.
EES2014_full paper_Benjamin Aisya Aug 30 2014Benjamin Aisya
The document discusses lessons from the Community Connector project in Uganda on how to make project evaluations truly beneficial to beneficiaries. It emphasizes the importance of collaborative, continuous learning and adaptation throughout a project's lifetime. As an example, it describes how the project evaluated its village loan and savings association mechanism, identified issues, developed solutions through collaboration, and improved the mechanism to better achieve project goals of increasing community assets. The redesign featured disbursing saved funds during strategic times like planting seasons and the start of the school year to purchase inputs and pay fees. Members also committed to saving goals to align with the project's purpose.
SHEEN Sharing Launch: Employability Resources on the WebSarah Currier
Slides from the launch of the Employability Corodinators' Networks new Web resource: a Netvibes-based site called Employability Resources for Higher Education in Scotland. Details how the project supported the ECN as a community of practice to develop their skills and share resources.
This document outlines the process for creating a technology plan for East Public Schools. It discusses assembling a planning team made up of teachers, administrators, support staff and community members. The team will evaluate the current state of technology, create a vision and mission statement, and develop goals and objectives. Examples of goals include providing professional development for teachers and integrating technology into the curriculum. The plan will be implemented over 3 years and evaluated on an ongoing basis to ensure it remains effective.
The document provides an overview of the activities and projects of the Young Crew Nigeria chapter between February and June 2015. Some of the key activities included:
- Training sessions on writing CVs, project management planning, and communication skills that reached over 100 young professionals.
- The "Speak to Young Managers" summit in June 2015 that engaged 100 young managers on busting myths about project management through discussions with 5 industry experts.
- Awarding scholarships to 2 Young Crew members to sponsor their attendance at a software training program.
- Reaching over 30,000 young people through media platforms to educate them on project management issues in Nigeria.
The document provides an overview of the activities and projects of the Young Crew Nigeria chapter between February and June 2015. Some of the key activities included:
- Training sessions on writing effective CVs, project management planning, and communication skills that reached over 100 young professionals.
- The "Speak to Young Managers" summit in June 2015 that engaged 100 young managers on busting myths about project management through discussions with 5 industry experts.
- Awarding scholarships to 2 Young Crew members to sponsor their attendance at a software training program.
- Reaching over 30,000 young people through media platforms to educate them on contemporary project management issues in Nigeria.
AVO – A voyage to the open seas to study openness and a networking mode of op...Suomen eOppimiskeskus ry
This article summarises the project study report on the project Openness Accelerating Learning Networks (AVO2). The project study focused on how AVO2 progressed towards its goals, the smoothness of project work and the effectiveness of the project, applying the perspectives of project members as well as those of target groups. The project study report sheds light on the opportunities and challenges met when the working culture is open and networking; the report also compiles the lessons learned during the project and makes visible tacit information that might not otherwise appear in any project report. The results confirm and supplement those from the project study carried out for the project Open Networks for Learning (AVO) (Kalalahti 2012).
The document provides information about the Project Managers Development Association of Nigeria (PMDAN) Young Crew, including:
1. PMDAN Young Crew is a component of the International Project Management Association that provides networking and knowledge sharing opportunities for young project management professionals under age 35.
2. In 2015, PMDAN Young Crew Nigeria held various training sessions on topics like writing CVs, project planning, and communication skills that reached over 150 young project managers.
3. A major event was the "Speak to Young Managers" summit in June 2015 that engaged 100 young professionals on contemporary issues in project management through panels with industry experts.
4. To empower members, PMDAN Young Crew awarded
The document outlines 12 steps for planning and implementing an education project:
1. Assess needs and capabilities
2. Establish a project planning team
3. Develop goals and objectives
4. Create a logical model to map out activities, outcomes, outputs, and inputs
5. Select and characterize the target audience
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Monthly Management report for the Month of May 2024
FIELD REPORT-KMCO-UPG -CBFOdocumentation
1. Component 3 : Strategic Partnerships, Knowledge Generation, and Policy
UPG
1. Christian Aid
Knowledge Management (KM) is rated moderately satisfactory. The project has done
some visibility for the interventions. The project is in the process of producing
communication materials such as signposts in the project impact areas. The project has
started identification and documentation of case studies for lesson drawing during
implementation. The project has started compilation of compendium of beneficiary
pictures for uploading on PMU cloud system but need to develop a proper storage system
at project level.
However, on the ground, KM and visibility issues have not been mainstreamed in the
project as beneficiaries lack knowledge of project objectives probably this could be due
to the confused structure within the project, having Case workers who have not trained
the volunteers who are the direct link to the beneficiaries.
Additionally, at the time of the mission, the project did not have feedback mechanisms.
Recommendation of the mission: Facilitate intra learning in the project to crease
awareness of the project at all levels (case workers, Volunteer and Beneficiary) be done by
December 31.
2. Yamba Malawi
Knowledge Management (KM) is rated moderately satisfactory. The project is making
efforts to mainstream KM in the interventions with guidance from the organisation’s
headquarters in the USA. Project manager is responsible for project KM. The project has
produced communication materials such as launch flyers. However, facilitation of intra
learning in the project is lacking as the project team especially those interacting with
beneficiaries lack knowledge of the project concept. This calls for intensification of
awareness of the project within the project structures.
During the visit, the mission established that some materials used for training the groups
were not translated into the local language which may be difficult for beneficiaries to
grasp.
The project has started identification and documentation case studies for lesson drawing
during implementation. The project has centralized repository system where key KMC and
other project documents stored.
2. At the time of the mission, the project did not have feedback mechanisms.
Recommendation of the mission: Facilitate intra learning in the project to crease
awareness of the project at all levels (case workers, Volunteer and Beneficiary) be done by
December 31.
3. Concern Worldwide
Knowledge Management (KM) is rated moderately satisfactory. The project
commenced of Coaching and mentoring and at the time of the mission, 41 Case managers
were trained. However, there is no project visibility on the ground. The project has not
started identification and documentation case studies for lesson drawing during
implementation.
Issues of visibility are not clearly mainstreamed in the project. At the time of mission, the
project did not have feedback mechanisms.
Recommendations of the mission: (i) Make FARMSE visible during community
engagement and also use mass media by December 2023. (ii) Identify, document and
submit to FARMSE at least two case studies for learning in the project implementation.
(iii) Begin compiling compendium of beneficiary pictures for uploading on PMU cloud
system.
4. World Relief
Knowledge Management (KM) is rated Moderately Satisfactory. The project has
started training to create awareness among the group. There is intra learning in the project
as portrayed by understanding of project concept by project staff including those interacting with
beneficiaries demonstrated knowledge of ultra-poor graduation model, and ability to define the
interventions. However, the project need to do more on visibility at grassroots level.
At the time of the mission, the project had not completed identification and
documentation of the project cases for learning. Additionally, at the mission time, the
project did not have feedback mechanisms.
Recommendations of the mission: (i) Enhance FARMSE visibility during community
engagement by December 2023. (ii) Identify, document and submit to FARMSE at least
3. two case studies for learning in the project implementation. (iii) Begin compiling
compendium of beneficiary pictures for uploading on PMU cloud system.
5. AICC
Knowledge Management (KM) is rated Moderately Satisfactory. The project has
started training to create awareness among beneficiaries. Participants do not know the
existing partnership of FARMSE and AICC. At the time of the mission, the project had not
started identifying case studies for learning in the project implementation. Additionally, at
the mission time, the project did not have feedback mechanisms.
Recommendations of the mission: (i)Enhance visibility of the project by December
31December. (ii) Identification and documentation of case studies, key project lessons,
best practices, key innovations from project interventions be done by December 2023. (ii)
Begin compiling compendium of beneficiary pictures for uploading on PMU cloud system