Project delivery workshop - Supreme Court QLD

Digital delivery tool kit
Responsible Officers
Project-Lite
workshop
1

Welcome
&
introduction
2

Agenda
3
RO project Lite training agenda – Day 1
Welcome and introduction Julie Steel 9.00
Accountability and decision making. Overview
of the governance framework (BoM, BEC etc)
Jenny Lang
Agenda overview and forming working groups
Session 1 – Understanding our level of
influence
Session 2 – Initiative Aims
Morning Tea 10.30
Session 3 – How do people learn
Session 4 – Defining and managing Scope
Session 5 – Identifying what needs to be done
LUNCH 1.00
Session 6 – The role of governance
Session 7 – Responding not reacting
Session 8 – Risks and Issues
Afternoon Tea 3.30
Session 9 – Reporting
Finalising documentation
Finish 5.00

Forming working groups
• We will be working in four groups and
focusing on four initiatives during Day 1
• During day 2 you will get a chance to work on
the other initiatives
• You may work on your initiative on the side
4

Choosing an initiative to work on
5
6 Review and update services provided to people with a disability
7 Review and update services to people who need an interpreter
15 Redesign enforcement services
34 Improve induction process
35 Embed Training in registries
36 Improve the management of development opportunities for
Queensland Courts’ registry staff
38 Create Duty Statements, Role Clarity & Role Specific Performance
Measures
39 Provide high quality and consistent performance management
40 Review validation processes in QWIC
46 Update processes for applications for admission to the legal
profession

6
Activity
Isometric line

1
Understanding our level of
influence
7

Communication is everything
8
it is the difference between success
and failure

Understanding our level of influence
• Some times we want to influence others
• Other times we need to be careful not to
influence others
• As a project manager you are responsible for
the management of a successful outcome –
this does not mean doing it your way.
9

10
Activity
Lost at Sea

Lost at Sea
11
You are adrift on a large private yacht in the South Pacific.
A fire breaks out which destroys much of the yacht and
contents.
The yacht is now slowly sinking. Your location is unclear
because of the destruction of critical navigational
equipment and because you and the crew were distracted
while trying to bring the fire under control.
The best estimate is that you are approximately one
thousand miles south-south west of the nearest land. You
have a good rubber life raft and oars that are large enough
to carry everyone in your group.
In total, you have in your pockets a packet of cigarettes,
three boxes of matches and 355 dollars.

12
Discussion
Lost at Sea

2
What's the aim of the initiative ?
13

• The aim should be a short paragraph that
relays the primary purpose of the project.
• Try to keep it to three key points.
• Water cooler conversations.
14

To provide enough training, across a broad range of
key staff in the areas of:
Prince 2, MSP, Agile - Kanban(ish), Lean and GTD
that the participants can deliver business changes
required to achieve key strategic directions,
in an acceptably aggressive timeframe given a
transparent and scalable governance structure is in
place, or soon to be.
15

16
Activity
What’s the aim ?

ACTIVITY
1. In your teams develop an aim for the project,
be as lean and viable as you can.
2. Share the aim with your group.
3. Each team to write down
– 3 things they think would be part of the project
– 3 things they things will not be part of the
project
– Questions about the project
17

3
How do people learn ?
19

How do people learn ?
• Understanding how people learn enable us to
relay information in the right way.
• Understanding how we learn helps us know
how best to get information
• It allows us to reduce confusion
• It helps us know how we need information
20

21
Activity
What’s your
learning style?

Visual learners
• Someone with a Visual learning style has a preference for
seen or observed things, including pictures, diagrams,
demonstrations, displays, handouts, films, flip-chart, etc.
These people will use phrases such as ‘show me’, ‘let’s have
a look at that’ and will be best able to perform a new task
after reading the instructions or watching someone else do
it first.
• These are the people who will work from lists and written
directions and instructions. These people like to see briefs,
backgrounds etc
22

Auditory learners
• Someone with an Auditory learning style has a preference for
the transfer of information through listening: to the spoken
word, of self or others, of sounds and noises. These people
will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be
best able to perform a new task after listening to instructions
from an expert.
• These are the people who are happy being given spoken
instructions over the telephone. These are the ones you
would ‘walk through’ a brief or document.
23

Kinaesthetic learners
• Someone with a Kinaesthetic learning style has a preference for physical
experience - touching, feeling, holding, doing, practical hands-on
experiences. These people will use phrases such as ‘let me try’, ‘how do you
feel?’ and will be best able to perform a new task by going ahead and trying
it out, learning as they go.
• These are the people who like to experiment, hands-on, and never look at
the instructions first! These are the people who like to be involved in
developing briefs etc
24

25
Discussion
Thinking about the
stakeholders on your
project, what's their
learning style ?

4
Defining and managing Scope
26

Defining and managing scope
Poor scope definition and management of scope
is in the top 5 reasons projects fail.
Things change they always do – its not about
stopping the change but managing it.
27

Defining and managing Scope
• Why define the scope
• Why in and out of scope
• Adding to and changing
• Change control (your best friend)
28

29
SCOPE
SCOPE
SCOPE
Where is scope discussed ?
SCOPE

32
SCOPE
SCOPE
SCOPE SCOPE

Assumptions
• Assumptions play a major role in defining
scope
• ‘We will do this given that …’
• Resources, budget, time constraints
33

Scope Creep
• ‘I think we could also do this ……’
• As a project manager you have to
protect your scope
• A change in scope will impact on
– Time
– Cost
– Resources 34

35
Activity
Defining your scope

ACTIVITY
• In your team discuss and write down
• Assumptions
• In scope items
• Out of scope items
• You will share between your groups
36

37
Discussion
Were the things that you wrote
down earlier addressed ?

5
Identifying what
needs to be done
38

Identifying what needs to be done
• Critical paths
• Milestones
• Project plan
• Dependencies
39

Gantt Chart
40

Work breakdown structure
41
• typically used in a PMBOK (project
management body of knowledge) based
project
• outlines the work to be done. Is more
activity based and not product based

Product based planning
42
• is a fundamental part of Prince 2 (projects
in controlled environments)
• intended to ensure that all of the necessary
products are identified and captured

43
Product breakdown structure
• represents the relationship between the
products and sub-products in a project
• products can be organized into parent and
child relationships. That is, products are
further decomposed into sub-products

Writing agile requirements
Epics
44

Epics
Scenarios
45

Epics
Scenarios
Stories
46

Epic
Scenario
Story
Scenario
Story
47

Writing cards
As a _______ I want to ________
So that I can _________________
48

Must have a value
49

Epic
As a mobile application developer I
want to access Queensland
Government data online so that I
can build mobile applications
50

Epic
As a mobile application developer I
want to access Queensland
Government data online so that I
can build mobile applications
51

Scenario
As a data portal user I want to
search for datasets so that I can
easily find and view datasets I am
interested in.
52

Story
As a data portal user I want to view
dataset categories so that I can
search all datasets by topic area.
53

54
Activity
Identifying what needs to
be done

ACTIVITY
• Using your aim define the first product
• Define as many products as you can
• Use the agile method “As a _____ I want to
_____ so that I can _______”
55

6
The role of governance
57

The role of governance
Project management is not about making the
decisions or being in control.
In fact you can manage a very successful
project and never make one decision nor in
fact be in control.
58

Governance roles
Chair
Senior supplier
Senior user
Project sponsor
Project executive
Working parties
Project boards
59

• Scope creep
• Quality criteria
• Milestone changes
60

7
Responding not reacting
61

62
Our wonderful brain

63
Short path to a response

64
Long path to a response

65
amygdala hijack
• Thalamus sends message
to the amygdala
• Amygdala checks with the
hypothalamus
• Amygdala sends a
message to the
hypothalmic-pituitary-
adrenal

66
An amygdala hijack exhibits three signs:
•strong emotional reaction,
•sudden onset, and
•post realization if the reaction was
inappropriate
amygdala hijack

amygdala hijack
67
How do we handle an amygdala hijack ?

68
How do we handle an amygdala hijack ?
Count to 10
It takes about 6 seconds for the chemical to
dissipate

8
Risks and Issues
69

9
Reporting
70

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