Collaborative work
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This document contains tips and questions for managing projects effectively from the book "Project Management for Dummies". It discusses 10 questions project managers should ask, including the purpose of the project, who needs to be involved, what results will be produced, and what constraints and assumptions exist. It also provides 10 tips for project managers, such as thinking about the big picture, assuming cautiously, viewing people as allies, acknowledging good performance, and being both a manager and a leader. The source is from a book for a class project between a teacher and student.
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Collaborative work
- 1. Integrative Project III Collaborative Work SOURCE: BOOK “PROJECT MANAGEMENT FOR DUMMIES” PART VI: THE PART OF TENS. TEACHER: MSC. MIGUEL PONCE STUDENT: FABIÀN TELLO LEVEL NINTH 10/11/2017 1
- 2. What’s the Purpose of your Project? • As soon as you’re assigned to your project, get a clear and complete picture of its significance. Whom do you need to involve? • Involving people in a timely manner ensures that their input will be available when it’s needed and lets them know you value and respect their contributions. • Drivers: People looking for your project’s results. • Supporters: People who can help your project succeed. • Observers: People interested in your project. 10/11/2017 2 TEN QUESTIONS
- 3. What results will you produce? • All I expect my project to achieve. I must describe each product, service, or impact; make the outcomes measurable and include performance targets. What constraints must you satisfy? • When you know your constraints, you can plan to minimize their effects on your project. Identify all information, processes, and guidelines that may restrict your project activities and your performance. Distinguish between the following: • Limitations: Restrictions that people outside your project team set. • Needs: Restrictions that you and your project’s team members establish. What assumptions are you making? • Each of assumptions can lead to one or more project risks that you may choose to plan in advance. Update your plans whenever an assumption changes or you find out its actual value. 10/11/2017 3
- 4. What work has to be done? • Identify all the activities required to produce your project’s deliverables so that you can assign responsibilities for them, develop schedules, estimate resource needs, give specific tasks to team members, and monitor your project’s performance. For each activity, specify the following: • The work to be done: The processes and steps that each activity entails. • Inputs: All people, facilities, equipment, supplies, raw materials, funds, and information necessary to perform each activity. • Results you expect: Products, services, situations, or other deliverables that you expect each activity to produce. • Interdependencies and relationships: Activities that you must complete before you can start the next one; activities you can start after you’ve completed the current one. • Durations: The number of work periods required to perform each activity. 10/11/2017 4
- 5. When does each activity start and end? • Develop a detailed schedule with activities, to give team members precise guidance on when to perform their assignments. • Duration: The number of work periods required to perform each individual activity. • Interdependencies: What you must finish before you can begin your activity. • Resource availability: When you need particular resources and when they’re available. What other resources do you need? • Identify all equipment, facilities, services, supplies, and funds that you need to perform your project work. Specify how much of each resource you need and when. 10/11/2017 5
- 6. Who will perform the project work? • Knowing who will perform each task and how much effort they’ll have to devote allows you to plan for their availability and more accurately estimate the overall project budget. Who need to work on your project? • Their names, position descriptions or titles, and the skills and knowledge they need to do the assignment. • The specific roles each person will have on an activity when more than one person will work on the same activity, as well as how they can coordinate their efforts. • The level of effort each person has to invest. • The exact time when people will do their work if they will work less than full time on an activity. What can go wrong? • Identify those parts of your project that may not go according to plan. Decide which risks pose the greatest dangers to your project’s success, and develop plans to minimize their negative effects. 10/11/2017 6
- 7. Be a “Why” Person • Understanding "why" helps you make sure you respond appropriately to team members, upper managers, and all other project audiences. First, look to understand the reasons behind other people’s requests and actions; then share your findings with other people. Be a “Can Do” Person • Look at all problems as challenges, and do everything you can to find ways to overcome them. Be creative, flexible, and tenacious. Keep working at the problem until you solve it. 10/11/2017 7 TEN TIPS
- 8. Think about the Big Picture • Keep events in perspective. Understand where you want to go and how your plan will get you there. Recognize the effect your actions have on current and future efforts. Share your vision with other people. Think in Detail • Be thorough. If you don’t think through your project’s issues, who will? The more clearly you describe your intended results, the more easily people can recognize the benefits associated with your project. And the more clearly you define your intended work, the more often people will ask important and insightful questions, and believe that they can perform the work successfully. Clarity leads to increased personal motivation and reduced chances of mistakes. 10/11/2017 8
- 9. Assume Cautiously • Take the time to find out the facts; use assumptions only as a last resort. With every assumption comes a risk that you’re wrong. The fewer assumptions you make, the more confidence you can have in your plan. View people as Allies, Not Adversaries • Focus on common goals, not individual agendas. Making people feel comfortable encourages brainstorming, creative thinking, and the willingness to try new ideas, all of which are essential to managing a successful project. But viewing and treating people as adversaries can put them on the defensive and encourage them to become enemies. 10/11/2017 9
- 10. Say what you mean, and mean what you say. • Communicate clearly. Be specific by letting people know exactly what you mean. Tell them what you want them to know, what you want them to do, and what you’ll do for them. Don’t leave these details up to their imaginations. You may think that being vague gives you more leeway, but, in reality, being vague just increases the chances for misunderstandings and mistakes. Respect other people. • Focus on people’s strengths rather than their weaknesses. In each person on your team, find a quality that you can respect. People work harder and enjoy • their work more when they’re around others who appreciate them and their efforts. 10/11/2017 10
- 11. Acknowledge good performance. • When someone does something good, tell the person, tell the person’s boss, tell other team members, and tell the person’s peers that you appreciate the effort and its results. Recognizing good performance confirms to a person the accuracy and value of his work; your praise tells a person that you appreciate his efforts, which motivates him to work with you and other team members on future projects. When acknowledging a person’s performance, mention the quality of the results he accomplished as well as the effort he invested. Be a Manager and a Leader. • Attend to people as well as to information, processes, and systems. Create and share your vision and excitement with your team members, but don’t forget to share a sense of order and efficiency, too. Encourage people to strive for outstanding results, and provide the guidance and support to help them achieve those results. 10/11/2017 11
- 12. ENDSOURCE: BOOK “PROJECT MANAGEMENT FOR DUMMIES” PART VI: THE PART OF TENS. TEACHER: MSC. MIGUEL PONCE STUDENT: FABIÀN TELLO LEVEL NINTH 10/11/2017 12