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Project Management 101
What is it?The planning, monitoring and coordination of all aspects of a project and the motivation of all those involved in order to achieve desired results.
Why should I teach it?
Project management skills are highly desirable in the workplace. School projects provide excellent opportunities for students to refine their planning and time management skills and to acquire “executive” thinking skills as they analyze and synthesize tasks using project management tools.
How can these tools help?
Thoughtful planning and careful monitoring will enhance both the process and the products of individual and group projects. Project management tools include graphic organizers that help students focus on the big picture while keeping track of critical details.
How does it work?
Students learn and apply a “backward mapping” process that includes the following basic project management steps:
1. Define end product or result.
2. Analyze separate project tasks.
3. Develop an action plan for each task category.
4. Develop a coordinated working schedule.
5. Identify a critical pathway for monitoring to ensure project completion.
6. Identify resource needs/costs.
7. Plan for contingency.
8. Implement, monitor and refine the plan.
9. Identify “lessons learned” and celebrate project completion.
How can I assess student learning?
In assigning individual or group projects, it will be important to assess the skills demonstrated throughout the process using the Project Management Assessment tool included in the lesson plan below.
What resources can I access?
http://www.businessballs.com/project.htm
This website outlines typical steps in managing a project and uses a simple example of preparing a bacon and egg breakfast that students will easily understand. The process is outlined using a GANTT chart that demonstrates how to manage a multi-step process. The “backward mapping” process is adapted from How to get an A in school projects and
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Sample Lesson: Project management
Note: A few weeks before teaching this lesson, begin saving the Careers section or job ads from newspapers. You will be using these to have students look for evidence of Essential Skills in general and Project Management skills in particular in job ads.
Introduction: Activating our previous experience with projects 1. Organize students in groups of four for brainstorming.
Provide each group with 2 pieces of chart paper and markers. Review the “DOVE” guidelines for brainstorming
D Defer judgment
O Off-beat, original
V Vast number
E Expand, elaborate
2. Give students 4 minutes to brainstorm a list of all the projects they have undertaken. These can include both in-school and out-of-school projects.
Ask them to review their lists, putting a checkmark beside the projects that required working with other people.
Post these around the room.
3. Ask half of the groups to focus on individual projects and the other half to consider group projects.
With either “Individual Project” or “Group Project” in the centre of the chart, they will mindmap the skills involved in successfully managing a project. Post the mindmaps. 4. Invite the class to do a Gallery Walk, looking at the brainstormed lists and the group mindmaps.
5. Whole group debriefing:
a) What were some of the most important project management skills you saw on the mindmaps?
b) How do these skills relate to the Essential Skills that have been the focus of our career course?
Analyzing Job Ads
1. Ask students to work with a partner.
Distribute copies of the Career /Job Ads pages.
Students will underline references to any of the Essential Skills and circle specific references to Project Management in the ads.
You might also refer students to the website http://www.pmjobs.ca for an up-to-date list of
Project Management positions advertised on the Internet. 2. Group Discussion:
a) What are some of the jobs/careers that specifically identified Project Management Skills as required or an asset for employment?
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Why practicing Project Management Skills is Worthwhile
While some people specifically work at a job called Project Manager, many current jobs require employees to work either independently or in groups to complete projects.
Therefore, project management skills are an asset for many jobs. As we’ve seen from our brainstorming activity, managing projects is also important for success in school.
What is the process used in managing a Project? Present the steps in “Backward Mapping”
1. Define end product or result.
2. Analyze separate project tasks.
3. Develop an action plan for each task category.
4. Develop a coordinated working schedule.
5. Identify a critical pathway for monitoring to ensure project completion.
6. Identify resource needs/costs.
7. Plan for contingency.
8. Implement, monitor and refine the plan.
9. Identify “lessons learned” and celebrate project completion.
Use the example of preparing breakfast from the http://www.businessballs.com/project.htm
website or present a similar real-life example.
The resource How to get an A in school projects and presentations includes an example of a group project for secondary students with details about actions the group members take at each step of the process.
You might also wish to collect sample projects from subject departments which students can use to determine how they would apply the Backward Mapping process. Also check to see if there are departments using or teaching software applications such as MS Project (the most widely used in industry.)
Organizational tools for managing projects Introduce students to tools such as:
1. Task Lists and Schedules (See sample below) 2. Gantt charts:
Visit this website for an overview of the history and uses of gantt charts. The website includes examples of simple gantt charts (e.g. managing a house renovation, creating a new
widget) http://www.ganttchart.com/
An even simpler explanation of gantt charts can be found at
http://www.ozgrid.com/Services/gantt-chart-creator.htm
Managing projects on the job
When students are at the workplace, ask them to collect information about (and if possible, samples of) tools and software commonly used for managing projects.
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Task List and Schedule
Project Title: Completion Date:
Project Team Members:
Task Hours/ Days Requ’d Member(s) Assigned Planned Start Date Planned End Date Actual Start Date Actual End Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
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Project Management Assessment Tool
Rate each of the following skills using the 5-point scale, with 1 being the lowest rating and 5 the highest.
The student:
1. Defined clearly the end product or outcome of the project.
1 2 3 4 5
2. Identified the tasks necessary to complete the project.
1 2 3 4 5
3. Developed the steps in an action plan for each distinct task category.
1 2 3 4 5
4. Highlighted critical tasks with specific deadlines that impacted project
completion and monitored these carefully. 1 2 3 4 5
5. Identified and procured needed resources.
1 2 3 4 5
6. Anticipated potential problems and developed contingency plans
1 2 3 4 5
7. Reflected on the project outcomes and process to identify new learnings.
1 2 3 4 5
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success
1 2 3 4 5
9. Negotiated roles and responsibilities
1 2 3 4 5
10. Shared workload equitably
1 2 3 4 5
11.Contributed to the learning of others
1 2 3 4 5
12.Demonstrated mutual respect and appreciation for team members
