A View of a Prior Project Post – Mortem
In memory of Post – Mortem Project, I am reminded of two particular courses that I played the role of Project Manager. Albeit my team members thrust me into the role, I am happy that I was able to get my feet wet at a project management role. Our instructor preselected the core project team. The project objective was to develop a learning module based on a topic from a list of possible topics that all team members voted and agreed to pursue. The topic chosen was "Empathetic Listening for Conflict Resolution" (Wiki GTS2, 2011).
At first, I was frightened about being the project manager. However, researching case scenarios centered on Chicago Public Schools' peer-on-peer violence, which surpassed the national norm, convinced and motivated my commitment to take on the role. I wrote the case scenario's historical background and "Needs Analysis" (normative, comparative, and expressed needs analysis) as the first step of designing and developing the course (Morrison, Ross, Kalman, & Kemp, 2011). Other members of the team were able to start their parts of the design, development, implementation, and evaluation of ADDIE based on my needs assessment. .
Now, I know there are a number of theories, processes, and management skills the PM needs to manage, control, and monitor a project from beginning to end—effectively and with high quality. The following project activities were included in the project that contributed to its success:
I believe that the above activities led to the success of completing our learning module. The "Needs Analysis", historical background, and the purpose for training of our group was based on the literature gathered about violence in the Chicago Public School system.
Furthermore, I learned that it is very important to create and use a Wiki, email or an advanced technological communication tool, such as those used in the science of Project Management, which enable project team members to quickly communicate, collaborate, and coordinate work activities (Greer, 2010). By being constantly connected (to work asynchronously and sometimes synchronously via telephone), we were able to get the project done on time with high quality. In both instances I got my feet wet at project management.
References
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.
Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction (4th ed.). New York: John Wiley and Sons.
Wiki GTS2. (2011). EIDT 6100: Instructional design and technology. Retrieved from https://eidt-6100-1-gts2.wikispaces.com/Home+and+Welcome+Page.
In memory of Post – Mortem Project, I am reminded of two particular courses that I played the role of Project Manager. Albeit my team members thrust me into the role, I am happy that I was able to get my feet wet at a project management role. Our instructor preselected the core project team. The project objective was to develop a learning module based on a topic from a list of possible topics that all team members voted and agreed to pursue. The topic chosen was "Empathetic Listening for Conflict Resolution" (Wiki GTS2, 2011).
At first, I was frightened about being the project manager. However, researching case scenarios centered on Chicago Public Schools' peer-on-peer violence, which surpassed the national norm, convinced and motivated my commitment to take on the role. I wrote the case scenario's historical background and "Needs Analysis" (normative, comparative, and expressed needs analysis) as the first step of designing and developing the course (Morrison, Ross, Kalman, & Kemp, 2011). Other members of the team were able to start their parts of the design, development, implementation, and evaluation of ADDIE based on my needs assessment. .
Now, I know there are a number of theories, processes, and management skills the PM needs to manage, control, and monitor a project from beginning to end—effectively and with high quality. The following project activities were included in the project that contributed to its success:
- Conducting a Needs Assessment first
- Communication -- consistent discussions and reminders using technology methods to direct and redirect focus using communication technologies: Wiki, email, and cell phone
I believe that the above activities led to the success of completing our learning module. The "Needs Analysis", historical background, and the purpose for training of our group was based on the literature gathered about violence in the Chicago Public School system.
Furthermore, I learned that it is very important to create and use a Wiki, email or an advanced technological communication tool, such as those used in the science of Project Management, which enable project team members to quickly communicate, collaborate, and coordinate work activities (Greer, 2010). By being constantly connected (to work asynchronously and sometimes synchronously via telephone), we were able to get the project done on time with high quality. In both instances I got my feet wet at project management.
References
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.
Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction (4th ed.). New York: John Wiley and Sons.
Wiki GTS2. (2011). EIDT 6100: Instructional design and technology. Retrieved from https://eidt-6100-1-gts2.wikispaces.com/Home+and+Welcome+Page.
