Module 4: Project and quality management
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This document outlines a training module on project and quality management. It includes sessions on defining projects, planning projects, starting, running and finishing projects, quality management, and developing learning laboratories. Methods include presentations, group work, discussions, and participants presenting their own projects. The goal is for participants to learn concepts and tools for project management, as well as reflect on applying the lessons to improve their own work.
Module 4: Project and quality management
- 1. SME network facilitator Module 4: Project and quality management Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) Date to be specified Duration 12-16 hours 60 min Problems are projects – What is a project? Co-ordinating - lead- ing equals Defining basic characteristics of project work as compared to “normal” work Leadership without hierarchy - the challenges of being a co- ordinator Plenary session Brainstorming and debate Moderation and final comments Moderation material, flip charts Message 14: Basic concepts of pro- ject work Message 7: Basic concepts of management and leadership Trainer/s All partici- pants 45-90 min How to plan a project SMART – Five basic rules of plan- ning a feasible project Planning a project (grass-roots) If wanted: Planning a large project in detail using an advanced tool Plenary session Presentation of tools and debate If wanted: Planning a large project in detail using STEPP, an advanced tool of project planning (EXCEL-based), with laptop and projector If several trainers are available, the participants could be split up in groups with different scopes of exper- tise, some working with the grass- roots instruments, others with the ad- vanced instrument. Moderation material, flip charts Tool 3: To-do form Tool 17: SMART – Five basic rules of planning a feasible project If wanted: Tool 18: STEPP Specific Tool for EXCEL-based Project Planning All partici- pants Trainer/s 15 min Break
- 2. SME network facilitator Module 4: Project and quality management Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) 30-45 min How to start a project Starting projects is easy …!? Issues of • division of tasks • project communication internal (transparency above all), • corporate identity, project communication external • time economy, • reliability and fairness Plenary session Brainstorming and debate Moderation and final comments Moderation material, flip charts Tool 3: To-do form Trainer/s All partici- pants 30-45 min How to run projects Easing the running of projects … Current problems and issues of conflict? How to tackle them? Plenary session with brief work in groups Brainstorming and debate Moderation and final comments Moderation material, flip charts Trainer/s All partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter 30-45 min How to finish projects Finishing projects is not easy …? Current problems and issues of conflict? How to tackle them? Plenary session with brief work in groups Brainstorming and debate Moderation and final comments Moderation material, flip charts Trainer/s All partici- pants Groups of participants, each with partici- pants as modera- tor, time control-
- 3. SME network facilitator Module 4: Project and quality management Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) ler and reporter/ presenter 30-45 min How to use a stan- dard project tool like GOPP (Goal-Oriented Project Planning) The project world according to GOPP Can GOPP, originally a USAID and World Bank tool (Logical Framework Approach) for inter- national development projects, serve as a pattern for regional or cluster development? Plenary session Presentation of GOPP Brainstorming and debate Moderation and final comments PowerPoint, laptop and projector Moderation material, flip charts Tool 19: GOPP Goal-oriented Project Planning Trainer/s All partici- pants 30-120 min Large break (if during the day) (90-120 min if meal included) 120-180 min Understanding the nature of quality: continuous improve- ment, continuous learning Development (of regions, of clusters, of networks, of pro- jects, etc.) as an incremental improvement and learning process Issues of: • evaluation and monitoring, • quality management and management quality • building up social capital Plenary session Presentation (PowerPoint or devel- oped step by step guided by contribu- tions of participants) and debate with reference to experi- ences reported by the participants PowerPoint, laptop and projector and/or Moderation material, flip charts Message 15: The nature of quality: continuous improve- ment, continuous learning Message 16: Learning networks – constructing social capital Trainer/s All partici- pants
- 4. SME network facilitator Module 4: Project and quality management Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) 15 min Break 120-180 min How to develop a learning laboratory Participants develop a learning laboratory template and or sev- eral learning laboratories with relation to their specific back- grounds and development ne- cessities. For learning labs all methods and techniques learned so far can be used de- pending on the needs of the specific case. Starting with a plenary session Agreement on development steps to be taken Splitting up into groups according to number of labs to be planned Trainer/s walking from group to group supporting them Very large room or several not too small rooms MindManager, lap- tops and projectors and/or sufficient moderation material, flip charts Tools 23: Learning laboratory Trainer/s All partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter 15 min Break 120-180 min Learning lab planning continued Learning lab planning continued Work in groups according to number of labs to be planned Trainer/s walking from group to group supporting them Closing with plenary session where all work results are presented regardless of their maturity, and discussed among all participants Very large room or several not too small rooms MindManager, lap- tops and projectors and/or sufficient moderation material, flip charts Trainer/s All partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter 30-45 min Learning about per- sonal shortcomings or practice which need change or improve- During the common learning process, participants take note of perceived personal improve- ment possibilities and decide on Plenary session Contract with myself Tool 2: Form “Contract with myself” All partici- pants
- 5. SME network facilitator Module 4: Project and quality management Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) ment (own judgement) which to tackle first. In this session, they also briefly present experiences made with different ways of tackling prob- lems or situations. 30-120 min Large break (if during the day) (90-120 min if meal included) 60-120 min depending on number of participants Learning from own projects which allow to practice things learned in the SME ACTor training Participants present and discuss progress reports on own pro- jects in their organisations of origin (running or to be initial- ised) which can constitute a meaningful and useful context for applying things learned. Plenary session or first small groups and then plenary session Participants present projects (one per participant) that are noted in a poster (matrix) which stays on a wall of the plenary room for the time of the train- ing. Presentations are discussed in terms of content and modes of presentation. PowerPoint presenta- tions, laptop, projec- tor Moderation tools and flip charts Tool3: To-do form Participants Trainer 30 min How to reflect on successful learning Analysing and learning how to analyse learning processes Plenary session Satisfaction analysis using a scale of smileys Critical analysis (and self-evaluation) of all structural aspects of the learn- ing arrangement (context conditions, aims, contents, methods, instruments, materials, roles) and its implementa- tion Moderation material, flip charts Trainer/s