project management -2day
TRANSCRIPT
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United Nations
Project Management Skills Workshop
(2 days)
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Outputs of this Workshop
At the end of the training, participants know:How to link new projects to the UN s mandate
and strategic frameworkThe concept of the Project / ProgrammeManagement CycleHow to prepare projects for implementation
using the results-chain as a tool (see alsoLogical Framework Matrix) How these concepts apply to the Monitoring andEvaluation of projects
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Expected Accomplishment and Overall
Objective of the WorkshopThis is supposed to: Increase the quality of your projects which in the end is meant to: Help to improve the performance of the UN
overall
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The context of our projects....
United Nations (Your Organisation)
The programmeit belongs to
Our Project
Projects are used to create products
and deliver business benefit
Where the benefits of an individualproject are meant to complementthe benefits of other projects
Where our project (and theprogramme) are meant to help our organisation to fulfil its mission
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You also need to make sure that....
United Nations(Your Organisation)
The programmeit belongs to
Our Project
... your project really hasa chance of solving theproblem you mean to
address...
... and thereby contributes tothe objectives and mandatesof the United Nations
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Characteristics of aProject
Has a defined start and an end;Has agreed, and well defined outputs and producesmeasurable effects (expected accomplishments);Has a balance between time, cost and quality;Has interrelated tasks, often grouped into phases;Has a temporary, often multidisciplinary project team
brought together for the project;Might entail the involvement of people from other units or organizations.
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The Project Context
OrganisationalPolitics
StakeholderObjectives
External Pressures
Time
Cost Quality
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Project Management
Structuring and facilitation of processes of change in order to produce outputs and accomplishments in the mosteffective and efficient way.
Dealing with complexity and uncertainties related to thecontext and to human interactions;Dealing with the subjective perceptions and values of actorsinvolved;
Continuous collection and analysis of information, in order totake decisions and to make adaptations to achieve qualityoutputs.
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ConceptPhase
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United Nations MandateMulti-annual strategic framework
Levels of the Intervention Logic Example
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Overall Goal /Objectives
ExpectedAccomplishment
Outputs
Activities Inputs
Money, humanresources,materials,equipment
Access to urban water andsanitation in Country Xexpanded
Improved management of water-related services bymunicipal water utility in capital
Maintenance scheme,Improved staff capacity,Improved procurement, etc.
Staff needs assessment andtraining, developing
procurement guidelines, etc. Martin Steinmeyer
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United Nations MandateMulti-annual strategic framework
Intervention logic during planning andimplementation
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Overall Goal /Objectives
ExpectedAccomplishment
Outputs
Activities Inputs
Money, humanresources,materials,equipment
P l a n n
i n g
I m p
l e m e n
t a t i o n
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Scoping the Project- example (i)
In Scope of this project management skills workshop willbe:Provision of practical tools, techniques and methods to
manage projects;Use of harmonized terminology (with RBB)Refresher programme for some new information for others;
Work with real life projects; A workshop manual and handouts;Work in plenary as well as small group sessions.
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Scoping the Project- example (ii)
Out of Scope of this project management skillsworkshop are:
Project finance and bidsProject management softwareManagement of project teams, teambuilding exercises
and methods.
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In your groups, please: Clarify the background & the problem(s) the project is
meant to address Draft a first version of your project s intervention logic:
The Overall Goal / Objective The Expected Accomplishment The Outputs
The Activities Define / refine the scope of your project (borderline
cases)
Exercise: The first approach to your project
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Objectives (i)
Outcome
Output 1 Output 2 Output 3
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Programme, Project, Component
Programme
Project 1 Project 2 Project 3
Component 1
Subcomponent
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Stakeholders (i)
...are any individual/s, groups of people,institutions or firms that may have arelationship with the project.
They may directly or indirectly, positively
or negatively affect or be affected by theprocess and the outcomes of the project.
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Stakeholder AnalysisRest of
theOrganisation
FinanceDepartmen
tStaff UN Project
ManagementTraining:
Stakeholders
TrainerTeam
ProjectManagers
Staff Developm
ent Unit
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Stakeholders (ii)
Beneficiaries:Those who benefit from the implementation of the project Target group/sThe group/entity who will be immediately and positively
affected by the project (outcome level) Project Partners:Those who help to implement the project (output level)
And finally: Troublemakers: Those who can give you grief...
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Stakeholder Analysis (i)
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Stakeholder Analysis (iiii)
Identifying Stakeholder Expectations
Stakeholder They wantand We Want:
They Want but WeDont:
We Want butThey Dont:
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Stakeholder Analysis (ii)
S trengths Weaknesses
Opportunities Threats
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In your groups, please:
Brainstorm and list all relevant stakeholders
Pick two (2) of our three (3) analysis tools (map, matrix, SWOT) and
apply to your project Determine for your project
Who is / are the target group/s for your project?
Who can you use as project partners?
Who are potential "troublemakers"?
Consider: What changes to your original project design should youmake?
Group Exercise: Stakeholder Analysis
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Stakeholder Analysis (i)
X
ZFC
A
M
B
Q
Venn diagram : the size of the circle depicts the influence of thestakeholder; thecloseness or distance of the circles depict the
relationships between the stakeholders
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Stakeholder Analysis (iii)
Rank your stakeholders along thiscontinuum :
Totallysupportive
StronglyAgainst
NeutralModeratelysupportive
ModeratelyAgainst
X QZ
AY
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Identifying Responses to RisksPrince 2 Risk Response Categories:
Prevention: Eliminate source of risk, stop risk fromhappening
Reduction: Reduce probability of risk happening Acceptance: Deciding to do nothing about a risk Contingency: Prepare for risk to happen by
identifying contingent time, money, actions Transference: Give risk to someone else, e.g.
insurance company, contractor 32
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In your groups, please: Brainstorm on the main risks your project is
facing Develop aRisk Assessment Matrix for your
project Decide how you willmanage the identified risks
in your project, using the5 risk responsecategories
Group Exercise: Risk Analysis
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The Project Charter
A Project Charter is a concise and clear framework that summarizes the work done inthe concept phase of the project.
It is a presentation format for projectproposals.
Project proposals arebudget proposals .
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Project Proposal: quality criteria (example)
Relevance relates to whether the project addresses thereal problems of the intended beneficiaries.
Feasibility relates to whether the project objectives canbe effectively achieved.
Sustainability relates to whether project benefits willcontinue to flow after the external support has ended.
?
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In your groups, please prepare your projects for presentation to the board: Review the project design against the three quality
criteria (relevance, feasibility, sustainability)Make adjustments where necessary
Fill the different sections of the project charter (Project Name, Background, Intervention Logic,Scope)
Agree on who should present the project concept tothe board (4 minutes of presentation)
Group Exercise: Drafting the ProjectCharter
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TheDevelopment
Phase
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Activity and resource scheduling
LogFrame: Planning &Management Tool
550017504250
750400
11003100
Budget
550017504250750400
11003100
Budget
Salaries AllowancesVehicle Op.OfficeTel/FaxSeedsFertiliser
5000 55001250 17503750 4250750 750400 400850 1100
2300 3100
Budget
WorkplanWorkplan
Workplan
Results-based workplans & budgets
LogFrame
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Scheduling
Scheduling aims at producing a sequence for the
activities to be carried out to meet the project keydates and objectives - and forms the basis for planning resources and for monitoring.
Break down main activities into tasks and subtasks
Think about dependencies
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Diagrams to Show Order of Project Tasks
Task A Task B
Task A
Task B
Finish to Start :The end of thepredecessor and thestart of the successor
are related.
Start to Start :The starts of
predecessor andsuccessor are related.
Example: Task B cannot start until task Ahas finished.
Example: Task B can start at the same time/ shortly after the start of task A.
Tasks can be related in different ways:
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Diagrams to Show Order of Project Tasks
Task A
Task B
Finish to Finish :The ends of predecessor and succesor are related
Example: Task B can finish at the same time/
shortly after Task B has finished.
Tasks can be related in different ways:
In addition lead-time before an activity aswell as lag-time after an activity can be
defined
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Critical Path Method
The Critical Path Method displays activities and events of a
project graphically as anetwork. It helps to identify whichactivities are critical to maintaining the schedule (those lying
on the critical path) and which are not.
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An Example for CPMActivity Duration Required
Predecessor A Design guide on history teaching 5 months None
B Identify schools to participate intesting of the new guide.
1 month None
C Translate preliminary guide 2 months AD Print and distribute guide to pilot
schools.3 months A, B
E xxxx 2 months A
F Train sample of trainers 3 months CG yyyyy 4 months D
H zzzz 2 months B,E
I oooo 1 month H
J Write project report 1 month F,G,I
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CPM Diagram: An Example
1
25
47
8
3 6
A 5m
B 1m
E 2m
D 3m
C 2m
G 4m
F 3m
J 1m
H 2m
I 1m
The critical path is the path that takes longest. Delays of the activities
on this path will cause the project to be delayed. Adapted from Baker, S.L.
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Gantt Charts
Gantt charts are another technique that can be used for scheduling. They are bar graphs that help plan and monitor project development or resource allocation on ahorizontal
time scale.
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Gantt Charts
In general,Gantt charts indicate the exact (planned &actual) duration of a specific task, but they can also be usedto indicate the relationships between the tasks (inter-/dependence),
planned and actualcompletion dates,cost of each task,the person/s
responsiblefor each taskand the respectivemilestones.
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Working with Milestones
Milestones are important, clearly defined events in thecourse of a project that are of particular interest for theproject manager.They represent the project progress andare supposed to take place on a specific date.
Milestones are events of particular importance. E.g. the end of a task, a decision taken, end of a project
phase, etc. it is the project manager who has to decidewhat is an event of particular importance.
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Milestone Trend Analysis
Milestones can be used to monitor project progress andidentify trends.Steps for a milestone trend analysis:
1. Define milestones in terms of content and date 2. Review milestones periodically verifying the
schedule3. Estimate new, likely dates for milestones, if
necessary4. Enter milestone dates in the chart5. Comment on deviations6. Think about possible consequences of and
remedial action for deviations from plan
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Milestone Trend Analysis
01.01.
01.04.
01.07.
01.09.
01.09.01.01. 01.04. 01.07.
Reporting
Milestone
Ascending line : target datedelayed
Straight line : target date asplanned
Descending line : target dateearlier than planned
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The Close OutPhase
The Purpose of Monitoring and
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MonitoringandEvaluation
Information Accountability
Learning Legitimacy
The Purpose of Monitoring andEvaluation
Stockmann/CEval
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M&E throughout the life of a
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M&E throughout the life of aproject
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Desired situation
Mid-term Evaluation
End-of project or final evaluation
Ex-post or impact evaluation
Present situation:ex-ante evaluation
Time
Sustained benefitsand impact
Martin Steinmeyer
Complementary role of Monitoring (M) &
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MonitoringClarifies program objectivesLinks activities and their resources to objectivesTranslates objectives intoperformance indicators and setstargetsRoutinely collects data on theseindicators, compares actualresults with targetsReports progress to managersand alerts themto problems
Complementary role of Monitoring (M) &Evaluation (E)
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Evaluation Analyses why intended resultswere (not) achieved Assesses causal contributionsof activities to resultsExamines implementationprocessExplores unintended results
Provides lessons, highlightssignificant accomplishmentsand offers recommendationsfor improvements
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Criteria for Evaluating Development
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Criteria for Evaluating Development Assistance
Slide No. 60
Impact
Did people we woke up did
useful things we hoped they would do? Did others join in?
Worth of
an activity
Effectiveness
Efficiency
Relevance
Sustainability
Did we wake people up? How
many? How cheap was the bang?
Were there cheaper bangs around?
Did people want (or need) to be woken up in the first place?
When we stopped making noise, did people keep on doing this, or did they fall back
asleep?
Our Project: Waking people up (with a big bang)
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Evaluation Criteria and the LogFrame
Evaluation criteria & logframe levels
Overall goals /objectives
Expected Accomplishment
Outputs
Activities
Meansallocation
action
utilisation
change
Problematic Situation61Martin Steinmeyer
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What is an Indicator Quantitative or qualitative factor or
variable that provides simple and reliablemeans to measure achievement, to reflectchanges connected to an intervention,
or to help assess performance of an actor.
Example: Change of # of qualified and experienced teachers per
1000 children of primary-school age in area X in one year
Developing Indicators
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It must be verifiable by the evaluator and a thirdparty
It must be linked to the results intended or to
significant changes in the situation It must be manageable to collect, present and to
track over time
Some also want indicators to be S.M.A.R.T:Specific,Measureable, Achievable,Relevant,
Timebound
What makes a good indicator?
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Specific: Indicator is clearly stated, focused on resultto be measured and described as change
Measurable / Monitorable: possible to collect
information to decide if Indicator has been achieved Achievable: Indicator correlates to target that can beattained by project
Relevant: Indicator represents a result in interventionlogic
Time-bound: Achievement indicator target is linked toexpected date of accomplishment
S.M.A.R.T Indicators
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Implications of Indicator Selection
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Change in total # of trained teachers (incountry X; city Y)
# of teachers trained per year
# of trained teachers per 1000 children
% of teachers (per school) that havereceived training / have at least a MastersDegree
% of students who indicate that theyhave a trained teacher
% of teacher who are proficient in corecurriculum of country X
Teacher qualification index; i.e. takinginto account % of underqualified
teachers; % of beginning teachers per school.
influences which tools you will have to
use to gather data!
influences how costly your monitoring
system will be!
influences what skills you will need inyour team!
influences what the monitoring data(findings) can be used for!
Conceivable Indicators for access to qualified teachers
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Thank You!!!!