Interview

Project Manager TQR VET Futures Project 2010

Colleen Hodgins – Draft project management strategy

“PALM project”

Background:

TQR training and development plan – 4 priority areas Teaching, learning and assessment Industry technical currency Clients, business development and quality improvement Leadership

TQR regional skills stock-take – Teaching and Learning skills area immediate capability needs are: Instructional design Delivery through e-learning/distance learning/holding

videoconferences Assessment Foundations/RPL process and

methods/Designing RPL tools Methodology

Problem based learning – engagement, cooperative, enquiry based and outcomes focused.

Learning Cycle of VET Futures(It would be good to develop a picture of this process!)

Learning engagement with technology – Personal learning plan development

Pre-work – management meeting, running a focus group with colleagues to explore the problem and pose research questions

Face to face – working on the research questions with other professionals

COP activities – Learning cycle (PET) Presentation of output PET COP – my.tafe My.tafe site

My experience – 21st century capability development

PD Renewal –doing things in new ways but with a new spirit confirming and reiterating an established practice but with a focus on renovation and the development of a rich learning culture for all - examples

So… Integrating available and emerging technology in the context of mindful inquiry collaborative projects, access to resources, tools and support which promotes pedagogical renewal does work! - examples

Example of 2009 team project work, plans, templates and workshops using PBL strategies and educational technology in a project based methodology. http://my.tafe.qld.gov.au/tqaccess/logon.aspx user name xtnqsuss password xtenqsuss

PALM project ?

Professional Active Learning Management

Doing things in a new way but with a new “spirit” confirming and reiterating an established practice but with a new set of “eyes” and a capacity to change and reinvigorate

My Questions- impacting on my strategies outlined here? Flexibility in design development and delivery, collaboration with

whom? Learning cycle review/flexibility Reports to? Institute Director buy in? TNA – process or model of implementation is there a vision? Budget discretion - $ 140,000.00 project manager responsibility/

Danny Lovern support? Support for internal participant and facilitators

Staff involvement - expected or invitational? LVT/ existing staff use/ change mentors Individual or team focused participation? Teaching and learning networks/ Lead Institute? Facilitators for 3 Focus areas?

Design project plan with Project manager Source existing learning resources – ED Queensland, etc Facilitate learning

Timeline

Phase 1February

Plan, connectcommunicate

Phase 2 March

CommunicationTechnology

Training

Phase 3AprilPBL

ActivitiesWorkshops

Phase 4May

PBL Learning Activities

Workshops

Phase 5June

Implement, shareReview and

Report

Phase1: Clarify, connect communicate Develop a draft project management plan.. use TQR model or AFLF template (reference

PROSCI project management 10 steps). including Integration Management Scope Management Time Management Cost Management Quality Management Human Resource Management Communications Management Risk Management Procurement Management

Give project a name or acronym – PALM Project? Co-ordinate Project team development – Invitations/secondments for internal facilitators

and support. Get buy in from stakeholders, develop capability focus area draft plans (PALM project plans)

Finalise project management plan and sub project plans – ratify with sponsor and market program , identify relevant networks, personnel and communication options and use these to conduct information sessions using available technology, elluminate, videoconference and face to face sessions .Design and set up a My tafe module on stat authority site, and leverage communication corridor options. Develop preliminary templates for personal learning and action plans

Phase 1

February 2010

Draft Project Management Plan

PROSCI model

DevelopProject Team

Sponsor, facilitators,stakeholders

Finalise TQR staff Capability

Project Plan Publicise Project

Information sessions

Phase 2: Plan, Communicate using Educational Technology

Orientation sessions for PALM Project – Institute based Participants identify PBL issues and develop a personal

learning and action plan in conjunction with their team/ managers/ facilitators using supplied template

Individuals then apply for learning and development funding in PALM submitting their learning and development plan and action plan with manager support to HR unit in Institute

Faculty managers/Institute Directors approve applications and forward to Project manager Capability Project

Participants complete first level communication technology training/refresher – Video-conferencing , elluminate and my.tafe familarisation

Learning and development options identified and scheduled from PALM Project timetable

Phase 2

March 2010

Participants collaboratively

develop and refine

learning and actionplans

aligned with PBL issue

Complete Communication

tools training

Attend/ complete networking

activities

Phase 3: Project team – Problem based learning.

Attend relevant March workshops (Focus Areas), focused on: Reflecting and reviewing what you do/know, sharing

current practice in Focus areas (my.tafe) Providing underpinning knowledge and skills

development in focus areas– small group activities Reviewing personal learning and PBL action plan for

enhancement of current practice and development of specific outcomes aligned with PBL action plan.

Project Manager/Facilitator assigns participant to a Project team for phase 4 and 5 activities

Phase 3

April 2010

Attend March workshops

Review learning andand action plans

Connect with Project team for May/ June PBL

activities

Phase 4: Learning team – Problem based learning.

A Facilitator is assigned to Project teams and coordinates and monitors learning activities in their team

Formal and informal learning options are available and communication strategies using technology keep the team connected.

Team updates

Phase 4

May 2010

Learners Work on action planFormal and informalLearning approaches

used

Facilitator monitoringTeam updates

progress

Phase 5: Project team – Problem based learning.

Implement and share project outcomes with relevant team and or VTA areas/ teaching and learning networks

Report and document project learning Review project plan and learning

outcomes

Phase 5

June 2010

ImplementShare project

OutcomesTeam and VTA area

Reportdocument project learning my.tafe

Review project planOutcomes

TQR Capability Project report

Identify and approach staff

Use existing networks and tools – VE-Mentoring, RPL, TROPICS, elluminate moderators, E-learning past students, draft voice thread.

Change mentors and learning champions – educational managers/Institute Directors and faculty heads

Reference the project management communication strategy

Use a team based approach – TQR capability project team

Clarify the WIFM for participants internal facilitators etc.

Market and publicise through Institute Directors

Project Methodology – 5C’s Clarify stakeholder and learner needs /issues/

problem based learning approaches and capability champions

Connect – learners, communities of practice/learning networks

Communicate – consistent and creative and technological

Collaborate/Co-operate, Create – share and participate in personal and cooperative learning activities with clear outcomes

Capability – implement, measure and achieve outcomes and plan future strategies

Finally…

Holistic approach outlined in this presentation is premised on:

Designing professional development from the inside out Sharing the learning facilitation and development across the organisation Understanding diverse learning needs and designing phased learning

approaches (formal and informal) Knowing and learning as an active supported and social process Integrating information technology use across the organisation Managing support and monitoring – buy-in from all stakeholders Connecting to the identity of the new organisation Leveraging the value of ‘ignorance’ as in admitting to not knowing and being

able to ask for help – everything of value and creative comes out of not knowing

Note: Educators are driven by passion, not by expertise. They, like all, are caught within their own assumptions but move beyond those of the present by being involved in learning as a social act.