We believe that adult learning is most effective when presented in a relevant context so that the skills, strategy, and knowledge are meaningful to participants and can be applied directly in the training.
Our training methodology is based on the premise that participants/adults have their own experience and we utilise a process of questioning and generating a dialogue before presenting concepts and models. By doing this vs. lecturing, we gain participant involvement and buy-in before we build models and teach learning points. This makes the learning relevant to your experience.
1. Intro to Project Management Course
Background to Project Management. What is a project? Why do we need to plan? Common Mistakes. Leadership and structure within the Project. Stakeholder interaction
2. Start Planning and don’t stop until the project is over
Bounding the Goal of the Project – Objectives, stakeholders, constraints, assumptions. Determining the SUCCESS criterion. Visualising the goal. Three factors that can be varied to suit your project
3. Objectives and Deliverables
Main Phases and the WBS – work breakdown structure. What is it and how to build one based on the Objectives
4. Detailed task list
The Granularity required for a successful project. Estimation and Informed guesswork. This is one of several passes through the plan. Checklists and catch-alls (Tollgates)
5. Staffing your project
Who does what and when? What kind of staff do you have? How to get the best out of them. What to do with troublesome colleagues
6. Contingency – you need it no matter what anyone says
Margin for Error. Types of Contingency. What to do if it all goes wrong
7. Communicating the plan and managing the expectations
Be visible and be brave. Telling the truth and staying “on message”. Giving the Kick-off presentation. Broadcasting your message and making sure everyone is on the same page
8. Your daily and weekly routine as a Project Manager
How often to re-plan? How to deal with the unexpected, and how to run meetings
9. Reporting and change management
Be real, be ruthless and be upfront. Need to know and sins of omission. The status report
10. The Post Mortem
Who should be there and when should it be done. What went right. What went wrong.
Lessons Learned and what you can bring with you on your next project
City Colleges Diploma
This course is assessed by a Professional Development Project (PDP). The learning philosophy underpinning this form of assessment is that students learn best from applying the concepts, models etc, they have covered in the classroom and in their directed reading to a practical organisational setting.
In doing this, students develop a greater knowledge and understanding of innovation and design thinking and of how it can be applied in a practical context. The objective of your Professional Development Project is to provide a platform in job interviews and your Performance Reviews at work to demonstrate your aspirations and worth to your organisation.
A pass grade on the written assignment will be required for awarding the Diploma.
The assignment/project must be handed in on the due date unless a sound reason for lateness is provided. In such instances, an extension may be awarded at the discretion of the lecturer.
Keith is an experienced programme manager and team leader, used to managing and delivering scopes around strategy, routine objectives and crisis situations – or what one client called ‘living in the middle of gory messes’.
He has worked in U.S.A., South America, Europe (Belgium, U.K.), Middle and Far East, spending 21 years for G.E. (U.S.A.), Guinness U.K. and Intel Ireland, where his ultimate position was innovation project office manager.
He helps teams and organisations develop and deliver better projects, either by improving their solutions through the application of design thinking, improving their execution strengths through good project management skills, processes and behaviours, or understanding organisations and how their dynamics can help/hinder change.
Keith believes almost all teams are capable of surpassing the expectations placed on them, if given the chance to participate and contribute.
Keith worked initially in the Gas Turbine, Brewing and Semi-Conductor Industries but, since leaving Intel, has worked in innovation in many sectors in Ireland, including Food/Drink, Financial Services, Electronic Devices, Services and Education. A co-author of an Intel paper on innovation in software development, Keith has a strong interest in education. Innovation programmes started by IDL in Ireland have seen over 1,750 participants complete their courses over the last 7 years.
- Live & fully online
- Archived for review
- City centre location
- Fully interactive
- Limited class sizes
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