Learning Framework for Project Management - Essay Example

Project Management Name: Institution: Course: Date: Project Management Project managements as a dynamic process provide me with the ability to utilize the appropriate and readily available resources in a relatively controlled manner to enable the realization of the objectives and goals of my group. These objectives were those that were strategically identified to be possible in defined set of constraints (Ahmed 2008, p. 6). The first task in the list of activities was the formation of the group and the development of group rules and roles. This was aimed at delegating responsibilities and defining the terms of reference against which every member of the group was expected to base his or her ideas. Through the rules, it was possible to divide roles and responsibilities according to the abilities and the qualifications of the members. Proposal brief was the second task in which every member was informed of the objectives and the goals of the project. This was followed by a brainstorming session on how to improve on the goals and set objectives. These goals and objectives informed the subsequent task of project presentation. This task was considered complete after every member had researched and completed their tasks. These were compiled through a series of discussions that led to a decision making process. The decisions made throughout the project were in accordance with different decision making models of project management founded on the triple constraints of time, scope and cost of the project. These elements were crucial in the development of the group project as the final task. Furthermore, the project performance, time, cost triangle was also an approach that the project team used in the realization of its objectives (Ahmed 2008, p. 9). This model was crucial because it was used in the determination of the priority given in the use of scarce resources. According to the triangle of project objectives there is always a relationship between tee performance, the time and the cost of the project. For effective fulfilment of project objectives, the team was able to develop an understanding that performance was the most essential aspect. However, for performance to materialize the team had the responsibility of operate according to the dictates of the budget and within the available time (Atkins & Gilbert 2010, p. 45). Situational analysis was also an integral aspect of the project. This was made possible with the application of SWOT analysis in the definition of the best ways that the project team could realize its goals. The table below shows a summary of the SWOT analysis. Strength Experience of team members Cohesive nature of the group Similar goals and objectives Skilled members of weak links Weaknesses Insufficient resources Opportunities A void area of knowledge to explore Potentially room for creativity Ability to improvise and use alternative resources Threats Sustainability of the project New trends in the dynamic market In terms of the tools used in the realization of project goals and objectives, the team was able to use different electronic tools for communication and for the development of the project necessities. For instance the use of computers and the internet were essential in researching for more information and in the preparation of plans on how to ensure effective project management (Berg & Karlsen 2011, p. 14). The use of mobile phone technology and the internet enabled effective communication especially through the Whatsapp application. This tool of communication enabled the formation of a group to ensure constant updates and sharing of information (Ghattas et al 2010, p. 122). Other communication tools include social networking sites and emails. Teamwork and leadership I was not the group leader but I had my responsibilities as a member of the group. The leadership of the group exercised a servant-leadership approach in which every members was considered equal and the responsibilities were distributed according to the abilities and the qualifications of the members. I was in charge of taking care of the needs of the group. These included organizing for meetings and finding out if members had completed their tasks. The role of the leader revolved around the ability to motivate members to build consensus on different decisions (Kloppenborg & Opfer 2010, p. 27). In addition, he was also responsible for leading meetings and engaging members in the identification of issues affecting members of the group and their work. Furthermore, it was through servant leadership that the leader of the group was able to engage in a process of anticipating and resolving people oriented issues that had the ability to derail the project (Ammeter 2002, p. 12). The process of delegating and allocation responsibilities to team members forms team roles as defined by Belbin. According to Belbin, it is through these roles that teams and the leadership can have the ability to identify the behavior of team members in relation to their strengths and weaknesses (Miller 2014, p. 8). This facilitates the process of building productive working relations. In addition, it is also essential in the selection and in the development of high performing teams which are critical in raising the levels of personal effectiveness and self-awareness among teams. It was through this approach to teamwork that the leadership of the team was able to ensure that the team operate on mutual trust and understanding in the realization of its goals and objectives (Miller 2014, p. 8). It is from the activities of my group that I developed the understanding that it is important for a team to be developed for a specific purpose. This is always preceded by a selection process which must be defined by the skills and innate abilities of individuals as a way of achieving a correct balance of behavior and skills (Anderson 2010, p. 58). Multitasking was a defining principle in the team; this was because project management requires members to use different tools in the realization of goals and objectives in a timely manner. For my team, it was through multitasking that different members were allocated multiple roles to execute within a defined period of time (Anderson 2010, p. 60). The process enabled effective learning and in-depth consultation of all group activities was integral in the development of an integrated team where every members was willing and ready to learn more knowledge concerning the development of effective teams. Through the roles allocated it became possible for members of the group and I to develop skills and capacities that could be used in future project management practices (Blackburn 2012, p. 200). It is important to identify the role of leadership and team work from the activities of Cole Gibbs, a baseball player. Gibbs, throughout his baseball career operated on the understanding that any form of victory in the field was because of effective leadership the desire by every player to work as a team. This when perceived in relation to project management provides the understanding that every members of a group has roles to play while adhering to the authority of the leaders and the defining tenets of the group. Failure by members of the group to adhere to the existing rules and regulations may lead to the possibility that the group will fail in its desires to realize the goals and objectives of the project (Ghattas et al 2010, p. 100). I was a member of a group of five people four of whom were from the same country. This is an indication that in terms of cultural diversity my group was relatively homogeneous. This did not complicate but provided the group with a platform of operating of grounds of a common understanding. It was through this understanding that I was able to intergrate myself according to the dictated of the majority. This was aimed at minimizing divergence of the possibility of developing disagreements on the basis of cultural connotations. My decision to merge my sentiments with those of the group was aimed at ensuring the formation of a united front towards satiable solutions towards effective project management. Conclusion From the activities in the project one of the essential lessons that I acquired was that of consistency from the conception to the completion of a project. This is based on the understanding that consistency especially among team members provides a perfect platform of assessing the progress of the project throughout the project life cycle. In addition, it is through this attribute that it became relatively easier for every team member to identify the challenges and develop possible solutions on how these challenges can be addressed (Blackburn 2012, p. 201). Consistency limits the possibility of redundancy, laxity and the possibility of procrastinating on the decision making process. For effective levels of consistency to be realized, it is the responsibility of the leadership of the project to ensure that members understand their terms of reference, expectations of the group and the essence of their responsibilities in the realization of the goals and objectives of the group (Carroll 2010, p. 20). Through my participation as a member of this group I also developed the understanding that planning from an essential process in project management. Inasmuch as it is the responsibility of the project leadership to plan on behalf of its members, it is also the responsibility of every member to develop individual work plans on how they will execute their responsibilities (Harkonen 2007, p. 12). Furthermore, it is through individual work plan that the leadership of the project can develop an informed definitive plan for the group. Planning allows for scheduling and forecasting on the activities that every member of the organization must undertake to ensure the completion of the project within the stipulated time. This explains why it is important for the leadership of the group to identify the skills that will be necessary for successful completion of the project (Dess & Picken 2010, p. 30). I was not the leader of my group but I played different rules in my capacity as a group member. I was responsible for taking care of the wellbeing of their members of the group, organizing for meetings and finding out if every member had completed their tasks as assigned. This in itself was a leadership role. These roles have been essential in the development of my leadership skills and capabilities which are integral in my ability to participate in future project management initiatives (Dess & Picken 2010, p. 28). From these roles I understood that leadership is dynamic relationship that is founded on mutual influence and common objective between the leadership and subjects in which are eventually moved to higher levels moral development and motivation to accomplish an overall objective (Hauschildt et al 2010, p. 30). This means that for an individual to qualify as a leader in any platform, he or she must have the ability of influencing the subjects towards the realization of a common objective. The leadership in my groups was instrumental in exercising this role and this explains why we were able to complete the project according to the expectations of the department. In addition, the ability of the leadership to ensure proper delegation and high levels of responsiveness provided the team with appropriate guidance towards the realization of the set goals and objectives (Gannon 2009, p. 10). Project management is an academic and management field that requires an understanding of both the theoretical and practical concepts. This means the realization of effective project management is only possible in situations where the individuals involved in the management process understating the underlying theories and models of project management (Finch 2010, p. 33). These theoretical approaches and models are essential in throughout the project management cycle considering that they provide the framework and rationale of understating different aspects of project management (Dess & Picken 2010, p. 20). Theoretical understanding of these requirements is necessary but not sufficient for successful project management. Instead, it is through the development of an effective understanding of the practical applications and implications of different project management initiatives that those involved in project management can ensure that their goals and objectives are realized (Ellemers et al 2011, p. 460). Successful project management therefore requires an in-depth study of these models and theories including their strengths and weaknesses. Such studies increase the possibility that the frameworks used are based on verifiable evidence (Ives 2011, p. 45). Communication skills and effective interpersonal relationships have been considered as instrumental in the development of a successful project team. Project management is considered as a dynamic process. This means that the process of project management requires the input of every individual in ways that ensure that there is a common understanding, friendship and teamwork (Ellemers et al 2011, p. 462). This will enhance the ability of different individuals to develop social ties that enhance cohesion among members of the group. For better communication to be realized among members of a project management team, it is crucial to identify the best communication tool to use (Hyvari 2009, p. 31). In my group, social networking sites such as Whatsapp and email accounts were essential in the delivery of the intended communication to different members. This allowed for sharing of information and the ability to engage in a consultative approach towards the realization of different goals and objectives of the project management team (Maylor 2011, p. 18). The main goal my participation as a member of the project management team was to be a participant in the planning and the development of a new project that we received. Initially I was relatively nervous concerning my ability to complete this responsibility. My nervous nature was because of my limited experience in matters related to project management. However, the cooperative nature of my group provides the urge to seek more information from the internet. My confidence kept improving and this increased my ability to engage in different deliberative approaches of project management. Confidence is therefore an attribute that is essential in the development of the ability to effectively engage in different project management practices (Ellemers et al 2011, p. 461). Recommendations There is need for students to be engaged in more project management exercises. This will provide them with platform for practicing and improving on their presentation skills. Such exercises also provide students with the urge to engage in more deliberative approaches focused on the need to develop additional understanding of theoretical and practical applications of different theoretical frameworks that are integral in the development of different project management (Kotnour 2011, p. 40). There is need for students in project management to be subjected to internship in different organizations involved in project management initiatives. This will be instrumental in providing students with hands-on and practical experience on different aspects related to project management. In such situations it will also be possible for students to embrace project management outside the comfort of the learning institutions. The ability of students to demonstrate effective project management skills will increase the possibility of employment in different fields related to project management. There is need for the faculty through the institution to engage in partnership development initiatives with organizations that engage in project management. This will help the students through the institution in building relationships for continued live project opportunities. These will improve the reputation of the organizations and the capacity of the students in terms of effective project management. References Ahmed, S. F. 2008. Necessity of leadership skills for project manager. http://ssrn.com/abstract=1150083 Ammeter, A. P., & Dukerich, J. M. 2002. Leadership, team building, and team member characteristics in high performance project teams. Engineering Management Journal, 14(4), 3-10. Anderson, B. 2010. Project leadership and the art of managing relationship. American Society for Training and Development, 64(3), 58-63. Atkins, S., & Gilbert, G. 2010. The role of induction and training in team effectiveness. Project Management Journal, 34(2), 44-52. Berg, M. E., & Karlsen, J. T. 2011. Mental models in project management coaching. Engineering Management Journal, 19(3), 3-14 Blackburn, S. 2012. The project manager and the project-network. International Journal of Project Management, 20(3), 199-204. Carroll, A. B. 2010. Servant leadership: An ideal for non-profit organizations. Nonprofit World, 23(3), 18-21. Dess, G., & Picken. J. 2010. Changing roles: Leadership in the 21st century. Organizational Dynamics. 28(3), 18-34 Ellemers, N., DeGilder, D., & Haslam, S. A. 2011. Motivating individuals and groups at work: A social identity perspective on leadership and group performance. Academy of Management Review, 29(3), 459-478 Finch, P. 2010. Human resource management practices in project management. Project Management Journal, 34(3), 32-39. Gannon, A. 2009. Project management: An approach to accomplishing things. Records Management Quarterly, 28(3), 3-17. Ghattas, R. G., & McKee, S. L. 2010. Practical project management. New York: Pearson Education. Harkonen, K. 2007. Implementing Project Management Theories in Releasing A Commercial Hip-hop Album. Lahti University of Applied Sciences Hauschildt, J., Gesche, K., & Medcof, J. 2010. Realistic criteria for project managers. Selection and Development, 31(3), 23-32. Hyvari, I. 2009. Success of projects in different organizational conditions. Project Management Journal, 37(4), 31-41. Ives, M. 2011. Identifying the contextual elements of project management within organizations and their impact on project success. Project Management Journal, 36(1), 37-50. Kloppenborg, T., & Opfer, W. 2010. The current state of project management research: Trends, interpretations, and predictions. Project Management Journal, 33(2), 5- 27. Kotnour, T. 2011, A Learning Framework for Project Management. Project Management Journal. 30(2), 32-42. Maylor, H. 2011. Project management. Upper Saddle River, NJ: Prentice Hall. Miller, Talan.2014. When Four Worlds Collide. The publication for learning & development Appendix A: Personal Career Development Plan Setting a Smart Goal Specific To establish myself as a critical analyst in the field of project management Measureable Engaging in at least one project development initiative monthly `Engaging in 2 assessments of the feasibility of projects every two months Actionable Engage in elaborate studies on project management Identify possible project management areas Engage in group activities to brainstorm on project management Resonant These initiatives will help in boosting my knowledge and capacity identifies challenges and possible opportunities through project management. Time The process of realizing this goal will begin upon my graduation and the goals will be achieved in the next 2 years. Appendix B: Personal Career Development Plan Goals Skills and or/knowledge needed Resources needed Next steps Timeline Short range (1 year) Increase knowledge on project management Listening Reading skills Communication skills Internet Computers Mobile phone Books Begin forming study groups 1 year Mid-range (2 years) Engage in project development initiatives Theoretical knowledge Interpersonal skills Books Human resource Internet Forming study and project management groups Brainstorming and engaging in discussions on project management 18 months Long-range (3- 5 years) Engage in long term project management initiative Project management skills Communication skills Interpersonal skills Internet Books Human resource Begin proposal development on funding of different projects 26 months Read More