successful project management - Commonwealth of Learning
successful project management - Commonwealth of Learning
successful project management - Commonwealth of Learning
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?? Activity<br />
Suggest five ways in which this form is a helpful instrument in <strong>project</strong> evaluation.<br />
Rescuing ailing <strong>project</strong>s<br />
There are two types <strong>of</strong> <strong>project</strong>s in any situation – those that are getting better, and<br />
those that are dying. A <strong>project</strong> that stands still is dying because it is ailing. The ailing<br />
state <strong>of</strong> a <strong>project</strong> is dependent on how it is managed.<br />
Do you agree?<br />
Yes<br />
No<br />
Why do you agree or disagree? Answer that before reading on.<br />
When we examine what makes distance education <strong>project</strong>s fail or succeed, we are<br />
actually looking at a variety <strong>of</strong> success measures that can keep our <strong>project</strong>s healthy,<br />
or <strong>of</strong>fer remedy when they start to ail. As a form <strong>of</strong> prevention, using these measures<br />
from the very beginning will make our <strong>project</strong>s considerably more <strong>successful</strong>. Such<br />
proactive measures will avert many potential snags stemming from mixed<br />
communication signals, ignored problems, and unrealistic expectations that can lead<br />
to the collapse <strong>of</strong> the <strong>project</strong>. Sharon Anderson has outlined some <strong>of</strong> the<br />
characteristics <strong>of</strong> <strong>project</strong>s that are candidates for failure.<br />
• The <strong>project</strong> scope may not be well defined, e.g. members may not be clear<br />
what contribution the learner support department should make in the<br />
development <strong>of</strong> a particular programme.<br />
• The <strong>project</strong> might be lacking change <strong>management</strong> approaches, e.g. how to<br />
prepare stakeholders who are not convinced that a new study programme<br />
should be developed.<br />
• The <strong>project</strong> fails to get buy-in from the right stakeholders, e.g. developing<br />
study materials that are too difficult for the target group.<br />
• The <strong>project</strong> may not have the right resources available, e.g. when a DE<br />
institution intends to <strong>of</strong>fer a degree course when there are no part-time<br />
pr<strong>of</strong>essionals to serve as tutors.<br />
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