9 - project outcomes - pmt

UCL Institute of Archaeology

2012

Who Stole my Milk? 2.8 Project Management Team

Elizabeth Wells-Thulin, Elisabetta Pietrostefani, & Julie

Patenaude

UCL Student Homes Project 2012 Page 357

TABLE OF CONTENT

2.8 Project Management Team 356 2.8.1 Executive Summary 358 Appendix 2.8.2 Themes Statement 361 Appendix 2.8.3 Exhibition Team Calendar 362 Appendix 2.8.4 Web Resource Team Calendar 363 Appendix 2.8.5 Audience Advocate Team Calendar 364 Appendix 2.8.6 Public Information Team Calendar 365 Appendix 2.8.7 Learning and Interpretation Team Calendar 366 Appendix 2.8.8 Content Editor Calendar 367 Appendix 2.8.9 Project Risk Assessment 368 Appendix 2.8.10 High Risk Calendar 373 Appendix 2.8.11 Implementing Constructivism & Socio-Cultural Learning

Theory Worksheet 1 374 Appendix 2.8.12 Implementing Constructivism & Socio-Cultural Learning

Theory Worksheet 2 375 Appendix 2.8.13 UCL Student Contact List 376 Appendix 2.8.14 UCL Communications Documentary Storyboard 383 Appendix 2.8.15 Minutes Template 387 Appendix 2.8.16 PMT Reportage Photographs 388

UCL Student Homes Project 2012 58

2.8 Project Management Team (PMT)

2.8.1 Executive Summary

PMT was responsible for ensuring the overall smooth running of the project: PMT

kept track of deliverables and deadlines, promoted good communication, and

conducted and maintained risk assessments.

PMT established an effective communication system whereby all PMT members

were kept informed of project related outcomes and issues. PMT also promoted

good communication between UCL sub-teams, and with GM staff and MSI course

coordinators.

The Project Coordinator gathered all UCL sub-team members’ and GM staff’s contact

information ensuring good communication (see appendix 2.8.13). The Project

Coordinator was also responsible for organising GM security passes for every UCL

sub-team member.

The Content Manager/Editor composed the project’s overall themes statement

enabling teams to insert and adapt relevant information into their outputs creating

a single coherent voice. (see appendix 2.8.2)

The Project Manager and Project Coordinator managed and maintained every UCL

sub-team’s schedule creating a Gantt Chart and team calendars enabling PMT to

oversee deadlines and manage risk. (see appendices 2.8.3 – 2.8.8)

The Project Manager managed and maintained the overall project budget updating

it as required. (see final brief appendix 1.13.7)

PMT attended bi-monthly meetings with their GM counterpart keeping them

informed of overall project progress, as well as potential or ongoing issues. PMT

often sought and welcomed advice on these matters from GM staff.


PMT created a minutes template to ensure all meetings were recorded and available

for consultation (see appendix 2.8.15)

PMT divided sub-team management responsibilities amongst themselves enabling a

more effective overview and risk management of the project (see final brief section

1.11.5). PMT attended regular sub-team meetings with their GM counterparts.

PMT conducted and maintained an overall risk assessment throughout the duration

of the project. PMT dealt with a variety of issues such as personal matters, team

conflict, simultaneous deadlines, lack of experience or knowhow, and lagging

timelines. PMT effectively managed problems and issues that arose throughout the

duration of the project in a timely and professional manner maintaining UCL team

members’ privacy when necessary.

PMT was responsible for managing people problems in the sub-teams when they

arose. PMT ensured that individual needs were met both work-wise and personally

and that workload was divided evenly among team members.

PMT encouraged all UCL teams to develop and implement the project’s appropriate

learning theories. (see final brief appendices 1.13.4 & 1.13.5) The Project Manager

and Project Coordinator organised UCL team meetings to ensure that every member

fully understood the different learning theories and how they fit in with their

deliverables. The Content Manager/Editor made certain that the teams were

implementing the learning theories in their outputs.

PMT was responsible for gathering every team’s project deliverables and presenting

them to GM staff and MSI course coordinators in the form of a brief. The Content

Manager/Editor collated the information and created a single project voice, while

the Project Manager and Project Coordinator reviewed the final content. This team

effort ensured a consistent and high quality deliverable.


Although the Content Manager/Editor reviewed and edited a significant portion of

the UCL sub-teams’ outputs, the Project Manager and Project Coordinator supplied

invaluable help throughout the duration of the project.

PMT coordinated meetings with UCL Communications, and finalised the editing of

the UCL Communications documentary video by adding the STOW context to the

documentary as well as inserting ‘students at work’ project shots, and voice-overs to

optimize the video. A big thank you to Harry Peirse for contributing his time to the

final stages of editing.

PMT was responsible for presenting the project’s final portfolio in a single coherent

document.


APPENDIX 2.8.2 THEMES STATEMENT

STUDENT HOMES IN LONDON 2012

In the lead up to the London 2012 Olympic and Paralympic Games, the Geffrye Museum and MA

students from UCL Institute of Archaeology are teaming up to explore the many quirks of

student homes in London. Who Stole my Milk? will delve into the unusual world of London’s

modern student homes, bringing to light the unique atmosphere of fusion and cultural

exchange that develops amongst roommates in shared spaces, and its impact on a student’s

personal identity.

What makes a student home? And what makes it so unique from other London homes? Who

Stole my Milk? will tell the fascinating tale of how cooking implements, decorations, social

customs and personal mementoes come together in the student’s quest for identity in this

temporary home away from home. From inexpensive generic posters and low quality bed

sheets, to personal tokens carried across borders, and the exchange of international recipes, we

will show how students rise to the challenge of creating a home within an impermanent space

and time.

UCL’s MA students from the Institute of Archaeology have embarked upon a journey of self-

discovery, documenting and photographing a world so familiar yet undefined: the student

home. The data collected will partly feature in an exhibition housed within the Geffrye

Museum’s concourse cases, while the creation of web resources, such as a blog and a digital

story, and the use of social media will enable visitors to interact with the project by uploading

their own stories of student homes. UCL students and the Geffrye will also co-host a number of

activity days for families and adult visitors, as well as public events promoting the project, and

seek to attract a new audience to the museum through the use of novel marketing platforms.

Who Stole my Milk? will pull its audience into the unusual and international experience of

student homes in London, where shared and private spaces generate conflict, fusion, and

compromise, where personal identities are forever shaped, and where we discover the

important elements that make a house a home.


APPENDIX 2.8.3 EXHIBTION TEAM CALENDAR


APPENDIX 2.8.4 WEB RESOURCE TEAM CALENDAR


APPENDIX 2.8.5 AUDIENCE ADVOCATE TEAM CALENDAR


APPENDIX 2.8.6 PUBLIC INFORMATION TEAM CALENDAR


APPENDIX 2.8.7 LEARNING AND INTERPRETATION TEAM CALENDAR


APPENDIX 2.8.8 CONTENT EDITOR CALENDAR


APPENDIX 2.8.9 PROJECT RISK ASSESSMENT

RISK: THE FOUR HORSEMEN OF THE APOCALYPSE (i.e. SIGNS THAT A HIGH-RISK SITUATION IS OCCURING OR APPROACHING)

CONFUSION INCREASING LEVELS OF STRESS, FRUSTRATION OR OTHER NEGATIVE EMOTIONS MISSED MILESTONES INAPPROPRIATE OR LOW-QUALITY DELIVERABLES

HIGH LEVEL RISKS:

GENERAL RISK SYMPTOMS SPECIFIC RISKS MITIGATION PLANS INDICATORS OF SUCCESS

Not following through on Risk

Assessment

Risk assessment? What

Risk assessment?

General symptoms that

risks are approaching

or occurring:

-Missed milestones

-Inappropriate or low

quality deliverables

-Confusion

-Increasing levels of

stress

Regular, iterative

reviews

If we are looking at this we

are probably managing this

risk. Missed milestones,

confusion and stress are

addressed promptly, with

attention being paid to the

cause of why these things are

occurring.

Scheduler underestimation of

the length of tasks

Teams are not hitting

deadlines; are overly

stressed about

Teams confer closely

with Geffrye

counterparts re:

Teams are hitting deadlines;

schedules are living

documents that are discussed;


deadlines schedule small, but frequent edits are

being made.

Scheduler failure to

breakdown tasks into their

components.

Teams don’t know

what they are doing;

schedule does not

correspond with

reality.

AR, ET, LIT

(generating open

evening ideas

phase)

Teams confer closely

with Geffrye

counterparts re:

schedule and

milestones.

There is consistency between

milestones and what teams

are producing; schedules are

living documents that are

discussed; small, but frequent

edits are being made.

Team members misestimating

the time they have available to

work on project at a given time

or misestimating the length of

time a task will take.

Milestones are missed.

Teams are stressed

over deadlines.

Planned project

deadlines and other

deadlines coincide

End of April, high

risk time,

particularly Julie,

Beginning of May

Make a list of high risk

times: conflicts between

deadlines and project

deadlines

Even in busy times,

milestones are met. Team

members don’t seem to be

rushing to meet deadlines. A

sense of calm pervades.

Team member short-term

illness or unforeseen personal

issue.

Not very many. Reduce risk by having

other team member(s)

and PMT liaison aware

of what if anything

needs to be done. Ignore

it--crisis management if

necessary if risk should

Teams can respond swiftly

and flexibly to a temporary

absence. Team members are

aware of what there

colleagues are doing.


occur.

Team member long-term

illness or dropout

Team member seems

less engaged with the

project or very

stressed due to

unrelated factors.

Communication with all

team members; make

contingency plans if this

appears likely.

Though the flow of the project

is greatly disrupted, no one

panics. Team members

respond swiftly and flexibly to

the new situation. No team

member is overburdened.

Lack of necessary skills or

experience among team

members

Missed deadlines;

stress and confusion;

producing things that

are either

inappropriate to the

project or not of

sufficient quality.

Communicating

with designers;

English writing

and

communication

skills; publicity

skills

Project is designed to be

learning project; Geffrye

and UCL are there are

resources; team

members can act as

resources. For team

members who

sometimes

misunderstand

deliverables due to

jargon or language

skills, we are setting up

to do lists that will allow

them to write down

what they understand

for their deliverables;

this gives PMT and the

teams themselves a

chance to understand

what they understand

and to sort out or clarify

Specific plans are set in place

to support team members in

specific situations. There are

enough feedback loops

planned for, so that team

members can respond to

feedback and improve their

skills and deliverables.

Milestones are met with

expected deliverables.


misunderstandings;

Breakdown in communication

between sub-teams

Teams are working on

the same things or

doing things that

contradict each other.

Teams are doing things

that do not fit with the

communication

messages, agreed upon

outcomes, or themes.

Regular PMT meetings

to discuss sub-team

progress and plans.

Regular group meetings

to discuss and re-

examine overall vision.

Circulation of minutes.

Circulation of

documents which clarify

vision.

Regular meetings are

happening. Minutes are being

uploaded. There do not seem

to be overlaps, contradictions

or off-message things

occurring.

Personal computer problems

Computers are

crashing, freezing, are

slow or are corrupting

documents.

Store all important

documents on

Basecamp; remind

people to back up.

All important documents are

being put on Basecamp.

Computer issues do not

repeatedly occur.

No one at the Geffrye is clear

about their requirements. Or,

staff members at the Geffrye

are clear about their

requirements but some these

requirements contradict each

other.

Team members are

confused or very

stressed about what

has been asked of

them. PMT is confused

by conflicting messages

from Geffrye staff and

sub-teams.

Regular PMT meetings

and communication.

PMT politely asks for

clarification or instructs

sub-teams to politely

ask for clarification if

requirements are

unclear, contradictory,

or seem unreasonable.

PMT and sub-teams

keeps Geffrye regularly

updated on the progress

Team members are clear and

confident about the tasks they

are currently working on. All

aspects of the project “make

sense” from a Project

Management point of view.

Geffrye is not surprised by

what team members are

doing; there is frequent

communication between

Geffrye, PMT, and sub-teams.


and plans of teams.

Team member workload to

high (can be result of illness,

drop out, or unrealistic or

lopsided task allocation)

Illness or drop out.

High stress and

frustration level among

team members. Only

some team members

appear to be working.

PMT stays in close

contact with teams and

are aware of who is

doing what work.

Where tasks appear to

unevenly allocated, we

can ask teams to create

to do list so that PMT

can see who is doing

what. Plan out

schedule so that there is

Team members are calm and

confident. Milestones are met

with deliverables of

appropriate quality.

Increased unavailability among

team members and absences

Coordinator is informed of

absences and updates high

risk calendar. PMT is kept

informed.


APPENDIX 2.8.10 HIGH RISK CALENDAR


APPENDIX 2.8.11 IMPLEMENTING CONSTRUCTIVISM AND SOCIO-CULTURAL

LEARNING THEORY WORKSHEET 1

What is done to acknowledge that knowledge is constructed in the mind of the learner?

How is learning itself made active? What is done to engage the visitor?

How is the situation designed to make it accessible—physically, socially, and intellectually—

to the visitor?

(Hein 1998, 156).

How does your team contribute to the project by:

1. Encouraging audience members to draw connections between the project and what is

familiar to them and their previous knowledge and past experiences? (What is familiar to

the audience? What knowledge and experiences do they bring to project?)

2. Providing a variety of ways to access the project that engages audience members of

different backgrounds, learning styles, and physical and mental levels and abilities?

3. Encouraging audience members to engage socially with the project as part of a

community of practice? (What communities of practice will audience members already

belong to? What communities of practice could audience members form as part of the

project?)

4. Allowing audience members to actively make their own meanings (as opposed to

passively receiving ‘correct’ meanings)?


APPENDIX 2.8.12 IMPLEMENTING CONSTRUCTIVISM AND SOCIO-CULTURAL

LEARNING THEORY WORKSHEET 2

1. What are three specific decisions made or actions taken by your team that were

influenced by constructivism or socio-cultural learning theory?

2. If you had unlimited resources, unlimited time, unlimited wisdom and knowledge,

and perhaps an ability to go back in time what parts of your project components

would you change so as to better fit the paradigm of constructivism or socio-cultural

learning theory?

3. From your experiences in the project do you have any criticisms of constructivism

or socio-cultural learning theory?


APPENDIX 2.8.13 UCL STUDENT CONTACT LIST

Geffryre Museum Project Team

Project Manager

Elizabeth

Wells-Thulin

Email Telephone

Project co-

ordinator

Elisabetta

Pietrostefani

Content

manager/editor Julie Patenaude


Documenting Student

Homes Hannah Brown

(Point

Team

Member)

Riccardo

Fazzalari

Chao-Chieh Wu


Project

Photographer Li Wang

Exhibition Team Jennifer Brown

(Point

Team

Member)

Semiha Bicer


Audience Advocates Jeni Turner

(Point

Team

Member)

Binlu Wang

Audience

Researchers Katy Daniels

(Point


Team

Member)

Tz-ling

(Leslie) Lai

Website Resources Charmaine Wong

(Point

Team

Member)


Urska Bohinec

Learning and

Interpretation Min Young Cho

Namyoung Kwon

(Point

Team


Member)

Public Information

Kathryn

Townsend

(Point

Team

Member)

Javier Caro

(Point Team Member) *The project people for staff to contact to set up meetings etc. for their

relative groups.


APPENDIX 2.8.14 UCL COMMUNICATIONS DOCUMENTARY STORYBOARD

PMT received a rough draft of the UCL Communications documentary video from WRT; due to time constraints and a high

workload, WRT was unavailable to refine the video further. PMT completed the missing scenes and forwarded the video to

UCL Communications for the final refinement. The following document represents the documentary’s storyboard.


APPENDIX 2.8.15 MINUTES TEMPLATE


APPENDIX 2.8.16 PMT REPORTAGE PHOTOGRAPHS

Throughout the duration of the project, PMT was responsible for leading the panel

meetings held at the GM. The Project Manager opened each meeting (except for the third

panel meeting lead by the Project Coordinator) with a welcome message, a short

introduction, and made closing remarks opening the floor to questions and comments. The

Project Coordinator collated and edited the PowerPoint presentations, while the Content

Manager/Editor provided the project brief prior to each meeting.

The Project Manager is seen answering questions from GM staff.

The Project Coordinator takes minutes, while all other team members attentively listen to

the presentation.

Jo Fells, Freelance Consultant for the GM in audience advocacy, asks AAT a question.


MSI course coordinators discuss the fourth brief with the Content Manager/Editor and

Project Coordinator.

The Project Manager discusses audience advocacy with Jo Fells, while WRT & DSHT team-

members enjoy the completion of the final panel meeting.

9 - project outcomes - pmt

Documents