project management -2day

7/28/2019 Project Management -2day

1/67

1 1

United Nations

Project Management Skills Workshop

(2 days)


2/67

2

Outputs of this Workshop

At the end of the training, participants know:How to link new projects to the UN s mandate

and strategic frameworkThe concept of the Project / ProgrammeManagement CycleHow to prepare projects for implementation

using the results-chain as a tool (see alsoLogical Framework Matrix) How these concepts apply to the Monitoring andEvaluation of projects


3/67

3

Expected Accomplishment and Overall

Objective of the WorkshopThis is supposed to: Increase the quality of your projects which in the end is meant to: Help to improve the performance of the UN

overall


4/67


5/67

5

The context of our projects....

United Nations (Your Organisation)

The programmeit belongs to

Our Project

Projects are used to create products

and deliver business benefit

Where the benefits of an individualproject are meant to complementthe benefits of other projects

Where our project (and theprogramme) are meant to help our organisation to fulfil its mission

Martin Steinmeyer


6/67


7/67

7

You also need to make sure that....

United Nations(Your Organisation)

The programmeit belongs to

Our Project

... your project really hasa chance of solving theproblem you mean to

address...

... and thereby contributes tothe objectives and mandatesof the United Nations

Martin Steinmeyer


8/678

8

Characteristics of aProject

Has a defined start and an end;Has agreed, and well defined outputs and producesmeasurable effects (expected accomplishments);Has a balance between time, cost and quality;Has interrelated tasks, often grouped into phases;Has a temporary, often multidisciplinary project team

brought together for the project;Might entail the involvement of people from other units or organizations.


9/679

9

The Project Context

OrganisationalPolitics

StakeholderObjectives

External Pressures

Time

Cost Quality


10/67

10

Project Management

Structuring and facilitation of processes of change in order to produce outputs and accomplishments in the mosteffective and efficient way.

Dealing with complexity and uncertainties related to thecontext and to human interactions;Dealing with the subjective perceptions and values of actorsinvolved;

Continuous collection and analysis of information, in order totake decisions and to make adaptations to achieve qualityoutputs.


11/67


12/67

12 12

ConceptPhase


13/67


14/67

United Nations MandateMulti-annual strategic framework

Levels of the Intervention Logic Example

14

Overall Goal /Objectives

ExpectedAccomplishment

Outputs

Activities Inputs

Money, humanresources,materials,equipment

Access to urban water andsanitation in Country Xexpanded

Improved management of water-related services bymunicipal water utility in capital

Maintenance scheme,Improved staff capacity,Improved procurement, etc.

Staff needs assessment andtraining, developing

procurement guidelines, etc. Martin Steinmeyer


15/67

United Nations MandateMulti-annual strategic framework

Intervention logic during planning andimplementation

15

Overall Goal /Objectives

ExpectedAccomplishment

Outputs

Activities Inputs

Money, humanresources,materials,equipment

P l a n n

i n g

I m p

l e m e n

t a t i o n

Martin Steinmeyer


16/67

16

Scoping the Project- example (i)

In Scope of this project management skills workshop willbe:Provision of practical tools, techniques and methods to

manage projects;Use of harmonized terminology (with RBB)Refresher programme for some new information for others;

Work with real life projects; A workshop manual and handouts;Work in plenary as well as small group sessions.


17/67

17

Scoping the Project- example (ii)

Out of Scope of this project management skillsworkshop are:

Project finance and bidsProject management softwareManagement of project teams, teambuilding exercises

and methods.


18/67

In your groups, please: Clarify the background & the problem(s) the project is

meant to address Draft a first version of your project s intervention logic:

The Overall Goal / Objective The Expected Accomplishment The Outputs

The Activities Define / refine the scope of your project (borderline

cases)

Exercise: The first approach to your project

18 Martin Steinmeyer


19/67

19 19

Objectives (i)

Outcome

Output 1 Output 2 Output 3


20/67

20 20

Programme, Project, Component

Programme

Project 1 Project 2 Project 3

Component 1

Subcomponent


21/67

21 21

Stakeholders (i)

...are any individual/s, groups of people,institutions or firms that may have arelationship with the project.

They may directly or indirectly, positively

or negatively affect or be affected by theprocess and the outcomes of the project.


22/67

22 22

Stakeholder AnalysisRest of

theOrganisation

FinanceDepartmen

tStaff UN Project

ManagementTraining:

Stakeholders

TrainerTeam

ProjectManagers

Staff Developm

ent Unit


23/67

23 23

Stakeholders (ii)

Beneficiaries:Those who benefit from the implementation of the project Target group/sThe group/entity who will be immediately and positively

affected by the project (outcome level) Project Partners:Those who help to implement the project (output level)

And finally: Troublemakers: Those who can give you grief...


24/67


25/67

25 25

Stakeholder Analysis (i)


26/67

26 26

Stakeholder Analysis (iiii)

Identifying Stakeholder Expectations

Stakeholder They wantand We Want:

They Want but WeDont:

We Want butThey Dont:


27/67

27 27

Stakeholder Analysis (ii)

S trengths Weaknesses

Opportunities Threats


28/67

In your groups, please:

Brainstorm and list all relevant stakeholders

Pick two (2) of our three (3) analysis tools (map, matrix, SWOT) and

apply to your project Determine for your project

Who is / are the target group/s for your project?

Who can you use as project partners?

Who are potential "troublemakers"?

Consider: What changes to your original project design should youmake?

Group Exercise: Stakeholder Analysis



29/67

29 29

Stakeholder Analysis (i)

X

ZFC

A

M

B

Q

Venn diagram : the size of the circle depicts the influence of thestakeholder; thecloseness or distance of the circles depict the

relationships between the stakeholders


30/67

30 30

Stakeholder Analysis (iii)

Rank your stakeholders along thiscontinuum :

Totallysupportive

StronglyAgainst

NeutralModeratelysupportive

ModeratelyAgainst

X QZ

AY


31/67


32/67

Identifying Responses to RisksPrince 2 Risk Response Categories:

Prevention: Eliminate source of risk, stop risk fromhappening

Reduction: Reduce probability of risk happening Acceptance: Deciding to do nothing about a risk Contingency: Prepare for risk to happen by

identifying contingent time, money, actions Transference: Give risk to someone else, e.g.

insurance company, contractor 32


33/67

In your groups, please: Brainstorm on the main risks your project is

facing Develop aRisk Assessment Matrix for your

project Decide how you willmanage the identified risks

in your project, using the5 risk responsecategories

Group Exercise: Risk Analysis



34/67

34 34

The Project Charter

A Project Charter is a concise and clear framework that summarizes the work done inthe concept phase of the project.

It is a presentation format for projectproposals.

Project proposals arebudget proposals .


35/67


36/67


37/67

37 37

Project Proposal: quality criteria (example)

Relevance relates to whether the project addresses thereal problems of the intended beneficiaries.

Feasibility relates to whether the project objectives canbe effectively achieved.

Sustainability relates to whether project benefits willcontinue to flow after the external support has ended.

?


38/67

In your groups, please prepare your projects for presentation to the board: Review the project design against the three quality

criteria (relevance, feasibility, sustainability)Make adjustments where necessary

Fill the different sections of the project charter (Project Name, Background, Intervention Logic,Scope)

Agree on who should present the project concept tothe board (4 minutes of presentation)

Group Exercise: Drafting the ProjectCharter



39/67

39 39

TheDevelopment

Phase


40/67

l


41/67

Activity and resource scheduling

LogFrame: Planning &Management Tool

550017504250

750400

11003100

Budget

550017504250750400

11003100

Budget

Salaries AllowancesVehicle Op.OfficeTel/FaxSeedsFertiliser

5000 55001250 17503750 4250750 750400 400850 1100

2300 3100

Budget

WorkplanWorkplan

Workplan

Results-based workplans & budgets

LogFrame

41Martin Steinmeyer


42/67

42 42

Scheduling

Scheduling aims at producing a sequence for the

activities to be carried out to meet the project keydates and objectives - and forms the basis for planning resources and for monitoring.

Break down main activities into tasks and subtasks

Think about dependencies


43/67


44/67

44 44

Diagrams to Show Order of Project Tasks

Task A Task B

Task A

Task B

Finish to Start :The end of thepredecessor and thestart of the successor

are related.

Start to Start :The starts of

predecessor andsuccessor are related.

Example: Task B cannot start until task Ahas finished.

Example: Task B can start at the same time/ shortly after the start of task A.

Tasks can be related in different ways:


45/67

45 45

Diagrams to Show Order of Project Tasks

Task A

Task B

Finish to Finish :The ends of predecessor and succesor are related

Example: Task B can finish at the same time/

shortly after Task B has finished.

Tasks can be related in different ways:

In addition lead-time before an activity aswell as lag-time after an activity can be

defined


46/67

46 46

Critical Path Method

The Critical Path Method displays activities and events of a

project graphically as anetwork. It helps to identify whichactivities are critical to maintaining the schedule (those lying

on the critical path) and which are not.


47/67


48/67

48 48

An Example for CPMActivity Duration Required

Predecessor A Design guide on history teaching 5 months None

B Identify schools to participate intesting of the new guide.

1 month None

C Translate preliminary guide 2 months AD Print and distribute guide to pilot

schools.3 months A, B

E xxxx 2 months A

F Train sample of trainers 3 months CG yyyyy 4 months D

H zzzz 2 months B,E

I oooo 1 month H

J Write project report 1 month F,G,I


49/67

49 49

CPM Diagram: An Example

1

25

47

8

3 6

A 5m

B 1m

E 2m

D 3m

C 2m

G 4m

F 3m

J 1m

H 2m

I 1m

The critical path is the path that takes longest. Delays of the activities

on this path will cause the project to be delayed. Adapted from Baker, S.L.


50/67

50 50

Gantt Charts

Gantt charts are another technique that can be used for scheduling. They are bar graphs that help plan and monitor project development or resource allocation on ahorizontal

time scale.


51/67

51 51

Gantt Charts

In general,Gantt charts indicate the exact (planned &actual) duration of a specific task, but they can also be usedto indicate the relationships between the tasks (inter-/dependence),

planned and actualcompletion dates,cost of each task,the person/s

responsiblefor each taskand the respectivemilestones.


52/67

52 52

Working with Milestones

Milestones are important, clearly defined events in thecourse of a project that are of particular interest for theproject manager.They represent the project progress andare supposed to take place on a specific date.

Milestones are events of particular importance. E.g. the end of a task, a decision taken, end of a project

phase, etc. it is the project manager who has to decidewhat is an event of particular importance.


53/67

53 53

Milestone Trend Analysis

Milestones can be used to monitor project progress andidentify trends.Steps for a milestone trend analysis:

1. Define milestones in terms of content and date 2. Review milestones periodically verifying the

schedule3. Estimate new, likely dates for milestones, if

necessary4. Enter milestone dates in the chart5. Comment on deviations6. Think about possible consequences of and

remedial action for deviations from plan


54/67

54 54

Milestone Trend Analysis

01.01.

01.04.

01.07.

01.09.

01.09.01.01. 01.04. 01.07.

Reporting

Milestone

Ascending line : target datedelayed

Straight line : target date asplanned

Descending line : target dateearlier than planned


55/67


56/67

56 56

The Close OutPhase

The Purpose of Monitoring and


57/67

MonitoringandEvaluation

Information Accountability

Learning Legitimacy

The Purpose of Monitoring andEvaluation

Stockmann/CEval

57

M&E throughout the life of a


58/67

M&E throughout the life of aproject

58

Desired situation

Mid-term Evaluation

End-of project or final evaluation

Ex-post or impact evaluation

Present situation:ex-ante evaluation

Time

Sustained benefitsand impact

Martin Steinmeyer

Complementary role of Monitoring (M) &


59/67

MonitoringClarifies program objectivesLinks activities and their resources to objectivesTranslates objectives intoperformance indicators and setstargetsRoutinely collects data on theseindicators, compares actualresults with targetsReports progress to managersand alerts themto problems

Complementary role of Monitoring (M) &Evaluation (E)

59

Evaluation Analyses why intended resultswere (not) achieved Assesses causal contributionsof activities to resultsExamines implementationprocessExplores unintended results

Provides lessons, highlightssignificant accomplishmentsand offers recommendationsfor improvements

Martin Steinmeyer

Criteria for Evaluating Development


60/67

Criteria for Evaluating Development Assistance

Slide No. 60

Impact

Did people we woke up did

useful things we hoped they would do? Did others join in?

Worth of

an activity

Effectiveness

Efficiency

Relevance

Sustainability

Did we wake people up? How

many? How cheap was the bang?

Were there cheaper bangs around?

Did people want (or need) to be woken up in the first place?

When we stopped making noise, did people keep on doing this, or did they fall back

asleep?

Our Project: Waking people up (with a big bang)


61/67

Evaluation Criteria and the LogFrame

Evaluation criteria & logframe levels

Overall goals /objectives

Expected Accomplishment

Outputs

Activities

Meansallocation

action

utilisation

change

Problematic Situation61Martin Steinmeyer


62/67

What is an Indicator Quantitative or qualitative factor or

variable that provides simple and reliablemeans to measure achievement, to reflectchanges connected to an intervention,

or to help assess performance of an actor.

Example: Change of # of qualified and experienced teachers per

1000 children of primary-school age in area X in one year

Developing Indicators

62Martin Steinmeyer


63/67

It must be verifiable by the evaluator and a thirdparty

It must be linked to the results intended or to

significant changes in the situation It must be manageable to collect, present and to

track over time

Some also want indicators to be S.M.A.R.T:Specific,Measureable, Achievable,Relevant,

Timebound

What makes a good indicator?

63Martin Steinmeyer


64/67

Specific: Indicator is clearly stated, focused on resultto be measured and described as change

Measurable / Monitorable: possible to collect

information to decide if Indicator has been achieved Achievable: Indicator correlates to target that can beattained by project

Relevant: Indicator represents a result in interventionlogic

Time-bound: Achievement indicator target is linked toexpected date of accomplishment

S.M.A.R.T Indicators

64Martin Steinmeyer


65/67

Implications of Indicator Selection

65

Change in total # of trained teachers (incountry X; city Y)

# of teachers trained per year

# of trained teachers per 1000 children

% of teachers (per school) that havereceived training / have at least a MastersDegree

% of students who indicate that theyhave a trained teacher

% of teacher who are proficient in corecurriculum of country X

Teacher qualification index; i.e. takinginto account % of underqualified

teachers; % of beginning teachers per school.

influences which tools you will have to

use to gather data!

influences how costly your monitoring

system will be!

influences what skills you will need inyour team!

influences what the monitoring data(findings) can be used for!

Conceivable Indicators for access to qualified teachers


66/67


67/67

Thank You!!!!

project management -2day

Documents