Overview
This course is designed for new, "seasoned" or potential project managers who are willing to consider a fresh way of looking at project execution in a search for improving performance. This course can help them avoid many traditional problems that impact a project’s performance while learning tips on decreasing the time-to-productivity time gap of new team members.
The potential benefit to the audience is a way to look more closely at project work flows for potential “barnacles” that can accumulate along the project “ship” and gradually erode its performance. Once these potential dangers are identified and warning ‘trip wires” put into place, PMs can create an early warning system to allow them to act proactively to prevent project problems instead of reacting afterward to contain them.
Also, this course contains strategies to help a PM get members on board and productive faster whether they are replacements for existing team members or new adds to the team.
This course will lead the students through a step-by-step process of analyzing the way they have always done projects and make suggestions for new ways of looking at them. The payoff is that implementation of these secrets to the fullest extent possible on a project will go a long way to improving project performance, reducing the amount of work process obstacles that arise, and speed the assimilation of new members into full productivity as quickly as possible.
The student must take a multiple-choice quiz consisting of forty-five (45) questions at the end of the course to obtain PDH credits.
Specific Knowledge or Skill Obtained
This course teaches the following specific knowledge and skills:
- To analyze typical project work processes for opportunities of process improvement
- Why a different approach to a situation is required for a different outcome
- To identify the difference between being productive and busy
- To express performance expectations in terms guaranteed to result in productive outcomes
- To identify opportunities within existing work flows a potential trip wires to stimulate action
- To explain the benefit of a “Project Emergency Kit”
- To list elements for inclusion in that Emergency Kit
- To reduce the typical time to productivity of a new project team member
- How to lead function leaders within a project in analysis of their work flows for potential problems or delays
- How to determine whether work flow problems are single events or a dangerous trend
- How to determine if the project workload is too much for the existing staff or whether they are underproductive
- How to help talent recruiters find the additional help a project may need
- How do identify specific behavioral requirements for the job that are not part of the position’s technical skills requirement
- How to analyze team member performance issues to isolate the root cause of the problem
- How to make sure efforts at solving performance problems to not act as de-motivators for project team members
- How to determine whether team members are getting appropriate performance feedback
- When to train, retrain, or terminate team members whose performance is not meeting requirements
- How to define a project’s job description more specifically
- What kind of term to avoid when interviewing project team applicants
- What clues to look for in a team applicant’s resume that should set off warning alarms
- To develop a strategy to speed a new team member’s assimilation into the project
- To create a project Who’s Who database to improve project internal communication and speed new member assimilation
- What to look for in the selection of a mentor for a new member on the project
- How to use the concept of Working Styles to enhance team performance and member interaction
Course
Click on the following link to the PDF document to review the course material before taking the quiz for credit.
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