Architecture of the project management

Copyright RSO® SpA – 20123 Milano Via Leopardi 1

Architecture of the project management

BeLT – Kick off meetingVenice, 25 and 26 February 2007

2Copyright RSO® SpA, Milano BeLT - methodology

Index

1. Starting point: the “problem setting”1.1. Background (first suggestions):1.2. The expected outcome: creating the Full blended learning

support Guide

2. The methodological approach2.1. A three-step process2.2. The overall project framework

3. Aims and guidelines of each stage3.1. 1st stage: Rationalisation3.2. 2nd and 3rd stage: Learning and Transfer


“Lessons learnt” from some blended learning experiences in PMEs:

(a) “the more the experiences directly contribute to organisational changes, the more they are successful”

(b) “Successful experiences mostly involve several players”: enterprises and enterprise networks; specialised service providers; public/private local development agencies; a local administration financing the innovation …

(c) Transferring the successful experiences in other contexts requires to develop a “standard approach”, able to reproduce their success factors and to overcome their critical weakness points. On the other hand, differentiated options need designing, depending on the different features and needs of the PMEs.

A STANDARD APPROACH, WITH DIFFERENT SAMPLE

PROGRAMMES

ALL THE LOCAL PLAYERS MUST BE INVOLVED

ACTION LEARNING AS A SUCCESS KEY

1.1. Background (first suggestions)


A. Action learning as a success key

Implications:

Trainers need both training, consultancy and team mentoring capabilities.ThereforeAction learning requires specialised suppliers (and it can’t be managed by each PME alone).

The action learning methodology includes training programmes of different complexity, depending on the different organisational and learning needs of the addressees (eg. training/consultancy programmes on sectoral common topics vs. inter-enterprise project groups working on specific organisational innovations). Thereforedifferent full blended learning sample programmes need designing.

Teamwork on operational projects is the framework of action learning. Teams are often made up of people belonging to different enterprises . ThereforeTechnological solutions must mainly be up to support: knowledge sharing and cooperative work within virtual teams flexible training design, mainly based on interactive tools and case production

approaches user friendliness and easy interoperability with different computer systems and

programs.

a.1

a.2

a.3


B. All the local players must be involved

Implications:

The local service providers are meant to become the main promoter and manager of the full blended learning programmes. They need the greatest support to successfully master their role.Not only do they need to increase their knowledge of the full blended learning process and technologies, they also need supporting in developing the new methods, systems and skills necessary to assure a long-term sustainability of the innovation

The entrepreneurs and executives’ commitment is essential to make the programmes really reach organisational outcomes. Commitment support accompanying measures must be designed and planned, in order to enabled them to understand and addressee the accomplishment of the full blended learning programmes inside their own enterprises.

The introduction of full blended learning methodologies in the PMEs local systems is a complex innovation process, requiring focused and congruent supporting and financing measures. Local political bodies, charged with shaping the support measures to PMEs, play a prominent role in determining the success (or the failure) of the full blended learning development programmes.Their contribution in the project will be of major relevance, especially as far as the setting and tuning of the innovation financing measures is concerned.

Implications:

The local service providers are meant to become the main promoter and manager of the full blended learning programmes. They need the greatest support to successfully master their role.Not only do they need to increase their knowledge of the full blended learning process and technologies, they also need supporting in developing the new methods, systems and skills necessary to assure a long-term sustainability of the innovation

The entrepreneurs and executives’ commitment is essential to make the programmes really reach organisational outcomes. Commitment support accompanying measures must be designed and planned, in order to enabled them to understand and addressee the accomplishment of the full blended learning programmes inside their own enterprises.

The introduction of full blended learning methodologies in the PMEs local systems is a complex innovation process, requiring focused and congruent supporting and financing measures. Local political bodies, charged with shaping the support measures to PMEs, play a prominent role in determining the success (or the failure) of the full blended learning development programmes.Their contribution in the project will be of major relevance, especially as far as the setting and tuning of the innovation financing measures is concerned.

b.1

b.2

b.3


c. A standard approach, different sample programmes

Implications:

A standard approach… Supporting the design and implementation of the sustainability

plan; containing “use instructions” and “warnings” to master the

innovation process

…for different needs

Some examples ….

“Free-standing” option:full blended learning methodologies and technologies introduced within a single enterprise, and shaped on its specific organisational needs, models, and systems.

“Cooperation support” option:action learning projects participated in blended by PMEs or PME networks, supported by a local service provider. Training and consultancy are aimed at supporting specific improvement or innovation projects.

“Blended learning service” option:blended learning programmes supplied by a local service provider, on transversal topics (e.g. general or sectoral rules and their implementation). PMEs are customers and users of the training packages.

SUSTAINABILITY PLAN DEVELOPMENT PROCESS

1. Project setting (including the “state of play” diagnosis and the target definition)

2. Project management

system and tools

3. Design of the operational and technological solutions

4. Internal involvement and

training programmes

5. Territorial innovation marketing and commitment support programmes

CONTENTS

what to do...

Operational instructions:

a) frames, methods, toolsb) technological tools evaluationc) financing measures

...how to succeed

“Warnings” and case histories


1.2. The expected outcome

a) It must not be a theoretical study. On the contrary, it must be the result of the representation, analysis and redesign of real experiences suggested by the partners;

b) It must provide answers regarding two dimensions:

- the kinds of full blended learning programmes the PMEs can actually participate in

- how these programmes can be effectively carried out (sustainability approach plan)

c) It must be the outcome of a path of verification, sharing and validation, also including, wherever possible, real experimentations

a. Born from real experiences

c. Shared with the local players

b. Providingconcrete answers

Creating the Full blended learning support Guide

THE THREETHE THREE

KEY ATTRIBUTES KEY ATTRIBUTES

OF THE GUIDE:OF THE GUIDE:


Index


support Guide




2.1. A three-step process

Analysis

Knowledge sharing

Set up

Stage: Rationalisation work in virtual teams representation and analysis: (i) each partner’s territorial context of

reference, (ii) the blended learning and knowledge management methodologies

information sharing full blended learning sample programmes outline

Stage: Learning workshops verification, clarification and tuning of the blended learning

sample programmes and of the sustainability programmes

Stage: Transfer individual work/virtual teams feed-back from service providers to PMEs, local administrators,

entrepreneurs; design of experimental real full blended learning programmes


2.2. The overall project framework - 1st stage

REPORT:

Computer tools and

methodologies supporting the

sample programmes

REPORT:

The sample programmes: managerial models and supporting

technologies

REPORT:

Full blended learning: from the PMEs’ needs to the

sample programmes

KICK-OFF MEETING

NEEDS AND EXPERIENCES

Analysis and redesign of the f.b.l.

experiences

SIAV, Kopernikusz, EuroFortis, WM VTC

TOOLS AND METHODOLOGIES

Analysis and redesign of the B.L. and CSCW

tools and methodologies

ICUS, Siemens

FULL BLENDED LEARNING SAMPLE

PROGRAMMES:1st outline

RSO, all the partners

F.B.L. sample programmes:

SHAPING

RSO

F.B.L. sample programmes:

SWOT EVALUATION

SIAV, Kopernikusz, EuroFortis, WM

VTC

SUPPORTING TOOLS

and their application

ICUS, Siemens

1ST WORKSHOP

KNOWLEDGE SHARING: THE

SAMPLE PROGRAMMES

1st. stage: RATIONALISATIONSetting Design

31th March 5th May 16th June 25/27th June (?)


2nd and 3rd stage: LEARNING and TRANSFER

Report:

The Guide

1ST WORKSHOP

KNOWLEDGE SHARING: THE

SAMPLE PROGRAMMES

Appraisal and assessment

Sustainability: open issues

1th Sept

“Open issues”:check list for the verification and

sharing RSO/SIAV

2nd s

tage:

LEA

RN

ING

3rd

sta

ge:

TR

AN

SFER

1st TRANSFER

Sharing and verification with the local players

2nd TRANSFER

Sharing with the local players

Planning of f.b.l. programmes

with local players

The sample sustainability

plan:1st draft

2nd WORKSHOP

KNOWLEDGE SHARING: THE SUSTAINABILITY

PLAN

Plan appraisal and assessment

Sample programmes tuning

Open issues

3rd WORKSHOP

KNOWLEDGE SHARING: THE F.B.L. GUIDE

Transfer evaluation

Guide tuning and approval

3th Nov 8th Dec

15/17th Dec (?) June 2009

Sept. 2009

Sequences and modalities follow the 1st transfer

phase

1st Transfer 2nd Transfer

June 2009

25/27th June (?)

“Knowledgesharing”

on the open issues

2.2. The overall project framework - 2nd and 3rd stage


Index


support Guide




The SETTING phase

Consists in representing the experiences suggested by thepartners, and in assessing their capability to act asreference best practices as for the design of the fullblended sample programmes.The major indicators used in the best practice evaluationmethodologies can effectively support this activity:

adequacy and completeness of the management frame, assured by existing records describing contents and organisation of the initiative

innovation, meant as capacity to produce new and consistent solutions for the satisfaction of the needs/problems originating the initiative

reproducibility in different contexts, that depends on the autonomy from the client technological and organisational systems

organisational, technical and cultural sustainability, meant as capacity to base the initiative on existing technical, cultural and human resources;

commitment, meant as capacity to generate agreement and participation

Further indicators can be added during the development of the study, in order to enlighten significant requirements of the experiences

3.1. 1st stage: Rationalisation

TOOLS ANDMETHODOLOGIES

Analysis and redesignof the b.l. and CSCW

tools andmethodologies

ICUS , Siemens

NEEDS ANDEXPERIENCES

Analysis andredesign of the

f.b.l. experiences

SIAV , Kopernikusz ,EuroFortis, WM VTC


Setting - 1

NEEDS AND EXPERIENCES

Aims: analysing and comparing f.b.l. experiences implemented

in the different territories; identifying improvements able to overcome the weakness

points and to exploit the success factors; redesigning the new improved f.b.l. programmes.

Content guidelines:A. Representation: PMEs territorial systems and networks; service offer system to PMEs; “State of play” of the full blended learning: experiences, addressees,

objectives, results.B. Analysis and redesign of the experiences.

This activity will be carried out by SIAV, Kopernikusz, EuroFortis, WM VTC with the coordination of SIAV

NEEDS ANDEXPERIENCES

Analysis andredesign of the

f.b.l. experiences

SIAV , Kopernikusz ,EuroFortis, WM VTC


Setting - 2

TOOLS AND METHODOLOGIES

Aims:

selecting and analysing significant experiences employing blended learning and cooperative work methodologies and tools;

identifying improvements overcoming the obstacles to their transferability in different contexts, and redesigning their application methods;

designing blended learning/cooperative work integrated solutions

Content guidelines:

A. Representation: addressees, objectives, application methods, results of each experience

B. Transferability assessment and redesign.

This activity will be carried out by ICUS AND SIEMENS, with the coordination of ICUS

TOOLS ANDMETHODOLOGIES

Analysis and redesignof the b.l. and CSCW

tools andmethodologies

ICUS , Siemens


Design - 1

FULL BLENDED LEARNING SAMPLE PROGRAMMES: 1ST OUTLINE

Aims:

integrating the redesigned f.b.l. programmes with theexamined methodologies and computer tools, andoutlining the new f.b.l. sample programmes

defining activities and skills requested to effectively putinto effect the outlined sample programmes

Content guidelines:

Peer review: appraisal, assessment and integration of the outputs produced during

the previous items; first draft of the organisational and learning objectives, methodology,

logic frame, employed professional roles and computer tools of each sample programme.

All the partners will participate in this activity, coordinated by RSO

FULL BLENDEDLEARNING SAMPLE

PROGRAMMES:1st outline

RSO, all the partners


Design - 2

FULL BLENDED LEARNING SAMPLE PROGRAMMES:SWOT EVALUATION (Strengths/Weaknesses - Opportunities/Threats)

Aims:

identifying the main strength and weakness points of eachsample programme, as far as both users and suppliers’needs and features are concerned;

predicting the main potential implementation opportunitiesand failure threats coming from each territorial context;

resuming the representation, analysis and shaping contents developed by the group during the Rationalisation stage.

Output: Report “Full blended learning: from the PMEs’ needs to the sample

programmes”

This activity will be carried out by SIAV, with the cooperation of Kopernikusz, EuroFortis, WM VTC

F.B.L. sampleprogrammes:

SWOTEVALUATION

SIAV ,Kopernikusz ,

EuroFortis, WMVTC


Design - 3

FULL BLENDED LEARNING SAMPLE PROGRAMMES:SUPPORTING TOOLS AND THEIR APPLICATION

Aims:

illustrating the computer solutions supporting the full blended learning programmes: required functionalities; evaluation criteria of the learning and cooperative work management systems; operational conditions for their introduction;

describing the pedagogical and computer skills required to master methodologies and tools;

resuming the representation, analysis and shaping contents developed by the group during the Rationalisation stage.

Output: Report “Computer tools and methodologies supporting the full blended

learning sample programmes”

This activity will be carried out by ICUS, with the cooperation of Siemens

SUPPORTINGTOOLS

and theiremployment

ICUS , Siemens


Design - 4

FULL BLENDED LEARNING SAMPLE PROGRAMMES: SHAPING

Aims:

representing, as for each full blended learning sampleprogramme:- objectives and target typologies;- workflows, activities and professional figures;- functionalities required to the computer tools;- knowledge and skills required to the service providers in order to

master the programmes; resuming the main “open issues” emerged during the Rationalisation

stage, to be discussed during the 1st workshop

Output: Report “The sample programmes: managerial models and supporting

technologies”

This activity will be carried out by RSO, gathering information and feed back from all the other partners

F.B.L. sampleprogrammes:

SHAPING

RSO


WORKSHOPS

Aims and guidelines:

Each workshop aims at achieving a twofold objective: to appraise, evaluate and validate the outcomes

accomplished during the previous activities in virtual teams; to identify the “open issues”, meant as the topics to be discussed

with the territorial players, during the transfer stage.They will mainly concern:- the congruency with PMEs systems needs and features;- the sustainability for the territorial service agencies (as is-to be)- the congruency of the financing measures- the compatibility of the computer tools and methodologies.

Therefore, the specific topics to be discussed in each workshop will be identified on the basis of the themes that will emerge during the different study phases.

However, according to the logical progression of the research, the three workshops will presumably be focused on the following different drivers:1st workshop: the full blended learning sample programmes2nd workshop: the sustainability plan3rd workshop: The full blended learning Guide

3.2. 2nd and 3rd stage: Learning and Transfer

1ST WORKSHOP

KNOWLEDGESHARING: THE

SAMPLEPROGRAMMES

Appraisal andassessment

Sustainability: openissues

2nd WORKSHOP

KNOWLEDGESHARING: THE

SUSTAINABILITY PLAN

Plan appraisal andassessment

Sample programmes tuning

Open issues

3rd WORKSHOP

KNOWLEDGESHARING: THE F.B.L.

GUIDE

Transfer evaluation

Guide tuning and approval


TRANSFER

Aims and guidelines:

to share and verify with representatives of the local players to investigate specific problems connected with the use of

the technologies (e.g. benchmarking different LMS or cooperative work management systems)

to plan real full blended learning programmes, and possibly launchthem, in cooperation with representatives of the PMEs local systems.

Two transfer phases are foreseen. Each of them is articulated in three activities:1. Preparation:

- records gathering and sharing, concerning the identified “open issues” (all the partners)- setting of the check lists supporting the information gathering activity (RSO and SIAV)

2. Accomplishment:the reports of the interviews will be inserted into the virtual team support platform. On their basis RSO will prepare the guidelines supporting the following reprocessing activity

3. Reprocessing:- transfer activities recap - design updating, concerning both the blended learning sample programmes and the sustainability actions

3.2. 2nd and 3rd stage: Learning and Transfer

The samplesustainability

plan:1st draft

“Open issues”:check list for theverification and

sharingRSO/SIAV

1st TRANSFER

Sharing andverification withthe local players

2nd TRANSFER

Sharing with thelocal players

Planning of f.b.l.programmes

with local players


Thank you for your attention

Date post:	13-Jan-2016
Category:	Documents
Upload:	amos
View:	33 times
Download:	0 times

Architecture of the project management

Documents