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- 1. 21 OCTOBER 2015 This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Time and Project Management Lowry McComb
- 2. ∂ Do we have a shortage of time? “No we don’t. Time is the medium in which we exist. To complain about a shortage of time is like a fish in the sea complaining about a shortage of water.” Forster 2006, 2
- 4. ∂ What do you need to focus on? Tasks / workload What you do Strategies / systems How you do it
- 5. ∂ How You Do It • The Preemptive • People Pleasers • Perfectionist • Procrastinator Berglas 2004
- 6. ∂ Prioritising High priorities Non-essential but enjoyable or rewarding Habitual behaviour - no longer essential, enjoyable or rewarding timetable ? timetable
- 7. ∂ Work Priorities Do you: • manage multiple projects or tasks • say ‘yes’ when you should be saying ‘no’ • find research/work taking over the rest of your life • miss out on opportunities Developed by Tim Franklin, Strategic Systems Programme Manager, University of York
- 8. ∂ Activity / days per month Aug Sep Oct Nov Dec Jan Feb Working Days in month 21.0 21.0 23.0 21.0 17.0 22.0 20.0 Planned holidays 0.0 10.0 0.0 Conference / Training days 0.0 2.0 0.0 Work days balance = Total in month - holidays and other 21.0 9.0 23.0 21.0 17.0 22.0 20.0 Business as Usual Line Management meetings 1.0 1.0 1.0 Departmental Administration 3.0 2.0 4.0 Total for business as usual 4.0 3.0 5.0 0.0 0.0 0.0 0.0 Project days balance = Work days balance - BAU 17.0 6.0 18.0 21.0 17.0 22.0 20.0 Project Work Project A 2.0 3.0 5.0 Project B 5.0 1.0 1.0 Project C 5.0 2.0 2.0 Project D 0.0 0.0 2.0 Project E 0.0 0.0 0.0 Total for Project Work 12.0 6.0 10.0 0.0 0.0 0.0 0.0 Capacity / ( Overload ) 5.0 0.0 8.0 21.0 17.0 22.0 20.0
- 9. ∂ Activity / days per month Aug Sep Oct Working Days in month 21.0 21.0 23.0 Planned holidays 0.0 10.0 0.0 Conference / Training days 0.0 2.0 0.0 Work days balance = Total in month - holidays and other 21.0 9.0 23.0 Business as Usual Line Management meetings 1.0 1.0 1.0 Departmental Administration 3.0 2.0 4.0 Total for business as usual 4.0 3.0 5.0 Project days balance = Work days balance - BAU 17.0 6.0 18.0 Project Work Project A 2.0 3.0 5.0 Project B 5.0 1.0 1.0 Project C 5.0 2.0 2.0 Project D 0.0 0.0 2.0 Project E 0.0 0.0 0.0 Total for Project Work 12.0 6.0 10.0 Capacity / ( Overload ) 5.0 0.0 8.0 REVIEW
- 10. ∂ Daily Planning What tools and techniques do you use for daily time management? How useful are they? What are their limitations?
- 11. ∂ Planning Grid 1 Urgent and Important 2 Important but not Urgent 3 Urgent but not Important 4 Neither Urgent nor Important do these first plan these carefully and do next try to delegate, then turn full attention to 2
- 12. ∂ Daily Planning • Break it down • Be realistic • Review
- 13. ∂ How you do it Not To-Do Lists I am not going to: • answer the phone before … • work through lunch • work later than ….. • leave my email switched on
- 14. ∂ ‘I start out with the right intentions, I write a ‘to do’ list but by the end of the day I’ve only crossed off a few things.’ What you do
- 15. ∂ Reactive Tasks Proactive Tasks Those that happen immediately and can’t be anticipated. e.g. responding to a telephone call or a personal enquiry. Those you can plan for in advance. e.g. a meeting with your supervisor or a timetabled class. Avoid letting non-urgent reactive tasks take priority over the work you have timetabled
- 16. ∂ Dealing with Interruptions How can you prevent interruptions? How can you minimise their impact?
- 17. ∂ Scenario 1 See hand-out. 5 minute discussion in your groups. Then report back.
- 18. ∂ Scenario 2 See hand-out. 5 minute discussion in your groups. Then report back
- 19. ∂ •conflict •profuse apologies •personalize •empathy •clear and direct •explain •keep it short •use repetition if it isn’t getting through •can you offer alternative solutions?
- 20. ∂ Time Management - Making a Start One thing you will stop doing One thing you will start doing
- 21. ∂ Summary • Set aside 10 minutes every morning to look at and modify your plans • Break overwhelming tasks down into manageable chunks • Avoid making multiple trips to the same place every day • Learn to say ‘no’ – your time is a precious commodity • Face-to-face meetings take up a lot of time – can a telephone call or e-mail suffice? • Each day schedule particular times to check your e-mail and make phone calls • Reward yourself
- 22. 21 OCTOBER 2015 This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330 Project Management
- 24. ∂ What are the main constraints on your research project?
- 25. ∂ The Project Triangle Time Cost ScopeProduct Scope Project Scope
- 27. ∂ Responsibilities Who is responsible for the success (or failure) of • A PhD project? • A project you are working on as a post-doc?
- 28. ∂ The Project Manager’s Responsibilities Fulfil your and other people’s needs and expectations Achieve your goals
- 29. ∂ Issues to Consider • Who are your stakeholders and how do you manage their expectations? • What are your objectives? • How will you plan and manage the process? • How will you deal with risks?
- 30. ∂ Who are Your Stakeholders? • Any individual or organisation who has an interest in the performance or outcome of the project • Stakeholders usually provide resources – they can contribute to both the success and failure of the project
- 31. ∂ Stakeholder Analysis • Identify your stakeholders • What resources do they bring to the project? • What are their levels of power, influence and interest? i.e. how much influence do they have over the process and the outcome?
- 32. ∂ Stakeholder Analysis Advocates and Supporters Neutral Blockers and Critics
- 33. ∂ Keep Satisfied Manage Closely Monitor (Minimum Effort) Keep Informed Low Interest High High Power Low Power/Interest Grid
- 34. ∂ ●Brian Smith Keep Satisfied Manage Closely ●Carol Jones ●Bill Jones Monitor (Minimum Effort) Keep Informed Low Interest High High Power Low Power/Interest Grid ● Jack Walker ● Mary Walker ● Jill Walker
- 35. ∂ Stakeholder Analysis…what next? Tick the stakeholder analysis box and continue on a pre-determined route Work with stakeholders: • What motivates them? • What do they really want and need from the project? • How/when will you communicate with stakeholders? • How will you ensure they stay on side or do not cause problems?
- 36. ∂ “If you do not know where you are going, every road will get you nowhere.” Henry Kissinger
- 37. ∂ Aims and Objectives Aims: What you want to achieve by the end of a project Objectives: the things you will do to achieve your aims
- 38. ∂ Why set objectives?... Turn dreams into targets and deadlines Clarify and break down what has to be done Make progress Be able to assess progress Complete Motivation
- 39. ∂ SMART Objectives Specific Measurable Agreed Realistic Time-bound are they well defined? how will you know when you’ve achieved them? With stakeholders? are they achievable, bearing in mind your resources? what deadlines are in place?
- 40. ∂ Specific Specific means that the objective is concrete, detailed, focused and well defined. Specific means that it’s results and action-orientated. http://www.thepracticeofleadership.net/2006/03/11/setting-smart- objectives/
- 41. ∂ Measurable
- 42. ∂ Agreed Identify and work with stakeholders • Disregard stakeholders • Allow stakeholders to set your objectives • Negotiate and agree
- 43. ∂ Realistic Objectives that are achievable, may not be realistic….. however, realistic does not mean easy. Realistic means that you have the resources to get it done. http://www.thepracticeofleadership.net/2006/03/11/setting-smart- objectives/ Realistic Challenging
- 44. ∂ Time Bound Parkinson’s LawParkinson’s Law Tasks expand to fill the time availableTasks expand to fill the time available “I will complete my doctorate……”
- 45. ∂ Objective Setting • Set positive outcomes • Set multiple-level objectives –in six months, in one month, in one week • Are they SMART? • Review and assess progress
- 46. ∂ Taking Stock Where am I now? What have I achieved? Tangible (Database created / Training done) Intangible (Interpersonal Advancement / Feelings)
- 47. ∂ What do I want to have achieved between today and deadline? Taking Stock Tangible (Studies done / papers written) Intangible (Personal Development / Contacts) Your Goals
- 48. ∂ W o r k B r e a k d o w n S t r u c t u r e o f T y p ic a l P r o je c t W o r k P a c k a g e T a s k T a s k A c t iv it y A c t iv it y A c t iv it y T a s k W o r k P a c k a g e W o r k P a c k a g e P r o je c t NB The activities should be small enough chunks that you can easily assess your progress
- 49. ∂ Work Breakdown Structure Activity Write conference paper Read 3 articles Using verbs Product Breakdown Structure Product Conference paper Articles read Using nouns Focusing on the products rather than process can increase the likelihood of completion.
- 50. ∂ E x a m p le o f W o r k B r e a k d o w n S t r u c t u r e o f a T y p ic a l ( ? ) P h D R e s e a r c h P r o je c t L it . R e v ie w O b t a in A p p e r a t u s R e a d D e s ig n P ilo t R e v ie w D e s ig n E x p e r im e n t s P la n S t a t s C o n t r o l O b s e r v e R e c o r d R e v ie w C a r r y o u t e x p e r im e n t s E x p e r im e n t s A n a ly s is W r it in g O b t a in A p p r o v a l C o n s u lt / A p p ly fo r a p p r o v a l o r fu n d in g P la n E x p e r im e n t a l C h a p t e r ( P r o b a b ly 4 o r 5 o f t h e s e ) D is c u s s io n a n d C o n c lu s io n s T h e s is PhD Work Breakdown Structure
- 51. ∂ Editing Proceedings Exercise Produce either a work (activities) breakdown structure or a product breakdown structure for the project.
- 52. ∂ E x a m p le o f W o r k B r e a k d o w n S t r u c t u r e o f a T y p ic a l ( ? ) P h D R e s e a r c h P r o je c t L it . R e v ie w O b t a in A p p e r a t u s R e a d D e s ig n P ilo t R e v ie w D e s ig n E x p e r im e n t s P la n S t a t s C o n t r o l O b s e r v e R e c o r d R e v ie w C a r r y o u t e x p e r im e n t s E x p e r im e n t s A n a ly s is W r it in g O b t a in A p p r o v a l C o n s u lt / A p p ly fo r a p p r o v a l o r fu n d in g P la n E x p e r im e n t a l C h a p t e r ( P r o b a b ly 4 o r 5 o f t h e s e ) D is c u s s io n a n d C o n c lu s io n s T h e s is What’s missing? PhD Work Breakdown Structure
- 53. ∂ Gantt Charts •A simple graphical presentation of tasks and times •A bar chart with start and finish dates on a timeline •Easy to produce •Easy to explain
- 54. ∂ Initial Literature Trawl Design Questionnaire Review Questionnaire Start Distribute Data Inputting Final Analyses Hand In Date Write Up Basic Gantt Chart TIME ACTIVITY
- 55. ∂
- 56. ∂ Initial Literature Trawl Design Questionnaire Review Questionnaire Start Distribute Data Inputting Final Analyses Hand In Date Write Up Basic Gantt Chart TIME ACTIVITY
- 57. ∂ Editing Proceedings Exercise Produce a Gantt chart for the project using the provided timimgs.
- 58. ∂ Risk god or bad?
- 59. ∂ Projects and Risk •Identify sources of risk •Assess the likelihood of risk •Assess the magnitude of risk •Develop response
- 60. ∂ The Project Triangle Risk Identification Time Cost ScopeProduct Scope Project Scope
- 61. ∂ Responses to Risks • Prevention • Reduction • Acceptance • Plan B • Transference
- 62. ∂ Prioritise the Risks Probability – how likely is it to happen? Impact – how serious is it? 1 2 3 2 4 62 4 6 3 6 9 Probability Impact Risk (Probability x Impact) 1- 2 : Low 3 - 4 : Medium 6 - 8 : High 9 : Extreme
- 63. ∂ Estimating times The most common cause of error in project management is incorrect estimations of the length of time the individual elements will take. How long will each activity or task take? • Take an educated guess – this will improve with time. • Seek advice from others with more experience. • Allow for contingencies by adding slack. • Consider the risks and their probabilities
- 64. ∂ Estimating times Estimating the Times of Individual Components of a Project TE = Estimated Time TO = Optimistic Time TP = Pessimistic Time TM = Most likely time TE = TO + 4 (TM) + TP 6
- 65. ∂ “Almost by definition, a student who does not complete within the three years (or part-time equivalent) or takes longer or does not complete at all is deficient [in their training]” Research Council Statement 1 year 2 years
- 66. ∂ 1 year 2 years Project “Slippage”
- 67. ∂ If you do it, review it… If it works: • why did it work • does it need fine tuning • are there similar tools or strategies that you could use? If it does not work: •why didn’t it work •should you revise or scrap it?
Notes de l'éditeur
- Aims – to provide an opportunity to explore and discuss a range of time management tools and strategies Outcomes You will have Had an opportunity to discuss the importance of time management in the research environment Considered a range of tools and strategies Reflected on your time management strategy and considered ways to develop
- Preemptive Obsession with beating deadlines Seldom team-players Prone to ‘burn out’ People Pleaser Can’t say ‘No’ To much happening/ work overtime Harbour resentment Perfectionist Can’t let go Insufficient time/ run late Worry/ fear of failure Procrastination The most common type of time abuser Insufficient time / run late Fear of failure
- Ask yourself What are your priorities? What are the things that are most important to you?
- Diaries – see handout To-do lists – see handout
- The Deming Cycle By Paul Arveson W. Edwards Deming in the 1950's proposed that business processes should be analyzed and measured to identify sources of variations that cause products to deviate from customer requirements. He recommended that business processes be placed in a continuous feedback loop so that managers can identify and change the parts of the process that need improvements. As a teacher, Deming created a (rather oversimplified) diagram to illustrate this continuous process, commonly known as the PDCA cycle for Plan, Do, Check, Act*: PLAN: Design or revise business process components to improve results DO: Implement the plan and measure its performance CHECK: Assess the measurements and report the results to decision makers ACT: Decide on changes needed to improve the process
- See handout
- Deadlines If you say ‘I’ll try’ and subsequently miss the deadline – what people will remember is not that you tried but that you missed the deadline. Deadlines should be realistic and specific
- Stakeholders – people who trade resources (time / money / values) with the project. Managing the stakeholders is key – this can revolve around making sure you keep them informed to making sure that a balance of the outcomes of all the stakeholders is reached by the end of the project.
- Having identified the stakeholders I can then identify who are the advocates and supporters and who are the blockers and critics. These can be colour coded, red, green or orange for neutral.
- Having Identified the stakeholders and their feelings about the project, I then need to consider their levels of power and interest. The power/interest grid is a clear way of plotting this and causes the user to focus on exactly how they interact with the various stakeholders.
- Identifying and monitoring stakeholders is an ongoing rather than a one off activity. Stakeholders, their agendas and the impact they can have on a project can change. Running a project with scant regard for the stakeholders can result in at best, dissatisfaction and at best, failure of the project. By developing a good understanding of your stakeholders you will gain an understanding of how they are likely to respond to the developing project. It also helps in identifying what motivates your stakeholders and what you can do to win them around.
- As I mentioned in the project management session, the way to eat an elephant is bit by bit and setting objectives is all about identifying and breaking down what needs to be done. That isn’t to say it is about focussing on the minutae. Once you identify the components and integrate them into a plan, then you are able to assess and monitor the whole. Success is a motivator – moving onto the next aim with a success under your belt and a system/approach that you know works. UKGRAD - Notes Objectives are useful as without them it is difficult to both focus on the tasks which need done (the process of setting an objective should help clarify what needs done in order to complete the task) and also to assess progress. For PhD students the process of setting objectives should also help you step back from the small details within which you work on a daily basis and look at the wider picture. Well set objectives which are challenging but not too challenging can be an excellent method of motivation as when the objective is met the individual should have a sense of achievement.
- After this ask them to think about objectives they can set for themselves, using either the grad handout prompts or the businessballs planning grid. Give them time to review and discuss them with each other.
- Checklists Review Schedule analysis Look at similar projects – talk to other project managers Brainstorming
- Do something different to terminate the risk Work with risk to reduce impact or probability If cost is greater than impact or probability? Plan B Pass to third party
- This is a very commonly used grid which allows you to prioritise the risks which the project is under. Ask the questions – how probable - how bad This will allow you to plot the risks on the grid and come up with a priority list.
- The Deming Cycle By Paul Arveson W. Edwards Deming in the 1950's proposed that business processes should be analyzed and measured to identify sources of variations that cause products to deviate from customer requirements. He recommended that business processes be placed in a continuous feedback loop so that managers can identify and change the parts of the process that need improvements. As a teacher, Deming created a (rather oversimplified) diagram to illustrate this continuous process, commonly known as the PDCA cycle for Plan, Do, Check, Act*: PLAN: Design or revise business process components to improve results DO: Implement the plan and measure its performance CHECK: Assess the measurements and report the results to decision makers ACT: Decide on changes needed to improve the process