Advanced Project Management 1.2
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Nov 24, 2024
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BPP Coursework Cover Sheet
Programme
M.Sc. Management with Project Management
Module name
Advance Project Management
Schedule Term
Summative
Student Reference Number (SRN)
Report/Assignment Title
Advance Project Management - Summative Assignment
Date of Submission
(Please attach the confirmation of any extension received)
The word count, excluding the contents table, bibliography and appendices, is
4995 words. Student Reference Number: Date: 1
Table of Contents
Introduction
........................................................................................................................
3
Project Selection and Portfolio Management
....................................................................
4
Three Projects
................................................................................................................
4
Project Selection
................................................................................................................
5
Simplifying Scoring Model
.................................................................................................
6
Project Portfolio Matrix and Recommendations
................................................................
6
The Organizational Context
...............................................................................................
7
Functional Areas
................................................................................................................
9
Recommendations
...........................................................................................................
10
Organizational Structure:
.................................................................................................
10
Impact on the Project:
...................................................................................................
10
Project Governance
.........................................................................................................
11
Stage Gate and OCG Gateway Frameworks
...............................................................
11
Recommendation to the CEO
......................................................................................
13
Functions of the Project Board and Recommended Roles
.............................................
13
Leadership
.......................................................................................................................
14
Recommendations
........................................................................................................
15
Advanced Planning and Scheduling
................................................................................
16
Comparing Management Methodologies:
....................................................................
16
Selected Methodology:
.................................................................................................
17
Conclusion
.......................................................................................................................
20
References
.......................................................................................................................
22
Appendices
......................................................................................................................
24
2
Introduction
The Covid-19 epidemic has forced universities around the world to rapidly adapt to new
methods of teaching and learning. The University of Cambridge, a world-renowned
institution with a rich history dating back to the 13th century, was no exception. In the
spring of 2020, the university made the difficult decision to move all of its undergraduate
and postgraduate teaching online, in response to the Covid-19 outbreak. This was a
significant shift from the traditional in-person teaching methods that the university had
employed for centuries (Todd, 2020). The move to online teaching required a significant amount of preparation and planning.
The university had to restructure its programmes and modules, redesign course
materials, and re-skill its lecturers and students to ensure that they were equipped to
learn and teach in a digital environment. Additionally, the university had to assume new
software for online teaching and exams, and rethink the students' overall learning
experience. This was a major undertaking for the university, which has a reputation for
academic excellence and is known for its rigorous academic standards. While the
University of Cambridge initially planned to resume in-person teaching after the summer
of 2021, it has since extended its online teaching policy. In the face of continuing
uncertainties caused by the pandemic, the university has decided to keep all lectures
permanently online, providing students with greater flexibility in how they access course
materials and learn. This decision marks a significant change in the university's
teaching methods and underscores the importance of digital literacy in higher education
(Chung et al., 2020). The move to online teaching has presented challenges for both lecturers and students.
However, the University of Cambridge is committed to ensuring that its students receive
the best possible education, even in the face of unprecedented challenges. The shift to
online teaching represents one of the major projects that the university has assumed in
current years, and it highlights the resilience and adaptability of one of the world's
leading academic institutions. 3
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Project Selection and Portfolio Management Project portfolio organization is the process of managing a group of schemes to attain
specific planned business objectives. It involves selecting and prioritizing projects,
allocating resources, and monitoring progress to ensure that the plans are aligned with
the administration's goals and objectives.
Moving to online teaching is a strategic decision that many educational institutions have
made in recent years. The advantages of online teaching include greater flexibility for
students, reduced costs for institutions, and access to a wider audience. However, there
are also challenges associated with online teaching, such as the need to develop
effective teaching strategies and to ensure that students have access to the necessary
technology.
In the context of PPM, moving to online teaching would be considered a project, which
would need to be managed alongside other projects in the portfolio (Quigley et al.,
2020). PPM is an important process for any organization that wants to effectively manage its
projects and achieve its strategic objectives. Moving to online teaching is just one
example of a project that could be managed using PPM principles
Three Projects
Development of an Online Learning Platform:
The University of Cambridge could
develop a comprehensive online learning platform that provides students with access to
course materials, lectures, and assignments. This platform could be designed to be
user-friendly, interactive, and customizable, allowing students to tailor their learning
experience to their individual needs.
Expansion of Digital Infrastructure:
As the university shifts to online teaching, it may
require additional digital infrastructure to support the increased demand for online
resources. This could include the development of new server systems, the creation of a
secure cloud-based platform for data storage and management, and the deployment of
high-speed internet and Wi-Fi services across campus. This project would help ensure
that the university's digital infrastructure can handle the enlarged demand for online
resources and support the needs of faculty and students.
4
Creation of Virtual Laboratories: As some courses may require hands-on laboratory
work, the university could develop virtual laboratory simulations that can be accessed
remotely. This project would allow students to conduct experiments and gain practical
experience without having to physically be in the lab. It would also allow the university to
continue to offer lab-based courses online, providing greater flexibility for students and
helping the university to expand its online course offerings.
Project Selection The concept of project selection is a crucial aspect of project management, as it
determines which projects to undertake and which to decline. Selecting the right
projects to pursue is essential to ensure that the organization's resources are utilized
effectively and efficiently. In the context of the University of Cambridge's transfer to
online teaching, project collection would involve identifying and prioritizing projects that
align with the institution's strategic objectives, such as enhancing the quality of online
teaching, improving the student learning experience, and increasing the institution's
global reach.
One of the widely used screening modules for project selection is the Analytical
Hierarchy Process. The AHP is a multi-criteria decision-making technique that facilitates
the evaluation of alternative projects based on multiple criteria. It involves breaking
down a complex decision into a hierarchical structure of goals, criteria, and alternatives,
and then evaluating each alternative against each criterion. The AHP then generates a
priority ranking of alternatives based on their overall desirability (Li et al., 2022).
I would recommend that the University of Cambridge use the Analytical Hierarchy
Process for selecting projects that are aligned with their strategy. The AHP is a
comprehensive and flexible method that allows for the evaluation of multiple criteria
simultaneously. With the AHP, the university can evaluate each project against multiple
criteria, such as cost, feasibility, impact on student learning, and alignment with the
institution's strategic objectives. The AHP can also help the university to prioritize
projects based on their relative importance, allowing them to allocate resources more
effectively.
5
However, while the AHP is a powerful method for project selection, it does have
limitations. One of the main drawbacks is that it requires a significant amount of time
and resources to implement, which may not be feasible for smaller organizations. Simplifying Scoring Model Project Portfolio Matrix and Recommendations
When it comes to managing a project portfolio, there are several frameworks that can
be used to effectively allocate resources and maximize the overall value of the portfolio.
6
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In the case of the University of Cambridge moving to online teaching, one possible
framework that could be used is the project portfolio matrix.
Here are some recommendations for the University of Cambridge on how to effectively
manage their project portfolio using this framework:
1.
Categorize projects based on their strategic importance: The University of
Cambridge should classify their projects created on their strategic importance.
For example, projects that are directly related to the university's mission and
values should be given a higher priority than those that are less aligned with the
university's goals.
2.
Assess risks associated with each project: The university should also assess the
risks associated with each project. This includes both the likelihood of success
and the potential negative impact of failure. Projects that are high risk may
require additional resources or a more robust risk management plan.
3.
Use the project portfolio matrix: Once projects have been categorized and their
risks assessed, the University can use the plan portfolio matrix to prioritize
projects. The matrix classifies projects into four categories: low risk/low standing,
low risk/high importance, high risk/low importance, and high rank. Projects that
fall into the high risk/high importance quadrant should be given the highest
priority (Antonek et al., 2021).
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Figure 1: Project Portfolio Matrix (Self-Created)
The Organizational Context The Cambridge’s University move to online instruction is a response to the challenges
presented by the COVID-19 pandemic. However, this project can also be viewed as a
strategic move that aligns with the university's long-term goals and directions.
One way to analyze the link between the project and the university's strategy is to use
the TOWS matrix. The TOWS matrix
is a tool used for strategic study that considers the
company's strengths, weaknesses, opportunities, and threats. It then suggests possible
strategies that can be employed to leverage the strengths, dazed the weaknesses,
exploit the opportunities, and mitigate the threats.
Threats:
Competition from other universities
and online learning providers
Student resistance to online
learning
Technological challenges and
security risks (Ahmed et al., 2021).
Opportunities:
Increased
flexibility
and
accessibility of education
Ability to reach a wider audience of
learners
Potential cost savings for the
university and students.
Weaknesses:
Limited experience with online
teaching and learning
Inadequate technical infrastructure
to support online teaching
Potential decrease in student
engagement and interaction
Strengths:
Prestigious reputation and brand
recognition
Strong research and teaching
capabilities
Established
online
learning
platforms and resources (Lee et
al., 2022).
Based on this analysis, the plan of moving to online teaching bring into line with the
university's strategic goals and directions in several ways. For example:
1.
Leveraging strengths: The university's strong research and teaching capabilities can
be leveraged to create high-quality online learning experiences that are engaging and
effective.
8
2.
Overcoming weaknesses: The university can invest in building technical infrastructure
and providing training to faculty to address the weaknesses associated with online
teaching.
3.
Exploiting opportunities: The university can reach a wider audience of learners,
including those who are unable to attend in-person classes, and potentially save costs
on physical facilities and resources.
4.
Mitigating threats: The university can address competition from other universities and
online learning providers by providing a high-quality, prestigious online learning
experience. It can also address concerns about student engagement and interaction
by creating interactive and collaborative online learning environments.
Overall, the transfer to online teaching aligns with the University’s strategic goals and
directions by leveraging its strengths, overcoming its weaknesses, exploiting
opportunities, and mitigating threats.
Functional Areas To increase the likelihood of success of the University of Cambridge's move to online
teaching project, the business should assume a matrix organizational assembly. This
structure combines practical and project-based buildings, allowing for effective
distribution of resources and expertise. In this matrix structure, there would be a project manager responsible for overseeing
the online teaching project, and they would have authority over a dedicated team of
individuals specifically assigned to work on the project. This team would consist of
subject matter experts from various functional
areas such as technology, pedagogy,
and curriculum development.
The project team would work in conjunction with the functional departments, such as
IT and academic departments, who would continue to perform their regular functions
but also provide support and resources to the project team as needed (Jacobides and
Winter, 2005).
This matrix structure
would allow for effective coordination and communication
between different departments and teams, ensuring that everyone is working towards
the same goal of a successful move to online teaching. It would also allow for efficient
9
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use of resources and expertise, as individuals from different functional areas could
come together to work on specific project tasks.
Overall, a matrix administrative structure would be the most effective option for the
University of Cambridge to increase the likelihood of success of their move to online
teaching project.
Recommendations Strengths:
Accessible learning: Online teaching enables students to access course materials and
lectures from anywhere, without the need for physical attendance. This provides greater
flexibility, allowing students to work at their own pace, and can help students with
disabilities or other accessibility challenges.
Cost savings: The University of Cambridge's move to online teaching may result in cost
savings for both the institution and the students. For the institution, there are fewer
costs associated with maintaining physical classrooms and other facilities. For the
students, there are no transportation or accommodation expenses.
Weaknesses:
Limited social interaction: Online teaching lacks the social interaction and engagement
that comes with face-to-face classroom interaction, which can lead to feelings of
isolation and disconnection.
Technical difficulties: Online teaching requires reliable internet connection and
appropriate technical equipment, which may not be available to all students. This could
result in technical difficulties that could affect the quality of the learning experience.
Organizational Structure:
The University of Cambridge should establish a dedicated team responsible for the
online teaching project, with clear roles and responsibilities. This team should consist of
representatives from different faculties and departments, including experts in online
teaching, technology, and pedagogy. The team should have a clear project plan with
defined milestones and timelines. Communication channels should be established to
10
confirm that all stakeholders are kept learnt about the progress of the plan (Moore and
Kearsley, 2021).
Impact on the Project:
1.
The recommended organizational structure will help the University of Cambridge to
achieve the following:
2.
Clear responsibilities: The dedicated team will ensure that all responsibilities are
clearly defined and that everyone involved in the project knows what is expected of
them.
3.
Expertise: The team should include experts in online teaching, technology, and
pedagogy, which will help to ensure that the project is well-informed and well-
executed.
4.
Communication: Communication channels will be established to certify that all
stakeholders are kept conversant about the progress of the project, which will help to
build support and buy-in.
5.
Clear milestones and timelines: A clear project plan with defined milestones and
timelines will help to keep the project on track and ensure that it is completed on time
and within budget.
Project Governance The Cambridge’s University decision to transfer to online teaching is a complex project
that requires effective governance to ensure its success. In this report, we will critically
discuss and compare two project governance frameworks, namely Stage Gate and
OCG Gateway. We will also recommend which governance framework would enhance
the success of the project, as well as the functions of the Project Board and the project
roles that must be present for it to be well governed (Hornstein, 2015).
Stage Gate and OCG Gateway Frameworks
Both frameworks widely used project governance bases. The Stage Gate involves
breaking a project down into distinct stages, with each stage having specific
deliverables and criteria for success. The OCG Gateway framework, on the other hand,
11
involves reviewing the project at various key stages to certify that it is still associated
with the plan's objectives.
Stage Gate Advantages:
Structured approach: This framework offers to project governance that breaks down the
project into smaller stages or gates. This enables project managers to assess progress,
identify issues, and make informed decisions at each stage.
Focus on customer needs: The framework emphasizes on understanding and meeting
customer needs throughout the project, which can help ensure the success of the plan
(Klakegg et al., 2008).
Flexibility: The framework is flexible, which means it can be tailored to suit specific
project requirements and goals.
Disadvantages:
Limited agility: The Stage Gate approach can be less agile and may lead to delays in
decision-making and implementation, which can be problematic in fast-moving projects.
Over-reliance on gatekeepers: The framework requires gatekeepers to assess progress
and approve project continuation, which can create bottlenecks and slow down the
project.
Emphasis on budget and timelines: The framework is heavily focused on budget and
timelines, which can result in trade-offs being made that may not necessarily be in the
best interests of the project or its stakeholders.
OGC Gateway Framework:
Advantages:
Independent review: The OGC Gateway framework requires independent reviews at
different stages of the project, which can help to identify issues and provide
recommendations for improvement.
Emphasis on risk management: The framework places a strong importance on risk
management, which can help to minimize the impact of potential risks on the project.
Focus on business benefits: The framework focus on achieving business benefits,
which can help to certify that the project aligns with the planned objectives of the
organization (Liang and Liang, 2020).
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Disadvantages:
Limited flexibility: The OGC Gateway approach can be less flexible than other project
governance frameworks, which may limit the ability of project managers to respond to
changing circumstances.
Lengthy process: The framework can be lengthy and time-consuming, which may not be
suitable for fast-moving projects that require quick decision-making and
implementation.
Expensive: The framework can be expensive to implement, which may not be feasible
for smaller projects or organizations with limited budgets.
Overall, both the Stage Gate and OGC Gateway frameworks have their advantages and
disadvantages. The choice between these frameworks be contingent on the specific
requirements and areas of the project. For example, the Stage Gate framework may be
more suitable for projects that require a structured approach and are budget and
timeline-driven, while the OGC Gateway framework may be more appropriate for
projects that require independent reviews and a strong focus on risk management and
business benefits.
Recommendation to the CEO
Based on the analysis we recommend the Stage Gate framework for the Cambridge
University project moving to online education. This is because the project has a high
degree of complexity and uncertainty, and the Stage Gate framework allows for better
risk management and early identification of potential problems. Additionally, the Stage
Gate framework provides a structured approach to project management that ensures
project resources are allocated efficiently.
Functions of the Project Board and Recommended Roles
The Project Board is accountable for overseeing the project's progress and certifying
that it aligns with the administration's objectives. The following are the recommended
project roles that must be present for the University of Cambridge's project to be well
governed:
13
1.
Project Sponsor: responsible for providing the project's strategic direction and ensuring
that it aligns with the organization's objectives.
2.
Project Manager: accountable for the day-to-day management of the plan and certifying
that it meets its objectives (El-Soussi, 2022).
3.
Technical Advisor: responsible for providing technical advice and expertise to the project
team.
4.
Business Analyst: responsible for identifying the project's business requirements and
ensuring that they are met.
5.
Change Manager: responsible for managing the project's impact on the organization
and ensuring that any changes are managed effectively.
The Stage Gate framework is recommended for the University of Cambridge's project of
moving to online teaching due to its high degree of complexity and uncertainty. The
recommended project roles for the project include the Project Sponsor, Project
Manager, Technical Advisor, Business Analyst, and Change Manager. By implementing
effective project governance and roles, the project will be well-governed, and its
success will be enhanced.
Leadership As per the scenario, the venture leader of the Cambridge University has moved to online
teaching. The scheme leader plays a crucial role in certifying the success of the plan. In
this context, the project leader must exhibit several leadership qualities, such as vision,
communication, motivation, and stakeholder management, to make the project effective.
Firstly
, the project leader must have a clear idea of the project's objectives and goals.
They should transfer this vision effectively to the team members to ensure everyone is
aligned and working towards a common objective. This requires the project leader to be
an effective communicator and have the ability to articulate complex ideas in a clear and
concise manner. The project leader must also ensure that the team members understand
their roles and tasks and are motivated to achieve the project's goals (Moldoveanu and
Narayandas, 2019).
Secondly
, the project leader must exhibit effective stakeholder management skills. This
requires the project leader to identify and engage with all relevant stakeholders,
including faculty, students, and administrators. They should communicate effectively
14
with the stakeholders, address their concerns, and ensure their participation and buy-in
throughout the project.
Thirdly
, the project leader must motivate and inspire the team members to achieve their
best. This requires the project leader to recognize and acknowledge the team's
achievements, provide constructive feedback, and create a positive work environment
that encourages collaboration and creativity.
Fourthly
, the project leader must have the ability to manage project risks effectively.
This requires the project leader to identify potential risks, develop contingency plans,
and mitigate risks that may arise during the project's lifecycle.
Finally
, the project leader must be adaptable and flexible to changing circumstances. In
the current scenario, where the University has moved to online coaching, the project
leader must have the ability to adapt to the new online teaching environment and lead
the team towards achieving the project's goals.
Recommendations Project champions can show a vital role in supporting the plan leader in achieving the
project's goals. Project champions are entities who have the necessary skills and
knowledge to drive the project's success. To manage project champions effectively, the
project leader must certify that the project champions have a clear understanding of
their roles and responsibilities. They should offer them with the necessary incomes,
support, and training to perform their tasks successfully. The project leader should also
identify and reward the project champions for their contributions, which can help
stimulate them to achieve their best.
In conclusion, the project leader plays a crucial role in certifying the success of the
scheme. They must exhibit several leadership qualities, such as vision, communication,
motivation, and stakeholder management, to make the project successful. Project
champions can also support the project leader in achieving the project's goals. To
manage project champions effectively, the project leader must ensure that they have a
clear understanding of their roles and tasks, provide them with the necessary resources,
funding, and training to perform their tasks effectively, and recognize and reward their
15
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contributions. These strategies can help ensure the project's accomplishment in the
Cambridge University. Advanced Planning and Scheduling Comparing Management Methodologies:
Agile and Waterfall are two popular project management methodologies used in the
industry. The choice of the methodology used in a project depends on various factors,
such as project requirements, team expertise, and project constraints. In the context of
the University of Cambridge moving to online coaching, both methodologies can be
considered.
Advantages of Agile Methodology:
Agile methodology is flexible and adaptable to changing requirements and priorities.
Agile promotes customer involvement and feedback, resulting in customer
satisfaction.
Agile promotes teamwork and collaboration, leading to a better understanding of
project goals.
Agile provides quick delivery of working software, reducing the time to market
(Thesing et al., 2021).
Disadvantages of Agile Methodology:
Agile methodology can be challenging to implement without an experienced and
trained team.
Agile requires continuous involvement of the customer, which can be time-
consuming and costly.
Agile methodology can be challenging to manage in a large team or complex project.
Agile can lead to a lack of documentation, making it challenging to maintain and
support the product in the future.
Advantages of Waterfall Methodology:
16
Waterfall methodology is suitable for well-defined and stable projects with clear
requirements.
Waterfall provides an organized and systematic approach to project organization.
Waterfall methodology is easy to manage and track, as it has clear stages and
milestones.
Waterfall methodology provides clear documentation, making it easier to maintain
and support the product in the future (Gaborov et al., 2021).
Disadvantages of Waterfall Methodology:
Waterfall methodology does not allow for changes once the project is initiated,
making it rigid.
Waterfall methodology does not provide early feedback, leading to potential
customer dissatisfaction.
Waterfall methodology can be challenging to implement in projects with evolving
requirements.
Waterfall methodology can be time-consuming and expensive, as the entire project
is completed in stages.
Selected Methodology:
In the context of the Cambridge University moving to online coaching, Agile
methodology is the most appropriate methodology to implement. This is because Agile
methodology permits for flexibility and flexibility to changing requirements and
significances. In a project such as this, where the requirements and priorities are
constantly changing due to external factors, such as the ongoing COVID-19 pandemic,
Agile methodology provides a better approach to manage these changes.
Additionally, Agile methodology promotes customer involvement and feedback, leading
to customer satisfaction. In the context of online teaching, where students are the
customers, involving them in the development process can lead to a better
understanding of their needs and requirements, resulting in a better product.
Finally, Agile methodology provides quick delivery of working software, reducing the
time to market. In the context of the University moving to online coaching, quick delivery
17
of a working online platform can be beneficial to ensure that students can continue their
studies without any delays.
Supporting Literature:
According to a study conducted by (Salza et al., 2019),
Agile methodology is suitable for
projects with changing requirements and priorities, as it provides a flexible and
adaptable approach to project management. Furthermore, Agile methodology promotes
customer involvement and feedback, leading to customer satisfaction.
Similarly, a study directed by (Hayat et al., 2019), found that Agile methodology provides
a better approach to managing projects with evolving requirements, as it allows for
quick adaptation to changes. Additionally, the study found that Agile methodology
promotes teamwork and collaboration, leading to a better sympathetic of project goals.
In a real-life project similar to the University of Cambridge's project, the University of
Edinburgh moved to online teaching due to the COVID-19. The university implemented
Agile methodology to manage the project, as it allowed for flexibility and quick
adaptation to changing requirements. The university also involved students in the
development process, leading to a better understanding of their needs and
requirements.
Change management are thoroughly associated as change organization is often a part
of project organization. A project is a temporary endeavor aimed at achieving a specific
goal within a given time frame and budget, while change management is the procedure
of preparing, subsidiary, and helping persons, teams, and administrations to adapt to a
new environment. In the situation of the scenario provided, the Cambridge University is
moving to online coaching. This project involves significant changes in the teaching
methods, processes, and technologies used in the university. Change management is
essential in ensuring that the transition to online teaching is effective, and the project is
completed within the given time frame and budget. Therefore, incorporating change
management into the project is crucial.
One change management model that can be used is the Kotter's 8-Step Change
Prototypical. The model contains of eight steps that guide the change process. The first
18
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step is creating a sense of urgency, followed by building a alliance, forming a strategic
vision, collaborating the vision, authorising others to act on the vision, creating short-
term wins, consolidating gains and producing more change, and anchoring new
methods in the organization's culture.
To incorporate change management in the project in a structured manner, the CEO of
the University of Cambridge can follow the Kotter's 8-Step Change Model.
Firstly, the CEO can create a sense of urgency among the faculty members and
students to adapt to the online teaching environment. This can be attained by
highlighting the benefits of online teaching, such as flexibility, convenience, and
accessibility.
Secondly, the CEO can build a coalition of stakeholders, including faculty members,
students, IT experts, and other relevant parties. This will help to ensure that all parties
are involved in the change process and are committed to its success.
Thirdly, the CEO can form a strategic vision of the online teaching environment and
communicate it to all stakeholders. The vision should be clear, compelling, and aligned
with the university's overall objectives.
Fourthly, the CEO can empower others to act on the vision by providing resources,
training, and support to the faculty members and students. This will help to certify that
they are equipped with the necessary skills and information to adapt to the new
environment.
Fifthly, the CEO can create short-term wins by celebrating small successes and
achievements. This will help to maintain the momentum of the change process and
motivate stakeholders to continue their efforts.
Sixthly, the CEO can consolidate gains and produce more change by identifying areas
that require improvement and implementing corrective measures.
19
Seventhly, the CEO can anchor new approaches in the administration's culture by
embedding the online teaching environment in the university's policies, procedures, and
practices.
Finally, the CEO can continuously monitor the change process and make adjustments
where necessary to ensure its success.
To involve people precious by the project in the change management procedure, the
CEO can use various methods such as communication, training, feedback, and
participation. Communication is essential in ensuring that all stakeholders are aware of
the change process, its objectives, and its impact. Training is necessary to equip
stakeholders with the necessary skills and knowledge to adapt to the new environment.
Feedback is essential in identifying areas that require improvement and implementing
corrective measures. Participation is crucial in ensuring that all stakeholders are
involved in the change process and are committed to its success.
In conclusion, change management and project management are inter-related, and
incorporating change management into a project is crucial to ensure its success. The
Kotter's 8-Step Change Model is a useful model that can be used to include change
management into the University of Cambridge's online coaching project in a structured
manner. Involving people pretentious by the project in the change organisation process
is essential, and various methods such as communication, training, feedback, and
participation can be used to achieve this.
Conclusion The decision by the Cambridge University to move its project to online teaching was a
necessary retort to the challenges posed by the COVID-19. The project management
team demonstrated a high level of competence in selecting and managing the project
portfolio, and in implementing the necessary governance structures to ensure the
project's success. The project governance framework was well-designed and effectively
executed, ensuring that all stakeholders were kept informed and engaged throughout
the project lifecycle. The leadership provided by the project team was also instrumental
20
in driving the project forward, with a clear vision and strategy that aligned with the
university's broader goals.
The use of advanced planning and scheduling tools helped to streamline the project
timeline and ensure that milestones were met on time and within budget. Additionally,
the team's ability to manage and lead change was critical in overcoming the numerous
challenges that arose during the project's execution. Overall, the successful
implementation of the online teaching project by the University of Cambridge serves as
a model for other institutions that are grappling with similar challenges. The project
team's effective management of the project portfolio, governance, leadership, planning
and development, and change management highlight the importance of these key
project management disciplines in delivering successful outcomes.
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Appendices
Self-evaluation
23
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