Project Management in Education and Training

Western New Mexico University SCHOOL OF EDUCATION ITD 577 Project Management in Education and Training Term Instructor Office Phone FAX Email Office Hours Class Meeting Online Course Delivery TEXTBOOKS AND SUPPLIES: Portny, S E., Mantel, S J., Meredith, J R., Shafer, S M., Sutton, M M., & Kramer, B E (2008) Project management: Planning, scheduling, and controlling projects Hoboken, NJ: John Wiley & Sons, Inc Ertmer, P., & Quinn, J (Eds) (2007) The ID casebook: Case studies in instructional design (3rd ed.) Upper Saddle River, NJ: Pearson Education, Inc Greer, M (2010) The project management minimalist: Just enough PM to rock your projects! Baltimore: Laureate Education, Inc PREREQUISITES: none COURSE DESCRIPTION: Students learn to use various project management tools, procedures, and methodologies, and apply them to projects in a real-world education or training environment Students analyze the interrelated nature of the triple constraints of time, cost, and scope, and their impact on the overall quality of the project PURPOSE OF THIS COURSE: Purposeful and careful planning is a key element to the success of any project In this course, students are introduced to systematic approaches to project management INSTRUCTIONAL OBJECTIVES/STUDENT COMPETENCIES Instructional Objectives: Students will: Explain how the roles of the Instructional Designer and Project Manager influence the key factors and priorities that are considered during the initial phase of an instructional design (ID) project Design a Statement of Work document that details the purpose, objectives, constraints, and assumptions for an upcoming ID project Explain how they will engage various stakeholders in an ID project in order to avoid potential obstacles Conduct a post-mortem analysis of a past project Create a Project Scope document for their ID project in which they outline the range of the project Evaluate the communication, management, and design issues described in a given case study and propose strategies for resolving the resulting issues Analyze the implications effective communication can have on ID projects Create a Work Breakdown Structure for their ID project in which they define the tasks associated with the project Identify the challenges that can influence a project’s schedule and propose strategies for addressing them 10 Specify and sequence project activities, tasks, and deliverables and analyze the effort, resources, and costs associated with their project 11 Propose a course of action for a project manager faced with a budgeting dilemma as outlined in a case study 12 Locate and evaluate resources for estimating the duration and costs associated with project activities 13 Complete a Project Schedule and Resource Allocation Plan for their ID project 14 Assess the risks associated with a project from a case study and propose a risk management plan 15 Create a Communication Plan and Project Monitoring Matrix for tracking communication and keeping stakeholders accountable during their ID project 16 Analyze how they could have handled “scope creep” issues that arose during a past project 17 Examine the qualities and characteristics associated with successful Project Managers 18 Devise a checklist for tracking project close-out criteria and activities 19 Evaluate the utility of a software program that can be used for project management 20 Reflect upon how the project management skills, strategies, and methods they’ve learned in this course connect to their future work as an Instructional Designer Student Competencies: B2 – B3 (2) Apply theories of learning, teaching, and instructional design and their relationship to the use of technology to support teaching and learning (3) Identify human and equity issues concerning the use of computers and related technologies in education C1-7 Facilities and resource management: Candidates will be able to demonstrate knowledge of issues related to facilities and resources planning and management Candidates will be able to: (1) facilitate and use budget planning and management procedures related to educational computing and technology facilities and resources; (2) plan, develop, implement, and evaluate strategies and procedures for resource acquisition and management of technology-based systems including hardware and software; (3) identify, describe, and analyze procedures related to basic trouble shooting, preventive maintenance, and procurement of system wide maintenance services; (4) describe and maintain current information involving facilities planning issues related to computers and related technologies; (5) demonstrate knowledge of issues related to design and development policies and procedures concerning staffing, scheduling, and security for managing technology in a variety of instructional and administrative settings; (6) evaluate school and technology plans and recommend improvements of facilities; (7) collaborate and build alliances and partnerships involving educational technology initiatives; E1 E2 E5 (1) research and recommend purchasing strategies and procedures for administrative and instructional software and hardware; (2) research and recommend technology maintenance agreements; (5) research and recommend ethical and legal procedures for maintaining software; F6 (6) evaluate school and district technology plans and recommend improvements COURSE ASSIGNMENTS: As best practice suggests, Instructional Outcomes will be assessed in a variety of ways including formative and summative assessments The course will include the following assessments: * Postings to the Discussion forums * Blog postings * Course Project * Course Reflection Each student will be expected to develop a Program Portfolio as a degree requirement The Program Portfolio will contain evidence that the student has achieved the defined program outcomes and may include artifacts such as course assignments, projects, or the course reflection Additionally, each student will be expected to develop a Program Portfolio as a degree requirement The Program Portfolio will contain evidence that the student has achieved the defined program outcomes and may include artifacts such as course assignments, projects, or the course reflection COURSE OUTLINE: Week & 2: Why Project Management? Week & 4: Defining the Scope of the Project Week 5& 6: Communicating with Stakeholders Week & 8: Scheduling Project Activities Week & 10: Budgets and Resource Allocation Week 11 &12: Managing Ongoing Projects Week 13 & 14: Project Close-out Week 15 & 16: Technology Tools of the Trade COURSE FORMAT: The following is an overview of the course format with a general description of each course component: Introduction Each unit begins with an Introduction that presents an overview of content to be addressed and establishes the context for the new knowledge Learning Objectives The Learning Objectives articulate the knowledge and/or skills that students will demonstrate in completing the assignments They are related to the conceptual framework, professional standards, and expected program outcomes Learning Resources The Learning Resources provide new knowledge on the topic(s) covered within a unit and are provided via multimedia and reading assignments The Learning Resources provide support, research, and information related to the topic(s) of the unit and will inform the Discussion forums, Application Assignments, and the Reflection Online Discussion Discussions will provide the student with an opportunity to interact with other students as they exchange thoughts and points of view about the topics as well as student’s educational experiences in general Together students will brainstorm ideas, pose questions about the Required Readings and resources, discuss their practice of new skills and strategies, and support and respectfully challenge one another in your application of new knowledge Each Discussion consists of the following: * Introductory information to be considered prior to making the initial Discussion posting * A Discussion activity, in which students are asked to interact with the members of their discussion group to brainstorm ideas, practice using new skills and strategies, and begin applying knowledge For the online Discussion, students will be directed to: Post thoughts/insights/ideas for your colleagues to consider Read a sampling of colleagues' postings Respond to a designated number of postings Return to the Discussion in a few days to read colleagues’ responses to the original posting and reflect on what was learned and/or any insights gained Application The Application Assignment is an opportunity for students to transfer new knowledge and skills to an authentic context Each Application Assignment requires independent reflection, analysis, synthesis, and personalization of the concepts and strategies presented during the unit As students proceed through this course, they will be learning about the various steps and processes involved in managing an instructional design project They will place themselves in the role of a project manager assigned to manage an instructional design project To provide students with the background and context for this project, they may select from one of the four case studies listed below, found in The ID Casebook: Case Studies in Instructional Design  Case Study 1, “Scott Allen: Designing Learning Objects for Primary Learners”    Case Study 11, “Jennie Davenport and Pedro Lopez: Converting a Powerful Workshop to an Online Format” Case Study 23, “Margaret Janson: Developing Learning Objects for Adult Learners” Case Study 25, “Davey Jones: Designing an Electronic Performance Support System” Note: These case studies provide some background and context for instructional design projects in various environments However, to complete some of the assignments, they will need to make certain assumptions and “fill in” some missing information not provided in the case study Students will prepare a simple rationale statement that includes a summary of the assumptions made and the additional information filled in for each case study Alternatively, students may create their own case study based upon an education or training project from their own work or school environment Throughout this course, students will develop a Project Plan for the project described in the selected case study Students will submit the components of the Project Plan for grading according to the following schedule: Week 1: Week 3: Week 5: Week 7: Statement of Work (SOW) document Project Scope and Work Breakdown Structure (WBS) Project Schedule and Resource Allocation Plan (RASCI) Communication Plan, Project Monitoring Matrix, and Project Close-out Checklist In Week 15, students will submit a complete Project Plan, composed of the documents and deliverables designed throughout this course In Week 16, students will submit a final Project Plan, incorporating any faculty feedback, as an artifact for the program portfolio Reflection In Week 16 a Course Reflection will provide students with an opportunity to review, synthesize, and evaluate distinct concepts as they have affected the student’s practice The reflection paper should reflect knowledge gained through the video programs, the readings, Discussions with class mates, Application Assignments, and personal experience A suggested assignment length is provided for the Reflective Essay Note: This page length does not include (if applicable): Cover page, reference list, and appendices The Reflective Essay must follow American Psychological Association (APA) guidelines Program Portfolio Throughout this master’s degree program, students will be constructing an electronic Program Portfolio (ePortfolio) that contains evidence of professional growth and expertise Portfolios are vehicles for reflection and evaluation that can be used to foster and record professional growth In each course, there may be one or more assignments identified for students to include in the ePortfolio EVALUATION PROCEDURES AND GRADING SCALE: Students are expected to complete all assignments according to the due dates and to submit work that meets defined criteria for graduate-level work If any assignments are late or missing, the final course grade may be be reduced Grades of A for exemplary work, B for graduate level work, C for minimal work, and F for submitted work, but poor, will be assigned In determining the final course grade, the weight of each type of assignment will be as follows: Discussions (40%) Applications (50%) Reflection (10%) Additionally, in determining the final course grade, the weight of each type of assignment will be as follows: Course Project assignments: Course Project: 35% Week & (Statement of Work) = 5% Week & (Project Scope and Work Breakdown Structure) = 5% Week & (Project Schedule and Resource Allocation Plan) = 10% Week & (Communication Plan, Project Monitoring Matrix, Project Closeout Checklist) = 15% Blog Postings (Weeks 2, 3, 6) Discussions (Weeks 1-8) Reflection 15% 40% 10% The following rubric will be used to evaluate discussion postings: Formative Evaluative Criteria for Discussion Board Assignments Quality of Work Submitted A: Exemplary Work A= 4.00; A- = 3.75 B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 F: Work Submitted but Unacceptable F = 1.00 All of the previous, plus the following: Contribution to the Learning Community The student’s contribution meets all assigned criteria and frequently prompts further discussion of a topic The student takes a leadership role in discussions Regularly contributes to collaborative learning Initial Posting: Critical Analysis of Issues **May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings Responses: Quality of Learning for Colleagues and Self The student demonstrates exemplary awareness of the community’s needs Demonstrates critical thinking to analyze and relate key points The student’s contribution satisfactorily meets the assigned criteria for contributions to the discussions The student interacts frequently and encourages others in the community The student demonstrates an awareness of the community’s needs Relates to the assigned discussion topic with satisfactory evidence of critical thinking Supports content with required readings or course materials, and may use creditable sources** in addition to those materials Summarizes and supports content using information from required readings and course materials Provide specific, constructive, and supportive feedback to extend colleagues’ thinking Provide constructive and supportive feedback to colleagues Encourage continued and deeper discussion Offer additional resources or experiences Demonstrate Refer to sources from required readings and course materials Demonstrate satisfactory evidence of personal learning as a result of interaction with colleagues The student’s contribution is minimal to the posting and response deadlines The student’s contribution does not meet the assigned criteria Occasionally, the student makes an additional comment The student does not respond or responds late to postings The student makes minimal effort to become involved within the community Summarizes or restates discussion topic components with minimal evidence of critical thinking skills The student does not make an effort to participate in the community as it develops Does not relate to the assigned discussion topic Post is off topic Post has minimal or no connection to course materials Provide general feedback with minimal or no connection to required readings or course materials Demonstrate minimal evidence of personal learning as a result of interaction with colleagues Post does not summarize or contain a connection to required readings or course materials Provide agreement without substance or connection to required readings or course materials Demonstrate no evidence of personal learning as a result of interaction with colleagues Expression exemplary evidence of personal learning as a result of interaction with colleagues Provides clear, concise opinions and ideas effectively written in Standard Edited English Includes appropriate APA-formatted citations and reference list for outside sources and direct quotes Final Assignment Grade A: Exemplary Work Provides clear opinions and ideas written in Standard Edited English Includes satisfactory APA-formatted citations and reference list for outside sources and direct quotes B: Graduate Level Work Expression is unclear or interrupted by errors Unacceptable written expression Includes minimal or no APA-formatted citations and reference list for outside sources and direct quotes C: Minimal Work May include outside sources and direct quotes that lack appropriate citations F: Work Submitted but Unacceptable The Discussion Board is intended to foster a dynamic, flowing discussion that stems from students’ engagement with course materials, one another, and faculty Students are expected to ground their ideas and responses to one another in the course materials, in their own experience, and when relevant, in additional outside references The following rubric will be used to evaluate the application and reflection assignments: Formative Evaluative Criteria for Application and Reflection Assignments Quality of Work Submitted Work reflects graduate-level critical, analytical thinking Assimilation and Synthesis of Ideas The extent to which the work reflects the student’s ability to- A: Exemplary Work A = 4.00; A- = 3.75 B: Graduate Level Work All of the previous, in addition to the following: B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following: Demonstrates the ability intellectually to explore and/or implement key instructional concepts Demonstrates a clear understanding of the assignment’s purpose Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas Provides careful consideration of key instructional concepts C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 Shows some degree of understanding of the assignment’s purpose Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped Minimally F: Work Submitted but Unacceptable F = 1.00 Shows a lack of understanding of the assignment’s purpose Does not apply theories, concepts, and/or strategies Does not include Understand the assignment’s purpose; Apply presented strategies Understand and apply readings, discussions, and course materials *When referencing web-based sources, an active hyperlink to the original source must be included (if applicable) Adherence to Assignment Expectations The extent to which work meets the assigned criteria and integrates technology appropriately Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to required readings and course materials includes specific information from required readings or course materials specific information from creditable sources All parts of the assignment are completed, with fully developed topics Most parts of assignment are completed Does not fulfill the expectations of the assignment The work is presented in a thorough and detailed manner Topics are not fully developed Includes specific information from required readings or course materials to support major points * May include, but are not limited to, scholarly articles, web-based information, etc Assignment meets all expectations, integrating exemplary material and/or information Assignment demonstrates exceptional breadth and depth Assignment demonstrates appropriate breadth and depth Assignment integrates technology appropriately Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented using Standard Edited English ( i.e correct grammar, mechanics) Assignment demonstrates minimal depth and breadth Some elements of technology are included Work is unified Ideas are clearly around a central and concisely purpose with well- expressed developed ideas, logically organized in paragraph structure with clear transitions Ideas are not clearly and concisely expressed Effective sentence Elements of 10 Key components are not included Assignment lacks breadth and depth No technology integrated or integration method is inappropriate for application Major points not reflect appropriate elements of communication When referencing web-based sources, an active hyperlink to the original source must be included Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources *APA formatting guidelines need only be followed if applicable to assignment variety; clear, concise, and powerful expression are evident Work is written in Standard Edited English No prominent errors interfere with reading All web-based sources are credited through embedded links Fair-use, copyright, licensing, and/or creative commons guidelines are followed Elements of effective communication such as an introduction and conclusion are included Work is written in Standard Edited English with few, if any, grammatical or mechanical errors Few, if any, errors in crediting webbased sources Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines *Work is well organized with correct APA formatting throughout *Represents scholarly writing in a correct APA format Final Assignment Grade A: Exemplary Work A = 4.00; A- = 3.75 effective communication such as an introduction and conclusion are not included Work contains more than a few grammatical, or mechanical errors Some web-based sources are not credited Some errors in following fair-use, copyright, licensing, and/or creative commons guidelines *Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed No effort to express ideas clearly and concisely Work is not written in Standard Edited English Contains many grammatical or mechanical errors Web-based sources are not credited Fair-use, copyright, licensing, and/or creative commons guidelines are not followed * The quality of writing and/or APA formatting are not acceptable for graduate level work B: Graduate Level Work C: Minimal Work F: Work Submitted but B+ = 3.50; B = 3.00; C+ = 2.50; C = Unacceptable 2.00; B- = 2.75 F = 1.00 C- = 1.75 It is expected that all applications and reflective essays will be submitted according to the assignment due dates All work turned in by students will be assigned a 4-point value as follows: A = 4.00 A- = 3.75 B+ = 3.50 11 B = 3.00 B- = 2.75 C+ = 2.50 C = 2.00 C- = 1.75 F = 1.00 Assignments not turned in at all receive a INTEGRATED USE OF TECHNOLOGY: Use of technology will be encouraged in all course of the program At a minimum students will need a computer with consistent broadband Internet access, Microsoft Windows 2007 and Adobe CS SPECIAL NEEDS: The WNMU/SOE is committed to making every reasonable modification to assist any student with a documented disability to be successful in this course If modifications are needed to be successful, please inform the instructor before or by the second week of class DISABILITY SERVICES AT WESTERN NEW MEXICO UNIVERSITY: Services for students with disabilities are provided through the Academic Support Center’s Disability Services Office in the Juan Chacon Building, Room 220 Some examples of the assistance provided are: audio materials for the blind or dyslexic, note takers, readers, campus guides, audio recorders, a quiet testing area, and undergraduate academic tutors In order to qualify for these services, documentation must be provided by qualified professionals on an annual basis Disability Services forms are available in the Academic Support Center The Disability Services Office, in conjunction with the Academic Support Center, serves as Western New Mexico University's liaison for students with disabilities COMMUNICATION POLICY STATEMENT REGARDING OFFICIAL EMAIL: WNMU’s policy requires that all official communication be sent via Mustang Express As a result, all emails related to your enrollment at WNMU and class communication – including changes in assignments and grades – will be sent to your wnmu.edu email address It is very important that you access your Mustang Express email periodically to check for correspondence from the University If you receive most of your email at a different address you can forward your messages from Mustang Express to your other address 12 Example: Martin Classmember was assigned a WNMU email address of classmemberm12@wnmu.edu but Martin would rather receive his emails at his home email address of martinclass@yahoo.com Martin would follow the direction provided at http://www.wnmu.edu/campusdocs/direction %20forwarding%20email.htm WNMU POLICY ON EMAIL PASSWORDS: WNMU requires that passwords for access to all of the protected software, programs, and applications will be robust, including complexity in the number of characters required, the combination of characters required, and the frequency in which passwords are required to be changed Minimum complexity shall include:    Passwords shall contain at least six (6) characters Passwords shall contain at least one capital (upper case) letter, and at least one symbol (numbers and characters such as @#%&*) Passwords shall be changed at least every 90 days (8/6/08) ACADEMIC ITNEGRITY POLICY AND PROCEDURES: Each student shall observe standards of honesty and integrity in academic work as defined in the WNMU catalog Violations of academic integrity include “any behavior that misrepresents or falsifies a student’s knowledge, skills or ability with the goal of unjustified or illegitimate evaluation or gain” (WNMU Faculty Handbook, 2008) Generally violations of the academic integrity include cheating and plagiarism Cheating includes, but is not limited to, using or attempting to use unauthorized materials such as notes, texts, images, electronic devices, and unauthorized copies of test materials Cheating is also understood to mean unauthorized collaboration with others to misrepresent the student’s knowledge, skills or ability Plagiarism includes, but is not limited to, the intentional or unintentional representation of another’s work as one’s own without proper acknowledgement of the original author or creator of the work, failure to quote and/or cite sources, providing or receiving unauthorized assistance in the preparation of any academic work, the fabrication of sources or information, or submitting the same work for more than one course/instructor without the permission of the current course instructor Infractions will result in a hearing conducted by the Academic Integrity Panel at which both the student and the faculty member will present their respective cases (See WNMU 2010 catalog p.60-61) INCLEMENT WEATHER: The decision on whether to close the University will be based on the condition of the campus streets and parking lots and the surrounding main arteries Weather closing/delay information 13 will be made available via the WNMU webpage, WNMU Mustang Express, radio stations, and TV stations Students will be informed of weather-related classroom decisions using the following procedures:    Weather closing or delay of classes – students will be informed of such decisions via email, phone, or posting on Mustang Express; a phone tree may be used; in case of class cancelations, professor will cover missed material in subsequent classes; Weather is bad but remains open – class will be held for those students that are able to get to class; alternative arrangements will be made to catch up students on work missed; Professor is unable to make it to campus due to weather - students will be informed via email, phone, or posting on Mustang Express; a phone tree may be used; professor will cover missed materials in subsequent classes; Delays or closures during final exam week – students whose exams are canceled will be contacted to schedule make-up exams or alternative arrangements BIBLIOGRAPHY: AECT (2001) A code of professional ethics: A guide to professional conduct in the field of Educational Communications and Technology Bloomington, IN: AECT Retrieved from http://www.aect.org/intranet/publications/ethics/menu.html Allen, S., & Hardin, P C (2008) Developing instructional technology products using effective project management practices Journal of Computing in Higher Education, 19(2), 72–97 Chapman, B (2007, December 5) Re: Estimating development times Message posted to http://Brandon-hall.com/bryanchapman/?p=34 Ertmer, P., & Quinn, J (Eds) (2007) The ID casebook: Case studies in instructional design (3rd ed.) Upper Saddle River, NJ: Pearson Education, Inc Fabac, J N (2006) Project management for systematic training Advances in Developing Human Resources, 8(4), 540–547 Greer, M (1992) ID project management: Tools and techniques for instructional designers and developers Englewood Cliffs, NJ: Educational Technology Publications Greer, M (2001) The project manager’s partner: A step-by-step guide to project management (2nd ed.) New York: AMACOM Greer, M (2010) The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.) Baltimore: Laureate Education, Inc Gordon, A., & McDonough, M (Ed.) (2010, August 11) What is a Work Breakdown Structure? Retrieved from http://www.brighthub.com/office/project-management/articles/2645.aspx Kirschner, P A., Hendricks, M., Paas, F., Wopereis, I., & Cordewener B (2004, October) Determinants for failure and success of innovation projects: The road to sustainable educational 14 innovation Paper presented at the International Convention of the Association for Educational Communications and Technology, Chicago, IL Li, D., & Shearer, R (2004, October) Project management for web-based course development Paper presented at the International Convention of the Association for Educational Communications and Technology, Chicago, IL Lin, H (2006) Instructional project management: An emerging professional practice for design and training programs Workforce Education Forum, 33(2) Retrieved from http://voc.ed.psu.edu/projects/publications/books/Fall2006/WEF_fall2006.1.html Litsikakis, D (2009, July 8) The importance of project closeout and review in project management: It's much more than a simple 'lessons learned' session Knol Retrieved from http://knol.google.com/k/the-importance-of-project-closeout-and-review-in-projectmanagement# Lockitt, B (2000) Practical project management for education and training London: Further Education Development Agency Lockitt, B (2007) Putting the Q into quality project management London: Learning and Skills Network Lynch, M M., & Roecker, J (2007) Project managing e-learning: A handbook for successful design, delivery, and management London: Routledge McGriff, S J (2001) Project management for instructional design in higher education Retrieved from http://wgraziadei.home.comcast.net/~wgraziadei/PM/PMHigherEd.pdf Murphy, C (1994) Utilizing project management techniques in the design of instructional materials Performance & Instruction, 33(3), 9–11 Phillips, R (2001, Summer-Fall) A case study of the development and project management of a web/CD hybrid application Journal of Interactive Learning Research, 12(2/3), 229–247 Piskurich, G M (2006) Rapid instructional design: Learning ID fast and right (2nd ed.) San Francisco: Pfeiffer Portny, S E., Mantel, S J., Meredith, J R., Shafer, S M., Sutton, M M., & Kramer, B E (2008) Project management: Planning, scheduling, and controlling projects Hoboken, NJ: John Wiley & Sons, Inc Project Management Institute (2008) A guide to the project management body of knowledge: PMBOK Guide (4th ed.) Newtown Square, PA: Author Raymond, L., & Bergeron, F (2008) Project management information systems: An empirical study of their impact on project managers and project success International Journal of Project Management, 26(2), 213–220 15 Rothwell, W J., & Kazanas, H C (2008) Mastering the instructional design process: A systematic approach San Francisco: Pfeiffer Russell, L (2000) Project management for trainers Alexandria, VA: ASTD Press Stanford University (2008, September 15) Project manager checklist Retrieved from http://www.stanford.edu/dept/its/projects/PMO/files/pm_checklist.html Virginia Information Technologies Agency (2006) Project management guideline: Section 5— Project closeout phase (CPM-110-01) Retrieved from http://www.vita.virginia.gov/uploadedFiles/Library/CPMG-SEC5.pdf Websites Michael Greer’s PM Resources http://michaelgreer.biz/ Project Open http://www.project-open.org/ 16 ... http://knol.google.com/k/the-importance-of -project- closeout -and- review -in- projectmanagement# Lockitt, B (2000) Practical project management for education and training London: Further Education Development Agency Lockitt, B (2007) Putting the Q into quality project. .. design and development policies and procedures concerning staffing, scheduling, and security for managing technology in a variety of instructional and administrative settings; (6) evaluate school and. .. Kramer, B E (2008) Project management: Planning, scheduling, and controlling projects Hoboken, NJ: John Wiley & Sons, Inc Project Management Institute (2008) A guide to the project management body