Project management is a dynamic profession, and it calls for multi-skilled workers who can run a large number of tasks. This area of study involves competencies that cover every management discipline. Therefore, a project coordinator should be in a position to handle all these competencies to thrive in diverse management course. A project administrator normally helps in the expansion and organization of plans and processes, arranging status evaluation meetings, carrying out research on projects’ progress, and providing training to the junior employees (Saunders, Saunders, Lewis, & Thornhill, 2011). Planning usually helps in reducing the risk of project failure and contributes to its efficiency. While planning is crucial, it is important to methodically scrutinize the plan and break it down into components to appreciate its success rates (Savage, Nix, Whitehead, & Blair, 1991). This training evaluation program aims at enhancing the students’ project managing skills while exposing them to the full management process.
Description of Program
In this Training Program, students will be trained on the process or steps in executing projects using recognized Project Management guiding principles. Launching, Planning, Designing, follow up, and Closing are the five various phases presented to them. Trainees will ultimately learn and understand how these various stages and their transitional processes can relate to each other, and how well they can use this knowledge in their professional and individual ventures. In the end, the teaching and evaluation tools will work to enhance the quality of trainings offered, increase the probability that participants will take part in subject matter and material substance presented, and evaluate the effect of the trainings for the students and other stakeholders. The stakeholders of this plan are the learners whereas other interior stakeholders are the tutors who teach project management course. The response and assessment by the learner’s parents can also be taken into account in this evaluation. Evaluating the program from this level of thought will mainly help in identifying issues of schedule in teaching, dependencies in program courses as well as any other information that the program can incorporate and benefit from.
This evaluation will assist in bringing to light any dependencies in learning on matters relating to project management that may stop learners from successfully understanding the course. Once these issues on dependencies in learning are recognized, students can be trained on those concepts first (Savage et al, 1991). The training evaluation will research on how the skill-based trainings affect learning outcomes and allow results to be closely observed.
When this evaluation is complete, there will be a criterion that will be used to determine the findings. The program will be evaluated based on learner understanding on project management before the training and after going through the program. The difference on the skills acquired before and after the practice will determine the benefits achieved. First, students should have gained a general idea of management procedures and be able to take part in project launching, scope description, and scope change control. They should also be able to take part in the assessment and preparation of cost budgets and examine actual costs against budget. They should also put into operation project administration processes as per the requirements. The evaluation will also be based on how learners communicate, observe, and assess project schedules, how they categorize, recommend, and implement corrective actions to enhance quality. The data will be gathered through learners maintaining a journal of their learning methods. The student will prepare a learning portfolio, and lastly the data collected will be tested. The evidence will be obtained through real time evidence from students, research literature, and responses. The other parties that will be involved include Deans, the Staff principle, and the tutors. Evaluation has to be wide-ranging in a case whereby all stakeholders are involved (Turner, 2011) and to this extent the program will try to use learners themselves once the course is completed. The evaluation questions include What have students gained from the program? What are the short term and long term rewards that can be identified? Are there study level rewards resulting from this program? Are there career level benefits resulting from the program? Are the doctrines and guidelines used up to date?
The Strategy for Communicating Program Results
When issuing out the results of a research study to stakeholders, it is significant to take into considerations various aspects before giving such a report. This is because such a report will probably be used by both professionals and non-professionals (Burnet, 2010). Therefore, the report needs to be sensible to each group given that most of them will be taken into consideration while implementing those results. Therefore, this program will have to win the endorsement of every stakeholder. For the report to win this support, the use of the most effectual ways of communicating the results of the program is important.
The findings of the program should be revealed to every person that is involved in the training process. These stakeholders take account of the learners who will undertake training, the instructors or the staff, the supervisors, the departmental heads, program initiators, and members of faculty. The stakeholders from outside will consist of institutional boards, advisory team, and external concerned groups. To successfully communicate the findings to all the stakeholders, a number of approaches may be employed. There are two main ways in which the findings of the program can be communicated to the audience (Burnet, 2010). For the senior administrators, the instructors, department heads, and any other senior person, the results can be communicated through crafting of a report. This method is useful while communicating the findings since the report can be as detailed as possible, and thus ensure that the findings are best placed to build up other crucial policies that will lead to the implementation stage. The other method of communicating the results can be via events and initiatives, which can be useful, especially while communicating the findings to any other outside stakeholder. Despite the fact that they may not be engaged in the implementation phase, their endorsement and understanding are essential (Katrami, 2014).
In a situation whereby there is a negative report, it should be communicated as a shortcoming and not as a negative report in order to provide the stakeholders with ways of prevailing over the negative aspects that have occurred. Additionally, the report should first be communicated to the internal stakeholders before being presented somewhere else (Katrami, 2014). When every issue of concern has been ironed, the report can now be presented to the outside stakeholders. The findings of the program would be unhelpful if they are not shared among the interested parties. Therefore, they should be presented in the best way possible in order to ensure that the training program is successful (Katrami, 2014).
The rationale for making these choices in this plan is based on outcomes assessment since the program was primarily designed to effect a change in a community. In order to ensure that a program is succeeding, it was important to know whether these outcomes were being achieved. This is the focus of the outcome evaluation, and hence there was a need to come up with a way to measure the changes that anticipated to be occurring. Impact evaluation measures the scope to which the program objectives are being achieved, and may reflect changes in understanding, mind-set, conduct, or other transitional outcomes (Savage et al, 1991).
Burnet, F. (2010). Why and how to communicate your research. A Guide for Scientists, Engineers and Technologists , 1-26.
Katrami, A. (2011). Communicating your research results. European Commission: Information Society and Media , 1-22.
Saunders, M. N., Saunders, M., Lewis, P., & Thornhill, A. (2011).Research methods for business students, 5/e. Pearson Education India.
Savage, G. T., Nix, T. W., Whitehead, C. J., & Blair, J. D. (1991).Strategies for assessing and managing organizational stakeholders. The executive, 5(2), 61-75.
Turner, J. R. (2014). The handbook of project-based management (Vol. 92).McGraw-Hill.