New Project Management (PROJ) online full lessons

New Project Management (PROJ) online full lessons

New Project Management (PROJ)

You are now entering the e-training dedicated to the New Project Management. We wish you an enjoyable journey through the 5 lessons including practical examples, exercises, case studies.

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Lecturers

Franck Sottou, Key international Expert and ETCP Director

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1. Introduction to New Project Management


Welcome Note
Lesson 1 | Topic 1: Welcome Note Training overview & introduction to the subject E-Methodology This training consists of 5 lessons + 1 bonus devoted to concrete aspects of the New

Lesson 1 of 4 within section 1. Introduction to New Project Management.


The 3 generations of project management
Lesson 1 | Topic 2: The 3 generations of project management Project management theory was not built in one day. It followed an historical evolution that you can see in

Lesson 2 of 4 within section 1. Introduction to New Project Management.


Glossary, sources & New Logframe
This glossary will give you the key terms and definitions making clear all the “jargon” you can hear around programme and project management Acronyms first to be clarified Please note

Lesson 3 of 4 within section 1. Introduction to New Project Management.

Quiz: Comprehension check
Lesson 1 | Topic 3: Quiz: Comprehension check To complete the lesson please take quiz. The quiz contains multiple-choice questions. There is only one correct answer to each question. You

Lesson 4 of 4 within section 1. Introduction to New Project Management.

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2. Outputs/Results in concrete

A new couple in town
There is a new couple in town. they are different but they cannot live separated. You see what I’m talking about ? the output and the result. in this section

Lesson 1 of 6 within section 2. Outputs/Results in concrete.

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Where the old logic is becoming new
Based on a clear distinction between outputs and results, now you have the possibilty to shift to the new logic of project management. New if the old one with a

Lesson 2 of 6 within section 2. Outputs/Results in concrete.

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Where outputs and results are different
As we saw it, outputs and results are both important but there are different : a couple with specific characters to be specified straight from the beginning Mixing up outputs

Lesson 3 of 6 within section 2. Outputs/Results in concrete.

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With specific attention on results
Methodology Results are often confused with some long term of general context indicators. The objective is to be more precise and directly related to the interventions : a question of

Lesson 4 of 6 within section 2. Outputs/Results in concrete.

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Starting from results or from activities?
Case studies You can find here some examples of application of the new Project Management approach More examples! more concrete applications!  

Lesson 5 of 6 within section 2. Outputs/Results in concrete.

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Paying specific attention to impact
Impact could be the dimension you keep for the end, you keep and you miss it. Too complicated, to difficult to measure, to short to document. So what about trying

Lesson 6 of 6 within section 2. Outputs/Results in concrete.

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3. Baseline & Targets ; Milestones

Where there is a beginning and…an end
Looking for a real change How you can plan and monitor a change if you don’t have some clear vision about the baselines and the targets ? Because it’s a

Lesson 1 of 3 within section 3. Baseline & Targets ; Milestones.

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Making it step by step
Milestones Starting from 0 to go to 1 is too often the situation but is not allowing sound planning and monitoring. Let’s try to introduce some milestones in our new

Lesson 2 of 3 within section 3. Baseline & Targets ; Milestones.

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Looking for deliverables
Deliverables are certainly the most challenging and promissing tool of the coming years. Already in use with Horizon/Erasmus+ programmes, they could be disseminated to all projects with the idea to

Lesson 3 of 3 within section 3. Baseline & Targets ; Milestones.

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4. Looking for the perfect Project design

Who is who and doing what
Looking for the different roles and positions Looking for the perfect team This is the starting point, once your outputs / results and potential deliverables are clear, you can start

Lesson 1 of 4 within section 4. Looking for the perfect Project design.

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Contract key elements : budget step-by-step
Budget is important. once you are clear about your logframe (outputs and results) and related partners and team, time to set the budget. To set it step by step: starting

Lesson 2 of 4 within section 4. Looking for the perfect Project design.

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Calendar, calendar of what ?
Partners and team are clear Budget is clear Now let’s time to move to the calendars Various calendars and in relation to the new Project Management, 2 essential calendars: Calendar

Lesson 3 of 4 within section 4. Looking for the perfect Project design.

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Looking for risks and risk factors
Risks are everywhere, the point is to make it specific to your project. Not the general risks of the country, the “context” risks  Making a clear distinction between the risks

Lesson 4 of 4 within section 4. Looking for the perfect Project design.

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5. Monitoring efficiency & effectiveness

Where Monitoring are focused on GAPS
Efficiency & effectiveness Monitoring is always better where based on clear concepts and definitions. This is the occasion to focus on outputs and results and to show how your interventions

Lesson 1 of 3 within section 5. Monitoring efficiency & effectiveness.

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The final choice of logic for you
Starting from activities or from results This is the end. The end of presentations and the occasion to wrap it up by making a final choice : Can I proceed

Lesson 2 of 3 within section 5. Monitoring efficiency & effectiveness.

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The final Quiz
Time to complete the final quiz based on all that you saw during this training online. It was a pleasure to have you onboard, now it’s your turn to apply

Lesson 3 of 3 within section 5. Monitoring efficiency & effectiveness.

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6. Bonus : Lost in Translation?

You are not alone
You are not alone to be sometimes lost in terms at National level. Question of translation sometimes. One would say, you just have to use english… Come on! Every National

Lesson 1 of 1 within section 6. Bonus : Lost in Translation?.

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