Project Performance Secrets
In Project Performance Secrets, you'll learn ...
- To analyze typical project work processes for opportunities of process improvement
- Why a different approach to a situation is required for a different outcome
- To identify the difference between being productive and busy
- To express performance expectations in terms guaranteed to result in productive outcomes
Overview
This course is designed for new, "seasoned" or potential project managers who are willing to consider a fresh way of looking at project execution in a search for improving performance. This course can help them avoid many traditional problems that impact a project's performance while learning tips on decreasing the time-to-productivity time gap of new team members.
Specific Knowledge or Skill Obtained
This course teaches the following specific knowledge and skills:
- To analyze typical project work processes for opportunities of process improvement
- Why a different approach to a situation is required for a different outcome
- To identify the difference between being productive and busy
- To express performance expectations in terms guaranteed to result in productive outcomes
- To identify opportunities within existing work flows a potential trip wires to stimulate action
- To explain the benefit of a "Project Emergency Kit"
- To list elements for inclusion in that Emergency Kit
- To reduce the typical time to productivity of a new project team member
- How to lead function leaders within a project in analysis of their work flows for potential problems or delays
- How to determine whether work flow problems are single events or a dangerous trend
- How to determine if the project workload is too much for the existing staff or whether they are underproductive
- How to help talent recruiters find the additional help a project may need
- How do identify specific behavioral requirements for the job that are not part of the position's technical skills requirement
- How to analyze team member performance issues to isolate the root cause of the problem
- How to make sure efforts at solving performance problems to not act as de-motivators for project team members
- How to determine whether team members are getting appropriate performance feedback
- When to train, retrain, or terminate team members whose performance is not meeting requirements
- How to define a project's job description more specifically
- What kind of term to avoid when interviewing project team applicants
- What clues to look for in a team applicant's resume that should set off warning alarms
- To develop a strategy to speed a new team member's assimilation into the project
- To create a project Who's Who database to improve project internal communication and speed new member assimilation
- What to look for in the selection of a mentor for a new member on the project
- How to use the concept of Working Styles to enhance team performance and member interaction
Certificate of Completion
You will be able to immediately print a certificate of completion after passing a multiple-choice quiz consisting of 45 questions. PDH credits are not awarded until the course is completed and quiz is passed.
This course is applicable to professional engineers in: | ||
Alabama (P.E.) | Alaska (P.E.) | Arkansas (P.E.) |
Delaware (P.E.) | Georgia (P.E.) | Idaho (P.E.) |
Indiana (P.E.) | Iowa (P.E.) | Kansas (P.E.) |
Kentucky (P.E.) | Louisiana (P.E.) | Maine (P.E.) |
Minnesota (P.E.) | Mississippi (P.E.) | Missouri (P.E.) |
Montana (P.E.) | Nevada (P.E.) | New Hampshire (P.E.) |
New Mexico (P.E.) | North Dakota (P.E.) | Ohio (P.E. Self-Paced) |
Oklahoma (P.E.) | Oregon (P.E.) | Pennsylvania (P.E.) |
South Carolina (P.E.) | South Dakota (P.E.) | Tennessee (P.E.) |
Texas (P.E.) | Utah (P.E.) | Vermont (P.E.) |
Virginia (P.E.) | West Virginia (P.E.) | Wisconsin (P.E.) |
Wyoming (P.E.) |