Adapting to a changing climate will involve governments, businesses, societies and other organizations with diverse perspectives, mandates and capacities. Project managers, through their effective direction of complex projects, occupy a critical role and must ensure that their projects consider the implications of a changing climate. This course will help you recognize climate change factors that could affect successful outcomes for your project and formulate strategies you can use to address them.  You can expect to leave this course better prepared to add a climate change lens to your project planning.

Short Description:
In a world that is becoming more virtual, more global, and more complex, the project manager's ability to function in this environment becomes critical to the success of the project. Project Management from Simple to Complex explores project management within this complex, virtual, and global environment. For questions about this textbook please contact textbookuse@umn.edu

Long Description:
Project Management from Simple to Complex is adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2010 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. For questions about this textbook please contact textbookuse@umn.edu

Word Count: 124494

ISBN: 978-1-77897-003-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In a world that is becoming more virtual, more global, and more complex, the project manager's ability to function in this environment becomes critical to the success of the project. Project Management from Simple to Complex explores project management within this complex, virtual, and global environment.

This is not a standard textbook that was adapted to the new publishing paradigm but was designed from the beginning to utilize its capabilities. The book is written in collaboration by an expert in Project Management—Russell Darnall—and an expert in writing instructional texts and using technology for communicating online—John Preston—to create a unique learning environment that prepares students to manage projects in a global, multicultural, and online environment.

Project Management from Simple to Complex features a new model for managing projects, as well as, exploration into the personal dynamics of project management and the role those dynamics play in project outcomes.

Underestimating project complexity is widely accepted as one of the major causes of project failure. Based on international benchmarking activities (Merrow, 2010), we know that an average of 40% of projects do not deliver what they promised; for megaprojects in the oil and gas industry this figure is even worse (Ernst&Young, 2014).

As with most external factors, many of the causes and consequences of complexity are difficult to avoid or control. When dealing with complexity, standard practices in the field of project management often overlook the inherent uncertainties linked to the length and scale of engineering and infrastructure projects and their constantly changing environments. The situation is exacerbated by rapidly evolving technologies and social change.

Attempts to overcome these challenges by simply trying to reduce their causes is not enough.

In this course, you will learn our approach to mastering complexity, focused on front-end development and teamwork, which will help you develop the skills you need to make timely actions in order to tackle complexities and improve your chances of project success. You will learn how to enhance your own capacities and capabilities by ensuring you have the necessary balance of complementary skills in your team.

Project success starts with recognizing the main drivers of complexity, which can be highly subjective and highly dynamic. In this course, you will learn to identify what makes a project complex and how to perform a complexity assessment.

Examining the elements of a project (such as interfaces, stakeholders, cultures, environment, technology, etc.) and their intricate interactions is key to mastering complexity.

You will analyze these elements in the context of your own project. Then, based on our complexity framework, you will identify the complexity footprint of your project and use it to adapt your management processes. With personalized guidance and feedback from our world-class instructors, you will learn how to recognize what competencies you need to develop and how to adapt your management style accordingly, not only to improve project performance but also to enhance your decision-making capacity.

This student workbook is intended to accompany an introductory course in project management. It contains elements of both traditional (waterfall) and adaptive (agile) project management. It provides links to videos and other learning resources. It provides reflection points and learning exercises. As a bonus, it provides several project management hacks at the end.

This map assignment is used in my undergraduate science course to help students generate ideas on their term paper topic.

Doctoral level seminar in system dynamics modeling with a focus on social, economic and technical systems. The course covers classic works in dynamic modeling from various disciplines and current research problems and papers. Participants critique theories and models, often including replication, testing, and improvement of various models.

Short Description:
This freely available eBook provides a comprehensive coverage of the fundamentals of project quality management and risk management. It makes breakthroughs in project quality by combining risk project management with quality management processes. This eBook is one of four in a series of manuals in the field of project management. It provides a short summary of current best practices in project risk management while introducing the connection and relevance of quality project management, so that practitioners, students and those responsible for managing risk and quality in projects may do so successfully.

Word Count: 31420

ISBN: 978-0-6455878-0-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Project planning and delivery is a crucial skill for academic studies as well as the world of work. By participating in this course, adult learners will develop the necessary project planning skills and knowledge to prepare them for continued study and gain specific employability skills- communication and project planning. This lesson will help prepare learners to effectively plan and deliver a project. The lesson aims to teach the terms, concepts and communication skills of effective project planning including the project life cycle, project charter and work breakdown schedule. It is an interactive and informative course, designed to build on learners’ own previous experience and real world examples.

The intended audience are adult learners at grade level D with low literacy and numeracy skills. It is aimed at students studying in the adult education sector, who are studying alongside other commitments, for example family or work. The project planning terms and concepts are taught in an accessible, informal way, connecting to previous knowledge and understanding. Participants will participate in a range of conversations and collaborations with others partners, building on ideas and expressing their own clearly and persuasively. Conversations may be one-to-one, in groups or teacher-led. Learners will develop and demonstrate a variety of communication skills, including posing questions that connect the ideas of speakers, responding to questions and comments, acknowledging information expressed by others and when required, qualifying their own views.

The lesson materials and resources will enable the lesson to taught in a variety of contexts and environment, with minimal access to the internet and other technical resources.

This course presents software engineering concepts and principles in parallel with the software development life cycle. Topics addressed include the Software Development Life Cycle (SDLC), software modeling using Unified Modeling Language (UML), major phases of SDLC (Software Requirements and Analysis, Software Design, and Software Testing), and project management. Upon successful completion of this course, the student will be able to: demonstrate mastery of software engineering knowledge and skills, and professional issues necessary to practice software engineering; discuss principles of software engineering; describe software development life cycle models; learn principles of software modeling through UML as a modeling language; identify major activities and key deliverables in a software development life cycle during software requirements and analysis, software design, and software testing; apply the object-oriented methodology in software engineering to create UML artifacts for software analysis and requirements, software design, and software testing; apply project management concepts in a software engineering environment to manage project, people, and product; participate as an individual and as part of a team to deliver quality software systems. This free course may be completed online at any time. (Computer Science 302)

A Practical Introduction for Human Resource Professionals

Short Description:
Two skills sets, Human Resources and Project Management have never been as essential to the world of work than in today’s workforce. This Strategic Project Management for Human Resources text is designed to learn about Project Management from a Human Resources perspective. It describes the Project Management and Human Resources processes and applications, and the role the Project Manager and team in implementing these processes. The text is designed to help students understand and apply the knowledge and skills learned about projects and people.

Long Description:
Two skills sets, Human Resources and Project Management have never been as essential to the world of work than in today’s workforce. This Strategic Project Management for Human Resources text is designed to learn about Project Management from a Human Resources perspective. It describes the Project Management and Human Resources processes and applications, and the role the Project Manager and team in implementing these processes. The text is designed to help students understand and apply the knowledge and skills learned about projects and people.

Word Count: 90977

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Two skill sets, Human Resources and Project Management, are essential to the world of work in today’s workforce. This text is designed for students learning about Project Management from a Human Resources perspective and includes theoretical perspectives that justify both fields of study's practical and procedural aspects. A strong connection between theory and practice helps students build their understanding of key concepts. Students take a deeper approach to learning by studying underlying principles, approaches and models; and link ideas and concepts to practice related to projects and people. It is full of activities/exercises pre-designed for teachers to help facilitate knowledge and student learning in the classroom.

Long Description:
Two skill sets, Human Resources and Project Management, are essential to the world of work in today’s workforce. This text is designed for students learning about Project Management from a Human Resources perspective and includes theoretical perspectives that justify both fields of study’s practical and procedural aspects. A strong connection between theory and practice helps students build their understanding of key concepts. Students take a deeper approach to learning by studying underlying principles, approaches and models; and link ideas and concepts to practice related to projects and people. It is full of activities/exercises pre-designed for teachers to help facilitate knowledge and student learning in the classroom.

Word Count: 136087

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Third Edition

Word Count: 196848

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this book, we offer an introduction to OER publishing, examples of Open Pedagogy, OER-Enabled Pedagogy, and working with learners; and guidelines, best practices, and suggestions for how to plan, create, publish, and distribute your OER textbook and materials.

This book is divided into four chapters:
Teaching with OER, Open Pedagogy, and Working with Learners offers information about teaching with Open Educational Resources (OER), the ideas, practices, and principles behind Open Pedagogy, and working with students using OER and Open Pedagogy. We also provide resources to help orient students to OER, Open Pedagogy, and best practices for digital and online learning.

Planning an OER Project provides guidelines on planning, workflow, and development of Open Educational Resource (OER) Textbooks; guidelines and suggestions on outlining, compiling, and writing your OER textbook and materials; a chapter prototype, and a quick guide to Pressbooks.

Pre-Publication takes you through the steps necessary before you publish your OER textbook or materials. Sections include editing and formatting; assessment, evaluation, and rubrics; accessibility and usability, including localization, culturally appropriate materials, and student-centered pedagogy; and platform decisions.

Post-Publication gives an overview of steps to take after you publish your OER textbook or materials. Topics include formatting output files, post-release considerations, user evaluation, including instructor and student evaluation, as well as peer-review; and updates, sustaining your OER textbook or materials, and considerations around new versions and new editions.

Short Description:
‘Visuals for influence: in project management and beyond’ is a practical guide with 24 visuals to download, adapt and deploy to engage your stakeholders. This practical guide will build your confidence and practical skills to quickly and effectively leverage the benefits of visuals to maximise your influence.

Long Description:
‘Visuals for influence: in project management and beyond’ is a practical guide with 24 visuals to download, adapt and deploy to engage your stakeholders. This practical guide will build your confidence and practical skills to quickly and effectively leverage the benefits of visuals to maximise your influence. Uncover the science behind the power in visuals Discover software and tools that make visualisation easy Learn pro design tips that give your visuals a professional edge Download a visual archetype, tailor to your needs, and enhance your influence!

Word Count: 19408

ISBN: 978-0-6487698-6-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students will correctly key specific documents that have previously been taught by using a simulation provided from a Computer Applications and Keyboarding textbook. This lesson is not specific to a particular textbook, however, the example provided is from the Century 21 Computer Applications and Keyboarding Textbook, 8th edition. Simulations give students a real-world practice and by adding project management techniques, students can practice working together to complete a long assignment. The class should be divided into teams of 3-4 students. They will choose a group leader and then complete the person responsible column on the provided pdf handout. Students should assess the qualities that each bring to the table and use that to their advantage. Once this has been done, they should decide on the due date for each job and list the date in the completed column and, finally, who will be editing/proofreading the document before the group leader submits for grading. Students are allowed to use their notes and the FBLA format guide, which can be found on the FBLA-PBL.org website, for this project.