PPMP20008 - Term 1: Individual Lessons Learnt Report Analysis

This report is a reflective analysis of lessons learned in the PPMP20008 course, focusing on the application of reflective practice to improve project management skills. The report begins with an introduction to reflective practice and its significance for graduates. It then presents a framework for gathering and documenting lessons learned, detailing the planned and actual processes used. Two key lessons are discussed, focusing on quality management and requirements management. For each lesson, the report outlines the situation, the feelings it evoked, and the insights gained. Furthermore, it proposes specific improvement strategies based on the SMART criteria, including measurable indicators, achievable goals, and relevant timing. The conclusion emphasizes the importance of integrating project management processes for achieving project success. References to supporting literature are also included.

PPMP20008
2019 TERM 1 ASS_3
LESSONS LEARNT
Name: Insert full name
Student Number Insert student number
Campus: Insert campus or distance
Tutor: Insert tutor name
Tutorial number: Insert the tutorial number
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1. INTRODUCTION
Reflective practice is the process in which the reflection on the positive and negative aspects in a
course is done by analysing the activities done in the past (Finlayson, 2015). It plays a significant
role for graduates and all the learners as it provides a chance to understand the strengths,
weaknesses, and opportunities. The areas that can be improved are identified in the process.
The two lessons that are discussed in the report are in the areas of quality management and
requirements management under project management. These are selected as both these areas are
significant under the domain of project management. Also, the lessons provided the ability to
manage these areas in a better manner in the future for overall project success.
2 LESSONS LEARNT: FRAMEWORK
2.1 How I planned to gather and document lessons learnt
When…
I planned to identify and
collect lessons learnt
Who…
I planned to involve in the
process of gathering lessons
How…
I planned to document lessons
From the project initiation
phase
Group members and mentors
Using the standard templates
and tables
2.2 What actually happened?
When... Who… How…
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I identified and collected
lessons learnt
I involved in the process of
gathering lessons
I documented lessons
In the project initiation phase
Group members and mentors
Using the standard templates
and tables
3. LESSONS
3.1 Lesson 1
1. Situation 2. The situation made me
feel…
3. What I learnt from
reflecting on the situation
Quality risks emerged in the
project as the quality
management guidelines were
not correctly defined. There
were no standards in place to
determine the handling and
management of the project
quality.
Confused and incapable as I
thought that I was not able to
handle the project
components adequately. I was
confused as I did not have
any guidelines to follow for
the management of the
project quality
It is necessary that quality
management is included as one
of the core project management
areas. There shall be a quality
management plan in place to
provide the information on
project handling and overall
improvement.
3.1.1 IMPROVEMENT STRATEGY 1
(a) (b) (c) (d) (e)
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Improvement
strategy
Measurement Achievable Relevant Timing
The quality
management plan
shall be defined
and implemented
comprising of the
information on
the phases as
quality planning,
quality assurance,
quality control,
and continuous
improvement
(Rose, 2013).
The project
quality shall be
measures using
the indicators as
schedule/cost
variance,
customer
feedback, quality
metrics, and net
promoter score.
The quality
indicators and
metrics will
provide the
information on
the quality status
and will also
identify the gaps
so that the
continuous
improvement
may be done.
The strategy is
relevant as the
quality
management will
be possible
through the
technique and
overall project
success will be
ensured.
It shall be
developed in the
initiation and
planning phases
and implemented
thereafter.
3.2 Lesson 2
1. Situation 2. The situation made me
feel…
3. What I learnt from
reflecting on the situation
The prioritization of the
requirements was a difficult
process due to absence of
guidelines under requirements
handling and management.
I was confused during
requirements prioritization as
I was aware of the adverse
implications of incorrect
I learnt that there shall be
relevant data gathered and shall
be in place to determine the
project requirements and the
information on the prioritization
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There were issues in
determining the requirements
that must be prioritized over
others and the ones that shall
be implemented first (Riol
and Thuillier, 2015).
requirements prioritization. shall also be in place.
3.2.1 IMPROVEMENT STRATEGY 2
(a)
Improvement
strategy
(b)
Measurement
(c)
Achievable
(d)
Relevant
(e)
Timing
The data shall be
collected using
the techniques as
observations,
surveys, and
interviews to
determine the
requirements and
these shall be
prioritized using
MoSCoW
technique
(Snyder, 2014).
The measurement
shall be done
using the
requirements
prioritization tool
and expert
judgement.
The strategy is
achievable as
there are several
experts that have
enhanced
knowledge and
experience in the
field. The
automated tools
will also carry
out analysis to
determine the
correctness.
The strategy is
relevant as the
collection of
relevant data sets
will provide the
ability to handle
the streamline
the requirements.
The
implementation
of the strategy
shall be done in
the initiation
phase of the
project.
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6. CONCLUSION
There are different areas that come under the domain of project management and these shall be
managed using a defined set of processes and principles. The management of these areas shall be
done and it shall be ensured that there is strong integration showcased. The integration of the
processes and project sub-areas will provide the ability to achieve the project goals and success
(Svejvig and Andersen, 2015).
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7. REFERENCES
Finlayson, A. (2015). Reflective practice: has it really changed over time?. Reflective Practice,
16(6), pp.717-730.
Riol, H., & Thuillier, D. (2015). Project management for academic research projects: balancing
structure and flexibility. International Journal of Project Organisation and Management, 7(3), 251-
269.
Rose, K. H. (2013). A Guide to the Project Management Body of Knowledge (PMBOK® Guide)—
Fifth Edition. Project management journal, 44(3).
Snyder, C. S. (2014). A Guide to the Project Management Body of Knowledge: PMBOK (®)
Guide. Project Management Institute.
Svejvig, P., & Andersen, P. (2015). Rethinking project management: A structured literature review
with a critical look at the brave new world. International Journal of Project Management, 33(2),
278-290.
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