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Develop an integrated Project Management plan for a simple to moderately comple

Develop an integrated Project Management plan for a simple to moderately complex project US ID: 243824 NQF LEVEL 5 MENTOR GUIDE US ID: 243824 Mentor Guide Field 03 - Business, Commerce and Management Studies Subfield: Project Management NQF Level 5 2nd Edition February2011 DISTRIBUTOR This courseware is owned and distributed by BBT Institute t/a NSA Business and Training Consulting info@nsaconsulting.co.za +27(0)12 323 0359 +27(0)12 3230346 Fax: +27(0)12 326 1440 296 Pretorius Street 206 premium towers Pretoria central 0002 Harry’s Printers Pretoria reception-pta@harrysprinters.com COPYRIGHT Developed by BBT Institute Copyright ©BBT Institute 2011. All rights reserved No part of this Publication may reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Although every attempt has been made to ensure that the management guidelines are safe and correct, the developer, publishers, and sponsors of the manual cannot accept any responsibility for errors arising from the use of this manual for any purpose. BBT-US-5-PA-243824 LIMITATION OF LIABILITY Every effort has been made to ensure complete and accurate information concerning the material presented in this course. Neither BBT Institute nor its agents can be held legally responsible for any mistakes in printing or for faulty instructions contained within this course. The publisher appreciates receiving notice of any errors or misprints. Information in this manual is subject to change without notice. Companies, names and data used in examples herein are fictitious unless otherwise noted Project Management plan 2 US ID: 243824 Mentor Guide Table of Content Section A: Introduction.................................................................................................4 1. About this Mentor Guide.....................................................................................4 2. About the unit standard......................................................................................4 2.1 unit standard Overview................................................................................4 3. About Mentoring.................................................................................................6 3.1 The Mentor Role..........................................................................................6 3.2 The Mentor Relationship..............................................................................7 3.3 The Mentoring Process................................................................................8 4. About the Tools...................................................................................................9 4.1 The Mentor Pack..........................................................................................9 4.2 Recording & Reporting.................................................................................9 4.2.1 Mentor Log Sheet..................................................................................9 4.2.2 Mentee Progress Report.....................................................................11 4.3 Review the mentorship Programme..........................................................11 4.3.1 Mentorship Evaluation.........................................................................11 4.3.1 Mentor Evaluation...............................................................................11 5. Conclusion........................................................................................................11 Section B: Mentor Pack..............................................................................................12 1. Mentor Log Sheet.............................................................................................12 1.1 Module 1-4:................................................................................................12 2. Mentee Evaluation Report................................................................................16 2.1 SO 1...........................................................................................................16 2.2 SO2............................................................................................................17 2.3 SO 3...........................................................................................................18 2.4 SO 4...........................................................................................................19 3. Mentorship Evaluation......................................................................................20 3.1 SO 1...........................................................................................................20 3.2 SO 2...........................................................................................................21 3.3 SO 3...........................................................................................................22 3.4 SO 4...........................................................................................................23 Project Management plan 3 US ID: 243824 Mentor Guide Section A: Introduction 1. About this Mentor Guide You have been selected as a Mentor for learners on the unit standard US The purpose of this Mentor Guide is to provide the workplace mentor with guidelines on the process and scope of mentoring that is required of you to assist in preparing candidates for final summative assessment. Tip: This Mentor Guide will enable the Mentor to follow a structured and targeted mentoring process, and document evidence of mentoring in such a manner that it can be included in the learners’ final portfolio of evidence. 2. About the unit standard 2.1 unit standard Overview Name of Programme Develop an integrated Project Management plan for a simple to moderately complex project Purpose of Programme Learners credited with this unit standard will be able to align project planning components and to integrate it into a single overall project management plan for a simple to moderately complex project. Learners will be able to analyse and refine a project organisational structure, its profiles, roles and responsibilities. Duration of Programme 3 days NQF Level 5 Programme Outcomes 1. Refine the project organisational structure, profiles, roles and responsibilities. 2. Determine the integrated change control procedures. 3. Produce the integrate project management plan document. 4. Obtain approval for the integrated project management plan. Critical Cross Field Outcomes UNIT STANDARD CCFO IDENTIFYING Identify and solve problems when setting up change monitor and control procedures for a project. UNIT STANDARD CCFO WORKING Work effectively with others compiling a integrated project management plan. Project Management plan 4 US ID: 243824 Mentor Guide UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one's activities when documenting the project management plan. UNIT STANDARD CCFO COLLECTING Collect, evaluate, organise and critically evaluate information when defining and documenting team profiles and structures for a project. UNIT STANDARD CCFO COMMUNICATING Communicate effectively when obtaining approval for a project management plan. UNIT STANDARD CCFO SCIENCE Use science and technology when developing a project management plan for approval. UNIT STANDARD CCFO CONTRIBUTING In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of reflecting on and exploring a variety of strategies to more effectively plan. Target Group / Occupational link Open to project managers however, Learners will be able to analyse and refine a project organisational structure, its profiles, roles and responsibilities. Learners will be able to determine the required change and configuration control procedures and integrate it into the project management plan. Learning assumed to be in place It is assumed that learners are competent in:  Mathematical Literacy at NQF Level 4 or equivalent.  Communication at NQF Level 4 or equivalent.  Computer Literacy at NQF Level 3 or equivalent.  Unit Standard: Develop a project risk management plan for a simple to moderately complex project at NQF Level 5.  Unit Standard: Develop a project quality management plan for a simple to moderately complex project at NQF Level 5. Essential Embedded Knowledge  An understanding of change control processes and techniques.  Knowledge of organisational structures, roles and processes.  An understanding of a project management plan.  Knowledge of integrated planning. Range Statement Project Management plan 5 US ID: 243824 Mentor Guide 3. About Mentoring 3.1 The Mentor Role Mentor Tip: For learning to be effective the mentor and learner must build a relationship that is supportive of learning and development. In this relation both the mentor and learner are expected to behave with a level of responsibility. The relationship between mentor and mentee is described in the table1 below Mentor Behaviour Learner Behaviour Relationship Key point – Trust Shares and reflects on experiences Listens empathically Understands and accepts Offers detailed explanations Expects Mentor to listen and to ask questions Information Key point – Advice Offers facts about organization’s procedures and processes Exhibits tailored, accurate and sufficient knowledge Provides facts and records Expects mentor to review use and depth of sources Facilitative Key point – Alternatives Explores interest, abilities, ideas, beliefs Provides other views/ attainable goals Shares personal decisions about career, training, education Explains choices and decisions Expects mentor to pose options and other views Confrontational Key Point – Challenge Shows respect for decisions, actions, and career Shares insight into counterproductive strategies and behaviours Evaluates need and capacity to change Reflects on initiatives Expects mentor to examine the approach to apply knowledge and skills Mentor Model Key Point – Motivation Overcomes – Discloses life experience as role model Takes risks – overcomes difficulties in Expresses main concerns Expects mentor to share ideas and feelings 1 Adapted from Cohen, 1999 Project Management plan 6 US ID: 243824 Mentor Guide Mentor Behaviour Learner Behaviour education and career 3.2 The Mentor Relationship The Mentor should … The Mentee should ...  Take the lead in supporting the learner  Serve as a positive role model  Build the relationship by planning and participating in activities together  Strive for mutual respect  Build self-esteem and motivation  Help set goals and work toward accomplishing them  Make a commitment for the duration of the programme  Spend a minimum of eight hours per month one-to-one with a Learner  Communicate with the learner weekly  Attend an initial orientation training session for the mentors  Be willing to adhere to all program procedures  Be dependable and consistent in meeting the time commitments  Be willing to communicate regularly with program facilitators and assessors,  Submit activity information, and  Provide constructive feedback regarding mentoring activities  Complete a performance report of the learner at the end of the programme  Follow all rules and guidelines as outlined by the program facilitator  Have a positive attitude and be respectful of his/her mentor  Make a commitment for the duration of the learning programme to meet with the mentor  Meet at least eight hours per month with the mentor  Make at least weekly contact with the mentor  Obtain workplace permission for all meeting times at least three days in advance, if possible  Be on time for scheduled meetings or call your mentor at least 24 hours beforehand if you are unable to make a meeting  Discuss monthly meeting times and activities with the program facilitator, and regularly and openly communicate with the program coordinator as requested  Inform the program facilitator of any difficulties or areas of concern that may arise in the relationship  Participate in a closure process when that time comes The Organization should …  Provide learner time-off for mentoring activities  Provide structures for learner to implement recommendations / advice from mentor uploads/Management/ mentor-guide.pdf