Architecture of the project management

1. Architecture of the project management BeLT – Kick off meeting Venice, 25 and 26 February 2007

2. Index 1. Starting point: the “problem setting” 1.1. Background (first suggestions): 1.2. The expected outcome: creating the Full blended learning support Guide 2. The methodological approach 2.1. A three-step process 2.2. The overall project framework 3. Aims and guidelines of each stage 3.1. 1st stage: Rationalisation 3.2. 2nd and 3rd stage: Learning and Transfer

3. 1.1. Background (first suggestions) “Lessons learnt” from some blended learning experiences in PMEs: • “the more the experiences directly contribute to organisational changes, the more they are successful” • “Successful experiences mostly involve several players”: enterprises and enterprise networks; specialised service providers; public/private local development agencies; a local administration financing the innovation … • Transferring the successful experiences in other contexts requires to develop a “standard approach”, able to reproduce their success factors and to overcome their critical weakness points. On the other hand, differentiated options need designing, depending on the different features and needs of the PMEs. ACTION LEARNING AS A SUCCESS KEY ALL THE LOCAL PLAYERS MUST BE INVOLVED A STANDARD APPROACH, WITH DIFFERENT SAMPLE PROGRAMMES

4. A. Action learning as a success key • Implications: • Trainers need both training, consultancy and team mentoring capabilities. • Therefore • Action learning requires specialised suppliers (and it can’t be managed by each PME alone). • The action learning methodology includes training programmes of different complexity, depending on the different organisational and learning needs of the addressees (eg. training/consultancy programmes on sectoral common topics vs. inter-enterprise project groups working on specific organisational innovations). • Therefore • different full blended learning sample programmes need designing. • Teamwork on operational projects is the framework of action learning. Teams are often made up of people belonging to different enterprises . • Therefore • Technological solutions must mainly be up to support: • knowledge sharing and cooperative work within virtual teams • flexible training design, mainly based on interactive tools and case production approaches • user friendliness andeasy interoperability with different computer systems and programs.

5. B. All the local players must be involved Implications: The local service providers are meant to become the main promoter and manager of the full blended learning programmes. They need the greatest support to successfully master their role. Not only do they need to increase their knowledge of the full blended learning process and technologies, they also need supporting in developing the new methods, systems and skillsnecessary to assure a long-term sustainability of the innovation The entrepreneurs and executives’ commitment is essential to make the programmes really reach organisational outcomes. Commitment support accompanying measures must be designed and planned, in order to enabled them to understand and addressee the accomplishment of the full blended learning programmes inside their own enterprises. The introduction of full blended learning methodologies in the PMEs local systems is a complex innovation process, requiring focused and congruent supporting and financing measures. Local political bodies, charged with shaping the support measures to PMEs, play a prominent role in determining the success (or the failure) of the full blended learning development programmes. Their contribution in the project will be of major relevance, especially as far as the setting and tuning of the innovation financing measures is concerned.

6. c. A standard approach, different sample programmes Implications: A standard approach… …for different needs • Supporting the design and implementation of the sustainability plan; • containing “use instructions” and “warnings” to master the innovation process • Some examples …. • “Free-standing” option: • full blended learning methodologies and technologies introduced within a single enterprise, and shaped on its specific organisational needs, models, and systems. • “Cooperation support” option: • action learning projects participated in blended by PMEs or PME networks, supported by a local service provider. Training and consultancy are aimed at supporting specific improvement or innovation projects. • “Blended learning service” option: • blended learning programmes supplied by a local service provider, on transversal topics (e.g. general or sectoral rules and their implementation). PMEs are customers and users of the training packages. SUSTAINABILITY PLAN DEVELOPMENT PROCESS Project setting (including the “state of play” diagnosis and the target definition)  Project management system and tools  Design of the operational and technological solutions  Internal involvement and training programmes  Territorial innovation marketing and commitment support programmes CONTENTS what to do... Operational instructions: frames, methods, tools technological tools evaluation financing measures ...how to succeed “Warnings” and case histories

7. 1.2. The expected outcome Creating the Full blended learning support Guide a. Born from real experiences THE THREE KEY ATTRIBUTES OF THE GUIDE: c. Shared with the local players b. Providing concrete answers It must not be a theoretical study. On the contrary, it must be the result of the representation, analysis and redesign of real experiences suggested by the partners; It must provide answers regarding two dimensions: - the kinds of full blended learning programmes the PMEs can actually participate in - how these programmes can be effectively carried out (sustainability approach plan) c) It must be the outcome of a path of verification, sharing and validation, also including, wherever possible, real experimentations

8. Index 1. Starting point: the “problem setting” 1.1. Background (first suggestions): 1.2. The expected outcome: creating the Full blended learning support Guide 2. The methodological approach 2.1. A three-step process 2.2. The overall project framework 3. Aims and guidelines of each stage 3.1. 1st stage: Rationalisation 3.2. 2nd and 3rd stage: Learning and Transfer

9. 2.1. A three-step process • Stage: Rationalisation • work in virtual teams • representation and analysis: (i) each partner’s territorial context of reference, (ii) the blended learning and knowledge management methodologies • information sharing • full blended learning sample programmes outline Analysis • Stage: Learning • workshops • verification, clarification and tuning of the blended learning sample programmes and of the sustainability programmes Knowledge sharing • Stage: Transfer • individual work/virtual teams • feed-back from service providers to PMEs, local administrators, entrepreneurs; design of experimental real full blended learning programmes Set up

10. 1st. stage: RATIONALISATION Setting Design F.B.L. sample programmes: SWOT EVALUATION SIAV, Kopernikusz, EuroFortis, WM VTC NEEDS AND EXPERIENCES Analysis and redesign of the f.b.l. experiences SIAV, Kopernikusz, EuroFortis, WM VTC REPORT: Full blended learning: from the PMEs’ needs to the sample programmes 1ST WORKSHOP KNOWLEDGE SHARING: THE SAMPLE PROGRAMMES FULL BLENDED LEARNING SAMPLE PROGRAMMES: 1st outline RSO, all the partners F.B.L. sample programmes: SHAPING RSO REPORT: The sample programmes: managerial models and supporting technologies KICK-OFF MEETING TOOLS AND METHODOLOGIES Analysis and redesign of the B.L. and CSCW tools and methodologies ICUS, Siemens SUPPORTING TOOLS and their application ICUS, Siemens REPORT: Computer tools and methodologies supporting the sample programmes 5th May 31th March 25/27th June (?) 16th June 2.2. The overall project framework - 1st stage

11. 15/17th Dec (?) June 2009 25/27th June (?) 2nd WORKSHOP KNOWLEDGE SHARING: THE SUSTAINABILITY PLAN Plan appraisal and assessment Sample programmes tuning Open issues 3rd WORKSHOP KNOWLEDGE SHARING: THE F.B.L. GUIDE Transfer evaluation Guide tuning and approval 1ST WORKSHOP KNOWLEDGE SHARING: THE SAMPLE PROGRAMMES Appraisal and assessment Sustainability: open issues Report: The Guide 2nd stage: LEARNING 1st Transfer 2nd Transfer “Open issues”: check list for the verification and sharing RSO/SIAV 1st TRANSFER Sharing and verification with the local players The sample sustainability plan: 1st draft 2nd TRANSFER Sharing with the local players Planning of f.b.l. programmes with local players Sequences and modalities follow the 1st transfer phase 3rd stage: TRANSFER “Knowledge sharing” on the open issues Sept. 2009 8th Dec June 2009 3th Nov 1th Sept 2.2. The overall project framework - 2nd and 3rd stage 2nd and 3rd stage: LEARNING and TRANSFER

12. Index 1. Starting point: the “problem setting” 1.1. Background (first suggestions): 1.2. The expected outcome: creating the Full blended learning support Guide 2. The methodological approach 2.1. A three-step process 2.2. The overall project framework 3. Aims and guidelines of each stage 3.1. 1st stage: Rationalisation 3.2. 2nd and 3rd stage: Learning and Transfer

13. 3.1. 1st stage: Rationalisation • The SETTING phase • Consists in representing the experiences suggested by the • partners, and in assessing their capability to act as • reference best practices as for the design of the full • blended sample programmes. • The major indicators used in the best practice evaluation • methodologies can effectively support this activity: • adequacy and completeness of the management frame, assured by existing records describing contents and organisation of the initiative • innovation, meant as capacity to produce new and consistent solutions for the satisfaction of the needs/problems originating the initiative • reproducibility in different contexts, that depends on the autonomy from the client technological and organisational systems • organisational, technical and cultural sustainability, meant as capacity to base the initiative on existing technical, cultural and human resources; • commitment, meant as capacity to generate agreement and participation Further indicators can be added during the development of the study, in order to enlighten significant requirements of the experiences

14. Setting - 1 • NEEDS AND EXPERIENCES • Aims: • analysing and comparing f.b.l. experiences implemented in the different territories; • identifying improvements able to overcome the weakness points and to exploit the success factors; • redesigning the new improved f.b.l. programmes. • Content guidelines: • Representation: • PMEs territorial systems and networks; • service offer system to PMEs; • “State of play” of the full blended learning: experiences, addressees, objectives, results. • B. Analysis and redesign of the experiences. This activity will be carried out by SIAV, Kopernikusz, EuroFortis, WM VTC with the coordination of SIAV

15. Setting - 2 • TOOLS AND METHODOLOGIES • Aims: • selecting and analysing significant experiences employing blended learning and cooperative work methodologies and tools; • identifying improvements overcoming the obstacles to their transferability in different contexts, and redesigning their application methods; • designing blended learning/cooperative work integrated solutions • Content guidelines: • Representation: addressees, objectives, application methods, results of each experience • Transferability assessment and redesign. This activity will be carried out by ICUS AND SIEMENS, with the coordination of ICUS

16. Design - 1 • FULL BLENDED LEARNING SAMPLE PROGRAMMES: 1ST OUTLINE • Aims: • integrating the redesigned f.b.l. programmes with the examined methodologies and computer tools, and outlining the new f.b.l. sample programmes • defining activities and skills requested to effectively put into effect the outlined sample programmes • Content guidelines: Peer review: • appraisal, assessment and integration of the outputs produced during the previous items; • first draft of the organisational and learning objectives, methodology, logic frame, employed professional roles and computer tools of each sample programme. All the partners will participate in this activity, coordinated by RSO

17. Design - 2 • FULL BLENDED LEARNING SAMPLE PROGRAMMES: • SWOT EVALUATION (Strengths/Weaknesses - Opportunities/Threats) • Aims: • identifying the main strength and weakness points of each sample programme, as far as both users and suppliers’ needs and features are concerned; • predicting the main potential implementation opportunities and failure threats coming from each territorial context; • resuming the representation, analysis and shaping contents developed by the group during the Rationalisation stage. • Output: • Report “Full blended learning: from the PMEs’ needs to the sample programmes” This activity will be carried out by SIAV, with the cooperation of Kopernikusz, EuroFortis, WM VTC

18. Design - 3 • FULL BLENDED LEARNING SAMPLE PROGRAMMES: • SUPPORTING TOOLS AND THEIR APPLICATION • Aims: • illustrating the computer solutions supporting the full blended learning programmes: required functionalities; evaluation criteria of the learning and cooperative work management systems; operational conditions for their introduction; • describing the pedagogical and computer skills required to master methodologies and tools; • resuming the representation, analysis and shaping contents developed by the group during the Rationalisation stage. • Output: • Report “Computer tools and methodologies supporting the full blended learning sample programmes” This activity will be carried out by ICUS, with the cooperation of Siemens

19. Design - 4 • FULL BLENDED LEARNING SAMPLE PROGRAMMES: SHAPING • Aims: • representing, as for each full blended learning sample programme: • - objectives and target typologies; • - workflows, activities and professional figures; • - functionalities required to the computer tools; • - knowledge and skills required to the service providers in order to master the programmes; • resuming the main “open issues” emerged during the Rationalisation stage, to be discussed during the 1st workshop • Output: • Report “The sample programmes: managerial models and supporting technologies” This activity will be carried out by RSO, gathering information and feed back from all the other partners

20. 3.2. 2nd and 3rd stage: Learning and Transfer • WORKSHOPS • Aims and guidelines: • Each workshop aims at achieving a twofold objective: • to appraise, evaluate and validate the outcomes accomplished during the previous activities in virtual teams; • to identify the “open issues”, meant as the topics to be discussed with the territorial players, during the transfer stage. • They will mainly concern: • - the congruency with PMEs systems needs and features; • - the sustainability for the territorial service agencies (as is-to be) • - the congruency of the financing measures • - the compatibility of the computer tools and methodologies. • Therefore, the specific topics to be discussed in each workshop will be identified on the basis of the themes that will emerge during the different study phases. • However, according to the logical progression of the research, the three workshops will presumably be focused on the following different drivers: • 1st workshop: the full blended learning sample programmes 2nd workshop: the sustainability plan 3rd workshop: The full blended learning Guide

21. 3.2. 2nd and 3rd stage: Learning and Transfer • TRANSFER • Aims and guidelines: • to share and verify with representatives of the local players • to investigate specific problems connected with the use of the technologies (e.g. benchmarking different LMS or cooperative work management systems) • to plan real full blended learning programmes, and possibly launch them, in cooperation with representatives of the PMEs local systems. Two transfer phases are foreseen. Each of them is articulated in three activities: 1. Preparation: - records gathering and sharing, concerning the identified “open issues” (all the partners) - setting of the check lists supporting the information gathering activity (RSO and SIAV) 2. Accomplishment: the reports of the interviews will be inserted into the virtual team support platform. On their basis RSO will prepare the guidelines supporting the following reprocessing activity 3. Reprocessing: - transfer activities recap - design updating, concerning both the blended learning sample programmes and the sustainability actions

22. Thank you for your attention