In the blog this week, we will begin to explore the critical issue of developing project planning skills that are essential when attempting to manage the time allocation challenges discussed over the previous four weeks. The objective this week is to gain an overview of the simple 8-step approach to planning prior to commencing an investigating the application of the process next week. Moreover, at this initial stage it is important to note the foundational principle that, ‘Proper Planning Prevents Possible Poor Performance’ when attempting to successfully manage any project.
The importance of developing project planning skills
An essential skill that all students must acquire to function effectively is the ability to plan, prepare, and manage a wide range of assigned projects. This is particularly important for overseas students for two reasons.
First, many assignments allocated in an international learning context, such as extended coursework essays, reports, and presentations, are not familiar tasks in the domestic educational context that tends to prioritise frequent testing based on information memorisation.
Secondly, in the international learning environment, especially in the English-speaking nations, there are typically far fewer face-to-face encounters with teachers and significantly more assignments that need to be completed, either individually or in teams, based on the application of independent or self-managed learning abilities.
Consequently, without acquiring project planning skills, international students may become disorientated without regular direction from teachers, then increasingly frustrated by the experience, and finally lose motivation.
A simple approach to developing project planning skills
Fortunately, learning the basic requirements of effective project planning is not a particularly daunting challenge as there are only 8 steps that need to be followed. However, these steps must be followed in a strict logical sequence that commences with a critical analysis of the key requirements for the successful completion of the project. An illustration of the 8-steps is shown below.
Step 1: Planning
Applying critical thinking to analyse all the specific requirements included in an assigned task to ensure a successful response
Step 2: Preparing
Breaking down the assignment requirements into logical chunks and developing an achievable time allocation schedule
Step 3: Processing
Critically evaluating the actions required to successfully complete each of the key chunks of the task such as researching the issue, critically reading texts, note-making, and summarising key information
Step 4: Producing
Competing the tasks while ensuring that all assignment guidelines requirements are addressed
Step 5: Progressing
Demonstrating an ability to positively respond to feedback from teachers at draft project stages, especially in terms of effectively implementing required improvements
Step 6: Polishing
Reviewing the reported information from texts to ensure that the language will make sense to the reader and is exclusively focused on the designated target audience
Step 7: Proofreading
Ensuring sufficient time has been allocated to carefully proofread the accuracy of reported information, together with conventions such as citations and references
Step 8: Performing
Checking that all the formatting requirements highlighted in the submission guidelines have been covered throughout the response to the assignment before submission
Question 1
Why might it be the case that the development of project planning skills is not typically prioritised in a teacher-centred learning context?
Question 2
To what extent can the development of project planning skills improve self-management and independent learning abilities?
Question 3
Is it sufficient just to teach students the general process of project planning or is it necessary to provide examples of how to apply these skills to common assigned tasks such as exam revision?
We shall begin to explore how to apply the process of project planning in the blog next week.
Comments