UCL Institute of Archaeology

Who Stole my Milk?

2.8 Project Management Team
Elizabeth Wells-Thulin, Elisabetta Pietrostefani, & Julie Patenaude

2012

TABLE OF CONTENT
2.8 Project Management Team 2.8.1 Executive Summary Appendix 2.8.2 Themes Statement Appendix 2.8.3 Exhibition Team Calendar Appendix 2.8.4 Web Resource Team Calendar Appendix 2.8.5 Audience Advocate Team Calendar Appendix 2.8.6 Public Information Team Calendar Appendix 2.8.7 Learning and Interpretation Team Calendar Appendix 2.8.8 Content Editor Calendar Appendix 2.8.9 Project Risk Assessment Appendix 2.8.10 High Risk Calendar Appendix 2.8.11 Implementing Constructivism & Socio-Cultural Learning Theory Worksheet 1 Appendix 2.8.12 Implementing Constructivism & Socio-Cultural Learning Theory Worksheet 2 Appendix 2.8.13 UCL Student Contact List Appendix 2.8.14 UCL Communications Documentary Storyboard Appendix 2.8.15 Minutes Template Appendix 2.8.16 PMT Reportage Photographs 356 358 361 362 363 364 365 366 367 368 373 374 375 376 383 387 388

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2.8

Project Management Team (PMT)

2.8.1 Executive Summary PMT was responsible for ensuring the overall smooth running of the project: PMT kept track of deliverables and deadlines, promoted good communication, and conducted and maintained risk assessments. PMT established an effective communication system whereby all PMT members were kept informed of project related outcomes and issues. PMT also promoted good communication between UCL sub-teams, and with GM staff and MSI course coordinators. The Project Coordinator gathered all UCL sub-team members and GM staffs contact information ensuring good communication (see appendix 2.8.13). The Project Coordinator was also responsible for organising GM security passes for every UCL sub-team member. The Content Manager/Editor composed the projects overall themes statement enabling teams to insert and adapt relevant information into their outputs creating a single coherent voice. (see appendix 2.8.2) The Project Manager and Project Coordinator managed and maintained every UCL sub-teams schedule creating a Gantt Chart and team calendars enabling PMT to oversee deadlines and manage risk. (see appendices 2.8.3 2.8.8) The Project Manager managed and maintained the overall project budget updating it as required. (see final brief appendix 1.13.7) PMT attended bi-monthly meetings with their GM counterpart keeping them informed of overall project progress, as well as potential or ongoing issues. PMT often sought and welcomed advice on these matters from GM staff.

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PMT created a minutes template to ensure all meetings were recorded and available for consultation (see appendix 2.8.15)

PMT divided sub-team management responsibilities amongst themselves enabling a more effective overview and risk management of the project (see final brief section 1.11.5). PMT attended regular sub-team meetings with their GM counterparts.

PMT conducted and maintained an overall risk assessment throughout the duration of the project. PMT dealt with a variety of issues such as personal matters, team conflict, simultaneous deadlines, lack of experience or knowhow, and lagging timelines. PMT effectively managed problems and issues that arose throughout the duration of the project in a timely and professional manner maintaining UCL team members privacy when necessary.

PMT was responsible for managing people problems in the sub-teams when they arose. PMT ensured that individual needs were met both work-wise and personally and that workload was divided evenly among team members.

PMT encouraged all UCL teams to develop and implement the projects appropriate learning theories. (see final brief appendices 1.13.4 & 1.13.5) The Project Manager and Project Coordinator organised UCL team meetings to ensure that every member fully understood the different learning theories and how they fit in with their deliverables. The Content Manager/Editor made certain that the teams were implementing the learning theories in their outputs.

PMT was responsible for gathering every teams project deliverables and presenting them to GM staff and MSI course coordinators in the form of a brief. The Content Manager/Editor collated the information and created a single project voice, while the Project Manager and Project Coordinator reviewed the final content. This team effort ensured a consistent and high quality deliverable.

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Although the Content Manager/Editor reviewed and edited a significant portion of the UCL sub-teams outputs, the Project Manager and Project Coordinator supplied invaluable help throughout the duration of the project.

PMT coordinated meetings with UCL Communications, and finalised the editing of the UCL Communications documentary video by adding the STOW context to the documentary as well as inserting students at work project shots, and voice-overs to optimize the video. A big thank you to Harry Peirse for contributing his time to the final stages of editing.

PMT was responsible for presenting the projects final portfolio in a single coherent document.

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APPENDIX 2.8.2

THEMES STATEMENT STUDENT HOMES IN LONDON 2012

In the lead up to the London 2012 Olympic and Paralympic Games, the Geffrye Museum and MA students from UCL Institute of Archaeology are teaming up to explore the many quirks of student homes in London. Who Stole my Milk? will delve into the unusual world of Londons modern student homes, bringing to light the unique atmosphere of fusion and cultural exchange that develops amongst roommates in shared spaces, and its impact on a students personal identity. What makes a student home? And what makes it so unique from other London homes? Who Stole my Milk? will tell the fascinating tale of how cooking implements, decorations, social customs and personal mementoes come together in the students quest for identity in this temporary home away from home. From inexpensive generic posters and low quality bed sheets, to personal tokens carried across borders, and the exchange of international recipes, we will show how students rise to the challenge of creating a home within an impermanent space and time. UCLs MA students from the Institute of Archaeology have embarked upon a journey of selfdiscovery, documenting and photographing a world so familiar yet undefined: the student home. The data collected will partly feature in an exhibition housed within the Geffrye Museums concourse cases, while the creation of web resources, such as a blog and a digital story, and the use of social media will enable visitors to interact with the project by uploading their own stories of student homes. UCL students and the Geffrye will also co-host a number of activity days for families and adult visitors, as well as public events promoting the project, and seek to attract a new audience to the museum through the use of novel marketing platforms. Who Stole my Milk? will pull its audience into the unusual and international experience of student homes in London, where shared and private spaces generate conflict, fusion, and compromise, where personal identities are forever shaped, and where we discover the important elements that make a house a home.

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APPENDIX 2.8.3

EXHIBTION TEAM CALENDAR

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APPENDIX 2.8.4

WEB RESOURCE TEAM CALENDAR

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APPENDIX 2.8.5

AUDIENCE ADVOCATE TEAM CALENDAR

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APPENDIX 2.8.6

PUBLIC INFORMATION TEAM CALENDAR

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APPENDIX 2.8.7

LEARNING AND INTERPRETATION TEAM CALENDAR

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APPENDIX 2.8.8

CONTENT EDITOR CALENDAR

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APPENDIX 2.8.9

PROJECT RISK ASSESSMENT

RISK: THE FOUR HORSEMEN OF THE APOCALYPSE (i.e. SIGNS THAT A HIGH-RISK SITUATION IS OCCURING OR APPROACHING) CONFUSION INCREASING LEVELS OF STRESS, FRUSTRATION OR OTHER NEGATIVE EMOTIONS MISSED MILESTONES INAPPROPRIATE OR LOW-QUALITY DELIVERABLES

HIGH LEVEL RISKS: GENERAL RISK Not following through on Risk Assessment SYMPTOMS Risk assessment? What Risk assessment? General symptoms that risks are approaching or occurring: -Missed milestones -Inappropriate or low quality deliverables -Confusion -Increasing levels of stress Scheduler underestimation of the length of tasks UCL Student Homes Project 2012 Teams are not hitting deadlines; are overly stressed about Teams confer closely with Geffrye counterparts re: Teams are hitting deadlines; schedules are living documents that are discussed; Page 368 SPECIFIC RISKS MITIGATION PLANS Regular, iterative reviews INDICATORS OF SUCCESS If we are looking at this we are probably managing this risk. Missed milestones, confusion and stress are addressed promptly, with attention being paid to the cause of why these things are occurring.

deadlines Scheduler failure to breakdown tasks into their components. Teams dont know what they are doing; schedule does not correspond with reality. Milestones are missed. Teams are stressed over deadlines. Planned project deadlines and other deadlines coincide AR, ET, LIT (generating open evening ideas phase)

schedule Teams confer closely with Geffrye counterparts re: schedule and milestones. Make a list of high risk times: conflicts between deadlines and project deadlines

small, but frequent edits are being made. There is consistency between milestones and what teams are producing; schedules are living documents that are discussed; small, but frequent edits are being made. Even in busy times, milestones are met. Team members dont seem to be rushing to meet deadlines. A sense of calm pervades.

Team members misestimating the time they have available to work on project at a given time or misestimating the length of time a task will take.

End of April, high risk time, particularly Julie, Beginning of May

Team member short-term illness or unforeseen personal issue.

Not very many.

Reduce risk by having other team member(s) and PMT liaison aware of what if anything needs to be done. Ignore it--crisis management if necessary if risk should

Teams can respond swiftly and flexibly to a temporary absence. Team members are aware of what there colleagues are doing.

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occur. Team member long-term illness or dropout Team member seems less engaged with the project or very stressed due to unrelated factors. Missed deadlines; stress and confusion; producing things that are either inappropriate to the project or not of sufficient quality. Communicating with designers; English writing and communication skills; publicity skills Communication with all team members; make contingency plans if this appears likely. Though the flow of the project is greatly disrupted, no one panics. Team members respond swiftly and flexibly to the new situation. No team member is overburdened. Specific plans are set in place to support team members in specific situations. There are enough feedback loops planned for, so that team members can respond to feedback and improve their skills and deliverables. Milestones are met with expected deliverables.

Lack of necessary skills or experience among team members

Project is designed to be learning project; Geffrye and UCL are there are resources; team members can act as resources. For team members who sometimes misunderstand deliverables due to jargon or language skills, we are setting up to do lists that will allow them to write down what they understand for their deliverables; this gives PMT and the teams themselves a chance to understand what they understand and to sort out or clarify

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misunderstandings; Breakdown in communication between sub-teams Teams are working on the same things or doing things that contradict each other. Teams are doing things that do not fit with the communication messages, agreed upon outcomes, or themes. Computers are crashing, freezing, are slow or are corrupting documents. Team members are confused or very stressed about what has been asked of them. PMT is confused by conflicting messages from Geffrye staff and sub-teams. Regular PMT meetings to discuss sub-team progress and plans. Regular group meetings to discuss and reexamine overall vision. Circulation of minutes. Circulation of documents which clarify vision. Store all important documents on Basecamp; remind people to back up. Regular PMT meetings and communication. PMT politely asks for clarification or instructs sub-teams to politely ask for clarification if requirements are unclear, contradictory, or seem unreasonable. PMT and sub-teams keeps Geffrye regularly updated on the progress Regular meetings are happening. Minutes are being uploaded. There do not seem to be overlaps, contradictions or off-message things occurring.

Personal computer problems

All important documents are being put on Basecamp. Computer issues do not repeatedly occur. Team members are clear and confident about the tasks they are currently working on. All aspects of the project make sense from a Project Management point of view. Geffrye is not surprised by what team members are doing; there is frequent communication between Geffrye, PMT, and sub-teams.

No one at the Geffrye is clear about their requirements. Or, staff members at the Geffrye are clear about their requirements but some these requirements contradict each other.

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and plans of teams. Team member workload to high (can be result of illness, drop out, or unrealistic or lopsided task allocation) Illness or drop out. High stress and frustration level among team members. Only some team members appear to be working. PMT stays in close contact with teams and are aware of who is doing what work. Where tasks appear to unevenly allocated, we can ask teams to create to do list so that PMT can see who is doing what. Plan out schedule so that there is Team members are calm and confident. Milestones are met with deliverables of appropriate quality.

Increased unavailability among team members and absences

Coordinator is informed of absences and updates high risk calendar. PMT is kept informed.

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APPENDIX 2.8.10

HIGH RISK CALENDAR

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APPENDIX 2.8.11 IMPLEMENTING CONSTRUCTIVISM AND SOCIO-CULTURAL LEARNING THEORY WORKSHEET 1 What is done to acknowledge that knowledge is constructed in the mind of the learner? How is learning itself made active? What is done to engage the visitor? How is the situation designed to make it accessiblephysically, socially, and intellectually to the visitor? (Hein 1998, 156). How does your team contribute to the project by: 1. Encouraging audience members to draw connections between the project and what is familiar to them and their previous knowledge and past experiences? (What is familiar to the audience? What knowledge and experiences do they bring to project?) 2. Providing a variety of ways to access the project that engages audience members of different backgrounds, learning styles, and physical and mental levels and abilities? 3. Encouraging audience members to engage socially with the project as part of a community of practice? (What communities of practice will audience members already belong to? What communities of practice could audience members form as part of the project?) 4. Allowing audience members to actively make their own meanings (as opposed to passively receiving correct meanings)?

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APPENDIX 2.8.12 IMPLEMENTING LEARNING THEORY WORKSHEET 2

CONSTRUCTIVISM

AND

SOCIO-CULTURAL

1. What are three specific decisions made or actions taken by your team that were influenced by constructivism or socio-cultural learning theory? 2. If you had unlimited resources, unlimited time, unlimited wisdom and knowledge, and perhaps an ability to go back in time what parts of your project components would you change so as to better fit the paradigm of constructivism or socio-cultural learning theory? 3. From your experiences in the project do you have any criticisms of constructivism or socio-cultural learning theory?

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APPENDIX 2.8.13 UCL STUDENT CONTACT LIST

Geffryre Museum Project Team

Project Manager

Elizabeth Wells-Thulin

Email

Telephone

Project coordinator

Elisabetta Pietrostefani

Content manager/editor

Julie Patenaude

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Documenting Student Homes

Hannah Brown

(Point Team Member)

Riccardo Fazzalari

Chao-Chieh Wu UCL Student Homes Project 2012 Page 377

Project Photographer

Li Wang

Exhibition Team

Jennifer Brown

(Point Team Member)

Semiha Bicer

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Audience Advocates

Jeni Turner

(Point Team Member)

Binlu Wang

Audience Researchers

Katy Daniels

(Point Page 379

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Team Member)

Tz-ling (Leslie) Lai

Website Resources

Charmaine Wong

(Point Team Member)

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Urska Bohinec

Learning and Interpretation

Min Young Cho

Namyoung Kwon UCL Student Homes Project 2012

(Point Team Page 381

Member)

Public Information

Kathryn Townsend

(Point Team Member)

Javier Caro

(Point Team Member) *The project people for staff to contact to set up meetings etc. for their relative groups.

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APPENDIX 2.8.14 UCL COMMUNICATIONS DOCUMENTARY STORYBOARD PMT received a rough draft of the UCL Communications documentary video from WRT; due to time constraints and a high workload, WRT was unavailable to refine the video further. PMT completed the missing scenes and forwarded the video to UCL Communications for the final refinement. The following document represents the documentarys storyboard.

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APPENDIX 2.8.15 MINUTES TEMPLATE

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APPENDIX 2.8.16

PMT REPORTAGE PHOTOGRAPHS

Throughout the duration of the project, PMT was responsible for leading the panel meetings held at the GM. The Project Manager opened each meeting (except for the third panel meeting lead by the Project Coordinator) with a welcome message, a short introduction, and made closing remarks opening the floor to questions and comments. The Project Coordinator collated and edited the PowerPoint presentations, while the Content Manager/Editor provided the project brief prior to each meeting.

The Project Manager is seen answering questions from GM staff.

The Project Coordinator takes minutes, while all other team members attentively listen to the presentation.

Jo Fells, Freelance Consultant for the GM in audience advocacy, asks AAT a question.
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MSI course coordinators discuss the fourth brief with the Content Manager/Editor and Project Coordinator.

The Project Manager discusses audience advocacy with Jo Fells, while WRT & DSHT teammembers enjoy the completion of the final panel meeting.

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