This course was pivotal for me. By actively participating, solving problems independently and engaging in collaborative experiences, I have gained insights that could improve my work environment. I have also likened Project Management to the real world and since its completion, I have challenged my thoughts to dig deeper in order to modernise the body of knowledge in the field. There is a nexus between Project Management to one’s daily life and carrying out everyday tasks. This perspective can also be applied to my work environment where there are several problems and opportunities where project management could be implemented to ameliorate issues. As mentioned in my reflection of the course EDID 6509: ‘Designing Learning and Performance Solutions’, due to the onslaught of the COVID-19 pandemic among other independent variables, designs and or projects can be realised to improve deficiencies. Take for example, a reading or mathematics project targeted at improving students’ abilities and skills. In this course, I have learned the systematic process of project planning and used histories of previous projects as examples to make comparisons for improvement at the institution. I have therefore concluded that with my knowledge and skills, I could lead and govern or, at least, lend assistance to future projects needed at the institution. My true desire is to pass on knowledge so that my colleagues understand the systematic process and are more independent in their decision-making processes. Moreover, I intend to encourage my fellow colleagues to document their work as it relates to projects. Histories of information can help future project managers learn from mistakes or solve a similar problem and this type of documentation is currently missing at my workplace.

Moreover, this course has led me to question and challenge processes which consequently has awakened my subjectivity. Whilst the systematic process is useful and thorough, on reflecting on my individual project, one area of concern for me was Quality Management. In my view, because of the vested interest by stakeholders, money and time going into the project, Quality Management needs a more prominent position in the planning process. Therefore, since leaving the course, I have devised an approach that would allow Project Managers to consider quality at a much earlier time in planning and take preventative measures as necessary. This is a five-step process which includes calculating quality scores, performing Pearson tests and so on. It can be viewed in the artefact that follows. Whilst the process is still in its infancy stages and still nebulous, I believe this approach may be useful to Project Managers. This systematic thinking and process improvement could not have been realised if not for the course’s interactions of collaboration, critical thinking and reflection points.

Select the first artefact that follows for an illustration of a model used for checking quality that can be used from the on-set in planning. Select the second artefact to peruse a Project Plan Development document that was created for my institution. The project is replete with different management plans including cost, quality and time among others. It was also created using a phase approach. The third artefact is a proposed reading project Business Case and Project Charter that was earlier discussed that I intend on implementing. Select the artefact for more details.