1. Project management and Scientific writing Lars Peter Jensen 1

2. About projects and management of people and time Contents: Defining a project The project settings and goal Code of conduct/team charter Management of time and other resources 2

3. Project What ? A unique task Have a lot of complex activities Needs several people with different skills Have a final goal/objective Limited resources (time, money, people) Have to deliver a result at a given time: –As a minimum a written report 3

4. It must be possible To accomplish goals Through the project Starting a project 4

5. Project Management Planning Goals objectives Organizing People resources Controlling monitor maintaining Change 5

6. Agree on the goal, otherwise you won’t reach it! -OR GET ON A DESERT WALK The goal statement should be action-oriented, short, simple, straightforward, understandable, and clear to all. 6

7. Be aware of your differences YOU ARE STUPID ! WE DON’T KNOW 7

8. Project Management Management of people Management of time and other resources 8

9. Team charter or code of conduct Why ? Create common expectations Secure clear agreements What? Contract with supervisor Group contracts: – Task strategies – Process strategies 9

10. Code of conduct – A tool for managing people Expectations and ambitions ? Meetings – How often ? – What if somebody is late ? Organizing meetings, chairman, referee, use of blackboard ? Division of labor ? What kind of response do you give within the group ? To what extent will we socialize together, and when ? 10

11. Contract with supervisor DRAFT Contract between project group XX and supervisor NN What I am willing to do (if you want me to) –Help… Meet… Discuss…. Read…. What I prefer not to do –Meet…. Read…. What I expect of you –write a memo, send the memo, chair meetings etc. 11

12. Code of conduct – questions to ask Task strategies What is the purpose, process, and timing of meetings? What does ’on time’ mean? What is the priority of time? What are the importance and priority of deadlines? Is it more important to achieve time deadlines, or to delay for higher quality? What do we do about missing commitments? To what extent do roles and responsibilities need to be formalized and written? Who needs to attend, when? What is the role of the leader? Of team members? How will the task be divided up and the integrated? What work can be done together or apart? How will information be passed? To whom? When? Formally or informally? Within the team or outside? How, where and when do we make decisions? Consensus, majority rule, compromise? 12

13. Code of conduct – questions to ask Process strategies How will we manage relationships – dive right into business versus take time to socialize? To what extent will we socialize together, and when? What is trust and how is it earned? How formal or informal will we be? What language(s) will we use? How will differences in language fluency be managed? To what extent does participation reflect potential contributions? Who dominates? Who listens to whom? Who talks to whom? How are interruptions managed? How is conflict managed? Forcing, accommodating, avoiding, collaborating, compromising? How is negotiation viewed? Win/lose, or win/win? How is feedback provided? Face to face, third party, direct? 13

14. Code of conduct example 14

15. Management of time Contents: Introduction Activity diagram How long time do we need for a given activity? - how to make a qualified guess The Gantt chart Project monitering 15

16. Project overview and structure Problem Statement A Major Goal functions as –Defining the final outcome (e.g. in terms of product) –Being the continual point of reference for settling disputes and misunderstandings about the project –Being the guide keeping all objectives and the work associated with them on track Objectives should be: – S pecifc in targeting an objective – M easurable: Establish a measurable indicator(s) of progress – A ssignable: Make the objective capable of being assigned to someone for completion – R ealistic: State what can realistically be achieved within budgetted time and resources – T ime-related: State when the objective can be achieved, that is, the duration. (George Doran 1981) Risks, assumptions and questions 16

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20. Management of time Management of (often unpredictable) change via project planning and project monitoring Project planning – what is it? 50 % thinking ahead 25 % communication 25 % milestones 20

21. Project Planning - contents A model of the project, including all activities = tasks, that together constitute the complete project How can the model be used? To experiment with, without actually carrying out the timing and scheduling of activities of the project As a yardstick against which to measure progress and monitor the project As a basis for a regular review and update process, e.g. Plan the remaining part of the project 21

22. Planning at different levels Overview (long term) level: –Big tasks, few milestones Activity level: –Where you are right now –Detailed activity plan with many smaller tasks –Deadlines Daily level: –What are we going to do today 22

23. 1 st Semester 2000 – P0 Project – Group 00792 – TETRaA System P1 Planning 23

24. Planning Motor selection Battery selection Design of Control Strategy Weekly report Simulation Implement the Strategy Module report Supervisor meeting Test Practical Work Report No Yes No Yes 24

25. P1 Period Time schedule 8 th. Oct. 15 th. Oct15 th. Nov 19 th.Dec Programming the controller and implement the strategy Choose motor and supply Control Stategy Design Practical Work and Documentation 25

26. Control strategy design Analysing controllersModelling the motor Matlab simulation of motor Matlab simulation of Control system and motor Choose strategy OK? No Yes TOTAL: 10X 2X 3X X 2X 26

27. How to find X ? We need 10 X There is 6 members of the group There are 15 half project day until finish of activity What is X then ? X = 15/10 [½project day] = 1½ [½project day] ? X = (15/10)x6 [½man day] = 9 [½man day] 27

28. Tasks Week 43Week 44Week 45Week 46 1920/102127/10283/114910/111112 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 28

29. Tasks Week 43Week 44Week 45Week 46 1919 20/10 2121 27/10 2828 3/114910/111 1212 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 29

30. Tasks Week 43Week 44Week 45Week 46 1919 20/10 2121 27/10 2828 3/114910/111 1212 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 30

31. Tasks Week 43Week 44Week 45Week 46 1919 20/10 2121 27/10 2828 3/114910/111 1212 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 31

32. Tasks Week 43Week 44Week 45Week 46 1919 20/10 2121 27/10 2828 3/114910/111 1212 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 32

33. Tasks Week 43Week 44Week 45Week 46 1920/10 2121 27/10 2828 3/114910/111 12 Analysing controllers 2X Modelling the motor 3X Matlab simulation of motor X Choose control strategy 2X Matlab simulation of control strategy and motor 2X 33

34. Gannt chart (Timescedule) 34

35. Project Monitering Why has some activities taken to long time? Can we compensate for the delay by working harder? Is it possible to reorganize the work schedule If we are to cut out some activities, which one? What are the consequences of each of these choices? 35

36. Break for 15 minutes 36

37. Exercise 1 What characterizes a good written documentation of a project (the project report)? Discuss this together 2-3 and write some ideas on: m.socrative.com Room number: 42765 Billede: http://www.clausing-industrial.com/images/question.gif 37

38. Report structure Synopsis/Abstract Fore word Table of content Introduction 1. Part: problem analysis Problem formulation and delimitation 2. Part: problem solving Conclusion References Appendix © SLP-gruppen, Aalborg Universitet 38

39. A fast overview The report must have a logical flow => a good structure The report must contain all necessary information - and no more The report should not contain comments about the workflow/process The report must be consistent, both graphically and linguistically The reader should easily and quickly identify the report's relevance to their own qualifications / interests. Billede: Algreen-Ussing, 1990© SLP-gruppen, Aalborg Universitet Main Chapters 39

40. Step by step The reader should be able to read the report step by step: If the receiver is only interested in results, read the introduction and conclusion. These must therefore be able to stand alone (unless otherwise indicated). If the reader becomes curious, read the main sections which he / she finds interesting. Each section must be able to stand alone - otherwise, references to earlier chapters must be indicated. If the receiver is further interested, read the rest of the main sections. If the recipient needs all details, also read appendices and annexes. Algreen-Ussing, 1990 © SLP-gruppen, Aalborg UniversitetBillede: http://taurus.vividnet.com/robin/img/stair.jpg 40

41. Top & Tail © SLP-gruppen, Aalborg Universitet Draft introductory "Top" Key words for main text "Body" Draft conclusion "Tail" http://www.victoryisland.dk/galleri/dog.jpg 41

42. Critical points in writing a project report A precise synopsis A telling table of content Help the reader so the coherence and relevance of contents is obvious Interplay and balance between text and illustrations Making the disseminating scientific © SLP-gruppen, Aalborg Universitet Billede: http://eslus.com/LESSONS/WRITING/ 42

43. Good advices for the synopsis It shall be short and concise The problem must be bent in neon The primary methods included The main conclusion included The logic shall be clear © SLP-gruppen, Aalborg Universitet 43

44. Good advices for the table of content Consider the number of chapters in relation to the project's total number of pages Consider the clarity in the TOC - have you divided the chapters into too many levels? Consider the information value – are the headlines understandable so that the reader can get an overview just by reading them? © SLP-gruppen, Aalborg UniversitetBillede: http://www.shikoku.ne.jp/web/support/trouble/gif/hint.gif 44

45. Help the reader all the way Make a readers guide in the foreword that explains which chapters can be read separately In the introduction, each chapter can be introduced and the links between them made visible – e.g. by a diagram showing the structure of the report Although the structure of each chapter is logical the reader should be presented for the purpose, what the content is and how the text is structured © SLP-gruppen, Aalborg UniversitetBillede: http://www.fablevision.com/northstar/make/peteicons/follow.gif 45

46. Readers Guide This report is made by first semester students at AAU and touches many subjects, some of which are only briefly discussed, but the most of them are explained in full. We dive into the gaming technology over the last years and try to give a basic understanding of how the development has shaped the technologies of today. The possibilities of these technologies are discussed later in the report and we try to make a connection between the state of the art and the commonly available ones. Some psychology is discussed in this report but it is self explanatory and requires little to no prior knowledge of this subject. We have done this because we thought that the reader should have a basis of knowledge concerning the target group of our product and the possible uses of this. Our report should give an overview of the gaming industry and the use of edutainment, and how these could be combined for the use in schools. 46

47. Diagram of the structure of a project report 47

48. The interaction between text and illustrations Remember Captions and No. Remember a reference to the figure A figure must be explained if it is not self-explanatory There must be the same logic in words as in the picture © SLP-gruppen, Aalborg Universitet Billede: weblab.fisica.unipg.it 48

49. Credibility THAT IS: personal ideas / observations must be stated assessments should be presented with the assessment criteria and the basis for assessing project boundaries must be stated clearly project's methods must be transparent conditions for the conclusions must be stated be sure that possible. political, religious or moral standards appears as such © SLP-gruppen, Aalborg Universitet Algreen-Ussing, 1990 Billede: http://www.intrexon.com/v10_images/Scientist.gif 49

50. Appropriate Language Simple Precise Concrete Neutral Sensible Logical Understandable 50

51. Avoid speech language Restrict foreign words http://3b.img.v4.skyrock.net/3b7/ausette59/pics/1220360926.jpg http://blogs.sun.com/daveedstrom/resource/NotUnderstand.jpg 51

52. 52 How to write Before writing (the group): Preparation: receiver, message, outline Brainstorm: e.g.. Post-it Writing (individually): Go for it : write without criticism – one headline at a time (in arbitrary order) Structure – structure the writing, creating overview and consistency Edit – make the writing easy to read After writing (the group or others)  Review

53. Exercise 2 What characterizes scientific communication/dissemination? Discuss this together 2-3 and write some ideas on: m.socrative.com Room number: 42765 Billede: http://www.clausing-industrial.com/images/question.gif 53

54. Scientific writing Refer to sources in accordance with recognized standards Remember to consider the source credibility Remember to seek evidence for claims Remember to argue for your choice Remember to explain the methods used Remember to reflect on applied theory and methodology Remember that we do not see / look at - but examine, treat e.g. Remember that we do not think and believe, we assume (if necessary) without scientific evidence and concludes when we have sufficient evidence © SLP-gruppen, Aalborg UniversitetBillede: http://public.lanl.gov/kmh/writinghardwork.jpg 54

55. Scientific Integrity © SLP-gruppen, Aalborg Universitet  The quotations comes from lawfully published texts  The quotation is in accordance with "good practice“  It is quoted "to the extent determined by the purpose“  The author of the text is credited and acknowledged A quote is legal under copyright law, if: (Ministry of Culture, 2006) Billede og dowloadmulighed: http://www.kum.dk/sw37771.asp 55

56. References and quotations: http://wwwlib.murdoch.edu.au/find/citation/ http://wwwlib.murdoch.edu.au/find/citation/ The Chicago method (Jensen, 2001a:21) http://libguides.murdoch.edu.au/Chicago Literature is the listed alphabetic: Jensen, Hans (1999a): ” Elektroniske System, AAU Forlaget, Aalborg By numbers [2] http://libguides.murdoch.edu.au/Vancouver http://libguides.murdoch.edu.au/IEEE Literature is the listed by numbers: [4] Hans Jensen, Elektroniske System, AAU Forlaget, Aalborg 1999a © SLP-gruppen, Aalborg Universitet Billede: home6.inet.tele.dk/aamsk/husk_z.gif  We have to know all possible information's to be able to find the quoted source:  Books: Author(s), year, title, publisher, ISBN or ISSN no.  Journals: As above + name of journal, number and date  Internet: URL and date for downloading  Persons: Name, title, company 56

57. Plagiarism and fraud quotation © SLP-gruppen, Aalborg Universitet  Missing source (plagiarism)  This quote is too long  This quote is wrong credited  The quotation is corrupted (quote fraud) Conditions that can make the quote illegally: (Ministry of Culture, 2006) Billede: http://www.bibliotek.horsens.dk/forboern/laesetipsbb/billeder/krimi_sm.jpg 57

58. Plagiarism is illegal… © SLP-gruppen, Aalborg Universitet "Plagiarism is totally unacceptable and will result in rejection of the report and exclusion of students from Aalborg University, if discovered in a report handed in " From the study regulations for all educations at Aalborg University: Billede: ww.maihaugen.no/upload/Fange.jpg 58

59. Peer review Why ? To evaluate the work To find mistakes and to identify if something is missing To check whether it is understandable 59

60. Peer review How and When ? Written or oral At a group meeting After everybody have read the writing and have prepared individual comments to it 60

61. Peer review Valuable criticism Be kind – be motivating for the group member, avoiding offending Be concrete – providing alternatives and suggestions Be constructive – aiming at improvement Be critical – professionally but not personally 61

62. Peer review Elements: Misspelling, misprint and other corrections in the proofs. (might be noted directly in the document) Logical errors, misunderstandings, poor formulations, technical mistakes etc. that makes the understanding difficult or impossible for the reader. Good points, well structured, clear overview, interesting angle, well documented, clear illustrations etc. 62

63. 63 Exercises in groups: Make a code of conduct for your group. Make a top level plan for your project. Make a detailed plan at the activity level where you are right now, using post-it’s to make an activity diagram. Plan how to monitor your time schedule.