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Lessons learned are the documented information that reflects both the positive and negative experiences of a project. They represent the organization's commitment to project management excellence and the project manager's opportunity to learn from the actual experiences of others.
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This article will introduce you to one approach. By now, Lessons Learned has become an integral part of project portfolio management. When applied and implemented correctly, this method can be a part of your strategy for success! There are many ways to apply Lessons Learned in project management. Which type of approach are you familiar with?

In my experience, Lessons Learned is often only practiced at the end of a project with a simple survey of the project team. The respective answers tend to be similarly superficial , as the participants may:.


  1. Example of a Possible Approach.
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Obviously, Lessons Learned in project management can do more than that. However, it needs more room in the project. Otherwise, there will be no time to consciously apply Lessons Learned and thereby generate added value. As previously mentioned, there are many types of Lessons Learned in project management. I will illustrate one possible approach below. It is a methodology accompanying the whole length of the project — from start to finish. Inform your project team at the very beginning of the project that you will be applying the Lessons Learned method.

This will foster transparency and understanding. In the process, it is important to demonstrate or explain the way in which you will apply Lessons Learned. You can do this alone but are equally welcome to decide this together with the team. When building your team, make sure you include people from different areas of the project.

This will enable you to capture diverse points of view. These can be selected individuals from the different project areas or the whole team. This depends on the situation and the size of the project team. Tip: Make sure the number of people does not end up being too high. After all, the same individuals will be the participants of the later workshop. In my experience, 3 to 10 people is a good size for a Lessons Learned team. Throughout the whole project, you will be in the so-called gathering phase. During this time, every actively involved participant is called upon to document insights, experiences, impressions etc.

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It is the collection of information that may have relevance for the subsequent Lessons Learned workshop. One thing will be worth its weight in gold when it comes to retrospect: the logbook.

This is where all participants can note down their experience. In the upcoming workshop, they can refer to it.

PALAVRA DE ESPECIALISTA

To make it easier to gather information , a so-called logbook may be helpful. This is where you and your team can note down what happens on the project. This does not have to be too detailed, but it should briefly report the situation. Tip: The logbook can be a simple Excel table. For greater consistency, it makes sense for everyone actively involved to have the same logbook.

Consider giving the logbook to the active participants symbolically as a little present. Figure 2: Lessons Learned template — Logbook for gathering insights during the project. The workshop is the centerpiece of this Lessons Learned method. Therefore, it requires sound preparation. Alongside the organizational matters, such as workshop materials, booking the room etc. What topics should be covered in the workshop , in order to provide the greatest benefit and the highest relevance?

For this, it is advisable to narrow down the choice of subjects to key experiences on the project. These are the exact topics you should deliberately cover in the workshop. The basis for topic identification: hold talks with your participants and thus filter out the key experiences! To obtain a selection of correct and vital topics, you can hold talks with the active participants.

This is where the logbook comes in handy. After all — if the logbook keeps a good record — it provides everyone actively involved with a mishmash of topics to choose from. From these talks, you subsequently select the most pressing and frequently mentioned incidents. And resources of governments and local institutions differ according to economic conditions. Plan training programmes for TPs according to specific community, regional, and country needs.

Lesson 6: Training programmes that adopted non-formal adult education methods and materials and that were designed for low literate groups were most effective in increasing knowledge and skills. A key finding of the study was that methods and materials for training TPs must fit the learning styles of the participants.

PALAVRA DE ESPECIALISTA

Projects which used more participative and small group methods in classes and had the most variety of diagrams, posters, flip-charts and models to aid in the presentation of information, had fewer complaints from staff and TPs about the ease of understanding the training content. This reinforced a basic principle of adult education - that people learn by doing. Regular training staff should have a thorough knowledge of how to use participative and experiential teaching methods and how to select and use a wide variety of supplementary teaching aids. Use participative non-formal learning methods and visual aids that are appropriate for training TPs in PHC skills.

Lesson 7: Programmes that integrated services other than PHC skills into the training measurably contributed to the quality of life of TPs and community members. Three of the projects incorporated the teaching of income generation and literacy improvement, which gave support to TBAs in their personal lives as well as their professional role as PHC providers. Two of the projects taught herbalists how to cultivate and preserve herbs and how to keep bees and sell the honey in the markets. Another project taught TBAs how to generate income from small business projects, using loans from savings banks and from other community activities and how to increase their reading and writing skills.

In addition to improving their personal lives, these skills enabled the TPs to keep more accurate patient records and communicate more effectively. PHC training projects should include activities that meet literacy and economic needs of TPs. Lesson 8: Staff who understood the cultural background and values of TPs were effective in training TPs and more effective in establishing collaboration between TPs and bio-medical health staff than medical staff who had less accepting or negative attitudes toward the TPs.

The Project Director in Ghana had previously participated in an anthropological study of traditional medicine in the same region and had a thorough knowledge of the traditional attitudes and beliefs of TPs. The staff used this prior experience to integrate some of the traditional wisdom into the training programme and to orient the doctors and nurses in the hospital in how to understand and collaborate more effectively with TPs.

To be most effective, staff who participate in training and provide support to TPs should have a respect for and sensitivity to TPs and have a basic understanding of traditional medicine and healing practices. Doctors, nurses, and other professionals should be able to communicate effectively with TPs and to integrate, where possible, the teaching of PHC knowledge and skills with basic beliefs of traditional healing. These attitudes and skills are particularly essential for establishing good collaboration and referrals between modern health staff and the TPs.

Prepare trainers with skills in effective communication and methods of informal adult education and orient all bio-medical staff who work with TPs with a basic understanding of traditional medicine and healing practices.

Lessons Learned Log | Turas | Learn

Lesson 9: Good collaboration between TPs and modern health staff depended upon mutual respect, good communication, and an established referral system. For the most part, collaboration between TPs and modern health staff was good in the projects. Factors that contributed to this were:. Establish an effective referral system for TPs and promote good communication and a professional collegial relationship between TPs and modern health staff. All projects provided TPs with follow-up support, primarily through small group sessions in the field, though they differed in the amount of staff time allocated and the scheduling of these sessions.

Both TPs and staff regarded these sessions as very important for solving problems and providing continuing education. Lesson Traditional practitioners who were compensated in some way for their PHC services were more committed to providing lasting service to their communities. Traditional practitioners in these projects were not paid by their sponsoring agencies. They provided PHC services to individual families as part of their commitment to their communities and the sponsoring projects. And they received very little rewards from their clients for these services.

As a result, many had a difficult struggle to survive economically and depended upon other sources of income, such as farming and small businesses.