暨南大学《项目管理》chapter 14 project closure知识课件.pptVIP

Conducting Performance Reviews Begin by asking the individual to evaluate his or her own performance. Avoid drawing comparisons with other team members; rather, assess the individual in terms of established standards and expectations. Focus criticism on specific behaviors rather than on the individual personally. Be consistent and fair in treatment of all team members. Treat the review as one point in an ongoing process. 14–* Individual Performance Assessment Multirater appraisal (“360-degree feedback) Involves soliciting feedback concerning team members’ performance from all of the peoplethat their work affects. Project managers, area managers, peers, subordinates, and customers. 14–* Retrospectives Lessons Learned An analysis carried out during and shortly after the project life cycle to capture positive and negative project learning—“what worked and what didn’t?” Goals of Retrospectives To reuse learned solutions To stop repetitive mistakes 14–* Retrospectives (cont’d) Barriers to Organizational Learning Lack of post-project time for developing lessons No post-project direction or support for teams Lessons become blame sessions Lessons are not applied in other locations Organizational culture does not recognize value of learning 14–* The Value of Retrospective Analyses Making Retrospectives Effective: Use an independent facilitator to guide the project team through the analysis project activities. Include a minimum of three in-process learning gates during the life project cycle. Designate a team member as owner for each point in the retrospective. Develop an easy-to-use learning repository to ensure future utilization of retrospective lessons. Mandate use of retrospectives as part of the normal process for all projects. 14–* Characteristics of a Facilitator No direct involvement or direct interest in the project. Perceived as impartial and fair Respect of senior management and other project stakeholders. Willingness to listen. Independence and authority