ITCC 112 (Advanced Technology and Project Management) - Third Meeting

Our third meeting for the ITCC 112 (Advanced Technology and Project Management) subject in the Master in Information Technology (MIT) program at the University of Southeastern Philippines (USEP) proved to be another enlightening session. Once again, the facilitator masterfully guided us through key concepts, blending theory with practical insights that will undoubtedly shape our understanding of project management and leadership.

The session began with a review of a critical foundational concept: What is a project? The facilitator reiterated, "A sequence of unique, complex, and connected activities having one goal or purpose, and that must be completed by a specific time, within budget, and according to specifications." This definition serves as the cornerstone of our learning, emphasizing the intricacies and challenges inherent in projects.

The facilitator posed the familiar but essential question, "Why do projects fail?" As with the previous meeting, we provided a variety of answers—lack of resources, poor communication, weak leadership, and others. The facilitator distilled all these into a powerful insight: "Projects fail because you fail to plan, or you plan to fail." This statement emphasized the non-negotiable importance of meticulous planning in project success, reminding us that a lack of foresight almost always leads to failure.

One of the highlights of the session was understanding the distinction between a Project Leader and a Project Manager. The facilitator explained that while managing a project involves tasks like resource allocation, scheduling, and monitoring, leadership requires guiding people effectively. He noted, "When you control emotions, people will revolt. Just guide. Give direction." This distinction between managing processes and leading people underscored the importance of emotional intelligence and leadership skills in project success.

According to the facilitator, a project is considered successful when the stated objectives and promised results are delivered on time, within the budget, and according to the agreed-upon specifications. These elements—time, cost, scope, and quality—form the essential criteria for evaluating project outcomes.

The facilitator shared key traits of an ideal project manager, emphasizing that this role demands a mix of technical knowledge, strategic thinking, and people skills. An ideal project manager is not just a planner but also a leader who can inspire, motivate, and guide a team toward a shared goal.

The facilitator introduced us to the essence of Project Management, defining it as:

- A method for organizing tasks.

- A structured framework to help groups work productively.

- Tools for task sequencing, dependency analysis, resource allocation, scheduling, and progress tracking.

Project management, he explained, involves planning, organizing, and managing tasks and resources to accomplish a defined objective, often within strict constraints of time, resources, and cost.

We explored the three major phases of any project, represented by the Project Management Triangle: Cost, Scope, Time, with Quality at the center. This framework serves as a guide for balancing competing priorities while ensuring the project delivers its intended value.

Each component plays a vital role. Cost represents the budget, encompassing resources and materials needed to complete the project. Scope defines the project's objectives and deliverables, which must remain well-defined to avoid "scope creep." Time includes the schedule and deadlines, ensuring tasks are completed promptly. Quality, positioned at the center, is the ultimate measure of success, as a project is only successful if it delivers results that meet or exceed expectations, regardless of other constraints.

The Project Management Triangle serves as a tool for balancing competing priorities and making informed decisions. By understanding the trade-offs between cost, scope, and time, project managers can maintain focus on quality while navigating challenges and ensuring the project’s overall success. This framework guides effective planning, execution, and adjustment throughout the project lifecycle.

The session also delved into the objectives of project management, which include: setting clear goals and deliverables, managing resources effectively and maintaining alignment with organizational strategies. The facilitator then walked us through an IT Project Template, which serves as a blueprint for structuring projects.

To support our learning, the facilitator introduced various project management tools, such as:

Microsoft Project – a robust, professional tool for detailed project planning and tracking.

Asana and Trello – user-friendly platforms for task management and collaboration.

Primavera – a powerful tool often used for large-scale projects.

OpenProject – a free, open-source alternative for managing projects.

Before ending the class, the facilitator reminded us of the two major projects we need to submit by the end of the semester:

Video Blog of Our IT Capstone Project Plan – Using any project management tool, we must create a comprehensive and engaging video that outlines our capstone project.

Industry Analysis Team Report – This collaborative effort requires forming a team, with each member tackling one of the nine knowledge areas outlined in PMBOK 6 as a reference.

The third meeting ended with a deeper appreciation for the role of project management in achieving both professional and academic success. From understanding the importance of planning to exploring tools and frameworks, the lessons reinforced the value of effective project management in any endeavor.

As we left the session, the facilitator's words echoed in our minds: "Plan meticulously, lead effectively, and remember—success is about delivering promised results on time, within budget, and to specifications." Armed with these lessons, we are motivated to take on the challenges of our projects and our MIT journey with confidence and determination.

The journey continues, and so does the learning!

ITCC 112 (Advanced Technology and Project Management) - Second Meeting

After the warm welcome of our first meeting, our second meeting for the ITCC 112 (Advanced Technology and Project Management) subject in my Master in Information Technology (MIT) program at the University of Southeastern Philippines (USEP) felt like an opportunity to go deeper into the subject. The venue remained the Conference Room at the College of Information and Computing. Once again, the oval table which we gathered around seemed to provide the perfect setting for collaborative discussions. As we took our seats, I noticed the relaxed and approachable demeanor of our facilitator, who reminded us again not to call him "Sir." He preferred a class where knowledge was shared, and everyone contributes equally to the discussion.

Our facilitator began by sharing a bound project book, which he said was an Industry Analysis Report done by a group of his former students. The topic focused on Six Eleven, a business process outsourcing company in Davao City. Each group member was assigned a specific department of the company, and together, they produced a comprehensive report. This project showcased the importance of collaboration and the application of technology and project management skills. It was inspiring to see a tangible example of what our group projects could potentially look like by the end of the course. The facilitator's pride in his former students' work was clear, and it set a high standard for what we, too, should strive for.

The facilitator then introduced us to a small but impactful exercise. On the TV screen connected to his laptop, he displayed a grid of nine dots and challenged us to connect all the dots using only four straight lines, without lifting the pen from the paper. I recognized the exercise immediately, one of those classic "think outside the box" puzzles that teaches a powerful lesson in creativity and problem-solving. The answer requires you to draw lines that extend beyond the grid of dots, symbolizing how we often need to think beyond the conventional limits when approaching problems.

For those unfamiliar with the puzzle, it was a moment of frustration followed by insight. The exercise made the facilitator's point abundantly clear. In advanced technology and project management, especially in a rapidly evolving field like information technology, we must continually challenge ourselves to think differently. The conventional approaches may not always work, and without critical thinking, it's impossible to solve complex problems effectively. This lesson reinforced why he resisted being called "Doctor", he did not hold all the knowledge; instead, we all held pieces of it. Information and learning, as he emphasized, come from collaboration and sharing.

Next, our facilitator shared a real-world example from the summer of 2012 when he was tasked by the university to renovate the USEP website. He tapped 80 on-the-job trainees (OJTs) and students to help on the project. He allowed the students to take charge first of creating landing page designs for the website. He then invited stakeholders to choose the best design. This participatory approach allowed the stakeholders to become more deeply engaged in the project. Additionally, the facilitator involved the stakeholders in updating their respective pages on the site, making it a collaborative and dynamic effort. He used a Gantt chart to monitor progress, showing us pictures of the activities and providing a visual representation of how each phase was managed. Joomla, a content management system (CMS), was used to streamline the process. This project demonstrated effective project management techniques - breaking a large project into smaller, manageable tasks, involving multiple participants, and using appropriate tools to monitor progress.

One of the most thought-provoking moments of the session came when the facilitator posed a simple question, "Why do projects fail?" My classmates shared a range of answers, such as lack of resources, poor planning, and the absence of a risk management plan. When it was my turn, I answered procrastination, a common issue many of us can relate to. Procrastination, by definition, is the act of delaying or postponing tasks, often resulting in rushed work or unmet deadlines. It's a silent killer of productivity in both personal and professional settings. Our facilitator acknowledged all of the answers but shared one simple reason, "Projects fail because you fail to plan, or you plan to fail." His words were a reminder that success in project management lies on proper and meticulous planning. He urged us to start thinking about our capstone projects right away, stressing that these would be the culmination of our studies. The endgame, as he pointed out, is to graduate successfully in two years. His advice was simple, "Change your mindset now."

Our facilitator then led us through another exercise where he asked the meaning of, "I.T. = " Without hesitation, the class answered, "Information Technology." He then elaborated by introducing us to a formula: "I.T. = HW + SW", which translates to Information Technology equals Hardware plus Software. This was an insightful way of looking at the basic components of IT. Both hardware and software are necessary, but on their own, they don’t create a complete system.

He then followed up with another, what is the meaning of "I.S. = " Again, we confidently answered, "Information Systems." He responded with yet another formula: "I.S. = HW + SW + PW." This time, the addition of "PW" represented "peopleware". When people are added to the IT equation, it becomes an information system. This distinction emphasized the importance of human factors in the success or failure of technology projects. Without proper people management, even the most advanced hardware and software solutions would fall short of their potential.

Building on this, the facilitator introduced us to the four components of management with an acronym PDOC: Planning, Directing, Organizing, and Controlling. He emphasized, project managers do more than just "manage." They must also "lead". Good leadership is not about controlling people. While hardware and software can be managed, "peopleware" requires leadership. This, he explained, is the fundamental difference between a Project Manager and a Project Leader. The latter doesn't just ensure tasks are completed; they inspire and guide people toward a shared goal.

In line with this discussion, the facilitator presented us with different leadership roles within Information Systems (IS). These roles—Chief Architect, Change Leader, Product Developer, Technology Provocateur, Coach, and Chief Operating Strategist—reflect the various technical aspects of leadership in this field. He also shared insights into the social aspects of leadership as outlined by Mintzberg’s Managerial Roles, which include interpersonal, informational, and decisional roles. These frameworks help define how managers interact with their teams, gather and disseminate information, and make critical decisions.

We reviewed a study of IS managers and leaders, which revealed some interesting trends. The majority were middle-aged, female, and held Master’s degrees. Many were also relatively new to their organizations. However, their state of trust within the organization was high at 100%, as IS leaders often hold vital information that can make or break an organization. This level of trust, combined with a short tenure and few reporting personnel, underscores the critical nature of their roles.

The facilitator then gave the definition of a project, "A sequence of unique, complex, and connected activities having one goal or purpose, and that must be completed by a specific time, within budget, and according to specifications." This definition set the stage for discussing the SMART criteria, an acronym for Specific, Measurable, Achievable, Relevant, and Time-bound goals. He encouraged us to aim for not just SMART goals, but SMARTER ones, with the added dimensions of Evaluating and Rewarding. He then suggested SMARTEST is the best without providing the meaning of -EST and used us to research it. My research says that -EST means Energizing, Sharable, Trackable.

Before concluding the session, the facilitator showed us examples of video blogs created by former students on various project management tools. He suggested that for our own video blogs, we could use Microsoft Project, though he acknowledged that it’s a costly tool. For those seeking a free alternative, he recommended OpenProj. These tools would be essential for creating project plans, mapping out milestones, and tracking our activities as we move forward with our capstone projects.

This second meeting was packed with lessons, both theoretical and practical. From learning to think outside the box with the nine dots puzzle to understanding the importance of leadership in managing "peopleware," each discussion reinforced the idea that technology and project management are deeply engaged with human factors. As I left the Conference Room, I felt inspired, not just to succeed in this course, but to apply these lessons in real-world scenarios. The journey ahead may be challenging, but with each meeting, I’m gaining the tools I need to navigate it successfully.

ITCC 112 (Advanced Technology and Project Management) - First Meeting

More than two decades after I graduated from college at the University of the Immaculate Conception, Davao City, I made a pivotal decision to pursue a graduate degree. Life after college had taken me through many experiences in both the private and public sectors, but the desire for further education always lingered at the back of my mind. Now, I find myself enrolled in the Master in Information Technology Program (MIT) at the University of Southeastern Philippines (USEP), also located in Davao City. The decision wasn’t easy, as going back to school after more than 20 years posed its own challenges—both personal and professional. However, the desire to expand my knowledge and enhance my career potential outweighed any doubts. The moment I attended the Graduate School orientation for the College of Information and Computing at the university’s AVR (Audio-Visual Room), I knew that I had made the right choice.

As I headed to my very first graduate school class, ITCC 112 (Advanced Technology and Project Management), a mix of emotions coursed through me. It felt like stepping into a new phase of my life. The atmosphere in the class was charged with excitement, curiosity, and perhaps even a touch of shyness as my classmates and I took our seats around an oval table in the Conference Room. There was a subtle air of anticipation, as though we were all silently acknowledging that this was the beginning of something transformative. Our instructor, who preferred to be referred to as a facilitator, took his seat at one end of the table, greeting us with a relaxed demeanor that immediately set everyone at ease.

One of the first things our facilitator made clear was that he did not want to be addressed as "Sir", a formality common in many educational institutions. He even went so far as to say that being called "Doctor" was sacrilegious, explaining the meaning behind the word. Instead, he requested that we call him by his first name. He explained that this not only made him feel young, but it also created a more open and equal environment. This immediately broke down the usual barriers that can sometimes exist between students and instructors, allowing us to feel more comfortable and open to discussions. His informal yet professional approach encouraged us to engage, share, and participate actively. As someone returning to school after many years, this was a refreshing change for me. It felt like I was being treated not just as a student, but as a peer, someone with valuable experiences to contribute.

As the introductions began, it became clear that our class was a diverse group. Each of us had unique stories, educational backgrounds, and career experiences to share. Some were employed in the private sector, while others worked for government institutions. Listening to my classmates talk about their work and their reasons for pursuing a graduate degree was both inspiring and humbling. Everyone was there for different reasons, some for career advancement while others for personal growth. We all shared the common goal of wanting to expand our knowledge in the field of information technology. I found myself looking forward to learning not just from the course materials, but also from the experiences and perspectives of my peers.

One key point our facilitator emphasized was his preference for face-to-face interaction. Despite the university’s flexibility in allowing hybrid or online classes, he made it clear that he wanted to meet us in person as much as possible. "I want to always see my class," he said, stressing that face-to-face interaction encourages a more effective learning environment. After spending some time working remotely or in hybrid setups during the COVID-19 pandemic, I knew the value of in-person communication. There’s something about being physically present in a classroom that promotes deeper connections and a more engaging learning experience. Our facilitator is also highly experienced as he mentioned that some of the current instructors at USEP had been his former students. It was comforting to know that we were in the hands of someone who is a master of the course.

Before the class even began, we were asked to complete an online survey. The survey aimed to gauge our knowledge and experience in both project management and technology. We were asked to rate ourselves on a scale of 1 to 5, with 1 signifying "No Knowledge" and 5 representing "Expert." Personally, I found myself somewhere in the middle, not completely new to the field, but certainly far from being an expert. The survey also asked us to articulate our expectations for both the course and the facilitator. For me, the hope was to gain a deeper understanding of advanced project management methodologies and tools, learning how to apply these concepts in practical, real-world scenarios. Additionally, I wanted a facilitator who would guide us through the complex subject matter with practical insights and hands-on experiences. Thankfully, the first meeting already indicated that our facilitator was exactly the kind of guide we needed.

One of the most insightful moments during our first meeting was when the facilitator asked us to share our motivations for pursuing graduate school. When it was my turn, I spoke about my more than 15 years of experience working with NGOs and in the private sector. For the longest time, a college degree had seemed sufficient, as practical experience had always been more highly valued in my field. However, when I transitioned to working in the government sector, it became clear that a higher education was necessary in order for me to be promoted and earn a higher salary. Listening to my classmates, I noticed that many of them were also motivated by career advancement, but our facilitator encouraged us to see beyond just the financial rewards. "This shouldn’t be about money," he said. "It’s about gaining more knowledge." His words made a deep impact with me. Going back to school after more than 20 years wasn’t a decision I made lightly. My decision to pursue a Masters Degree in Information Technology is also fueled by my desire to expand my knowledge and improve my skills in the fast-paced world of information technology and apply my learnings in my current profession.

As we moved forward, the facilitator provided us with a brief overview of the course content and objectives. To my relief, he informed us that there would be no traditional quizzes or exams in ITCC 112. Instead, our grades would be based on final projects, such as video blogging, written blogs, and industry immersion. I appreciated this approach as by allowing us to immerse ourselves in practical activities, the facilitator was setting the stage for us to truly grasp complex concepts and apply them in our respective fields. This, to me, was a much more effective way of learning.

Our facilitator also took time to introduce the university's rules and regulations, ensuring that we understood what was expected of us as graduate students. While the atmosphere was relaxed, there was an emphasis on professionalism and maintaining a high standard of work. As someone who had been out of school for so long, this was a welcome reminder of the discipline required to succeed in an academic setting.

Looking back at that first meeting, I am filled with a sense of optimism for what lies ahead. ITCC 112 promises to be both challenging and rewarding, pushing me to grow not only as a project manager but also as an IT professional. I look forward to collaborating with my classmates, learning from their experiences, and sharing my own journey with them. This graduate school experience is about more than just earning a degree, it’s about reigniting my passion for learning and setting the foundation for the next chapter of my professional life. With the guidance of our experienced facilitator and the support of my peers, I am confident that this journey will be transformative in every sense.