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Viewpoints on project risk

Krane et al. (2012) explore how “Inherent interest conflicts between a project management team and project owner are often neglected in project risk management. Risk management by the project management team basically focuses on project short-term survival, or project success toward handover to the customer, while for the project owner, strategic success should be more important.”

Reference:
KRANE, H. P., OLSSON, N. O. E. & ROLSTADÅS, A. 2012. How project manager–project owner interaction can work within and influence project risk management. Project Management Journal.

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Standing orders

The four governor-committee chairs met to update terms of reference for these committees. We agreed to approach this by following DfE advice to have Standing Orders for the governing body. I volunteered to prepare a first draft of these. Ideas on what they should contain are on this page in the blog.

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Leverage the greybeards

My emphasis in the quotation below from the review of project management practitioner development by Crawford et al. (2006).

“From a research agenda perspective this review highlights a number of potentially important research initiatives that are needed to support the types of practitioner development initiatives discussed above. First, there is no empirical evidence that project management training of any sort (tactical or reflective) actually improves a practitioner’s capacity to manage projects. Research of this nature exploring what practitioners can get from training vs other development practices is long overdue. Second, given the demographic changes facing organisations today and discussed above, those interested in developing practitioners need to give some thought to how to do this appropriately for the different generations of workers we have today. In particular, how is tacit project management knowledge best developed and transferred and how can we leverage the ‘‘greybeards’’ before we lose them. Cultural research into how to develop a climate and reward system encouraging passing on instead of hoarding of knowledge would also be of benefit. Third, an important foundation for the development of practitioners is the development of a categorisation system for projects or project management roles that would allow training to be appropriately targeted and delivered to relevant audiences.”

Reference:
CRAWFORD, L., MORRIS, P., THOMAS, J. & WINTER, M. 2006. Practitioner development: from trained technicians to reflective practitioners. International Journal of Project Management, 24, 722-733.

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School inspection regime

The regime for maintained schools is explained here:
http://www.ofsted.gov.uk/schools/for-schools/inspecting-schools/inspecting-maintained-schools

See also the framework for school inspection from January 2012.

The school inspection handbook provides instructions and guidance for inspectors conducting inspections under section 5 of the Education Act 2005 (as amended). It sets out what inspectors must do and what schools can expect, and provides guidance for inspectors on making their judgements.

There is guidance on the use of evidence forms.

The self-evaluation form (SEF) for maintained schools has been discontinued “in line with the Government’s programme for cost efficiency and reducing bureaucracy. This does not mean that Ofsted no longer values schools’ participation in the inspection process. Self evaluation remains an important aspect of a school’s work, and inspectors will continue to welcome the evaluation of the school’s performance and consider it when making their judgements. However, there will be no set format in which to produce it. For inspections of independent or maintained schools that take place from autumn term 2011, inspectors will accept a self evaluation in any format. Schools may present their SIEF or SEF, or any update thereof, if they wish. However, schools will not be disadvantaged if they choose not to do so.” (Ofsted, 2011)

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School governance: statutory policies; DfE guidance; recommended committee structure & TOR

The Department for Education explains that schools are required to hold certain policies and other documents, listed in Statutory Policies for Schools. The document outlines how often each policy must be reviewed, where this is prescribed in regulations.

The DfE website also has a section on Leadership and Governance. This points to statutory guidance for schools covering:

and to advice on governance. This contains a breakdown of the main responsibilities of the governing body and a section on procedures and committees of the governing body. It explains that statutory functions can be delegated to a committee, a governor or to the headteacher, subject to prescribed restrictions, and lists the functions that cannot be delegated. The Department recommends that the governing body should record their non-statutory procedures and decisions, including recording delegation, in standing orders. It also points to Suffolk County Council’s governor support website for recommendations on the structure and terms of reference for governing body committees.