In the Training section:
Training
Training Workshop Overview
i. Title
"Achieving Success and Avoiding Failure in eGovernment Projects"
ii. Aim
The aim of the training workshop is to help e-government practitioners understand and reduce risks in their e-government projects.
iii. Objectives
By the end of the workshop, participants will be able to:
- define 'success' and 'failure' of e-government projects;
- assess and classify e-government projects in terms of their success or failure;
- recognise the pervasiveness and costs of e-government failure;
- explain why some e-government projects succeed while others fail, and apply those explanations to identify causes of failure in e-government projects;
- assess the risk of failure in an e-government project, and identify the main sources of that risk;
- produce an action plan that addresses sources of risk in an e-government project, thereby reducing the likelihood of project failure; and
- produce a plan of key learning and action points related to e-government success and failure.
iv. Timetable/Structure
Timings are given for each part of the workshop. However, these are very 'rough and ready' estimates, and will vary considerably depending on group size, motivation, capabilities, etc.
Following the full structure given below - Introduction, Size/Impact of eGov Failure ("Why Worry.."), Causes of Success/Failure, Implemented Projects Action, Planned/In-Progress Projects Action, Action Plans - is very roughly estimated to take around 1,000 minutes. Allowing for breaks, that translates to something like a three- or four-day workshop overall.
If a longer training period is required, some of the 'Other Possible Activities' in the training guide can be included.
v. Shorter Timetables (Half- to Two-Day Workshops)
If three/four days are unavailable or some training objectives are not relevant, some parts of the workshop will need to be removed. What is removed, and what is left, will depend on the specific training objectives:
- To develop a basic awareness about e-government failure, focus on Part 2.
- To develop an understanding of the causes of success and failure, focus on Part 3.
- To meet the skills needs of those reflecting on implemented projects, focus on part 4.
- To meet the skills needs of those involved in planned or in-progress projects, focus on part 5.
Some examples of content for shorter timescales (but note there are many other possible content combinations) are:
- Two-day comprehensive workshop: choose either the design-reality gap approach (Parts 1, 2a, 2b, 2c, 3b, 4a, 4c, 5a, 6) or the factor approach (Parts 1, 2a, 2b, 2c, 3a, 4a, 4b, 5b, 6).
- One-day workshop on practical techniques: focus on basic understanding and application of just one approach, choosing either the design-reality gap approach (Parts 1, 3b, 5a, 6) or the factor approach (Parts 1, 3a, 5b, 6).
- Half-day workshop on awareness-raising about e-government failure: Parts 1, 2a, 2b, 2c, 6.
- Half-day workshop on e-government project evaluation: choose either the design-reality gap approach (Parts 1, 4c, 6) or the factor approach (Parts 1, 4b, 6).
- Half-day workshop on e-government project risk assessment: choose either the design-reality gap approach (Parts 1, 5a(i-ii only), 6) or the factor approach (Parts 1, 5b(i-ii only), 6).
- Half-day workshop on e-government project risk mitigation: choose either the design-reality gap approach (Parts 1, 5a(iii-v only but modified so group cases already have identified sources (dimensions) of risk), 6) or the factor approach (Parts 1, 5b(iii-v only but modified so group cases already have identified sources (factors) of risk), 6).
Workshop timescales can also be shortened by taking a problem-based approach: see next.
vi. Alternative Approach: Problem-Based Learning
An alternative approach to the whole workshop would be to divide the trainees into small groups, and set the groups a problem to solve or a task to undertake. They use the material on the Web site to help them, with the facilitation of the trainer, but their starting point is the problem, not reading the Web material.
For example, they could be presented with a real-world case of an e-government project that has just failed. The group task is to ascertain why the project failed, using the tools made available at the Web site to help if necessary. The trainer could provide a text-based case for this, but this approach works particularly well where all members of the group are themselves directly familiar with a real-world case through their work experience.
Other problems/tasks that could be used:
- Ask trainees to assess whether or not a particular real-world project was a success or a failure.
- Ask trainees to ascertain why a successful e-government project succeeded.
- Ask trainees to present a risk assessment and related risk mitigation action plan for a forthcoming e-government project.
- Ask trainees to draw up an action plan for an in-progress project that has been identified as "at risk".
vii. Alternative Approach: Interwoven Training and Practice
Another approach that can be taken is to break down the workshop into smaller components presented over time, rather than presenting the workshop as a solid block. For example, it could be presented as four half-day workshops (see content suggestions above): one on awareness-raising about e-government failure; one on project evaluation; one on risk assessment; one on risk mitigation.
Training of this type can be treated as isolated from the workplace (using external case studies), or semi-integrated with the workplace (using cases from the trainees' own experience). It can also be treated as integrated with the workplace. In this case, trainees work on practical activities between each workshop, and report back and reflect on those practical activities at the following workshop. A sample timetable, for five one-day workshops spread over four months, is provided below.
Week |
Workshop |
Morning |
Afternoon |
Task To Complete |
1 |
One |
Introductions/overview of schedule and purpose |
Awareness-Raising: reading elements of Parts 2a, 2b, 2c |
A. Survey extent of, and impact of, e-government failure in own department |
2-4 |
Completing Task A |
|||
5 |
Two |
Report back on Task A and discussion elements of Parts 2a, 2b, 2c |
Project Evaluation: reading elements of Parts 4a and either 4b or 4c |
B. Evaluate outcome of own e-government project, and causes of any total or partial failure |
6-8 |
Completing Task B |
|||
9 |
Three |
Report back on Task B and discussion elements of Parts 4a and either 4b or 4c |
Risk Assessment: Part 5a(i) or 5b(i) |
C. Assess risk on own e-government project |
10-12 |
Completing Task C |
|||
13 |
Four |
Report back on Task C and discussion |
Risk Mitigation: Part 5a(iii) or 5b(iii) |
D. Identify risk mitigation actions for own e-government project |
14-16 |
Completing Task D |
|||
17 |
Five |
Report back on Task D and Part 5a(v) or 5b(v) |
Part 6, including reflection on process and action steps for future |
viii. Resources and Preparation
If trainees have e-government experience (of both completed and ongoing projects), then little preparation activity is required. Each trainee requires an Internet-connected PC, and a guide sheet on session objectives and activities, which can be cut and pasted from this document. Flipcharts and a whiteboard will be useful for group and plenary report-back activities. Trainers will need to familiarise themselves with all the material identified for trainee reading.
If trainees lack sufficient e-government experience, or if trainers wish all trainees to focus on the same case study, then the trainer will need to spend some time developing their own appropriate case studies. As noted below, they can use the Cases page on this Web site to help.
ix. Workshop Content Notation
Activities within the training guide provided below come with one of the following three notations:
- [ TRAINER ] - an activity undertaken by the trainer him/herself.
- [ TRAINEES ] - an activity undertaken by trainees on their own.
- [ GROUP ] - a paired, small group or plenary activity.
Some parts of the suggested workshop have elements listed under the heading 'Other Possible Activities'. These are additional activities that can be undertaken if time allows, and if particular conditions apply (such as a need to reinforce certain knowledge and skills).