Integrated Role-Play Training System for Project Management

Integrated Role-Play Training System for
Project Management Education
On-Line Group Work Training Environment in cooperaetion with an Agent System
Tokyo University of Technology
Tokyo, Japan
Educaton System cultivating a Project Manager On-Line Group Work Training Environment
Competent Project Manager is required (IPA White Paper on IT Human
Resource 2014, pp.99-105, Japan)
Chat session：
Messages of learners，and
software aganets Information card：
Background of a project，Role
and Interest of stakeholders,
Problems ocured in a project Ø Technological Capabilities：Business Process Analysis,
Planning, PM method
Ø Human Related Skills：Communication, Leadership, Problem
Resolution
Project Management Education using Role-Play beyond OJT
学習者の画面
Aims：A skill to follow the right process, and arrive at right decision
based on Communication and Leadership skill
Advantages of Role-Play Training
Ø  Many more simulated experiences than with OJT
Ø  Different perspective experiences, a customer and a vendor
Ø  Extremely high risk management situation
Ø  Experience specific project management skill
Ø  Experience project management with various character person
Continual Improvement of Educational Effectiveness (Cycle ADDIE
Educational Improvement Process)
Ø  Monitor behaviors of learners as log-data
Ø  Analyze the behaviors
Ø  Provide a feedback as an assessment
Ø  Revise a role-play scenario, and messages of an agent
Reduce burden share of teaching staffs
Ø  Without paper text
Ø  Automatically gather the track records of each learner’s
behaviors
Role-Play Implementation
Learner Network Web Application　Scenario
Card
Design・Development
INSPIRE
Virtual
Project
Skill to be
trained
Problems
caused
Exercise
Analysis for RP
Scenario
Contents
RP Scenario
(Virtual Project) Answer Chat
for
Exercise Messages
RP Engine
RP rio
na
at Sce
rom
Lf
M
X
Check Syntax Compose Contents Teacher Evaluation
Chat
System
Motivation
- Questionnaire - Advice
Hint
Behavior Records
(RP Log Data)
PROMASTER BONAMI
Attitude
- Chat Message - Skill Level
- Rubrics - Evaluation for
Education メッ
セー
ジ
Analysis
情報カード情報カード Information
State of Role-Play
Chat Messages On-Line Group-Work
Spoken Message Agent Content
Condition
PROMASTER：Project Management Skills Training Environment
BONAMI：the agent system Based ON Aggregated Mentoring and expert Intelligence for project management
INSPIRE：INtegrated Scenario Production system In the Role-play Environment Introductory part
About RP exercise
This is an exercise on
determining project
policy. Participants play
roles of Matsuoka,
Isozaki and Abe.
． The exercise consists of 3 blocks:
1st : Confirm the background and motivation of
the project
2nd : Keep track of project progress using EVM
3rd : Determine development policy of the project
Problem presentation, debate, calculation, decision-making Project state - Delayed - Learners are to identify
the cause of the project
delay, select a strategy
to cope with the delay,
and determine the future development policy.
◉ Policy 1: Proceed as planned　○ Policy 2: Postpone parts of the plan
Reason for the selection
Decision
Decide to proceed as planned.
Estimate the additional required
development cost and
personnel.
It is important to have discussions, and
behave taking the project status, and
interests of oneself and others into
consideration．It is hoped that learners
make the best decision for the project.
Overall feedback part
Comment
You selected the policy
1, Proceed as planned. First, you should estimate the number
of additional presons, and cost….. A software agent in BONAMI participates in two phases This research is supported by Japan Society for the Promotion of Science (JSPS) KAKENHI Grant Number 19500215, 22500895. Copyright © 2014 Tokyo University of Technology Integrated Role-Play Training System for
Project Management Education
On-Line Group Work Training Environment in cooperaetion with an Agent System
Tokyo University of Technology
Tokyo, Japan
RP Training (3rd Undergraduate Student in school of computer science) Virtual project
Wellness Sports Corporation has grown through a series of mergers, and consequently is using three similar
customer management systems. It plans to develop a new customer management system, which integrates
the three existing systems, and simultaneously to develop new services to attract new customers. Roles to play (parts of stakeholders) Four roles appear: PM (Matsuoka) in Wellness Sports, which is the customer of the other companies, leader
(Isozaki) in a system development company, person (Abe) in charge of planning new services, and a person
(Wada) in charge of developing terminals. Three persons participate in the RP exercise.
Evaluation Performance Evaluation by Rubrics
To quantitatively evaluate the acquired skills to
follow the right process, and arrive at right
decision, chat messages of learners and
behaviors are compared with the model behavior.
Questionnaire Survey
Comprehend learners’ interest in project
management (PM), and understanding of job of
project manager, and motivation to study PM.
Ex. “ When you are appointed project manager in
the future, will you accept the offer? ”
FY 2010
[Before lecture]
FY 2010
[After lecture]
Yes
Yes, to some extent
Not really
No
I cannot say yes or no
Evaluation　Behavior Track Records of Each Learner (RP training Log data)
RP number(Unique) Information Card Action (type & value) Results (type & value) Isozaki (learner) moved from
phase02120 to phase03020 at
10:30 Time Learner ID Legal Name of a Stakeholder Adviser expresses the purpose
of a RP exercise at phase03010. Parameter(Chat Messages) Isozaki refers to the previously
shown information card,
phase02120. Matsuoka confirms the purpose
of the RP exercise. Adviser facilitates the progress
of the RP exercise. Matsuoka gives a trigger for
starting discussion as a project
manager. Isozaki and Abe seem to not
participate in the round table. Matsuoka, Isozaki, and Abe
have arrived at an agreement. RRuubbrriiccss ffoorr eevvaalluuaattiinngg tthhee aaccqquuiirreedd sskkiillllss iinn RRPP ttrraaiinniinngg Viewpoint
Criteria for scoring
4 points 3 points (i) Did learners introduce They stated their roles and
They stated their roles
themselves? their company names
2 points They only greeted each other
They mostly cited the information
They understood the
(ii) Did learners act as if
cards, acted based on their
interests and background of They called others by their role
they were the persons
personal views rather than the
their roles, and spoke names, and spoke courteously
they represented? interests of their roles, and spoke
courteously
discourteously.
(iii) Did learners make
They thought of costs but did They talked of “risk of CPInew not
They talked of costs when
decisions based on
not use them for fear that their growing as big as expected” as
making decisions
EVM calculations?
calculations were wrong
referred to in the information cards
(iv) Did learners
The three exchanged views Some behaved based on their
exchange views and
and information based on roles but some did not. A l t h o u g h t h e y e x c h a n g e d
information, and reach their roles, and reached U l t i m a t e l y, t h e y r e a c h e d information, they did not exchange
decisions that convinced decisions that convinced all decisions that convinced all views based on their roles at all
all three learners? three learners.
three learners.
Average
1 point
FY 2009FY 2010
They did not introduce
themselves at all
2.05
3.40
They did not call others
by their role names,
a n d
s p o k e
discourteously
2.32
3.50
They did not talk of
EVM at all when
making decisions
1.47
3.50
They made decisions
without serious
consideration
2.16
3.50
This research is supported by Japan Society for the Promotion of Science (JSPS) KAKENHI Grant Number 19500215, 22500895. Copyright © 2014 Tokyo University of Technology

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