Project life cycle

1 Project life cycle

Activity 2: Your role in the surveillance process

Timing: Allow about 10 minutes
By signing in and enrolling on this course you can view and complete all activities within the course, track your progress in My OpenLearn Create. and when you have completed a course, you can download and print a free Statement of Participation - which you can use to demonstrate your learning.

Activity 3: Communication

Timing: Allow about 10 minutes

You will learn more about communicating with AMR surveillance professionals beyond your workplace in the Communicating AMR data to stakeholders module. But for now, take a moment to note down anyone outside of your current workplace that is involved in your AMR work.

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You will find that each project you work on will vary slightly. Authors and partners have their own ways of working and different needs, and Corporate & Commercial try to adapt to meet these needs. However, there is a general flow to the stages of a project and this is illustrated in Figure 1.

In this you will look at who does what, starting with an overview of the whole process which we will then break down into detail. As mentioned above, each project is individual so be ready for some flexibility in the process.

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Figure 1 Production process for an OpenLearn Create course
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A flowchart displaying the process for each project. Stage 1 is Review handover. DDE: Review handover, prepare briefs. DPA: Add content to portal, request acks. Stage 2 is Video and audio. V&A Producer: Produce assets. DPA: Arrange transcripts, stills, assets. Stage 3 is Graphic and interactive. GMD: Handover graphics. IMD: Handover interactive assets. Stage 4 is Structural/first edit. DDE: Structurally edit in Word. Author: Review and feedback. Stage 5 is Second edit. DDE: Review feedback and amends. Author: Review changes. Stage 6 is Content tagging/proofread. DDE: Review feedback and amends. Author: Review changes. PE: Check/proof content including transcripts. DPA: Tag content, embed asset and interactives and build quizzes. Stage 7 is Final review. Author: Final review (whole site). DPA: Final amendments and add Acks. DDE: Final amends and checks. Author: Sign off with PM and go live.

Production process for an OpenLearn Create course

The flow chart in Figure 1 shows the main stages of a project. Depending on the project’s needs, there will either be a Digital Development Editor (DDE) or an Assistant Editor (AE), and they will carry out the first stage. If your project has a DDE, you will find they coordinate a lot of the work on the project. It is important to be aware of when you will be needed on a project, so you can help your Editor most efficiently.

Figure 1 gives the overview of the process from handover to the site going live. It implies a linear process, but in practice this is not the case, as some things can happen in tandem and others happen throughout the process.

There are various acronyms used to identify the roles mentioned in Figure 1. They are:

  • DDE − Digital Development Editor
  • AE − Assistant Editor
  • DPA – Digital Production Assistant
  • V&A Producer − Video and Audio Producer
  • GMD − Graphic Media Developer
  • AW − Art Worker
  • IMD − Interactive Media Developer
  • PM − Project Manager
  • SPM − Senior Project Manager

Now, let's move on and start looking at the detail.

Activity: Simple Q&A

Has Philip been harmed or abused?

Answer

Yes, Philip has been harmed and abused. Both ‘aggressive language’ and being hit can cause physical and emotional harm. These are examples of poor coaching practice and are a form of abuse. Philip will probably remember being humiliated in front of others forever.

Activity with multiple choice

a. 

Having medical or allergy information for children when you take them away on trips.


b. 

Ensuring all staff and volunteers agree to clear codes of conduct and ethical standards.


c. 

Having a requirement for players to do three media events per year.


d. 

Not training in extreme weather conditions.


The correct answers are a, b and d.

Answer

Safeguarding includes all of the statements above except for: Having a requirement for players to do three media events per year.

Video via dog

Download this video clip.Video player: fifa_codes_of_conduct_english.mp4
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Transcript

Dear FIFA Learners, congratulations on reaching the end of the FIFA Guardians Safeguarding in Sport Diploma. I really applaud your dedication and professionalism in making it to this point. I realise you struggled a lot with workloads and multiple responsibilities every day, and this is what makes your achievements even more important.
Thank you so much for your efforts in helping make football safer. This is a really complex area of work that needs people like you for it to succeed. For us at FIFA, this is only the start of a process where we seek to professionalise the role of Safeguarding Officers with our 211 Member Associations.
This is why we hope that you leave this course full of knowledge and energised. Every organisation will be at a different point in its safeguarding journey. But I wanted to highlight a few examples of the main themes you have covered.
You've come so far already. You started by understanding why code of conducts are so important, then developed your own versions with input from external experts. And as the course progressed, you learned how to embed these behaviours to move from compliance to culture.
You also learned how to identify and mitigate risks within football and in your organisation as a powerful tool to help prevent harm. And of course, we discussed how to receive and respond to safeguarding concerns, while always keeping the wellbeing of victims in mind. These are some of the many topics we touched upon.
So, what's next? At FIFA, we believe what is important is to continually improve and make progress by learning from experience and from the work of other Member Associations' colleagues globally. The courses may have raised additional questions or learning needs. This is a good sign that you are curious about learning more, and we would like to continue to help you with this.
All your efforts are valuable. Please do celebrate successes and never forget to make sure you look after your own welfare while taking care of others.
End transcript
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Video via YouTube

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Transcript

NARRATION:
If you could change one thing in the system… what would it be?
SPEAKER 1:
I would choose the people who are working with us... asylum seekers, young people. I would train them more. Probably they are trained as a detector, as someone who gets some information and exchange with the Home Office. They are not trained to be kind and to listen to you. I would train them to be true.
Why don't you just, you know, give me a chance, and let's go outside together. Let's go to McDonald's, get a cheeseburger, and then talk. And then you will understand me.
I would give every refugee their document, their status, because they are all waiting for that stuff. I would say to Home Office, listen to the people, what they are saying. And don't close their folder. And don't shout, don't be rude!
SPEAKER 2:
If someone asked me that question, I would say I would want it to be equal for everyone. Equality. Simple respect would be but enough to not make a difference, say, between asylum or a British person or a refugee. Because if you just respect this person, that's it. That's enough.
SPEAKER 3:
While waiting for status, young people need access to education, vocational courses, fundings for things they enjoy doing, things they are interested in, learning English, and their rights. I feel like maybe the Home Office should do maybe a little more. You know, keeping people busy trying to make you forget whatever it is.
SPEAKER 4
I think, like, being somewhere where you won't be beaten, where you won't be killed, it doesn't necessarily mean that you're safe, you know? Because I believe also your mind has to be safe.
SPEAKER 5:
The way they treat young people, that is what I will change. I think they need to take care of young people more seriously. They go, "oh, we look after our young people," but then actually don't give the young people a chance to talk. They go, "oh, we don't want young people to have stress." But then you look at it. They're the ones kind of giving me stress more than anything else.
They need to have more action because they will be like, "oh yeah, you're going to do this, we are going to do that," but it's never done. They need more actions.
NARRATION:
To all unaccompanied young people: We are doing this research because we care about you. You are not alone.
(Y)our stories in this video show the impact of the UK’s hostile environment. There are clear signs that it will get worse with the 2021 ‘New Plan for Immigration’.
The injustices of ‘the system’ need to be challenged.
Thank you to all the young people who have spoken to us as part of the research. Your insights inspire us.
End transcript
 
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Liam interactive

Tick the items that you think our young people mentioned to us.

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Storyline interactive

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This activity uses a graph described as follows: A graph with a horizontal (x) axis labelled ‘Current safeguarding buy-in’, measured from low to high, and a vertical (y) axis labelled ‘Power to influence and change’, also measured from low to high. There are five boxes on the graph, labelled A–E. Box A, in the top left of the graph, is labelled ‘high influence, low safeguarding buy-in’. Box B, in the bottom left of the graph, is labelled ‘low influence, low safeguarding buy-in’. Box C, in the bottom right of the graph, is labelled ‘low influence, high safeguarding buy-in’. Box D, in the centre of the graph, is labelled ‘medium influence, medium safeguarding buy-in’. Box E, in the top right of the graph, is labelled ‘high influence, high safeguarding buy-in’.

Match each of the following descriptions of an individual to its correct position on the graph, in other words, which of positions A, B, C, D or E.

To help, we start with an example: 1. A newly appointed coach who is keen to comply with all safeguarding measures. Answer: Position C – this person is likely to have low influence, but high safeguarding buy-in.

Now match the following to the remaining positions on the graph:

  1. A senior manager with little understanding of safeguarding – but who is responsible for helping shape the organisation’s strategy and policies (for example, the Technical Director).
  2. The head of HR who wants to introduce much more robust, safe recruitment procedures across the organisation.
  3. An Academy Manager who is worried about the risk of parents suing the organisation because of the poor standard of accommodation for children and care for children in the academy.
  4. A junior referee operating in a grassroots programme who thinks children should be seen and not heard.

These are the model answers:

  1. A senior manager with little understanding of safeguarding – but who is responsible for helping shape the organisation’s strategy and policies. The answer is position A – has a high level of influence in the organisation, but currently a low level of understanding about why safeguarding is important.
  2. The head of HR who wants to introduce much more robust, safe recruitment procedures across the organisation. The answer is position E – has a highly influential position in the organisation and a commitment to safeguarding.
  3. An Academy Manager who is worried about the risk of parents suing the organisation because of the poor standard of accommodation for children and care for children in the academy. The answer is position D – has a relatively influential position – within the academy – and some understanding of the importance of getting safeguarding right.
  4. A junior referee operating in a grassroots programme who thinks children should be seen and not heard. The answer is position B – has little organisational influence and a low level of safeguarding awareness.
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1.1.1 Review handover