Ebook_Project Management in Education-v3

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Education and Teaching
Project Management 
in Education
Enap, 2025
National School of Public Administration
SAIS - Área 2-A - 70610-900 — Brasília, DF
Enap – National School of Public Administration
Content creator
Amanda Machado (Content creator, 2021).
3Enap – National School of Public Administration 
Summary
Introduction ............................................................................................................. 5
Módulo 1 – Planning and management of educational projects
Unit 1 - Project overview ......................................................................................... 6
1.1 Concept of Project ...................................................................................................... 6
1.2 Project characteristics ................................................................................................ 8
1.3 Project life cycle .......................................................................................................... 9
1.4 The role of a project manager ................................................................................ 10
Glossary ................................................................................................................... 12
References .............................................................................................................. 13
Unit 2 - Project management and instructional design ....................................14
2.1 What is an educational project ............................................................................... 14
2.2 Instructional design ................................................................................................. 16
2.3 Instructional design as a process .......................................................................... 16
2.4 Instructional design phases .................................................................................... 19
2.5 Instructional design and project management .................................................... 20
References .............................................................................................................. 21
Módulo 2 – Project development and implementation 
Unit 1 - Collaborative project design ................................................................... 22
1.1 New competencies ................................................................................................... 23
1.2 Innovation within projects ....................................................................................... 24
1.3 Agile mindset ............................................................................................................. 25
References .............................................................................................................. 28
Unit 2 - Project implementation .......................................................................... 29
2.1 Prioritization in project management .................................................................... 29
2.2 Project structure ....................................................................................................... 33
2.3 Project Management in Education ......................................................................... 35
References .............................................................................................................. 37
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Módulo 3 – Project management methodologies applied to 
education 38
Unit 1 - Project management methodologies applied to education ...............38
1.1 Agile methodologies ................................................................................................. 38
1.2 Agile or traditional projects: what’s the difference? ............................................ 40
1.3 Innovative project management methodologies ................................................. 40
Glossary ................................................................................................................... 48
References .............................................................................................................. 49
5Enap – National School of Public Administration 
Introduction
Considering the increasing demand from public organizations for innovative and 
fluid teaching approaches, this course presents concepts on the planning and 
management of corporate educational projects using agile and collaborative 
methodologies. In that perspective, it covers the basic elements of projects and a 
possible structure based on their link with instructional design, among other topics.
The content was structured into three modules:
• Module 1: Planning and management of educational projects;
• Module 2: Project development and implementation;
• Module 3: Project management methodologies applied to education.
We wish everyone a great course!
6Enap – National School of Public Administration 
 Module
1 Planning and management of 
educational projects
Unit 1 - Project overview
By the end of this unit, you will have a fundamental understanding 
of the basic elements related to projects.
If you are thinking of accomplishing something within a certain period, have received 
a request that must be completed in x number of days, or have a dream that you 
want to bring to fruition, then be welcome to the world of projects. 
To put it simply, a project is something that you intend to carry out over a certain 
period of time, and which will bring about changes in relation to the current state of 
things. 
Therefore, we can see that projects can be developed in a wide range of situations, 
both personal and professional, such as a house renovation, a trip, developing a 
new service or product, or designing a new educational project, just to name a few.
Moving forward, the basic elements related to projects will be presented for a better 
understanding of this content.
1.1 Concept of Project
Watch the following video, produced by content creator and professor Amanda 
Machado, which presents basic information on projects: concept, characteristics, life 
cycle and effort/cost/personnel ratio, as well as the phases of a project.
Video: Projects - Overview 
Duration: 8 minutes, 42 seconds
https://youtu.be/cY-9_1aj774
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The PMBOK® Guide to Project Management defines a project as “a temporary 
endeavor undertaken to create a unique product, service, or result.”
Thus, it can be inferred that a project is a distinct action carried out with a defined 
purpose and objective over a specific time period in order to achieve a unique end 
result.
The following are examples of possible projects:
1. Creating a new product or service.
2. Implementing a change in an organizational structure.
3. Mapping out processes.
4. Creating a manual.
5. Creating an innovation lab.
6. Reviewing teaching materials.
7. Constructing a building.
8. Developing a new course.
Considering an organizational context, the PMBOK® indicates that projects can arise 
in response to four fundamental categories of factors, as shown in figure 1.
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Figure 1 - Project initiation context
Project
Meet Regulatory, 
Legal, or Social 
Requirements
Satisfy Stakeholder 
Requests or Needs
Create, Improve, or Fix 
Products, Processos, 
or Services
Implement or Change 
Business or 
Technological Strategies
Source: PMBOK Guide (A guide to the project management body of knowledge).
1.2 Project characteristics
Projects, by definition, have their own attributes that set them apart from other 
ordinary activities carried out routinely in institutions. 
Based on the concept outlined in PMBOK®, characteristics present in a project can 
be determined such as those listed below:
1. It is a temporary endeavor: the temporary nature of projects indicates 
that a project has a definite beginning andend.
2. It requires effort: it must be carefully planned, executed, and monitored, 
and hence requires more effort than ordinary activities.
3. It is unique: it is undertaken to fulfill objectives, through tangible or 
intangible deliverables, in the form of a product, service, result, or a 
combination of one or more of these items. 
4. Drives change: by achieving the desired results, it promotes changes in 
the current state.
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In addition to these, Bigão and Moura (n.d.) present other important characteristics, 
such as that the project is led by people and uses resources that are often limited; 
thus, requires integration and coordination between people, fields and resources.
The SISP project management methodology1 also highlights how projects are 
undertaken at all organizational levels and can involve one or several units. Therefore, 
projects must have clear and well-defined objectives in order to achieve singular 
results.
As projects are temporary in nature, we will learn about their life cycle next.
1.3 Project life cycle
The life cycle of a project consists of the stages or phases that comprise specific 
activities and result in one or more deliverables. It is important to know the project 
life cycle in order to organize the flow of work associated with each stage. 
A project has five phases in its life cycle, as shown in figure 2.
Figure 2 - Interaction between project phases
Start
design and 
authorization of the 
project implementation: 
includes identifying 
needs. objectives, 
budget. and feasibility.
refining the objectives, 
defining the project's 
scope, and actions to be 
undertaken
cycle that involves tracking and analyzing the project's progress and 
helps make necessary adjustments in order to achieve the objectives.
showcases the efforts 
to implement 
theproject and to 
meet its requirements
Planning
Monitoring and Control
Implementation
completing activities and 
formally concluding the 
project.
Closure
Source: Designed by the author.
Thinking about it in a systemic way, it is considered that the phases of the cycle 
feed back into and interact with one another. The time assigned to each phase 
will vary according to the size and complexity of each project.
1  The project management methodology of the Brazilian I.T. Resources Administration System 
(“Sistema de Administração de Recursos de Tecnologia da Informação” - SISP) outlines best practices 
for project management. Its aim is to provide methods of managing projects, synchronizing 
work processes, and developing suitable documentation to strengthen public governance.
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PMBOK® is a detailed guide whose function is to standardize 
and disseminate practices used by project managers all over the 
world.
The PMBOK® Guide is now in its sixth edition and is reviewed 
on a regular basis, about every four years, to ensure that its 
information on best practices in project management is up to 
date.
The guide indicates ten areas of knowledge in project management 
and presents a mapping of 49 processes that exist in the life cycle 
of a project.
1.4 The role of a project manager
Project management is a management strategy that seeks to achieve the desired 
outcomes by planning actions and monitoring established targets and deadlines. 
Each project has distinct specificities, and, for this reason, there is no standard 
format for managing them. It is important to adapt the form of management to the 
profile and maturity of the team involved, the organizational culture, and the nature 
and complexity of the project. 
Let’s examine how management is regarded in some reference works:
Project management is the application of knowledge, 
skills, tools, and techniques to project activities to 
meet the project requirements. (PMI, 2017).
Managing projects involves balancing expectations 
- what, for whom, why - and resources - people, 
techniques and systems - needed to successfully 
deliver the expected result” (BIGÃO & MOURA, n.d., 
our translation).
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To better understand the role of a project manager and the skills 
that this professional should develop, I invite you to watch the 
following video, titled “What does a project manager do?”
https://www.youtube.com/watch?v=knChWK0X2mw 
Duration: 3 minutes, 20 seconds
YouTube Channel: Mario Trentim - Gestão da Estratégia [Strategy 
Management]
The project manager plays an important role in a project and must be able to combine 
technical and behavioral competencies to ensure the successful completion of what 
is to be achieved.
Montagner (2010) emphasizes some behavioral criteria when selecting a project 
manager: “ethics, common sense, ability to work under pressure, consistency, 
fairness, and resilience are personal characteristics that make up the profile of a 
good project manager”.
In terms of project manager competencies, PMI offers a “talent triangle” that 
focuses on three important skill sets:(i) technical project management - knowledge, 
skills and behaviors related to specific domains of project, program and portfolio 
management;(ii) leadership - knowledge, skills and behaviors needed to guide, 
motivate and direct a team, to help an organization achieve its business goals; and(iii) 
strategic and business management - knowledge and expertise in the industry and 
organization that enhances performance and aids in better delivering business 
outcomes.
https://www.youtube.com/watch?v=knChWK0X2mw
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Glossary
No.: Term: Definition / meaning:
1 PMBOK® Guide A Guide to the Project Management Body of Knowledge, 
published by The Project Management Institute (PMI). 
2
SISP Project 
Management 
Methodology 
The project management methodology of the 
Brazilian I.T. Resources Administration System 
(“Sistema de Administração de Recursos de 
Tecnologia da Informação” - SISP) outlines best 
practices for project management. Its aim is to 
provide methods of managing projects, synchronizing 
work processes, and developing suitable 
documentation to strengthen public governance.
3 PMI 
The Project Management Institute (PMI) is 
an international non-profit organization that 
supports project, program, and portfolio 
management professionals worldwide. 
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References
BIGÃO, Fabiana, & MOURA, Myrian. Fundamentos de gestão de projetos 
[Fundamentals of Project Management]. (n.p.), [201-]. E-book.
BRAZIL. Ministry of Planning, Budget, and Management. Metodologia de 
gerenciamento de projetos do SISP [SISP Project Management Methodology]. 
Brasilia, 2011.
PROJECT MANAGEMENT INSTITUTE (PMI). A guide to the Project Management 
Body of Knowledge (PMBOK® Guide). 6th Ed. Newtown Square, Pennsylvania, 
USA: Project Management Institute, 2017.
MONTAGNER, Carlos Alberto. Elaboração e análise de projetos [Project 
development and analysis]. Curitiba: IESDE Brasil S.A., 2010.
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Unit 2 - Project management and instructional 
design
By the end of this unit, you will be able to identify the link between 
projects in general and educational projects by distinguishing 
project phases and instructional design.
The link between projects and educational projects will now be highlighted through 
the presentation of its instructional design, its phases, and project management.
2.1 What is an educational project
An educational project can be defined as:
[...] an endeavor with established duration, and 
objectives defined clearly in order to solve problems, 
opportunities, needs, challenges, or interests of 
an educational system, an educator, or a group of 
educators, with the goal of planning, coordinating, and 
carrying out actions aimed at improving educational 
processes and human formation at various levels and 
contexts (BRITO & SABARIZ, 2011,our translation).
In this concept, the characteristics that are common to projects in different areas of 
knowledge are also present, such as their temporary nature, the definition of clear 
objectives and the change from a current state.
Therefore, an educational project is one that has a fixed time period, seeks results in 
the future that reflect changes in the present state, has clear objectives, and has an 
educational purpose - here defined broadly to include both regular teaching provided 
by educational institutions, as well as corporate education and development actions 
in a variety of institutions.
Examples of educational projects include projects to set up corporate universities, 
professional training projects, course review projects, environmental awareness 
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and preservation projects, projects to update learning facilitators, etc.
When considering a project’s life cycle, it is possible to state that there are five 
phases that interact with one another. Its breaking down into different parts serves a 
didactic purpose in order to better understand each of them, as well as the possible 
deliveries that feed back into the process and contribute to the closure of the project 
and to its outcome.
Figure 3 depicts an exemplary element that connects the development and 
management of educational programs with project management.
Figure 3 - Typical activities for each phase of an educational project
Start
Recognizing that the project in question is worth doing.
Determining and defining the problem or generating situation.
Determining what the project is set to accomplish.
Outlining the scope of the project.
Planning
Refining and detailing the scope of the project.
Listing the activities and tasks that are required in order to achieve the desired outcomes.
Arranging activities in the most efficient sequence possible.
Defining a timetable and allocating resources to each scheduled activity.
Implementation 
Organizing and coordinating teams; assigning tasks.
Resolving conflicts and problems.
Maintaining effective communication with all individuals involved in the project.
Ensuring the availability of resources to carry out the plan.
Monitoring and Control
Monitoring the implementation.
Identifying deviations from the original plan.
Taking corrective measures to maintain the planned course.
Reestablishing project activities as necessary.
Adapting available resources and/or project scope.
Closure
Verifying, analyzing and evaluating the results achieved.
Drawing up final reports.
Disseminating the results achieved.
Consolidate the learning as a project; elaborate new proposals.
Source: Adapted from Brito and Sabariz (2011).
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2.2 Instructional design 
Instructional design (ID) is a resource for planning and implementing educational 
actions with the goal of promoting the development of learning practices in a 
systemic, coherent, and integrated way.
Smith and Ragan (2004) conceptualize ID as “[...] the systematic and reflective process 
of translating principles of learning and instruction into plans for instructional 
materials, activities, information resources, and evaluation.”
Filatro and Cairo (2015) define ID as a body of knowledge centered on research and 
theorizing about teaching-learning strategies in order to consider various forms of 
learning. These authors also point out that instructional design theory is anchored 
in three main fields:
[...] human sciences (mostly based on behavioral, 
developmental, and learning psychology), information 
and communication sciences, and administration 
sciences (with a systems perspective, project 
management, and production engineering) (FILATRO 
& CAIRO, 2015).
In the following podcast, Professor Ana Paula Figueiredo gives an overview of the 
concept of instructional design, answering questions such as: What are the biggest 
possible mistakes when planning a lesson? What is NOT instructional design? How 
can you improve your course design?
Podcast 1 - Papo de Educador [Educator Talk] PdE#44 - Instructional 
Design - Ana Paula Figueiredo.
Duration: 33 minutes, 27 seconds
2.3 Instructional design as a process 
Instructional design can be summarized as the process of recognizing a problem 
or a learning requirement, then designing, implementing, and assessing a solution 
(FILATRO & CAIRO, 2015).
https://youtu.be/XNfjQ7NuLRc?si=LwEZNePQz5gnnmg7
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The process of instructional design involves three levels of action in educational 
systems: macro, meso, and micro. Filatro and Cairo (2015) characterize these levels 
as follows (table 1):
Table 1 - Levels of scope of instructional design
Levels The role of Instructional Design
Macro It establishes guidelines that apply to 
all learning actions within a system.
Meso Structures programs, courses or disciplines.
Micro It focuses on the detailed design of 
learning units presented to the students.
Source: Adapted from Filatro and Cairo (2015).
According to Filantro and Cairo (2015), there are many different ID models, and the 
ideal educational solution is the one that best satisfies the identified problem or 
need while also adapting to the given context. Thus, to achieve that, there is no 
single ideal model to use. 
Three instructional design formats are presented below, which vary according to the 
educational content and the learning activities proposed.
Table 2: Characteristics of Educational Solutions Produced
Characteristics of the educational solutions produced
Fixed 
Educational 
Design
• previously unpublished;
• targeted at specific learning 
needs;
• media content-rich;
• self-contained;
• produced in advance of the 
didactic situation; and
• generally modular, compatible 
with interoperable standards, 
and adaptable to more 
sophisticated learning units.
• individual interaction with 
content (reading print media, 
exploring digital media);
• objective activities, with 
self-assessment by the 
participant (using answer 
keys) or automated 
correction; and
• carrying out open activities 
based on general guidelines 
for the participant or the 
supervising instructor.
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Characteristics of the educational solutions produced
Open 
Educational 
Design
• in-house or licensed third-
party content;
• produced for specific learning 
demands, resulting from 
other scenarios (didactic or 
not), or generated during 
implementation as a result of 
interaction between people;
• in different formats, 
languages, and media; and
• arranged as a loosely 
structured collection that can 
be accessed by links or 
downloaded individually.
• interaction with other people 
(discussing in forums, working 
in groups, developing 
collaborative activities, taking 
on different roles); and
• carrying out open activities, 
with general guidelines on 
duration, type of social 
interaction involved and 
communication tools to be 
used.
Contextualized 
Educational 
Design
• in-house or licensed third-
party content;
• produced for specific learning 
demands, resulting from 
other scenarios (didactic or 
not), or generated during 
implementation;
• in different formats, 
languages, and media;
• arranged in the form of 
modular learning units, 
organized either sequentially 
or non-sequentially;
• compatible or not with 
interoperable standards; and
• usually available for access in 
specific repositories through 
searches based on meta-data.
• interacción con los interaction 
with content, tools and 
people;
• carrying out closed or open, 
individual or collective 
activities;
• personalized learning path 
monitoring, individual and/or 
collective, pre-programmed 
and automatically activated; 
and
• feedback on the original 
concept through access, 
participation, and assessment 
data collection.
Source: Adapted from Filatro and Cairo (2015).
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2.4 Instructional design phases
Instructional design has different implementation models. Among them, the ADDIE 
model is the most well-known and presents the ID phases in simple terms.
From the information presented, it is be possible to comprehend that each of the five 
phases of ADDIE -Analysis, Design,Development,Implementation, and Evaluation- has 
a different function. It is important to note that the activities and results foreseen in 
each of the phases have outcomes that feed into the subsequent phase.
Figure 4 - The Five Phases of the ADDIE Model 
A
Analysis
Definition of the learning objectives, content format, lesson 
planning, assessment instruments and media.
D
Design
Development and assemblage of the content assets that were 
created in the Design phase.
D
Development
Testing, validation and implementation of the materials and tools.
I
Implementation
Evaluation processes, to assess the performance of your content.
E
Evaluation
The instructional problem, learning environment, target audience, 
instructional goals, objectives and other relevant data are identified.
Source: Designed by the author.
Another way of looking at the breakdown of each of the five phases of the ADDIE 
model is shown in the mind map Phases of Instructional Design Development, available 
at: 
https://www.mindmeister.com/app/map/984978223?fullscreen=1&v=public
https://www.mindmeister.com/app/map/984978223?fullscreen=1&v=public
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2.5 Instructional design and project management
When correlating project management and the ADDIE model, Gava, Nobre and 
Sondermann (2014) indicate that the phases of the model are distributed in two 
major moments: design (conception) and implementation of the project. The 
conception comprises the phases of analysis, design, and development. On the other 
hand, implementation comprises both the evaluation and implementation phases, 
as shown in figure 5.
Figure 5 - Phases of the instructional design 
process, according to the ADDIE model
ReflectingEvaluation
Putting
into action
Creating
Specifying
Instructional problem
Identifying
Implementation
Conception
Detailed design of learning units
ADDIE Model
Instructional Solution
Implementation
Development
Design
Analysis
Source: Adapted from Gava, Nobre and Sondermann (2014).
If you are interested in learning more about instructional design 
and the ADDIE model, the Virtual School of Government (EV.G) 
offers a course on Instructional Design and Technology.
Access the website: https://www.escolavirtual.gov.br/curso/630
https://www.escolavirtual.gov.br/
21Enap – National School of Public Administration 
References
BRITO, Jorge Nei & SABARIZ, Antônio Luis Ribeiro. Elaboração e gestão de projetos 
educacionais [Creation and management of educational projects]. Minas Gerais: 
UFSJ, 2011. 
FILATRO, Andrea & CAIRO, Sabrina M. Produção de conteúdos educacionais 
[Production of educational content]. São Paulo: Saraiva, 2015.
GAVA, Tânia Barbosa Salles; NOBRE, Isaura Alcina Martins & SONDERMANN, 
Danielli Veiga Carneiro. Using ADDIE Model in The Collaborative Construction of 
Subjects in Distance Education. Computers in Education: theory & practice, v. 
17, n. 1, p. 114, 2014. Available at: https://seer.ufrgs.br/InfEducTeoriaPratica/article/
view/34488. Retrieved in June 8, 2020.
KENSKI, Vani Moreira. Gestão de projetos educacionais on-line [Online Project 
Management in Education] In: KENSKI, Vani Moreira (Org.). Design Instrucional 
para cursos on-line [Instructional design for online courses]. 1st Ed. São Paulo: 
Editora Senac São Paulo, 2015.
SMITH, Patricia L. & RAGAN, Tillman J. Instructional design. New York: John Wiley & 
Sons, 2004.
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Project development and 
implementation 
Unit 1 - Collaborative project design
By the end of this unit, you will be able to list innovation 
characteristics that are applicable to the management of 
educational projects, taking into account the need for agile 
management and the relevance of collaborative management.
When thinking on corporate education and the development of educational projects, 
it is important to consider aspects related to the learning processes in institutions, 
as well as how employees learn. 
According to the principles of Knowledge Management (KM)2, institutions hold two 
types of knowledge:
1. Explicit knowledge: formal knowledge, expressed in words and 
numbers, and which can be communicated and shared in the form of 
data or manuals. 
2. Tacit knowledge: acquired through individual experiences and practices, 
and therefore difficult to systematize and formalize in a systemic way.
Understanding how KM occurs and is applied in the corporate environment is 
essential for a better understanding of the learning mechanisms present in the 
institution and for identifying how formal and experienced knowledge can be put to 
better use when structuring educational projects. 
Thus, allowing for the construction of projects in a collective and collaborative 
manner has the advantage of fostering interaction and connection among those 
2  According to Terra (2005), knowledge management comprises organizing the main 
management and technological policies, processes, and tools in light of a better understanding of 
the processes of generating, identifying, validating, disseminating, sharing, and applying strategic 
knowledge to generate organizational results and benefits for internal and external employees. 
 Module
2
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involved, combining theoretical knowledge with the sharing of tacit knowledge, 
since individual and collective experiences subsidize ideas, decisions, and project 
definitions. Opportunities like these bring together shared and applied learning, as 
well as team engagement itself, as one of their benefits.
Learn more about Knowledge Management in the article Matching 
the model, the method of implementation and the practice of 
knowledge management: the case of the Institutional Repository of 
the Institute for Applied Economic Research (Ipea) in Brazil, available 
at: https://repositorio.enap.gov.br/handle/1/1776?locale=en
1.1 New competencies
The current scenario demands that professionals develop new competencies, such 
as those presented in the World Economic Forum’s Future of Jobs Report.
Figure 6 - The 10 skills you need to thrive in the Fourth Industrial 
Revolution, according to The World Economic Forum
Top 10 skills
in 2020
1. Complex Problem Solving
2. Critical Thinking
3. Creativity
4. People Management
5. Coordinating with Others
6. Emotional Intelligence
7. Judgment and Decision Making
8. Service Orientation
9. Negotiation
10. Cognitive Flexibility
in 2015
1. Complex Problem Solving
2. Coordinating with Others
3. People Management
4. Critical Thinking
5. Negotiation
6. Quality Control
7. Service Orientation
8. Judgment and Decision Making
9. Active Listening
10. Creativity
Source: Adapted from the Future of Jobs Report, World Economic Forum (2016). 
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Notice in Figure 6 that creativity has become one of the three main skills desired 
for the professionals of the future. With the need for and development of new 
products, technology, and new ways of working, a brand new professional profile is 
also required in response to the changes. 
Similarly, project management and the profile of project-related professionals are 
also influenced by the need to adapt to global changes and demands.
Let us reflect on the matter:
Based on the information presented in WEF’s Future of Jobs report, 
have you, as a public servant, noticed how the competencies 
presented have been necessary in the development of your own 
service?
In a situation in which you were discussing the planning of a 
learning event, have you ever had the need to be creative, to 
make decisions? 
Itis very possible that your answer to one of the previous 
questions was positive. If this is true, remember what it was like 
to use one of these competencies, and think what it would have 
been like if you had not used them.
In the next few topics, we will analyze how some of these key competencies for 
future professionals are applied to educational project management. 
1.2 Innovation within projects
Private and public institutions are increasingly focusing on encouraging innovative 
practices as a response to global changes in the economic, political, educational, 
social, and technological scenarios. 
Nothing is more current than considering innovation in project management within 
the public sector. But what exactly does innovation mean?
Cavalcante et al. point out some concepts related to innovation: 
[...] innovation can be defined as the process of 
developing and implementing new ideas in order to 
create value for society, with an internal or external 
focus on public administration. [...] innovations 
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in public services are government efforts to 
fundamentally alter the way a service is delivered to 
citizens. [...] organizational innovation refers to the 
establishment of organizations or changes in decision-
making or management processes, including the usage 
of innovation labs for learning and experimentation 
(2017).
These same authors also emphasize the need to develop specific skills and 
abilities that incorporate trial and error into decision-making processes in public 
organizations.
Bringing it back to project management, it is clear that creativity and innovation 
are characteristics of professionals that idealize, plan, and develop solutions 
and alternatives for desired projects using their knowledge, experiences, and 
relationships. Along these lines, it is worth noting that making mistakes should 
be viewed as a natural part of the learning process, and as a result, the ability to 
overcome difficulties is stimulated in the search for alternative and new solutions to 
a specific problem.
To find out more about innovative experiences within public 
administration, take a look at the publications of GNova Lab, the 
pioneering innovation lab of the Brazilian Federal Government 
(https://gnova.enap.gov.br/index.php/pt/conteudos), and also 
the book published by the Brazilian Institute for Applied Economic 
Research - Ipea, titled Inovação e políticas públicas: superando o mito 
da ideia [Innovation and public policies: overcoming the myth of 
the idea] (https://www.ipea.gov.br/portal/images/stories/PDFs/
livros/livros/190530_livro_inovacao_e_politicas_publicas.pdf), 
which brings together works that focus on the implementation of 
approaches and methods that assist change processes in public 
practices and services, rather than just the ideation phase - in 
other words, the emphasis is on cases of management and public 
policy innovation with proven results.
1.3 Agile mindset
Collaborative settings, with cross-functional teams comprised of people with diverse 
skill sets and profiles working toward a common goal are characteristics that 
predominate in institutions that work with agile values and principles.
http://gnova.enap.gov.br/pt/publicacoes
https://www.ipea.gov.br/portal/images/stories/PDFs/livros/livros/190530_livro_inovacao_e_politicas_publicas.pdf
https://www.ipea.gov.br/portal/images/stories/PDFs/livros/livros/190530_livro_inovacao_e_politicas_publicas.pdf
26Enap – National School of Public Administration 
To talk about an agile work environment is to address a set of behaviors and 
attitudes that include collaboration, respect, focus on delivering value, learning 
cycles, adaptability and continuous improvement (BARBOSA, 2020).
Figure 7 - Characteristics of an Agile setting
Collaboration
Respect Continuous
improvement
Focus on
value deliveryAdaptability
Learning
cycles
Source: Adapted from Barbosa (2020).
The agile mindset is also fully applied to project management. Observe:
 + Collaboration
Working as part of a team and/or with other teams within the company in a 
collaborative and integrated manner results in higher-quality work and faster 
project completion.
Therefore, it is important to know how to deal with people with different 
profiles, be it co-workers, subordinates or managers; and to get different 
suggestions, cooperate, and make collaborative decisions.
27Enap – National School of Public Administration 
 + Respect
When thinking about teamwork, respect for individuals and diversity of 
viewpoints is critical to achieving the desired outcomes.
 + Focus on value delivery
The main focus of a project is to provide value to the client by addressing 
current needs or future demands. A clearly defined purpose makes it easier 
for anyone involved in the project to take part and engage in reaching the set 
goals and objectives.
 + Learning Cycles
The collaborative construction of a project entails a great deal of learning, from 
interpersonal interactions to negotiation, critical thinking, solving complex 
problems, and decision-making.
The agile methodology relies on continuous feedback, allowing the quality 
of the product and deliverables to improve with each work cycle, through 
learning.
 + Adaptability
Professionals need to be able to adapt to different business formats and 
demands. Projects can also undergo changes and adaptations during their 
development, so it is important to be adaptable and monitor its progress.
 + Continuous improvement
Improvement can be seen as a consequence of all the characteristics listed 
above. No project, team, product or service is so good that it cannot be 
improved. 
28Enap – National School of Public Administration 
References
BARBOSA, Andy. O verdadeiro agile coach: a essência toma forma [The true agile 
coach: the essence takes shape]. Santa Catarina: Agile Institute Brazil, 2020.
CAVALCANTE, Pedro et al. (Eds.). Inovação no setor público: teoria, tendências e 
casos no Brasil [Innovation in the public sector: theory, trends and cases in 
Brazil]. Brasilia: Enap: Ipea, 2017.
GRAY, Alex. The 10 Skills You Need to Thrive in the Fourth Industrial Revolution. 
World Economic Forum. January 19, 2016. Available at: https://www.weforum.
org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-
revolution/. Retrieved in April 7, 2021.
TERRA, José Cláudio Cyrineu. Gestão do conhecimento: o grande desafio empresarial. 
[Knowledge management: the great business challenge]. 5th Ed. Rev. and 
updated. Rio de Janeiro: Elsevier, 2005.
https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/.
https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/.
https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/.
29Enap – National School of Public Administration 
Unit 2 - Project implementation
By the end of this unit, you will know how to set priority criteria 
in project management by structuring and connecting them to 
instructional design.
Collaborative and innovative practices, agile mindset and a few relevant competencies 
are important for the development of a differentiated project, which is why we will 
address prioritization, structuring and project management issues.
From the institutional need, you can gather a series of ideas or demands to guide a 
project’s development. But where to start? Which will the first project be? And the 
second one?
And once the priority projects have been identified, how can they be structured? And 
how should educational projects be handled in the corporate field?
2.1 Prioritization in project management
Prioritization is a process of ranking projects according to criteria established by 
the organization. The most prevalent criteria are strategic positioning, duration, 
investment value, risk and impact.
Prioritizingis a strategy that helps identify what is most important institutionally, 
based on clear and relevant criteria. Priority mapping can help improve management 
and its transparency, as well as decision-making, and aid in achieving the most 
significant goals.
To structure a prioritization matrix, follow six steps:
1. List what needs to be prioritized.
2. Identify and list selection criteria.
3. Assign a score weight for each selection criteria.
4. Organize information visually (table, graph, quadrant, etc.)
5. Score each project.
6. Create a final ranking.
30Enap – National School of Public Administration 
Below are some matrices that can be easily adapted to institutional demands for 
defining priorities. 
After each of them, there will be an example of a possible application.
GUT MATRIX
The acronym GUT was created based on three criteria: gravity, urgency and tendency.
The GUT score and project rating are determined by assigning a score to each of 
these criteria on a scale of one (1) to five (5) points, and then multiplying these values.
Figure 8 - Assigning scores to the criteria in a GUT Matrix
GUT Matrix
G
GRAVITY
What are the effects?
1. Not serious
2. Less serious
3. Serious
4. Very serious
5. Extremely serious
U
URGENCY
Can this wait?
1. Not urgent
2. Less urgent
3. Urgent
4. Very urgent
5. Extremely urgent
T
TENDENCY
Will this get worse?
1. It will probably not get worse
2. It will get worse in a long term
3. It will get worse in a medium term
4. It will get worse in a short term
5. It will get worse fast
Designed by the author.
Table 4 - An example of ranking the priority of 
four projects using the GUT Matrix.
 Gravity G Urgency U Tendency T G x U x T 
Score
Ranking 
order
Project 1 2 3 2 12 3
Project 2 1 2 4 8 4
Project 3 4 5 3 60 1
Project 4 3 5 3 45 2
31Enap – National School of Public Administration 
BASICO Matrix
Presents six criteria:
1. Benefits for the Organization;
2. Applicability of Results;
3. Stakeholder Satisfaction;
4. Implementation Cost;
5. Customer Satisfaction; and
6. Operational Ease
Each of the criteria is given a score from 1 (worst case scenario) to 5 (best case 
scenario). The result is obtained by adding up each of the criteria. This way, when it 
comes time to compare two or more projects, you will know right away which one to 
prioritize: the one with the higher score.
Table 4 - An example of ranking the priority of 
four projects using the BASICO Matrix.
 B A S I C O Sum Ranking 
order
Project 1 5 4 4 3 3 2 21 1
Project 2 3 2 4 4 2 3 18 3
Project 3 4 5 2 3 2 3 19 2
Project 4 3 5 3 3 1 2 17 4
Designed by the author.
RICE Framework
Another useful tool is the RICE Framework, an acronym for: 
Reach: how many people will this feature affect?
Impact: how much will this impact people individually?
• Massive impact: x3
• High impact: x2
32Enap – National School of Public Administration 
• Medium impact: x1
• Low impact: x0,5
• Minimal impact: x0.25
Confidence: how confident are we about the results?
• High confidence: 100%
• Medium confidence: 80%
• Low confidence: 50%
• Minimum confidence: 20% or less
Effort: how much time, effort and complexity will this require?
In this case, you have to give a score for each of the parameters (the minimum and 
maximum score is up to you). Afterwards, you have to solve the following formula: R 
x I x C / E, to identify the score for each one of the projects.
Table 5 - An example of ranking the priority of four 
projects using the RICE Framework.
 (Reach) 
R
(Impact) 
I
(Confidence) 
C (Effort) E Final Score 
R*I*C/E
Ranking 
order
Project 1 100 0.5 80% 6 6.7 2
Project 2 30 3 100% 6 15.0 1
Project 3 70 1 20% 6 2.3 3
Project 4 50 0.25 100% 6 2.1 4
Designed by the author.
4x4 Matrix
This type of matrix considers a set of two matching criteria, which can be, for example: 
cost and benefit; urgency and importance; effort and impact.
Scores ranging from one (1) to four (4) are assigned to each criterion and project, in 
order to generate a Cartesian graph and even quadrants with action suggestions. As 
a result, it is possible to assemble a 4×4 matrix similar to the image below.
33Enap – National School of Public Administration 
Figure 9 - Cost-benefit Matrix
Cost-Benefit Matrix
1 2
3
1 2 3 4
1
2Co
st
H
ig
h
Lo
w
Beneficio
HighLow
3
4
4
Designed by the author.
Figure 9 shows four quadrants:
• Quadrant 1: undesirable situation (high cost and little benefits);
• Quadrant 2: intermediate situation (high cost with greater benefits);
• Quadrant 3: intermediate situation (low cost and little benefits); and
• Quadrant 4: the most desirable situation - projects with better results 
and lower costs.
2.2 Project structure
When planning a project, it is crucial to consider a set of key pieces of information 
that will allow you to understand why the project is necessary, as well as what has to 
be done in order to achieve the expected results.
There is no standard model for presenting a project; therefore, it is up to each 
institution to check which elements are relevant to each context.
The following are examples of features that can be included in a project plan. Once 
more, it is worth noting that the amount of detail and information provided varies 
depending on the nature and interests of the institutions. In short, the information 
34Enap – National School of Public Administration 
presented in the document should support a positive or negative decision on 
whether to start the project.
 + Project title
What is the project called.
 + Project Manager
Identification of the manager.
 + Objective
What do you intend to do in order to solve the fundamental problem or seize 
the identified opportunity?
 + Justification
What is the problem or opportunity that justifies the development of the 
project? Is it derived from a legal demand or requested by upper management? 
Note: This information should be emphasized, as it may have an impact on 
the priority of the project.
 + Cost 
How much will it cost?
The project’s cost for the organization includes, where applicable, expenses for 
physical adaptation, infrastructure updates, equipment acquisition, system 
development and/or integration, final tuning and production of graphic 
design/promotional pieces, human resource allocation, and so on.
 + Deadline
How long will it take to complete the project?
 + Scope
Definition of the distinctive product, service, or outcome that will be delivered 
through the project.
 + Milestones 
What are the highlight moments in the project? Completion of major project 
stages or deliverables?
 + Benefits or impacts
What are the expected benefits or impacts of implementing the project?
 + Project’s Task Force
Who will complete each delivery? Which will be the roles and responsibilities?
35Enap – National School of Public Administration 
 + Premises
What was considered factual when carrying out the project?
 + Constraints
What limitations could have a detrimental impact on the project?
 + Risks
A risk is an uncertain event or situation that, in case it does occur, will have a 
positive or negative impact on the project’s goals.
2.3 Project Management in Education
Some criteria for prioritizing projects were presented earlier, as well as the important 
elements for structuring projects in any field.
Filatro and Cairo (2015) point out that, when dealing with educational projects, 
instructional project management is related to outlining the scope and organizational 
limitations of a given project; whereas instructional design is concerned with the 
scope and limitations of the educational solution itself. They emphasize that a well-
structured project plan integrated into the instructional design process is capable of 
bringing balance to the level of the product developed and delivered.
The various ID models (fixed, open, and contextualized), show that, for each one 
of them, educational content production projects imply clearlydefined objectives, 
and must be achieved within a delimited period of time, with budgetary and human 
resource constraints. Thus, Filatro and Cairo (2015) point out that project management 
is an appropriate methodology for articulating the different dimensions involved, 
particularly in medium and large-scale projects.
Watch the following videos to see how projects can be applied to corporate education.
Video: https://www.youtube.com/watch?v=NDqixn8jU_0&t=206s
Video of a lecture in which specialist Andrea Filatro presents 
innovative methodologies, and the role of the lecturer in both 
on-site and online education. In addition to explaining the 
methodologies, there are also examples of how they have been 
used within educational projects.
Duration: 21 minutes, 57 seconds
YouTube Channel: Telessaúde Fousp/Saite
https://www.youtube.com/watch?v=NDqixn8jU_0&t=206s
36Enap – National School of Public Administration 
Video: https://youtu.be/RGM8ohom6es?t=2536
Video with field expert Andrea Filatro. This highlighted excerpt 
covers the net production of content, micro-content, learning 
paths and instructional design.
Duration of the suggested section: 8 minutes 44 seconds (starting 
from 42:16:00 up to 51:00:00)
YouTube Channel: Raleduc TV
Video: https://www.youtube.com/watch?v=ogfupnNK4Cw
Video Principais erros do design de aprendizagem – Parte I: análise e 
design [Common mistakes in instructional design - Part I: analysis 
and design]. The video presents the most frequent mistakes in 
instructional design, which are related to the analysis and design 
phases of learning activities.
Duration: 5 minutes, 10 seconds
YouTube Channel: Espresso3
To supplement this, here’s an example video of a visual arts 
instructional project.
Video: https://www.youtube.com/watch?v=SqBpbwh9sJY
The video Projeto educacional em artes visuais [Educational 
project in visual arts] presents a project in visual arts, as well as 
its objective, targeted audience, scope, its expected results and 
benefits, among other elements.
Duration: 6 minutes, 24 seconds
YouTube Channel: Vanessa Correa
https://youtu.be/RGM8ohom6es?t=2536
https://www.youtube.com/watch?v=ogfupnNK4Cw
https://www.youtube.com/watch?v=SqBpbwh9sJY
37Enap – National School of Public Administration 
References
FILATRO, Andrea & CAIRO, Sabrina. Produção de conteúdos educacionais [Production 
of educational content]. São Paulo: Saraiva, 2015.
MAGALDI, Sandro & SALIBI NETO, José. Gestão do Amanhã: Tudo o que você precisa 
saber sobre gestão, inovação e liderança para vencer na 4ª Revolução Industrial 
[Tomorrow’s Management: Everything you need to know about management, 
innovation, and leadership to succeed in the 4th Industrial Revolution]. São 
Paulo: Gente, 2018.
PROJECT MANAGEMENT INSTITUTE (PMI). A guide to the Project Management 
Body of Knowledge (PMBOK® Guide). 6th Ed. Newtown Square, Pennsylvania, USA: 
Project Management Institute, 2017.
38Enap – National School of Public Administration 
Project management 
methodologies applied to 
education
Unit 1 - Project management methodologies 
applied to education
By the end of the present unit, you will be able to define the most 
appropriate methodology to use according to the type of project 
that will be developed.
Project management can be applied in different contexts and through different 
methodologies, depending on the type of project to be developed. There is no single 
methodology that is superior to others. It is important to be aware of the possibilities 
available, because for different types of projects there will be different types of 
methodologies. The selection of which type to use will depend on the characteristics 
of your project and the result you want to achieve. 
We will now explore some of the innovative methodologies that can be applied. 
1.1 Agile methodologies
Agile methodologies or models encompass a set of best practices and behaviors 
that can accelerate project execution processes, to shorten the delivery cycle.
The agile project approach has a group of principles defined in the Agile Manifesto 
that govern its application. They are as follows:
1. The highest priority consists in satisfying the customer through consistent 
and valuable deliverables, made as soon as possible.
2. Welcome changing requirements—even late in development. Agile 
 Module
3
39Enap – National School of Public Administration 
processes harness change for the customer’s competitive advantage. 
3. Deliver of the final working product in a short timescale. 
4. Managers and developers must work together daily throughout the 
project. 
5. Build projects around motivated individuals. Give them the environment 
and support they need and trust them to get the job done.
6. The most efficient and effective method of conveying information to and 
within a development team is face-to-face conversation.
7. A working product is the primary measure of progress.
8. Agile processes promote sustainable development. The sponsors, 
developers and users should be able to maintain a constant pace 
indefinitely.
9. Continuous attention to technical excellence and good design enhances 
agility.
10. Simplicity. The ability to cease doing unnecessary effort is essential.
11. The best architectures, requirements, and designs emerge from teams 
that practice self-management.
12. At regular intervals, the team should reflect on how to become more 
effective. After reflection, the team should tune and adjust its behavior 
accordingly.
And thus, once again we see the importance of valuing individuals and their 
interactions; the importance of collaborative work; and of the product working 
properly, or the service being provided. Therefore, the result would be agility in 
responding to changes.
On that account, thinking about agile approaches does not imply abandoning the 
traditional project management knowledge system, but rather thinking about a set 
of methods and practices that supplement it. Let us now examine nine principles 
that can characterize agile project management (AMARAL, 2011):
1. Applying simple and visual management strategies (simplicity.)
2. Making the process flexible enough to accommodate project changes.
3. Striving for technical excellence.
4. Creating value for both the client and the project team.
5. Using the concept of iterations and partial deliveries.
40Enap – National School of Public Administration 
6. Promoting self-management and self-organization.
7. Encouraging participatory decision-making.
8. Encouraging innovation and creativity.
9. Promoting interaction and communication among project teammates.
1.2 Agile or traditional projects: what’s the 
difference? 
Should agile methodologies be applied to all projects? What is your perception on 
the matter?
Projects are built and managed according to their theme, complexity, maturity of 
the team involved, and other project aspects. As a result, it can be said that there 
is no single magic formula indicating that for “XYZ” projects, the traditional method 
is ideal, for “ABC” projects the agile method is preferable instead, and that as for 
“KMN” projects a hybrid method would be most suitable.
1.3 Innovative project management methodologies
In previous topics, we saw how PMBOK addresses project management, as well as 
some characteristics related to agile methodologies.
Now, here are some methodologies applied to projects that incorporate innovation 
and teamwork into their activities.
1.3.1 Project Canvas
It is a visual tool in the shape of a board, with all of the information needed to design 
the project written out on a single page, as illustrated in Figure 10.
41Enap – National School of Public Administration 
Figure 10 - Project Canvas
Source: Leandro and Vieira (2018). Available at: www.canvasdeprojeto.com.br.
According to the creators of this tool, Leandro and Vieira (2018), the Project Canvas 
Design was conceived from the following inspirations:
 + Business Model Canvas
Developedby Alexander Osterwalder and Yves Pigneur, it innovated the way 
of describing how an organization creates, delivers and generates value, with 
a visual approach.
 + PMCanvas
José Finocchio Junior’s Project Model Canvas represented a breakthrough in 
project production, and can replace the traditional project plan, according to 
Finocchio.
 + Design Thinking
A creative technique for solving unconventional problems, combining what 
is desirable—from a human standpoint; what is technologically possible; and 
what is economically viable.
http://www.canvasdeprojeto.com.br
42Enap – National School of Public Administration 
 + Neuro-linguistic Programming (NLP)
Created by Richard Bandler and John Grinder in the 1970s in the United States, 
it refers to the way ideas and actions are organized in order to produce results.
 + PMBOK® Guide and PRINCE2®
Two approaches to project management. The guide consolidates a set of 
good project management practices. While PRINCE2® consists in one of the 
most widely used structured project management methods.
 + MECE Principle
It is one of the hallmarks of the project canvas, and it stands for “mutually 
exclusive and collectively exhaustive.” In other words, there is no overlap 
between the information contained in each of its items, nor are there any 
gaps, since all the information contained in the canvas covers all the possible 
solution options for a project.
To present the References used to create the project canvas, the authors Leandro and 
Vieira conducted a study of several existing canvases from around the globe, resulting 
in a study of the variations and similarities between project canvases worldwide. 
This study is available at: https://46b4469c-1886-4860-8d65-1ddc3809b689.filesusr.
com/ugd/b7403b_fdae618ef852438ebd9387e82547a920.pdf. 
The project canvas is made up of 12 sections: Objective, Justification, Benefits, 
Product/service Characteristics, Scope, Out of Scope, Stakeholders, Assumptions & 
Constraints, Risks, Deliverable, Dates and Investment.
https://46b4469c-1886-4860-8d65-1ddc3809b689.filesusr.com/ugd/b7403b_fdae618ef852438ebd9387e82547a920.pdf
https://46b4469c-1886-4860-8d65-1ddc3809b689.filesusr.com/ugd/b7403b_fdae618ef852438ebd9387e82547a920.pdf
43Enap – National School of Public Administration 
Figure 11 - Explanation of the Project Canvas Sections
Source: Adapted from Enap (2018).
It is worth noting that by filling in the entire canvas, the information in each section 
forms a single, complete narrative of a project, answering the following questions:
1. Why will it be done? Sections: Objective, Justification and Benefits
2. What will be done? Sections: Characteristics, Scope and Out of Scope
3. Who? Section: Stakeholders
4. How will it be done? Sections: Assumptions & Constraints, and Deliverable
5. When? Section: Dates
6. How much will it cost? Section: Investment
7. What if...? Section: Risks 
Watch the video “How to turn ideas into results?” (“Como transformar ideias em 
resultados?”) to learn more about each of the sections.
44Enap – National School of Public Administration 
Video: https://www.youtube.com/
watch?v=r4jOmBGNjDA&t=217s
The video showcases how to use the project canvas to organize 
your ideas, opportunities, and challenges in order to achieve 
results. Each concept behind the tool’s 12 sections are covered.
Duration: 10 minutes, 29 seconds
YouTube Channel: Amanda Machado
1.3.2. Scrum
Scrum is an agile methodology, originally applied to software development projects, 
and is based on a few set characteristics: flexibility of results and deadlines, small 
teams, frequent reviews and collaboration.
This iterative and incremental method is supported by three main roles:
 + 1. Product owner (PO)
It represents the client’s interests, and, in some instances, they may be the 
client itself. They are responsible for prioritizing and validating requirements 
for development.
 + 2. Scrum Master (SM)
Responsible for macro-management and for ensuring the execution of all the 
Scrum rules.
 + 3. Team
Responsible for micromanagement, and for the project’s development.
Silva (2016) showcases in nine steps how does the Scrum method works within 
project development.
Figure 12 depicts the responsibilities of each of the three roles - Product Owner, 
Scrum Master, and Team - and how they evolve in Scrum across the course of a 
project.
https://www.youtube.com/watch?v=r4jOmBGNjDA&t=217s
https://www.youtube.com/watch?v=r4jOmBGNjDA&t=217s
45Enap – National School of Public Administration 
Figure 12 - Project development with Scrum
PO documents, 
describes and 
prioritizes 
requirements
The PO serves 
as the liaison 
between 
stakeholders and 
the team.
Creating 
sprints of 
equal duration, 
defining the 
priority 
criteria that 
can be 
achieved in 
each following 
sprint
PROJECT
VISION
TEAM
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
2 TO 4 WEEKS
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
LOWER
PRIORITY
HIGHER
PRIORITY
PROJECT
OWNER
SCRUM
MASTER
SPRINT
Plann ing
Dai ly
meet ing
repeats
every day
SPRINT
Review
SPRINT
Retrospect ive
What did work?
What can improve?
PO deta i ls ,
est imates,
and 
redefines
TEAM
2 TO 4 WEEKS
REQUIREMENT
deliverable
product
enhancement
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
 REQUIREMENT
The process is 
repeated as long as 
there are items to be 
developed in sprints
Source: Adapted from Silva (2016).
Watch the video below to learn how scrum works in practice.
46Enap – National School of Public Administration 
Video: https://www.youtube.com/watch?v=1DkmzynmRHk
The video Scrum – Aprenda scrum em 15 minutos [Scrum - Learn 
Scrum in 15 minutes] covers the concept of scrum, how it works, 
its procedures and the roles of the Product Owner (PO), Scrum 
Master (SM) and others involved.
Duration: 15 minutes, 47 seconds
YouTube Channel: A Mente do Gestor, by André Gomes
1.3.3 Kanban
The Kanban method is a visual board with three columns (in its standard format): 
i) To Do; ii) In Progress; and iii) Done. When correctly implemented and managed, 
Kanban can act as a real-time information center, emphasizing project progress and 
bringing attention to any occasional bottlenecks that may jeopardize results.
According to Barbosa (2020), this method is based on six steps:
1. Visualize the workflow: divide the work into stages, writing each demand 
on a card and thus getting an overview of all the work in progress. Also, 
name columns to illustrate where each demand is along the flow.
2. Limit work in progress: set explicit limits on the number of items that can 
be in progress at each stage of the workflow.
3. Measure and manage the workflow: know how long it takes to accomplish 
the demands that pass through the process and remove any barriers 
that may be preventing the workflow from moving forward.
4. Make policies explicit by defining, disclosing, and socializing the process 
so that everyone understands how it works and how the work is actually 
done. 
5. Create feedback loops: shorten the feedback cycle time—because the 
later the delivery, the longer it will take to generate value from what has 
been done.
6. Improve collaboratively: exercise the principle of continuous 
improvement, encouraging small changes in processes that result in less 
resistance to change.
47Enap – National School of Public Administration 
The following video presents the concept and practical application of the Kanban 
method, with an emphasis on visuals and on work in progress monitoring.
Video: https://www.youtube.com/watch?v=htPKj5qZhd4
O que é e para que serve o método Kanban [Decifrando Agile 12] - What 
is the Kanban method and what is it used for [Deciphering Agile 
12]
Duration: 9 minutes, 59 seconds
YouTube Channel: Andriele Ribeiro
https://www.youtube.com/watch?v=htPKj5qZhd4
48Enap – National School of Public AdministrationGlossary
No.: Term: Definition / meaning:
1 Incremental Incremental refers to making slight improvements or 
additions to the project’s outcome with each iteration.
2 Iterative Iterative means developed through 
repetition, throughout several stages.
3 Agile Manifesto 
The agile manifesto is a statement of values 
and principles that are essential to software 
development. It was created in February 2001, when 
17 professionals—who were already practicing agile 
methods such as XP, DSDM, SCRUM, FDD etc—
came together. During the meeting, the common 
points of projects that have been successful in their 
methodologies were observed and, based on them, 
the manifesto for agile software development was 
created, which was called the agile manifesto.
49Enap – National School of Public Administration 
References
AMARAL, Daniel Capaldo et al. Gerenciamento ágil de projetos: aplicação em 
produtos inovadores [Agile project management: application to innovative 
products]. São Paulo: Saraiva, 2011.
BARBOSA, Andy. O verdadeiro agile coach: a essência toma forma [The true agile 
coach: the essence takes shape]. Santa Catarina: Agile Institute Brazil, 2020.
LEANDRO, Wankes & VIEIRA, Helber. Canvas de projeto: como transformar ideias em 
projetos [Project Canvas: how to turn ideas into projects]. São Paulo: Riemma, 
2018.
SILVA, Fabiana Bigão. Gerenciamento de projetos fora da caixa: fique com o que é 
relevante [Project management outside the box: stick to what is relevant]. Rio 
de Janeiro: Alta Books, 2016.
SUTHERLAND, Jeff. Scrum: The Art of Doing Twice the Work in Half the Time. 
New York: Crown Business Books, 2014.
	Introduction
	Planning and management of educational projects
	Unit 1 - Project overview
	1.1 Concept of Project
	1.2 Project characteristics
	1.3 Project life cycle
	1.4 The role of a project manager
	Glossary
	References
	Unit 2 - Project management and instructional design
	2.1 What is an educational project
	2.2 Instructional design 
	2.3 Instructional design as a process 
	2.4 Instructional design phases
	2.5 Instructional design and project management
	References
	Project development and implementation 
	Unit 1 - Collaborative project design
	1.1 New competencies
	1.2 Innovation within projects
	1.3 Agile mindset
	References
	Unit 2 - Project implementation
	2.1 Prioritization in project management
	2.2 Project structure
	2.3 Project Management in Education
	References
	Project management methodologies applied to education
	Unit 1 - Project management methodologies applied to education
	1.1 Agile methodologies
	1.2 Agile or traditional projects: what’s the difference? 
	1.3 Innovative project management methodologies
	Glossary
	References