Political Science

Communication during the process of project implementation is a very important aspect in ensuring that the project reaches completion successfully. Although other aspects might be similarly important, the level of communication  how well specific techniques and behaviors are applied so as to bring about motivation, to allow for reporting back, and to lead and delegate duties to employees  will determine the eventuality of a project. This paper does a case analysis of the communication procedures and tools for the implementation of a community school project.

Discussion
The project was successful because of the careful selection and use of the appropriate communication tools and processes. The success of each of these tools and processes was because they were carefully chosen and strictly adhered to as far as their appropriate application was concerned (Kliem, 2007). The first process to be implemented was setting the goals of the project and then getting everyone to agree on them (Kliem, 2007). Every member of the project team was expected to take part in this process because it was understood that goals are a critical tool when used in the project. The process of communicating them to the team members of the project is very essential (Kliem, 2007). After the goals had been communicated, it was important that a certain level of consensus be built so that there would be no opposition to the project once it got underway. This was very critical. In this case, the team had the goal of building a community school within three months and within the following one month the school was to be staffed and ready for admitting new students.

A second process that was followed was that of coordination (Kliem, 2007). Every member taking part was supposed to behave in a certain way that entailed interacting with others so that everything on the plan went as desired. There was the coordination of duties and the ensuring that there was adherence to the timelines for the mini-tasks within the main project. All information sent out was often to be followed by feedback to the project communications officer who oversaw the entire communication process. In the event of shortages of materials, for instance, the team concerned with supplies would notify the communications officer and the necessary material would be ordered or supplied just by communicating the information to the stores department of the project.

The other tool that was applied in the process was the discovery and resolution of problems and conflicts (Kliem, 2007). Every stage along the way was without conflicts and problems but with careful communication, particularly seeking to have everyone to understand the cause of the problem or conflict through communication they were all resolved or overcome. Finally, there was the application of the tool of expectation management (Kliem, 2007). Every member of the project team had expectations and they were high. The people who owned the project, the Schools Steering Committee, had even more expectations. They were made to understand that it might not necessarily turn out as they wanted, and that the time frame might have to be adjusted. This way, the expectations of all involved were managed and by the end of the project, everyone confessed that the outcome had actually surpassed every expectation.

Conclusion
Project communication is a very essential component of project management and implementation, because communications form an integral part of the entire process. In a  community school project, the main tools that were used to ensure good communication included problem identification and resolution, expectations management, coordination, and goal setting.