Construction Project Manager Associate Certification...You will be prepared to pass the Certified...
Transcript of Construction Project Manager Associate Certification...You will be prepared to pass the Certified...
PROJECT MANAGER
LEARN PROVEN TOOLS FOR SUCCESS
Why do 95% of our students pass the CAPM® exam? Because we give them the best materials, the best instructors and the benefit of our years of experience preparing people to pass the CAPM exam. Our instructor-led online training is the best available. You will work individually with your PMP-certified instructor at a schedule and pace you set. We guarantee you will pass the CAPM exam and we work with you until you do. Don’t fail the exam because you took a cheap class or a boot camp where you crammed with 20 other people. Learn with an expert coach.
Our “learn by doing” approach is the best way to master the fundamental construction project management tools and techniques. In this instructor-led online course you’ll practice these skills in a construction project case study:
Running a planning meeting with the customer
Building a plan and schedule in project software
Assigning work to crews and executing the plan
Reporting status and presenting solutions toproblems.
Your instructor reviews every assignment you complete, sends you written feedback, meets with you in private video conferences and talks with you by phone. They also provide you with support and advice for 1 year after the course.
Quick Links
102 CAPM Exam Prep Course
121 Construction Project Basics Course
102-121 Certification Web Page
Join the project
management
profession
Get that
promotion or a
higher paying
position
102-121 CERTIFIED
ASSOCIATE CONSTRUCTION
4PM.com3547 S. Ivanhoe St Denver, CO 80237 303-596-0000 www.4pm.com
`
102 CAPM® Exam Preparation Main Page
Instructor-led Online Training from Anywhere
Contents
Course Summary
Detailed Syllabus
Lecture Sample
Textbook Sample
Sample Exam
Course Webpage
You will be prepared to pass the Certified Associate in Project Management (CAPM) exam with our online course. You will receive individual instruction from a PMP-certified project manager. You can earn your CAPM certification by studying from anywhere at a schedule you control. The CAPM certification exam is difficult, covering hundreds of concepts, tools and techniques. We will help you learn each and every one of them. You and your personal instructor will plan the course in a phone conversation when you begin the course. You’ll discuss your learning style and your instructor will tailor our materials to fit the way you learn. You’ll get coaching and individual feedback from your instructor on each of the 36 or more practice exams you will take.
How You Work With Your Instructor
You will have phone conversations and private video conferences with your instructor whenever you wish. There is no limit. Your instructor will review your practice exams, identify changes that may be needed in your study techniques and thoroughly explain all the concepts or techniques you need to master to pass the CAPM exam.
You will study with world-class materials by Dick Billows PMP. You’ll watch high definition videos, read our new CAPM textbook which describes all the PMBOK 5th edition tools and techniques and shows you real-life examples of how to use them. You can also access our database of hundreds of articles and samples that illustrate every technique you need to know to pass the exam.
CAPM Passing Guarantee We guarantee our work on our CAPM prep course. 95% of our students pass on their first try but if you don’t, your instructor will work with you until you pass. Examine the materials and see why our course has no equal; online or in a classroom.
4PM.com 3547 S. Ivanhoe St. Denver, CO 80237 303-596-0000 www.4pm.com
Launch your project manager career
Earn an internationally recognized certification to get that
BECOME A CAPM® CERTIFIED
Main Page
promotion or higher-paying position
ASSOCIATE IN PROJECT MANAGEMENT
Learning Materials
333-page Textbook
42 Video Lectures 24/7
Videos of PMs in Action
Process Flowcharts
100s of Tool Write-ups
24 – 35 Practice Exams
We are a PMI Global Registered
Education Provider (R.E.P.) and our
CAPM Exam Prep course fulfills the
education requirement.
This is the only course you need
to pass the CAPM exam -
guaranteed
Training with a PMP-certified Instructor
Our CAPM Exam Prep course will prepare you to pass the CAPM
exam; we guarantee it. Your instructor works with you, one-to-one,
until you pass the CAPM exam.
Working With Your Instructor You will work individually with your PMP-certified instructor
- e-mail questions to your instructor and get a response within 24 hours
- telephone and video conferences as often as you need them. No limits.
Your instructor grades each exam and gives you feedback that includes
the correct answers with explanations. They provide coaching on any
areas you need to re-study.
Online Boot Camp You have a 4-day comprehensive review with your instructor
immediately before your test date. You’ll do full-size CAPM exam
simulations that are practice tests focusing on every area covered in the
exam. You have a video conferences with your instructor as needed.
There is also a phone call from your instructor the night before your
CAPM exam to give you test-taking tips and techniques.
4PM.com 3547 S. Ivanhoe St. Denver, CO 80237 303-596-0000 www.4pm.com
`
Fulfill the Education
Requirement Practice answering tricky questions
on every process group, knowledge
area, tool and technique
Main Page
Gain an International
Credential From PMI MASTER PM BEST PRACTICES
Passing Guaranteed
COURSE OUTLINE PERSONAL INSTRUCTION SPECIFICATIONS
-Foundations
-Communications
-Scope
-Time
-Cost
-Human Resources
-Quality
-Procurement
-Risk
-Integration
-Professionalism
-Comprehensive Final Review
You have textbook reading, online
lectures, videos and CAPM practice exams. You have regular progress
phone calls and video conferences with your instructor.
The best way to pass the CAPM exam the first time is with a course tailored to your
schedule and learning style.
Your instructor, who is a PMP, works directly and privately
with you, answering your questions by phone or email within 24 hours. You can have
as many phone calls as you wish.
When you take one of the 24- 35 practice exams (depending on how many you need), your
instructor sends you written feedback with the correct
answers and explanations of why they are correct.
For Beginning PMs
50 Hours of Work
Use a PC, Mac or iPad
Study When You Want
Study From Anywhere
Take up to 1 Year
PMI Registered Education Provider
#1147
Earns 50 Contact Hours
4PM.com
3547 S. Ivanhoe St
Denver, CO 80237
303-596-0000
www.4pm.com
1 ©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form.
102 CAPM® Exam Prep Course 2013
Prep Course Syllabus
Passing the CAPM® Exam the First Time
Content Delivery System for Individual CAPM Exam Training You and your instructor will work together in our content delivery system that will allow your
instructor to tailor the course to your needs, assignment by assignment. You’ll have video
conferences with your instructor on a regular basis plus phone calls and email exchanges
whenever you wish. There’s no limit to these contacts. You and your instructor will begin
with a private conference and use the results of your initial assessment to gauge where you
need more work and where your project management knowledge is complete. That custom
tailoring process will continue through the course. Your instructor will assess each of the
practice exams you submit, identify weaknesses and select specific materials from our
Learning Topics to address them.
Planning Your Personalized Course with Your Instructor During your initial call with your instructor, you'll plan the pace of your studies and identify
any deadlines you want to hit. Take a look at the “passing zone” in the graphic above. You'll
see that we recommend you study between 4 hours a week (18 weeks to finish) and 18
hours per week (4 weeks to finish). Each process group requires approximately 9 hours of
work. How intensely you study is, of course, your decision. But your odds of passing the
CAPM exam the first time are highest when you stay within the “passing zone." You will
determine a schedule that fits your unique situation and you can change it if things change.
Long gaps in your studies reduce your odds of passing the CAPM exam the first time. Over
97% of our students pass the exam on their first try. The students who do not pass typically
have a long gap in their studies. Try to schedule your studies so you can finish the course and sit for the exam within 7 days.
Once PMI has approved your application for the exam, you and your instructor will work on
a comprehensive final review during the 4 days immediately before you sit for the CAPM
exam. You must successfully complete all course assignments and take the CAPM exam
within 14 days of completing the course in order to meet the terms of our guarantee.
2 ©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form.
102 CAPM® Exam Prep Course 2013
We are a PMI Registered Education Provider (R.E.P.). This course has been approved by PMI
for 50 hours, fulfilling the education requirement for the CAPM exam.
Adapting the Course to Your Learning Style During the planning phone call, your instructor will discuss your strengths and weakness
based on the pre-course assessment test you’ll take. They will also ask you about your
preferred learning style. Think about whether you are a visual learner, where diagrams and
flow charts are a big help, or a logical learner where reading a text is the way you prefer to
learn new material. Based on the assessment and your discussion, you and you instructor
will plan how you should use the following learning materials to tailor the course to your
learning style:
1. Electronic textbook (e-book) Project Manager’s KnowledgeBase, 11th Edition. You
have reading assignments for each project process. You can print selected pages and
sections or search the full textbook for key terms. The textbook is password protected
and our Student Services staff will send you an e-mail with the book and password to
download and open it. It is for your use alone, in part and in whole, and cannot be
copied. The individual textbook reading assignments for each project process are also
linked from your course website.
2. Lecture videos. These videos are approximately one hour for each process group and
contain lectures with illustrations of the key inputs, outputs, tools and techniques for
that process. They are available 24/7 and you may watch them as many times as you
wish from your PC, iPad, iPhone or Android.
3. Project manager in action videos. These show a project manager and team
members actually working through the PMI best practices in project management. They
are organized by the work of the process group you are studying.
4. Multiple-choice practice exams. You take online mini-CAPM exams focused on one
process group. These practice questions are like the real CAPM exam questions but
there are only 40 to 70 questions per exam for each process group. When you submit
the exam, it is sent directly to your instructor for review and grading. They will send you
written feedback within 24 hours and identify learning topics for you based on your
results. You must score at least 90% on the practice exam or your instructor will ask
you to re-take that exam. Alternatively, they may send you a link to another practice
exam for that process group. You will continue taking these practice exams until you
achieve 90% or higher.
Personalized Interaction with Your Instructor You’ll work 1-to-1 with your instructor who holds a CAPM certification. They will guide you
through this exam preparation course and answer all your questions. So whenever you have
a question, you can either e-mail your instructor or request a private phone conference so
the two of you can discuss your issues.
Your instructor will review each of your practice exams, grade it, explain concepts you missed
and suggest areas of additional study to improve your scores. You will receive their written
feedback within 24 hours of our receipt of your exam. After you score 90% on your multiple
choice practice exam(s) for that process group, your instructor will advise you to most on to
the material for the next process group.
Your Personal Scorecard While your instructor will keep track of each of your scores, you may want to track your
progress against the plan you set.
3 ©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form.
102 CAPM® Exam Prep Course 2013
Process group Target date
Completed Reading
Watched Video
Lectures
1st
Practice Exam Score
2nd
Practice Exam Score
CAPM Framework
Initiating
Management Plans
Project Plans
Executing
Monitoring and
Controlling
Closing
Professionalism and
Ethics
Submit Application to
PMI After your instructor sends you feedback that you have successfully completed
Professionalism and Ethics, you submit your application online to PMI and claim 50 education hours for completing your 4PM.com CAPM Prep course.
Knowledge Areas Review the reading and lecture videos of the project management tasks
organized by the PMBOK, 5th
edition knowledge areas: scope, schedule, cost, quality, human resources, communication, procurement, risk and integration.
Schedule Exam Receive PMI’s approval to take the CAPM exam & set your date. Allow 4 days for the comprehensive review.
Comprehensive
Review The comprehensive review begins 4 days prior to your CAPM test date. Your
instructor will send you specific instructions for the comprehensive review once you set your CAPM test date.
1. CAPM® Framework
Your reading and lectures will cover the framework of information used in all of the project
management process groups that follow.
1. Reading: Read the Framework chapter in your textbook or on your course website. We
recommend taking written notes. 2. Lectures: Watch the Framework lecture videos on the course website. Add the new
4 ©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form.
102 CAPM® Exam Prep Course 2013
information in the lectures to your notes.
3. PM in Action Videos: There are no PM in Action videos in this first process group.
4. Practice Exams: Take the Framework multiple-choice practice exam inline by clicking
the button below the lecture. It will be sent directly to your instructor. They will grade it,
send you written explanations for the correct answers and additional feedback within 24
hours. If you do not achieve 90% on the first try, your instructor will suggest studying
additional learning topics and ask you to re-take this exam. If you achieved 90%, your
instructor will send you the link to the second Framework multiple-choice exam.
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Framework knowledge.
2. Initiating Process Group
In this process group, you’ll learn about the best practices for initiating a new project. These
include the business case, defining the high-level scope, identifying stakeholders and risks,
then developing and presenting the project charter. 1. Reading: Read the Initiating chapter in your textbook or on your course website. We
recommend taking written notes.
2. Lecture: Watch the Initiating lecture videos on your course website. Add the new
information to your notes. 3. PM in Action Videos: Watch these videos from the link below the lecture.
4. Practice Exams: Take the Initiating multiple-choice practice exam by clicking the
button below the lecture. Complete the exam and it will be sent directly to your
instructor. They will grade it, send you written explanations for the correct answers and
additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second
Initiating multiple-choice exam.
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Initiating process group knowledge.
3. Management Plans Process Group
In this process group, we will cover the management plans for each component in the
project from scope, to budget, to schedule and more. 1. Reading: Read the Management Plans chapter in your textbook or on your course
website. We recommend taking written notes.
2. Lecture: Watch the Management Plans lecture videos on your course website. Add the
new information to your notes. 3. PM in Action Videos: Watch these videos from the link below the lecture.
4. Practice Exams: Take the Management Plans multiple-choice practice exam by
clicking the button below the lecture. Complete the exam and it will be sent directly to
your instructor. They will grade it, send you written explanations for the correct answers
and additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second
Management Plans multiple-choice exam.
102 CAPM® Exam Prep Course 2013
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Management Plans process group knowledge.
6. Mid-course phone call: When you have completed the Management Plans process
group, you and your instructor will have a mid-course call to discuss your progress to
date and your application for the CAPM exam. You cannot submit the application until
you’ve received your instructor’s feedback that you have successfully completed the
Professionalism and Ethics process group.
4. Project Planning Process Group
In this process group, we will cover the planning techniques used to create the scope
statement, schedule, budget and risk management. 1. Reading: Read the Planning section in your textbook or on your course website. We
recommend taking written notes.
2. Lecture: Watch the Planning lecture videos for this section on your course website.
Add the new information to your notes. 3. PM in Action Videos: Watch the videos that are linked below the lecture video.
4. Practice Exams: Take the Planning multiple-choice practice exam by clicking the
button below the lecture. Complete the exam and it will be sent directly to your
instructor. They will grade it, send you written explanations for the correct answers and
additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second Planning
multiple-choice exam.
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Planning process group knowledge.
5. Executing Process Group
In this process group, we’ll cover the executing processes, including obtaining and
managing resources, executing the project plan, performing quality assurance,
implementing change control and maximizing team performance. 1. Reading: Read the Executing section in your textbook or on your course website. We
recommend taking written notes.
2. Lecture: Watch the Executing lecture videos on your course website. Add the new
information to your notes. 3. PM in Action Videos: Watch the videos that are linked below the lecture.
4. Practice Exams: Take the Executing multiple-choice practice exam by clicking the
button below the lecture. Complete the exam and it will be sent directly to your
instructor. They will grade it, send you written explanations for the correct answers and
additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second
Executing multiple-choice exam.
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Executing process group knowledge.
©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form. 5
102 CAPM® Exam Prep Course 2013
6. Monitoring and Controlling Process Group
In this process group, we’ll cover the Monitoring and Controlling processes, which happen in
parallel with the Executing processes. These processes include measuring project
performance, managing changes, performing quality control, controlling the scope,
schedule, cost, and communicating status, and performance information to stakeholders.
1. Reading: Read the Monitoring and Controlling section in your textbook or on your
course website. We recommend taking written notes.
2. Lecture: Watch the Monitoring and Controlling lecture videos your course website. Add
the new information to your notes. 3. PM in Action Videos: Watch the videos that are linked below the lecture.
4. Practice Exams: Take the Monitoring and Controlling multiple-choice practice exam by
clicking the button below the lecture. Complete the exam and it will be sent directly to
your instructor. They will grade it, send you written explanations for the correct answers
and additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second
Monitoring and Controlling multiple-choice exam.
5. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Monitoring and Controlling process group knowledge.
7. Closing Process Group
In this process group, we’ll cover the seven processes to properly close out a project,
including verifying scope acceptance, transferring ownership of deliverables, financial, legal
and administrative closure, distributing the final project report, collating lessons learned,
archiving project information and measuring customer satisfaction.
1. Reading: Read the Closing section in your textbook or on your course website. We
recommend taking written notes.
2. Lecture: Watch the Closing lecture videos on your course website. Add the new
information to your notes. 3. PM in Action Videos: Watch the videos that are linked below the lecture.
5. Practice Exams: Take the Closing multiple-choice practice exam by clicking the button
below the lecture. Complete the exam and it will be sent directly to your instructor. They
will grade it, send you written explanations for the correct answers and additional
feedback within 24 hours. If you do not achieve 90% on the first try, your instructor will
suggest studying additional learning topics and ask you to re-take this exam. If you
achieved 90%, your instructor will send you the link to the second Closing multiple-
choice exam
6. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Monitoring and Controlling process group knowledge.
8. Professionalism & Ethics
1. Reading: Read the Professionalism and Ethics chapter in your textbook or on your
course website. We recommend taking written notes.
©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form. 6
102 CAPM® Exam Prep Course 2013 2. Lecture: Watch the lecture videos “Who is Bound by the Code” through “Honesty” on
your course website under the “Lecture” section. Add the new information to your notes. 3. PM in Action Videos: Watch the videos that are linked below the lecture.
5. Practice Exams: Take the Professionalism and Ethics multiple-choice practice exam by
clicking the button below the lecture. Complete the exam and it will be sent directly to
your instructor. They will grade it, send you written explanations for the correct answers
and additional feedback within 24 hours. If you do not achieve 90% on the first try, your
instructor will suggest studying additional learning topics and ask you to re-take this
exam. If you achieved 90%, your instructor will send you the link to the second
Professionalism and Ethics multiple-choice exam.
6. Learning Topics: Your instructor will send you explanations for the multiple-choice
questions and, based on our test scores, they may send you links to additional learning
topics to strengthen your Professionalism and Ethics process group knowledge.
6. Submit Your CAPM Application: When you receive your instructor’s feedback that
you have successfully completed the Professionalism and Ethics process group, you may
submit your CAPM application to PMI. Do it online and you should receive a reply within
3 to 5 business days.
9. PMBOK, 5th edition Knowledge Areas
The PMBOK, 5th edition organizes the project management processes you have just
completed studying by knowledge areas. They are scope, schedule, cost, quality, human
resources, communication, procurement, risk and integration. While you wait for PMI to
approve your CAPM application, complete the reading and lectures for this knowledge area
section.
1. Reading: Read the Knowledge Areas on your course website. We recommend taking
written notes.
2. Lecture: Watch the lecture videos “Scope management” through “Integration
management” on your course website under the “Lecture” section. Add the new
information to your notes.
3. Approved Application: Let your instructor know when PMI has approved your
application and you have scheduled your CAPM exam date.
10. Comprehensive Review
When PMI has approved your application and you have scheduled your CAPM exam, you
and your instructor will lay out a 4-day plan for completing the comprehensive review and
exams immediately before you sit for the CAPM exam. Your instructor will coach you
through this final review and call you the day before your exam with test-taking tips, what
to expect at the test center, words of encouragement and answers to any last minute
questions.
©2013 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form. 7
1
Copyright© 2013 by Richard A. Billows, PMP®, GCA All Rights Reserved
Published by The Hampton Group, Inc.
3547 South Ivanhoe St.
Denver, Colorado 80237 (303)756-4247
www.4pm.com
Other books Published by 4PM.com
Essentials of Project Management
Advanced Project Management Techniques
Program & Portfolio Management
Managing Information Technology Projects
Construction Project Management
Managing Healthcare Projects
The Hampton Group, Inc. is a Project Management Institute (PMI®) Global Registered Education Provider (R.E.P.). The
Hampton Group, Inc. is committed to enhancing the ongoing professional development of PMI® members, PMI®-certified
professionals and other project management
stakeholders through appropriate project management learning activities and products. As a PMI® R.E.P., The Hampton Group Inc., has agreed to abide by PMI®-established operational and educational guidelines and is subject to random audits for quality assurance purposes.
Microsoft is a registered trademark and Project ®and Windows® are trademarks of Microsoft Corporation. Screen shots reprinted with permission from Microsoft Corporation.
All other product names and services identified throughout this book are trademarks or registered trademarks of their respective companies. They are used throughout this book in editorial fashion only and for the benefit of such companies. No such uses, or the use of any trade name, is intended to convey endorsement or other affiliation with the book.
All rights reserved. The text of this publication, or any parts thereof, may not be reproduced in any manner whatsoever without written permission from the publisher.
ISBN 978-1-9385614-3-6
1
2
TABLE OF CONTENTS
Introduction & Organization................................................... 5
Framework of Project Management ......................................... 7
What is a Project? .......................................................... 7
Project Management: The Cast, the Roles and the Script ...... 7
One Size Does Not Fit All ...................................................... 9
Trade-offs ..................................................................... 9
Professionalism and Social Responsibility ........................... 9
Portfolios, Programs, Phases & Sub-projects ....................... 9
Project Roles ................................................................ 10
Organizational Context ................................................... 12
Project & Product Lifecycles ............................................ 14
The Process Groups of Project Management ............................ 16
Initiating ...................................................................... 16
Planning ....................................................................... 16
Executing ..................................................................... 16
Monitoring and Controlling .............................................. 16
Closing ........................................................................ 16
The Knowledge Areas of Project Management .......................... 17
Integration Management ................................................ 17
Scope Management ....................................................... 17
Schedule Management ................................................... 17
Cost Management ......................................................... 18
Quality Management Knowledge Area ............................... 18
Human Resources Management ....................................... 18
Communications Management ......................................... 18
Risk Management .......................................................... 19
Procurement Management .............................................. 19
Stakeholder Management ............................................... 19
Professionalism & Social Responsibility ............................. 19
What the Heck are EEF and OPA? ..................................... 19
Enterprise Environmental Factors (EEF) ............................ 20
Organizational Process Assets (OPA) ................................ 20
Three Project Management Examples ............................... 20
Initiating ........................................................................... 23
Statement of Work ........................................................... 24
Business Case .................................................................. 25
Identify Stakeholders 13.1 ................................................. 26
3 Project Examples of Identify Stakeholders ....................... 28
High-level Scope .............................................................. 34
High-level Risks ............................................................... 35
Develop Project Charter 4.1 ............................................... 36
3 Project Examples of Develop Project Charter .................... 38
Charter Approval Meeting .................................................. 44
Planning ............................................................................ 45
Develop Project Management Plan 4.2 ................................. 46
3 Project Examples of Develop Project Management Plan ...48
Plan Scope Management. 5.1 ............................................. 56
3 Project Examples of Plan Scope Management ................... 57
Plan Schedule Management 6.1 .......................................... 62
3 Project Examples of Plan Schedule Management ............... 63
Plan Cost Management 7.1 ................................................ 68
3 Project Examples of Plan Cost Management ..................... 69
Plan Human Resource Management 9.1 ............................... 73
2
3 Project Examples Plan Human Resource Management ........ 75
Plan Stakeholder Management 13.2 .................................... 82
3 Project Examples Plan Stakeholder Management .............. 84
Plan Communications Management 10.1 .............................. 88
3 Project Examples of Plan Communications Management ..89
Plan Risk Management 11.1 ............................................... 94
3 Project Examples of Plan Risk Management ..................... 95
Plan Quality Management 8.1 ........................................... 100
3 Project Examples Plan Quality Management ................... 102
Plan Procurement Management 12.1 ................................. 110
3 Project Examples of Plan Procurement Management ........ 112
Project Management Plan Summary .................................. 124
Scope Planning Processes ................................................ 125
Scope Planning Processes................................................... 125
Collect Requirements 5.2 ................................................ 126
3 Project Examples of Collect Requirements ..................... 128
Define Scope5.3............................................................. 134
3 Project Examples of Define Scope ................................ 136
Create WBS 5.4 ............................................................. 143
3 Project Examples of Create WBS ................................. 145
Project Planning: Scheduling Processes ............................. 153
Define Activities 6.2 ........................................................ 154
3 Project Examples of Define Activities ............................ 155
Sequence Activities 6.3 ................................................... 161
3 Project Examples of Sequence Activities ....................... 163
Estimate Activity Resources 6.4 ........................................ 168
3 Project Examples of Estimate Activity Resources ............. 170
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Estimate Activity Durations 6.5 ........................................ 176
3 Project Examples of Estimate Activity Durations .............. 177
Develop Schedule 6.6 ..................................................... 185
3 Project Examples of Develop Schedule .......................... 186
Cost Management 7.1 ..................................................... 194
Cost Tools Used in Many Tasks ...................................... 194
Estimate Costs 7.2 ......................................................... 197
3 Project Examples of Estimate Costs .............................. 199
Determine Budget 7.3 ..................................................... 206
3 Project Examples of Determine Budget ......................... 207
Risk Planning Processes 11.1 ........................................... 214
Identify Risks 11.2 ......................................................... 215
3 Project Examples of Identify Risks ............................... 217
Perform Qualitative Risk Analysis 11.3 ............................... 223
3 Project Examples of Qualitative Risk Analysis ................. 224
Perform Quantitative Risk Analysis 11.4 ............................. 231
3 Project Examples of Quantitative Risk Analysis ............... 233
Plan Risk Responses 11.5 ................................................ 240
3 Project Examples of Plan Risk Responses....................... 242
Plan Approval Meeting .................................................... 247
Executing ........................................................................ 251
Direct and Manage Project Work 4.3 .................................. 253
3 Project Examples of Direct and Manage Project Work ......... 255
Acquire Project Team 9.2 ................................................ 261
3 Project Examples of Acquire Project Team ..................... 262
Conduct Procurements 12.2 ............................................. 268
3 Project Examples of Conduct Procurements ................... 270
Develop Project Team 9.3 ................................................ 276
3 Project Examples of Develop Project Team .................... 277
Perform Quality Assurance 8.2 ......................................... 282
Three Examples of Perform Quality Assurance .................. 283
Manage Project Team 9.4 ................................................ 288
3 Project Examples of Manage Project Team ..................... 290
Manage Stakeholder Engagement 13.3 .............................. 294
3 Project Examples of Manage Stakeholder Engagement .. 295
Manage Communications 10.2 .......................................... 300
3 Project Examples of Manage Communications ................ 301
Monitoring & Controlling ..................................................... 306
Monitor and Control Project Work 4.4 ................................ 307
3 Project Examples of Monitor and Control Project Work .. 309
Perform Integrated Change Control 4.5.............................. 315
3 Project Examples of Perform Integrated Change Control 321
Validate Scope 5.5 ......................................................... 331
3 Project Examples of Validate Scope .............................. 332
Closing ............................................................................ 337
Close Procurements 12.4 ................................................. 338
3 Project Examples of Close Procurements ....................... 339
4.6 Close Project or Phase ............................................... 343
3 Project Examples of Close Project ................................ 344
6.1 Professionalism & Social Responsibility ............................ 348
Ensure Integrity and Professionalism ................................. 349
Project Examples of Professionalism and Social Responsibility ................................................................................ 351
2
Project Management Knowledge Areas ................................. 356
About the AUTHOR ............................................................ 358
Project Manager’s KnowledgeBase Introduction & Organization
Quality Management
INTRODUCTION & ORGANIZATION
This is the 11th edition of the Project Manager’s KnowledgeBase, which we have entirely rewritten to align with the PMBOK 5th Edition and the new PMI exams that are effective in July 2013. Over the years, this book has achieved its goal of helping our readers master the following:
The knowledge needed to pass the PMI® certification exams
The best practices in project management.
We do this by showing you these techniques from two perspectives.
Process Groups organize the tools and techniques chronologically:
Initiating Process Group
Planning Process Group
Executing Process Group
Monitoring and Controlling Process Group
Closing Process Group
The Knowledge Areas are groups of tools and techniques with related purposes that flow throughout the lifecycle:
Integration Management
Scope Management
Schedule Management
Cost Management
Procurement Management
Human Resource Management
Communication Management
Risk Management
Stakeholder Management
Professionalism and Social Responsibility
I have organized this textbook to make passing the exam take
as little time as possible. So, I will present information in the sequence you will follow to do a project (process groups). However, we will also keep the Knowledge Areas together so you can learn the sequence of tasks in a Knowledge Area, like Risk management.
To avoid having a book that was over 1,000 pages, we have created a Digital Knowledgebase on our PMI® exam prep web site. There you can drill down for more information and study
the knowledge in different ways to suit your learning style.
1. Visual learners will find very large diagrams of the tasks with videos explaining them.
2. Flow chart learners will find charts of every process group,
Knowledge Area and task. 3. “Show me an example” learners will see hundreds of samples
of Gantt charts, human resource plans, scope statements, Monte Carlo simulations, Earned Value reports, etc.
I trust you will find the book of great value in passing the PMI certification exams and in your career as a professional project manager.
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Project Manager’s KnowledgeBase Introduction & Organization Statement of Work
As always, I need to express my thanks to those who help make each edition of this book a success. “Mustang Sally” Mitsch, CAPM, has once again nit-picked my work to near perfection. Leslie, “the FIST” Schiefelbein, PMP, has edited the bejesus out my every word and thought. Together they have not missed a shingle one of my mistakes.
Best Regards,
Dick Billows, PMP, GCA
April 30, 2013
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Project Manager’s KnowledgeBase Framework of Project Management
FRAMEWORK OF PROJECT MANAGEMENT
In this first section of the book, we’ll move through the lifecycle of a project covering all the key ideas. We’ll begin by reviewing some of the key ideas that we’ll use in all the Process Groups that follow. We also want to accomplish three other things:
Get a big picture view of the processes we will study in much greater detail later
Understand some of the best practice ideas that permeate all the details
Begin to learn the PMI language of project management, which is most likely different from what you use in your organization.
This chapter is not an exhaustive explanation of the big picture, that’s why several hundred pages follow this chapter.
What is a Project?
Projects are very different from the other components of the modern organization. Projects are temporary endeavors regardless of their size or scope. All projects have a special purpose and a specific start and end point and that differentiates a project from operations that go on continuously. Projects reach their end in three ways:
The project’s planned outcome is met
The project’s outcome will never be met and the organization terminates it
The original need for the project no longer exists and the organization terminates the project.
A second characteristic of a project is that it creates a unique deliverable, which may be a product, service or some other result. No two projects are alike. For example, we might be constructing a chain of fast food hamburger restaurants that will serve identical food. But the fact that we will be working with different team members, in varying locations and for different owners makes each of these projects unique.
A third characteristic of a project is that the project management team plans it iteratively; they plan it allowing interaction between the components. For example, a project manager might produce a draft of a schedule and then go to work on the project budget. To optimize the budget, the PM may need to change the schedule and modify the risk management plan. PMI® calls this progressive elaboration of the plan. Project managers are constantly working, checking and revising their plans.
Project Management: The Cast, the Roles and the Script
Project management is not the efforts of one individual. There is a cast of people that can include one or more project managers and associate project managers, who, along with executives and professionals, make up the project management
team. As well, projects have sponsors whose role includes initiating the project, defining it and securing organizational approval to expend resources on it. The project management team works with the other members of the project team who do the project’s work. Both interact with project stakeholders who are people affected by the project including; executives, managers, employees, and even vendors.
Together these people write the script for the project, setting
objectives, identifying project requirements and then
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converting those requirements into a verifiable scope and a project management plan that they then execute. Throughout the project’s life, the project management team works with the project team and stakeholders to deliver the project’s objective and its products.
Effective project management requires experience in managing projects as well as a wide range of learned skills and techniques. In addition to the PM’s skills and experience, an equally important determinant of project success is the
organization’s processes for project management and the availability of data and information from previous projects including lessons learned documentation about these previous projects.
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ONE SIZE DOES NOT FIT ALL
Project managers know the best practices and design each project’s management plan with a suitable mix of techniques for that project. One set of techniques does not “fit” all projects. The PM designs the project management process using expert judgment as well as understanding of each project’s unique characteristics. Then the PM decides the extent to which he/she will apply the PMBOK® (Project Management Body of Knowledge) processes to achieve the
desired project results. For example, all projects should have some degree of risk management. So the PM determines if risk management warrants a few hours or a month’s worth of work. As well, the PM needs to decide whether the assessment of risk should be strictly qualitative and fast or if he/she should use more sophisticated quantitative techniques to assess probabilities and the impact of a risk event. In making these judgments, the PM is obviously guided by the organization’s policies and the sponsor’s preferences.
Trade-offs
Project management also requires a PM to manage the tradeoffs between what’s called the triple constraint (even though there are six dimensions) of cost, time, scope, quality, resources and risk. The triple constraint is like a tug-of-war. If the sponsor changes any one of the dimensions, it will affect at least one of the other five constraints. For example, if we decrease the scope of the project we may also decrease the project’s cost, duration and resources. Increasing the quality dimension can increase duration and cost. On larger more sophisticated projects, the PM may analyze tradeoffs with sophisticated financial or mathematical tools. The PM conducts tradeoff analysis on smaller projects too but much more informally.
Professionalism and Social Responsibility
The PMBOK® includes one paragraph on professionalism; however, it is a major topic on the PMP® certification exam and to a lesser extent on the CAPM® exam. The project manager and project management team have an ethical responsibility to all stakeholders to conduct themselves according the tenets of the profession. There is a more detailed description of professionalism, social responsibility and ethics in the last chapter of this book. But the big picture view is that PMI® has developed a rigorous set of standards for project managers’
conduct with tough enforcement standards.
Portfolios, Programs, Phases & Sub- projects
There are many ways to combine or subdivide projects. As we think about the project landscape in an organization, the dividing line is more than a little blurry. Organizations use programs to combine the management of a number of projects that have a common purpose. For example, an organization may have a program to improve their quality of service. The program may involve individual quality improvement projects in the billing, customer service and sales departments to improve the customers’ experience.
Project portfolios are a bundle of programs and projects but they do not necessarily have a common purpose. Instead, an executive may take responsibility for a portfolio of information systems projects or construction projects that affect many different parts of the organization but which all use the same resources.
Finally, within these programs and portfolios, an organization may choose to subdivide a project into sub-projects. The sub- projects may be specific components of the larger effort that the organization contracts out to other organizations. For example, on a customer service project, the performing
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organization may contract with an outside organization to survey their customers or complete test marketing.
Organizations that want greater control over a project may choose to divide it into phases or sub-phases. Each phase or sub-phase produces a deliverable that management examines and formally accepts before the next phase begins. This level of control over the project allows management to track the project and its progress to ensure it is delivering what it should.
Not all organizations follow this rigid step-by-step approach. If time is of the essence, some organizations will start work on the next phase of the project prior to formal acceptance of the prior phase’s deliverable. This approach creates a higher level of risk but it can save time. For instance, a software firm may start work on testing a piece of software before receiving final signoff on the coding. If the coding has any bugs that require re-work, the testing will need to start over, wasting time and money. However, if there are no bugs, the firm has actually saved time by fast tracking the testing and not waiting for
formal acceptance of the coding.
Best Practices & the Real World
To pass the PMI® certification exams you need to understand
the way of managing projects in a very idealistic world compared to the way most organizations do projects and the
way most PMs do their work. In fact, the most important thing to learn in preparing for the exam is PMI®’s definition of the right way to manage projects. That correct way includes not just using the techniques and tools but also adopting PMI®’s
attitudes about solving problems that may not be possible in your organization. Learning that PMI® attitude is the key to answering the Example questions where you must decide the right thing to do. You must answer each question according to how PMI® says we should do things, not how you do them in
your organization. You may disagree with PMI®’s way but if you want their certification, you must learn it.
Project Roles
Let’s expand on the brief descriptions of the project roles introduced earlier. PMI® defines a number of roles for people working on projects. The decision-making, range of action and participation in the project management process is different for
each role.
Stakeholders
The broadest role is that of project stakeholder and this category includes all the others. A stakeholder is any individual or organization that the project will affect, positively or
negatively. Stakeholders should be involved in the Initiating, Planning, Executing, Monitoring & Controlling and Closing functions of the project. This is another area where the PMI®
world probably differs from yours. Many PMs try to minimize the number of people involved in project planning, thinking that will let them better control the project scope. Unfortunately,
the opposite happens. Stakeholders excluded from planning always seem to spring up and add features or new requirements right at the end of the project. Those late changes often cost hundreds of times what the same requirement would have cost if it had been added during the planning phase. Therefore, PMI® encourages project managers to actively search for stakeholders early in the
project and it is a best practice.
Project stakeholders can include:
performing organization
sponsor
senior management
functional management
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project team members
project management team members
project manager
project management office (PMO)
customers
users
vendors
suppliers
consultants
We also include employees not directly related to the project but who, due to their standing within the organization, have the ability to exert influence over the project.
The PMI® way of doing things requires project managers to reach out, identify and bring into the project decision-making processes a very broad cross section of stakeholders. The
stakeholders should be involved in the definition of the project scope, the major deliverables and many of the decisions made in later tasks.
As noted above, many project managers try to keep the number of people that are involved in the project planning as small as possible. They also try to insulate the project team and its planning process from outside influences and avoid conflicting opinions. However, the PMI® view is very different. It clearly identifies the need to engage stakeholders in project
initiation and planning because that is the only way we can uncover all the requirements of the project.
Project Sponsors
In the PMI® world, the project sponsor or initiator is responsible for providing funding for the project and issuing the project charter. On internal projects (those done within the
performing organization), the project sponsor also may create the statement of work (SOW) to begin initiation and guide the
project through the organization’s approval process. That approval requires that the sponsor detail the benefits the project will deliver and justify the costs of the project, often in a business case. When the sponsor secures organizational approval, that executive issues the project charter appointing the project manager and defining, among other things, the criteria for success. On consulting or client projects, the statement of work comes from the client or customer, possibly with an RFP (Request for Proposal) or contract.
The charter gives the PM organizational approval to use resources. This is another area where the PMBOK® process probably differs from your experience. You may see sponsors who just dump a problem or opportunity into a PM’s lap and then walk away after naming a completion date. PMI® is correct in stating that is the wrong way to do things.
Project Team Members
In the PMI® world, project team members do the work of the project and many project team members actively participate in detailing the project plan and completing their work packages. They may also be involved in risk management, procurement and quality, for example. Team members may also be a part of the project management team and become involved in activities ranging from integration to change control.
Project Manager
It is the project manager’s and project management team’s responsibility to integrate all of these roles and ensure that
they mesh, allowing successful completion of the project. The project manager’s role calls on a wide range of skills, including interpersonal, leadership and general management skills in addition to knowing project management techniques. Those project management skills are:
Leadership
Communication
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Negotiation
Resolution of problems
Influencing the organization
Purchasing
Contracting
Accounting and finance
Information technology
Marketing
Sales
Manufacturing and distribution
Commercial law, local laws and legal traditions
Human Resources
Safety regulations
Supply chain management
As you work through this book, you will notice many other ways in which the PMI® world varies from the way in which your organization manages projects. In order to pass the PMI® certification exams, you will need to remember to answer each question according to the PMI® world rather than your own experience.
Project Management Team
With all that work to do, the project manager often invites stakeholders, team members, functional managers and
executives to assist in the management of the project. Participation like this not only spreads the work but also increases buy-in and support. The project management team can work on scope, risk, scheduling, budgeting, procurement, quality, human resources and communications, to name a few.
Organizational Context
Projects occur within organizations and their structures, processes and cultures affect projects and their teams. The organizational form influences how projects begin, how decisions are made, how resources are shared, how line managers perceive project managers and the overall rate of project success. Both in practice and for the certification exams, you need to understand the different organization types. More than half your exam questions will be Example questions and the kind of organization the PM is “in” often
determines the correct course of action to take on an issue.
Functional Organizations
Functional organizations have their structures designed around technical specialties like marketing, sales, manufacturing, facilities, customer service, engineering and accounting. These organizations are the most frequently encountered type and the barriers between these functional “silos” make it tough on project managers. Getting a project done that crosses functional lines often requires begging and whining for resources. In functional organizations project managers have little or no authority and must “borrow” people from functional departments. That requires that the PM negotiate for resources with the functional managers.
These extra steps are necessary because functional organizations operate with a strong chain of command philosophy that each employee should report to one boss. This
means that an employee communicates with their boss, who
communicates with the boss’s boss, all the way up the chain of command. The lines of communication usually follow the chain of command and are simple, but also quite rigid. Functional managers want to retain all of the formal authority over their employees and must often be convinced to loan them to a project. People loaned to a project often feel that the project is
a distraction from their “real job” where they get raises and promotions.
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In these organizations, turf wars and lack of cooperation between functional departments make communication difficult. In these organizations, decision makers often choose to perform projects within one functional unit because reaching out to borrow resources and communicate across functional lines is so difficult.
Functional organizations try to improve their project performance by adding two other roles to the structure. Project expediters may assist functional managers in coordinating
projects. However, these project expediters have no decision- making authority and focus mainly on communication, following up on tasks and deliveries of equipment. Functional organizations may also employ project coordinators, who usually are in staff positions reporting to senior managers who have many projects underway at the same time. They often have some decision-making authority but do not have the responsibilities of project managers in the areas of making assignments, analyzing change requests and reporting status.
Matrix Organizations
Another organizational form is the matrix organization, which comes in three varieties (weak, balanced, strong). There are still departments for functions like accounting and marketing but these departments share resources across department lines routinely. The difference between the three types is the amount of power and influence of project managers versus
functional managers. But in all three types, people are more accepting of sharing departmental resources with projects than in functional organizations. In all three matrix types,
employees work for more than one boss. However, the degree of sharing affects a project manager's level of authority, power and influence.
The weak matrix organization is quite similar to a functional
organization with the project manager having a bit more power and influence but still being weaker than the functional manager. Borrowing resources can be a bit easier than in a functional organization. However, a project manager's authority is very limited in comparison to the functional
managers. Therefore, the PM must still plead and beg for resources and hope that the project sponsor has enough clout to secure resources for the project.
In a balanced matrix organization, the project manager and functional managers have relatively equal power and authority and the negotiation for borrowing resources is on even terms. Because the power is even, the level of conflict is at a peak and communications are at their most difficult. That may seem odd until you remember that people are unlikely to have conflict
with a person who has more power than they do.
In a strong matrix, the project manager has more power than the functional managers and has a much easier time acquiring resources and managing the project budget. All three types of matrix organizations have more complex communication processes and more conflict than the functional organization.
Projectized Organizations
The projectized organization transforms the project manager
from a flunky begging for resources to a person managing a project that the organization treats as if it were a department. In the projectized organization, the project and its manager have their own dedicated employees and a budget. They have
the same status as all the functional departments. The project manager is the organizational superior of the people working on the project team and does their performance reviews, develops their professional skills and manages their daily work assignments.
The projectized organizational form is desirable from a project management point of view because the PM has almost full authority over the resources with full availability. However,
projectized organizations have certain disadvantages. First, projectized organizations may hinder employees’ development in their technical specialties because they don’t associate regularly with people possessing the same specialized skills. Second, when the project is completed, the project organization disappears and it is not unusual for team members to have
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some uncertainty about their next assignment. This can adversely affect morale and performance.
Organizations carve out projectized sub-units for long-term projects that require considerable employee development such as learning a new technology. We see the projectized organizational form in professional firms (like accounting, consulting and engineering) and in technical departments that primarily do projects, such as information systems departments.
To summarize what we have covered, think of the project manager’s power and influence as a continuum. On the left hand extreme, there is the functional organization where the PM’s power and influence is zero. As we move across the continuum into matrix organizations, the PM’s power grows and grows until it peaks in the projectized organization.
Organizational Continuum
Composite Organization - A Mix of All Three
Few organizations are purely functional, matrix or projectized. The larger the organization, the greater the chance that the organization has sub-divisions that are organized by different
types; this is called a composite organization. For example, in a large organization the manufacturing division might follow
strict functional lines with production, engineering and inventory control departments staffed with specialists. On the other hand, for research and development the organization might use a more fluid matrix structure to facilitate the sharing of skills on projects and new products. To go even further, for an upcoming new product, the organization might assemble the project team as a separate department to ensure that needed
resources are available from several functional areas, with this
projectized organization disbanding when the project is done. This product department would have its own budget and dedicated team.
Project Management Office: PMO
Organizations, regardless of their form, may utilize a project management office (PMO) to facilitate the projects that are taking place. Different organizations use different names for the PMO; it may be called the project office, program office or
program management office. We can have PMOs in functional or matrix organizations but we see them regularly in projectized and strong matrix organizations. They are less likely in weak matrix and functional organizations. For example, a consulting firm has a real need to coordinate project activities because almost all employees work on multiple projects and new client projects may start each week. That combination creates the need to closely track projects and to set priorities for resource allocation.
The PMO serves other important functions and there are several
styles of PMOs. Some distribute project information and may provide software and training for project managers and team members. Other project offices integrate the project information, enforce a common project methodology and help executives make priority and resource allocation decisions. In still others, the organization’s project managers work in the PMO and are assigned to manage projects by the PMO. In organizations with even stronger PMOs, they may assist the management committee in approving or rejecting proposed projects.
Project & Product Lifecycles
The PMBOK® talks about a number of different lifecycles. Products like a new cell phone have a product lifecycle that may start with research and development, move to testing, manufacturing, marketing and then end with product
replacement. Each of those phases in the product lifecycle may
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require a project. The organization may have a project lifecycle it uses to build manufacturing facilities as required by the third phase of the product lifecycle above. That project lifecycle may start with design, followed by land acquisition, construction, and assembly line start-up.
Some organizations may have one lifecycle that they apply to all projects.
Alternatively, an organization may have several lifecycles and it may allow the project manager and team to select the one that is most appropriate for each project.
While lifecycles can vary widely, all lifecycles cover:
The work that needs to be completed
Each phase’s deliverable and approval
criteria The people involved.
There are also several features common to most project lifecycles. Most lifecycles require the fewest team members and resources at the beginning and end of the lifecycle. Project costs also follow the same bell-curve because the project is most costly in the middle of the project lifecycle. Risk is highest at the beginning of the lifecycle and decreases throughout the project phases. Stakeholder influence over the project requirements is also greatest at the beginning of the lifecycle and decreases through the phases. However, the cost of adding requirements rises as we move through the lifecycle.
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THE PROCESS GROUPS OF PROJECT MANAGEMENT
As we mentioned above, a project manager selects the appropriate project management tasks and techniques for each project from an inventory of best practices. Those best practices are organized into 5 Process Groups, 11 Knowledge Areas and 47 processes.
The project lifecycle is broken into 5 process groups:
Initiating
It has 2 processes and gets things started by the sponsor securing project authorization from the organization.
Monitoring and Controlling
It has 11 processes and here we ensure that execution is going according to plan and correct things if it is not.
When the deliverables have all been produced, we bring the project to an end.
Closing
It has 2 processes and it is where we put the data away for use on future projects and assess how we did in lessons learned.
Planning
It has 24 processes and is the busiest process group because we make all the decisions about how we’re going to do things on the project.
When the project management plan is approved, we launch the project and have two process groups that happen at the same time:
Executing
It has 8 processes and it is here that we do the work of the project, consume most of the resources and produce the deliverables.
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THE KNOWLEDGE AREAS OF PROJECT MANAGEMENT
Those 47 processes in project management can also be organized into 10 Knowledge Areas (11 if we include Professionalism, as we will).
Integration Management
It has 6 processes and the common purpose of tying together everything else that happens.
Develop Project Charter (Initiating Process Group)
Develop Project Management Plan (Planning Process Group)
Direct and Manage Project Work (Executing Process Group)
Monitor and Control Project Work (Monitoring and Controlling Process Group)
Perform Integrated Change Control (Monitoring and Controlling Process Group)
Close Project or Phase (Closing Process Group)
Scope Management
It has 6 processes with the purpose of defining what result the project should produce and then watching to ensure it does produce that result.
Plan Scope Management (Planning Process Group)
Collect Requirements (Planning Process Group)
Define Scope (Planning Process Group)
Create WBS (Planning Process Group)
Validate Scope (Monitoring and Controlling Process Group)
Control Scope (Monitoring and Controlling Process Group)
Schedule Management
It has 7 processes and the purpose is defining and then tracking the schedule for delivering the project’s scope.
Plan Schedule Management (Planning Process Group)
Define Activities (Planning Process Group)
Sequence Activities (Planning Process Group)
Estimate Activity Resources (Planning Process Group)
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Estimate Activity Durations (Planning Process Group)
Develop Schedule (Planning Process Group)
Control Schedule (Monitoring and Controlling Process Group)
Cost Management
It has 4 processes with the purpose of establishing a budget for delivering the project’s scope and then tracking actual costs and comparing them to the budget.
Plan Cost Management (Planning Process Group)
Estimate Costs (Planning Process Group)
Determine Budget (Planning Process Group)
Control Costs (Monitoring and Controlling Process Group)
Quality Management Knowledge Area
It has 3 processes that share the purpose of establishing the criteria and specifications that the project’s deliverables must meet and then tracking actual performance and improving the process of producing those deliverables.
Plan Quality Management (Planning Process Group)
Perform Quality Assurance (Executing Process Group)
Control Quality (Monitoring and Controlling Process Group)
Human Resources Management
It has 4 processes for identifying, managing and developing the members of the project team.
Plan Human Resource Management (Planning Process Group)
Acquire Project Team (Executing Process Group)
Develop Project Team (Executing Process Group)
Manage Project Team (Executing Process Group)
Communications Management
It has 3 processes for the planning of project related communications, managing the communications and monitoring communications to make sure they are sufficient.
Plan Communications Management (Planning Process Group)
Manage Communications (Executing Process Group)
Control Communications (Monitoring and Controlling Process Group)
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Risk Management
It has 6 processes with purpose of identifying the uncertainties or risks the project faces (things that could hurt and, as importantly, things that might help) and managing these risks to the project’s betterment.
Plan Risk Management (Planning Process Group)
Identify Risks (Planning Process Group)
Perform Qualitative Risk Analysis (Planning Process Group)
Perform Quantitative Risk Analysis (Planning Process Group)
Plan Risk Responses (Planning Process Group)
Control Risks (Monitoring and Controlling Process Group)
Procurement Management
It has 4 processes with the purpose of securing the items the project needs to buy and making sure they are delivered as
promised in the contracts/agreements.
Plan Procurement Management (Planning Process Group)
Conduct Procurements (Executing Process Group)
Control Procurements (Monitoring and Controlling Process Group)
Close Procurements (Closing Process Group)
Stakeholder Management
It has 4 processes with the purpose of identifying the stakeholders, their expectations for the project as well as managing those expectations through the life of the project.
Identify Stakeholders (Initiating Process Group)
Plan Stakeholder Management (Planning Process Group)
Manage Stakeholder Engagement (Executing Process Group)
Control Stakeholder Engagement (Monitoring and
Controlling Process Group)
Professionalism & Social Responsibility
The PMBOK® does not cover this topic but we treat it as the 11th Knowledge Area because it is important on the exams (up to 14% of the PMP® exam questions). This area covers the
ethical standards that project managers must meet.
What the Heck are EEF and OPA?
Every project is impacted by the internal and external environment the organization faces and its culture, management processes, policies and ways of doing business. These are called enterprise environmental factors (EEF).
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Projects can, and should, draw on the organization’s collective project wisdom, lessons learned from project successes and failures and the data from previous projects. Unfortunately, in most organizations this information, called organizational process assets (OPA), is not archived or available so project managers must reinvent the wheel for each project and make the same mistakes again and again. The idea of archiving data and reusing content from previous projects may well be the most important best practice. Let’s discuss EEF and OPA a bit more because we will not repeat these ideas in the future discussion of every task.
long a certain kind of task took on earlier projects. It can save a project team from having to decompose their whole work breakdown structure because they can use all or part of the WBS created by previous project teams or their lessons learned. OPA can save time and improve results on every process in the project lifecycle.
With that background, let’s dive into the Examples that will teach you all the tools and techniques that represent the best practices in project management.
Enterprise Environmental Factors (EEF)
As a short hand in the book, we refer to these Enterprise Environmental Factors as EEF and they are an input to many of
the PMI® tasks. The EEF includes the organization’s personnel systems for doing business like the compensation system, accounting system and its information systems. It also includes
all the organizational policies such as the rules for hiring and evaluating employee performance. The industry in which the performing organization operates may also impose regulations and rules on the organization and its projects. We draw on
these factors and operate within the limitations they impose. The EEF also include external factors like governmental regulations and marketplace conditions.
Organizational Process Assets (OPA)
The Organizational Process Assets include a wide range of things that let us avoid “reinventing the wheel” for each
project. We want to use templates, forms and data from previous projects because it saves time and lets us learn from the successes and mistakes made on previous projects. One of the traits of organizations that are consistently successful with projects is that they have consistent processes and save the data from every project they do. The OPA lets project managers who are estimating duration look up the data on how
Three Project Management Examples
The best way to pass the PMI® certification exams and to master skills that will make you a better project manager is to see the tasks, tools and techniques applied in context; that is, see the techniques used in real project situations. Let’s begin by meeting three PMP®s and learn about the three projects they will manage through the rest of this book.
Chris Pimbock slowed down as he spotted the long line of passengers waiting to have their baggage checked at Honolulu International Airport. It'd been a great vacation and now he was ready to head back to Royster Industries, a small manufacturing company, and take on his next project challenge for his boss. The boss named the project the Trouble Report
Improvement Project with the acronym, TRIP. A woman joined the line behind Chris and inadvertently slid her carry-on bag into the back of his heel. She smiled at Chris in apology and
flipped open her iPad.
Just then Chris's cell phone chimed and he flipped open the phone and answered.
It was his boss, Tom Stearns who said, "I hope you had a good vacation, Chris, because the Sales and Marketing people are making all kinds of noise about the trouble report problems and
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Project Manager’s KnowledgeBase: FrameWork
I'm going to need you to hit the ground running on the TRIP project as soon as you get back."
Chris answered, "Yes sir, the TRIP project is number one on my priority list. I plan to get started first thing Monday morning."
Chris dug his clipboard from his carry-on to give Tom a couple of facts and then hung up. Chris was surprised to see the woman behind him looking at him with an odd expression.
She closed her iPad and said with a smile, "Pardon me but I couldn't help overhearing your phone conversation and it sounds like you're a project manager just like I am. In fact, it sounds like we're both managing a project called TRIP.”
“I'm Chris Pimbock and that is a little weird,” Chris said and smiled back. “It’s my first major project, I just got my PMP®, and frankly this TRIP project is the first one my company has ever done with a trained project manager. We're pretty small, only a couple hundred people, so this should be a real adventure.”
Terry Evans introduced herself and said, "I've been a PMP® for a few years now but I'll never forget my first project. Let's just say I learned a lot. But this is so strange, both of us managing a project with the acronym TRIP.”
The man behind Terry, dressed in an elegant pinstripe suit, bit
the cap on his Monte Blanc fountain pen and said, "Sorry to eavesdrop, but what's even more strange is that there are three project managers standing in line and all managing projects call TRIP.”
Terry laughed. She and Chris both introduced themselves to Preston McCarthy, PMP®, and owner of a consulting firm whose
clients were Fortune 100 multinational companies. Preston said, "We all have an ethical duty to preserve the confidentiality of
our clients and the organizations for which we work. My TRIP project is about trouble reports in a multinational company with tens of thousands of employees. It's the biggest project and client my firm has ever handled so I’ll have a lot on my plate
first thing Monday morning. The stakes for the project are huge so we'll be applying some very sophisticated techniques because the stakes justify that kind of sophistication. We also have some significant language and cultural barriers as well as the usual turf battles between functional units. I'm going to be one busy project manager for the next year.”
Terry said, "Well our company’s smaller than that, just a few thousand employees, but you haven't seen turf battles until you’ve seen the ones between our functional units. The VPs are like feudal lords and ladies; jealously guarding their people and decision-making prerogatives. I'm going to have my hands full because my organization has never done a project involving multiple functional units, at least not successfully. Success is
pretty important to our business so I'm going to be focusing on very accurate estimating of costs and budgets and the usual change control processes. But communications and managing
stakeholder expectations are getting most of my emphasis. Our project management plan is not going to include the kind of sophisticated project techniques I imagine you'll be using, Preston."
Preston laughed, "Don't get me wrong; communications requirements and stakeholder expectations are going to be
number one for me, like they always are. How about you, Chris; how have you tailored your project management plan?"
Chris laughed, "Well we're a lot less sophisticated and the project is pretty much taking place within our department. So I'm going to be focusing on getting the boss and our stakeholders used to doing any type of project management.
What I'm going to be hearing is ‘Why can’t you start today and finish in a month?’ I'm going to have to fight and claw and have very good arguments about why we should be doing any project management tasks rather than just getting to work quickly."
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Project Manager’s KnowledgeBase: FrameWork
Preston chuckled and said, "Been there, done that. Frankly, not to minimize the challenges that Terry and I face, but
getting an organization started doing things the right way may be the most difficult of all.”
Project Manager’s KnowledgeBase Initiating Statement of Work
INITIATING
All projects need to be initiated, whether they are a small project for your boss affecting only the department in which you work or a major project involving many departments or outside customers. Initiation starts with a statement of work, an idea or a problem or an opportunity. Then, the sponsor and/or project manager drafts the business case, an assessment of the project and its feasibility. For small projects, that assessment might happen in a conversation with the sponsor over coffee.
On a bigger project, the business case might involve formal cost-benefit analysis, the preparation of a feasibility study and documentation to persuade the corporation that the
project is worth doing. Next, the project manager identifies the other stakeholders who will be affected by the project. Then, the project manager will work with the sponsor and stakeholders to define a high-level scope of the project, which is a measurable business outcome or acceptance criteria against which the project results will be measured. With the high-level scope defined, the project manager
moves on to analyze the risks the project faces, the
assumptions they are making about the outside world and the constraints within which the project has to operate.
With all that data gathered, the project manager then develops the project charter, which explains the value of the project as well as its costs and duration. Last, the project manager presents the charter and when it is approved, the PM gets the authorization to begin detailed planning and use organizational resources.
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Project Manager’s KnowledgeBase Initiating Statement of Work
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Statement of Work
The project statement of work (SOW) is produced at the beginning of Initiation by the project sponsor. It describes what the sponsor wants the project to deliver in terms of business results, product of the project and other deliverables. The sponsor should also describe the business need that will justify the project. This may be in the areas of customer demands, technological changes, regulatory changes or organization growth.
The SOW should provide the project manager with descriptions and information on the product that the project
will deliver when it is successful. It should also explain how the project relates to the business needs of the organization.
As an example, the sponsor might write an email describing how the response time of the supply room needs to be improved. The sponsor might detail the performance he expects from the supply room at the end of the project with
acceptance criteria like “supply orders are filled within four hours.” The reason for this improvement is that operating
departments are losing valuable time waiting for supplies to arrive. This in turn is causing delays in production. The sponsor might conclude by saying this project is consistent with the organization’s goal for this year of improving turnaround time in service to customers.” That simple email meets the criteria for the initiation statement of work. Obviously, for larger efforts the extent of the statement of
work might be much larger but the points this email covered have to be in every statement of work.
The sponsor generates the SOW at the beginning of Initiation and the project manager uses it for the development of the business case and the charter, unless the sponsor does those as well.
It’s important to remember that there is also a procurement statement of work, which the project manager will issue to potential vendors being asked to bid. On the PMI exam, every time you see an SOW question, you need to be clear about which kind of SOW the question is focused on.
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Project Manager’s KnowledgeBase Initiating Business Case
Business Case
The business case is prepared by the sponsor and/or project manager or a business analyst to justify the project to the organization. Many organizations have criteria they apply to proposed projects. Those criteria might include return on investment (ROI) or payback period, among other financial metrics. At a minimum, the business case includes narrative and a cost-benefit justification of the money and time that will be invested in the project. On larger projects, the business case can be very substantial documentation with extensive financial projections on the cost of the project as
well as on the benefits it will produce over time.
As an example, a project manager who receives an email
with statement of work information from the sponsor about a small project, might respond with an email providing estimates of the project costs and benefits. That email might document the complaints from department managers about supply room turnaround time and then estimate that improved controls over stocking levels could reduce stock
outs to less than two a month. That improvement would save approximately 100 hours a month in the operating departments. The project manager would do some calculations using people’s average hourly rates and quantify the benefits as a savings of $4,000 of employee time a month. The project manager might also estimate that the project to attain that reduced level of stock outs would require 20 hours of the project manager’s time and 40 hours of supply room personnel time. The project manager might estimate the total cost of the project as $6,500 and compare that to the $48,000 in annual cost savings which the project
could produce. That simple document meets all the criteria for the business case. Of course, a larger project would require much more substantial efforts.
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
Identify Stakeholders 13.1
As soon as the sponsor has produced the SOW, which
triggers the business case the organization requires, the project manager begins the process of identifying the stakeholders. Why does this happen so early? Because the project manager wants to hunt exhaustively for people who will be affected, positively or negatively, by the project. This will allow us to unearth their requirements and address
them by either including or excluding them from the project plan. Another reason is because the stakeholders are assets
of the project. They will include managers who lend us people and other resources, as well as people with expertise in many aspects of the project, like risk management or budgeting. The project manager will also use those
stakeholders to help define the scope more extensively and also identify the risks and assumptions. This focus on using the stakeholders is reflected in the entire PMI exam. Finally, the project manager needs to manage the stakeholders to ensure that the project benefits from their support. As part of that effort, the PM needs to manage their expectations so
that the project delivers what they expect it to deliver. They are assets to be identified early, then cultivated and engaged throughout the entire project. Stakeholders should not be viewed as people who interfere in the project work.
How To Do It
You sat down with two of the employees from the supply room to
talk about the project and to identify the stakeholders. You
asked a couple of questions about departments that were the
biggest users of the supply room as well as those people and
departments who complained about the file room the most. You
also asked about which supply room users were the happiest
with the service. As the supply room employees mentioned
people’s names, you added them to your stakeholder list. You
asked if there was anyone else familiar with the supply room
users and they mentioned another supply room employee who
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
had been there for years but was on vacation that week. You
made a note to add her to your networking list and then asked
about the vendors who provided the materials to the supply
room. You asked if there were any problems or issues with those
vendors and the employees made some comments about late
payment and the fact that some of the delivery people would not
put their products on the supply room shelves. That caused
frequent delays in stocking. You made note of that issue and the
names of the vendors involved and added them to your
stakeholder list. At the end of the session, you asked about other
departments in the organization that they worked with and they
mentioned the purchasing department and accounting. You got
the names of the individuals with whom they worked and added
them to the stakeholder list. After you finished your coffee, you went down to the file room
and looked at the project archives. You found two other projects
that involved the file room and glanced through that
stakeholder documentation to see who was involved. You found
the name of an IT business analyst who had done some work for
the purchasing and inventory management system and added
that person to your stakeholder list. The following morning you began your initial stakeholder
interviews. You would not only gather information about their
potential requirements and expectations for the project, you
would begin the process of managing their expectations by
asking them what they expected from the project and
immediately correcting any misunderstandings. You knew how
critical it was to align the stakeholders’ expectations with the
actual scope of the project. You also would keep your eyes open
for potential contributions each of these people could make to
the project. You wanted to involve some of them in activities like
scheduling and risk management because that kind of
involvement would build their support. This was a small project so you completed your stakeholder
interviews after talking to eight people. You still documented
those people in your stakeholder register and made notes about
their expectations, potential involvement and issues. You would
add to the register as you moved through the process groups of
the project.
Inputs to this Process
The business case and statement of work produced
earlier as well as the charter we are also
developing in Initiating are a good launching point
for identifying stakeholders including: the project
sponsor, team members, client/customer, users,
specific departments within the organization and
outside organizations/groups that may be affected
by the project. The organization’s project archives, particularly
from similar projects, can be an excellent source of
stakeholder information. If the project involves any procurement for goods
and services, procurement documents from
previous projects can help us identify
stakeholders. We take into account our organizational hierarchy
and any company politics relevant for stakeholder
identification. We also use stakeholder registers
and lessons learned from previous projects.
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
Tools & Techniques
We use interviewing and brainstorming with the
involved people using their expert judgment to
identify individuals who will be affected by the
project. The outreach for stakeholders may also
include networking with employees. We use stakeholder analysis to gather information
about the identified stakeholders. We want to
gather information about each stakeholder’s
position, job title, rank, skills/knowledge the
project may utilize as well as their requirements and needs from the project. Last, we want to
assess their attitude about the project (positive or
negative) and the level of power or influence they
can exert. We may have meetings with the project sponsor,
executives, team members and other identified
stakeholders to help us identify all the
stakeholders.
Outputs from this Process
We produce the stakeholder register, which lists
the stakeholders by name, their project role, project requirements -achievements, perceived
expectations, their impact/influence on the project
and whether or not they support the project.
3 Project Examples of Identify Stakeholders
PMI® places great emphasis on identifying stakeholders so that we include all the important people affected by the project and gather their project requirements early on, rather than after the project has started. In the three Examples you’ll read about, you can see how we modify our stakeholder identification depending on the size and formality of the project.
Small Project Example: Identify Stakeholders
Chris Pimbock, the project manager, works for Royster Corporation in the Customer Service department managed by Tom Sterns, who directs 15 employees including Chris.
The salespeople triggered the project because
customers were complaining about service response
time. Tom Sterns responded by initiating the Trouble Report Improvement Project (TRIP). The statement of work and business case define success as responding more quickly to customer trouble reports.
Tom Sterns smiled and handed Chris Pimbock the signed business case saying, “Here you are, the Sales VP and I both approved it." Tom pointed to his PC where Outlook was open, "Who do we send it to?”
Chris stuck the signed business case onto his clipboard and said, “Well, we should send it to all the stakeholders.”
Tom responded, "Yes, I have all the employees in the department on the distribution list."
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
"I think we need to think of the stakeholders a bit more broadly," Chris said. "Stakeholders are the people who will be affected by the project and we identify them up front so we can get their requirements and manage their expectations. The company's customers are certainly affected by the project and I would imagine that the Sales department, who started this whole thing, is probably the most important stakeholder."
Tom said, "I don't want those people from Sales and
Marketing telling us how to run this project. They stick their noses into our business more than enough as it is. I’m going to send it to just the employees in our department."
Chris smiled and said, "You're the boss and the project sponsor so we'll do it your way. But ignoring other important stakeholders will really reduce our odds of being successful. It creates a situation where stakeholders and their
requirements can spring up just as we’re finishing the project. Then they’ll cost much more to address and make
us late in addition. Like it or not, Sales and Marketing started this project and their opinion of our work when the project is done will matter a lot. So why not involve them in the project now rather than letting them surprise us at the end with what they really wanted?"
Tom nodded slowly, "That makes good sense. And it would be just like those jerks to watch us do all this work to improve service and then tell us we didn't do what they wanted."
Chris smiled and said, "That's exactly why we identify the stakeholders early and then manage their expectations so we don't get those nasty surprises."
Tom said, "Okay I'm sold. How do we do this stakeholder identification?"
Chris thought for a moment, running through the stakeholder identification techniques in his mind. Then he thought about the scale of the project and the fact that Tom, the sponsor, was not familiar with the best practices in project management and had seen too many projects dragged down by unnecessary paperwork and meetings. Chris decided to move slowly; a little bit of stakeholder identification was appropriate for this small project and would pay big benefits. An elaborate stakeholder identification process would be overkill and might cause Tom to skip the whole process.
Chris said, "Well we always tailor our project management tasks to the size of the project and this is a small one. So why don't you and I do some stakeholder identification right now?”
Tom nodded agreement, "Clearly we have some stakeholders in Sales. I can make a call and get them to assign a representative; probably one of the salespeople."
Chris said, "That's a good idea but we also have other Sales stakeholders plus some in Marketing whose expectations we want to manage. And it's much better for us to manage those expectations than to hope that one salesperson assigned to the project will do the job for us. So let's go ahead and get somebody else involved but also identify the VP of Sales/Marketing and some of her directors as stakeholders. We'll get them engaged during our requirements gathering and also make them part of the
stakeholder and communications management plans."
Tom smiled, "That's exactly the way to play the game. I can't think of any other stakeholders besides the people here in the department and our customers who are clearly affected. But Sales and Marketing will never let us talk to the customers directly. That's their turf."
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
Chris nodded and said, "I'll make a note to add customers as a stakeholder group anyway. Maybe something will come up. We can always add additional stakeholders as they come to our attention but I think that's enough for the moment. I'll start the stakeholder register.”
Multi-department Project Example: Identify Stakeholders
McLaughlin Electronic Enterprises is experiencing a large volume of complaints from customers about their response time on customer trouble reports. 15 different functional units are engaged in handling these trouble reports for different types of customers and different product lines.
Terry Evans, the project manager for this multi-
department project, is from Engineering and just earned her PMP®. Terry is concerned about managing the Trouble Report Improvement Project
(TRIP) across all of these departmental boundaries. The VP of Sales, Gwendolyn Stiles, is the project
sponsor and she drove the project through the approval process based on the cost of lost customers.
The company has over 5,000 employees and this
project will include systems development, construction of new office facilities, training of
employees and procurement of computer hardware and other equipment.
The project will utilize resources from 15 different
departments and technical specialists from 4 support departments (Information Systems, Construction, Training and Development).
Terry didn’t mind working late and Gwendolyn Stiles, the VP of Sales/Marketing and project sponsor, requested the meeting. But it did seem odd to meet at 8:30 at night and for the sponsor to request that she bring a pepperoni pizza. Terry found the right room in the deserted conference center, knocked and went in juggling the pizza box and her iPad.
Gwendolyn Stiles looked up from the papers in front of her and said, "Welcome! I know this is a bit unusual but the way we do projects in Marketing is to keep a tight lid on things. That way the competition doesn't find out about what new products we’re offering or our other marketing initiatives. I want to do this project exactly the same way without any interfering outsiders. That's why we’ll meet later at night. I hope you don't mind….Oh and this,” she pointed to a young woman sitting at the table, “is Audrey, my assistant."
Terry set the pizza and paper plates down on the table and smiled at Audrey. "It's not my choice to work evenings but I
certainly can accommodate your schedule. I'm a little concerned, however, about keeping the project secret from other departments whose cooperation we need."
Gwendolyn replied with a wave of her hand, “Well it’s not secret from top management but I don’t want to have people from other departments involved in planning this thing. All they'll do is work their own agendas and slow us down. We need to move fast!"
Terry helped herself to a slice of pizza and said, "I know it sounds like it would slow things down to engage our stakeholders but it actually speeds things up. These stakeholders are the people we need to support the project across the organization and the managers and directors are
the people we need to make changes in their departments’ operations. They clearly have a stake in this project and we need their active and enthusiastic support. Getting people to make changes in their work habits is always difficult and it will be even harder if we don't let the stakeholders
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
Name Dept. Posi tion
- Major requirem
Main ent expect
tions
Pote a- influ
n T
ence
tial ype Ac tion
Wanda
Glenn Fuchs
IT Cust
Tech. suppor
. Vic
Dir tor
e Don’t kn
ec Improved communi tion
equipmen
Sees t ca- proble
not
t optimi about projec
w- Don’t t
Very
he Chan
m, this d opera
stic is vita
the succe
gi N ept’s tions l to
ss
S
ng
p
uppor Ac
eutral E h
tive
ngage im in lan
Mueller Service
Suppor
Pre
t
s. Schedule
interview
know
Sched interv ew
large
ule
t
Name Dept. Posi
-tion
Major
requiremen t
Main
expecta- tions
Potential
influenc e
Type Action
Glenn
Fuchs
Tech.
supportt
Dire
ctor
Improved
communica -tion equipment
o
Sees the
problem, not optimisti c about the
Changing
this dept’s operations
is vital to
success
Neutra
l
Engag
e him in plan
project
Wanda
Muelle r
IT Cust. Service Suppor
t
Vice Pres .
Don’t know- Schedule interview
Don’t know Schedule interview
Very
large i
Suppo rt
Active
participate in the planning and delivery of the project. In a very real sense we need to ‘sell’ the project to these stakeholders."
Audrey asked, "Exactly who are the stakeholders?"
Terry answered, "Anyone who is affected by the project or who can affect it. As I said, were going to be asking a very large number of departments to change their operations if
we're going to improve trouble-ticket turnaround time. The
managers and the employees in each of those departments who have to change their work procedures are all important
stakeholders because if they don't do things differently this project will fail. Other departments will have to lend us people to do the work of this project. If they don't
cooperate in making people from their departments available, this project is going to fail. So stakeholders are very influential and some of them are in very powerful positions. There are other departments and even outside firms who will supply resources this project needs and they’re stakeholders as well, with perhaps a little less influence and power over our success.”
Gwendolyn smiled and said, "You're basically looking at the stakeholders as if they were customers and segmenting the market."
Teri nodded agreement and said, "Good project managers tailor the procedures they use to fit the needs of each project. On this project, I think a fairly detailed segmentation of our stakeholders is warranted.
We’ll identify the stakeholders and also make an initial assessment of their interests in terms of what they want to get out of the project, their expectations for what it will do for the company and to their area of responsibility, their ability to influence the project and their requirements from the project.”
Gwendolyn slapped the conference table and said, "That makes sense. Let's do it!"
50 minutes later, Terry had the first two stakeholders entered into the initial stakeholder register and they stopped
to finish the pizza.
Between bites Terry said, "This is the way we’ll continue to identify stakeholders and you can see how we’re also laying
out the start of our stakeholder management strategy. I think the key to that strategy will be identifying people who have a lot of influence and engaging them in the project. Those people whose departments will be significantly affected by the project in terms of the changes, should have significant roles in the planning of the project. Less influential stakeholders may not be offered those decision- making roles but we certainly will communicate with them regularly so they're aware of what's going on in the project and how they can help.
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Project Manager’s KnowledgeBase Initiating Identify Stakeholders 13.1
Gwendolyn nodded and said, "I agree the people who have the most influence over the project’s success need to be engaged initially in the project. And we need to keep them informed and maybe even ‘take their temperature,’ you know, find out how they're feeling about the project on a regular basis. We don’t want to be taken by surprise by the people who have a problem or an issue. That's exactly how we deal with our important customers.”
Terry was typing into her iPad and when she finished, she looked up and said, "I'll lay out those elements of our stakeholder management strategy and we’ll reflect that strategy in both our requirements gathering and in our stakeholder and communications plans for the project."
Customer/Client Project Example: Identify Stakeholders
Globetrotter International Enterprises is experiencing problems on its response time to customer trouble reports in all 15 countries in which they operate.
This company hired Preston McCarthy, an external
consultant, to manage the project. Preston’s firm, McCarthy and Associates, is providing both technical expertise and project management services for Globetrotter.
Mr. Fuller, the president of Globetrotter Enterprises,
waved Preston McCarthy to a seat across the desk, saying, “We made a big point about the stakeholders and about how our profit centers operate independently. In the business case, we stressed the difficulty in getting the various functional areas to cooperate. Now, I’d like to know how the hell
you’re going to get this cantankerous management team of mine to cooperate across functional lines. Oh they talk about how we’re a matrix organization but that’s usually when they want some other
division to do something for them. Truth be told, we are as functional as hell…they operate like feudal lords and ladies ruling their own little kingdoms. So how are you going to get them to cooperate?”
Preston uncapped his Mont Blanc fountain pen and thought for a moment. The question was not a surprise but he realized that Mr. Fuller was concerned about this issue and probably not comfortable going ahead with the contract until he got an answer about this organizational question. Preston said, "Without a doubt, stakeholder support and participation is the biggest risk in the project. What we’re going to do is a thorough job of stakeholder identification and management. It is already obvious that the functional managers are going to require special handling and a big investment in time.
Mr. Fuller scowled and retorted, "And then you’re gonna come running to me to make them do what you want?"
Preston laughed and shook his head, "No, for your functional managers, we will conduct a personal face-to-face interview to explain the project to each of them individually. We’ll get an initial reaction so that we can assess their interests,
requirements and level of support. I know there are almost 35 of them but I want to make that initial personal assessment and then plot them in terms of their power, influence and potential impact on the project. Later we're going to put together a strategy for each of them individually which is going to lead to a round of ‘horse
trading’ based on each individual's hot button issues or requirements. I want them to own the project. We'll do this early in project planning and tailor the project plan to fit the agreement we've made with each of them. They'll each get something they value in exchange for making the changes we need in their operations so we can improve the overall trouble report performance. Obviously, I’ll get your
approval on each of the written deals we make which will detail their accountability.”
`
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How the Course Works In this instructor-led online course, you will study with world-class materials and master practical skills, not academic theories. You’ll read your e-textbook that describes all the tools and techniques and shows you examples of how to use them. You’ll watch high definition lecture videos and then practice on a construction project case study so you become confident in using what you are learning. You will also master project management software tools and get templates you can use for your projects at work.
You begin the course whenever you wish and study from anywhere in the world. You set your own pace and schedule. You may take up to one year from enrollment to complete the course.
Work with Your Instructor Through the entire Essentials of Construction Project Management course, you will work individually with your PMP-certified instructor over the Internet, by telephone and in video conferences. You have the option of giving presentations in online video simulations. They are just you and your instructor so you can practice your communication and presentation skills. Your instructor will send you a video of your session with their comments and suggestions for improving your skills.
4PM.com 3547 S. Ivanhoe St. Denver, CO 80237 United States 303-596-0000 www.4pm.com
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Master the Skills to:
Create and Present a Plan
Build a Schedule in MS Project
Make Clear Assignments
Practice interacting with the owner
or boss and crews in a construction
project case study
Main Page
Track and Report Progress
Spot and Solve Problems
Give Persuasive Presentations
Answer Questions Effectively
DEVELOP PM SKILLS PRACTICE IN SIMULATIONS You will work on a construction project case study and practice every tool and technique. The assignments
PERSONAL INSTRUCTION SPECIFICATIONS You study whenever you
include running a planning meeting with the project owner/boss, gathering requirements, creating a work breakdown structure, developing a schedule, making assignments to the crews, tracking and reporting progress and presenting a status report with suggestions for corrective action.
E NH ANCE YO UR COM M UNICAT IO NS
Effective communication is a key skill for every successful construction project manager. If your presentations are not persuasive and professionally delivered, your credibility as a project manager suffers. Three assignments in the Essentials of Construction Project Management course include preparing a presentation that you may deliver in our live online conference center, if you wish. It’s a private session, just you and your instructor, and you get feedback and coaching on your presentation techniques and assignment content. These optional sessions are filmed and you’ll receive a video of your presentation so you can review your instructor’s comments about your body language, eye contact, gestures, use of visual aids, etc.
want. Your instructor is available by phone or email if
you have questions about using a tool or technique. They give you written
feedback on all your case study assignments. You may
also practice these techniques in live, online meetings. Your instructor
plays the role of the project owner or boss and asks you
the kind of questions they ask project managers.
You get templates to use in your “real” construction
projects. And your instructor will give you 1 year of on- going coaching & advice
about using these techniques.
For Beginning PMs
30 Hours of Work
Use a PC, Mac or iPad
Study When You Want
Study From Anywhere
Take up to 1 Year
PMI Registered Education Provider
#1147
Earns 30 Contact Hours
4PM.com
3547 S. Ivanhoe St.
Denver, CO 80237
303-596-0000
www.4pm.com
COPYRIGHT 2012 THE HAMPTON GROUP, INC. ALL RIGHTS RESERVED. MAY NOT BE REPRODUCED WITHOUT WRITTEN PERMISSION 1
PERSONAL ONLINE TRAINING FROM 4PM.COM HTTP://WWW.4PM.COM
Essentials of Construction
4PM.com
Project Management
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Learning the Basic Tools and Techniques of
Construction Project Management
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
LECTURE NOTES
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Getting Started Our fax number is (303) 845-9145.
Our e-mail is
When we receive your signed license
agreement, we’ll send your
username and password so you can
access all the material on the course
website, including lectures,
supplemental reading and the
student library with hundreds of
articles, videos and graphics.
Course requirements
✦The free Adobe Flash Player
version 10 or later.
✦The free Adobe Reader 9.2 or
later.
✦Microsoft Excel or Apple Numbers
for the course template.
✦Microsoft Project or Gantter, a free
web-based project management
software. We will set you up with
access to Gantter if you do not
have Microsoft Project.
✦Microsoft Power Point or Apple
Keynote for your live presentations.
✦You will also need a web camera
for your live presentations.
✦The following textbooks are also
required for your course:
✦Essentials of Construction Project
Management, by Dick Billows, PMP,
GCA, electronic book (e-book,
included with course)
✦Power Points! How to Design & Deliver
Presentations that Sizzle available on
www.amazon.com as an electronic
book (e-book).
Learning Objectives:
Working with your personal
instructor, you will learn all the steps
in the project lifecycle. We will
begin with planning and scheduling
and go all the way through
executing, tracking and status
reporting.
You'll practice each of these steps on
a project case study and receive
written feedback on your work.
Your instructor will ask you to
correct or improve any assignment
that is not at a professional level.
You can ask your instructor
questions whenever you wish via e-
mail or request a phone call. You
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will receive a response within 24
hours.
Course Process:
Each of the modules in the course
has a reading assignment in your
textbook(s), a lecture video on the
course website, and an assignment,
which you complete and send to
your instructor via e-mail. You will
also work with your instructor to
prepare presentations for the owner/boss.
You have completed your course
when you score 80% or higher on
the final exam. The course requires
approximately 30 hours of effort for
the reading, lectures, case study
assignments, and final exam. You
have one year from enrollment to
complete the course.
Grading Criteria:
To pass the course, you must earn a
grade of B or better on each of your
assignments and the one-hour final
exam. To earn Project
Management Institute (PMI) credits
for this course, your final exam must
be proctored. The proctor can be
your organizational superior, a
licensed professional attorney or
certified public accountant.
Learning Materials This textbook contains detailed
information on all the techniques
covered in the course from meeting
with project sponsors and team
members to building your project
schedule in MS Project®. You can
highlight text & write notes in the
textbook and in the lecture notes.
Use the “Sticky Note” and
“Highlight” tools in the latest
version of Adobe Reader.
Course Lectures-
Streaming Media
Each of the 10 modules has a
lecture by Dick Billows PMP, GCA
that is about 30 minutes long and
expands on the techniques you read
about in the textbook. Our server
constantly monitors your available
bandwidth and chooses from four
different versions of the course
lectures depending on your available
bandwidth. The high-definition
video requires the most bandwidth
and requires a connection at cable
TV speed or higher. The lowest
quality video requires the least
bandwidth and connection speeds
slightly faster than a dial-up Internet
connection.
Project Simulations &
Live Presentations
Some of the simulations are done
with email and can be done live over
the I n t e r n e t via web cam. These
optional live project simulations are
private, just you and your instructor.
In each of these simulations, you
will play the role of the project
manager and your
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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instructor will play the sponsor and
stakeholders. You will use a web
camera in the live sessions to
record them. Your instructor w i l l
send you a copy with their
feedback on your speaking and
presentation techniques.
You will need to buy a web camera
if one is not built into your PC.
You will need an Ethernet or cable
company internet connection. You
will not be able to use the internet
connection provided by a cell phone
carrier such as Sprint or Verizon.
They will not deliver a quality
video, because these connections
are not continuous.
Project Manager in
Action Videos
These videos of a project manager
and team show you real-life
situations, the wrong way and the
right way for project managers to
interact with executives and their
team members.
Syllabus: Case Study
Assignments
It is best if you read the entire
Essentials textbook when you begin
the course. Then for each module
go back and re-read the indicated
section for each assignment.
Module 1 – Broadbrush
Plan: Scope Definition
✦Read to page 11, up to
“Technique #2 Requirements &
High-level Achievement Network”
in the Essentials of Project
Management e-book.
✦Watch the Module 1 lecture on
the course website (or from your
eBook)
✦Watch the video called “Vailcrest
Corporation Executives” to
familiarize yourself with the
organization and the people you
will work with and the people on
your team.
✦Watch the Project Manager in
Action video about scope
planning on the Breckenridge
Expansion project.
✦Read the Vailcrest Project
Simulation Part One below.
✦After reading the case study, use
Tab #1 “Project Scope” in your
course template to write your
notes on the key points about the
project the president wants you to
manage. Add notes about the
questions you need to ask Dan
Morton to define the scope and
major deliverables. Then send an
email to [email protected] with
your Excel template attached and
suggest a couple of days/times i f
you want to do a live meeting
with your instructor. The meeting
should take about 15 minutes.
✦Your instructor will send feedback
on your questions and accept one
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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of the times you proposed or
suggest another.
✦You will continue the earlier
discussion in the case study, and
ask Dan Morton your questions to
define the project scope and 4-5
major deliverables that lead to it.
Your instructor will respond to
your questions, playing the role of
Dan Morton. When Dan agrees to
the scope and the major
deliverables, the simulated
meeting is over. After the session,
your instructor will send you a
transcript and give you feedback
on how you did in the meeting.
Your final step is to enter the
scope and major deliverables into
your course template on Tab #1
“Project Scope.”
Vailcrest Simulation Part
One - New Customer You looked up the Vail ski
mountain and then hopped into the
slowly moving Vail gondola. You
were a little nervous about two
things: slipping as you jumped and
starting your new job as
construction project manager with
Vailcrest Corporation. As the gondola started its climb
from Vail village up to the top of
the 11,000-foot ski mountain and
the company headquarters, you
noticed the four other riders all
wore blue polo shirts with a yellow
“Vailcrest Lodge” logo. It was
going to be interesting to ride a
gondola to work every day.
Vailcrest offered surgical & medical
treatment for professional and
serious amateur athletes as well as
an elegant hotel with three
restaurants and a full spa. The staff
of 420 was composed of
physicians, therapists and exercise
technicians as well as hotel and
restaurant employees who catered
to the 320 guests the facility could
house each night. As the gondola crested the top of
the mountain, you glanced at your
watch and saw you would easily be
on time for your meeting with Dan
Morton, the President of Vailcrest
Corp. You'd met Dan during the
interview and were impressed that
one individual possessed such
strong skills. Dan was a former
Olympic skier who had founded
Vailcrest when his downhill racing
days were over. In the distance,
you spotted the elegant 4-story
lodge that occupied most of the
mountaintop. The company, you
had discovered, had a worldwide
reputation for athletic rehab and
resort vacation luxury. During the interview, Dan had
explained that the organization
repeatedly failed at its projects.
That was his reason for hiring you
as project manager. You’d
accepted the position with a big
increase in salary and were now
ready to get started at your new
job. It would let you use both your
project management and technical
skills. You walked into the main entrance
of the grey stone headquarters of
Vailcrest. The front desk
receptionist’s name tag read
“Joyce” and she had black hair, a
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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deep tan and bulging muscles in her
legs and shoulders. She looked like
a downhill racer and a good one at
that. Joyce recognized you from
your previous visits, gave you your
ID badge and said, "Welcome on
board. I'm sure you remember
where Dan's office is.” She smiled
and then added, “Your meeting with
him starts in just a couple of
minutes.” You smiled a thank you and hurried
down the hall, turning into Dan's
office and hearing the pounding of
running feet. Dan Morton was on
his office treadmill, running at full-
speed. A superbly fit man with short
brown hair, the company president
was in his mid-40s and was a
picture-perfect example of lean
physical fitness. Red-faced and
sweating, Dan switched off the
treadmill and gasped, "I can’t tell
you how excited I am to have a
professional project manager
working with us. We’ll get more
done in the next six months than
we have in the last three years!” You nodded and Dan stepped off
the grey treadmill saying, “I want
you to get started immediately on
our new project and be done before
ski season. The project is a big one
and I want it done right! We are
going to turn around the whole
organization! That’s why I hired
you! The heart of the problem is
that service screw-ups are killing
us. Dr. Horst Buckholtz’s therapists
and physicians are late or no-shows
for patient appointments. Martha
Hobson’s people don’t have a table
or a private dining room ready
when a party of 15 shows up for
dinner. Martha’s hotel people often
have to tell guests trying to check in
that we lost their reservation and
have no rooms for them.” Dan shook his head sadly,
“Everybody points fingers at other
departments and complains how we
have outgrown our facility, systems
and processes. They’re right; we
have grown too fast. But I don’t
want everybody going off on their
own to fix things. I want an
integrated effort, where we do what
we have to do to fix the problems
and no more. I’ve been keeping
track and last week we averaged 61
screw-ups a day, which is awful if
you have 5,000 guests but we only
had 300. The clinic averaged 19
screw-ups a day, the hotel and the
restaurant had 42. So 1 out of 6
guests had a screw-up each day! I
spend most of my days apologizing.
Every division has to improve, the
problem is not just the Reservations
Department or the outdated facility
or the systems. Sure, everyone
needs to know what reservations
we have and the data has to be up
to date and accurate. Now the data
is often incomplete and days old.
But even with better reservation
data, Martha and Horst have to
improve their scheduling, facilities
and equipment to meet those
reservations. Some departments
need more office space or additional
treatment rooms and most need
new systems to get better. I know construction is your area. I
want you to run the whole project,
not just build stuff. Hire experts in
the areas you don’t know. You
manage it all and the pieces need to
fit together. On the facilities side of
things, we don’t have a proper
computer room for our hardware
and the reservations people work in
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9– Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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what used to be a storage shed.
Their space is so crowded it’s no
wonder they can’t do a good job.
On top of that, the gondola noise is
so loud they can’t hear people on
the phone trying to reserve rooms.
That all has to be remodeled.
Dan turned away, staring out the
window and said, “I’ve scheduled
meetings for you with each of our
executives tomorrow morning so
you can get started fast! I want this
finished in two months at the very
latest. Will that be a problem? Can
you give me a personal
commitment that it will be fixed by
then?” You frowned at the idea of
committing at this point and Dan
nodded acknowledgement and said
with a smile, “Think about all this. I
had an appointment 5 minutes ago
so I have to go. We’ll talk some
more in an hour but I want to hold
each of the VPs accountable for
improvements in their areas.” You nodded and said, “As you said,
some of this is outside my area.” Dan quickly dried his hair and said,
“I know you can’t be the technical
expert on everything. Remember, I
hired you to manage people and
contractors and drive the project;
not do all the work. I want you to
plan and track progress on an
integrated effort. Manage the stuff
in your area and hire people to do
the rest along with our people.” Then he hurried out and you sat
right there and reviewed your notes
on all that Dan had said. Next, you
wrote out the questions you needed
to ask when you got back together.
Send your meeting notes with
questions for Dan in the course
template to your instructor with
suggestions for a couple of meeting
times. Module 2 – Requirements
Gathering
✦Read through page 15 in the
Essentials of Project Management
e-book.
✦Watch the lecture on module 2 on
the course website.
✦Watch the Project Manager in
Action video about gathering
requirements for the Breckenridge
Project.
✦Read part 2 of the Vailcrest
Project Simulation below.
✦Watch the Vailcrest Executives’
Deliverables Discussion video.
Then ask any questions you wish of
these Vailcrest executives via e-
mail to [email protected].
✦Using the information you receive
back from the executives,
decompose each high level
deliverable from assignment #1
into 3-4 supporting achievements
in your Excel template on tab #2,
“Deliverable.” Send the template
to your instructor for feedback and
coaching.
Vailcrest Simulation Part
2 Senior Management With the project scope and HLDs
approved by Dan, you launched into
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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a series of meetings Dan had
arranged with the executives. You
began by meeting Linda Talmer,
the VP of Marketing, in her office.
She was a tall blond woman who
was talking on the phone as you
entered her office. She smiled and
held up two fingers an inch apart to
let you know the call would end
soon. As you waited, you noted
the shelf full of tennis and
basketball trophies on a small side
table. Linda, it seemed, was an
accomplished athlete.
Linda hung up and said, “Hi, I
remember you from your interview.
And now you are going to fix my
reservations and scheduling mess.
Great, it can’t happen too soon for
me. I have been after Dan for
months to give us the right tools.”
She smiled at a young black-haired
woman who entered and sat down,
“Oh good, here’s Wren. She keeps
the company's reservation system
going, writes new patches for it
plus creates a ton of customized
reports for each department. She
uses a lot of outside system
contractors.”
You smiled and nodded at Wren
and then explained the project’s
Scope and high-level deliverables
including the specific major
deliverables that Dan would hold
Linda accountable for delivering.
Then you asked Wren about the
reservations system.
Wren grimaced and answered, “I
built the reservation system years
ago when we had 20 rooms. It
was my first system, right out of
school, and it needed to be
replaced years ago. I spend 35
hours a week on special reports for
the VPs, so, we’ll have to hire
outside contractors to make
changes to the reservation system.
I already have in mind three to four
contractors we should use. But we
need to start over, no more
patches to the old system. The
foundation is rotten. I know, I built
it. No, we need to design it, get
buy in and then build it and test it.”
Linda smiled and said, “I assume
you’ll want Wren to plan and direct
that work. She knows what we
need and the details of our
reservation challenges better than
anyone.”
You made a few more notes and
asked, "So what else do we need to
do to deliver the performance level
we need from the reservation
system? The other departments’
performance is dependent on that."
Linda grimaced with a nod, "Yes,
we need a new system built from
scratch like Wren said. And we
must move the reservations people
out of that filthy crowded hole in
the wall where they have to work.
It is awful. It’s so noisy you can’t
hear yourself think in there.”
Linda looked over at Wren who was
gazing off into the distance and
asked, “What are you thinking?”
Wren smiled, “We could never do it
with the current system but why
not build the new reservation
system so the reservations staff
could work from home? That saves
a lot of remodeling and a lot of
money. The staff would love it;
they talk about it all the time.”
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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You added that to your notes,
smiled and said, “Great idea, let’s
think it through. And, Linda, I
think Wren would be great to drive
the new reservation system part of
the project. Maybe we can get all
the VPs to back off on special
reports for a while.”
Dan stuck his head into Linda’s
office, smiled at everyone and
said, "Linda! Are you ready to talk
about the hyperbaric program and
physician referrals?” Linda nodded, turned to face you
and said, “With all the talk about
cutting screw-ups, we looked into
it and found that we have 10
patients a week whose physicians
assumed we offer hyperbaric
treatments when we don’t. So they
either cancel or get here and are
furious with us and the physician
who referred them. It is a problem
we have to fix because I don’t
want to do a mailing on services
we don’t offer. She asked Dan, “Is Horst on board
with this new program?” Dan glared a warning at Linda and
then said, “Almost.” Then Dan
looked at you, “This really should
be part of the big project. It is
another screw up we need to fix. I
want to reduce our complaints
about treatments we don’t offer to
1 a week. Can you add it to the
project plan?” You smiled at how quickly Dan had
learned the measured deliverable
approach and asked, “Linda what
do we need to deliver that
achievement?”
Linda answered, “Horst can tell
you about the range of treatments,
staff and equipment we need. But
I think the way to sell it is with a
web site that details our services
and lets them make a reservation.
That way we can get the 15
bookings we need and cut the
complaints. We need a high rank
in Google to generate a few
hundred visitors to the web site
and we’ll be able to get our sales.”
You nodded and added to your
notes then said, “Thank you. I
have a pretty good understanding
now and it’s just about time for my
meeting with Dr. Buckholtz.” Linda rolled hers eyes and said,
“That will be interesting.” Wren
tried to hide a grin. As you walked
out you heard all three of them
snickering. You went down the hall to your
next session with Dr. Horst
Buckholtz, MD, the VP of Sports
Medicine and Rehabilitation. When
you walked into Horst's office, he
was lying on his back stretching his
left hamstring. The tall physician lay on a black
mat that ran under his window
overlooking the busy treatment
facility. Even while stretching, he
kept an eye on what was going on
below. White-coated therapists and
physicians escorted patients in
blue medical smocks from
treatment room to treatment
room. Large silver machines, CAT
scanners and MRIs lined the outer
wall. Horst nodded and grunted in
your direction but continued his
stretching exercises. Suddenly he
spotted a problem, jumped to his
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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feet and rapped his large ring
against the window, pointing at a
patient at the far end. Several
people sprang into action and
Horst turned to you. He was a tall
slender man with enormously
thick and powerful hands.
He took a big step in your
direction, extended one enormous
hand to you, and said in heavily
accented English, "This project will
do much to build our reputation in
the medical community. I see us
offering diagnostic phone calls
with our physicians and therapists.
We’ll have internet sites where
patients, anywhere in the world,
can call or log on and describe
their problems, symptoms and
goals. With that information, we
can develop complete treatment
programs for the patient’s visit
down to each therapy, exercise,
and conditioning program. No one
offers a service like that because
no one has the skilled physicians
and therapists we do. People
come here because of the quality
of our rehabilitation and
conditioning treatments. That has
to be the emphasis when they
plan their stay with us. They will
be happy because we cure their
injuries and start them on a
healthy life.” You smiled and explained the
project and the high-level
achievement that Dan had
assigned to Horst. Horst listened
politely and said, “Yah, yah, yah,
Lucien takes care of those details.
Horst rapped on the big window
again with his ring and beckoned
someone to come up. Seconds,
later a younger man joined you.
Horst introduced him as Dr. Lucien
Smyth. You asked them both what
they needed to deliver the
performance level Dan had
specified. Horst shook his head and laughed,
“Everything must revolve around
the therapy and the treatments
we provide; that’s why people
come here. I suppose we could do
a little better job telling the
schedulers when the physicians
and therapists are available and
when they are off, but sometimes
those reservations people are very
difficult. They are always trying to
go around me and assign my
therapists work. Only I do that!” An alarm bell went off and Horst
said, “Oops, I have a patient
waiting so we will have to continue
this later." Horst rushed past you
and out the door. Lucien waved you back to your
seat and said, “He’ll dump this in
my lap anyway, so let’s continue.
We need better and more timely
data from reservations. When I
look at our appointment screw-
ups, as Dan so elegantly describes
them, half are due to us not
knowing that a patient had made
a reservation. A third come from
the reservations people scheduling
more treatments than we have
people and equipment to deliver.
The rest were our fault for sloppy
scheduling. So we need
appointment data that is updated
continuously and the reservations
system needs to schedule within
our capacity to deliver. We need
lots of two-way communication to
hit that performance level Dan
wants and the system should
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3– Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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schedule our rooms, equipment
and people.” You looked at Lucien with a
question on your face. Lucien laughed, “Sure, Horst will
scream bloody murder if you try to
take scheduling away from us but
we should let the system do it ,not
continue with Horst’s yellow pad
schedule. I am sure you can
convince him.” You laughed and joked, “Thanks for
your help.” Lucien laughed back, “You make
the case for it and I will work
behind the scenes to convince him.
I’ll also help you with all the other
therapies, on top of hyperbaric,
that he want to add.”
Lucien went on, “I also think we
need a web site for online
reservations. It is ridiculous that
patients or physicians have to call
us rather than make their
reservations on the web. As long
as we are doing a new reservation
system, let’s add a web interface
and let web reservations be
merged with phone reservations.
It would be good for marketing
too.” You nodded and asked, “Why is this
website necessary for the clinic to
deliver its achievement or for
Vailcrest to deliver the Scope?” Lucien thought for a moment and
said, “With a website we would
hear about new reservations 24/7
and have the data earlier than we
get it now from the reservations
system. Second, the website
would avoid people thinking we offer services we don’t offer and prevent them from making reservations for dates or time that
are fully booked.”
You added to your notes and thanked Lucien.
Your last meeting was with
Martha Hobson, the VP of Hotel &
Restaurant Operations. When you
arrived at Martha's office, she
greeted you with a serene smile on
her tanned face. She tucked a
tendril of dark hair into the bun on
the back of her head and motioned
you to a seat, ignoring the shouting
match that was going on between a
chef in a white uniform and tall
chef’s hat and a woman in a blue
dress with a scarf. You
remembered that she was Monica,
the hotel manager who worked for
Martha.
The chef yanked off his white chef’s
hat, threw it into a corner of
Martha's office, and yelled, "How
can I possibly be expected to
prepare lunch for 10 people when I
don't know they are coming until
they arrive? All I can serve them is
canned tuna! Monica, is it not a
mess?” "Pierre is quite correct," Monica
said to you and Martha in a crisp
voice. “For that same group of
guests, we are short two rooms
and have two very unhappy
company executives who had to
sleep elsewhere in Vail Valley. I
anticipate that the whole group will
leave today."
Martha rolled her eyes up to the
ceiling, gave you another weak
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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smile and said, "Pierre, Monica, this
is the project manager who's going
to fix our reservations problems.”
Martha held up her hands to end
the discussion and smiled calmly at
you, “We need to take control of
the reservations so our guests
don’t have to fight through all our
scheduling issues. I pray for a
situation where these problems
happen to 1 guest in 100 not 1 out of every 5.”
You smiled at her words and said,
“Funny, that is just the goal Dan
set. Tell me what you need to
deliver that level of performance?
Monica interrupted saying, “All the
hotel and restaurant managers
badly need new PCs with new
software and I think we should all
have cell phones for instant
communications and we need...”
Monica, looked at you and asked,
“You stopped writing?” You smiled and said, “What I need
are your requirements for
delivering the specific level of
performance Dan requires. I am
sure all the things you mentioned
are good ideas but are they really
necessary to reach the targeted
performance level? Monica said, “You bet there are!
We need those things! You nodded politely and asked,
“Please tell me why not having new
PCs will make it impossible to reach
the performance goal?” Monica said, “Well, I think...OK
they won’t prevent us from hitting
the goal. But we still need them.”
You nodded and smiled. Martha smiled tiredly and said,
“What we do need is current, up-
to-date reservation information for
lodging and meals. We’ll tell the
system how many waiters and
kitchen staff we have scheduled
and how many guests we can
serve. It will book the available
seats and the available rooms and
tell us when we need to bring in
more people.” You asked, “How accurate and
timely does the scheduling data
need to be?” Martha thought for a moment, “I
think we need real time data on
reservations. Whenever they add a
dinner reservation they send us
updated work load data so my
people can adjust the schedule.” You asked, “So you want to
continue to do your own schedule?” “Absolutely!”
You nodded and made a note.
Martha went on, “But the
reservations room has snowmaking
and gondola noise that is so loud
they can’t hear themselves think.
We need to stop the noise!” You nodded agreement and asked,
“How quiet does it need to be?” Martha laughed and said, “Good
question. We measured the noise
and it is between 90-125 decibels
during the daytime. That’s rock
concert level. They need it under
65 decibels.”
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9– Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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You nodded and smiled back at
Martha, and said, “Great answer. Is
that it for your requirements to
deliver the specified performance?”
Martha said with a sly smile, “Yes,
unless you give Horst something
we forgot to ask for.” You laughed again and headed
back to your cubicle to assemble all
the requirements information into
your achievement network for the
whole project. Module 3 – Project
Charter
◆ Read through page 18 in the
Essentials of Project Management
e-book.
◆ Watch the Module 3 lecture on
the course website.
✦Watch the Project Manager
in Action video to see how the
project manager handled the
charter.
✦Read Part 3 of the Vailcrest
Case Study below.
✦Develop your charter in the
course template on tab #3
“Charter” and send it to your
instructor for feedback.
Vailcrest Case Study Part
3 Charter
As you walked past Dan’s office, he
rose and beckoned you in, "Can
you stay a moment? I have a
couple of concerns about the
achievement network and the
summary of how things are going.
We're really counting on Wren to
do a lot of important work on this
project, aren't we? You agreed saying, "The
reservation system has to be
modified and the website has to be
changed. While Wren can't do all
of that, she's got to be involved
and contribute her knowledge of
the reservation issues."
Dan groaned, "Well, she was up
here this morning complaining
about all the work that Horst, Linda
and Martha give her. Heck, I count
on her to generate data for me
every day. She says it is like an
avalanche of requests and reports
that just keeps growing. She's
worried that she won't have the 4
hours a day to work on the project
that you want. She doesn’t want to
be the one who gets blamed if the
project fails." Horst burst into the room and
pointed an angry finger at your
face, saying, "I have just heard
about your plans from a trusted
source. I want to be sure that you
have no intention of interfering with
my authority over my therapists or
using my people on the project." "I wouldn't dream of interfering
with your management," you
answered. "But important project
achievements have to take place in
your clinic as in all the other
departments. We won't achieve the
business results we need if we
don't change the procedures and
the communication in all the areas
that use the reservation system."
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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"But I decide what happens in my
department, not you!" With that,
Horst stormed out of the room.
You watched Horst leave and then
turned to Dan and said, “We need
an integrated effort to make
effective change in the
organization. I expect resistance to
operating process changes
including the central scheduling of
staff from the VPs. I also need
people from each of the
departments to work on the team
and take assignments from me.
Plus, we will have to hire
contractors in the systems and
construction areas. Those will all
be issues I will address in the
charter meeting.”
Dan nodded and smiled at you,
saying, "Good thing I’m going on
that month-long trip up the
Amazon...just kidding. Use Wren,
Lucien and Monica and those
contractors you mentioned.” Module 4 - Charter
Presentation
✦Read chapters 1-7 in Power
Points! book.
✦Watch the Module 4 lecture
on the course website.
✦Prepare your PowerPoint or
Keynote slides for the charter
presentation.
✦Send the presentation to your
instructor and suggest 2-3 days/
times if you want to do a live
online presentation. Your
instructor will either agree to one
of your times
or propose another. The project
simulation should take
approximately 20 minutes.
✦Your goal in this assignment is to
secure the stakeholders’ approval
of the charter and approval to
proceed with detailed scheduling.
Your instructor will play the role
of the stakeholders, asking you
questions and challenging you. If
you do a l ive simulation, your
instructor will send you feedback
on your presentation techniques
and the way you conducted the
meeting. You will also get a link to
view the video of your
presentation and the Q&A session.
Module 5 - The Work
Breakdown Structure
✦Read through page 29 in the
Essentials of Project Management
e-book.
✦Watch the Module 5 lecture
on the course website.
✦Watch the Microsoft Project
software video. There are two
versions of the software videos.
One version of the lectures is for
people using Project 2010 and the
other is for people using earlier
versions of Microsoft Project. The
material covered is the same but
the steps in the software are
different.
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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Copy and paste your WBS from
the template tab #3 “Charter” into
MS Project or Gantter. Further
decompose the deliverables if
necessary. Send the Microsoft
Project or Gantter file as an e-mail
attachment to your instructor for
feedback.
Module 6 – Predecessor
Relationships
✦Read through page 38 in the
Essentials of Project
Management e-book.
✦Watch the Module 6 lecture
on the course website.
✦Watch the Project software
video on adding predecessor
relationships to the schedule on
the course website.
✦Using your approved WBS, link
the achievements (tasks) with
predecessors. After you have put
in the predecessors, check the
network diagram for danglers.
Send your instructor the resulting
Project file for review and
feedback. With your feedback,
your instructor will send you a
Project file for you to use on the
next assignment.
Module 7 – Resources &
Estimating Process
✦Read through page 48 in the
Essentials of Project
Management e-book.
✦Watch the Module 7 lecture
on estimating and resource
assignments on the course
website.
✦Watch the project software
video on setting up resources.
✦Read the Vailcrest Simulation #7
- Estimating below
✦Use the work and cost estimates
from the simulation below to
enter resource, work and cost
information into the MS Project
schedule your instructor sent you
at the end of the last module.
You will:
✦Set up your resources in the
Resource Sheet entering their
max. units, hourly rates and other
cost information for people and
materials.
✦Assign resources to tasks
and enter their availability
information.
✦Enter the 3-point estimating data
provided in the simulation into
the course Excel template and use
the calculated work estimates for
50% confidence in your Microsoft
Project schedule (We’ll use other
probabilities in Module 8).
✦Finally, before you send in the
schedule for review, you will need
to make some calendar
adjustments for company
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2– Requirements 11
3– Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6 – Predecessors 19
7– Resources 20
8– Optimizing 25
9– Team Conflict 26
10 – Tracking & Status 26
11– Final Exam 27
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holidays. In the second week of
your project, Vailcrest is closed on
Friday for the Rocky Mountain
Festival and no one will work.
The Wednesday after that is a
half-day of work to recognize
Dan's Olympic gold medal in the
downhill.
Vailcrest Simulation 7-
Estimating
You walked into the Vailcrest
boardroom, surprised to see all the
project team members, all the vice
presidents, Dan Morton and a gray-
haired man in a three-piece suit
who you assumed was the
company lawyer. No wonder they
were all on time. Dan motioned you
to the head of the table and you
sat down in that seat and
welcomed everyone to the
estimating session. Everyone
looked at you in anticipation. You smiled and said, “Let’s start
with the work we have to do on the
new reservation system. Our 1st
achievement under that HLD is that
the VPs sign-off on the design and
acceptance criteria they will use to
evaluate the system when it is
built.”
Horst said, “Why do we have to
decide how we’ll judge it before we
have seen it in operation?”
You nodded and leaned forward
and said, “Because that’s how the
engineers will know what to build.” Horst grunted, thought for a
moment and nodded. Then he said,
“I think it will take 3 weeks.”
Martha said, “It would be my guess
that I will have to spend 20 hours
in meetings with my people to lay
out what we want. This is
important but I have other duties
so I think I would limit my time to
2 hours a day.”
You nodded your thanks to Martha
and said to the group, “That’s how
we need to estimate. We use
hours of work and your availability
to calculate duration. Will that
same estimate work for you
Horst?”
Horst nodded agreement and you
went on, “I have talked to some
prospective contractors and our
corporate counsel who will help on
the contract. We estimated that the
statement of work and the request
for proposal to send to them will
take about 60 hours of work and I
will work on it full-time so that will
be 2 weeks duration.” The gray-haired man at the back of
the room stood up and said, “I am
Joel Grayson, the corporate
attorney, and I estimate that it will
take us a week of negotiation to
get a signed contract.” You nodded your thanks to Mr.
Grayson and asked if that meant
40 hours of work? He agreed with a smile.
You said, “In talking to various
vendors who are interested in
proposing, I got some very rough
ballpark estimates that it would
take them 3 months time to
develop software that meets
general specifications. We’ll be
using a fixed price contract so we
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3– Project Charter 17
4- Charter Presentation 19
5- Work Breakdown 19
6– Predecessors 19
7– Resources 20
8– Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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don’t need to manage their hours,
just the developmental
checkpoints on the software. Now
the other thing that has to take
place during this time is to train
everybody on their part in the new
reservation process. Wren, you’re
going to be doing that. How
many hours of work will that
take?” Wren said nervously, “I can’t be
precise but I think it would take
me 40 hours to design the course
and probably another week to hold
classes and teach the course to
our people.” You smiled, nodded, and said, “Of
course you can’t start to develop
the training material until we know
how the process works so we’ll set
things up so you start when the
contractor has finished their
detailed design. We also need to
have a test of how well people
learned the new system. Can you
factor that in?” Wren did some quick figuring on a
note pad and said, “I can do that
as part of the 132 hours of course
design and teaching.” Lucien raised his hand and said,
“We will have to have a training
class for our clinic people on that
achievement about meeting 98%
of their scheduled assignments.
That will take some training.” You asked, “How many hours do
you need to develop the training
and deliver it?” Monica interrupted and said, “We
need the same training for our
hotel and restaurant people so we
might as well just develop 1
training program.” Wren said, “After we know how
the system will work, I think it
would be a matter of creating the
class and then conduct 10 or 12
sessions of 8 hours each with our
people. Say 132 hours total.” “You agree, Lucien?” you asked.
Lucien nodded and said, “That
sounds reasonable to me.” The meeting continued for another
2 hours and at the end, you had
work estimates and availability
numbers for the entire project. Module 8 – Optimizing
your Schedule
✦Read through page 53 in the
Essentials of Project
Management e-book.
✦Watch the Module 8
lecture video.
✦Watch Microsoft Project
software video on optimizing
your schedule using the critical
path.
✦Make a copy of your approved
project schedule from module #6
save the original.
✦Use the copy to model your
options. Develop the following
separate project schedules with:
◆ Modifications that will allow
you to finish the project two
weeks earlier than your
original schedule. Then
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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model an option for 4 weeks
earlier the same way.
Document the changes you
make to achieve the shorter
durations in your Excel
template.
◆ Modifications that will cost
20% less than your approved
project from the previous
module and another for 40%
less. Document the changes
you make to achieve the
smaller budget.
✦-In your write up, offer Dan
options for a higher level of
certainty, using the 3-point
estimating data in your template.
✦Send your completed project
schedules and a brief write up of
the trade-offs you used to achieve
the alternative results to your
instructor for feedback and
coaching.
Module 9 – Team Conflict
✦Read through page 51 in the
Essentials of Project Management
e-book.
✦Watch the Module 9 lecture
on the course website.
✦Watch the Project Manager in
Action video of the project team
conflict.
✦In an e-mail or a Word
document attached to an e-mail,
write up
your analysis of the mistakes the
PM made in the conflict situation.
✦Then make recommendations
on how to achieve a better result.
Your instructor will send you
feedback on your assignment with
status reports for you to use in
your next assignment.
Module 10 – Tracking &
Status Report
✦Read through page 62 in the
Essentials of Project Management
e-book.
✦Read chapters 8-13 in
Power Points!
✦Watch the Module 10 lecture
on the course website
✦Watch the Microsoft
Project software video on
tracking
✦Use the approved project
schedule you completed in
module 6 and the status data your
instructor sent you with your
feedback on module 9. Following
the process you learned in this
module;
✦Save the baseline.
✦Update your tasks with the
reported actual and remaining
work.
✦Update the schedule to move
uncompleted work to start on the
status date.
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10 – Tracking & Status 26
11 – Final Exam 27
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Analyze what’s happened to the
project and document the project
status in the Excel template.
Describe what’s happened and the
results if you take no corrective
action. Then identify your
solutions and trade-offs to remedy
the situation.
✦Last, prepare a status report
presentation in PowerPoint, using
the information from your course
template. Also, paste a copy of
the tracking Gantt into a slide.
✦Send the Excel template,
PowerPoint and updated
schedule to your instructor for
feedback and coaching. If you
want to do a live status report
simulation, suggest 2 or 3
days/times. Your instructor will
either agree to 1 of your times or
propose another.
The project simulation should
take approximately 20 minutes.
In it, you will present your status
report and answer the
stakeholders’ questions about the
problems and the solutions you
have proposed. Your goal in this
a s s i g n m e n t n is to secure the
stakeholders’ approval to proceed
with your plan for corrective
action.
Module 11 – Final Exam
Hard as it is to believe, the course
is nearly over. What are left is
your final exam and the course
evaluation. The exam is open
book, open notes and your boss or
a licensed professional must
proctor it (lawyer, accountant,
doctor are fine, anyone who is not
a friend or relative).
Send us an e-mail with the date
and time you wish to take the final
(you will have one hour to
complete it). Good luck and thank
you for taking this course.
CONTENTS
Getting Started 2
Learning Objectives 2
Course Process: 3
Learning Materials 3
TEXTBOOK LINK
SYLLABUS: 5
1 – Scope Definition 5
2 – Requirements 11
3 – Project Charter 17
4 - Charter Presentation 19
5 - Work Breakdown 19
6 – Predecessors 19
7 – Resources 20
8 – Optimizing 25
9 – Team Conflict 26
10– Tracking & Status 26
11 – Final Exam 27
800-942-4323
Email your Instructor
Email Student Services
Te chnical Support
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Project Workbook for
EESSSSEENNTTIIAALLSS OOFF CCOONNSSTTRRUUCCTTIIOONN
PPRROOJJEECCTT MMAANNAAGGEEMMEENNTT By Dick Billows, PMP, GCA
12th edition
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 1
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Copyright 2012 by Richard A. Billows All rights reserved.
Published by The Hampton Group, Inc.
To order The Hampton Group, Inc.
3547 South Ivanhoe Street
Denver, Colorado 80237
303 756-4247
Credit Card orders 800 942 4323
Other Books Published by The Hampton Group, Inc:
Project Manager’s KnowledgeBase
Advanced Project Management Techniques
Managing Information Technology Projects
Managing Construction Projects
Managing Healthcare Projects
Program and Portfolio Management
Available at Amazon Kindle Books, Google Books, iTunes Books or at http://www.4pm.com
Microsoft is a registered trademark and Project and Windows are trademarks of Microsoft Corporation.
Screen shots reprinted with permission from Microsoft Corporation.
All other product names and services identified throughout this book are trademarks or registered trademarks of their respective companies. They are used
throughout this book in editorial fashion only and for the benefit of such companies. No such uses, or the use of any trade name, is intended to convey
endorsement or other affiliation with the book.
All rights reserved. The text of this publication, or any parts thereof, may not be reproduced in any manner whatsoever without written permission from the
publisher.
ISBN:978-1-938561-02-3
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 2
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Table of Contents
OVERVIEW OF THE 5 STEP 4PM METHODOLOGY Technique #5 Decomposition of the Work Breakdown Structure
WBS & Our Deliverables 5-Step 4PM Process
Assignments & Micro-management Key Outputs from the 5-step Process
STEP ONE: BROADBRUSH PROJECT PLAN STEP THREE: DYNAMIC SCHEDULES
Technique # 6 Task Sequence
Top Down Project Planning
Our First Predecessor Technique #1 Scope & Measure of Success
Finish-to-Start Activity Trap
Finish-to-Finish Technique #2 Requirements & High-level Deliverable Network
Start-to-Start Completed Deliverable Network
Danglers in the Network Technique #3 Charter: Problem Avoidance
Network Diagram Charter Plan Approval
STEP TWO: WORK BREAKDOWN STRUCTURE STEP FOUR: ASSIGNING PEOPLE TO TASKS
Technique #7: Clear Assignments & Estimates Technique #4 Using Project Software
First Assignment Start Date
Second Assignment Summary & Subtasks
Third Assignment Getting to Our Data Entry Screen
More on the Third Assignment The Task Entry Screen
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Adjusting the Time Scale
Milestones
Completed Gantt Chart
Scheduling and Calendars
Technique #8 Critical Path
Our Critical Path
Final Review & Approval
Technique #9 Team Leadership
Team Culture & Conflict
STEP FIVE: TRACKING RESULTS
Technique #10 Tracking Actuals vs. Baseline
Saving the Baseline
Status Reports
Entering Actual Results
Technique #11 Problem Solving and Reporting
Technique #12 Project Closing & Making the Next Project Easier
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 4
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Overview
OOvveerrvviieeww ooff tthhee 55 SStteepp 44PPMM MMeetthhooddoollooggyy I've titled this book "Essentials of Construction Project Management" and it's just that. We’re going
to take you through a five-step process for planning projects, developing a work breakdown structure, building a dynamic schedule, assigning people to tasks and tracking results.
There are things this book will not teach you. We won't deal with the statistics of risk or the
alternative ways to develop work estimates or the cost accounting required for project budgets. You'll
learn the essence of project management but not all of the detailed information in the Project
Management Body of Knowledge (PMBOK™). I wrote this book for people running smaller projects with
most of the project team coming from their own organization.
You’ll also learn to use project management software in a very straightforward, simple way. This
book has many illustrations of applying this simple methodology in Microsoft Project®. Using project
management software with this simple methodology is a big time saver so we recommend that approach. Our objective is not to spend a lot of time in the software. I designed the methodology so you spend only
an hour or two developing the plan & schedule and then 10 or 15 minutes a week using the software to update it. You'll spend the rest of your time managing the project.
In sum, Essentials of Construction Project Management teaches you basic-level project management
tools and techniques. It’s appropriate for smaller projects and teams with a few people from different functional units. Our more advanced publications like Managing Information Technology Projects,
Managing Healthcare Projects, Managing Construction Projects and Advanced Project Management Techniques address managing larger, more complex projects.
55--SStteepp 44PPMM PPrroocceessss I list the 5 steps in the process on the chart on the next page along with the 12 best practices
techniques you will learn. We’re going to take you through a five-step process for planning projects,
developing a work breakdown structure, building a dynamic schedule, assigning people to tasks and tracking results.
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 5
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Planning Scope &
Requirements
Work Breakdown Structure
Predecessor Relationships
Team Building
People & Schedules
Implementation & Tracking
Project Closing
5-Step 4PM Process
As you move through those five steps, you'll learn 12 best practice techniques for delivering projects on time. You'll go through the process of working with the Customer and other interested parties who will be affected by your project (we’ll call them project stakeholders).
The 12 best practice techniques you'll learn are:
1. Definng the Project Scope As a Measured Business Result
2. Decomposing the Scope into a Deliverable Network
3. Avoiding Problems with the Project Charter
4. Using Project Software in 10 Minutes a Week
5. Decomposing Deliverables into a Work Breakdown
Structure
The Essentials of Project Management
6. Sequencing Your Tasks to Finish As Early As Possible
7. Making Clear Assignments to Your Project Team
8. Using the Critical Path to Optimize Your Schedule
Work Breakdown Structure
Predecessor
Project Closing
9. Leading a High-Performance Team
10. Using the Baseline to Spot Problems Early
11. Solving Problems and Reporting to the Customer
12. Closing Projects to Make the Next One Easier
Planning Scope &
Requirements
Relationships
Team Building
People & Schedules
Implementation & Tracking
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 6
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Overview
KKeeyy OOuuttppuuttss ffrroomm tthhee 55--sstteepp PPrroocceessss
Broadbrush Project Plan - 1½ page Document for Project Initiation
The Broadbrush Plan is a concise 1½-page plan that allows executives to make decisions and
exercise strategic control over projects and the business value they produce. It also provides them with hard-edged metrics for measuring performance and the quality of the deliverables.
Scope & High-Level Deliverable Network
This network of deliverables is the path from where we are now to where we want to be, which is
the scope of the project. Every entry in the network is a deliverable that you define with a metric. The metric tells everyone what you will produce and how you will define success.
Work Breakdown Structure Decomposition - Crystal-clear Accountability & Scope Control
Rather than creating mindless "to do" lists, project managers (PMs) craft work breakdown
structures by breaking down the scope into a high-level deliverable network of measurable results that become peoples' accountabilities. Every team member's assignment is in the form of a measurable
business outcome. The resulting WBS is compact so the PM can update it quickly. You will support each entry with a work package that makes the details clear so they miss nothing. The PM and the Customer
have unambiguous checkpoints to measure progress.
Dynamic Project Scheduling - Update Schedules in 10 Minutes a Week
PMs use dynamic project scheduling techniques that let them update plans in minutes each week
and quickly model alternatives to cut duration, lower budgets and adjust the business value a project
produces. These techniques give executives the hard data they need for decision-making and consideration of alternatives.
Status Reporting - Clear Checkpoints to Identify Problems Early
With weekly tracking, PMs and Customers have hard-edged checkpoints to measure progress. They
can anticipate problems and implement corrective action early, when it costs the least. PMs make concise status reports on projects and always offer alternatives for the Customer to consider.
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 7
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Step One: Broadbrush Project Plan
SStteepp OOnnee:: BBrrooaaddbbrruusshh PPrroojjeecctt PPllaann You will start your project management work by defining the scope of the project with the
Customer. That is, you’ll define the business objective the Customer wants the project to deliver. When you set about defining the scope during
project planning there are a number of traps Project Plan: Scope/Requirements
SSccooppee::
to avoid. One trap is thinking about what
you have to do rather than the project’s end results. Thinking about the activities you
A C
Blasting through T “mission statement mush” and the
I “activity trap” with V Measured I Achievements T
Y
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R
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need to complete is much easier than thinking about the business outcome the
project should produce. This is the activity
trap where you focus on the details and ignore the project’s business purpose. In the
activity trap, a PM receives a project assignment, thinks about the first thing to do
and starts work, figuring to think about the next step when they come to it.
Sometimes, PMs cloak their descent
into the activity trap by writing a long and flowery mission statement for the project.
This does no harm unless it is a substitute for politely pushing the Customer to make the
hard “end result” decisions up front. You need to specify exactly what the project will deliver and what it
will not deliver. The Customer has to make this decision and tell you how he will judge the success of the project. Being that explicit at the beginning may cause some discussion and disagreement but it is far
better to work through those conflicts before you start work rather than discovering the success measures when you are almost done. Unfortunately, the activity trap snares so many PMs that it is one of the two
leading causes of project failure. The activity trap wastes resources and frustrates project team members with continuously changing assignments. The lure of the activity trap, that bottomless pit, has ruined
countless projects.
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 8
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Step One: Broadbrush Project Plan
TToopp DDoowwnn PPrroojjeecctt PPllaannnniinngg
You’ll avoid the activity trap with a 1-2 page document, called the Broadbrush plan, which covers
the big-picture decisions that are required before you can start your project. When the project Customer and stakeholders approve the Broadbrush plan, the Initiation phase of the project is complete. The key to
this process is to avoid those delicious technical details that quickly drag you into the "activity trap." Your focus during a Broadbrush planning process is to provide the Customer with the opportunity to make
decisions about the end results the project will produce. Your focus is on the measured business-relevant
outcomes not the details of how you will achieve them. You also want to secure the project executive’s decisions on the authority you'll need to manage the project team. You keep the document short and
high-level so you engage the executive’s attention. You can develop long formal plans later when the Customer has approved the strategy.
A Broadbrush project plan is never long but requires thought, decisions and agreement on three things:
Project Scope - an unambiguous measurement of the project's outcome. For example,
“Answer 90% of our customers’ inquiries in 120 seconds or less with no more than 5% callbacks on the same problem.”
A High-level Deliverable Network (HLD) - a hierarchical network of measured deliverables that leads to the scope.
Project Charter – a short narrative covering risks, assumptions, constraints, resource requirements, change control, and PM authority.
Collectively, these elements define our project scope, requirements and charter. Your organization may
also require other narrative documents but the elements above are critical for controlling projects and achieving success. They are the strategic foundation for a project.
TTeecchhnniiqquuee ##11 SSccooppee && MMeeaassuurree ooff SSuucccceessss
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 9
easure of Success
verifiable business outcome
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Top Down Project Planning
We need to drive projects from quantifiable scope definitions. Driving a project plan from the success measures keeps the focus where it should be; on achieving the end result. By working with the Customer
to define success before the project starts, the PM is in a much better position to control
the project.
Scope: M As an example, let's say the Director of
Human Resources for a medium sized
An objectively company, contacts you about doing a project. She says, “I know that this is not your
Clarity on what the sponsor wants specialty but you are the only project manager I know. I need your help. Our
Scope change control personnel records are so out-of-date that it
Clarifies what is included in the project takes me days to find out what department a person works in. On top of that, employees’
What is excluded because it’s not necessary
quarterly performance reviews are useless, if
Clear team performance expectations they get them at all. I want you to straighten out that whole mess so when a line manager
calls, we can find up-to-date employee
personnel records on the system and quickly give them the data they want. We may also
need some remodeling of our office to make all this work. And we want the employee reviews to give solid, detailed feedback on their performance.”
You finished writing some notes, wishing you could stick with your kind of project. Then the Customer
went on, “You can use anyone you want to get this done. This is a high priority. You'll probably have to
involve five or six people from our group, some line mangers and someone from Administration, IT, and Construction so you get a lot of good input. Decide on how to organize the files and what standards the
performance reviews should meet. A good place to start is probably by updating all the records. Then maybe you can draft a memo, for my signature, telling managers that they have to do performance
reviews on time and give their people useful feedback on their performance and developmental needs. You get the team put together and we will figure out the rest of the project from there."
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 10
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Step One: Broadbrush Project Plan
The Customer has given you a lot of information about this project and what you’re supposed to do. It would be very easy to start work on the files and draft that memo. However, all of the information is in the form of activities. The Customer hasn't told you what end result she wants. To succeed with this
project, we have to know how the Customer is going to measure the success of the project when you're done. That definition will give you a tool to control the scope of the project and decide what should, and
what should not, be included in the project work.
So, you have to ask the Customer some questions to get at the business purpose of the “laundry list” of changes that she talked about. You might start by asking, “After the files are up to date and
managers are doing thorough performance reviews on time for all the employees, what will that do for us?”
The Customer answers, “We’ll be on top of things!”
You sense the Customer is getting just a little bit angry at the questions but you press on because if you don’t find out what problem the Customer wants to solve and how they will measures success, you
have almost no chance of delivering it. So you continue.
“If I know exactly what end result you want, I can do a good job and give you exactly what you want. So let me ask this, three months after we finish this project, what will be different; what will you expect to see?”
“Okay,” the Customer sighs and then pauses for a moment to think. “Three months after the project’s done, I won’t have managers complaining to me that we don’t know what’s going on and how it
takes forever to get employee information from us.”
The Customer is talking about end results instead of activities so you know you’re on the right track.
Now you have to change these end results into metrics.
You ask, “So if I understand what you want, the employee records have to be current. How
current? Would five days be good enough?”
The Customer thinks for a moment and says, "No, we can do better than that. Let’s say the
personnel system is never more than 3 days behind.”
You make a note and then ask, “With the records current to within 3 days, how fast do we have to
answer a line manager’s questions about our people?”
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12 ©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission
p: Project Death Spiral nly on what to do next…
Top Down Project Planning
“That’s a hard one,” the Customer says, frowning in thought. “Some complex data requests will take time- a day or two, others just a few seconds.”
“Well, how about we set the goal at 80% of the requests are answered in 10 minutes or less?’’
The Customer grins and says, “How about 95%?”
You smile back and say, “It will take a lot longer to get that close to perfection. What percentage are we answering within 10 minutes now?”
The Customer frowns again and says, “About 1%. Let’s go with 80%; that’ll be a great
improvement.”
What you’ve done in this planning session is to get agreement on the scope of the project. You now
have an unambiguous scope defined with a metric. You have quantified the Customer’s expectations for the project and you will use it to drive the planning process. . You’ve also given yourself a tool for
controlling changes to the scope of the project. When the Customer was talking about objectives like “straightening up the records” and “being on
top of things” it’s very hard to decide what is,
and what is not, a change in the scope. With
Activity Tra
We focusing o not the outcomes we want at the end
Activities are so easy to list, that we think are making progress
A sound project plan is not a list of attractive features or good ideas
a measurable deliverable to quantify your
scope, controlling scope creep is much easier.
AAccttiivviittyy TTrraapp You avoided the activity trap in the
discussion with the Customer, but it is such an obstacle to project success that we should
delve into it in a bit more detail. The deadly lure of the activity trap defeats many efforts
to clarify the scope of projects during initial planning. This initial planning phase is the
point at which a Project Manager (PM) and the Customer can easily fall into the activity
trap. The Customer usually has a few ideas about features and the first several steps for
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Step One: Broadbrush Project Plan
you to do and then says, “It’s time to get going on that project and start work immediately.” That “start fast and plan later” approach is a project killer.
Why? Everyone has a list of good ideas and activities that we can make in it a long "To Do" list. We can
hope that these activities improve performance and hope the result satisfies the Customer. But there's
entirely too much hoping going on here. In the activity trap, the project manager has no way to measure when the tasks are successfully completed. How does the PM decide what tasks to include or how much
time and resources to invest in each of them? Politics and power alone will determine what’s in the project and it will forever be a moving target.
The main problem is that none of the activities connects with a deliverable. Because the PM never asked the executive to define success, the PM is in a situation where the Customer will define success as
the project progresses or at its conclusion. Worse, the definition of success will be a moving target and people will change it to move the effort in directions they favor.
The project manager and the executives have fallen into the “activity trap.” They’ll add new
activities each week rather than driving the project plan toward the scope. They buried themselves in the minutia of tasks rather than focusing on the end result. They added tasks to the plan because they
sounded good or they had used them before. The project won't solve the business problem that triggered it.
TTeecchhnniiqquuee ##22 RReeqquuiirreemmeennttss && HHiigghh--lleevveell DDeelliivveerraabbllee NNeettwwoorrkk The scope is not the last measured deliverable we'll develop, but it is the most important and the
most difficult to conceive. With the Customer’s approval of the scope, the project manager can begin decomposing it into high-level deliverables that lead to the scope. The high-level deliverables are not
activities; they are also measured business results. You don't think about how you’re going to do the work, you simply identify the major measured results which will carry you from where you are now to
where you need to be; the project scope.
Let’s continue with our example and see how you need to handle the development of the high-level
deliverables for the personnel department project, using the scope the Customer has approved.
Sometimes, you’ll sit down and lay out the requirements for a project yourself. Other times, you’ll
involve the project team in the process. Let’s start by thinking it through, develop some requirements
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Top Down Project Planning
ideas and then show them to the team. To reach the project’s scope, “80% of the info requests answered in 10 minutes,” the Customer gave you a few ideas.
The records have to be current on personnel actions
Managers have to turn their quarterly performance reviews in on time
The performance reviews have to be thorough
HR staff has to know how to efficiently answer inquiries in the system.
With these ideas in mind, you might start talking to a number of other people, including line
managers, HR staff and the IT department, to flesh out the deliverables. Each of these discussions starts
with you acquainting everybody with the project scope. These discussions are another opportunity to dive headfirst into the activity trap and all those delicious ideas. You keep the conversations on track by
talking about end results. If people think the requirements make sense, then you work to convert them into measured deliverables.
Let’s take one of the requirements, “The performance reviews have to be thorough,” as an example. Now that is an activity and you’ll have to convert it into a measured deliverable. That’s your normal process.
You think through the activity and then convert it into a measured deliverable. You might talk to some managers and find that they don’t know what should be in a “thorough” performance review or how to do
it. This gives you some ideas. You talk to the Customer in Human Resources and get a list to 17 items that are required for a thorough employee performance review. Another requirement is to train the
managers on how to complete those 17 reviews. From this thinking, you might come up with an end
result like “95% of the quarterly reviews contain the 17 required items.” That’s your high-level deliverable, and to support it you’ll need sub-deliverables for developing and getting approval of the
standard. How do you measure that requirement? Maybe the management committee should approve the review standard. So you’ll assign a team member to develop the performance review standards and
that assignment will produce a measured business outcome of “Management committee approves 17 item performance review standard.”
You also need to train the managers in doing performance reviews that meet the standard. How do you measure training? You think through the purpose of the training, which is to increase the managers’
competency in doing employee performance reviews. Then you think about how you will assess the
training program you finish it. Last, you think about how you would measure if the training succeeded.
©Copyright 2012 The Hampton Group, Inc. All Rights Reserved. May not be reproduced in any form without written permission 14
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Step One: Broadbrush Project Plan
You might decide that a test at the end of training is the best way to measure its effectiveness. That might lead to a deliverable of “90% of the managers score 80% or higher on a test of the performance review
standards.”
The thinking you’ve gone through is to gather ideas on your requirements then transform them into
measured deliverables. You think about the activity and how you will assess the assignment when the
team member finishes it. The criteria you will use in assessing the completed assignment becomes your measured deliverable. Conceiving measured deliverables is difficult for everybody because we are all so
accustomed to activity lists. But the thinking investment leads to everyone knowing what you expect of them before they start work.
The completed high-level deliverable network, with the deliverables subdivided, is below. This is a
very simple looking document, reflecting a great deal of thought. When the Customer approves this network, you can proceed with the rest of the plan.
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Top Down Project Planning
CCoommpplleetteedd DDeelliivveerraabbllee NNeettwwoorrkk
Requirements: High-Level Achievement Network
80% of the inquiries
answered in 10 minutes
95% of performance
reviews (PR) meet
standard
90% of Qtrly
reviews done by
due date
Personnel system
current to with 3
days
90% of HR staff
score 90 or above on
test of inquiries
Mgt. committee
approves PR
standards
Managers told of
missing reviews
within 24 hours of
due date
Missing items
identified in all
employees’
records
IT approves
system training
class curriculum
95% of managers
score 80% or
higher on PR test
HR grades PR
tests within 5 days
of submission
Manager’s boss
notified if review
missing after 48
hours
HR director calls
manager after 72
hours late
Managers
provide data for
90% of missing
items
100% of HR
actions in system
within 24 hours of
receipt
100% of HR staff
attend class
The graphic above shows the requirements for the project in deliverable network form. You’ll use this deliverable network as the backbone of your project plan after the Customer has approved it. There is
a blank copy in your homework template for your use.
With the scope and high-level deliverables defined, you can move on to the other components of
your charter.
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ns, Constraints & Risks
ment and avoidance
Step One: Broadbrush Project Plan
TTeecchhnniiqquuee ##33 CChhaarrtteerr:: PPrroobblleemm AAvvooiiddaannccee
The risk section of the Charter is the place to identify potential issues concerning resources and politics. Uncovering the assumptions underlying a deliverable requires some thought. Below are a few
risks for your project. Note that we've stayed at the business results level and avoided those pointless assumptions like, "everyone will do their task on time." Instead, we have focused on what can cause the
project to fail:
1. Notifications of missed review
Assumptio
Risk assess
Assumptions about customer or
employee behavior and reactions
Politics, conflict and messy turf issues
Covers only the “show-stoppers” that threaten the MOS™
dates from HR do not cause managers to
turn their reviews in on time.
2. Managers and their bosses don’t
do reviews that meet the approved standards.
That’s it. You may add another one or
two but the point here is to keep the list short so the risks to the project’s success
get the attention they deserve.
With the scope, a high-level network of
deliverables and risks, you can complete the plan by proposing to the Customer the
authorities you will need to manage the project.
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Top Down Project Planning
It’s time to do a little thinking on the resources you need and your authority to manage them. You’ll use your deliverable network for this and it shows the deliverables you’ll need from many other people. When you subdivide the high-level deliverables, you involve people from other organizational units who
will produce some of the deliverables.
Now not all the people who’ll be on the team
work for you. Many may have the same boss but
you don’t have any formal authority to assign them work or evaluate their performance. They all have
other jobs besides working on the project.
So your project charter aims at getting the
Customer to help you secure the resource and the
authority to manage them. You’ll want to avoid going to the Customer every time a team member’s
assignment is late. So you establish your authority now to avoid problems later.
You ask for the resources you need and the
authority to manage them during the planning process because your chances of getting some level
of authority are far better now than if you wait until you have a problem with a team member. So in the
charter you’ll ask for resources and authority. For a
trainer named Jill, you might say, “I need approximately 50 hours of Jill’s time during the next 60 days to develop and deliver the performance
review training. Please adjust her workload to make these hours available and tell her that I will be
assigning her work within that 50-hour block of time. Also, my evaluation of her work will be considered in her quarterly performance review.” You may not always get that authority but it’s worthwhile to ask for it.
Another part of the charter is your recommended procedure for controlling changes to the scope of
the project. This process should include documentation of the requested change, analysis of the impact on scope, time, cost and resources, which the Customer accept or rejects.
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ush Plan Approval
asure of Success
Step One: Broadbrush Project Plan
Broadbr
Scope – Me
Requirements – Achievement network
Charter
Assumptions, Constraints & Risks
Resources
Authorities
Change Control Mechanism
Approval lets us start scheduling
CChhaarrtteerr PPllaann AApppprroovvaall With the preceding elements of the plan
complete, you are ready for the first of your project presentations. At this first meeting,
you’re looking for the Customer to approve
your charter & strategy for the project. Some Customers want a detailed schedule
and a final commitment on the completion date at this first session. But you are far
better off to get approval of the high-level plan and then develop the details. There are
several reasons for taking this two-step approach:
First, putting a schedule together is a
lot of work. You avoid redoing it by getting the Customer’s approval on the scope and
charter before you put the schedule together. Second, when you present a schedule people
tend to dive into the details and you want some attention paid to the big picture. This session need not be
a long meeting, particularly if you’ve been showing the Customer the pieces as you finish them. But the two-step approval process is the better way to do it.