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Self-Study Guide Understanding Project Management

Project Management Training

Understanding Project Management

Self-Study Guide

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recording or otherwise without the prior written permission of Velsoft Training Materials

Inc.

How to Use this Guide

This self-study guide is designed and laid out in a manner that will direct student learning

much in the same way that an instructor would. This workbook is comprised of several

modules called Sessions. Each session focuses on a major concept in the course.

Several times throughout the course of the guide, it is suggested that you take the

opportunity to internalize what you have learned by taking advantage of the many self-

reflection exercises titled Making Connections.

The Making Connections sections are intended as open-ended questions that allow you to

apply the skills learned in the current session in the framework of your personal past

experience. It is used to help you incorporate what you‘ve just learned into your own

practice.

For the purpose of keeping track of your own progress, the guide also incorporates a Pre-

Assignment, which is a reflective exercise designed to give you an idea of your current

skills.

Following that, you are asked to complete the Pre-Course Assessment. The Pre-Course

Assessment will be used in conjunction with a Post-Course Assessment at the end of the

course to highlight the progress you‘ve made.

In the final Session you will be asked to complete your Personal Action Plan; a sort of

road map that will help you incorporate your new skill-set into your daily routine.

Table of Contents Session One: Course Overview ................................................................................................................... 1

Learning Objectives .......................................................................................................................... 1 Pre-Assignment ................................................................................................................................. 2

Session Two: What is a Project? ................................................................................................................. 4 Defining a Project ............................................................................................................................. 4

Session Three: Project Management Basics ................................................................................................ 6 What is Project Management? ........................................................................................................... 6

Session Four: Pre-Assignment Review ....................................................................................................... 8 Project Preliminaries ......................................................................................................................... 8 Making Connections........................................................................................................................ 10

Session Five: How Can Projects Help Me? ............................................................................................... 11 The Benefits of Projects .................................................................................................................. 11 Case Study: Mary Marvelous........................................................................................................... 12

Session Six: A Project‘s Life Cycle .......................................................................................................... 15 Project Phases ................................................................................................................................. 15 Three Ways to End a Project ........................................................................................................... 20 Exercise: Stages of a Project ............................................................................................................ 21

Session Seven: Selling a Project ............................................................................................................... 23 Tom Peters ...................................................................................................................................... 23 The Priority Matrix.......................................................................................................................... 24 Making Connections........................................................................................................................ 27

Session Eight: Preparing Your Project ...................................................................................................... 28 Exercise: Researching Ideas ............................................................................................................ 28

Session Nine: The Role of a Project Manager ........................................................................................... 31 A Project Manager‘s Skills .............................................................................................................. 31 Making Connections........................................................................................................................ 33

Session Ten: Project Goals ....................................................................................................................... 35 SMART Goals................................................................................................................................. 35 Six Parts .......................................................................................................................................... 36 Making Connections........................................................................................................................ 37

Session Eleven: Laying Out the Project .................................................................................................... 38 The SOW ........................................................................................................................................ 38 Making Connections........................................................................................................................ 42 Project Planning Worksheet............................................................................................................. 45 Making Connections........................................................................................................................ 47 Writing Reports ............................................................................................................................... 50

Session Twelve: Project Risks .................................................................................................................. 52 Risk Inventory ................................................................................................................................. 52 About Risks..................................................................................................................................... 55 Reducing Risks ............................................................................................................................... 55 Possible Sources of Risk.................................................................................................................. 56 Making Connections........................................................................................................................ 57 Constraints ...................................................................................................................................... 58

Session Thirteen: Contingency Planning ................................................................................................... 59 Three Pillars .................................................................................................................................... 59 Making Connections........................................................................................................................ 60

Session Fourteen: What Really Needs To Be Done? ................................................................................. 61 Beginning to Plan ............................................................................................................................ 61 Exercise: Pete‘s Construction .......................................................................................................... 62 Preparing a Basic Schedule.............................................................................................................. 64 Activity Scheduling ......................................................................................................................... 69 Making Connections........................................................................................................................ 70

Session Fifteen: The Work Breakdown Structure ...................................................................................... 72

About Milestones ............................................................................................................................ 72 Making Connections........................................................................................................................ 74

Session Sixteen: Planning Tools ............................................................................................................... 75 Two Basic Tools ............................................................................................................................. 75 PERT .............................................................................................................................................. 77 Gantt Charts .................................................................................................................................... 79 The Network Diagram ..................................................................................................................... 80 The Flow Chart ............................................................................................................................... 83 Making Connections........................................................................................................................ 85

Session Seventeen: Budgeting .................................................................................................................. 88 Exercise: Where are the Costs? ........................................................................................................ 88 Budgeting Basics ............................................................................................................................. 89 Making Connections........................................................................................................................ 90

Session Eighteen: Teamwork .................................................................................................................... 92 Why is Teamwork Important? ......................................................................................................... 92 Making Connections........................................................................................................................ 93 Building a Winning Team ............................................................................................................... 94 The Team Machine .......................................................................................................................... 95

Session Nineteen: Developing Teams ....................................................................................................... 96 Four Issues to Address with Project Teams ...................................................................................... 96 Team Development ......................................................................................................................... 98

Session Twenty: Earthquake! .................................................................................................................. 100 Decision Information ..................................................................................................................... 100

Session Twenty-One: Communication .................................................................................................... 111 Communication Guidelines ........................................................................................................... 111 Making Connections...................................................................................................................... 112

Session Twenty-Two: Closing Out a Project ........................................................................................... 114 Closing Strategy ............................................................................................................................ 114

Session Twenty-Three: Team Meetings .................................................................................................. 116 Pre-Meeting Checklist ................................................................................................................... 116 Making Connections...................................................................................................................... 119

Session Twenty-Four: Presentation Primer ............................................................................................. 120 Project Management Presentation .................................................................................................. 120 Making Connections...................................................................................................................... 122

Session Twenty-Five: A Personal Action Plan ........................................................................................ 125 Starting Point ................................................................................................................................ 125 Short-Term Goals and Rewards ..................................................................................................... 126 Long-Term Goals .......................................................................................................................... 126

Summary ................................................................................................................................................ 127 Recommended Reading List ................................................................................................................... 128

Project Management Training - Understanding Project Management |

2005-2011, Velsoft Training Materials Inc.

1

Session One: Course Overview

Project management isn‘t just for construction engineers and military logistics experts

anymore. Today, in addition to the regular duties of your job, you are often expected to

take on extra assignments and to get that additional job done well, done under budget,

and done on time. This course is not intended to take you from a supervisory or

administrative position to that of a project manager. However, these three days will

familiarize you with the most common terms and the most current thinking about

projects.

In this course, we will walk you through the nuts & bolts of project management, from

setting priorities to controlling expenses and reporting on the results. You may still have

to cope with the unexpected, but you‘ll be better prepared.

Learning Objectives

By the end of this course, you will be able to:

Understand what is meant by a project.

Recognize what steps must be taken to complete projects on time and on budget.

Have a better ability to sell ideas and make presentations.

Know simple techniques and tools for planning and tracking your project.

Have methods for keeping the team focused and motivated.

Why did you decide to take this course? List some goals for yourself that you hope

this course will help you achieve.



2

Pre-Assignment

Think of any project that has recently been assigned to you, or a project which you would

like to suggest to your senior managers as a way of improving operations in your

company. It should be one that is either new or one that you have just started (not very far

along in the conceptualization or pre-planning stage). You will work on this project using

the tools and techniques that are covered in this course.

In the space below, provide a brief outline of this project here:



3

Given that you will only have minimal time to work on this project, don‘t choose

something too complicated to work on. Some good ideas include:

Building a lunch shelter for employees who work outside

Designing a new filing system for a busy office

Creating a new expense form for sales staff to fill out

Introducing a new product line into a bakery‘s retail offerings

Developing a new marketing plan to promote a small business



4

Session Two: What is a Project?

Whether your team is preparing to develop a new product, or they are designing an

organizational program, they will identify their efforts as a specific project. A project

must have specific goals, timelines, and defined objectives in order to create a common

vision among your team members. Identifying the foundational elements of your project

is essential for its successful completion.

In this session, we define the introductory terms and concepts involved in project

management training. Gaining new skills to manage your projects and team members will

allow for the continued growth and success of your organization.

Defining a Project

One important distinction is that they have a beginning and an end. They require a budget

of their own, separate from or as a separate part of, operating expenses. They may

demand some new or different skills from those you use in your regular job.

Projects differ from ordinary work and thus need special management techniques

to make them successful.

The factors of time, resources, results, and customer satisfaction are interrelated. If you change one of these, you must change the others to keep things in balance.

Even though projects share attributes, they are still unique because of their different contexts and their particular use of resources, time, and results.

All projects are work but not all work is a project.

Exercise: Characteristics of a Project

Try to come up with some words or characteristics that would describe what a

project is.



5

Defining and Characterizing

The following is a list of the distinguishing characteristics of a project:

Unique and singular task

Has a beginning, middle, and end

Has an objective

Dedication of resources

Different types of skills coming together

Temporary endeavor to achieve a particular aim

Not an ongoing operation

Constraints and risks relating to cost, schedule or performance outcomes

Projects have limited resources that are planned, executed, and controlled

Using those characteristics, we might now define a project more succinctly in a

couple of ways as follows:

A unique venture that has a start and an end and that is conducted by people to meet established goals within parameters of cost, schedule, and quality.

A unique venture that has a start and an end, with its own budget, perhaps intended to create something new, to meet established goals within parameters of

cost, schedule and quality.



6

Session Three: Project Management Basics

Project managers are responsible for overseeing all aspects of a determined project. They

need to be able to understand the project from an overall perspective. There is basic

information that is needed to establish the process of the project; which includes

components such as a starting and closing date, as well as identifying milestones along

the way.

In this session, we cover the foundational elements of project management including a

working definition and the component processes. As well, we review some essential

resources that you should consider as you plan your project.

What is Project Management?

Now that we have a firm understanding of what a project consists of, on to the

fundamentals of how we go about managing one.

Project management may be defined in the following ways:

A set of tools, techniques, and knowledge that helps you produce better results for

your project, so it can be successfully completed within established goals.

A set of tools, techniques, and knowledge that when applied, helps you produce better results for your project.

The application of knowledge, skills, tools, and techniques to a broad range of activities in order to meet the requirements of the particular project.

(From A Guide to the Project Management Body of Knowledge —2000 Edition, Project

Management Institute (PMI®) December 2000)

Component Processes

Project management knowledge and practices are best described in terms of their

component processes. These processes can be placed into five process groups:

1. Initiating

2. Planning

3. Executing

4. Controlling

5. Closing

All of these processes except Controlling correspond to the project life cycle, which is

discussed in a later session. (Controlling is done during all phases.)



7

Knowledge Areas

Processes can also be placed into nine knowledge areas:

1. Integration Management

2. Scope Management

3. Time Management

4. Cost Management

5. Quality Management

6. Human Resource Management

7. Communications Management

8. Risk Management

9. Procurement Management

Note that project management can be applied to any project regardless of size, budget, or

timeline.

Exercise: Finding Resources

Project management requires resources. Try to come up with some examples of

such resources and list them here.

Your list of resources might include:

Materials

Technology

Inflation

Staff

Funding

Management



8

Session Four: Pre-Assignment Review

In today‘s world, many of us are accidental project managers: people who never intended

to lead projects until suddenly we found ourselves heading up one at the request of our

manager. In the pre-assignment you were about an idea for a project you would like to do

or a project you have just been assigned. You will not have time to do the project in this

course, but you can use it to see how what we talk about applies to your specific project.

In this session, you have the opportunity to revisit your selected project and determine the

key information required to help get you started in the right direction. We identify eight

critical points of inquiry to consider as you begin making project plans.

Project Preliminaries

Some key questions to answer when planning include:

Background information about your company or organization

Name of your project

Why you are doing it (the purpose)

Who will be involved

Whether this is a project you have asked to do or if it has been assigned to you

How it will benefit you, your department, a specific group of individuals, or your organization as a whole

How much time you expect it to take

Whether you have identified any costs or not (remember time is a cost)

What planning and tracking tools you will use



9

Eight Aspects of a Project

There are eight pieces that need to be taken into account when developing a project.

Scope

Clearly define what the project will and will not encompass. What is the expected

outcome and final product?

Time

Time required to see this project through to completion.

Money

Costs: equipment, materials, labor or staffing needs, financing, or real estate.

Quality

Is there a need as outlined by the organization or the clients for the outcomes to meet

certain standards?

Communication

Who needs to be told of project progress? Why must they be told? What should they be

told? How or what medium will be used to communicate?

Human Resources

Who will be involved? Why those individuals? Is there a need on the project for special

skills/needs or qualifications? How will they be motivated?

Contracts

Are there contracts? With whom? Are they third party (outside of the supplier and

customer, such as subcontractors)? Is there a requirement for training and development?

Risk

How much risk is associated with the project? How much can be risked? Who decides the

level of risk?



10

Making Connections

Aspects of Your Project

Now that you have reviewed the different aspect of a project, take a few minutes and

make a quick estimate for each as it pertains the project you outlined in the pre-

assignment.

Aspect Description

Scope

Time

Money

Quality

Communication

Human Resources

Contracts

Risk



11

Session Five: How Can Projects Help Me?

You can feel as though you are making a valuable effort to your organizational operations

if you are part of a project team. At the same time however, projects can be

overwhelming and lengthy. This is why you must be able to manage your workload, and

identify priority tasks. Completing a project on time, with your co-workers can be an

exhilarating experience, yet a tiresome one. Understanding project management will help

you to control your work experiences.

In this session, we explore some benefits of taking on a project that was assigned to you

by someone else. We also discuss a case study that examines the causes and results of

handling too many projects at once.

The Benefits of Projects

There are really two types of projects: those that have been assigned to you (usually by

your boss) and those you want to take on because they interest you or because you see a

special need for them.

The first type of project is often a project that your boss has been given, or they want to

take it on, and they look to you for help. You are the de facto project manager. Your

supervisor may have little or no understanding of what it is the project is meant to

achieve, and usually no understanding of the components involved. Therefore it is vital to

set the stage by identifying some benefits of taking on a project.

Exercise: Taking on Extra Work

What are some advantages of taking on an extra project when we feel we already

have a full workload?



12

Some of your responses could include:

Builds a relationship with your boss. You work closely together and can showcase your own skills.

A project could establish your reputation within the department or the company

as somebody to go to when there are things that need to be done.

You learn new skills, perhaps by working outside your comfort zone. These skills can make you more marketable.

This may be an opportunity to showcase skills that do not come to the fore during an ordinary day of work.

You may be able to demonstrate your skills to your manager and stand out from the pack.

Can have more opportunities to network. You never know who you may connect

with while doing a project.

Case Study: Mary Marvelous

Sometimes we feel overwhelmed by the thought of taking on one more project and we

feel like we are sinking. What do you do when that happens? The following case study is

about that very thing: learning how to handle another project when you are already

carrying more work than you can do.

Background

One day, Mary Marvelous was seated at her desk working on a project when her boss,

Dianne Delegator, requested a couple of minutes of her time. Dianne began the

conversation by congratulating her for being selected as the person who had been chosen

to develop the new health insurance policy. She explained that she was giving Mary this

opportunity because of her extensive experience and management skills.

Dianne continued to explain, "We require a new health insurance policy for retiring

employees who qualify for the special pension fund. A recent change in government

policy requires immediate action. Normally, this type of change would require

approximately 8 months, but we have to have our policies in place in 4 months. We may

also require a preliminary report within 3 weeks in order to update our new government."

After a brief pause Dianne said, "Get back to me if you have any questions on what has to

be done."

On the way back to her office Mary felt proud and enthusiastic. She was happy that the

boss was finally beginning to recognize her skills and abilities. When she arrived back at

her desk and had a moment to reflection this new assignment, reality hit. She

remembered the large number of projects already in progress. She sat down and wrote

down a list of existing projects. Then she added "Employees‘ Health Insurance Policy" at

the bottom.



13

She realizes that if she drops everything else to work on this Employee Health Insurance

Policy, Dianne will be pleased. But sooner or later, she is going to want results from

these other projects. Not only that, there are a couple of projects here that have high

profile because of agreements with other departments and it would look bad if they fell

behind. She realizes she can't let them slide very long. She thinks to herself, "I'm already

working two evenings a week at home on office work and my family doesn't appreciate

that."

Something is definitely not right here, Mary Marvelous tells herself. This is an interesting

job, but Dianne doesn't realize that I can't do everything at once. There is no use telling

her that I am overloaded, because she always says, ―So is everybody. We've just got to do

the best we can!‖

Case Study: Discussing Mary

What should Mary do?



14

Case Study: Possible Actions

There are a number of courses of action that Mary could take.

A written complaint of a heavy workload is more effective than a verbal complaint. Likewise, providing written evidence of a heavy workload is more

effective than a verbal report of a heavy workload.

Rather than just say ―no,‖ which may mean you won‘t get other projects to do, work collaboratively with your manager to solve the problem.

Discuss priorities with Dianne to determine which projects need to be done first.

Ask for assistance; perhaps you can delegate some minor tasks to someone else on the team.

Schedule regular update sessions with Dianne to help prevent that sinking feeling.



15

Session Six: A Project’s Life Cycle

There are four, critical phases in the life cycle of a project that need to be considered in

order for successful management of its undertaking. Although we may imagine the

execution phase as the major reason for doing the project, the planning and ending phases

of a project are equally important. As a project leader or manager, you need to

accomplish tasks associated with each phase.

In this session, we take a look at the component phases that are common to any project

you‘ll be involved in. We also address the purpose of identifying milestones throughout

each stage of the project plan.

Project Phases

The sequence of activities from the beginning of a project to its completion is essentially

the same, whether we are talking about a small two or three day project or a large project

that will span several months. These activities can be grouped into four different phases.

(A phase of a project is a major set of activities that must be performed within the project

management process.)

Phase One: Conceptual Phase

The first phase is Initiation, sometimes called the Concept or Create phase. This phase

shapes the project. It often begins after the project has been selected. The purpose of this

phase is to provide direction to the team, to decide what is to be accomplished, and to

identify constraints and risks.

Conceptual

Phase

Planning

Phase

Execution

Phase Termination

Phase

Time

Proje

ct

Acti

vit

y



16

Basic tasks include:

Establishing a need

Determining feasibility

Searching for alternatives

Preparing proposals

Developing basic budgets and schedules

Naming the starting project team

Once the team has been formed, they must:

Study, discuss, and analyze

Write the project definition

Set an end-results objective

List imperatives and desirables

Generate alternative strategies

Evaluate alternatives

Choose a course of action

The output for this stage is the Project Charter or Statement of Work.

Phase Two: Planning Phase

The next phase is the Planning phase, sometimes called the Sell stage. This is where the

project team identifies the steps and develops the plan for how and when the project will

be accomplished. This is the most critical and most often neglected phase of the project.

Poor planning or lack of planning here can have consequences all down the line. If

everybody knows what is to be done, and they are all on the same page, the project will

go much more smoothly.

Tasks to be done include:

Setting goals

Listing tasks to be done

Developing schedules in a sequence and a budget

Getting your plans approved by stakeholders

Conducting studies and analyses

Designing systems

Building and testing prototypes

Analyzing results

Obtaining approval for production

Planning usually includes the following steps:

Establish the project objective

Choose a basic strategy for achieving the objective

Break the project down into subunits or steps

Determine the performance standards for each subunit



17

Determine how much time is required to complete each subunit

Determine the proper sequence for completing the subunits and aggregate this

information into a schedule for the total project

Determine the cost of each subunit and aggregate costs into the project budget

Design the necessary staff organization, including the number and kind of positions, and the duties and responsibilities of each

Determine what training, if any, is required for project team members

Develop the necessary policies and procedures

Market study

Pilot test

Computer simulation

The output for the planning phase is a project plan document—a complete plan for how

the project will be executed. The sponsor and other key shareholders should all approve

this document.

Phase Three: Execution Phase

After the project plan is approved, we move into the Execution phase, where the plan

must then be executed or put into action. Here is where you get down to working on the

project and creating the deliverables. To make sure the work is on track, the team (or the project manager) must monitor progress, and if required, recommend changes. Progress

reports go to the stakeholders.

Tasks include:

Finding the time

Obtaining money

Recruiting people

Getting equipment

Meeting and leading the team

Communication with all stakeholders as you plan and complete tasks

Controlling the work in progress means:

Establishing standards

Monitoring performance

Inspection

Interim progress reviews

Testing

Auditing

Taking corrective action o Renegotiate

o Recover

o Narrow Project Scope

o Deploy More Resources

o Accept Substitution



18

o Seek Alternative Sources

o Accept Partial Delivery

o Offer Incentives

o Demand Compliance

At the end of the execution phase, the final deliverable is delivered to the project

customer or sponsor.

Phase Four: Termination Phase

Close out or Termination is the final phase in a project. The customer decides whether he

or she is satisfied with the project. The sponsor assesses the project in terms of goals met

and costs incurred. The team discusses lessons learned and ways the next project can be

improved upon. A final status report is issued and sent to all key stakeholders. This is

also the time to celebrate success and thank everyone involved with the project.

Tasks can include:

Project completion checklist

Test project output to see that if it works

Write operations manual

Complete final drawings

Deliver project output to client

Train client's personnel to operate project output

Reassign project personnel

Dispose of surplus equipment, materials, and supplies

Release facilities

Summarize major problems encountered and their solution

Document technological advances made

Summarize recommendations for future research and development

Summarize lessons learned in dealing with interfaces

Milestones

Milestones are the major elements or steps of a project. The first three milestones in

every project are the ―go or no go‖ phase gates.

For example, after all the preliminary work has been done to shape what the project will

look like, a critical decision has to be made. Is this project worth doing? Shall we move

forward with it?

If the answer is yes, you move into the planning phase. When all the plans have been

made, you once again stand at the edge of the cliff and decide, ―Go or no go?‖ Has all the

planning been done? No? Go back and finish it. Is this project still something we want to

do? In that case, let‘s move forward.



19

The third phase gate is at the end of execution. Have all the deliverables been given to the

customer? If no, then back you go to finish the job. If the final deliverable has been

completed, then you can move to the final phase.

Why do some Projects Fail?

A project‘s failure is usually due to several key factors, one of which is the manager or

team is not involved in the conceptualization stage. The further down the organizational

hierarchy the manager is, the less information they are privy to, the more likely they are

to fail or be less successful in their projects, and the more stressed they will be as a result.

A coping technique should include asking for more information, or after having been

briefed, summarizing their understanding of what took place. This can be followed by a

statement such as, ―This is my understanding of the project; if I do not hear differently, I

will assume that this is as it should be.‖

Here is a brief list comparing why projects succeed and why they fail.

Failure Factors Keys for Success

Poor planning Planning

No communication Time

Lack of resources/$ Clear goals

Lack of commitment/Team involvement Resources

Poor choice of leader Commitment

Setting unrealistic goals Good leader

Lack of experience Set realistic goals

Unclear objectives Experience



20

Three Ways to End a Project

There are three ways that a project can be terminated. They include:

Extinction

This is the end of all activity on a project, usually before meeting its stated objectives.

The end results of a project terminated by extinction are terminated by neither inclusion

nor integration.

Inclusion

This is a way of terminating a project by incorporating the project operations and team

into the organization as an ongoing entity. The project work still exists, but the project is

no longer separate from the business operations.

Integration

This is a way of terminating a project by bringing project team members back into the

organization and distributing project results and outcomes among existing functions. The

project as an entity no longer exists after integration.



21

Exercise: Stages of a Project

For this exercise, you are given a list of project activities. Assign to each a number

corresponding to which phase in which it should be carried out.

Phases: 1 = Conception, 2 = Planning, 3 = Implementation, and 4 = Termination

Analyzing

results

Developing a

project plan

Getting your

plans approved

Obtaining

approval for

implementation

Building and

testing

prototypes

Do any

training that

may be

required

Have resources

available when

needed

Prepare others to

maintain the

system

Celebrate

milestones

Drafting a

tentative

schedule

Hold team

meetings on

progress

Preparing

proposals

Celebrate

success

Developing a

basic budget

with ballpark

figures

Keep

communication

about the

project flowing

Preparing

schedules in a

sequence

Complete tasks Establishing a

need

Keep

stakeholders

informed

Release

resources

Conducting

studies and

analyses

Evaluate the

project results

Let go of the

project

Searching for

alternatives

Designing

systems

Finding a

sponsor

Listing tasks to

be done

Setting goals

Determining

feasibility

Finding

support for the

idea

Make decisions

as a team

Thank team

members

Drawing up a

budget

Getting an idea Naming the

project team

Track

expenditures



22

Matched Stages

Your table of responses should look something like this:

Analyzing

results

2 Developing a

project plan

2 Getting your

plans approved

2 Obtaining

approval for

implementation

2

Building and

testing

prototypes

2 Do any

training that

may be

required

3 Have resources

available when

needed

3 Prepare others to

maintain the

system

4

Celebrate

milestones

3 Drafting a

tentative

schedule

1 Hold team

meetings on

progress

3 Preparing

proposals

1

Celebrate

success

4 Developing a

basic budget

with ballpark

figures

1 Keep

communication

about the

project flowing

3 Preparing

schedules in a

sequence

2

Complete tasks 3 Establishing a

need

1 Keep

stakeholders

informed

3 Release

resources

4

Conducting

studies and

analyses

2 Evaluate the

project results

4 Let go of the

project

4 Searching for

alternatives

1

Designing

systems

2 Finding a

sponsor

1 Listing tasks to

be done

2 Setting goals 2

Determining

feasibility

1 Finding

support for the

idea

1 Make decisions

as a team

3 Thank team

members

4

Drawing up a

budget

2 Getting an idea 1 Naming the

project team

1 Track

expenditures

3



23

Session Seven: Selling a Project

You may be waiting for your manager to let you know of some upcoming projects.

However, you don‘t need to rely totally on their initiative to begin planning a project. If

your project ideas are firmly supported with a detailed proposal, then you will be able to

sell your project idea to your managers and stakeholders within your organization.

In this session, we develop a strategy for getting good ideas noticed and how to rally the

support needed to get them started. We encourage you to describe some ideas you have

for new projects that could benefit your business organization.

Tom Peters

Tom Peters, one of the darlings of the business world, has written a lot about projects. He

says that if you get assigned a project, get excited about it, not defeated. In fact, he

suggests we take any project that is given us, and figure out a way to make it even better;

not necessarily bigger, but better.

―Never, ever, accept a project or assignment as it is given. Resist the status quo.‖

Peters also says that if you haven‘t been assigned a project, but you can see the

possibilities, go out and find a project to tackle. Perhaps you got an idea as to how you

could redesign your boss‘s office for increased efficiency, or you were walking through

the mall and saw a wellness program advertised that you thought would work in your

office. Maybe you heard of something another organization or department is doing that

you think would work well in your own.

Project ideas are all around us and if you feel ready to tackle them don‘t wait for

someone to notice you. Bring your idea forward.

Selling Your Project

The question you have to ask yourself is, ―How will I sell it to my manager, or to the

powers that be?‖

It‘s pretty clear you must have the ongoing support of management and key stakeholders

before you initiate any project. This will involve both communication and negotiation

skills.



24

Start by determining why the project is worth doing. How do you believe it will benefit

the organization? Can you justify how the cost of the project (in time, money or other

resources) will be justified by the outcomes? Ask yourself:

Is there a need or an opportunity for this project?

What is the relative cost in time and money for this project?

Is there any risk of failure? What would this mean to me?

Can I get support for my project?

Will this project impact the bottom line profitability of my organization?

Remember, pet projects that are personally interesting but which will not benefit the

company or have a low priority for other people can negatively affect business.

Identify the stakeholders (all the people you have to get on board if this project is going

to be successful). What role will each stakeholder take in the project?

Can you find a project sponsor (someone willing to give you the resources you need to

move the project forward) for your idea?

The Priority Matrix

How do you get your own ideas accepted? How can you be sure these ideas are good

enough to push for? There are a number of ways you might do this but one of the most

useful is to create a visual reference to demonstrate our priorities.

For example, we might create a matrix to identify priority criteria for projects. I have

chosen three criteria to consider but there are other things you might want to consider as

well, such as ―Will my manager support this project?‖ If your manager does not support

your project it is usually dead in the water.

Project

Benefit

A

Easy to do

B

Contribution

to priority

area

C

Total

A+B+C

A

B

C

D



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Filling Out the Matrix

You can make this work by assigning points to each criterion, say on a scale of 1-10, or

you may assign points depending on their overall value.

For example, the ―Contribution to priority area‖ may rate 15 points, while ―Benefit‖ rates

10 points, and ―Easy to do‖ rates 5 points.

Project

Benefit

A

(10 points)

Easy to do

B

(5 points)

Contribution to

priority area

C

(15 points)

Total

A+B+C

A 7 5 0 12

B 7 3 10 20

For project A for example, you may feel the Benefit rates 7/10 points, it is very Easy to

do so you give it 5/5, but the Contribution it would make is not really a priority in your

department so it gets no points there. It would only get perhaps 15 out of twenty points.

On the other hand, Project B would be quite beneficial, so you will give it a Benefit of

7/10, but it isn‘t so Easy to do, so it gets 3/10. Nevertheless, it is in a Priority area so it

earns a 10/15. Thus its total score is 20.

Now, deciding between the two projects is easy; the one that scored 20 should be the

project to do.



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Identifying the Quadrant

There is another matrix we can use. Draw two bisecting lines; one is for a high payoff vs.

a low payoff. The second bisecting line is for difficulty vs. ease of doing a project. Mark

each project in the appropriate quadrant.

Which would you consider a priority? A is 1st; C is 2

nd; B a low 3

rd; and D 4

th.

These are simple matrices but they can sometimes help you make a decision you have

been wrestling with.

Difficult to

do

Easy to do

High pay-off

Low pay-off

1 2 3 4 5 6

1

2

3

5

6 A

B

D

C



27

Making Connections

Prioritizing Projects

As an exercise, list a couple of ideas you might have for projects.

1.

2.

3.

4.

Then fill out this a priority matrix and identify which project is the most feasible.

(Don’t forget to assign weights to each category.)

Project

Benefit

A

( ____ points)

Easy to do

B

( ____ points)

Contribution to

priority area

C

(____ points)

Total

A+B+C

1

2

3

4



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Session Eight: Preparing Your Project

Once you have decided which project to promote to others and identified your vision and

goals, there are some considerations you want to be prepared for. You can impress your

decision makers if you are well-prepared to answer any questions that have about your

project plan. This being said, you need to perform extensive research about your project

topic even though you might not be able to gain support.

In this session, you have the opportunity to make some preparations in terms of such

things as garnering support or overcoming common hurdles. You can use this opportunity

to begin planning how you‘ll obtain ―buy-in‖ from your managers.

Exercise: Researching Ideas

Once you have decided which project to promote to others and identified your vision and

goals, there are some considerations you want to be prepared for. We have listed the

considerations below.

For this exercise, respond to the following statements keeping in mind your own

project and your own industry.

Anticipation: How might I anticipate objections to my idea and thus be better

prepared to overcome them?

Assistance: In what ways might other persons or groups be of help to me in

applying my idea?



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Location: What places or locations might be advantageous for putting my idea into

practice?

Timing: In what ways might I take advantage of special times, days, dates, etc. for

implementing my idea?

Precautions: What ways might I use to pre-test my chosen idea? In what ways

might I safeguard or fortify it to insure its effectiveness?

Rewards: In what ways might I reward others for helping me implement my idea?

Rewards are not necessarily money, but perhaps recognition like a creative gift.

How might these others benefit from implementation of my ideas?



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Our Responses to Researching Ideas

Your answers may be similar to these.

Anticipation

Brainstorm objections, either solo or within your team, and identify appropriate responses

that negate or overcome these objections.

Assistance

Look for ambassadors and supporters: people who have something to gain from seeing

your project completed or who can see the benefits of your project.

Location

Think of the person or persons you want to persuade. Would your pitch work better in the

person‘s space or in some neutral location like the cafeteria or the board room?

Timing

If you know your person well, would they prefer to discuss a project over lunch or at the

end of the day? Fridays are often more open and informal. Just before a holiday might get

you a hearing but will it then be forgotten?

Precautions

Remember the old proverb, ―A stitch in time saves nine.‖ One possibility is to run it by

an external contact or someone from another department. Perhaps you know somebody

who can be counted on to spot the flaws in any argument. Their black hat thinking could

be useful here.

Rewards

Don‘t forget the magic of a simple thank you or of public recognition in front of peers.

Hand-written notes of thanks are appreciated. And of course if the project pays off

handsomely, then a more substantial financial reward might be appropriate.



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Session Nine: The Role of a Project Manager

The characteristics and qualities of a project manager should be evaluated by the type of

performance they demonstrate. Taking on projects requires managers to be

knowledgeable in the field or industry from which the project ideas come from. As well,

they must be able to manager people; this means having excellent communication,

delegation, and leadership skills.

In this session, we focus on the part filled by the project manager in terms of

responsibilities and key characteristics. A highly skilled project manager can make even

the most troublesome issues a positive opportunity for their team.

A Project Manager’s Skills

However it happens, working on a project can be extremely rewarding. Since projects are

usually set up to accomplish an important purpose, the success of a project can do

wonders for a supervisor‘s career aspirations.

As a project manager, you need a clear idea of what you are to accomplish. So what do

you do?

First of all, sit down with your supervisor to discuss in some detail his or her

expectations. Try to get down on paper exactly what your goal is, what the project is to

accomplish, how long you have to complete it, how many staff members are to be

involved, to whom you must report, and so forth.



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Improvement Proposal Form

This improvement proposal form is used to identify a particular problem or opportunity

and the benefits of working toward the proposed improvement. There is also an approval

section to be filled out by the current manager.

Improvement Proposal

Part 1 – To Be Completed By Proposer

From (proposer): Date:

To (manager): Department:

Idea/Problem/Opportunity for Improvement: Measure(s) of Success:

Anticipated Benefits of Tackling this Project:

Part 2 – To Be Completed By Your Manager

Yes No If No, provide details.

This proposal is within my authority:

This proposal is approved:

Agreed sponsor:

Agreed team leader:

Agreed facilitator:

Signed:



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Selecting the Project Team

If the project team is to be members of your department, hold a meeting to discuss the

upcoming effort and define the objectives. Give project assignments based on what your

staff members are capable of handling.

If you are charged with the task of selecting a project team, you should consider exactly

what skills will be needed before making any team assignments. (Team selection is

discussed in detail in the Advanced Project Management course.)

A successful project manager must be flexible enough to move from task to task with

ease. As a group, discuss the role that the project manager plays in managing the project,

as well as dealing with the sponsor. The group should identify the PM as having

leadership qualities. Then, discuss the all-encompassing role of the PM. It may be helpful

to look at wide variety of skill sets needed by a project manager.

Making Connections

Roles of the Project Manager

What do you consider to be the five most important skills for a project manager to

possess?

1.

2.

3.

4.

5.



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Project Manager Roles

In terms of roles, the key point is that the project manager should project leadership

qualities.

For the qualities for the project manager, any of the following are considered essential:

All encompassing

Goals met as soon as possible (product, time, and money)

Applies knowledge, skills, and techniques

Balance competing demands

Work with a mixture of people/technology

Multi-task

Define the scope of the project

Define goals you can meet and keep them

Time management

Management identity clusters

Strong project management identity

Good at documenting steps

Self-confidence

Flexibility



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Session Ten: Project Goals

Goals and objectives are important to project success. They are the heart and purpose for

creating a project. As you develop your project team, there needs to be common vision

established to ensure everyone has the same expectations. Taking time to set project goals

is essential if you want to develop a high-performance team.

In this session, we examine the qualities that will help you become successful in attaining

your goals and targets. We consider a useful acronym for setting SMART goals.

SMART Goals

Goals and objectives are important to project success. They are the heart and purpose for

creating a project. Any project you undertake must make sense in terms of an overall goal

that benefits people in some way. You should be able to clearly describe the outcomes,

deliverables, and benefits to stakeholders and end users. You must make certain your

manager has described those goals to you in very clear terms, or if that hasn‘t happened,

that you go back to him/her for clarification.

In management text books, we have been taught that goals must be SMART.

Specific

Measurable

Action-Oriented / Attainable

Realistic

Time-limited

When we are working on projects, we have additional criteria to remember, particularly

that goals must be agreed upon and come with clear responsibility.

Project goals should provide all of the criteria you need to evaluate your success in

completing the project. These criteria include measuring time, costs, and resources to

achieve your desired outcomes.



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Six Parts

There are six parts to any good project goal:

Project goals need to be reviewed periodically to make sure you have consensus as you

move from stage to stage in a project.



37

Making Connections

Your Project’s Goals

Take some time to think about your own project and outline some targets here.

Goal 1

Goal 2

Goal 3

Goal 4

Now evaluate your goals. Can you say YES to each of the following questions?

Does it follow the six points of project goals?

Would all team members agree on this goal?

Is the goal attainable?



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Session Eleven: Laying Out the Project

It is a standard practice of most business organizations to develop a statement of work

(SOW) to reference as they progress through their project. This charter details the every

aspect of the project; the elements that are directly related to the objectives and results of

the project. In general, project managers develop the SOW for their team members to

follow, with periodical evaluations of their performance. The project team should be

aware of risk management procedures, as well as talent management techniques.

In this session, we provide detailed information about the SOW framework elements.

You are given a chance to begin planning your SOW for your own organizational project

you‘ve discussed previously in the course.

The SOW

The terms ―Project Charter‖ and ―Statement of Work‖ (SOW) are often used

interchangeably. Many companies use the word ‗charter‘ to refer to the document that is

actually the SOW.

The Project Management Institute (PMI) uses the term Charter to refer to the

announcement that recognizes the authority of the project manager. The SOW, on the

other hand, is the formal project definition document. This is an important distinction

between the two.

The SOW is a formal project management document that establishes expectations and

agreements about the project. It is not a contract but a tool for clarifying responsibilities

and working relationships among project stakeholders.

As you work on your SOW, it becomes an opportunity for you see whether they truly

understand their project. A SOW can be anything from a one or two page document to a

100 page tome.



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At its minimum, a SOW would include the following elements:

1. The purpose statement

2. The scope statement

3. Project deliverables

4. Goals & objectives

5. Strengths, Weaknesses, Opportunities, and Threats, SWOT

6. Cost & schedule estimates

7. List of stakeholders

8. Chain of command

9. Assumptions & agreements

10. The communication Plan

The Purpose Statement

Why are we doing this? The answer to this question should be clearly spelled out in this

section. In addition, the business case for the project is referenced but not necessarily

detailed. (If you need a business case for a project it is typically done in a separate

document, often called a cost-benefit analysis.)

The Scope Statement

What is included in this project? The scope statement clearly defines what the project will

and will not do. The relationship of the project to other priorities or business endeavors

should be mentioned here as well, especially if this is a sub-project of a much larger

project.

How big is this project? Sometimes little projects like cleaning off a desk lead to big

projects like reorganizing an office. Be prepared for ―project creep.‖ Any of you who

have ever done a home renovation project knows about project creep.

For example, you wanted a new railing on the back steps but before you could put on the

railing, the step had to be repaired and painted. Then when you started to repair the step

you realized it would be better to use cedar rather than spruce, so the whole step had to be

torn apart. Once the step had been rebuilt, and you got the railing on, you realized the

whole thing needed a coat of paint, and since you were going to paint the step and the

railing, you might as well do the whole deck, and…

The Project Deliverables

What results are we to achieve or what are we to produce? This helps focus the team on

outcomes. The intermediate as well as the final deliverables should be mentioned by

name. Even regular status reports, change requests, and other reports should be specified

as part of the deliverables.



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The Goals and Objectives

Outline specific goals to be met. This section defines the criteria for success. Not only

will the on-time and within-budget criteria be specified, all the other goals should be

listed here as well. (Example: New customer sales will increase by 25% within four

months of introducing the new Web site.)

Make sure you include all aspects:

Big Picture - Little Picture

Corporate Goals - Departmental Goals

Long Term Goals - Short Term Goals

If your team does not know what the project will ultimately do, how do they know what

impact it will have in terms of scheduling, budgets, outcomes, and how the termination/

roll-over will impact their department?

Another way to think of this is the ―Snapshot of Success.‖ What will this project look like

when it is completed to your satisfaction?

SWOT

The SOW should also briefly review the big picture in terms of the organization‘s

Strengths, Weaknesses, Opportunities, Threats (SWOT).

The rationale for this is that projects, just as regular work, flow back into the organization

in terms of what business we are in, where we are going and how we are going, to get

there from here.

An Example of a SMART Goal

―The XYZ project will be complete to final report stage using allocated resources not to

exceed $5,000, as detailed in the project outline, by July 1, 2010.‖

This follows the SMART format that we just discussed. It is specific in detail, measurable

by date and resources, achievable (the specifics have been agreed to), realistic (because

these have been reviewed and agreed to), and timed as the project end date is July 1,

2010.

Cost and Schedule Estimates

Prepare a draft budget. This section provides rough but well researched estimates of both

the costs and the schedule for the project. You should be able to answer the questions,

―How did you arrive at that figure for the budget?‖ and ―How was the deadline

determined?‖ in this section of the SOW.

Projects are usually done in addition to regular work, so having an idea of how much

time, materials, and other resources are required can be a very smart move. A fairly



41

simple way of getting an idea of costs is to figure out how much time will be required and

how much that person‘s time costs per hour.

List of Stakeholders

Who will be involved? Here is where you identify all the key influencers such as

managers, sponsors, etc. At a minimum you should include the names and roles of the

project manager, key project team members, the sponsor, managers with an interest in the

project, and the customer contacts.

The Chain of Command

The section defines who reports to whom on this project. A project organization chart

would be useful here. Another useful tool is a responsibility matrix (a table that defines

the important roles and responsibilities on the project). Such a matrix is important

because projects often cross departmental and even organizational boundaries. If this isn‘t

spelled out, conflicts about decision-making and who does what can derail a project.

Assumptions and Agreements

What prior assumptions and agreements are in place? Any assumptions that limit the

project or agreements that form the basis for interaction should be detailed here. Don‘t

leave anything out that could affect the future management of the project. If you want the

project to be a success, all side agreements must be agreed to in the SOW.

(This is difficult to explain, but there are all sorts of unspoken assumptions floating

around that do not ever get explained. Try to dig and probe tactfully to see whether your

manager has made commitments that he/she hasn‘t told you about.)

The Communication Plan

Who will we communicate to? What basic reports will be produced and how often? What

meetings will be held, particularly during the planning phase? Specify frequency,

audience of all meetings and status reports. Large projects may require more detailed

communication plans.

You will likely be in charge of the formal communication. Who needs to know and who

should be kept informed periodically? While you don‘t want to send info to people who

won‘t know what you are talking about, omitting someone from the information loop is a

great way to ruffle feathers unintentionally. Try not to do this.



42

Making Connections

Creating Your SOW

Take some time in creating a minimal The Statement of Work for the project you’re

working on.

Purpose Statement:

Scope Statement:

Project Deliverables:

My project has these goals:



43

My project has these tasks: Cost Schedule



44

Stakeholders will include:

The chain of command will look like this:

Assumptions and agreements that have already been made:

My communication plan:



45

Project Planning Worksheet

Once the SOW has been completed, the Project Planning form doesn‘t pose much of a

problem. We have included a sample form below with additional information.

Basics

Name of Project: For some reason, it really helps to give a project a name. It sets it apart from regular work and creates positive energy.

Brief description and overall benefits: If you can describe your project and how

it will benefit the department, or office, you are well on your way to a successful

project. If you can‘t describe it, you need to think it through further or find more

information.

Project Number: Not always applicable

Priority rating: Not always applicable

Request Date: When were you tasked with this project?

Time Management

Time targets: When are you or did you start? When are you expected to finish?

What are the primary objectives of the project? Refer to our discussion on the Scope of Work.

What are the secondary objectives that may be accomplished if all goes well? These may not have been identified by your manager but you can see them as

benefits. They are not the main reasons for doing this project but they are still

worth mentioning

Milestone descriptions and dates (short-term goals along the way to completion).

For example, when you are preparing for your parent‘s anniversary, you may have

several milestones, such as putting together the invitation list, sending the

invitations, completing the menu plan, and decorating the hall.

How will you plan your time so you can still get your other work done? Only you can answer this one, but you should have an answer and a plan in place.



46

Cost Controls

Budget or Estimate (estimate in terms of dollars or hours): We discussed this under scope of work. You are more valuable to your manager when you are aware

of what projects cost.

Cost milestones and dates: You may decide to divide the money/budget up on a monthly basis or on a resource basis, but having some milestones in place can

help you determine how well you are doing. For example, if you‘ve spent most of

your Christmas gift budget and you still have most of your people to still buy for,

you‘re in trouble.

Financial benefits to be obtained: Are there any? Don‘t say no too hastily.

Costs include: All external? All internal? (Are external resources required?)

How do you plan to keep time or dollar costs under control? What can you do to make certain the budget stays within its bounds? This is like going grocery

shopping with a list.

Results Expected

Specific objectives/results expected in order of importance: Already discussed in the SOW.

Are there any constraints you are aware of? Already discussed in the SOW.

Plan for Control of Results: Probably not in your hands, but try to answer anyway.

Plan to minimize risks: Again, some risks will be beyond your control. Others you may be able to keep in control if you know about them.

Approvals

Project Manager

Project Manager's Supervisor

If possible, get your project plans approved by your manager. This not only protects you, but it helps clarify exactly what you are expected to do. Sometimes

this helps you manager too, who has not yet taken time to think through a project

he/she has just passed off to you.



47

Making Connections

Your Project Planning Form

Once the SOW has been completed, the Project Planning form doesn’t pose much of

a problem. Take some time to complete the Project Planning Worksheet.

Basics

Name of Project: _______________________________

Brief description and overall benefits:

Project Number ________ Priority rating __________

Request Date ________ Other Reference dates __________

Time Management

Time targets: Start ________ Finish _________ Accuracy ________

What are the primary objectives?

What are the secondary objectives?



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Milestone descriptions and dates:

Plan for Time Control:

Cost Controls

Budget or Estimate __________ Accuracy __________

Cost (Budget) milestones and dates

#1 _____________________________________________

#2 _____________________________________________

#3 _____________________________________________

Financial benefits to be obtained

Target product cost _________ Cost per day of delay __________

Costs include: All external? Y/N All internal? Y/N

Other?________________________________

Plan for Cost Control:



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Results Expected

Specific objectives/results expected in order of importance

For further details, refer to documents:

Constraints on Solutions

Plan for Control of Results

Tradeoff guidelines

Approvals

Project Manager

Project Manager's Supervisor



50

Writing Reports

Often, you will need to prepare a number of reports while planning and executing your

project. The purpose of a report is to convey information and ideas, and sometimes to

make recommendations.

A good report is:

Easy to understand

Always clear

As long as it needs to be (and no longer)

Complete with all necessary information

Correct

Four Stages in Report Writing

All report writing should follow four basic stages.

Investigation

Here the purpose of the report is clearly defined. Guided by this, all necessary and

relevant information is collected.

Planning

Information is presented in a logical sequence. The basic structure of a report looks like this:

Introduction

Body or Discussion

Conclusions

Recommendations (if you have any)

Writing

Information/ideas presented clearly, concisely, completely, and correctly, using simple

words in short sentences. In essence, it is written for the reader.

Here are some layout tips:

Use plenty of space.

Use headings that reflect what the next section contains.

First paragraph in each section/sub-section should extend/expand the heading,

followed by short, crisp, readable paragraphs.

State facts clearly (unbiased) and describe the sources/methods used.

Use graphics and illustrations, provided these are captioned.



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Revising

Prior to final production, a thorough and relentless check is made of the first draft of the

report. Check facts, length, organization, style, spelling, grammar, and punctuation.

Basic Formats

When creating documents you can use two approaches in present your recommendations.

Which you chose may depend on the requirements of your business, or your preference.

Indirect Approach

This approach presents the evidence in a more logical way, so that detailed

recommendations come last. It is used when it is necessary to build your case, leading to

controversial recommendations. A synopsis or executive summary is often used to

highlight principal recommendations at the beginning of the report.

1) Executive summary

Major results/findings

Principal recommendations 2) Introduction

Statement of the problem

Purpose of the report

Background

Methods used

Organization of the report 3) Body/discussion

Results/findings

Analysis of results

Alternative solutions

4) Conclusions

Relate to body

Most important first 5) Recommendations

List in order of importance

Direct Approach

In this approach, you deliver your recommendations up front and save the summary for

last.

1) Recommendations

2) Introduction

3) Body/discussion

4) Conclusions

5) Executive summary



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Session Twelve: Project Risks

What are the risks? How can you reduce risk on your projects? How can you manage risk

such that should problems arise, you will be prepared for them? These are all questions

to consider when planning a project. Project managers need to effectively communicate

to their team members their plan for risk control. As well, the entire team should be

learning active listening and questioning techniques to aid in group development.

In this session, we identify types of risk commonly encountered by business project team.

We encourage you to complete a risk inventory that measures your attitude toward risk,

and the limits you‘d impose on yourself. We also review issues of project constraints.

Risk Inventory

To complete this inventory, read each trait description and assess your management work

on the basis of whether or not the trait description applies to you (most of the time), then

circle the appropriate answer. (Be aware that looking for hidden meanings will not

improve the value of your self-rating. Your first reaction is probably your best.)

Trait description

1. Taking management risks makes good sense only in the

absence of acceptable alternatives.

Agree Disagree

2. I generally prefer stimulation over security. Agree Disagree

3. I have confidence in my ability to recover from my mistakes,

no matter how big.

Agree Disagree

4. I would promote someone with unlimited potential but

limited experience to a key position over someone with

limited potential but more experience.

Agree Disagree

5. Anything worth doing is worth doing less than perfectly. Agree Disagree

6. I believe opportunity generally knocks only once. Agree Disagree

7. It is better to ask for permission than to beg for forgiveness. Agree Disagree



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8. Success in management is as much a matter of luck as

ability.

Agree Disagree

9. Given a choice, I would choose a three thousand dollar

annual raise over a ten thousand dollar bonus, which I had

about a one-in-three chance of winning.

Agree Disagree

10. I can handle big losses and disappointments with little

difficulty.

Agree Disagree

11. If forced to choose between them, I would take safety over

achievement.

Agree Disagree

12. Failure is the long way to management success. Agree Disagree

13. I tolerate ambiguity and unpredictability well. Agree Disagree

14. I would rather feel intense disappointment than intense

regret.

Agree Disagree

15. When facing a decision with uncertain consequences, my

potential losses are my greatest concern.

Agree Disagree

Scoring

If you agree with 2, 3, 4, 5, 10, 13, and 14, give yourself one point.

If you disagree with 1, 6, 7, 8, 9, 11, 12, and 15, give yourself one point.

Total Score: ______________



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Plotting Your Score

Where does your score fall on the risk scale?

How did you measure up?

The average score is around 8

Very cautious is in the range of 0-4

Cautious is 5-8

Willing to take some risk is 9-11

Willing to take high risks is 12-15

Do you Agree with this Assessment? Why or why not?



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About Risks

There are three types of risks:

The known risks are those that you or your stakeholders (such as your manager)

can identify from experience.

Then there are the predictable risks, those that might occur. This is your instinct rather than something concrete that tells you to be on the lookout.

Finally, there are the things that we just didn‘t count on—the stuff that happens. You simply can‘t predict everything.

The most common risks to be considered include:

Funding: It may get cut or dry up.

Time: Other projects may land on your desk at the same time.

Staff: The people you were relying on get sick, quit, or get assigned to another project.

Customer relations: You may have customers from other departments, or external customers, whose needs conflict with this project.

Project size or complexity: The project gets more complex than originally

intended.

External factors (such as weather).

Reducing Risks

The nature of risk is dualistic involving uncertainty (something may or may not happen),

and loss (the event has unwanted repercussions).

How can you reduce risk on your projects? How can you manage risk so that should

problems arise, you will be prepared for them?

Ideas include:

Talk to your manager about risk.

Learn from past projects.

Get information from others who have done similar projects and gather differing perspectives. This isn‘t the time to bury your head in the sand.

Analyze the probability the risk will occur, and try to figure out what the impact will be. Assign a number on a scale with one being the lowest probability/impact

and 10 being the highest probability/impact.

Now develop a response plan for those risks that are most probable, or have the

greatest impact. Include this response in your SOW.



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For this reason, project managers must plan for risk. This isn‘t the time to bury your

head in the sand. A project manager must:

Identify potential problems and confront them before they occur. Preventative management is often easier and cheaper than reactive management.

Focus on the project‘s goals and look for things that may affect quality throughout

the lifecycle.

Identify potential problems early in the planning cycle.

Involve personnel at all levels of the project.

Possible Sources of Risk

Risk Source Typical Considerations

Funding / Budget Are the funds / Is the budget in place for this project?

Time / Schedule Is there a reasonable amount of time in which to complete the

project?

Customer Relations Does there exist a good-will climate?

Project Size or

Complexity

What is the scope of the project?

People/Staff Are they available?

Are they committed?

Are they skilled?

Do they know what is required of them?

Technological Is the technology proven?

Is it reliable?

Is it available?

Is it understood?

Political Is the need for the project agreed on?

Does the sponsor control the stakeholder group?

Are negative stakeholders influential?

Is communication with stakeholders good?

Financial Am I in control of project funds?



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Contractual/Legal Am I, or is my company, contractually or legally liable for the

failure of the project?

Physical Are there any physical risks inherent in undertaking the project

tasks?

Environmental How can the weather affect my project?

What geological factors might put my project‘s success at risk?

Facilities / Equipment Will there be sufficient resources with which to complete the

project?

Making Connections

Creating Risks

Can you think some other risks that are perhaps not so common? Take a moment

to come up with some and list them here.



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Constraints

A constraint is something that will limit the project. It is a known factor and something

that is considered in the project planning.

Constraints that can bring great projects down to earth fast include answers to questions

like these:

How much money is really available and when?

When must the project be completed?

What inside (internal) resources are required?

What outside (external) resources are required? Can you afford them?

Can you get consensus among project members and stakeholders that the project

is important and deserves your time and attention?

What are you willing to settle for that will still meet your needs? Is there a way to do it cheaper or with fewer resources?

Then the constraints come down to the following issues:

The budget

The schedule

The people

The world beyond

Facilities and equipment

All of these constraints should be well documented in your SOW.



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Session Thirteen: Contingency Planning

All experienced project leaders know that just because they‘ve spent hours designing

their SOW, everything can change in a moment. However, that risk does not have to be

major problem if there is a well-prepared contingency plan ready to implement. This

requires that the project team to take a pro-active risk management approach when they

are in the initial planning phases of their SOW.

In this session, we reveal information about creating safety net; a contingency plan.

Contingency planning is a critical aspect of project management, since even the most

successful business have realized the uncertainties inherent in the execution phase.

Three Pillars

Contingency planning is planning for a course of events that is other than what we want

or expect.

Contingency planning is based on three beliefs:

1. Something is always waiting to go wrong

2. What will go wrong will be what you least expect

3. It will hit harder than you thought possible

Contingency planning is a skill that has saved careers. The elaborateness of the

contingency plan will depend on how likely the possibility will be, and how risky it will

be not to have a back-up plan.



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Making Connections

Your Back-up Plan

Do you have contingency plans in place for the project you are working on or plan

to work on? If so, describe it. If not, use the space below to create one.



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Session Fourteen: What Really Needs To Be Done?

Simply jumping into the execution phase will not serve the long-term purposes of the

project. Project managers need to evaluate all of the specific tasks to be done by each

member. If you are part of a large organization, there should be leaders for every group

involved in the project; sales, IT, product development etc. The main reason for

identifying the critical activities of the project is to prepare a timeline and schedule.

In this session, we concern ourselves with task identification and resource management.

These activities are essential in order to develop a time-frame and a cohesive strategy for

executing the project plan.

Beginning to Plan

One of the toughest challenges as we begin planning a project is to identify all the

activities that we must do in order to see the project through to completion. Then when

we do begin listing them, we expect to be able to put them in the right order the first time

through.

People sometimes get bogged down in planning projects because they try to think of

everything logically and in the proper sequence. Unfortunately our minds don‘t always

work this way. The result? We write and rewrite our list many times. When you are

trying to plan a project, don‘t worry about sequence at first.

Getting Your Ideas Down

Use sticky notes and write every activity or task down as it comes to you. When you

think you have identified every task that you believe is part of the project, start trying to

put them in order. It can be a lot more fun to do it as a group rather than work on it all by

yourself, plus you are far more likely to have all the tasks identified.

As a way of making certain you have the tasks in the best order, start with the first

activity you have identified. Ask yourself what comes right before that step, and what

comes after that step.



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Exercise: Pete’s Construction

Before you begin your own project, let’s give Pete a hand. Pete is building a house

and he needs your help. We have given the tasks that Pete has identified that must

be done. Now he needs them in the right order.

Place a number from 1 to 24 in the box to the left of each task to indicate the order

in which it should be done.

Consult Architect Obtain Building Permit

Clear Land Excavate

Purchase Materials Pour Concrete Foundation

Construct Frame Sheath House

Roof House Paint Walls and Trim

Install Floors Lay-up Masonry Exterior

Install Doors and Windows Install Plumbing

Install Heating Put Up Wall Board

Install Electrical Wiring Install Interior and Exterior Trim

Back Fill Foundation Landscape

Paint Doors and Windows Grade Land

Obtain Bank Loan Install Insulation



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Organizing Pete’s Construction

Here is how we ordered the list:

1) Consult architect

2) Obtain bank loan

3) Obtain building permit

4) Clear land

5) Excavate

6) Pour concrete foundation

7) Purchase materials

8) Construct frame

9) Install doors and windows

10) Sheath house

11) Roof house

12) Install plumbing

13) Install heating

14) Install insulation

15) Install electrical wiring

16) Install floors

17) Lay-up masonry exterior

18) Put up wall board

19) Install interior and exterior trim

20) Paint walls and trim

21) Paint doors and windows

22) Backfill foundation

23) Grade land

24) Landscape



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Preparing a Basic Schedule

Now that we have our tasks neatly laid out, it‘s time to schedule them in to determine

how long the project will last. It is very important to include all affected members in the

scheduling process.

Some of the advantages of creating a schedule with banner paper and self-stick notes over

having a computer create a schedule using a software program include:

Everyone on the team participates in creating the schedule.

Scheduling conflicts between team members can be immediately resolved.

Everyone on the team understands who he or she will be depending on and who depends on them.

Team members know their own schedules and can adjust the start and delivery dates for their deliverables to best integrate with other commitments they have.

Everyone on the team understands the big picture and how their pieces fit into the

whole.

Some items that you will want to gather before starting the scheduling process:

Schedules of people that will be working on the project, including outsourced vendors. In particular, make sure you note times when they are very busy or may be

unavailable.

Vacation time for staff on the project.

Other projects that team members are involved in that may conflict with this project.

Schedules for materials and resources that will be required.



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Time Estimation

This formula is considered the standard for estimating time (Te):

To= optimistic time Tm= probable time

Tp=pessimistic time Te=calculated time

To start, go through and assign an optimistic, pessimistic, and probable time to each of

your tasks. These numbers will be derived from your experience and from the experience

of your staff. It is crucial that you get the best estimates possible to ensure the most

accurate scheduling possible.

Using the Time Estimation Formula

In the example below (from Pete‘s Construction) each number represents a number of

days. Pete has established the optimisitic time (To), the pessimistic time (Tp), the

probably time (Tm). Now, he needs to use the time estimation formula to calculate the

estimated time (Te).

For example, the estimated time to complete task #1 (Consult architect) would be:

To+4Tm+Tp = 2+4(6)+8 = 34 = 5.7 or 5 full days

6 6 6

Practice using the formula and calculate the other time estimates in the chart.

Task # Task Name To Tp Tm Te

1. Consult architect 2 8 6

2. Obtain bank loan 1 10 5

3. Obtain building permit 5 14 10

4. Clear land 1 4 2

5. Excavate 1 4 2

To+4Tm+Tp

6



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6. Pour concrete foundation 1 4 2

7. Purchase materials 1 5 3

8. Construct frame 2 6 4

9. Install doors and windows 3 8 6

10. Sheath house 2 5 3

11. Roof house 2 5 3

12. Install plumbing 5 10 7

13. Install heating 1 5 3

14. Install insulation 1 4 2

15. Install electrical wiring 2 6 4

16. Install floors 1 5 3

17. Lay-up masonry exterior 5 20 10

18. Put up wallboard 1 5 3

19. Install interior and exterior trim 3 7 5

20. Paint walls and trim 2 7 5

21. Paint doors and windows 1 4 2

22. Back fill foundation 1 2 1

23. Grade land 1 5 2

24. Landscape 1 5 3



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Our Time Estimations

Here are our calculations.


1. Consult architect 2 8 6 5

2. Obtain bank loan 1 10 5 5

3. Obtain building permit 5 14 10 9

4. Clear land 1 4 2 2

5. Excavate 1 4 2 2

6. Pour concrete foundation 1 4 2 2

7. Purchase materials 1 5 3 3

8. Construct frame 2 6 4 4

9. Install doors and windows 3 8 6 5

10. Sheath house 2 5 3 3

11. Roof house 2 5 3 3

12. Install plumbing 5 10 7 7

13. Install heating 1 5 3 3

14. Install insulation 1 4 2 2

15. Install electrical wiring 2 6 4 4

16. Install floors 1 5 3 3

17. Lay-up masonry exterior 5 20 10 11

18. Put up wallboard 1 5 3 3



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19. Install interior and exterior trim 3 7 5 6

20. Paint walls and trim 2 7 5 5

21. Paint doors and windows 1 4 2 2

22. Back fill foundation 1 2 1 2

23. Grade land 1 5 2 2

24. Landscape 1 5 3 3

Float Time

In almost every project, we have to account for Murphy‘s Law: ―If something can go

wrong, it will.‖ The float time is the cushion you build into projects so Murphy‘s Law

can be accommodated.

Pad your timelines a bit to allow for contingencies. Rather than adding a bit to each step

it may be more useful to just add a bit more time before the project is to be due. One of

the big problems with project planning is that you cannot foresee or totally control the

future.

Scheduling Checklist

As you are developing your project schedule, ask yourself who your readers will be:

How much information do they need (big picture or details)?

What form of schedule do they want or expect to see?

Should I create customized versions of the schedule for certain audiences, or for display purposes?

Remember that a schedule is first and foremost a communication tool. Its purpose is to

keep everyone aware of what should be going on. If people can‘t understand it, it is

useless.



69

Choosing a Planning Tool

And, it doesn‘t matter what planning tool we use, each version should be dated so you

can relegate old versions to the project file or the wastebasket. Nothing is more confusing

than to have two Action Planning Workshops or Milestone Charts for the same project

with no idea which one you should be following.

What are some of your planning tool options?

Work breakdown structure

Milestone calendar or chart

Gantt chart

PERT/CPM diagram

It doesn‘t matter what planning tool we use, each version should be dated so you can

relegate old versions to the project file or the wastebasket. Nothing is more confusing

than to have two Action Planning Worksheets or Milestone Charts for the same project

with no idea which one you should be following.

Activity Scheduling

New project managers often just try to schedule activities in sequence, one after the other.

However, you can save a lot of time and money by creating a plan that has several

activities happening at the same time. However, if you try to get things done too quickly

you may end up with confusion and bottlenecks.

Figuring out what project activities can occur simultaneously is a job for a veteran. If you

must figure it out for yourself, break the tasks down into as much detail as you can to

avoid unforeseen project activities or costs.



70

Making Connections

Planning My Project

Use the space below to list the tasks that must be done in order to complete your

project.



71

Scheduling My Project

Now that you have your tasks laid out, place them in order, determine some

reasonable time variables, and using the time estimation formula assess the time to

completion for each task. Remember the formula.

Task Task Name To Tp Tm Te

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

To+4Tm+Tp

6



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Session Fifteen: The Work Breakdown Structure

As your team continues to progress through the project, they should view milestones as

an important opportunity to evaluate how things are going, as well to celebrate their

achievements. Identifying milestones in the project is important for adhering to a

schedule, as well as making sure that the tasks are being performed to a set standard.

Preparing a work breakdown structure gives your team a guide for their progression.

In this session, we focus on the importance of dividing the activities of the entire project

into smaller, more manageable, tasks. We provide you with an example of a work

breakdown structure, and we also ask you to create one for your own project.

About Milestones

A Work Breakdown Structure is simply taking the milestones and breaking them down

into the tasks required to reach each milestone. The idea of a Work Breakdown Structure

(sometimes called Product Breakdown Structure) is to break larger tasks (milestones)

down into smaller tasks (activities) or individual components.

Milestones signify a key accomplishment in your project. They are markers for

summarizing work that has been done, not individual tasks. One advantage of a milestone

chart or calendar is that it can be posted for everyone to see.

To demonstrate, for a project of planting a garden, if one of your milestones is ―seeds

arrive,‖ you may have had several tasks to do before your seeds arrived, including: gather

catalogues and look through them, plan the garden on paper, order the seeds. Plant seeds

may have been preceded by: till the garden, apply fertilizer and row up the soil.



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A WBS for a Newsletter Project

Here is an example Work Breakdown Structure for a newsletter project.



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Making Connections

Your Milestones

Come up with some possible milestones for your project and list them here. List

some tasks that likely would have had to have taken place prior to that milestone.

Milestone:

Prior Tasks:

Milestone:

Prior Tasks:

Milestone:

Prior Tasks:



75

Session Sixteen: Planning Tools

A project manager will want to decide what type of project planning tool is the most

appropriate and useful for their team. There are a variety of planning tools, such as

project management computer software. Using modern technology to develop your visual

diagrams to demonstrate the proper progression through a project is beneficial for your

team. Designing a clear model of your work breakdown structure and timeline is

essential.

In this session, we detail the most popular project management planning tools. You can

use these methods to organize important information about the project, to ensure that

your team is following proper procedures and practices.

Two Basic Tools

Determining what material, resources, or support will be needed is an important part of

determining the budget for your project if the budget has not already been identified for

you.

We are familiar with many planning tools. We use them every day. They include:

The clock on the wall

The calendar in the lunch room

The planner on our desk

The meetings we attend

There are several planning tools that we will only have time to touch upon briefly. Our

main reason for including them is to help you become more familiar with them. There

won‘t be time to learn how to use all of them, and most of them are used with more

complex projects. However, this will give you a starting point, and some ideas.

Action Planning Worksheets

These can vary greatly in their complexity. The most basic ones show only those steps

required to complete a project. Additional information, such as the beginning dates,

targeted completion dates, cost estimates, and who is responsible, can be added to the

basic worksheet.



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Milestone Charts

Milestones signify a key accomplishment in your project. They are markers for

summarizing work that has been done, not individual tasks. One advantage of a milestone

chart or calendar is that it can be posted for everyone to see.

A Milestone Chart will be even more useful if you use it to chart your progress. This is

usually done by drawing a line in a different color under the original line to show actual

beginning and completion dates of each step, or if you are using a wall calendar, crossing

off each milestone in a different color when a task is done.

In this case, the documents have been prepared.



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PERT

A PERT diagram is a Program Evaluation Review Technique diagram. It is a diagram

that represents an added degree of sophistication in the planning process.

To draw one, list the steps required to finish a project and estimate the time required to

finish each step.

Objective: Publish a Work Planning and Review Workbook by September 1, 2008

Action Steps with Time Estimates:

1. Write draft 15 days 6. Proofread 3 days

2. Type draft 10 days 7. Make corrections 2 days

3. Proofread 5 days 8. Draw figures 5 days

4. Draw cover 5 days 9. Reproduce 15 days

5. Type final 10 days 10. Deliver books

Drawing the Diagram

With the next step, draw a network of relationships among the steps. The number of the

step is shown in a circle, and the time to complete the step is shown on the line leading to

the next circle.

Steps that must be completed sequentially are shown in the order that they must be

completed. Steps that do not rely on the completion of any others can be under way

concurrently and are shown outside the main sequence, bridging other steps.

A PERT diagram not only shows the relationship among various steps in a project, it also

serves as an easy way to calculate the critical path.



78

(The PERT Diagram can be made clearer by coloring each step as it is completed. Actual

time may be written over the estimated time to maintain a running tally of actual versus

planned time along the critical path.)

Finding the Critical Path

A PERT diagram not only shows the relationship among various steps in a project, it also

serves as an easy way to calculate the critical path.

The PERT diagram and the CPM (Critical Path method) are very similar, and they are the

most common forms of showing networks, or interrelationships among tasks. They just

display information differently. They are sometimes called the PERT/CPM activities.

The critical path shows the shortest amount of time needed to complete a project.



79

Gantt Charts

Gantt charts are bar charts that show activities as blocks of time. These are extremely

useful; once you have calculated the estimated duration for your project, you should fill

in one of these.

Acti

on

Ste

ps

1

2

3

4

5

6

7

8

9

10

1 April 15 April 1 May 15 May

Dates

Here is a computer-created Gantt chart.



80

The Network Diagram

The Network Diagram is a tried and proven way to organize and sequence the steps in a

project. Anything but the simplest project should have a network diagram; it‘s a road map

for your project and you don‘t even need a computer to create one (but it sure helps on

big projects). However, it‘s important to understand how to create your network diagram

manually before you let your computer do your thinking for you.

The network diagram shows the path of the projects, lists starting and completion dates,

and names the responsible party for each task. You should put your network diagram on

the wall where the whole project team can see it. Then, use a bright color to mark off

what has been done; this is a powerful way to communicate just where you are in a

project.

Visualizing Interdependencies

If you are the only person working on your project, you will probably complete your

tasks in sequence, one after the other, until the project is finished. However, if your

project involves more than one person, people will be working on different tasks at the

same time, and some tasks may depend on others to be completed before they can get

done.

These interdependencies can be hard to figure out in your head. That‘s when you really

need a network diagram—to help you picture how the pieces fit together.

Detailed task lists and a work breakdown schedule are a good start, but they don‘t draw

the complete picture. They aren‘t very effective when it comes to coordinating tasks and

resources. Network diagrams reveal the workflow, not just the work.

Articles

Written

Photos Selected

Create

Final

Layout



81

Drawing a Network Diagram

Creation of a Network Diagram involves five steps.

1) List the tasks.

List the tasks using your task list or your WBS (Work Breakdown Structure).

2) Determine connections.

Establish the interrelationships between tasks.

What precedes this task? (What other tasks must be completed before this one can get started?)

What tasks follow this task? (What tasks can‘t be started until this task is done?)

What tasks can take place concurrently with this one? (What tasks can be worked

on while this is being completed?)

3) Identify milestones. Milestones signify a key accomplishment. They are markers for summarizing work

that has been done, not tasks. If the project is small, you can even leave out the

milestones.

4) Lay out the tasks and milestones as a network.

Some experienced project managers start at the end point, the last task in a project,

and work backwards. However, there are lots of good arguments for starting at the

first task and moving forward. Your approach is a matter of preference.

5) Review the logic of the network. The network review process lets you see whether tasks are being done in a logical

sequence. Ask yourself:

Are the tasks properly sequenced?

Are all preceding tasks identified?

Are all the tasks necessary?

Are any tasks missing?

Do these tasks represent all that needs to be done in order to meet the project goals specified?

Other Things to Know about Network Diagramming

A rectangular box indicates a task. The number in the top right is the duration of the task.

The number at the left is the task number used for tracking.

A box with rounded corners is a milestone. Milestones do not have duration like a task

because they represent the completion of a series of tasks.

12 3d

This is a Task.



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Precedence is indicated by the sequence of tasks joined with a line and an arrow.

Concurrent tasks are shown in the same vertical plane and are not connected by lines or

arrows.

Two tasks that must be completed before a third can begin looks like this.

Numbering the Tasks

To make tasks and sequences easier to find in your network, be sure to identify each task

and milestone with unique numbers or other identification labels. In computerized project

management programs, tasks are always numbered and identified by task description.

The same method of identification or numbering used in the WBS is usually appropriate;

however, it is common in networks to skip numbers between tasks to allow flexibility in

the network when requirements for new or different tasks may become apparent later in

the project.

For example, instead of numbering tasks as 1, 2, 3, and so on, it might be better to

number tasks in relation to each milestone. For example, between task 10 and task 11,

you can number them 10.1 and 10.2 without disturbing the logical numbering sequence

of the original tasks. The numbering system should be flexible because projects almost

always have changes that need to be represented in the network.

Task 1A

Task 1B

Task 2

One Task

Unrelated Task

First Task Next Task

This is a Milestone



83

The Flow Chart

You‘ve probably seen a flow chart. It shows the flow of information or activities based

on different outcomes.

Here are the steps to making a flow chart:

1) Gather a group of people who represent the various parts of the process.

2) Decide where the process begins and ends.

3) Brainstorm the main activities and decision points in the process.

4) Arrange these activities and decision points in their proper order, using arrows to

show direction of flow.

5) As needed, break down the activities to show their complexity.

Here is an example of a flow chart focusing on a morning routine.



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Clothes Ready

Yes

Alarm goes off

Start Coffee

Bathroom Available

Yes

Shower

Yes

Get Dressed

Eat Breakfast

Car Available

Read Paper

Yes

Drive to Work

Park in Lot

Yes

Arrive at Work

N

o

Sleep Late

N

o Wait

N

o Iron Clothes

N

o

N

o

Watch TV

Take the Bus

N

o Park and Walk



85

Making Connections

What Tools Will You Use?

Looking at the project you presented in the pre-assignment and the tools that were

reviewed in this session, how would each tool help you as you plan your project?

What would you use the tool for?

How would the results be useful?

Action Planning Worksheets

Milestone Charts



86

PERT

Gantt Charts

The Network Diagram



87

The Flow Chart



88

Session Seventeen: Budgeting

Organizational leaders need to be well informed of the SOW and plans of the project

managers. They have to develop a budget that will allow the full completion of the

project, as it requires financial resources. The expenses can be identified and categorized

to make all stakeholders aware of the necessary commitment they need to demonstrate to

the team. Nothing can damper employee morale like finding out the project cannot

progress, due to a lack of finances.

In this session, we look into the foundational elements to prepare a project budget, as

well as a variety of types of budgets. Project managers should be aware of the costs of

equipment and human resources, and the authority needed to make budgetary decisions.

Exercise: Where are the Costs?

Think about one of the most important considerations in project management: costs. Take

a few moments to identify the cost components of a project.

Your answers could include:

Labor

Overhead

Materials

Supplies

Equipment rentals

Leases

General

Administrative, etc.



89

Budgeting Basics

Most projects run on a tight budget. Often, everything costs more and takes longer than

you expected it to. A common cause for this is that you or your manager had to put your

budget together in a hurry and key tasks got left out of the process.

Ideally, you will control the budget. More often than not though, you will have the

responsibility of tracking the budget, with no control over how the dollars get spent.

There are two methods of developing a budget:

Bottom-up budget: You and your team get to build the budget by hammering out costs, item by item.

Top-down budget: Senior managers estimate the costs and allocate that amount

to you for execution.

Building Your Budget

Perhaps the best type of budget combines both methods: you‘re given an amount and then

you build a bottom-up budget.

Try to build your budget in an orderly fashion, task by task, step by step. Identify the

costs (time, people, supplies, equipment, external consultants, etc.) associated with each

task/activity in your project.

Costs are tied to project goals. Do you want to go first class all the way, or will this be the

economy version?

Remember:

Costs are tied to time frames and schedules.

Doing things faster usually costs more money.



90

Making Connections

Time in a Budget

Why is time important when you are creating budgets?

In your answer you should be thinking in terms of needing enough time to make

appropriate estimates for tasks. If not enough time is allotted, the tasks cannot be

completed successfully.



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Cost is Time Sensitive

Costs are time critical and require expert input. Don‘t make ―guesstimates‖ about areas

you know nothing about. Ask the people who will be doing the work what their costs will

be. Get budget input from staff, outside service vendors, and other project managers who

have gone before you.

Who controls the budget? Whatever the arrangement, ask your project sponsor to sign off

on the final budget and any budget changes thereafter. However, try to come to some

arrangement so you can buy supplies and pay bills in a timely manner.

Creating and Controlling Your Budget

Remember to ask:

Can you get some signing authority?

Do you control petty cash?

Establishing a reliable budget is likely the most difficult task a project manager faces for

political as well as logistical reasons. Management personnel will rarely accept your

budget as reasonable; they will attempt to squeeze money from it, even if it means putting

the project at risk. You‘ll need to document and negotiate what you really need.

Your budgeting skills will improve after successful completion of several projects. You

want as much direct control of your budget as possible if you‘re going to be held

accountable for the project outcome.



92

Session Eighteen: Teamwork

So far in this course we‘ve referred to the project team, but we haven‘t identified how

they can effectively work together. Creating a high-performance team doesn‘t just

happen; it takes a conscious awareness of all members to respect behaviour standards and

live up to their commitments of the project. Communication is a key element of team

development, and you may be interested in considering team education seminars or

training.

In this session, we highlight the importance of teamwork and how to develop a common

vision among the members of your project team. We provide you with some tips to help

lead you team toward success.

Why is Teamwork Important?

One of the essential ingredients of a successful project is teamwork. Members of the

group must be all feel that they are working toward a common goal.

Therefore, assignments should be common knowledge to all participants. Each individual

should understand his/her own area of responsibility and know who is responsible for

other facets of the project. Unless this is clear from the outset, problems will occur,

involving hurt egos and/or assignments that are neglected because nobody knew who was

supposed to do what.

Giving assignments to team members shouldn‘t be any different from giving regular

departmental assignments, with one possible exception: now they are under a strict

deadline.

On long-term projects, it can be difficult to hold the interest of all team members.



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Making Connections

Keeping the Team

What are some ways you can think of to keep interest high and the momentum

going?

Possible answers could include:

Frequent meetings

Progress charts

Some fun along with the project

Recognition of work done



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Building a Winning Team

In the ideal world, when you are tackling a project that involves more than just you, you

would get to select the people with the right skills and the commitment to get the job

done. However, in the real world, you won‘t always have the advantage of being able to

choose every member of your team. Sometimes people are selected because they are

available, rather than because of their skill or talent.

Before you decide that someone on your team is incompetent, give him or her a chance.

People can often do more than you think they can. They‘ve just been waiting for a chance

to prove their ability.

Remember the self-fulfilling prophecy: if you believe they can do it, they can! Be

realistic about your team‘s ability, but don‘t wear yourself and everyone else down with

negative energy before the project starts.

Tips for Building Your Team

How do you build a team that works?

Define roles. You give teams a fighting chance if everyone knows what his/her roles and responsibilities are from the outset.

Define the required skills. Make a list of all the skills needed to complete each

task on your project.

Inventory your skills. Do a skills inventory of the people you have, to see where you stand.

Obtain the people you need. Be prepared to negotiate for the team members you need. Don‘t just complain; come up with alternatives and solutions.

Do what you can and document. Do the best you can with the people you have, but make sure resulting problems are documented as they occur.

Train your team. If your team doesn‘t have all the skills they need, build training

into the project.

Hire for a skill. If your team isn‘t qualified for some tasks and training would take too long, consider hiring a contract position for that particular skill/task.

Diversify. A diverse group of people may be difficult to work with initially, but over the long term they may prove more creative and add more value to the

project.

Note: In the long term, learning to work with different people on different projects, and

developing your ability to bring out the best in everyone, will make you a more valuable

and respected project manager.



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The Team Machine

Lift your right hand and move it as if you are clapping. Listen to the sound of one hand

clapping. Raise your left hand and clap with both hands. If your task is to clap, doesn‘t it

make sense to use all your available resources?

This is an example of how the human system operates on an individual level. Each person

has several parts and the parts work together to accomplish a task.

Imagine a six-cylinder automobile operating on five cylinders. What would happen to the

power?

Our team is just like the human body or the automobile. The team will work best when it

uses all of its resources, when there is a plan and when they have a coordinated system

for accomplishing tasks.

Working Together

Projects demand that you weave yourselves into a pattern in which everyone contributes

their own skills and abilities.

When working in a team environment, ask yourself these questions:

Is the sum more than the parts?

Are we synchronized?

Is there a group system, something bigger and more complex than an individual? In teams the team comes before any individual goals.

You need to create a system for working together. This is the hallmark of an effective

project management team.



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Session Nineteen: Developing Teams

There has been a great deal of study on teams and group dynamics. One recurring

observation is that teams and groups go through four stages of development. As well,

there are four major aspects of team development that are important to address as a team

is in the initial discussion stages. The growth and particularities of the type of team and

project will influence the timing and progress of the team development stages.

In this session, we describe the four stages of team development which you may have

experienced in your own organization. As well, we present you with information about

the characteristics of development stage; both the positive and negative aspects of each.

Four Issues to Address with Project Teams

There is no question that teams can unleash a tremendous energy for a project. But there

are four issues that are critical to the success of that team.

These issues are:

Accountability

Experience

Resources

Empowerment

Accountability

There is no question that teams can unleash a tremendous energy for a project. But there

are issues that are critical to the success of that team.

The biggest problem when forming teams and assigning them projects is that

accountability may be lost. Teams are often formed spontaneously by asking people to

volunteer for assignments.

They choose their own leader and then proceed with the work. Ask yourself these

questions: If the team fails miserably, or produces substandard work, would you fire the

entire team? On the other hand, could you promote the entire team, as a team, if the work

was outstanding?

In both cases, your answer is likely to be ―No.‖ That means you do not have team

accountability. You are hoping for a happy accident to occur. Team members must be

chosen carefully and they must be very clear about their responsibility to the team.



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Experience

Teams also need a leader with more than technical expertise. Team leaders need to

understand brainstorming, group dynamics, and the ability to get information from others.

Resources

Resource allocation at the appropriate managerial level is another critical factor in

forming and commissioning a team. Teams should not be formed from the bottom up and

have to search and beg for resources or technical expertise. The appropriate manager

should see that these resources are provided.

Empowerment

Finally, teams formed to address strategic issues should not be formed at too low a level.

Hands-on workers can deal with operational concerns but they frequently do not have

enough information to address strategic considerations.

Checklist for Success

When forming the project team, ask yourself:

Can general experience be sufficient? Does the individual need specific

experience?

What interpersonal skills are required?

How many of each of these skilled people will be needed?

What level of supervision will be required?

Not everyone is a team player. Is this important?

Consider skills and personality.

Exercise: Expanding the Checklist

Can you think of any other issues that might hinder the team’s ability to perform?



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Team Development

As people come together in a team, they evolve and develop together. Teams are created

(structure); then they begin their work (process). As teams work, they form values

(culture), and the teams learn to influence (politics). An ongoing assessment (renewal)

helps teams to revise their structure; then the whole framework cycle begins again.

Sometimes the team cycle is referred to in the following fashion: Forming, Storming,

Norming, and Performing.

Stage 1: Forming

Characteristics of this stage:

Group members may be anxious, adopt wait-and-see attitude, and be formal.

No clear idea of goals or expectations.

Not sure why they are there.

What you can do to help:

Team writes its own charter or mission statement and clarifies goals. Remember, goals must have personal buy-in.

Help team establish boundaries and determine what is expected.

Team members get to know each other doing non-conflict laden task. This builds commitment towards one larger goal.

Help them know what to expect; communicate and reassure.

Stage 2: Storming


Team members eager to get going.

Conflict can arise as people bring different ideas of how to accomplish goals and

notice differences rather than similarities.

Some members may drop out mentally or physically.


Continue the project with no surprises and communicate.

Tensions will increase; this is normal, so recognize and publicly acknowledge accomplishments.

Lead and participate in meetings.

Value diversity.

Gather information and be supportive.



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Stage 3: Norming


People begin to recognize ways they are alike.

They realize its sink or swim — we‘re in this together.

People get more social.

Team members may forget their focus in favour of having a good time.


Help team members recognize how they are alike.

Help with training if applicable.

Encourage them to feel comfortable with each other and with systems.

Help group stay focused on goal.

Stage 4: Performing


Team members are trained and competent, and able to do their own problem-solving.

Mature, understand their roles and responsibilities.

Want more input in processes.

Self-motivated and self-trained.


Ask for critical self-assessment and look at ways to challenge them and develop

them.

Recognize and reward efforts.

Encourage individual and team growth.

Give the team new challenges.



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Session Twenty: Earthquake!

As we mentioned previously, project teams can experience major problems and issues as

they progress through their work. One possible way of helping your team prepare for

crisis moments is to practice your contingency plan, and imagine how their roles and

tasks would change if the worst was to happen. Using fictional scenarios to aid in team

development is a useful learning strategy that promotes team awareness and pride.

In this session, we undergo an exercise that will help develop a framework for problem

solving and making decisions.

Decision Information

In this exercise you will be asked to imagine that you are in a crisis situation. You will

work through a framework to solve the problem and make decisions – these are key skills

for any project manager or team member.

Read through the background information, then complete the subsequent action steps.

Background Information

Monday, July 27, 7:12 p.m.

You and five other members of your organization are finishing a presentation for an early

Tuesday morning meeting in the basement library of your ten storey downtown office

building, where the company's private library is located. Suddenly, everyone is yelling.

―Oh, my gosh, what is happening?‖

―I can't stand up!‖

―I think it's an earthquake! Watch out for those books, take cover, and get under the table!‖

The building shakes violently and then stops. There is a deathly silence except for the

slow groan of the building settling. You begin to pick yourselves up and assess the

damage. Here is some of the conversation that you hear:

―Is everyone OK?‖

―I think so, but my arm hurts.‖

―I've got a cut on my leg. One of those huge reference books hit me.‖

―Hey, does it look like the column in the corner came up over there?‖

―It sure does. I wonder how badly the rest of the building was damaged?‖

―How can you see anything in the dark?‖



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―There is some light coming in from the crack in the wall over there near the water heater. I'll go over and take a closer look.‖

―Forget about the damage; let's get out of here before the rest of the building gives

way!‖

―I think I smell gas. Does anyone else?‖

―Do you hear a hissing sound?‖

―I'm not sure if that is hissing or the building moving.‖

―Hey, everyone, we aren't going anywhere. The stairs to the basement are

completely blocked. There must be a ton of concrete here.‖

―We have to get out of here. The whole building could cave in!‖

―Everyone needs to calm down. We need to start looking for another way out. What about the elevator?‖

―Nope, the shaft is jammed with rubble. I can feel a draft coming down, but I can't

see through all the debris.‖

―Can we climb up on the water heater, and get out of the crack you found in the wall?‖

―The water heater seems to be OK.‖

―Forget that idea. Only a small animal could fit through here.‖

―I'll check the phone. Maybe we can call for help. The telephone lines are not always damaged in these things… Forget it, the lines are dead.‖

―You obviously haven't experienced a bad one yet. A lot more than telephone lines are usually damaged.‖

―How do you know it was a bad one?‖

―It lasted longer and shook us around a lot more than most of them do.‖

―Oh, so that makes you an authority on earthquakes?‖

News Report

“We interrupt this broadcast to bring you an Action One special report...

At 7:12 p.m. this evening, San Francisco and the surrounding areas were rocked by an

earthquake that experts say may have measured as high as 7.5 on the Richter scale. It is

believed to be one of the worst earthquakes to hit this area in decades. Initial estimates

say that the quake lasted for approximately 40 seconds and that the danger from the

earthquake may not be over – we may still experience some aftershocks.

The city's telephone network is paralyzed. Electrical wires are down and a number of

fires are burning throughout San Francisco. Gas explosions and water main ruptures are

occurring throughout the city. Many buildings in the downtown area appear to be

severely damaged. City officials say they may be forced to shut down all utility services

in order to prevent fire outbreaks. Many freeway overpasses have collapsed and most of

the San Francisco surface streets are clogged with debris and abandoned cars. Air traffic

does not appear to be coming in or out of the San Francisco International Airport.



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Unofficially, the mayor was reported as saying that it could be 72 hours or more before

city repair crews are able to restore communications and utilities. The mayor also

requested that city residents stay off the streets, except for emergencies, until further

notice and be prepared to be on their own for at least three days. Stay tuned for more

updates…‖

Here are some of the comments people make after the report:

―I wonder how long it will take someone to find us.‖ ―It really does sound bad.‖

―Oh no! The aftershocks are starting already.‖

The Aftershock

Within 10 minutes of the quake, a violent aftershock occurs and stirs up more dust and

debris in the basement. People say things like:

―How are we ever going to survive this? Being stuck in this basement during these aftershocks isn't very comforting.‖

―At least they know there is damage to buildings in our area. Maybe they will look for us right away.‖

―I don't know. With all these aftershocks it may be a while before they are able to

dig us out.‖

―You can never tell with these things. We might be here for a while or someone may find us right away, so we need to make the best of it. Anyone find something

we can use to look around a bit?‖

―I found a flashlight. Let's do an inventory of what we have to work with.‖

After searching through rubble you find:

A working, battery-operated radio

Two candles

Cleaning supplies (mop, bucket, bleach, window cleaner, screwdriver, wrench, and work gloves)

A first aid kit with bandages, antiseptic, gauze, and aspirin

A package of matches

A flashlight with extra batteries

Four leftover chicken salad sandwiches in the refrigerator and two bags of chips (from the lunch meeting earlier in the day)

Three full ice cube trays in the freezer

Six cans of cola



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Individual Action Steps

There are seven action steps you should take to ensure your survival and rescue and five

action steps that you should not take because they are either unnecessary or may harm

you.

Decide which seven of the action steps listed you would take, assigning a ―1‖ to what you would do first, a ―2‖ to your second step, and so on, ensuring all items

are numbered one through seven.

Then, continue the ranking with the remaining five steps you would not take, numbering them 8 to 12, 12 being reserved for the most dangerous or least helpful

step, 11 for the next less dangerous step, and so on.

Ranking Action Step

Attempt to remove the rubble from the entrance to the first floor.

Divide the sandwiches and ration them over the next few days.

Light the candles so you can see and rescuers will be able to locate you.

Locate and secure a water supply.

Divide the sandwiches and eat them this evening.

Discuss long-term survival strategies as a group.

Pound on the pipes with the steel wrench.

Assign someone to monitor the radio and listen for updates.

Check for injuries and administer first aid.

Shut off all utilities.

Develop day and night signaling techniques and begin signaling

immediately.

Purify the water source.



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Earthquake Debrief

We have included our recommended ranking below followed by an explanation for our

ranking of each action.

The ranking of the action steps is based on the premise that the safest way to survive the

earthquake is to wait it out in the basement. The group has plenty of supplies to survive

for several weeks. They also have appropriate materials for signaling rescuers who will

inevitably search for trapped people within the next few days.

Recommended Ranking

11 Attempt to remove the rubble from the entrance to the first floor.

10 Divide the sandwiches and ration them over the next few days.

12 Light the candles so you can see and rescuers will be able to locate you.

4 Locate and secure a water supply.

7 Divide the sandwiches and eat them this evening.

6 Discuss long-term survival strategies as a group.

9 Pound on the pipes with the steel wrench.

3 Assign someone to monitor the radio and listen for updates.

2 Check for injuries and administer first aid.

1 Shut off all utilities.

5 Develop day and night signaling techniques and begin signaling

immediately.

8 Purify the water source.

Additional Information

1. Shut off all utilities.

Since the building sustained severe structural damage during the earthquake, it is

extremely important to turn off all the utilities at their primary control points. Most of the

cables and piping for the utilities are located underground. During a strong earthquake,

building movement and the subsequent displacement can rupture the utilities at the point



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where they connect with the building. With this much movement, it is not uncommon for

at least some of the utilities to rupture and become hazardous and/or rendered inoperable.

Aftershocks can also jolt utility systems into causing further destruction if they are not

shut off. A water main break, a gas leak, or live electrical wires could put the group at

serious risk since they are trapped in a confined area. Thus, securing the utilities is of

utmost importance to the group's safety.

The utility shutoff points are typically located in a basement of the building and therefore

should be readily accessible to the group.

Water: Main valve at the water meter.

Electricity: The electric switch at the fuse box.

Gas: The main valve at the gas meter (this may require a wrench).

2. Check for injuries and administer first aid.

In earthquakes of this size it is common for people to sustain some injuries. People and

items are often thrown around enough to cause bruises, cuts, or possibly broken limbs. In

this scenario, only a few people were injured and need some medical attention. The group

has a small first aid kit to treat these injuries. This should be done as soon as possible so

that these people do not suffer continued physical discomfort.

3. Assign someone to monitor the radio and listen for updates.

It is critical that the group stay well-informed for the following reasons:

Listening to the radio will provide them with essential information as the radio stations will broadcast periodic updates on the condition of the Bay Area.

The group could get some clues on measures that may be helpful to insure their survival and rescue.

The radio may give them an idea of when to expect help to arrive.

The type of signaling techniques they choose, as well as their long-term survival discussion, could be affected by the information they hear on the radio.

The radio can serve as a calming factor. If the group is well-informed, they may feel more in control of their surroundings.

4. Locate and secure a water supply.

It is probable that the group will be stranded for at least 72 hours, so in order to survive

they will need to locate a water supply. To stay properly hydrated, each person should

consume one to two quarts of water per day. The minimum amount of water needed for a

three day stay would be 18 quarts. It makes sense to locate and use the largest supply of

water first.

There are many water sources in the basement, the largest and most convenient of which

is the water heater. Most office building hot water heaters hold 50 to 100 gallons (or 200

to 400 quarts) of clean water. Once the utilities were turned off and the faucet in the fill

line to the water heater was closed, the group could collect uncontaminated water from



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the faucet at the bottom of the water heater. This water supply will last a minimum of 17

days (2 quarts per person per day from a 50 gallon tank) to a maximum of 66 days (1

quart per person per day from a 100 gallon tank).

As stated in the scenario, there are six cans of cola and three full ice cube trays in the

refrigerator. The cola isn't water, but it is a liquid and the sugar in the cola may get the

group through a hungry moment or two. Therefore, it may be wise to save the soda for

the second or third day.

There is also probably water located in the coffee machine. Most modern office coffee

machines have a one pot reservoir of water in them which can be obtained by tilting the

unit forward or taking the top off the machine.

In the event that the group runs out of the clean water sources, the water in the bathroom

could be used as there will be some water left in the system. If the sink is stopped up and

the water is turned on, the water in the system should come down by the force of gravity.

Draining the pipes this way should be done as soon as possible to avoid contamination of

the water in the pipe system. If the toilet has a tank, it may be full of water and can be

used for consumption (although it will need to be purified first), as long as the tank does

not contain disinfectants or bluing agents. They should not use the bowl water for

drinking purposes.

The other dilemma the group faces is that a latrine area needs to be established. The

group has to decide if they will need the water in the bathroom for drinking purposes

before they begin to use the bathroom as a latrine. Since the utilities are turned off, the

toilet will no longer flush automatically. Someone will have to put water in the toilet to

flush it. In all likelihood, the group will have the luxury of using the bathroom water for

bathroom purposes and using some of their primary water source for manually flushing

the toilet every few days.

5. Develop day and night signaling techniques and begin signaling immediately.

Developing signaling techniques is the next logical step for the group to take. Once the

group's basic needs have been met, they should decide what signaling methods they are

going to use, which individuals will be in charge of signaling, and a rotation schedule. (A

rotation schedule will allow some members to sleep while others stay awake to watch and

listen for rescuers and to continue signaling efforts.)

Having a day and night signaling plan in place could get the group rescued more quickly.

Unless a relative or a friend of someone in the group knows that he/she was in the

building at the time of the earthquake, it is unlikely that the rescue personnel will be able

to locate them immediately. This also assumes that the person or people who know where

the group is and are OK themselves and able to contact the proper help.



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6. Discuss long-term survival strategies as a group.

After the group has decided on signaling techniques and watch times, they should talk

about long-term survival strategies. A healthy exchange of ideas on what they should do

in the following days will prove most useful. They should begin by paying particular

attention to news reports they hear on the radio, using this information to guide their

decision making.

The strategy session should serve several purposes. First of all, they need to decide how

to best ration their supplies, taking into account that they may be stranded for days or

possibly weeks. If the group does not make good decisions here, they may put themselves

at risk in a short period of time.

The strategy session could also be used to address group members' fears and concerns.

The days following a natural disaster can be very trying to anyone, particularly a group of

people trapped in a basement. There is already an indication that some members of the

group are scared, panicky, and as a result, somewhat argumentative. People in crisis

situations can gain control over their emotions by talking things out. They should rely on

each other for idea testing, comfort, and emotional support. This crisis may also be

compounded by the aftershocks following the quake, which will most likely take a toll on

the mental well-being of the group. Comforting each other over the next few days will be

very important.

As with many things the group does, the strategy session can provide them with a sense

of control. Focusing on what needs to be done next will provide an effective diversion

from the emotional stress of their dilemma. If a plan is in place and everybody knows

what actions they must take individually and as a group, they may feel more at ease with

the situation.

During the long-term survival discussion, the group should discuss how they can provide

entertainment for themselves. Word games, signing, charades, reading, or playing cards

can release some of the tension they feel. Games can provide a pleasant distraction for the

group, and for certain group members, distraction could be essential to their survival.

It may be necessary to have a strategy discussion every few days to see if the group is on

track with its plan and to see how everyone is dealing with the crisis. Keeping on top of

the radio reports will give them the additional information they need to do these updates.

Nonetheless, it is important for the group to avoid spending too much time discussing

their problems. Sometimes these discussions can become counterproductive. If the group

begins to argue with each other or the discussion becomes unfocused, they should go on

to something less stress inducing.



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7. Divide the sandwiches and eat them this evening.

The group will probably become hungry later in the evening or early the next morning.

They should go ahead and eat the sandwiches at this time, before they spoil. According to

registered dieticians, poultry should not be left out more than two to four hours at room

temperature. The risk of food poisoning increases significantly after this time. Since the

utilities are no longer working, the refrigerator will eventually warm up. If the door of the

refrigerator is not opened, the sandwiches could be safe to eat for six to seven hours.

There is no guarantee that anyone eating these chicken salad sandwiches after this time

would get sick enough to require medical attention. (Some people's digestive systems are

able to process slightly contaminated foods without suffering noticeable side effects.)

But, due to the fact that the group is trapped in the basement, with no way to seek

medical attention, it would be wise to eat the sandwiches in the next seven hours or so.

Having full or semi-full stomachs the first night will also give the group one less thing to

worry about at this point in time.

These first seven steps are the ones you should take to assure your survival. The eighth

step is optional. (You probably do not need to take it, but it wouldn't hurt you if you did.)

The final four steps present dangers to your survival (in order of increasing severity) and

should be avoided.

8. Purify the water source. (Optional)

Purifying the water source is in the eighth position because, if the group chooses to do

this step, it would neither harm nor help them. Purifying the water source is only

necessary if the group uses the water in the bathroom. Their main water sources (the

water heater, ice cube trays, and the coffee machine) will all be safe to drink without

purifying them.

If the group decides to use the bathroom water or someone in the group begins to show

signs of drinking contaminated water, they would be wise to purify their remaining water

sources by adding 5-10 drops of the liquid chlorine bleach (which is with the cleaning

supplies) to one gallon of water. If, after the water stands for approximately 30 minutes,

the chlorine can be smelled or tasted slightly, then the water is safe to drink. The group

may have to go without much food, but there is a plentiful water supply.

9. Pound on the pipes with the steel wrench.

It would not be safe to pound on the pipes. Hitting a steel wrench against a metal pipe

could cause a spark and possibly an explosion or fire if there is a high enough gas content

in the air trapped in the basement. The scenario states that someone smelled gas and

another person thought they heard a hissing noise. If there is any chance that gas lines are

damaged, pounding on the pipes with steel wrench could threaten the group's safety. It is

also remotely possible that someone could hit a gas or water pipe hard enough to damage

the crumbling structure around them. Although these situations are unlikely, it is not a

good idea to do anything that could put the group at risk.



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10. Divide the sandwiches and ration them over the next few days.

The amount of food in this situation will not significantly extend the group's survival

time, so there is no reason to ration it out. As indicated earlier in the ranking, the

sandwiches should be eaten the evening of the quake or early the next morning, before

they spoil. As bad as their predicament is, they are not going to starve to death. Normal,

healthy people can go approximately three weeks without food. This group will most

likely be rescued before that length of time goes by.

While deciding to eat the sandwiches later may not prove to be life threatening, it could

make the group very uncomfortable and possibly dehydrate them if the sandwiches have

spoiled and people get food poisoning.

The worst case scenario would be that someone in the group would suffer from food

poisoning (salmonella) and require medical attention. Since the group is trapped in the

basement library, getting the proper medical help is impossible. With nothing to gain by

rationing, and much to lose, it is a much smarter decision to eat the sandwiches while

they are safe to eat, thus avoiding the complications of food poisoning.

11. Attempt to remove the rubble from the entrance to the first floor.

Removing the rubble could cause a cave-in, injure someone, or kill the person or persons

attempting to remove the debris. The group does not have the proper equipment to

remove the rubble safely. Special tunneling equipment and techniques are often necessary

when removing stone and concrete in order to prevent further destruction. It is safer to

remove the debris from the top of the pile, working downward, rather than working from

the bottom up, because much of the weight of the debris may be supported at the bottom

of the pile. Also, the aftershocks that commonly occur after an earthquake could jar the

rubble enough to cause further damage or trap someone.

It is best to wait for someone outside to rescue the group. When the group is found and

emergency rescue personnel arrive on the scene, they will be able to decide the best way

to extricate the people from the basement. Rescuers may choose not to attempt to remove

the rubble, but instead to expand the hole in the foundation wall enough for the group to

escape. On the other hand, they may decide that clearing the elevator shaft from the main

floor down to the basement is the best alternative.

12. Light the candles so you can see and rescuers will be able to locate you.

Due to the fact that someone smelled gas and heard a hissing sound after the earthquake,

lighting a candle could be deadly. If the building suffered significant structural damage

during the quake, gas could be leaking from damaged pipes. Residual gas can float along

gas lines even after the gas company shuts off the gas to the area. Under these

circumstances, it is not wise to light open flames. Although remote, there is chance that

lighting a candle could spark a gas explosion or ignite a spilled chemical solution,

especially in a confined area such as a basement. Using the flashlight as a light source

and for signaling purposes when necessary is a much safer option.



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Group versus Individual Decisions

Group decisions are usually far superior to individual decisions.

The sum total of one person‘s knowledge is usually exceeded by the sum total of the knowledge of the group.

The presence of an extremely able member or members should elevate the performance of the group as a whole.

Confidence is catching. Confident and tenacious people will pull others toward

the correct solution to the problem.

A group will have greater interest in the task, and hence performance increases.

There is more information available to a group.



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Session Twenty-One: Communication

Throughout you career, you have probably heard the expression, ―communication is

key.‖ We agree with this statement, and believe that anyone involved in project team

development should receive training to enhance their communication skills. Developing

excellent communication skills can help make meetings more productive, create

motivation, and discuss and procedural changes.

In this session, we describe the foundational guidelines for good communication within a

team environment. As a project manager, you need to consider communication as the key

to unlocking the door to successful team development.

Communication Guidelines

You will be a key person to keep communication flowing with your team, your manager,

and any external customers or agents that will be affected by this project.

How can you let others know of changes that affect the plans?

The first question is to decide who needs to know every detail, who should just be kept

informed of major things, and who just needs to be kept in the loop. With e-mail this can

be easy. Set up group e-mail lists so you can send off quick notes as plans change.

How can you communicate progress and motivate others to be as interested in the

project at hand as you are so that they continue giving their best?

Usually we want to know what is in it for us. How would you respond to someone who

said, ―What‘s in this project for me?‖

How can you ask for information from people who have special knowledge or

expertise?

Frequently the person who has the knowledge or expertise you need will be your

manager. However, consider this an opportunity to get to know and be known by others

in the department and/or beyond. Ask your manager to suggest others you should talk to

on this issue.

How do you hold meetings and make sure your manager has the time to meet with

you?

If you are prepared with documentation of what has already been accomplished and your

questions as to what you need to know to go on to the next step, your manager is more

apt to take the time to talk with you. This holds true for meetings with others as well. An

agenda on your part lets you conduct your meeting in a professional and organized

fashion.



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Reports will be your documentation for this project. Send reports out on a regular basis to

all those who need to be kept in the loop. One final report should be prepared to close out

the project.

Making Connections

Establishing Communication

For each of the questions posed in this session, come up with some unique ideas that

would also solve each problem.

How can you let others know of changes that affect the plans?

How can you communicate progress and motivate others to continue giving their

best?



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How can you motivate others to be as interested in the project at hand as you are?

How can you ask for information from people who have special knowledge or

expertise?

How do you hold meetings and make sure your manager has the time to meet with

you?



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Session Twenty-Two: Closing Out a Project

The end phases of the project can be a useful time to evaluate what aspects of project

management could be different for the next time your team works together. Closing out a

project is a time for tying up loose ends, and deciding what the completion of your

project will mean for your organization. At this point your team should come together in

a planned meeting to make arrangements for developing a closing strategy.

In this session, we cover how to plan for a graceful end to the project. We make some

recommendations for consideration as your team pulls together to put the finishing

touches on their project.

Closing Strategy

While you may not want to start planning for the end of a project before you start, you

should have some plans for a smooth closing from the outset. Do you have a file for each

person on the project? Someone is sure to leave before the project is done, and you will

want to be able to contact him/her should you need to, and to send him/her a little thank

you when the project is done.

You will want files on the vendors you use, and anyone involved in the project, if only

for a short time. You will want to make arrangements to:

Return items borrowed.

Account for leased or rented equipment.

Clean up after a conference, party, or banquet.

Make sure all unfinished project activities are completed.

Pay final bills and fulfill all contracts.

Present the finished project to stakeholders, and anyone else who needs to sign off or approve the project.

Be prepared to conduct post-project evaluations with your team, so you can learn from the past.

Make sure all documentation ends up in the hands of those who will need it in the

future.

Meet with team members and thank them for their efforts.

If the project was a success, celebrate!



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Helping Your Future Self

Taking good notes for the duration of a project can benefit future projects.

Documentation on research and initial planning is important. However, don‘t forget the

second half of the project is information on what could (and did) go wrong and the

solutions you developed. This information is critical to help the next team create a better

plan.



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Session Twenty-Three: Team Meetings

Project managers will want to know strategies for establishing team meeting expectations

and strategies. All players on the project team need to realize the importance of using

meetings as critical times for making tough decisions and progress in their conceptual

models of the project. However, there has been much discussion in the world of business

management about the type of meetings that should occur in a workplace environment.

In this session, we address the basic structure of a meeting including meeting

management, productivity, committees, and assigning work. Ultimately we suggest your

team uses a meeting style that fits their needs.

Pre-Meeting Checklist

Are meetings are an effective use of time? A major cause of communication problems is

ineffective meetings, yet meetings are necessary, to exchange information and coordinate

activities. However, people at all levels of an organization need to know how to plan,

conduct, and participate in meetings effectively.

Here is an itemization of the things that should be done before a team meeting:

1. Meet with team members and discuss:

Why was he or she selected?

What are the performance expectations?

Individual priorities

2. Information gathering

3. Agenda planning:

Ensure that the proper individuals are invited

Develop an agenda and set objectives

4. During the meeting:

Make sure that the meeting starts on time

Encourage open communication

Take notes

Set some ground rules

Introduce the members of the team

Cover one agenda item at a time

Review the priorities for the project objectives and schedule

Review main points of the project, including goals, budget, and completion date



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Review individual plans for getting work started

Discuss methods and tools to be used to manage, control, and operate the project

Establish the time and place for the next project meeting

Agree on and reiterate any follow-up activities or action items

Meeting Ingredients

There are five ingredients for effective meeting management:

1) A leader and a group committed to resolving issues, not just talking about them.

2) A meeting design that focuses on important issues and guides the group in resolving

them.

3) A leader and members who have been trained in the skills needed to work together

effectively, such as communication and problem solving.

4) A means for recording ideas and keeping track of what goes on.

5) A meeting location free of interruption from other activities.

Meetings are a central part of communication and cooperation within any project. Don‘t

think of them as drudgery. Recognize them as valuable opportunities to develop skills

and build a reputation, as well as a chance to keep everyone informed about the project.

Here are some of the skills that you, as a leader, can work on developing:

Discuss but don‘t argue.

Sit erect and alert.

Don‘t create subconscious communication barriers, such as crossing your arms.

Demonstrate high energy and involvement.

Behavioral Considerations to Make Meetings More Productive

The things we do and say can affect the successful outcome of a meeting. Try to follow

these behavioural considerations during meetings.

Don‘t belabor your key points.

Have a sense of humor.

Use positive reinforcement when others participate.

Don‘t read to others when you make reports.

Don‘t dismiss anyone else‘s ideas.

If you commit to something during the course of the meeting, follow through.

Come prepared.



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Making Committees Work

A committee should be results oriented and have a time frame for accomplishing results.

Small committees usually function best. Size can be determined by the expertise needed

and should be representative of the larger group.

Committees function best when one member agrees to serve as leader, and assumes the

responsibilities of leadership. Committees then function as small groups, holding their

own meetings for which they keep records and have an agenda.

Assigning Work

Sometimes you are just handed a job that has to get done. The projects may be less a

team effort and more an assignment to be completed by a certain deadline. Knowing how

to give effective work assignments can be a powerful motivational tool, encouraging

employee creativity and commitment, or poorly assigned work can cause a project to

come unglued.

Who will do the task? Consider the training, experience and skill requirements and

compare staff members against these needs. At the same time, include opportunities for

employee development and growth.

Ensure Communication and Clear Expectations

Make sure the expected results are clear in your mind. Have a snapshot of success that

you can share with employees. Putting your snapshot of success in writing often helps to

clarify expectations in your own mind.

Before you give out the assignment, find a way to put the employee at ease. Help the

employee understand the bigger picture.

Make sure you have allowed for adequate time to explain the assignment fully and why it

is being done. Communicate objectives and standards of performance expected.

Communication should be a two-way process. Allow time for questions and clarification,

and get feedback from the employee as to how they see the task getting done.

Define any limits or constraints on the employee, such as budget constraints, time limits,

or overtime concerns.

Help the employee to feel comfortable asking questions and discussing concerns. If you

seem rushed or look at employees like they are stupid when they ask questions, you

won‘t get much of a response from them.

Get a commitment from the employee that he/she will do the task.



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Plan on following up on your assignment to see that the task is being completed as

expected—on time and on budget.

Making Connections

The Need for Meetings

In your own words describe why you think meetings are held.

Do you think meetings are an effective use of time?



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Session Twenty-Four: Presentation Primer

Public speaking may not be an activity that you enjoy, or that you are skilled at. As a

project manager however, you need to know presentation techniques if you want to ―sell‖

your project ideas to top-level managers and other stakeholders. They will be expecting

that you are well-prepared, and that you can deliver the information about your project in

a clear and concise presentation.

In this session, we consider some ways to make public speaking and presenting easier on

yourself and your team. We offer you some confidence building techniques, and ways to

make your message more meaningful to your audience.

Project Management Presentation

Your presentation should consist of the following:

Provide background information: How does the project fit into the big picture?

Project goal statement: What is to be accomplished?

What planning tools will you use? Why did you choose these particular tools?

Explain allocation of resources (such as materials, labor, and equipment).

What will you communicate? How will communication take place?

What conflicts could arise? How will these conflicts be dealt with?

Presentation Strategies

In most business situations, the best way for you to organize a presentation is to divide

your message into four parts.

What is the problem to be solved? Why are you talking to the group? If you can state that in a few sentences you‘ll find it much easier to develop the rest of your

material.

What is your solution to the problem? What do you recommend? Never present

all of the solutions you researched and discarded. That dilutes the forcefulness of

your saying, ―This is what we should do next.‖ Then tell your audience briefly

why you believe your solution to be best.

What are the benefits of the solution to both your organization and to the individuals in your audience? Be careful not to confuse features with benefits. A

feature is some characteristic of the solution. A benefit is what solving the

problem your way can do to help your listeners.

What is the action step? If your listeners agree with you, what do you want them to do next? Be specific.



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Action Step?

If one problem could be said to hamper most presentations, it‘s the lack of an action step,

in which you tell your audience what you expect them to do and when.

The action step should be something like, ―By Tuesday, I‘d like any suggestions in

writing because we‘ll start this plan rolling on Wednesday.‖ It‘s then clear what you

expect and why you wish others to achieve it.

Confidence Building Tips

If the mere thought of speaking in a group makes you break out in a rash, here are some

tips to increase your confidence.

Stand, don’t sit. Why? Standing makes you seem more powerful and more energetic. You will project both your voice and your message better when you‘re

on your feet.

Make up cue cards or visual cues. Use a flip chart, slides, or overheads to note the key words of the ideas you want to get across.

Face the audience directly and focus on one person at a time. Effective eye

contact means focusing for at least three full seconds at a time on each of your

audience members.

Use your hands. Movement is a critical element of every presentation.

Ask questions to get questions. You need questions to gauge how completely your ideas were accepted. If you ask a couple of questions, it gives the audience

time to prepare their own.

Look around when you answer a question. Look fully at the questioner as he/she is speaking. Then repeat the question, moving your eyes around the group.

This gives you some time to think and include the whole group in your answer.

Neutralize negative questions. It requires a bit of practice, but you can reframe

most negative questions to make them more positive.



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Making Connections

Presenting Your Project

For your pre-assignment project, come up with some preliminary responses to the

presentation requirements described in this session.

Provide background information: How does the project fit into the big picture?

Project goal statement: What is to be accomplished?

What planning tools will you use? Why did you choose these particular tools?

Explain allocation of resources (such as materials, labor, and equipment).



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What will you communicate?

How will communication take place?



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What conflicts could arise?

How will these conflicts be dealt with?



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Session Twenty-Five: A Personal Action Plan

Now that you have completed this course on project management, how will you use the

things you have learned? Creating a personal action plan can help you to stay on track,

and on target. When you take responsibility for yourself and your results, you get things

done. This final exercise is a way for you to synthesize the learning that you have done,

and to put it into practice.

In this session, you will be asked questions to help you plan your short-term and long-

term goals. By reflecting on where you currently are and where you want to be, you can

solidify, in your mind, what you want your future to hold.

Starting Point

I know where I’m starting from. I know I am already good at these things, and I can

do them more often:

I can learn this, I am learning this, and I am doing what I can at this stage as well. I

have already learned:



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Short-Term Goals and Rewards

I will start with small steps, especially in areas that are difficult for me. My short-

term goals for improvement are:

I promise to congratulate and reward myself every time I do something, no matter

how small, to maintain and improve my skills. My rewards will be:

Long-Term Goals

I’m setting myself up for success by choosing long-range goals to work for

gradually. My long-term goals for success are as follows:



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Summary

Congratulations! You have completed the course, “Project Management Training:

Understanding Project Management.”

In this course, you started by learning the basics of projects and project management—

what a project is, how project management works, and how projects can help. We

discussed the life cycle of a project and how to sell a project to your superiors. We then

explored, in depth, how to develop projects. This included, preparing and planning the

project, breaking down the work, using planning tools, establishing a budget, and looking

at the risks of projects and contingency plans. We also spent some time focusing on the

people involved in project planning, identifying skills required by managers, building and

maintaining a team, team meetings, and communication. During this course you also

identified a project that you would like to work on and used that project to practice the

material that you learned throughout the course. In the final activity, you completed a

personal action plan, which was designed to help you establish goals in how you would

use the material that you learned in this course.



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Recommended Reading List

If you are looking for further information on this subject, a recommended reading list is

included below.

Baca, Claudia M. Project Management for Mere Mortals. Pearson Education, 2007.

Baker, Kim, and Sunny Baker. The Complete Idiot’s Guide to Project Management.

Alpha Publishing, 2003.

Beeler, Todd. The 7 Hidden Secrets of Motivation. Coach in a Box, 2006.

Bennis, Warren. On Becoming A Leader. Perseus Publishing, 2003.

Bennis, Warren, and Burt Nanus. Leaders: Strategies for Taking Charge. Collins, 2007.

Berger, Duane, Michael Doyle, Sarah Fisk, Sam Kaner, Lenny Lind, and Catherine Toldi.

Facilitator's Guide to Participatory Decision-Making. Jossey-Bass, 2007.

Blanchard, Ken, and Sheldon Bowles. High Five! The Magic of Working Together.

William Morrow, 2000.

Brookson, Stephen. Essential Managers: Managing Budgets. DK Publishing, 2000.

Bruce, Andy, and Ken Langdon. Essential Managers: Project Management. DK Adult,

2000.

Carnegie, Dale. How to Win Friends and Influence People. Pocket Books, 1998

(Reprint).

Daniels, Aubrey C. Bringing Out the Best in People. McGraw-Hill, 2000.

Davis, Martha, Patrick Fanning, and Matthew McKay. Messages: The Communication

Skills Book. New Harbinger Publications, 1995.

Fisher, Roger, Bruce Patton, and William Ury. Getting to Yes. Houghton Mifflin, 1992.

Fournies, Ferdinand. Why Employees Don't Do What They're Supposed To and What You

Can Do About It. McGraw-Hill, 2007.

Hamilton, Cheryl, and Cordell Parker. Communicating for Results. Wadsworth

Publishing, 2007.

Harrington-MacKin, Deborah. The Team Building Tool Kit. AMACOM, 1994.

Haynes, Marion E. Project Management: Practical Tools for Success (Crisp Fifty-Minute

Series). Thomson Learning, 2002.

MacKenzie, Kyle. Making It Happen: A Non-Technical Guide to Project Management.

Wiley, 1998.

Martin, Paula, and Karen Tate. Getting Started in Project Management. Wiley, 2001.

McRae, Bradley. The Seven Strategies of Master Negotiators. McGraw-Hill Ryerson,

2002.

Mintzer, Richard. The Everything Project Management Book. Adams Media Corporation,

2002.

Murphy, Kevin J. Effective Listening. Bantam Publishers, 1988.

Peters, Tom. The Project 50 (Reinventing Work). Knopf, 1999.



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Project Management Institute. A Guide to the Project Management Body of Knowledge,

Third Edition. Project Management Institute, 2004.

Stevenson, Doug. Never Be Boring Again. Cornelia Press, 2003.

Straker, David. Rapid Problem Solving with Post-It Notes. Da Capo Press, 1997.

Streibel, Barbara J. The Manager's Guide to Effective Meetings. McGraw-Hill, 2002.

Ury, William. Getting Past No. Bantam, 1993.

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