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UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (Singapore)

Project Management (BMGT3002S)

STUDY GUIDE

BBS26 FT / Singapore

Copyright June 2017

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Authors: Mr. Dipan K Mehta

Dr. Ali Nazarpour

Dr. George Onofrei

(2017)

This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Degree programme.

© This publication may not be reproduced, in whole or in part without permission in from University College Dublin.

Module Co-ordinators: Email:

Mr. Dipan K Mehta [email protected]

Dr. Ali Nazarpour [email protected]

Dr. George Onofrei g [email protected]

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mailto:[email protected]

mailto:[email protected]

TABLE OF CONTENTS

PAGE

WELCOME MESSAGE 4

1. INTRODUCTION 5a. Background details b. Module aims c. Programme Goals

2. MODULE OUTLINE 8a. Module learning outcomesb. Themes and topics c. Learning supports

3. MODULE DELIVERY SCHEDULE 38a. Session arrangements b. Student engagement c. Office hours arrangements

4. ASSESSMENT DETAILS 41a. Assignments b. Module assessment components

i. Assignment 1: Individual Projectii. Assignment 2: Individual Project iii. Examination

5. GRADING 48a. University grading policy b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS 57

APPENDICES 58

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Welcome Message

Welcome to the BBS 26 Project Management module.

In recent years there has been a rapid growth in the use of project management methods

and tools as a means by which organisations achieve their objectives. Projects drive

business activities in a wide variety of sectors, from private sector manufacturing and service

companies, to government and public sector organisations and not for profit charities and

humanitarian groups. Irrespective of the product or service sector, good project management

techniques will provide a result that is delivered on time and within budget. In this regard,

concepts such as planning, scheduling, budgeting, quality, leadership and risk management

are some of the key issues that need to be understood and practiced by managers to realise

successful project delivery. With these criteria in mind, the objectives, learning outcomes

and pedagogy of this module are designed to provide students with the fundamental

concepts and skills required for managing projects in dynamic environments which can

ultimately lead to individuals becoming certified as project management professionals

(PMP).

We look forward to meeting you in August 2017.

Dipan, Ali and George

University College Dublin

June 2017

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PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of this module, the learning

outcomes, delivery and assessment arrangements. The Study Guide consists of 6 parts.

Part 1 gives background details to the subject area are provided and the broad aims of the

module are set out.

Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the

themes and topics to be explored are explained along with the (c) learning supports to be

used.

Part 3 gives details of the module delivery arrangements. It sets out the session

arrangements and the expectations in relation to your prior preparation and student

engagement.

Part 4 provides details of the assessment techniques used in this module explaining the

assessment components, their rationale.

Part 5 explains the UCD grading policy and grade descriptors drawing on the university

document are given for each assessment component (i) Assignment 1, (ii) Assignment 2 and

(iii) Examination (closed book).

Part 6 presents the concluding comments.

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Background Details

a. Background to the TopicIn recent years there has been a rapid growth in the use of project management methods

and tools as a means by which organisations achieve their strategic and operational

objectives. Projects drive business activities in a wide variety of sectors, from private sector

manufacturing and service companies, to government and public sector organisations and

not for profit charities and humanitarian groups. Projects are used to enable change and

allow organisations to effectively implement new strategies. Projects are a means for

designing and launching new products and services, to generate cost savings and

efficiencies and require cross-functional team management, often in an international

business context. Irrespective of the product or service sector, project management requires

a multi-disciplinary knowledge base including business strategy, customer relationship

management, finance and budgeting, international business and cross-cultural management,

organisational behaviour, leadership, negotiation skills and the ability to manage project

team members. Given this business environment, the module will provide students with an

opportunity to integrate the learning from their professional experiences and from other

modules in the BSc programme, provide them with theoretical and practical knowledge of

project management, which can ultimately lead to individuals becoming certified as project

management professionals (PMP).

b. Module AimsThe aims of this module are to enable students to learn the importance of project

management planning and execution, to understand the drivers of project performance and

to apply structured methods in project delivery. The learning approach will result in an in-

depth knowledge of the project management field; encourage students to think logically

about project activities; provide practical experience of project management through analysis

of specific projects, acquire creative thinking skills including critical analysis of project

management frameworks; the ability to apply concepts at an operational level; and promote

class discussion, group work and personal development. The module draws on student prior

learning and work experience and combines insights from strategy, finance, organisational

theory, leadership and international business. The assessment tasks for this module have

been designed with this in mind as detailed later in the study guide.

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Programme Goals

Bachelor of Business (BBS) Singapore

PROGRAMME GOAL LEARNING OUTCOME

MODULE TITLE: Project Management

Management specific knowledge

Explain current theory / practice.

Apply business models. X – Assignment 1 - Essay

Knowledge of qualitative and quantitative techniques.

X – Exam – Essay Questions

Business communication

Short business presentations (written / oral).

Research / analyse specific business case / problems and report.

X – Assignment 1 - Essay

Locate information sources to facilitate research.

Personal development / reflective learning

Module related team activities.

Explain essence of organizational behaviour to business managers.

Global, multi-cultural / diversity perspectives

Identify factors and variables which impact on multi-national enterprises and firms operations.

X – Exam – Essay Questions

Recognize ethical and social responsibility issues.

Examine ethical implications on stakeholders.

Strategic thinking

Identify business opportunities and complete analysis and resolution.


Evaluate qualitative and quantitative data from differing perspectives.


Analyse developments in key business sectors.

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PART 2: MODULE OUTLINE

Module Title: Project Management

Module Code: BMGT3002S

No. of ECTS: 10

Learning Outcomes

On completing this module, students will be expected to be able to:

1. Explain the fundamental characteristics of projects and the project management

process.

o Assessment: Assignment 1, Assignment 2, Examination

2. Identify the key characteristics required of a project manager and the challenges of

managing projects in the global business environment.

o Assessment: Assignment 1, Assignment 2, Examination

3. Demonstrate the use of project planning tools such as Gantt Charts, Critical Path

Method (CPM), Program Evaluation and Review Technique (PERT) and Microsoft

Project.

o Assessment: Assignment 2, Examination

4. Critically review a project plan with particular emphasis on identifying and managing

project risk.

o Assessment: Assignment 2

5. Evaluate how effectively best practice project management techniques are employed

using real life projects as a learning tool.

o Assessment: Assignment 1, Assignment 2

Module Text:

Project Management: The Managerial Process by Clifford F. Gray & Erik W. Larson, 7th

Edition, McGraw Hill.

ISBN 9781259666094

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Themes and Topics

The module will cover the following major themes and specific topics in order to provide

students with an in-depth knowledge of the theoretical elements of project management and

a broad overview of the tools and techniques used to ensure best practice is used when

managing projects.

Topic 1: Modern Project Management

1. What Is a Project?A. What a Project Is NotB. The Project Life CycleC. The Project Manager

2. The Importance of Project ManagementA. Compression of the Product Life CycleB. Global CompetitionC. Knowledge ExplosionD. Corporate DownsizingE. Increased Customer FocusF. Small Projects Represent Big Problems

3. Project Management Today—An Integrative ApproachA. Integration of Projects with the Strategic PlanB. Integration within the Process of Managing Actual Projects

Topic 2: Organization Strategy and Project Selection

1. The Strategic Management Process: An OverviewA. Four Activities of the Strategic Management Process

2. The Need for an Effective Project Portfolio Management SystemA. Problem 1: The Implementation GapB. Problem 2: Organizational PoliticsC. Problem 3: Resource Conflicts and Multitasking

3. A Portfolio Management SystemA. Classification of the ProjectB. Nonfinancial Criteria

4. Applying a Selection ModelA. Sources and Solicitation of Project ProposalsB. Ranking Proposals and Selection of Projects

5. Managing the Portfolio SystemA. Balancing the Portfolio for Risks and Types of Projects

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Topic 3: Organization: Structure and Culture

1. Project Management StructuresA. Organizing Projects within the Functional OrganizationB. Organizing Projects as Dedicated TeamsC. Projectized OrganizationD. Organizing Projects within a Matrix ArrangementE. Different Matrix Forms

i. Weak matrixii. Balanced matrixiii. Strong matrix

2. What Is the Right Project Management Structure?A. Organization ConsiderationsB. Project Considerations

3. Organizational CultureA. What Is Organizational Culture?B. Identifying Cultural Characteristics

4. Implication of Organizational Culture for Organizing Projects

Topic 4: Defining the Project

1. Step 1: Defining the Project ScopeA. Employing a Project Scope Checklist

2. Step 2: Establishing Project Priorities

3. Step 3: Creating the Work Breakdown StructureA. Major Groupings Found in a WBSB. How WBS Helps the Project ManagerC. WBS Development

4. Step 4: Integrating the WBS with the Organization

5. Step 5: Coding the WBS for the Information System

6. Responsibility Matrices

7. Project Communication Plan

Topic 5: Estimating Project Times and Costs

1. Factors Influencing the Quality of Estimates

2. Estimating Guidelines for Times, Costs, and Resources

3. Top-Down versus Bottom-Up Estimating

4. Methods for Estimating Project Times and CostsA. Top-Down Approaches for Estimating Project Times and Costs

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B. Bottom-Up Approaches for Estimating Project Times and CostsC. A Hybrid: Phase Estimating

5. Level of Detail

6. Types of Costs

7. Refining Estimates

8. Creating a Database for Estimating

Topic 6: Developing a Project Plan

1. Developing the Project Network

2. From Work Package to Network

3. Constructing a Project NetworkA. TerminologyB. Two ApproachesC. Basic Rules to Follow in Developing Project Networks

4. Activity-on-Node (AON) Fundamentals

5. Network Computation ProcessA. Forward Pass—Earliest TimesB. Backward Pass—Latest TimesC. Determining Slack (or Float)D. Free Slack (Float)

6. Using the Forward and Backward Pass Information

7. Level of Detail for Activities

8. Practical ConsiderationsA. Network Logic ErrorsB. Activity NumberingC. Use of Computer to Develop NetworksD. Calendar DatesE. Multiple Starts and Multiple Projects

Topic 7: Managing Risk

1. Risk Management Process

2. Step 1: Risk Identification

3. Step 2: Risk AssessmentA. Scenario AnalysisB. Probability Analysis

4. Step 3: Risk Response Development11

A. Mitigating RiskB. Avoiding RiskC. Transferring RiskD. Sharing RiskE. Retaining Risk

5. Contingency PlanningA. Technical RisksB. Schedule RisksC. Cost RisksD. Funding Risks

6. Opportunity Management

7. Contingency Funding and Time BuffersA. Budget ReservesB. Management ReservesC. Time Buffers

8. Step 4: Risk Response Control

9. Change Control Management

Topic 8: Leadership: Being an Effective Project Manager

1. Managing versus Leading a Project

2. Managing Project StakeholdersA. Project TeamB. Project ManagersC. Administrative SupportD. Functional ManagersE. Top ManagementF. Project SponsorsG. ContractorsH. Government AgenciesI. Other OrganizationsJ. Customers

3. Influence as ExchangeA. Task-Related CurrenciesB. Position-Related CurrenciesC. Inspiration-Related CurrenciesD. Relationship-Related CurrenciesE. Personal-Related Currencies

4. Social Network BuildingA. Mapping DependenciesB. Management by Wandering Around (MBWA)C. Managing Upward RelationsD. Leading by Example

i. Priorities12

ii. Urgencyiii. Problem Solvingiv. Cooperationv. Standards of Performancevi. Ethics

5. Ethics and Project Management

6. Building Trust: The Key to Exercising Influence

7. Qualities of an Effective Project ManagerA. Contradictory Nature of Work

i. Innovate and maintain stabilityii. See the big picture while getting your hands dirtyiii. Encourage individuals but stress the teamiv. Hands-off/Hands-onv. Flexible but firmvi. Team versus organizational loyalties

B. Traits of an Effective Project Manageri. Systems thinkerii. Personal integrityiii. Proactiveiv. High emotional intelligence (EQ)v. General business perspectivevi. Effective time managementvii. Skillful politicianviii.Optimist

Topic 9: Managing Project Teams

1. The Five-Stage Team Development ModelA. FormingB. StormingC. NormingD. PerformingE. Adjourning

2. Situational Factors Affecting Team Development

3. Building High-Performance Project TeamsA. Recruiting Project MembersB. Conducting Project Meetings

i. The First Project Team Meetingii. Establishing Ground Rules

a. Planning decisionsb. Tracking decisionsc. Managing change decisionsd. Relationship decisions

iii. Managing Subsequent Project MeetingsC. Establishing a Team IdentityD. Creating a Shared Vision

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E. Managing Project Reward SystemsF. Orchestrating the Decision-Making Process

i. Facilitating Group Decision Makinga. Problem identificationb. Generating alternativesc. Reaching a decisiond. Follow-up

G. Managing Conflict within the Projecti. Encouraging Functional Conflictii. Managing Dysfunctional Conflict

H. Rejuvenating the Project Team

4. Managing Virtual Project Teams

5. Project Team PitfallsA. GroupthinkB. Bureaucratic Bypass SyndromeC. Team Spirit Becomes Team Infatuation

D. Going Native

Topic 10: Outsourcing: Managing Inter- organizational Relations

1. Outsourcing Project WorkA. Advantages

i. Cost reduction, ii. Faster project completioniii. High level of expertise, iv.Flexibility

B. Disadvantagesi. Coordination breakdowns, ii. Loss of controliii. Conflicts, iv. Internal morale issues

2. Best Practices in Outsourcing Project WorkA. Well-Defined Requirements and ProceduresB. Extensive Training and Team-building ActivitiesC. Well-Established Conflict Management Processes in PlaceD. Frequent Review and Status UpdatesE. Co-Location When NeededF. Fair and Incentive-Laden ContractsG. Long-Term Outsourcing Relationships

3. The Art of NegotiatingA. Separate the People from the ProblemB. Focus on Interests, Not PositionsC. Invent Options for Mutual GainD. When Possible, Use Objective Criteria

Topic 11: Scheduling Resources and Costs

1. Overview of the Resource Scheduling Problem

2. Types of Resource Constraints

3. Classification of a Scheduling Problem

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4. Resource Allocation MethodsA. AssumptionsB. Time-Constrained Projects: Smoothing Resource DemandC. Resource-Constrained Projects

5. Computer Demonstration of Resource-Constrained SchedulingA. The Impacts of Resource-Constrained Scheduling

6. Splitting Activities

7. Benefits of Scheduling Resources

8. Assigning Project Work

9. Multi-project Resource Schedules

10. Using the Resource Schedule to Develop a Project Cost BaselineA. Why a Time-Phased Budget Baseline Is NeededB. Creating a Time-Phased Budget

Topic 12: Reducing Project Duration

1. Rationale for Reducing Project Duration

2. Options for Accelerating Project CompletionA. Options When Resources Are Not Constrained

i. Adding Resourcesii. Outsourcing Project Workiii. Scheduling Overtimeiv. Establish a Core Project Teamv. Do It Twice—Fast and Correctly

B. Options When Resources Are Constrainedi. Fast-Trackingii. Critical-Chainiii. Reducing Project Scopeiv. Compromise Quality

3. Project Cost-Duration Graph

4. Constructing a Project Cost-Duration GraphA. Determining the Activities to ShortenB. A Simplified Example

5. Practical ConsiderationsA. Using the Project Cost-Duration GraphB. Crash TimesC. Linearity AssumptionD. Choice of Activities to Crash RevisitedE. Time Reduction Decisions and Sensitivity

6. What if Cost, Not Time, Is the Issue?A. Reduce Project ScopeB. Have Owner Take on More Responsibility

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C. Outsourcing Project Activities or Even the Entire ProjectD. Brainstorming Cost Savings Options

Topic 13: Progress and Performance Measurement and Evaluation

1. Structure of a Project Monitoring Information System

2. The Project Control Process

3. Monitoring Time Performance

4. Development of an Earned Value Cost/Schedule SystemA. What Costs Are Included in Baselines?B. Methods of Variance Analysis

5. Developing a Status Report: A Hypothetical ExampleA. AssumptionsB. Baseline DevelopmentC. Development of the Status Report

6. Indexes to Monitor ProgressA. Performance IndexesB. Project Percent Complete IndexesC. Technical Performance MeasurementD. Software for Project Cost/Schedule SystemsE. Additional Earned Value Rules

7. Forecasting Final Project Cost

8. Other Control IssuesA. Scope CreepB. Baseline ChangesC. The Costs and Problems of Data Acquisition

Topic 14: Project Closure

1. Types of closure

2. Wrap-up Closure activities

3. Three Major Deliverables

4. Post implementation evaluationA. Team evaluationB. Individual team member and project manager performance reviews

5. RetrospectivesA. Why retrospectives?B. Initiating the retrospective reviewC. Use of an independent facilitatorD. Selection of a facilitatorE. Roles of a facilitatorF. Managing a retrospective

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G. Overseeing a post-project retrospectiveH. Utilization of retrospectivesI. Archiving retrospectivesJ. Concluding retrospective notes

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Learning Materials

For this module, please read the assigned chapters in the prescribed text and the additional

readings assigned (see list below).

TOPIC 1 Modern Project Management

Objectives To explain why project management is crucial in today’s world To define a project and differentiate projects from routine operations To establish the importance of projects in implementing organization

strategy To establish that managing projects is an act of balancing the technical

and socio-cultural sides of the project.

Synopsis of Topic

There are powerful environmental forces contributing to the rapid expansion of project management approaches to business problems and opportunities. A project is defined as a non-routine, one-time effort limited by time, resources, and performance specifications designed to meet customer needs. One of the distinguishing characteristics of project management is that it has both a beginning and an end and typically consists of four phases: defining, planning, executing, and closing. Effective project management begins with selecting and prioritizing projects that support the firm's mission and strategy. Successful implementation requires both technical and social skills. Project managers have to plan and budget projects as well as orchestrate the contributions of others.

Assigned Reading/Exercises

Topic 1: Introduction to Modern Project Management

"A Day in the Life" end of Chapter 1 Gray & Larson text (page 21)

TOPIC 2 Organization Strategy and Project Selection

Objectives To identify the significant role projects contribute to the strategic direction of the organization

To stress the importance of establishing project priorities and top management support

To describe the linkages of strategies and projects To write a set of hierarchical objectives for an organization To describe a scheme for prioritizing projects that ensures top

management involvement and minimizes conflicts To apply an objective priority system to project selection.

Synopsis of Topic

Multiple competing projects, limited skilled resources, dispersed virtual teams, time to market pressures, and limited capital serve as forces for the emergence of project portfolio management that provides the infrastructure for managing multiple projects and linking business strategy with project selection. The most important element of this system is the creation of a ranking system that utilizes multiple criteria that reflect the mission and strategy of the firm. It is critical to communicate priority criteria to all organizational stakeholders so that the criteria can be the source of inspiration for new project ideas.

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Every significant project selected should be ranked and the results published. Senior management must take an active role in setting priorities and supporting the priority system. Going around the priority system will destroy its effectiveness. The project priority team needs to consist of seasoned managers who are capable of asking tough questions and distinguishing facts from fiction. Resources (people, equipment, and capital) for major projects must be clearly allocated and not conflict with daily operations or become an overload task.

The priority team needs to scrutinize significant projects in terms of not only their strategic value but also their fit with the portfolio of projects currently being implemented. Highly ranked projects may be deferred or even turned down if they upset the current balance among risks, resources, and strategic initiatives. Project selection must be based not only on the merits of the specific project but also on what it contributes to the current project portfolio mix. This requires a holistic approach to aligning projects with organizational strategy and resources.

The importance of aligning projects with organization strategy cannot be overstated. We have discussed two types of models found in practice. Checklist models are easy to develop and are justified primarily on the basis of flexibility across different divisions and locations. Unfortunately, questionnaire checklist models do not allow comparison of the relative value (rank) of alternative projects in contributing toward organization strategy. The latter is the major reason the authors prefer multi-weighted scoring models. These models keep project selection highly focused on alignment with organization strategy. Weighted scoring models require major effort in establishing the criteria and weights.


Topic 2: Strategy and Project Selection

"Film Prioritisation" end of Chapter 2 Gray & Larson text (page 56)

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TOPIC 3 Organization: Structure and Culture

Objectives To be able to identify different types of project management structures To understand the strengths and weaknesses of different project

management structures To appreciate the significance that organizational culture plays in

managing projects To be able to interpret the culture of an organization To understand the interaction between project management structure and

the culture of an organization.

Synopsis of Topic

This chapter examined two major characteristics of the parent organization that affect the implementation and completion of projects. The first is the formal structure of the organization and how it chooses to organize and manage projects. Although the individual project manager may have very little say as to how the firm chooses to manage projects, he or she must be able to recognize the options available as well as the inherent strengths and weaknesses of different approaches.

Three basic project management structures were described and assessed as to their weaknesses and strengths. Only under unique circumstances can a case be made for managing a project within the normal functional hierarchy. When thinking only in terms of what is best for the project, the creation of an independent project team is clearly favored. However, the most effective project management system appropriately balances the needs of the project with those of the parent organization. Matrix structures emerged out of the parent organization's need to share personnel and resources across multiple projects and operations while creating legitimate project focus. The matrix approach is a hybrid organizational form that combines elements of both the functional and project team forms in an attempt to realize the advantages of both.

The second major characteristic of the parent organization that was discussed in this chapter is the concept of organizational culture. Organizational culture is the pattern of beliefs and expectations shared by an organization's members. Culture includes the behavioral norms, customs, shared values, and the "rules of the game" for getting along and getting ahead within the organization. It is important for project managers to be "culture sensitive" so that they can develop appropriate strategies and responses and avoid violating key norms that would jeopardize their effectiveness within the organization.

The interaction between project management structure and organizational culture is a complicated one. We have suggested that in certain organizations, culture encourages the implementation of projects. In this environment the project management structure used plays a less decisive role in the success of the project. Conversely, for other organizations in which the culture stresses internal competition and differentiation, just the opposite may be true. The prevailing norms, customs, and attitudes inhibit effective project management, and the project management structure plays a more decisive role in the successful implementation of projects. At a minimum, under adverse cultural conditions, the project manager needs to have significant authority over the project team; under more extreme conditions firms should use dedicated project teams to complete critical projects. In both cases, the managerial

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strategy should be to insulate project work from the dominant culture so that a more positive "subculture" can emerge among project participants.

The project management structure of the organization and the culture of the organization are major elements of the environment in which a project is initiated. Subsequent chapters will examine how project managers and professionals work within this environment to successfully complete projects.


Topic 3: Project Organisation

“Moss and McAdams” end of Chapter 3 Gray & Larson text (page 94)

TOPIC 4 Defining the Project

Objectives To recognize the importance of a complete scope statement acceptable to your customer as a condition for project success

To layout guidelines for creating a WBS for a project To demonstrate the importance of WBS to the management of projects

and how it serves as a database for planning and control To demonstrate how the OBS establishes accountability to organizational

units To apply a WBS to a case or suggested project To recognize the process for setting up a communication plan.

Synopsis of Topic

The project scope definition, priorities, and breakdown structure are the keys to nearly every aspect of managing the project. The scope definition provides focus and emphasis on the end item(s) of the project. Establishing project priorities allows managers to make appropriate trade-off decisions. The structure helps ensure all tasks of the project are identified and provides two views of the project—one on deliverables and one on organization responsibility. The WBS avoids having the project driven by organization function or by a finance system. The structure forces attention to realistic requirements of personnel, hardware, and budgets. Use of the structure provides a powerful framework for project control that identifies deviations from plan, identifies responsibility, and spots areas for improved performance. No well-developed project plan or control system is possible without a disciplined, structured approach. The WBS, OBS, and cost account codes provide this discipline. The WBS will serve as the database for developing the project network which establishes the timing of work, people, equipment, and costs.

In small projects responsibility matrices may be used to clarify individual responsibility.

Clearly defining your project is the first and most important step in planning. The absence of a clearly defined project plan consistently shows up as the major reason for project failures. Whether you use a WBS or responsibility matrix will depend primarily on the size and nature of your project. Whatever method you use, definition of your project should be adequate to allow for good control as the project is being implemented. Follow-up with a clear

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communication plan for coordinating and tracking project progress will help keep important stakeholders informed and avoid some potential problems.



"Manchester United Soccer Club" end of Chapter 4 Gray & Larson text (page 126)

TOPIC 5 Estimating Project Times and Costs

Objectives To understand estimating project times and costs are the foundation for project planning and control

To have an awareness of the methods, uses, and advantages and disadvantages of top-down and bottom-up estimating methods

Be able to suggest estimating guidelines for time, cost, and resources To suggest a scheme for developing an estimating database for future

projects.

Synopsis of Topic

Quality time and cost estimates are the bedrock of project control. Past experience is the best starting point for these estimates. The quality of estimates is influenced by other factors such as people, technology, and downtimes. The key for getting estimates that represent realistic average times and costs is to have an organization culture that allows errors in estimates without incriminations. If times represent average time, we should expect that 50 percent will be less than the estimate and 50 percent will exceed the estimate. The use of teams that are highly motivated can help in keeping task times and costs near the average. For this reason, it is crucial to get the team to buy into time and cost estimates.

Using top-down estimates is good for initial and strategic decision making or in situations where the costs associated with developing better estimates have little benefit. However, in most cases the bottom-up approach to estimating is preferred and more reliable because it assesses each work package, rather than the whole project, section, or deliverable of a project. Estimating time and costs for each work package facilitates development of the project schedule and a time-phased budget, which are needed to control the project as it is implemented. Using the estimating guidelines will help eliminate many common mistakes made by those unacquainted with estimating times and costs for project control. Establishing a time and cost estimating database fits well with the learning organization philosophy.

The level of time and cost detail should follow the old saying of "no more than is necessary and sufficient." Managers must remember to differentiate between committed outlays, actual costs, and scheduled costs. It is well known that upfront efforts in clearly defining project objectives, scope, and specifications vastly improve time and cost estimate accuracy.

Finally, how estimates are gathered and how they are used can affect their usefulness for planning and control. The team climate, organization culture,

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and organization structure can strongly influence the importance attached to time and cost estimates and how they are used in managing projects.


Topic 5: Estimating Project Times and Costs

"Sharp Printing, AG" end of Chapter 5 Gray & Larson text (page 153)

TOPIC 6 Developing a Project Plan

Objectives To establish the linkage between the WBS and the project network To diagram a project network using AON methods To provide a process for computing early, late, and slack activity times and

identify the critical path To demonstrate understanding and application of “lags” in compressing

projects or constraining the start or finish of an activity To provide an overview framework for estimating times and costs To suggest the importance of slack in scheduling projects.

Synopsis of Topic

Many project managers feel the project network is their most valuable exercise and planning document. Project networks sequence and time-phase the project work, resources, and budgets. Work package tasks are used to develop activities for networks. Every project manager should feel comfortable working in an AON environment. The AON method uses nodes (boxes) for activities and arrows for dependencies. The forward and backward passes establish early and late times for activities. Although most project managers use computers to generate networks and activity times, they find a keen understanding of network development and the ability to compute activity times is invaluable in the field. Computers break down; input errors give false information; some decisions must be made without computer "what if" analysis. Project managers who are well acquainted with network development and AON methods and who are able to compute activity times will encounter fewer problems than project managers less well acquainted. Project networks help to ensure there are no surprises.

Several extensions and modifications have been appended to the original AON method. Lags allow the project planner to more closely replicate the actual conditions found in practice. The use of lags can result in the start or finish of an activity becoming critical. Some computer software simply calls the whole activity critical rather than identifying the start or finish as being critical. Caution should be taken to ensure that lags are not used as a buffer for possible errors in estimating time. Finally, hammock activities are useful in tracking costs of resources used for a particular segment of a project. Hammock activities can also be used to reduce the size of a project network by grouping activities for simplification and clarity. All of the discussed refinements to the original AON methodology contribute toward better planning and control of projects.

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"Whistler Ski Resort Project" Chapter 6 Gray & Larson text (page 195)

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TOPIC 7 Managing Risk

Objectives To describe the risk management process To identify different kinds of risks To illustrate approaches for risk identification, analysis, and assessment To suggest approaches for responding to project risks To propose the use of contingency reserves to cover risk events To recognize the need for a change control process/system for any size

project.

Synopsis of Topic

To put the processes discussed in this chapter in proper perspective one should recognize that the essence of project management is risk management. Every technique in this book is really a risk management technique. Each in its own way tries to prevent something bad from happening. Project selection systems try to reduce the likelihood that projects will not contribute to the mission of the firm. Project scope statements, among other things, are designed to avoid costly misunderstandings and reduce scope creep. Risk breakdown structures reduce the likelihood that some vital part of the project will be omitted or that the budget estimates are unrealistic. Teambuilding reduces the likelihood of dysfunctional conflict and breakdowns in coordination. All of the techniques try to increase stakeholder satisfaction and increase the chances of project success.

From this perspective managers engage in risk management activities to compensate for the uncertainty inherent in project management and that things never go according to plan. Risk management is proactive not reactive. It reduces the number of surprises and leads to a better understanding of the most likely outcomes of negative events.

Although many managers believe that in the final analysis, risk assessment and contingency depend on subjective judgment, some standard method for identifying, assessing, and responding to risks should be included in all projects. The very process of identifying project risks forces some discipline at all levels of project management and improves project performance.

Contingency plans increase the chance that the project can be completed on time and within budget. Contingency plans can be simple "work-arounds" or elaborate detailed plans. Responsibility for risks should be clearly identified and documented. It is desirable and prudent to keep a reserve as a hedge against project risks. Budget reserves are linked to the WBS and should be communicated to the project team. Control of management reserves should remain with the owner, project manager, and line person responsible. Use of contingency reserves should be closely monitored, controlled, and reviewed throughout the project life cycle.

Experience clearly indicates that using a formal, structured process to handle possible foreseen and unforeseen project risk events minimizes surprises, costs, delays, stress, and misunderstandings. Risk management is an iterative process that occurs throughout the lifespan of the project. When risk events occur or changes are necessary, using an effective change control process to quickly approve and record changes will facilitate measuring performance against schedule and cost. Ultimately successful risk management requires a culture in which threats are embraced not denied and problems are identified

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not hidden.


Topic 7: Project Risk Management

"International Capital, Inc - Part A" end of Chapter 7 Gray & Larson text (page 244)

TOPIC 8 Leadership: Being an Effective Project Manager

Objectives To create an awareness of the network of relationships that need to be managed to be a successful project manager

To identify the “currencies” a project manager can use to influence others To encourage students to engage in MBWA To highlight the importance of maintaining positive relationships with

project sponsors To understand and discuss the importance of building trust for project

success To identify some of the qualities of an effective project manager.

Synopsis of Topic

To be successful, project managers must build a cooperative network among a diverse set of allies. They begin by identifying who the key stakeholders on a project are, followed by a diagnosis of the nature of the relationships, and the basis for exercising influence. Effective project managers are skilled at acquiring and exercising a wide range of influence. They use this influence and a highly interactive management style to monitor project performance and initiate appropriate changes in project plans and direction. They do so in a manner that generates trust, which is ultimately based on others' perceptions of their character and competence.

Project managers are encouraged to keep in mind the following suggestions:

Build relationships before you need them. Identify key players and what you can do to help them before you need their assistance. It is always easier to receive a favour after you have granted one. This requires the project manager to see the project in systems terms and to appreciate how it affects other activities and agendas inside and outside the organization. From this perspective they can identify opportunities to do good deeds and garner the support of others.

Trust is sustained through frequent face-to-face contact. Trust withers through neglect. This is particularly true under conditions of rapid change and uncertainty that naturally engender doubt, suspicion, and even momentary bouts of paranoia. Project managers must maintain frequent contact with key stakeholders to keep abreast of developments, assuage concerns, engage in reality testing, and focus attention on the project. Frequent face-to-face interactions affirm mutual respect and trust in each other.

Ultimately, exercising influence in an effective and ethical manner begins and ends with how you view the other parties. Do you view them as potential

26

partners or obstacles to your goals? If obstacles, then you wield your influence to manipulate and gain compliance and cooperation. If partners, you exercise influence to gain their commitment and support. People who view social network building as building partnerships see every interaction with two goals: resolving the immediate problem/ concern and improving the working relationship so that next time it will be even more effective. Experienced project managers realize that "what goes around comes around" and try at all cost to avoid antagonizing players for quick success.


Topic 8: Project Leadership

Tom Bray - end of Chapter 10 Gray and Larson text (page 371)

TOPIC 9 Managing Project Teams

Objectives To identify key characteristics of a high-performance project team To appreciate the impact situational factors have on project team

development To develop strategies for developing a high-performance project team To build skills that encourage functional conflict and discourage

dysfunctional conflict To understand the challenges of managing virtual project teams To recognize the importance of the project manager’s behaviour in

shaping how a team performs.

Synopsis of Topic

Project managers often work under less-than-ideal conditions to develop a cohesive team committed to working together and completing the project to the best of their abilities. They have to recruit personnel from other departments and manage the temporary involvement of team members. They have to bring strangers together and quickly establish a set of operational procedures that unite their efforts and contributions. They have to be skilled at managing meetings so that they do not become a burden but rather a vehicle for progress. Project managers need to forge a team identity and a shared vision, that command the attention and allegiance of participants. They need to use group incentives to encourage teamwork while recognizing when it is appropriate to single out individuals for special recognition. Project managers have to encourage functional conflict that contributes to superior solutions while being on guard against dysfunctional conflict that can break a team apart. In doing these things, they have to be careful not to do too good a job and avoid the pitfalls of excessive group cohesion.

While agendas, charters, visions, rewards, and so forth are important tools and techniques, it has been emphasized both in this chapter and in Chapter 10 that the most important tool a project manager has to build an effective project team is his or her own behavior. Just as the founding members of an organization shape the culture of the organization, the project manager shapes and influences the internal culture of the project team. A positive example can define how team members respond to changes, how they handle new tasks, and how they relate to one another and the rest of the organization. There is no easy way to lead by example. It requires personal

27

conviction, discipline, sensitivity to team dynamics, and a constant awareness of how personal actions are perceived by others.


Topic 9: Project Teams

Kerzner Office Equipment - end of Chapter 11 Gray and Larson text (page 409)

TOPIC 10 Outsourcing: Managing Interorganizational Relations

Objectives To understand the reasons for outsourcing project work To understand the need and value of working as partners with contractors. To identify best practices in outsourcing project work. To be able to practice principle negotiation

Synopsis of Topic

Outsourcing has become an integral part of project management. More and more companies are collaborating with each other on projects to compete in today's business world. The advantages of outsourcing include cost reduction, quicker completion times, greater flexibility, and higher level of expertise. Disadvantages include coordination problems, loss of control, conflicts, and security issues.

A number of proactive best practices have emerged among firms that have mastered the outsourcing process. These practices include establishing well-defined requirements and procedures and utilizing fair and incentive-laden contracts. Team-building sessions are held before the project begins to forge relationships between personnel from different organizations. Escalation guidelines for resolving conflicts are established, as are provisions for process improvement and risk sharing. On highly critical work, arrangements are made so that key personnel work together, face to face. Joint assessments of how well people are collaborating is the norm during status report briefings. Finally, many companies are realizing the benefits of forming long-term alliances with each other on projects. The ultimate goal is to work together as partners.

Effective negotiating skills are essential to working on projects as partners. People need to resolve differences at the lowest level possible in order to keep the project on track. Veteran project managers realize that negotiating is not a competitive game and work toward collaborative solutions to problems. They accomplish this by separating people from the problem, focusing on interests and not positions, inventing options for mutual gain, and relying on objective criteria whenever possible to resolve disagreements. They also recognize the importance of developing a strong BATNA, which provides them with the leverage necessary to seek collaborative solutions.

Assigned Reading/

Topic 10: Project Outsourcing

Buxton Hall - end of Chapter 12 Gray and Larson text (page 445)28

Exercises

TOPIC 11 Scheduling Resources and Costs

Objectives To contrast the differences between time and resource constrained projects

To explain the implications for managing time and resource constrained projects

To demonstrate an understanding of one heuristic method for scheduling resource constrained projects

To explain the potential for hidden critical paths To demonstrate the use of responsibility matrixes to assign individuals and

responsibility To introduce multiproject resource scheduling To demonstrate the ability to create a project cost baseline To explain how costs are translated from an estimate to a time-phase

baseline.

Synopsis of Topic

Usage and availability of resources are major problem areas for project managers. Attention to these areas in developing a project schedule can point out resource bottlenecks before the project begins. Project managers should understand the ramifications of failing to schedule resources. The results of resource scheduling are frequently significantly different from the results of the standard CPM method.

With the rapid changes in technology and emphasis on time-to-market, catching resource usage and availability problems before the project starts can save the costs of crashing project activities later. Any resource deviations from plan and schedule that occur when the project is being implemented can be quickly recorded and the effect noted. Without this immediate update capability, the real negative effect of a change may not be known until it happens. Tying resource availability to a multiproject, multiresource system supports a project priority process that selects projects by their contribution to the organization's objectives and strategic plan.

Assignment of individuals to projects may not fit well with those assigned by computer software routines. In these cases overriding the computer solution to accommodate individual differences and skills is almost always the best choice.

The project resource schedule is important because it serves as your time baseline, which is used for measuring time differences between plan and actual. The resource schedule serves as the basis for developing your time-phased project cost budget baseline. The baseline (planned value, PV) is the sum of the cost accounts, and each cost account is the sum of the work packages in the cost account. Remember, if your budgeted costs are not time-phased, you really have no reliable way to measure performance. Although there are several types of project costs, the cost baseline is usually limited to direct costs (such as labour, materials, equipment) that are under the control of the project manager; other indirect costs can be added to project costs separately.

29


Topic 11: Scheduling Resources and Costs

Power Train - end of Chapter 12 Gray and Larson text (page 291)

TOPIC 12 Reducing Project Duration

Objectives To understand how to use the critical path to reduce project duration To explain alternative methods for crashing activities To explain the risks associated with compressing or crashing a project To recognize when a project manager should try for the optimum cost-

duration.

Synopsis of Topic

The need for reducing the project duration occurs for many reasons such as imposed duration dates, time-to-market considerations, incentive contracts, key resource needs, high overhead costs, or simply unforeseen delays. These situations are very common in practice and are known as cost-time trade-off decisions. This chapter presented a logical, formal process for assessing the implications of situations that involve shortening the project duration. Crashing the project duration increases the risk of being late. How far to reduce the project duration from the normal time toward the optimum depends on the sensitivity of the project network. A sensitive network is one that has several critical or near-critical paths. Great care should be taken when shortening sensitive networks to avoid increasing project risks. Conversely, insensitive networks represent opportunities for potentially large project cost savings by eliminating some overhead costs with little downside risk.

Alternative strategies for reducing project time were discussed within the context of whether or not the project is resource limited. Project acceleration typically comes at a cost of either spending money for more resources or compromising the scope of the project. If the latter is the case, then it is essential that all relevant stakeholders be consulted so that everyone accepts the changes that have to be made. One other key point is the difference in implementing time-reducing activities in the midst of project execution versus incorporating them into the project plan. You typically have far fewer options once the project is underway than before it begins. This is especially true if you want to take advantage of the new scheduling methodologies such as fast-tracking and critical-chain. Time spent up front considering alternatives and developing contingency plans will lead to time savings in the end.



"The Now Wedding - Part A" end of Chapter 9 Gray & Larson text (page 335)

30

TOPIC 13 Progress and Performance Measurement and Evaluation

Objectives To understand how organizations track project performance To understand and appreciate the significance of earned value To be able to calculate and interpret different project performance indexes To be able to develop a project reporting system that will ensure project

control and progress To demonstrate how a project rollup can pinpoint problems in two

dimensions.

Synopsis of Topic

Customer satisfaction is the litmus test for project success. Project managers need to take a proactive approach to managing customer expectations and perceptions. They need to actively involve customers in key decisions and keep them abreast of important developments. Active customer involvement keeps the project team focused on the objectives of the project and reduces misunderstandings and dissatisfaction.

The best information system does not result in good control. Control requires the project manager to use information to steer the project through rough waters. Control and Gantt charts are useful vehicles for monitoring time performance. The cost/ schedule system allows the manager to have a positive influence on cost and schedule in a timely manner. The ability to influence cost decreases with time; therefore, timely reports identifying adverse cost trends can greatly assist the project manager in getting back on budget and schedule. The integrated cost/schedule model provides the project manager and other stakeholders with a snapshot of the current and future status of the project. The benefits of the cost/schedule model are as follows:

1. Measures accomplishments against plan and deliverables.2. Provides a method for tracking directly to a problem work package and

organization unit responsible.3. Alerts all stakeholders to early identification of problems, and allows for

quick, proactive corrective action.4. Improves communication because all stakeholders are using the same

database.5. Keeps customer informed of progress, and encourages customer

confidence that the money spent is resulting in the expected progress.6. Provides for accountability over individual portions of the overall

budget for each organizational unit.

With your information system in place, you need to use your communication plan to keep stakeholders informed so timely decisions can be made to ensure the project is managed effectively.


Topic 13: Project Performance

“Scanner Project” end of Chapter 13 Gray and Larson text (page 499)

31

TOPIC 14 Project Closure

Objectives To appreciate the importance of engaging in project audits To identify the major elements of a project audit To understand key issues surrounding project closure To provide useful advice for conducting performance reviews of project

members.

Synopsis of Topic

The goals of project closure are to complete the project and to improve performance of future projects. Implementing closure and review has three major closure deliverables: wrap-up, evaluation, and retrospectives. Wrap-up closure activities include delivering the final project deliverable, closing accounts, finding new opportunities for project staff, closing facilities, and creating the final report. Project evaluation verifies and documents project performance. The retrospectives methodology promises lessons learned are identified and used. Too often we spend massive dollars planning a project and little to nothing learning from the experience of completing the project. Failure to review, assess, and record successes and failures has consistently proven to be a costly waste. Retrospective methodology addresses this waste.


Topic 14: Project Closure

“Maximum Megahertz Project” end of Chapter 14 Gray and Larson text (page 536)

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Complementary Readings:

Topic 1: Introduction to Modern Project Management

Randolf, W.A. & Posner, B.Z. (1988) “What Every Manager Needs to Know about Project Management”, MIT Sloan Management Review, Vol. 29 No. 4, pp. 65-73.

Topic 2: Strategy and Project Selection

Crawford, L., Hobbs, B. & Turner, J.R. (2006) “Aligning Capability with Strategy: Categorising Projects to do the Right Projects and to do them Right”, Project Management Journal, Vol. 37, No. 2, pp. 38-50.

Topic 3: Project Organisation

Cummings J.L. & Doh J.P. (2000), Identifying Who Matters: Mapping Key Players in Multiple Environments, California Management Review, Volume 42, No.2, pp. 83-104.

Mitchell, R.K., Agle, B.R. & Wood, D.J. (1997) “Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts”, Academy of Management Review, Vol. 22, No. 4, pp 853-886.


N/A


N/A

Topic 6: Cost Estimation

N/A

Topic 7: Project Risk Management

De Meyer, A.; Loch, C.H. & Pich, M.T. (2002) “Managing project uncertainty: From variation to chaos”, MIT Sloan Management Review, Vol. 43(2) pp. 60-67.

33

http://apps.isiknowledge.com/full_record.do?product=UA&search_mode=GeneralSearch&qid=1&SID=R1OcOp8gEp@dga5Epc1&page=1&doc=1&colname=WOS

http://apps.isiknowledge.com/full_record.do?product=UA&search_mode=GeneralSearch&qid=1&SID=R1OcOp8gEp@dga5Epc1&page=1&doc=1&colname=WOS

http://apps.isiknowledge.com/full_record.do?product=UA&search_mode=GeneralSearch&qid=2&SID=Q1jmeI9n31g3jLOE83m&page=1&doc=2&colname=WOS

http://apps.isiknowledge.com/full_record.do?product=UA&search_mode=GeneralSearch&qid=2&SID=Q1jmeI9n31g3jLOE83m&page=1&doc=2&colname=WOS

Topic 8: Project Leadership

Gaddis, Paul O. (1959) "The Project Manager", Harvard Business Review, Vol. 37, No. 3, pp. 89-97. This reading is over 50 years old. How relevant are the claims in this article for project management in 2011?

Topic 9: Project Teams

Siebdrat, F., Hoegl, M. & Ernst, M. (2009) “How to Manage Virtual Teams”, MIT Sloan Management Review, Vol. 50, No. 4, pp. 63-72.

Topic 10: Outsourcing

Adler, T.R. (2005) “The Swift Trust Partnership: A Project Management Exercise Investigating the Effects of Trust and Distrust in Outsourcing Relationships”, Journal of Management Education, Vol. 34, pp. 551-573.

Topic 11: Resource Allocation

N/A


N/A

Topic 13: Project Performance

N/A

Topic14: Project Closure

Stewart, W.E. (2001) “Balanced Scorecard for Projects”, Project Management Journal, Vol. 32, No. 1, pp. 38-47.

Royer, I. (2003) “Why Bad Projects are so Hard to Kill”, Harvard Business Review, Vol. 81, No. 2, pp. 49-56.

34

Microsoft Project

As part of your independent learning, we would encourage you to experiment with Microsoft

Project, in particular from the topics in the "Project Definition" theme. If possible install

Microsoft Project software onto your PC or laptop. A 60 day student trial CD is included in

the Gray & Larson text. You can also download a 60 day trial version of Microsoft Project

2010 from the Microsoft website:

http://office.microsoft.com/en-gb/project/default.aspx

One of the authors of the module text (Erik Larson) has developed a set of 31 on-line video

tutorials, which last between 1 and 4 minutes each, that will guide you through Microsoft

Project 2013 (from complete beginner to expert user).

These may be accessed at the following website:

http://faculty.bus.oregonstate.edu/Larson/New%20Faculty%20Page/project10/index.htm

Tutorials 1-9 are sufficient to get you started on this.

Other useful sources

Project Management Institute

http://www.pmi.org/Pages/default.aspx

“A Guide to the Project Management Body of Knowledge”, 4th edition, (PMBOK ® Guide)

Project Management Institute

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

Erik Larson (text author) has a very good website which provides links to other support

materials

http://business.oregonstate.edu/faculty-and-staff-bios/erik-larson

35

http://faculty.bus.oregonstate.edu/Larson/New%20Faculty%20Page/project10/index.htm

While project management is an academic (and practical) subject on its own, it also

intersects with a large number of other business disciplines. The following list provides

details of the journals that focus specifically on project management, as well as those in

other disciplines that carry articles relevant to project management. All of these can be

accessed on-line through the UCD Library. Students should also note that at the end of most

chapters in the Gray and Larson textbook, there is a list of references of journal articles

related to the topic chapter. These references are a good starting point for additional

research on a particular topic.

Dedicated Project Management Journals:

• International Journal of Project Management

• Project Management Journal

General Management Journals which sometimes cover aspects of Project Management:

MIT Sloan Management Review

Harvard Business Review

Administrative Science Quarterly (ASQ)

Journal of Product Innovation Management

Academy of Management Executive/Academy of Management Journal

Information Technology Journals which sometimes cover aspects of Project Management:

MIS Quarterly

Journal of the Association for Information Systems (AIS)

Journal of Management Information Systems

Engineering Journals which sometimes cover aspects of Project Management:

IEEE Transactions on Engineering Management

Journal of Construction Engineering and Management

36

Operations and Supply Chain Management Journals which sometimes cover aspects of

Project Management:

Production and Operations Management (POM)

Journal of Operations Management (JOM)

Journal of Supply Chain Management

Manufacturing and Service Operations Management (MSOM)

Students completing this module are expected to participate in session discussions and

learning activities and be familiar with recent developments in the business world. To

facilitate this, the following source material is useful

The Economist

The Wall Street Journal

The South China Morning Post

The Straits Times

The Financial Times

Business Week

Fortune

PM Network (the trade journal/magazine of the Project Management Institute)

37

PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students’ ability to engage in prior preparation, to seek

confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 1 below outlines

the structure for the sessions (Seminar Start Date, 7 Aug 2017 – End Date, 5 November

2017).

Table 1: Module Delivery Schedule – Themes, readings, cases

No Theme /Topic

title

Date / Time

S1 : 0900 – 1200S2 : 1230 – 1500S3 : 1515 - 1815

Text chapters/ Readings*

Case / exercise

1 1-Modern Project Management

Class 1 14 Aug 2017 AM Textbook – Chapter 1

See Learning MaterialsClass 2 7 Aug 2017 AM

Class 3 7 Aug 2017 AM2 2-Organization

Strategy and Project Selection

Class 1 14 Aug 2017 AM Textbook – Chapter 2

See Learning MaterialsClass 2 7 Aug 2017 PM

Class 3 7 Aug 2017 PM3 3-Organization:

Structure and CultureClass 1 15 Aug 2017 AM/PM Textbook –

Chapter 3See Learning MaterialsClass 2 8 Aug 2017 AM

Class 3 8 Aug 2017 AM4 4-Defining the Project Class 1 16 Aug 2017 AM Textbook –

Chapter 4See Learning MaterialsClass 2 8 Aug 2017 PM

Class 3 8 Aug 2017 PM5 5.Estimating Project

Times and CostsClass 1 16 Aug 2017 PM Textbook –

Chapter 5See Learning MaterialsClass 2 10 Aug 2017 AM

Class 3 10 Aug 2017 AM6 6.Developing a

Project PlanClass 1 17 Aug 2017 AM/PM Textbook –

Chapter 6See Learning MaterialsClass 2 10 Aug 2017 PM

Class 3 10 Aug 2017 PM7 7.Managing Risk Class 1 18 Aug 2017 AM/PM Textbook –

Chapter 7See Learning MaterialsClass 2 11 Aug 2017 AM/PM

Class 3 11 Aug 2017 AM/PM8 8.Leadership:Effective

Project Manager /

9.Managing Project Teams

Group A 21 Aug 2017 S1 Textbook – Chapter 10/11

See Learning MaterialsGroup B 21 Aug 2017 S2

Group C 21 Aug 2017 S3Group D 23 Aug 2017 S2Group E 14 Aug 2017 S2Group F 14 Aug 2017 S1

9 10.Outsourcing Group A 22 Aug 2017 S1 Textbook – See Learning Group B 22 Aug 2017 S2

38

Chapter 12 MaterialsGroup C 22 Aug 2017 S3Group D 24 Aug 2017 S2Group E 15 Aug 2017 S2Group F 15 Aug 2017 S1

10 11.Scheduling Resources and Costs

Group A 23 Aug 2017 S1 Textbook – Chapter 8



11 12.Reducing Project Duration

Group A 25 Aug 2017 S1 Textbook – Chapter 9



12 13.Progress, Performance Measurement and Evaluation

Group A 7 Sep 2017 S2 Textbook – Chapter 13

See Learning MaterialsGroup B 7 Sep 2017 S3

Group C 31 Aug 2017 S2Group D 8 Sep 2017 S3Group E 30 Aug 2017 S3Group F 31 Aug 2017 S3

13 14.Project Closure Group A 14 Sep 2017 S2 Textbook – Chapter 14

See Learning MaterialsGroup B 14 Sep 2017 S3

Group C 8 Sep 2017 S2Group D 20 Sep 2017 S3Group E 15 Sep 2017 S2Group F 15 Sep 2017 S3

14 Revision for Examination Group A 21 Sep 2017 11.45-

13.45Textbook &

Study Guide

-

Group B 21 Sep 2017 14.00-16.00

Group C 21 Sep 2017 1615-1815

Group D 22 Sep 2017 11.45-13.45

Group E 22 Sep 2017 14.00-16.00

Group F 22 Sep 2017 1615-1815

39

Preparation Required in Advance of Sessions / Seminars

The readings detailed above (chapters of textbook) have been assigned and students are

expected to be fully familiar with them. These readings are an important learning source and

supplement the session and text materials.

Student Engagement

During the sessions, students are expected to be able to discuss issues arising from the

assigned chapters and readings for the topics as scheduled above.

Session participation is a vital element in the design of this module. Therefore, all students

are expected to engage in class discussion and debate in order to facilitate the formation of

their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)

may need to be upgraded / modified during or following the sessions depending on the

issues raised.

Office Hours Arrangements

Students may contact the module coordinators through the e-mail with any academic

queries. These queries will then be passed on to the module coordinators, with responses

normally within five working days.

In addition the lecturer is available for one hour after each class if students have any

questions or issues. Administrative queries should be directed to the Programme Manager.

Class Sessions

Students are asked to be aware that lecturers provide suitable class material to support

student learning. We are aware that some students on occasion may like to record class

sessions. Where this is the case, permission must be sought to record the session. This is to

make not only the lecturer aware and ask their permission out of courtesy but to ensure

classmates are also happy to be recorded. We are grateful for your full support in this regard

40

PART 4: ASSESSMENT DETAILS

Assessment is undertaken to establish the extent of student learning on completing a

module and according to Biggs and Tang1 (2009) it is the senior partner of teaching and

learning. This module has three main assessment components with specific weightings and

marks awarded totalling 100. The purpose of each assessment is as follows:

Assignment 1 allows students to reflect on their professional or personal experience

with project management which includes writing a report based (worth 20%).

Assignment 2 consists of Post-teaching Assignment (PTA).

Post-teaching Assignment is designed to demonstrate the practical aspect of project

management and to illustrate how the topics in the module are related to each other by

applying theory from the module to a major project (worth 30%)

The Examination aims to get insights on your understanding of issues (theory and

practice) addressed in the module (worth 50%).

Students are expected to complete all assignments ensuring that they are submitted by the

specified date. All submissions must be typed, be well laid out, written in an academic style

with appropriate headings (introduction, main part and concluding comments) and sections.

Please ensure that all submissions are entirely your own work – for UCD’s policy on

plagiarism click on the link below (please see Appendix 2 for further information on

Plagiarism and the policy on the Late Submission of Coursework):

http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

The weighting assigned for each component is shown in Table 2A below.

(*I = Individual; T = Team)

Table 2A – Assessment ComponentsAssessment components Weighting Individual / Group*

1. Assignment 1 20% Individual

2. Assignment 2 30% Individual

3. Examination 50% Individual

Module Assessment Components 1 Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at University, Maidenhead: Open University/McGraw Hill.

41

In the following pages, further details of each assessment component are presented along

with expectations in relation to prior preparation and completion.

1. Assignment 1 – Individual Report (Weight: 20%) – Case Study

Boeing 787 DreamlinerThe Boeing 787 Dreamliner is a long-range, mid-size wide-body, twin-engine jet airliner developed by Boeing Commercial Airplanes. It seats 210 to 290 passengers, depending on the variant. Boeing states that it is the company's most fuel-efficient airliner and the world's first major airliner to use composite materials for most of its construction. The 787 consumes 20% less fuel than the similarly-sized Boeing 767. Some of its distinguishing features include a four-panel windshield, noise-reducing chevrons, and a smoother nose contour.

The aircraft's initial designation was 7E7, prior to its renaming in January 2005. The first 787 was unveiled in a roll-out ceremony on July 8, 2007, at Boeing's Everett assembly factory, by which time it had become the fastest-selling wide-body airliner in history with 677 orders. By October 2011, 797 Boeing 787s had been ordered by 57 customers, with ILFC (International Lease Finance Cooperation) having the largest number on order.

The 787 developments and production have involved a large-scale collaboration with numerous suppliers around the globe. Final assembly is at the Boeing Everett Factory in Washington. Aircrafts are also assembled at a new factory in North Charleston, South Carolina. Both sites will deliver 787s to airline customers.

While Boeing had been working to trim excess weight since assembly of the first airframe began, the company stated in December 2006 that the first six 787s were overweight, with the first aircraft expected to be 5,000 lb. (2,300 kg) heavier than specified. Originally planned to enter service in May 2008, the project has suffered from multiple delays due to procurement, sub-assembly and among many other technical problems. Boeing had announced at least a total of 7 delays during the entire project phase. One of the delays was due to an in-flight fire on a Rolls-Royce engine during the testing phase. The airliner's maiden flight took place on December 15, 2009, and completed flight testing in mid-2011. Altogether, Boeing’s poor performance in achieving project objectives has cost it billions of dollars in penalty fees to the airlines. The so-called Dreamliner is filled with technological innovations that should make flying more comfortable for passengers and more economical for airlines. But the 787 program is more than three years behind schedule and billions over budget, and many challenges remain.

Final Federal Aviation Administration (FAA) and European Aviation Safety Agency certification was received in late August 2011 and the first model was delivered in late September 2011 to ANA (All Nippon Airways). It entered commercial service on October 26, 2011.

On 7 Nov 2011, ANA’s 787 Dreamliner in flight experienced a problem with its landing gear less than two weeks after the new aircraft embarked on its maiden passenger service. The airline’s pilots had to manually deploy the 787’s landing gear

42

after the automated system did not engage. The plane landed safely and there were no reported injuries.

In the Boeing 787 Dreamliner's first year of service, at least four aircraft suffered from electrical system problems stemming from its lithium-ion batteries. The United States Federal Aviation Administration (FAA) ordered a review into the design and manufacture of the Boeing 787 Dreamliner, following five incidents in five days involving the aircraft, mostly involved with problems with the batteries and electrical systems. On January 14, 2014, Japan Airlines said a maintenance crew at Narita Airport discovered smoke coming from the main battery of one of its Boeing 787 jets, two hours before the plane was due to fly. Maintenance workers found smoke and unidentified liquid coming from the main battery, and alarms in the cockpit indicated faults with the power pack and its charger. The airline said no other equipment was affected by the incident. The cause was not immediately known. This was followed with a full grounding of the entire Boeing 787 fleet, the first such grounding since that of DC-10s in 1979. Boeing scrambled to find a solution and eventually, without announcing the root cause of the failures, it came up with a fix. The company encased the battery in a heavy steel box and built in more insulation and an exhaust pipe for fumes. The FAA approved the redesign, and the "Dreamliner" was back in the air by the end of April 2014.

In Jun 2014, Mitsubishi Heavy Industries informed Boeing of a new problem that was caused by a change in manufacturing processes. Employees did not fill gaps with shims to connect wing rib aluminum shear ties to the carbon composite wing panels; the tightened fasteners, without shims, cause excessive stress that creates hairline cracks in the wings, which could enlarge and cause further damage. Forty-two aircraft awaiting delivery were affected, and each one required 1–2 weeks to inspect and repair. However, Boeing did not expect this problem to affect the overall delivery schedule, even if some airplanes were delivered late.

In the latest saga of problems in May 2015, 787 Dreamliner could see its engines shut down if it is left running for too long, because of a software glitch. If the plane is left turned on for 248 days, it will go into a failsafe mode that will lead to the plane losing all of its power. The company is said to have found the problem during laboratory testing of the plane. Boeing is working on a software upgrade that will address the problems, said the FAA.

--- End of Case Study ---

43

A. Individual Report - Length of report: 1200 words (+/- 10%).

Read chapters 1 (Modern Project Management) and chapter 2 (Organization Strategy & Project Selection) of your textbook Project Management: The Managerial Process (Gray & Larson, 7th Edition).

Based on the Boeing 787 Dreamliner project, write an individual report on, and based on the under mentioned requirements:

Description Content %i Brief introduction of the company managing the project and the

project.10 %

ii The project problems. (Summarise from the case & through further research).

30 %

iii Critical evaluation on how the 787 Dreamliner project could have been managed more successfully – extract relevant concepts of project management from chapters 1 & 2 of Project Management: The Managerial Process (Gray & Larson, 7th Edition).

50 %

iv General Conclusion 10 %

B. Learning Outcomes Accessed

The learning outcomes accessed are 1, 2 and 5 as presented on page 8 of this study guide.

C. General Layout & Requirements of Written Assignment

1. 1st page: UCD individual assignment submission form, 2nd page: Student’s cover page with indication of word count. 3rd page: Table of Contents followed by body of assignment. Assignment should be in report format with headings and sub-headings.

2. Type written with Times New Roman or Arial font size:12. 1.5 or 2x line spacing. Single or double side printing. Reference list with minimum 5 references.

3. Safe Assign Report (with indication of plagiarism similarity percentage) must be included in the hardcopy submission.

D. Submission Date

Assignment 1 must be submitted in hard copy and via Blackboard on date indicated in Table 2B. Please read the Grade Descriptors in Assignment 1 Grade Descriptor table.

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Assignment 2 – Individual Report (Weight: 30%)A. Formulating a Project Plan - Length of report: 2000-2500 words.

Review chapters 6 to 14 of your module text and prepare a Project Plan to manage a selected project from planning to closing stages. You must demonstrate application of principles and tools of project management as covered in the entire module.

B. Project Titles (Choose ONE only)1. ASEAN Sports event in Singapore for ASEAN countries.2. ASEAN Ministerial Conference in Singapore for ASEAN leaders.3. Volunteer team for disaster relief efforts in another country.4. A fund raising event in Singapore for a charity organisation.5. Promotional event and red carpet opening of a mega blockbuster movie premier.6. A 5000 seats capacity concert for international artiste(s).7. Launch of a new product line for a company.8. Opening an upscale fashion boutique or fine dining restaurant.9. Redevelopment of a small town and facilities.10. An international fashion show for renowned designer.

B. Learning Outcomes Accessed

The learning outcomes accessed are 1, 2, 3, 4 and 5 as presented on page 8 of this study guide.

C. General Layout & Requirements of Written Assignment

1. 1st page: UCD individual assignment submission form, 2nd page: Student’s cover page with indication of word count. 3rd page: Table of Contents followed by body of assignment. Assignment should be in report format with headings and sub-headings.

2. Type written with Times New Roman or Arial font size:12. 1.5 or 2x line spacing. Single or double side printing. Reference list with minimum 10 references.

3. Safe Assign Report (with indication of plagiarism similarity percentage) must be included in the hardcopy submission.

D. Submission Date

Assignment 2 must be submitted in hard copy and via Blackboard on date indicated in Table 2B. Please read the Grade Descriptors in Assignment 2 Grade Descriptor table.

TABLE 2B – Assignment Deadline Summary

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Assignment Deadlines Date Assignment Due

Assignment 1 Class 1 (Group A & B): 25 Aug 2017Class 2 (Group C & D): 18 Aug 2017Class 3 (Group E & F): 18 Aug 2017

Assignment 2 9 Oct 2017

3. Examination (weight 50%)The examination (3 hours) will focus on module themes and the material covered in the text,

cases, assigned readings, videos and class discussions. For this, students are expected to

demonstrate their understanding of theory and practice addressed throughout the module.

The examination question format will be designed to allow you show your understanding of

the topics discussed and also reveal your learning (new and prior). More specific guidelines

regarding the examination paper format and questions will be provided during the final

session.

The format of the examination paper is as follows:

1. Answer any 4 questions from 5 questions. (25 marks each).

2. A non-programmable scientific calculator will be required as there are quantitative

questions.

3. All questions are essay based with sub questions from combination of topics.

Students will have the opportunity to ask questions about its design and style and be

advised the type of answers expected.

The exam questions reflect all aspects of the module content and learning outcomes.

Some questions will be content based. A sample of content-based terminology includes:

Describe……

List……..

What…..

Calculate….

Other questions will be outcomes based, i.e. based on the material covered in the module, what can you do with it? A sample of outcomes based terminology includes:

Critically evaluate….

Apply…..

Discuss…..

Develop…..

Analyse……

Students should ensure that they are familiar with these terms and formulate their answers

based on the precise questions asked and not just repeat every piece of information they

remember about the particular topic. Students should support their answers with relevant

46

theory and practical examples, which demonstrates good theoretical understanding and an

ability to apply theory to practice.

A recent past examination paper is included in Appendix 4 of this Study Guide, please be

prepared for slightly different style of question.

47

PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system

and also explains criterion referenced grading (UCD Policy). Under criterion referenced

grading, students are graded on the quality of their work without reference to other students

(norm referenced). For instance, the submission that meets the required guidelines in terms

of writing style, analysis, description and / or summary will be awarded according to the

standards set out. All students’ work is graded to indicate the standard attained using the

criterion referenced approach.

Table 3: UCD Grading System

Grade Description Grade Point

A +

A

A-

Excellent

4.2

4.0

3.8

B+

B

B-

Very good

3.6

3.4

3.2

C+

C

C-

Good

3.0

2.8

2.6

D+

D

D-

Acceptable

2.4

2.2

2.0

E Marginal 1.6

F Fail (unacceptable, no compensation) 1.0

G Fail (Wholly unacceptable; no compensation) 0.4

NG Fail (Wholly unacceptable; no relevant attempt) 0.0

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More specific grade descriptors are set out for your assessment components in the following

pages. Table 4 -7 below provides descriptors for Assessment process – please read them

prior to submitting your work.

Table 4: Grade Descriptors - Assignment 1

Grade Criteria

A2

Report demonstrates a deep and broad knowledge and appreciation of the project management issues in the described project.

High level of insights, opinion and capacity for logical thinking.

The student clearly demonstrates and communicates his/her learning from the chosen project and the assignment process.

The report is excellently written using formal business language and a fluent writing style.

The report is 1000 words and follows the prescribed format.

B

Report demonstrates a very good knowledge and appreciation of the project management issues in the described project.

Very good opinions, insights and capacity for creative and logical thinking.

Student communicates his/her learning from the project and assignment process.

The report is very well written, structured and presented.


2 *While the criteria detailed refer to A – NG grades (inclusive) only, please note that all bands will be used (A+, A and A-; B+, B and B- etc) for grading assignments.

49

C

Report demonstrates some knowledge and appreciation of the project management issues in the described project.

Some opinion and insights expressed.

Student demonstrates his/her learning from the project and the assignment process.

The report is well structured, formatted and presented.


D

Report demonstrates limited knowledge and appreciation of the project management issues in the described project.

Limited evidence of capacity for original and logical thinking.

There is little evidence in the report of enthusiasm for the exercise, to identify the learning points in the chosen project and the assignment process.

The standard of writing in the report is acceptable.

The report is 1000 words.

E Report engages with the subject area despite major deficiencies in structure, relevance or focus.

Report contains some major and minor errors.

Report demonstrates the capacity to complete only part of the assignment.

The standard of writing in the report in places is marginal.

Report is over the prescribed word count.

F Report fails to address the assignment question resulting in a largely irrelevant response.

Report displays some knowledge of the material relative to the question posed, but with serious omissions/errors.

Report is random and undisciplined with regard to presentation and layout.

Marginal standards of presentation, such as grammar, spelling and graphical presentation.

Report is well under or over the prescribed word count.

Evidence of substantial plagiarism.

50

G Report fails to address the question resulting in an entirely irrelevant answer.

Report indicates no knowledge displayed relative to the question posed.

Report presentation and standard of writing unacceptable.


Evidence of extensive plagiarism.

NG The participant has not exhibited any relevant attempt at the report.

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Table 5: Grade Descriptors - Assignment 2

Grade Characteristics

A

Report demonstrates a deep and broad knowledge of the project management issues in the project.

There is a critical and comprehensive appreciation of the relevant literature and frameworks, which includes evidence of extensive and relevant reading beyond the module text.

There is detailed critical analysis of the project information through rigorous application of relevant theories and frameworks to structure the analysis of the project.

Arguments are organised and presented fluently and lucidly with a high level of critical analysis, extensively supported by primary and secondary data collected about the project.

Recommendations show a highly developed capacity for original, creative and logical thinking.

Participants clearly demonstrate and communicate their learning from the project and the assignment process.

The report is excellently written using formal business language and a fluent writing style.

The report is 2000-2500 words and follows the prescribed format.

B

Report demonstrates a very good knowledge of the project management issues in the project.

There is good familiarity with the relevant literature and frameworks, which includes evidence of reading beyond the module text.

The relevant theories and frameworks are used to structure the project analysis.

Very good use of primary and secondary data to support analysis.

Recommendations show some original insights and capacity for creative and logical thinking.

Participants communicate their learning from the project and assignment process.

The report is very well written, structured and presented.


52

C

The key project management issues in the project are identified.

Elements of project management literature or frameworks are introduced from relevant sources.

Analysis is supported by some references to project data.

Recommendations are provided.

Participants demonstrates learning from the project and the assignment process.

The report is well structured, formatted and presented.


D

The report merely describes the project and fails to detail the key project management themes.

Primarily dependent on module text for literature or frameworks.

Limited analysis of issues and lacks application of theory/frameworks to project data. Limited use of data to support analysis.

Recommendations show limited evidence of capacity for original and logical thinking.

There is little evidence in the report of enthusiasm for the exercise, to identify the learning points in the project and the assignment process.

The standard of writing in the report is acceptable.

The report is 2000-2500 words.

E Report engages with the subject area despite major deficiencies in structure, relevance or focus.

Report contains some major and minor errors.

Report demonstrates the capacity to complete only part of the assignment and a lack of original and logical thinking.

The standard of writing in the report in places is marginal.

Report is over the prescribed word count

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F Report fails to address the assignment questions resulting in a largely irrelevant response.

Report displays some knowledge of the material relative to the questions posed, but with serious omissions/errors.

Report is random and undisciplined with regard to presentation and layout.

Unacceptable standards of presentation, such as grammar, spelling and graphical presentation.

Evidence of substantial plagiarism.


G Report fails to address the questions resulting in an entirely irrelevant answer.

Report indicates no knowledge displayed relative to the questions posed.

Report presentation and standard of writing wholly unacceptable.


Evidence of extensive plagiarism.

NG The group participants have not exhibited any relevant attempt at the report.

54

TABLE 7: Grade Descriptors – Formal Closed Book Examination

Grade Characteristics

A

Answers demonstrate a deep and broad knowledge of the project management issues.

There is a critical and comprehensive appreciation of the relevant literature and frameworks, which includes evidence of extensive and relevant reading beyond the module text.

Arguments are organised and presented fluently and lucidly with a high level of critical analysis, extensively supported by practical examples.

Answers are excellently written using formal business language and a fluent writing style.

B

Answers demonstrate a very good knowledge of the project management issues.

There is good familiarity with the relevant literature and frameworks, which includes evidence of reading beyond the module text.

The relevant theories and frameworks are used to structure the project analysis with some practical examples.

Answers are very well written, structured and presented.

C

Answers identify the key project management issues.

Elements of project management literature or frameworks are introduced from relevant sources.

Analysis is supported by some references to practical examples.

Answers are well structured, formatted and presented.

D

Answers merely describe the issues in the exam question and fail to detail the key underlying project management themes.

Primarily dependent on module text for literature or frameworks.

Limited analysis of issues and lacks application of theory/frameworks to questions. Limited use of practical examples to support analysis.

The standard of writing in examination is acceptable.

55

E Examination engages with the subject area despite major deficiencies in structure, relevance or focus.

Examination contains some major and minor errors.

Examination demonstrates the capacity to complete only part of the assignment and a lack of original and logical thinking.

The standard of writing in the examination in places is marginal.

An incomplete or rushed answer, e.g. using bullet points through part/all of the answer.

F Examination responses fail to address the questions resulting in a largely irrelevant response.

Examination responses display some knowledge of the material relative to the questions posed, but with serious omissions/errors.

Examination responses are random and undisciplined with regard to presentation and layout.

Unacceptable standards of presentation, grammar and spelling.

G Examination responses fail to address the questions resulting in an entirely irrelevant answer.

Examination responses indicate no knowledge displayed relative to the questions posed.

Examination presentation and standard of writing wholly unacceptable.

NG The participant has not exhibited any relevant attempt at the

examination.

56

PART 6: CONCLUDING COMMENTS

This Study Guide is designed to assist and guide your learning for this module. It is important that you read it regularly and do so in conjunction with the core text, the assigned readings and session materials. Should you need clarification on issues covered, please let us know during the seminar sessions.

I hope you enjoy the module and wish you good luck with the rest of your study and for the future.

Mr. Dipan K MehtaDr. Ali NazarpourDr. George Onofrei

June 2017

57

APPENDIX 1

You are advised to read the following important documents before you commence your

studies on this module:

1. Guidelines for the Late Submission of CourseworkThis document provides a detailed outline of the rules and regulations surrounding the

presentation, submission and marking of assignments. The guidelines provided must be

adhered at all times to avoid an unnecessary loss of marks. Further details on

www.ucd.ie/registry/academicsecretariat/late_sub.pdf

2. A Briefing Document for Students on Academic Integrity and Plagiarism.The University understands plagiarism to be the inclusion of another person’s writings or

ideas or works, in any formally presented work (including essays, theses, examinations,

projects, laboratory reports, oral, poster or slide presentations) which form part of the

assessment requirements for a module or programme of study, without due

acknowledgement either wholly or in part of the original source of the material through

appropriate citation. Further details please go to

www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your

own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.The following statement must be included on the cover page of all assignments submitted:

I declare that all materials included in this essay/report/project/dissertation is the end

result of my own work and that due acknowledgement have been given in the

bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

58

http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

http://www.ucd.ie/registry/academicsecretariat/late_sub.pdf

APPENDIX 2: PAST EXAMINATION PAPER

Note to Students: Providing a copy of this paper does not signify that future

papers will follow the exact same format.

Instructions: Attempt any 4 out of 5 Questions. Each question carries 25 marks.

Question 1

Write short notes on each of the following items:

i. Project life cycle

ii. Multi-weighted scoring models for project selection

iii. Matrix form of organisational structure

iv. Project work breakdown structure

v. The risk management process

[Total 25 marks]

Question 2

You are planning a product launch. About 300 guests have been invited to the event which

will take place on 15 October 2009. The event starts with a series of short presentations

(total time 2 hours) followed by a networking lunch. The event is to be held at a local hotel

ballroom.

(a) Identify five different risks for this project. For each risk, (i) state the name of the

risk event, (ii) provide a brief description of this risk and (iii) state its likely

causes.

[10 marks]

(b) Analyse all the risks using the Risk Assessment Matrix. Provide a brief

explanation of your analysis.

[8 marks]

(c) Outline how you would deal with each of these risks using a Risk Response

Matrix. Provide a brief explanation of your risk response decisions.

[7 marks]

59

[Total 25 marks]

Question 3

You are planning a major management meeting cum corporate planning session. This will

take place in 12 months time. Managers from subsidiary firms across the Asia Pacific will be

coming to Singapore for this meeting, which is expected to last for about 5 days. Some

managers may be accompanied by their partners who do not participate in the meeting

proper but who usually join the evening social events.

(a) Prepare an outline of the Project Plan for this project.

[12 marks]

(b) Analyse the contribution of each part of the Project Plan to effective project

management.

[13 marks]

[Total 25 marks]

60

Question 4

The Singapore Project Management Conference is a major event for project managers. It is

organized by the Singapore Project Management Organisation (SgPMO). It is held once in 4

years and usually attracts about 1000 attendees from all over the Asia Pacific. The major

activities to be done are:

Conference Project Management

Decide on Theme and Invite Speakers, Moderators etc.

Publicity and Promotions

Finance

Corporate Sponsorship

Facilities & Vendors Management

Social Activities Program

(a) Develop a WBS (task breakdown) for this project. Identify all the major

component tasks and provide three levels of detail. There should be no more

than 15 level 3 tasks.

[15 marks]

(b) For each task in the WBS, provide an estimate of the (i) effort and (ii)

duration. Provide supporting justification for your estimates.

[10 marks]

[Total 25 marks]

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Question 5

The following information is provided about a training and development project.

(a) Draw the PDM/CPM diagram, complete with forward and backward pass

information. Find the critical path.

[12 marks]

(b) Assume Activity A (hire trainers) took 5 weeks. Draw the PDM/CPM diagram

again.

[7 marks]

(c) From which activity would you suggest transferring resources, and to what

activity, so that the original target training date may be maintained?

[6 marks]

[Total 25 marks]

oOo

62

Activity Duration Preceding ActivitiesA 3 NoneB 5 NoneC 14 AD 5 AE 4 BF 7 BG 8 D, EH 5 G, F

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