Project Management HW Chapter 6 and Appendix 6.1

I have attached the book “Project Management, the managerial process” fifth edition from Larson and Gray.

I need to complete the following HW assignments complete. ( I also included the page numbers)

Chapter 6

Exercise: Q 7 and Q 8 (pg. 187) Q10 (pg. 188) Q 14 (pg. 190) Q 15 and Q 16 (pg. 191) and Q 22 (pg. 196)

Apendix 6.1

Exercises 3 and 4 (pg. 208)

ISBN: 0073403342
Author: Erik W. Larson, Clifford F. Gray
Title: Project Management
Front endsheets
Color: 2
Pages: 2,3
Chapter 1 Modern Project Management
1.2 Project defined
1.3 Project management defined
1.4 Projects and programs (.2)
2.1 The project life cycle (.2.3)
App. G.1 The project manager
App. G.7 Political and social environments
F.1 Integration of project management processes [3.1]
Chapter 2 Organization Strategy and Project Selection
1.4 Projects and programs (.2)
1.4.1 Managing the portfolio
1.4.3 Strategy and projects
2.3 Stakeholders and review boards
12.1 RFP’s and vendor selection (.3.4.5)
11.2.2.6 SWAT analysis
Chapter 3 Organization: Structure and Culture
2.4.1 Organization cultures [G.7]
2.4.2 Organization structure [9.1.3]
9.1.1 Organization charts
1.4.4 Project offices
Chapter 4 Defining the Project
4.1 Project charter
5.1 Gather requirements
5.2 Defining scope
5.3 Creating a WBS
5.4 Tools and techniques
6.1 Define activities
9.1.2. Responsibility matrixes
10.1 Communication planning (.2.3.4) [App. G-4]
Chapter 5 Estimating Times and Costs
6.4 Activity duration estimates (.3)
6.4.2 Estimating tools (.1.3.4)
6.3.1 Identifying resources
7.1 Activity cost estimates (.2.3.4.5)
5.1.2.4 Delphi method
Chapter 6 Developing a Project Plan
4.2.2 Planning tools
6.2 Sequence activities [1.2]
6.5.1 Bar and milestone charts
6.5.2 Critical path method (.2)
6.5.2.6 Lead and lag activities [6.2.3]
F.3 Project duration
Chapter 7 Managing Risk
11.1 Risk management process [F.8]
11.2 Identifying risks
11.3.2.2 Impact matrix
11.4 Risk assessment
11.5 Risk responses (.2–.1.2)
11.6 Risk register
7.1.2.5 PERT analysis
7.1.2.6.3 Contingency reserves
7.3.3.4 Change control management
Chapter 8 Scheduling resources and cost
6.5.2 Setting a schedule baseline [8.1.4]
6.5.3.1 Setting a resource schedule
6.5.2.4 Resource leveling
7.2 Setting a cost and time baseline schedule (1.3.5) [8.1.3]
6.5.2.3 Critical chain method
Chapter 9 Reducing Project Duration
6.5.2.7 Schedule compression
Chapter 10 Leadership
9.4.2.5 Leadership skills
G.1 Project leadership
10.1 Stakeholder management
Chapter 11 Teams
9.2 Building the team (.1.3) & [3.5.3] [App G.2 Building teams]
9.4 Managing the team
9.3.2 Team building activities
9.2.4 Virtual teams
9.3.3.1 Team performance [9.4.2.2]
9.4.2.3 Conflict management
9.3.2.6 Recognition and awards
Chapter 12 Outsourcing
12.1.1 Procurement requirements [G.8]
12.1.2.3 Contract types
9.4.2.3 Conflict management
12.2.7 The art of negotiating
12.2.3.5 Change requests
Chapter 13 Monitoring Progress
10.5.3 Cost/schedule system (.1)
6.6 .2.1 Time performance
7.2.3.1 Cost baseline development
7.3.2.1 Earned value system (F.4)
7.3.2.4 E.V., performance status report
7.3.2.2 E.V., forecasts
7.3.2.3 EV., to complete index (EAC)
7.3.2.5 Schedule and cost variance
Chapter 14 Project closure
Closure report
4.5.1.4 Organization processes (.5) & [4.5.3 & 4.6.3.2]
4.6.1 Administrative tasks (.3) & [3.7.1, & 12.4]
10.3.3.1 Lessons learned [8.3.3.4]
9.4.2.2 Individual performance appraisals
Chapter 15 International Projects
G.7 Culture awareness
Chapter 16 Oversight
1.4.4 Project offices
8.1.2 Continuous improvement
5.1 Requirements vs. actual [5.3]
Chapter 17 Agile PM
6.1.2.2 Rolling wave
Cross Reference of Project Management Body
of Knowledge (PMBOK) Concepts to Text Topics

This page intentionally left blank

Project
Management
The Managerial Process
Lar03342_fm_i-xvi_1.indd Page i 2/25/10 2:34:39 AM user-f498Lar03342_fm_i-xvi_1.indd Page i 2/25/10 2:34:39 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

The McGraw-Hill/Irwin Series Operations and Decision Sciences
OPERATIONS MANAGEMENT
Beckman and Rosenfield,
Operations, Strategy: Competing in the
21st Century,
First Edition
Benton,
Purchasing and Supply Chain
Management,
Second Edition
Bowersox, Closs, and Cooper,
Supply Chain Logistics Management,
Third Edition
Brown and Hyer,
Managing Projects: A Team-Based
Approach,
First Edition
Burt, Petcavage, and Pinkerton,
Supply Management,
Eighth Edition
Cachon and Terwiesch,
Matching Supply with Demand: An
Introduction to Operations Management,
Second Edition
Finch,
Interactive Models for Operations and
Supply Chain Management,
First Edition
Fitzsimmons and Fitzsimmons,
Service Management: Operations,
Strategy, Information Technology,
Seventh Edition
Gehrlein,
Operations Management Cases,
First Edition
Harrison and Samson,
Technology Management,
First Edition
Hayen,
SAP R/3 Enterprise Software:
An Introduction,
First Edition
Hill,
Manufacturing Strategy: Text & Cases,
Third Edition
Hopp,
Supply Chain Science,
First Edition
Hopp and Spearman,
Factory Physics,
Third Edition
Jacobs, Berry, Whybark, and Vollmann
Manufacturing Planning & Control for
Supply Chain Management,
Sixth Edition
Jacobs and Chase,
Operations and Supply Management:
The Core,
Second Edition
Jacobs and Chase
Operations and Supply Management,
Thirteenth Edition
Jacobs and Whybark,
Why ERP?
First Edition
Larson and Gray,
Project Management: The Managerial
Process,
Fifth Edition
Leenders, Johnson, Flynn, and Fearon,
Purchasing and Supply Management,
Thirteenth Edition
Nahmias,
Production and Operations Analysis,
Sixth Edition
Olson,
Introduction to Information Systems
Project Management,
Second Edition
Schroeder, Goldstein, Rungtusanatham,
Operations Management: Contemporary
Concepts and Cases,
Fifth Edition
Seppanen, Kumar, and Chandra,
Process Analysis and Improvement,
First Edition
Simchi-Levi, Kaminsky,
and Simchi-Levi,
Designing and Managing the Supply
Chain: Concepts, Strategies, Case
Studies,
Third Edition
Sterman,
Business Dynamics: Systems Thinking
and Modeling for Complex World,
First Edition
Stevenson,
Operations Management,
10th Edition
Swink, Melnyk, Cooper, and Hartley,
Managing Operations Across the
Supply Chain,
First Edition
Thomke,
Managing Product and Service
Development: Text and Cases,
First Edition
Ulrich and Eppinger,
Product Design and Development,
Fourth Edition
Zipkin,
Foundations of Inventory Management,
First Edition
QUANTITATIVE METHODS AND
MANAGEMENT SCIENCE
Hillier and Hillier,
Introduction to Management Science: A
Modeling and Case Studies Approach
with Spreadsheets,
Fourth Edition
Stevenson and Ozgur,
Introduction to Management Science with
Spreadsheets,
First Edition
Lar03342_fm_i-xvi_1.indd Page ii 2/25/10 2:34:39 AM user-f498Lar03342_fm_i-xvi_1.indd Page ii 2/25/10 2:34:39 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Project
Management
The Managerial Process Fifth Edition
Erik W. Larson
Oregon State University
Clifford F. Gray
Oregon State University
Lar03342_fm_i-xvi_1.indd Page iii 2/25/10 2:34:40 AM user-f498Lar03342_fm_i-xvi_1.indd Page iii 2/25/10 2:34:40 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

PROJECT MANAGEMENT: THE MANAGERIAL PROCESS
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue
of the Americas, New York, NY, 10020. Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies,
Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast
for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 WVR/WVR 0 9 8 7
ISBN 978-0-07-340334-2
MHID 0-07-340334-2
Editorial director: Stewart Mattson
Publisher: Tim Vertovec
Executive editor: Richard T. Hercher, Jr.
Developmental editor: Gail Korosa
Associate marketing manager: Jaime Halterman
Project manager: Harvey Yep
Production supervisor: Carol Bielski
Designer: Mary Kazak Vander
Photo researcher: Jeremy Cheshareck
Media project manager: Cathy Tepper
Cover image: © Veer Images
Typeface: 10.5/12 Times Roman
Compositor: Aptara®, Inc.
Printer: Worldcolor
Library of Congress Cataloging-in-Publication Data
Larson, Erik W., 1952-
Project management: the managerial process / Erik W. Larson, Clifford F. Gray. —5th ed.
p. cm. —(The McGraw-Hill/Irwin series, operations and decision sciences)
Gray’s name appears first on the earlier editions.
Includes index.
ISBN-13: 978-0-07-340334-2 (alk. paper)
ISBN-10: 0-07-340334-2 (alk. paper)
1. Project management. 2. Time management. 3. Risk management. I. Gray, Clifford F.
II. Gray, Clifford F. Project management. III. Title.
HD69.P75G72 2011
658.4904—dc22
2009054318
www.mhhe.com
Lar03342_fm_i-xvi_1.indd Page iv 2/25/10 2:34:41 AM user-f498Lar03342_fm_i-xvi_1.indd Page iv 2/25/10 2:34:41 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

www.mhhe.com

v
About the Authors
Erik W. Larson
ERIK W. LARSON is professor of project management at the College of Busi-
ness, Oregon State University. He teaches executive, graduate, and undergraduate
courses on project management, organizational behavior, and leadership. His
research and consulting activities focus on project management. He has published
numerous articles on matrix management, product development, and project part-
nering. He has been honored with teaching awards from both the Oregon State
University MBA program and the University of Oregon Executive MBA program.
He has been a member of the Portland, Oregon, chapter of the Project Manage-
ment Institute since 1984. In 1995 he worked as a Fulbright scholar with faculty at
the Krakow Academy of Economics on modernizing Polish business education.
In 2005 he was a visiting professor at Chulalongkorn University in Bangkok,
Thailand. He received a B.A. in psychology from Claremont McKenna College
and a Ph.D. in management from State University of New York at Buffalo. He is
a certified project management professional (PMP) and Scrum Master.
Clifford F. Gray
CLIFFORD F. GRAY is professor emeritus of management at the College of
Business, Oregon State University. He continues to teach undergraduate and grad-
uate project management courses overseas and in the United States; he has per-
sonally taught more than 100 executive development seminars and workshops.
His research and consulting interests have been divided equally between opera-
tions management and project management; he has published numerous articles
in these areas, plus a text on project management. He has also conducted research
with colleagues in the International Project Management Association. Cliff has
been a member of the Project Management Institute since 1976 and was one of the
founders of the Portland, Oregon, chapter. He was a visiting professor at Kasetsart
University in Bangkok, Thailand in 2005. He was the president of Project Man-
agement International, Inc. (a training and consulting firm specializing in project
management) 1977–2005. He received his B.A. in economics and management
from Millikin University, M.B.A. from Indiana University, and doctorate in oper-
ations management from the College of Business, University of Oregon. He is
certified Scrum Master.
Lar03342_fm_i-xvi_1.indd Page v 2/25/10 2:34:44 AM user-f498Lar03342_fm_i-xvi_1.indd Page v 2/25/10 2:34:44 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

“Man’s mind, once stretched by a new idea, never
regains its original dimensions.”
Oliver Wendell Holmes, Jr.
To my family who have always encircled me with
love and encouragement—my parents (Samuel
and Charlotte), my wife (Mary), my sons and their
wives (Kevin and Dawn, Robert and Sally) and
their children (Ryan, Carly, Connor and Lauren).
C.F.G.
“We must not cease from exploration and the end of all
exploring will be to arrive where we begin and to know
the place for the first time.”
T. S. Eliot
To Ann whose love and support has brought out
the best in me. And, to our girls Mary, Rachel, and
Tor-Tor for the joy and pride they give me. Finally,
to my muse, Neil, for the faith and inspiration he
instills.
E.W.L
Lar03342_fm_i-xvi_1.indd Page vi 2/25/10 2:34:44 AM user-f498Lar03342_fm_i-xvi_1.indd Page vi 2/25/10 2:34:44 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

vii
Preface
Since you are reading this text, you have made a decision that learning more about
project management will have a positive impact for you. You are absolutely right!
Project management has become an organization-wide core competency; nearly
every manager, regardless of discipline is involved in managing one or more proj-
ects. This text is designed to provide project managers and prospective project
managers with the knowledge and skills that are transferable across industries and
countries.
Our motivation for writing this text was to provide students with a holistic,
integrative view of project management. A holistic view focuses on how projects
contribute to the strategic goals of the organization. The linkages for integration
include the process of selecting projects that best support the strategy of a partic-
ular organization and that in turn can be supported by the technical and manage-
rial processes made available by the organization to bring projects to completion.
The goals for prospective project managers are to understand the role of a project
in their organizations and to master the project management tools, techniques,
and interpersonal skills necessary to orchestrate projects from start to finish.
The role of projects in organizations is receiving increasing attention. Projects
are the major tool for implementing and achieving the strategic goals of the orga-
nization. In the face of intense, worldwide competition, many organizations have
reorganized around a philosophy of innovation, renewal, and organizational
learning to survive. This philosophy suggests an organization that is flexible and
project driven. Project management has developed to the point where it is a pro-
fessional discipline having its own body of knowledge and skills. Today it is nearly
impossible to imagine anyone at any level in the organization who would not ben-
efit from some degree of expertise in the process of managing projects.
Audience
This text is written for a wide audience. It covers concepts and skills that are used
by managers to propose, plan, secure resources, budget, and lead project teams to
successful completions of their projects. The text should prove useful to students
and prospective project managers in helping them understand why organizations
have developed a formal project management process to gain a competitive advan-
tage. Readers will find the concepts and techniques discussed in enough detail to be
immediately useful in new-project situations. Practicing project managers will find
the text to be a valuable guide and reference when dealing with typical problems
that arise in the course of a project. Managers will also find the text useful in
understanding the role of projects in the missions of their organizations. Analysts
will find the text useful in helping to explain the data needed for project implemen-
tation as well as the operations of inherited or purchased software. Members of the
Project Management Institute will find the text is well structured to meet the needs
of those wishing to prepare for PMP (Project Management Professional) or CAPM
(Certified Associate in Project Management) certification exams. The text has in-
depth coverage of the most critical topics found in PMI’s Project Management
Lar03342_fm_i-xvi_1.indd Page vii 2/25/10 2:34:44 AM user-f498Lar03342_fm_i-xvi_1.indd Page vii 2/25/10 2:34:44 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Body of Knowledge (PMBOK). People at all levels in the organization assigned to
work on projects will find the text useful not only in providing them with a ratio-
nale for the use of project management tools and techniques but also because of
the insights they will gain on how to enhance their contributions to project
success.
Our emphasis is not only on how the management process works, but more
importantly, on why it works. The concepts, principles, and techniques are univer-
sally applicable. That is, the text does not specialize by industry type or project
scope. Instead, the text is written for the individual who will be required to man-
age a variety of projects in a variety of different organizational settings. In the
case of some small projects, a few of the steps of the techniques can be omitted,
but the conceptual framework applies to all organizations in which projects are
important to survival. The approach can be used in pure project organizations
such as construction, research organizations, and engineering consultancy firms.
At the same time, this approach will benefit organizations that carry out many
small projects while the daily effort of delivering products or services continues.
Content
In this latest edition of the book, we have responded to feedback received from
both students and teachers, which is deeply appreciated. As a result of the this
feedback, the following changes have been made to the fifth edition:
• Restructuring of text to include four supplemental chapters that cover topics
beyond the project management core.
• Inclusion of a supplemental chapter on agile project management which has
enjoyed success on new product and software development projects.
• Terms and concepts have been updated to be consistent with the fourth edition
of the Project Management Body of Knowledge (2008).
• Revised Chapter 14 to include project retrospectives. Chapters 2, 4, 6, 7, and 12,
have been updated.
• New student exercises and cases have been added to most chapters.
• Answers to selected exercises are now available in Appendix 1
• A third major computer exercise has been added to the Appendix 2;
• The “Snapshot from Practice” boxes feature a number of new examples of
project management in action as well as new research highlights that continue
to promote practical application of project management.
Overall the text addresses the major questions and issues the authors have encoun-
tered over their 60 combined years of teaching project management and consult-
ing with practicing project managers in domestic and foreign environments. The
following questions represent the issues and problems practicing project managers
find consuming most of their effort: What is the strategic role of projects in con-
temporary organizations? How are projects prioritized? What organizational and
managerial styles will improve chances of project success? How do project manag-
ers orchestrate the complex network of relationships involving vendors, subcon-
tractors, project team members, senior management, functional managers, and
customers that affect project success? What factors contribute to the development
of a high-performance project team? What project management system can be set
viii Preface
Lar03342_fm_i-xvi_1.indd Page viii 2/25/10 2:34:45 AM user-f498Lar03342_fm_i-xvi_1.indd Page viii 2/25/10 2:34:45 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

up to gain some measure of control? How do managers prepare for a new interna-
tional project in a foreign culture? How does one pursue a career in project
management?
Project managers must deal with all these concerns to be effective. All of these
issues and problems represent linkages to an integrative project management view.
The chapter content of the text has been placed within an overall framework that
integrates these topics in a holistic manner. Cases and snapshots are included from
the experiences of practicing managers. The future for project managers appears
to be promising. Careers will be determined by success in managing projects.
Student Learning Aids
The text Web site (www.mhhe.com/larsongray5e) includes study outlines, online
quizzes, PowerPoint slides, videos, Microsoft Project Video Tutorials and Web
links. The trial version of Microsoft Project software is included on its own
CD-ROM free with the text.
Acknowledgments
We would like to thank Richard Bruce, Ottawa University for updating the Test
Bank and Online Quizzes; Charlie Cook, University of West Alabama for revising
the PowerPoint slides; Oliver F. Lehmann for providing access to PMBOK study
questions; and Mink for accuracy checking the text and Instructor’s Resource
Manual content.
Next, it is important to note that the text includes contributions from numerous
students, colleagues, friends, and managers gleaned from professional conversa-
tions. We want them to know we sincerely appreciate their counsel and suggestions.
Almost every exercise, case, and example in the text is drawn from a real-world
project. Special thanks to managers who graciously shared their current project as
ideas for exercises, subjects for cases, and examples for the text. Shlomo Cohen,
John A. Drexler, Jim Moran, John Sloan, Pat Taylor, and John Wold, whose work
is printed, are gratefully acknowledged. Special gratitude is due Robert Breitbarth
of Interact Management, who shared invaluable insights on prioritizing projects.
University students and managers deserve special accolades for identifying prob-
lems with earlier drafts of the text and exercises.
We are indebted to the reviewers of past editions who shared our commitment to
elevating the instruction of project management. The reviewers include Paul S.
Allen, Rice University; Denis F. Cioffi, George Washington University; Joseph
D. DeVoss, DeVry University; Edward J. Glantz, Pennsylvania State University;
Michael Godfrey, University of Wisconsin–Oshkosh; Robert Key, University of
Phoenix; Dennis Krumwiede, Idaho State University; Nicholas C. Petruzzi,
University of Illinois–Urbana/Champaign; William R. Sherrard, San Diego State
University; S. Narayan Bodapati, Southern Illinois University at Edwardsville;
Warren J. Boe, University of Iowa; Burton Dean, San Jose State University;
Kwasi Amoako-Gyampah, University of North Carolina–Greensboro; Owen P.
Hall, Pepperdine University; Bruce C. Hartman, University of Arizona; Rich-
ard Irving, York University; Robert T. Jones, DePaul University; Richard L.
Luebbe, Miami University of Ohio; William Moylan, Lawrence Technological
College of Business; Edward Pascal, University of Ottawa; James H. Patterson,
Indiana University; Art Rogers, City University; Christy Strbiak, U.S. Air Force
Preface ix
Lar03342_fm_i-xvi_1.indd Page ix 2/25/10 2:34:45 AM user-f498Lar03342_fm_i-xvi_1.indd Page ix 2/25/10 2:34:45 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

www.mhhe.com/larsongray5e

Academy; David A. Vaughan, City University; and Ronald W. Witzel, Keller
Graduate School of Management. Nabil Bedewi, Georgetown University; Scott
Bailey, Troy University; Michael Ensby, Clarkson University; Eldon Larsen, Mar-
shall University; Steve Machon, DeVry University–Tinley Park; William Mat-
thews, William Patterson University; Erin Sims, DeVry University–Pomona;
Kenneth Solheim, DeVry University–Federal Way; and Oya Tukel, Cleveland
State University.
In the fifth edition we continue to commit to improving the text content and
improving instruction of project management. We are grateful to those reviewers
who provided helpful critiques and insights on the fourth edition, which helped us
prepare this revision. The reviewers for the fifth edition include. Gregory Anderson,
Weber State University; Dana Bachman, Colorado Christian University; Alan
Cannon, University of Texas, Arlington; Susan Cholette, San Francisco State;
Michael Ensby, Clarkson University; Charles Franz, University of Missouri,
Columbia; Raouf Ghattas, DeVry University; Robert Groff, Westwood College;
Raffael Guidone, New York City College of Technology; George Kenyon, Lamar
University; Elias Konwufine, Keiser University; Rafael Landaeta, Old Dominion
University; Muhammad Obeidat, Southern Polytechnic State University; Linda
Rose, Westwood College; Oya Tukel, Cleveland State University; and Mahmoud
Watad, William Paterson University. We thank you for your many thoughtful
suggestions and for making our book better. Of course we accept responsibility
for the final version of the text.
In addition, we would like to thank our colleagues in the College of Business at
Oregon State University for their support and help in completing this project. In
particular, we recognize Ray Brooks, Jim Moran and Ping-Hung Hsieh for their
helpful advice and suggestions. We also wish to thank the many students who
helped us at different stages of this project, most notably Neil Young, Rebecca
Keepers, Katherine Knox, Dat Nguyen, Lacey McNeely and Amanda Bosworth.
Mary Gray deserves special credit for editing and working under tight deadlines
on earlier editions. Special thanks go to Pinyarat Sirisomboonsuk for her help in
preparing the last two editions.
Finally, we want to extend our thanks to all the people at McGraw-Hill/Irwin
for their efforts and support. First, we would like to thank Dick Hercher for con-
tinuing to champion and provide editorial direction and guidance, and Gail
Korosa, who took over management of the book’s development fifth edition. And
we would also like to thank Denise Showers, Carol Blelski, Mary Sander, Jeremy
Cheshareck, Grey Bates, and Harvey Yep for managing the final production,
design, supplement, and media phases of the fifth edition.
Erik W. Larson
Clifford F. Gray
x Preface
Lar03342_fm_i-xvi_1.indd Page x 2/25/10 2:34:45 AM user-f498Lar03342_fm_i-xvi_1.indd Page x 2/25/10 2:34:45 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Note to Student
You will find the content of this text highly practical, relevant, and current. The
concepts discussed are relatively simple and intuitive. As you study each chapter
we suggest you try to grasp not only how things work, but why things work. You
are encouraged to use the text as a handbook as you move through the three levels
of competency:
I know.
I can do.
I can adapt to new situations.
Project management is both people and technical oriented. Project manage-
ment involves understanding the cause-effect relationships and interactions among
the sociotechnical dimensions of projects. Improved competency in these dimen-
sions will greatly enhance your competitive edge as a project manager.
The field of project management is growing in importance and at an exponen-
tial rate. It is nearly impossible to imagine a future management career that does
not include management of projects. Résumés of managers will soon be primarily
a description of the individual’s participation in and contributions to projects.
Good luck on your journey through the text and on your future projects.
xi
Lar03342_fm_i-xvi_1.indd Page xi 2/25/10 2:34:45 AM user-f498Lar03342_fm_i-xvi_1.indd Page xi 2/25/10 2:34:45 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Brief Contents
Preface vii
1. Modern Project Management 2
2. Organization Strategy and Project
Selection 22
3. Organization: Structure and Culture 64
4. Defining the Project 100
5. Estimating Project Times and
Costs 126
6. Developing a Project Plan 156
7. Managing Risk 210
8. Scheduling Resources and Costs 252
9. Reducing Project Duration 304
10. Leadership: Being an Effective Project
Manager 338
11. Managing Project Teams 374
12. Outsourcing: Managing
Interorganizational Relations 418
13. Progress and Performance
Measurement and Evaluation 452
14. Project Closure 504
15. International Projects 532
16. Oversight 564
17. An Introduction to Agile Project
Management 582
18. Project Management Career Paths 602
APPENDIX
One Solutions to Selected Exercises 611
Two Computer Project Exercises 625
GLOSSARY 642
ACRONYMS 651
PROJECT MANAGEMENT
EQUATIONS 652
INDEX 653
xii
Lar03342_fm_i-xvi_1.indd Page xii 2/25/10 2:34:45 AM user-f498Lar03342_fm_i-xvi_1.indd Page xii 2/25/10 2:34:45 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Contents
Preface vii
Chapter 1
Modern Project Management 2
What Is a Project? 5
The Project Life Cycle 7
The Project Manager 10
The Importance of Project Management 10
Project Management Today—An Integrative
Approach 13
Integration of Projects with Organizational Strategy 13
Integration of Projects through Portfolio
Management 14
Integration of the Process of Implementing Actual
Projects 15
Summary 16
Chapter 2
Organization Strategy and Project
Selection 22
The Strategic Management Process: An
Overview 24
Four Activities of the Strategic Management
Process 26
Scenario Planning: A Supplement to Traditional
Strategic Planning 30
The Need for an Effective Project Portfolio
Management System 32
Problem 1: The Implementation Gap 32
Problem 2: Organization Politics 33
Problem 3: Resource Conflicts and Multitasking 34
A Portfolio Management System 36
Classification of the Project 36
Financial Criteria 37
Nonfinancial Criteria 39
Applying a Selection Model 42
Sources and Solicitation of Project Proposals 43
Ranking Proposals and Selection of Projects 44
Managing the Portfolio System 47
Balancing the Portfolio for Risks and Types of
Projects 48
Summary 49
Appendix 2.1: Request for Proposal (RFP) 60
Chapter 3
Organization: Structure and Culture 64
Project Management Structures 65
Organizing Projects within the Functional
Organization 66
Organizing Projects as Dedicated Teams 69
Organizing Projects within a Matrix
Arrangement 72
Different Matrix Forms 73
What Is the Right Project Management
Structure? 77
Organization Considerations 77
Project Considerations 77
Organizational Culture 79
What Is Organizational Culture? 79
Identifying Cultural Characteristics 82
Implications of Organizational Culture for
Organizing Projects 84
Summary 87
Chapter 4
Defining the Project 100
Step 1: Defining the Project Scope 102
Employing a Project Scope Checklist 102
Step 2: Establishing Project Priorities 106
Step 3: Creating the Work Breakdown Structure 108
Major Groupings Found in a WBS 108
How WBS Helps the Project Manager 109
WBS Development 109
Step 4: Integrating the WBS with the
Organization 113
Step 5: Coding the WBS for the Information
System 114
Responsibility Matrices 116
Project Communication Plan 119
Summary 121
Chapter 5
Estimating Project Times and Costs 126
Factors Influencing the Quality of Estimates 128
Estimating Guidelines for Times, Costs, and
Resources 129
xiii
Lar03342_fm_i-xvi_1.indd Page xiii 2/25/10 2:34:46 AM user-f498Lar03342_fm_i-xvi_1.indd Page xiii 2/25/10 2:34:46 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Top-Down Versus Bottom-Up Estimating 131
Methods for Estimating Project Times and
Costs 133
Top-Down Approaches for Estimating Project Times
and Costs 133
Bottom-Up Approaches for Estimating Project Times
and Costs 137
A Hybrid: Phase Estimating 139
Level of Detail 141
Types of Costs 142
Refining Estimates 144
Creating a Database for Estimating 146
Summary 147
Appendix 5.1: Learning Curves for
Estimating 151
Chapter 6
Developing a Project Plan 156
Developing the Project Network 157
From Work Package to Network 158
Constructing a Project Network 160
Terminology 160
Two Approaches 160
Basic Rules to Follow in Developing Project
Networks 161
Activity-on-Node (AON) Fundamentals 161
Network Computation Process 164
Forward Pass—Earliest Times 166
Backward Pass—Latest Times 168
Determining Slack (or Float) 169
Free Slack (Float) 171
Using the Forward and Backward Pass
Information 172
Level of Detail for Activities 173
Practical Considerations 173
Network Logic Errors 173
Activity Numbering 174
Use of Computers to Develop Networks 174
Calendar Dates 174
Multiple Starts and Multiple Projects 177
Extended Network Techniques to Come Closer to
Reality 177
Laddering 177
Use of Lags 178
An Example Using Lag Relationships—The Forward
and Backward Pass 181
Hammock Activities 183
Summary 184
Appendix 6.1: Activity-on-Arrow
Method 199
Chapter 7
Managing Risk 210
Risk Management Process 211
Step 1: Risk Identification 213
Step 2: Risk Assessment 216
Probability Analysis 219
Step 3: Risk Response Development 219
Mitigating Risk 219
Avoiding Risk 220
Transferring Risk 221
Retaining Risk 222
Contingency Planning 223
Technical Risks 224
Schedule Risks 225
Cost Risks 226
Funding Risks 226
Opportunity Management 227
Contingency Funding and Time Buffers 227
Budget Reserves 228
Management Reserves 228
Time Buffers 229
Step 4: Risk Response Control 229
Change Control Management 230
Summary 234
Appendix 7.1: PERT and PERT Simulation 242
Chapter 8
Scheduling Resources and Costs 252
Overview of the Resource Scheduling Problem 253
Types of Resource Constraints 255
Classification of a Scheduling Problem 257
Resource Allocation Methods 257
Assumptions 257
Time-Constrained Project: Smoothing Resource
Demand 257
Resource-Constrained Projects 259
Computer Demonstration of Resource-
Constrained Scheduling 264
The Impacts of Resource-Constrained Scheduling 270
Splitting Activities 270
Benefits of Scheduling Resources 272
Assigning Project Work 272
Multiproject Resource Schedules 273
Using the Resource Schedule to Develop a Project
Cost Baseline 275
Why a Time-Phased Budget Baseline Is Needed 275
Creating a Time-Phased Budget 276
Summary 281
Appendix 8.1: The Critical-Chain Approach 295
xiv Contents
Lar03342_fm_i-xvi_1.indd Page xiv 2/25/10 2:34:46 AM user-f498Lar03342_fm_i-xvi_1.indd Page xiv 2/25/10 2:34:46 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Chapter 9
Reducing Project Duration 304
Rationale for Reducing Project Duration 305
Options for Accelerating Project
Completion 307
Options When Resources Are Not Constrained 308
Options When Resources Are Constrained 310
Project Cost–Duration Graph 313
Explanation of Project Costs 313
Constructing a Project Cost–Duration Graph 314
Determining the Activities to Shorten 314
A Simplified Example 316
Practical Considerations 318
Using the Project Cost–Duration Graph 318
Crash Times 319
Linearity Assumption 319
Choice of Activities to Crash Revisited 319
Time Reduction Decisions and Sensitivity 320
What if Cost, Not Time, Is the Issue? 321
Summary 323
Chapter 10
Leadership: Being an Effective Project
Manager 338
Managing versus Leading a Project 339
Managing Project Stakeholders 340
Influence as Exchange 344
Task-Related Currencies 345
Position-Related Currencies 346
Inspiration-Related Currencies 346
Relationship-Related Currencies 346
Personal-Related Currencies 347
Social Network Building 347
Mapping Dependencies 347
Management by Wandering Around (MBWA) 349
Managing Upward Relations 350
Leading by Example 352
Ethics and Project Management 355
Building Trust: The Key to Exercising
Influence 357
Qualities of an Effective Project Manager 359
Summary 362
Chapter 11
Managing Project Teams 374
The Five-Stage Team Development Model 377
Situational Factors Affecting Team
Development 378
Building High-Performance Project Teams 380
Recruiting Project Members 381
Conducting Project Meetings 383
Establishing a Team Identity 387
Creating a Shared Vision 389
Managing Project Reward Systems 391
Orchestrating the Decision-Making
Process 393
Managing Conflict within the Project 396
Rejuvenating the Project Team 399
Managing Virtual Project Teams 400
Project Team Pitfalls 404
Groupthink 404
Bureaucratic Bypass Syndrome 404
Team Spirit Becomes Team Infatuation 405
Going Native 405
Summary 406
Chapter 12
Outsourcing: Managing Interorganizational
Relations 418
Outsourcing Project Work 419
Best Practices in Outsourcing Project Work 423
Well-Defined Requirements and Procedures 423
Extensive Training and Team-Building Activities 424
Well-Established Conflict Management Processes
in Place 426
Frequent Review and Status Updates 426
Co-Location When Needed 428
Fair and Incentive-Laden Contracts 429
Long-Term Outsourcing Relationships 430
The Art of Negotiating 431
1. Separate the People from the
Problem 432
2. Focus on Interests, Not Positions 433
3. Invent Options for Mutual Gain 434
4. When Possible, Use Objective Criteria 434
Dealing with Unreasonable People 435
A Note on Managing Customer Relations 436
Summary 438
Appendix 12.1: Contract Management 446
Chapter 13
Progress and Performance Measurement and
Evaluation 452
Structure of a Project Monitoring Information
System 453
The Project Control Process 454
Monitoring Time Performance 455
Contents xv
Lar03342_fm_i-xvi_1.indd Page xv 2/25/10 2:34:46 AM user-f498Lar03342_fm_i-xvi_1.indd Page xv 2/25/10 2:34:46 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Development of an Earned Value Cost/Schedule
System 458
What Costs Are Included in Baselines? 461
Methods of Variance Analysis 461
Developing a Status Report: A Hypothetical
Example 463
Assumptions 463
Baseline Development 463
Development of the Status Report 464
Indexes to Monitor Progress 469
Performance Indexes 469
Project Percent Complete Index 469
Technical Performance Measurement 471
Software for Project Cost/Schedule Systems 471
Additional Earned Value Rules 471
Forecasting Final Project Cost 472
Other Control Issues 475
Scope Creep 475
Baseline Changes 477
The Costs and Problems of Data
Acquisition 478
Summary 479
Appendix 13.1: The Application of Additional
Earned Value Rules 495
Appendix 13.2: Obtaining Project Performance
Information from MS Project 501
Chapter 14
Project Closure 504
Types of Project Closure 506
Wrap-up Closure Activities 507
Creating the Final Report 510
Post-Implementation Evaluation 511
Team Evaluation 511
Individual, Team Member, and Project Manager
Performance Reviews 514
Retrospectives 516
Why Retrospectives? 516
Initiating the Retrospective Review 517
Use of an Independent Facilitator 518
Roles of a Facilitator 518
Managing a Retrospective 519
Overseeing a Post-Project Retrospective 520
Utilization of Retrospectives 523
Archiving Retrospectives 523
Concluding Retrospective Notes 524
Summary 524
Appendix 14.1: Project Closeout Checklist 526
Appendix 14.2: Euro Conversion—Project Closure
Checklist 529
Chapter 15
International Projects 532
Environmental Factors 534
Legal/Political 534
Security 535
Geography 536
Economic 536
Infrastructure 538
Culture 538
Project Site Selection 540
Cross-Cultural Considerations:
A Closer Look 541
Adjustments 542
Working in Mexico 545
Working in France 546
Working in Saudi Arabia 547
Working in China 549
Working in the United States 550
Summary Comments about Working in Different
Cultures 552
Culture Shock 553
Coping with Culture Shock 554
Selection and Training for International
Projects 555
Summary 558
Chapter 16
Oversight 564
Project Oversight 565
Importance of Oversight to the Project Manager 566
Portfolio Project Management 566
Project Office 566
Phase Gate Methodology 568
Organization Project Management in the
Long Run 574
Organization Project Management Maturity 574
The Balanced Scorecard Model 578
Summary 579
Chapter 17
An Introduction to Agile Project
Management 582
Traditional versus Agile Methods 583
Agile PM 585
Agile PM in Action: Scrum 585
Roles and Responsibilities 589
Scrum Meetings 590
Product and Sprint Backlogs 591
xvi Contents
Lar03342_fm_i-xvi_1.indd Page xvi 2/25/10 2:34:46 AM user-f498Lar03342_fm_i-xvi_1.indd Page xvi 2/25/10 2:34:46 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

Applying Agile PM to Large Projects 592
Limitations and Concerns 593
Summary 595
Chapter 18
Project Management Career Paths 602
Career Paths 603
Temporary Assignments 604
Pursuing a Career 605
Professional Training and Certification 605
Gaining Visibility 606
Mentors 607
Success in Key Projects 608
Summary 608
Appendix 1: Solutions to Selected
Exercises 611
Appendix 2: Computer Project
Exercises 625
Glossary 642
Acronyms 651
Project Management Equations 652
Index 653
Contents 1
Lar03342_fm_i-xvi_1.indd Page 1 2/25/10 2:34:46 AM user-f498Lar03342_fm_i-xvi_1.indd Page 1 2/25/10 2:34:46 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop

2
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4
C H A P T E R O N E
Modern Project Management
Modern Project Management
What Is a Project?
The Importance of Project Management
Project Management Today—An Integrative Approach
Summary
Text Overview
Lar03342_ch01_002-021.indd Page 2 1/27/10 2:04:01 PM f-500Lar03342_ch01_002-021.indd Page 2 1/27/10 2:04:01 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

3
All of mankind’s greatest accomplishments—from building the great pyra-
mids to discovering a cure for polio to putting a man on the moon—began
as a project.
This is a good time to be reading a book about project management. Business lead-
ers and experts have proclaimed that project management is a strategic imperative.
Project management provides people with a powerful set of tools that improves
their ability to plan, implement, and manage activities to accomplish specific orga-
nizational objectives. But project management is more than just a set of tools; it is
a results-oriented management style that places a premium on building collabora-
tive relationships among a diverse cast of characters. Exciting opportunities await
people skilled in project management.
The project approach has long been the style of doing business in the construction
industry, U.S. Department of Defense contracts, and Hollywood as well as big con-
sulting firms. Now project management has spread to all avenues of work. Today,
project teams carry out everything from port expansions to hospital restructuring to
upgrading information systems. They are creating next generation, fuel efficient vehi-
cles, developing sustainable sources of energy, and exploring the farthest reaches of
outer space. The impact of project management is most profound in the electronics
industry, where the new folk heroes are young professionals whose Herculean efforts
lead to the constant flow of new hardware and software products.
Project management is not limited to the private sector. Project management is
also a vehicle for doing good deeds and solving social problems. Endeavors such
as providing emergency aid to the Gulf Coast devastated by hurricane Katrina,
devising a strategy for reducing crime and drug abuse within a city, or organizing
a community effort to renovate a public playground would and do benefit from
the application of modern project management skills and techniques.
Perhaps the best indicator of demand for project management can be seen in
the rapid expansion of the Project Management Institute (PMI), a professional
organization for project managers. PMI membership has grown from 93,000 in
2002 to more than 270,000 currently. See the PMI Snapshot from Practice for
information regarding professional certification in project management.
It’s nearly impossible to pick up a newspaper or business periodical and not
find something about projects. This is no surprise! Approximately $2.5 trillion
(about 25 percent of the U.S. gross national product) are spent on projects each
year in the United States alone. Other countries are increasingly spending more
on projects. Millions of people around the world consider project management
the major task in their profession.
Project management is not without problems. The Standish Group has tracked
the management of information technology (IT) projects since 1994. This firm’s
periodic landmark reports summarize the continued need for improved project
management. For over a decade the Standish Reports of management of IT
projects showed improvements. In 1994 approximately 16 percent of IT projects
were completed on time, on budget; in 2004 the success rate moved up to 29 percent.
Lar03342_ch01_002-021.indd Page 3 1/27/10 2:04:02 PM f-500Lar03342_ch01_002-021.indd Page 3 1/27/10 2:04:02 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

4 Chapter 1 Modern Project Management
The Project Management Institute (PMI) was
founded in 1969 as an international society for
project managers. Today PMI has members from
more than 125 countries and more than 270,000
members. PMI professionals come from virtually every major in-
dustry, including aerospace, automotive, business management,
construction, engineering, financial services, information tech-
nology, pharmaceuticals, health care, and telecommunications.
PMI provides certification as a Project Management Pro-
fessional (PMP)—someone who has documented sufficient
project experience, agreed to follow the PMI code of profes-
sional conduct, and demonstrated mastery of the field of proj-
ect management by passing a comprehensive examination.
The number of people earning PMP status has grown dramati-
cally in recent years. In 1996 there were fewer than 3,000 cer-
tified project management professionals. By the end of 2009
there were more than 350,000 PMPs!
S N A P S H O T F R O M P R A C T I C E The Project Management Institute
Just as the CPA exam is a standard for accountants,
passing the PMP exam may become the standard for project
managers. Some companies are requiring that all their
project managers be PMP certified. Moreover, many job
postings are restricted to PMPs. Job seekers, in general, are
finding that being PMP certified is an advantage in the
marketplace.
PMI recently added a certification as a Certified Associ-
ate in Project Management (CAPM). CAPM is designed for
project team members and entry-level project managers, as
well as qualified undergraduate and graduate students who
want a credential to recognize their mastery of the project
management body of knowledge. CAPM does not require
the extensive project management experience associated
with the PMP. For more details on PMP and CAPM, “google”
PMI to find the current Web site for the Project Manage-
ment Institute.
Failed projects also declined from 31 percent in 1994 to 18 percent in 2004. How-
ever, the CHAOS Summary 2009 report shows a small decrease in the numbers.
This survey report shows only 32 percent of IT projects were delivered on time
and within budget. However, 44 percent were “challenged,” which means they
were late, over budget, and/or missed meeting performance requirements. In addi-
tion, 24 percent failed, were cancelled, or never used. Jim Crear, Standish Group
CIO, notes this is the highest failure rate in over a decade.
The need for elevating performance continues to challenge the project manage-
ment profession. The waste on failed projects and cost overruns is estimated in the
neighborhood of over $150 billion!
Most of the people who excel at managing projects never have the title of project
manager. They include accountants, lawyers, administrators, scientists, contractors,
public health officials, teachers, and community advocates whose success depends
upon being able to lead and manage project work. For them project management
is not a title but a critical job requirement. It is hard to think of a profession or a
career path that would not benefit from being good at managing projects.
Not only is project management critical to most careers, the skill set is transfer-
able across most businesses and professions. At its core, project management
fundamentals are universal. The same project management methodology that is
used to develop a new product can be adapted to create new services, organize
events, refurbish aging operations, and so forth. In a world where it is estimated
that each person is likely to experience three to four career changes, managing
projects is a talent worthy of development.
The significance of project management can also be seen in the classroom. Twenty
years ago major universities offered one or two classes in project management,
primarily for engineers. Today, most universities offer multiple sections of project
management classes, with the core group of engineers being supplemented by
business students majoring in marketing, management information systems (MIS),
and finance, as well as students from other disciplines such as oceanography, health
sciences, computer sciences, and liberal arts. These students are finding that their
Lar03342_ch01_002-021.indd Page 4 1/27/10 2:04:02 PM f-500Lar03342_ch01_002-021.indd Page 4 1/27/10 2:04:02 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 1 Modern Project Management 5
exposure to project management is providing them with distinct advantages when
it comes time to look for jobs. More and more employers are looking for graduates
with project management skills. The logical starting point for developing these
skills is understanding the uniqueness of a project and of project managers.
What Is a Project?
What do the following headlines have in common?
Superbowl half-time show scores a touchdown
Citywide WiFi system set to go live
1000 acre Wind Farm turns on the juice
Apple’s new iPhone hits the market
City receives stimulus funds to expand light rail system
All of these events represent projects.
The Project Management Institute provides the following definition of a project:
A project is a temporary endeavor undertaken to create a unique product, service, or result.
Like most organizational effort, the major goal of a project is to satisfy a customer’s
need. Beyond this fundamental similarity, the characteristics of a project help
differentiate it from other endeavors of the organization. The major characteristics
of a project are as follows:
1. An established objective.
2. A defined life span with a beginning and an end.
3. Usually, the involvement of several departments and professionals.
4. Typically, doing something that has never been done before.
5. Specific time, cost, and performance requirements.
First, projects have a defined objective—whether it is constructing a 12-story
apartment complex by January 1 or releasing version 2.0 of a specific software
Photo by: Paul Drinkwater/NBCU Photobank via AP Images
Lar03342_ch01_002-021.indd Page 5 3/4/10 1:28:21 AM user-f499Lar03342_ch01_002-021.indd Page 5 3/4/10 1:28:21 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

6 Chapter 1 Modern Project Management
package as quickly as possible. This singular purpose is often lacking in daily or-
ganizational life in which workers perform repetitive operations each day.
Second, because there is a specified objective, projects have a defined endpoint,
which is contrary to the ongoing duties and responsibilities of traditional jobs. In
many cases, individuals move from one project to the next as opposed to staying in
one job. After helping to install a security system, an IT engineer may be assigned
to develop a database for a different client.
Third, unlike much organizational work that is segmented according to func-
tional specialty, projects typically require the combined efforts of a variety of spe-
cialists. Instead of working in separate offices under separate managers, project
participants, whether they be engineers, financial analysts, marketing profession-
als, or quality control specialists, work closely together under the guidance of a
project manager to complete a project.
The fourth characteristic of a project is that it is nonroutine and has some
unique elements. This is not an either/or issue but a matter of degree. Obviously,
accomplishing something that has never been done before, such as building a
hybrid (electric/gas) automobile or landing two mechanical rovers on Mars, requires
solving previously unsolved problems and breakthrough technology. On the other
hand, even basic construction projects that involve established sets of routines and
procedures require some degree of customization that makes them unique.
Finally, specific time, cost, and performance requirements bind projects. Proj-
ects are evaluated according to accomplishment, cost, and time spent. These triple
constraints impose a higher degree of accountability than you typically find in
most jobs. These three also highlight one of the primary functions of project man-
agement, which is balancing the trade-offs between time, cost, and performance
while ultimately satisfying the customer.
What a Project Is Not Projects should not be confused with everyday work. A proj-
ect is not routine, repetitive work! Ordinary daily work typically requires doing the
same or similar work over and over, while a project is done only once; a new product
or service exists when the project is completed. Examine the list in Table 1.1 that com-
pares routine, repetitive work and projects. Recognizing the difference is important
because too often resources can be used up on daily operations which may not con-
tribute to longer range organization strategies that require innovative new products.
Program versus Project In practice the terms project and program cause confusion.
They are often used synonymously. A program is a group of related projects designed
to accomplish a common goal over an extended period of time. Each project within a
program has a project manager. The major differences lie in scale and time span.
Program management is the process of managing a group of ongoing, inter-
dependent, related projects in a coordinated way to achieve strategic objectives. For
TABLE 1.1
Comparison of
Routine Work with
Projects
Routine, Repetitive Work Projects
Taking class notes Writing a term paper
Daily entering sales receipts into the Setting up a sales kiosk for a professional
accounting ledger accounting meeting
Responding to a supply-chain request Developing a supply-chain information system
Practicing scales on the piano Writing a new piano piece
Routine manufacture of an Apple iPod Designing an iPod that is approximately
2 3 4 inches, interfaces with PC, and
stores 10,000 songs
Attaching tags on a manufactured product Wire-tag projects for GE and Wal-Mart
Lar03342_ch01_002-021.indd Page 6 1/27/10 2:04:03 PM f-500Lar03342_ch01_002-021.indd Page 6 1/27/10 2:04:03 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 1 Modern Project Management 7
FIGURE 1.1
Project Life Cycle
L
ev
el
o
f
ef
fo
rt
1. Goals
2. Specifications
3. Tasks
4. Responsibilities
1. Schedules
2. Budgets
3. Resources
4. Risks
5. Staffing
1. Status reports
2. Changes
3. Quality
4. Forecasts
1. Train customer
2. Transfer documents
3. Release resources
4. Evaluation
5. Lessons learned
Defining
Defining
Start Time End
Planning
Planning
Executing
Executing
Closing
Closing
example, a pharmaceutical organization could have a program for curing cancer. The
cancer program includes and coordinates all cancer projects that continue over an ex-
tended time horizon. Coordinating all cancer projects under the oversight of a cancer
team provides benefits not available from managing them individually. This cancer
team also oversees the selection and prioritizing of cancer projects that are included
in their special “Cancer” portfolio. Although each project retains its own goals and
scope, the project manager and team are also motivated by the higher program goal.
Program goals are closely related to broad strategic organization goals.
The Project Life Cycle
Another way of illustrating the unique nature of project work is in terms of the
project life cycle. Some project managers find it useful to use the project life cycle
as the cornerstone for managing projects. The life cycle recognizes that projects
have a limited life span and that there are predictable changes in level of effort and
focus over the life of the project. There are a number of different life-cycle models
in project management literature. Many are unique to a specific industry or type
of project. For example, a new software development project may consist of five
phases: definition, design, code, integration/test, and maintenance. A generic cycle
is depicted in Figure 1.1.
The project life cycle typically passes sequentially through four stages: defining,
planning, executing, and delivering. The starting point begins the moment the
project is given the go-ahead. Project effort starts slowly, builds to a peak, and
then declines to delivery of the project to the customer.
1. Defining stage: Specifications of the project are defined; project objectives are
established; teams are formed; major responsibilities are assigned.
2. Planning stage: The level of effort increases, and plans are developed to deter-
mine what the project will entail, when it will be scheduled, whom it will bene-
fit, what quality level should be maintained, and what the budget will be.
Lar03342_ch01_002-021.indd Page 7 2/9/10 9:45:12 AM user-f498Lar03342_ch01_002-021.indd Page 7 2/9/10 9:45:12 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208

8 Chapter 1 Modern Project Management
3. Executing stage: A major portion of the project work takes place—both
physical and mental. The physical product is produced (a bridge, a report, a
software program). Time, cost, and specification measures are used for con-
trol. Is the project on schedule, on budget, and meeting specifications? What
are the forecasts of each of these measures? What revisions/changes are
necessary?
Businesses thrive and survive based on their ability to manage
projects that produce products and services that meet market
needs. Below is a small sample of projects that are important
to their company’s future.
COMPANY: NINTENDO
Project: Next Generation Nintendo Wii Game Console
According to Internet rumors, the new console will be based
on entirely new hardware that will pump out HD visuals, con-
tain expanded storage, and run using digitally distributed
content rather than physical discs. The new console will
expand the capability of Wii’s revolutionary handheld pointer
device that detects movement in three dimensions. At
stake is Nintendo’s position in the $10 billion plus gaming
industry.
—C. Faylor, 2008
S N A P S H O T F R O M P R A C T I C E Project Management in Action: 2009
COMPANY: OAKLAND A’s BASEBALL TEAM
Project: Cisco Stadium
In November 2006, the future of the Oakland A’s looked bright as
the team announced plans to build a new ballpark in Fremont,
CA. Upon announcing plans to build a ballpark, the Oakland
A’s sold the naming rights to the ballpark to Cisco Systems for
$4 million/year over 30 years. The ballpark design mimicked clas-
sic ballparks of the past, while combining the most advanced
technology in the world. Those plans have since been derailed as
opposition increased from major retailers and homeowners near
the stadium site. It now appears that the A’s will have to develop
a plan that may lead the team to building the ballpark in Oakland,
near the coliseum, or possibly in San Jose, CA. The A’s need the
new stadium to turn around lagging attendance, which has been
at or near the bottom among major league baseball clubs.
—BBoA, 2009
© The McGraw-Hill Companies, Inc./Jill Braaten, photographer.
Lar03342_ch01_002-021.indd Page 8 3/4/10 1:28:41 AM user-f499Lar03342_ch01_002-021.indd Page 8 3/4/10 1:28:41 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

Chapter 1 Modern Project Management 9
4. Closing stage: Closing includes three activities: delivering the project product to
the customer, redeploying project resources, and post-project review. Delivery of
the project might include customer training and transferring documents. Rede-
ployment usually involves releasing project equipment/materials to other projects
and finding new assignments for team members. Post-project reviews include not
only assessing performance but also capturing lessons learned.
In practice, the project life cycle is used by some project groups to depict the
timing of major tasks over the life of the project. For example, the design team
might plan a major commitment of resources in the defining stage, while the qual-
ity team would expect their major effort to increase in the latter stages of the proj-
ect life cycle. Because most organizations have a portfolio of projects going on
COMPANY: GENERAL MOTORS
Project: Chevrolet Volt
The Chevrolet Volt is a plug-in hybrid electric vehicle to go on
sale in 2011. Unlike most currently available hybrids, the actual
propulsion of the Volt is accomplished exclusively by the elec-
tric motor, and the internal combustion engine is used as an-
other charging method. What’s at stake is the future of GM.
With the company’s recent emergence from bankruptcy pro-
tection, the chief of GM product development, Tom Stephens,
pronounced, “We cannot afford to have anything but a hit . . .
every launch . . . has to be a home-run.”
—T. Krisher, 2009
COMPANY: KOREAN MIDLAND POWER CO
Project: World’s Largest Tidal Turbine Farm
Korean Midland Power Co. has signed an agreement with
Lunar Energy, Britain’s leading tidal power company, to build a
colossal 300 turbine field in the Wando Hoenggan WaterWay
off the South Korean coast by 2015. The $800 million plus proj-
ect is expected to provide 300MW of renewable energy, enough
to power 200,000 homes. The project entails installing a series
of 60 ft-high tidal turbines in deep ocean water. A 1MW pilot
plant would be installed first to evaluate the environmental im-
pact before the full-blown is allowed. If successful, the eco-
logical impact is expected to be much less than conventional
tidal barges which destroy bird habitats and hinder the pas-
sage of migratory fish such as salmon and eels.
—Lunar Energy, 2008
COMPANY: MOTOROLA
Project: Google Android Smart Phones
Motorola is set to release multiple Google Android smart
phones at several different price points. According to chief
executive Sanjay Jha, Android has over 3,000 third-party
applications available and “significant developer interest”
making it a “large enough eco-system” to become a success-
ful platform. Motorola has seen its phone sales plummet in re-
cent years. The company’s global market share has declined
to 6 percent after commanding 23 percent in 2006. The new
phones are seen as a key to Motorola re-establishing itself in
the booming smart phone business.
—S. Segan, 2009
COMPANY: WARNER BROTHERS
Project: Harry Potter and the Deathly Hallows Part I and
Part II
The Harry Potter film franchise is the second highest grossing
film franchise of all time, with the five films released to date only
slightly behind the 22 James Bond films. The adaption of the final
novel in the series, Harry Potter and the Deathly Hallows, will be
split into two films, with Part I scheduled to be released in 2010
and Part II in 2011. The Harry Potter franchise is seen by movie in-
siders as critical to staving off the general decline in movie atten-
dance due to economic woes and home entertainment systems.
—J. Kay, 2009
COMPANY: HUMAN GENOMIC SCIENCES
Project: Benlysta
The new drug, Benlysta, is the first treatment for lupus in de-
cades to show potential far into the testing phase. Lupus is a
chronic autoimmune disease in which the body attacks its
own healthy tissue. Symptoms include fatigue, headaches,
joint pain, light sensitivity, and rashes. Benlysta targets the
specific protein that becomes overactive, causing the body to
attack its own organs. At stake is relief for the millions of suf-
ferers of lupus worldwide.
—C. Rothman, 2009
Lar03342_ch01_002-021.indd Page 9 1/27/10 2:04:08 PM f-500Lar03342_ch01_002-021.indd Page 9 1/27/10 2:04:08 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

10 Chapter 1 Modern Project Management
concurrently, each at a different stage of each project’s life cycle, careful planning
and management at the organization and project levels are imperative.
The Project Manager
In a small sense project managers perform the same functions as other managers.
That is, they plan, schedule, motivate, and control. However, what makes them
unique is that they manage temporary, nonrepetitive activities, to complete a fixed
life project. Unlike functional managers, who take over existing operations, project
managers create a project team and organization where none existed before. They
must decide what and how things should be done instead of simply managing set
processes. They must meet the challenges of each phase of the project life cycle,
and even oversee the dissolution of their operation when the project is completed.
Project managers must work with a diverse troupe of characters to complete
projects. They are typically the direct link to the customer and must manage
the tension between customer expectations and what is feasible and reasonable.
Project managers provide direction, coordination, and integration to the project
team, which is often made up of part-time participants loyal to their functional
departments. They often must work with a cadre of outsiders—vendors, suppliers,
subcontractors—who do not necessarily share their project allegience.
Project managers are ultimately responsible for performance (frequently with
too little authority). They must ensure that appropriate trade-offs are made be-
tween the time, cost, and performance requirements of the project. At the same
time, unlike their functional counterparts, project managers generally possess only
rudimentary technical knowledge to make such decisions. Instead, they must or-
chestrate the completion of the project by inducing the right people, at the right
time, to address the right issues and make the right decisions.
While project management is not for the timid, working on projects can be an
extremely rewarding experience. Life on projects is rarely boring; each day is dif-
ferent from the last. Since most projects are directed at solving some tangible
problem or pursuing some useful opportunity, project managers find their work
personally meaningful and satisfying. They enjoy the act of creating something
new and innovative. Project managers and team members can feel immense pride
in their accomplishment, whether it is a new bridge, a new product, or needed ser-
vice. Project managers are often stars in their organization and well compensated.
Good project managers are always in demand. Every industry is looking for effec-
tive people who can get the right things done on time. Clearly, project management is
a challenging and exciting profession. This text is intended to provide the necessary
knowledge, perspective, and tools to enable students to accept the challenge.
The Importance of Project Management
Project management is no longer a special-need management. It is rapidly becom-
ing a standard way of doing business. See Snapshot from Practice: Project Man-
agement in Action: 2009. An increasing percentage of the typical firm’s effort is
being devoted to projects. The future promises an increase in the importance and
the role of projects in contributing to the strategic direction of organizations. Sev-
eral reasons why this is the case are briefly discussed below.
Compression of the Product Life Cycle
One of the most significant driving forces behind the demand for project manage-
ment is the shortening of the product life cycle. For example, today in high-tech
Lar03342_ch01_002-021.indd Page 10 1/27/10 2:04:08 PM f-500Lar03342_ch01_002-021.indd Page 10 1/27/10 2:04:08 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 1 Modern Project Management 11
industries the product life cycle is averaging 1 to 3 years. Only 30 years ago, life
cycles of 10 to 15 years were not uncommon. Time to market for new products with
short life cycles has become increasingly important. A common rule of thumb in the
world of high-tech product development is that a six-month project delay can result
in a 33 percent loss in product revenue share. Speed, therefore, becomes a competi-
tive advantage; more and more organizations are relying on cross-functional project
teams to get new products and services to the market as quickly as possible.
Knowledge Explosion
The growth in new knowledge has increased the complexity of projects because proj-
ects encompass the latest advances. For example, building a road 30 years ago was a
somewhat simple process. Today, each area has increased in complexity, including
materials, specifications, codes, aesthetics, equipment, and required specialists. Simi-
larly, in today’s digital, electronic age it is becoming hard to find a new product that
does not contain at least one microchip. Product complexity has increased the need to
integrate divergent technologies. Project management has emerged as an important
discipline for achieving this task.
Triple Bottom Line (planet, people, profit)
The threat of global warming has brought sustainable business practices to the fore-
front. Businesses can no longer simply focus on maximizing profit to the detriment of
the environment and society. Efforts to reduce carbon imprint and utilize renewable
resources are realized through effective project management. The impact of this move-
ment towards sustainability can be seen in changes in the objectives and techniques
used to complete projects. See Snapshot from Practice: Dell’s Children Becomes
World’s First “Green” Hospital.
Corporate Downsizing
The last decade has seen a dramatic restructuring of organizational life. Downsiz-
ing (or rightsizing if you are still employed) and sticking to core competencies
have become necessary for survival for many firms. Middle management is a mere
skeleton of the past. In today’s flatter and leaner organizations, where change is a
constant, project management is replacing middle management as a way of ensur-
ing that things get done. Corporate downsizing has also led to a change in the way
organizations approach projects. Companies outsource significant segments of
project work, and project managers have to manage not only their own people but
also their counterparts in different organizations.
Increased Customer Focus
Increased competition has placed a premium on customer satisfaction. Customers
no longer simply settle for generic products and services. They want customized
products and services that cater to their specific needs. This mandate requires a much
closer working relationship between the provider and the receiver. Account execu-
tives and sales representatives are assuming more of a project manager’s role as they
work with their organization to satisfy the unique needs and requests of clients.
Increased customer attention has also prompted the development of customized
products and services. For example, 10 years ago buying a set of golf clubs was a rel-
atively simple process: You picked out a set based on price and feel. Today, there are
golf clubs for tall players and short players, clubs for players who tend to slice the
ball and clubs for those who hook the ball, high-tech clubs with the latest metallurgic
discovery guaranteed to add distance, and so forth. Project management is critical
both to development of customized products and services and to sustaining lucrative
relationships with customers.
Lar03342_ch01_002-021.indd Page 11 1/27/10 2:04:08 PM f-500Lar03342_ch01_002-021.indd Page 11 1/27/10 2:04:08 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

12 Chapter 1 Modern Project Management
Small Projects Represent Big Problems
The velocity of change required to remain competitive or simply keep up has cre-
ated an organizational climate in which hundreds of projects are implemented
concurrently. This climate has created a multiproject environment and a pleth-
ora of new problems. Sharing and prioritizing resources across a portfolio of
projects is a major challenge for senior management. Many firms have no idea
of the problems involved with inefficient management of small projects. Small
projects typically carry the same or more risk as do large projects. Small projects
are perceived as having little impact on the bottom line because they do not de-
mand large amounts of scarce resources and/or money. Because so many small
projects are going on concurrently and because the perception of the inefficiency
impact is small, measuring inefficiency is usually nonexistent. Unfortunately,
many small projects soon add up to large sums of money. Many customers and
millions of dollars are lost each year on small projects in product and service
organizations. Small projects can represent hidden costs not measured in the
accounting system.
Dateline 1/7/2009, Austin Texas: Dell Children’s
Medical Center becomes the first hospital in
the world to receive platinum LEED (Leader-
ship in Energy & Environmental Design) certifi-
cation. Platinum certification is the highest award granted by
the U.S. Green Building Council.
Dell Children’s occupies nearly one-half million square feet
on 32 acres that were once part of Austin’s old Mueller Airport.
Its environmentally sensitive design not only conserves water
and electricity, but positively impacts the hospital’s clinical
environment by improving air quality, making natural sunlight
readily available, and reducing a wide range of pollutants.
In order to receive LEED certification, buildings are rated in
five key areas: sustainable site development, water savings,
energy efficiency, materials selection, and environmental
quality. Listed below are some of the accomplishments in each
LEED category:
Sustainable Site
• 47,000 tons of Mueller Airport runway material was reused
on site.
• About 40 percent fly ash instead of Portland cement in con-
crete yields a drop in carbon dioxide emissions equivalent
to taking 450 cars off the road.
• 925 tons of construction waste was recycled on site.
Water Efficiency and Water Conservation
• Reclaimed water is used for irrigation; xeriscaped land-
scaping uses native plants, which require less water.
• Low-flow plumbing fixtures.
S N A P S H O T F R O M P R A C T I C E
Dell Children’s Becomes World’s First
“Green” Hospital*
Energy Efficiency and Energy Conservation
• An on-site natural gas turbine supplies all electricity, which
is 75 percent more efficient than coal-fired plants.
• Converted steam energy from a heating/cooling plant sup-
plies all chilled water needs.
Indoor Environment Quality and Lighting
• Most interior spaces are within 32 feet of a window.
• Motion and natural light sensors shut off unneeded lights.
Conservation of Materials and Resources
• Use of local and regional materials saves fuel for
shipping.
• Special paints and flooring emit low levels of volatile or-
ganic compounds (VOCs).
“Even before the first plans were drawn up, we set our sight
on creating a world-class children’s hospital, and becoming
the first LEED Platinum hospital in the world was definitely part
of that,” said Robert Bonar, president and CEO, Dell Children’s
Medical Center of Central Texas. “Our motivation to pursue
LEED Platinum was not just environmental. Being a ‘green’
hospital has profound, measurable effect on healing. What’s
good for the environment and good for our neighbors is also
good for our patients.”
* Austin Business Journal, 1-11-2009; www.dellchildrens.net/about_us/
news/2009/01/08
Lar03342_ch01_002-021.indd Page 12 1/27/10 2:04:08 PM f-500Lar03342_ch01_002-021.indd Page 12 1/27/10 2:04:08 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

www.dellchildrens.net/about_us/news/2009/01/08

Chapter 1 Modern Project Management 13
Organizations with many small projects going on concurrently face the most
difficult project management problems. A key question becomes one of how to
create an organizational environment that supports multiproject management. A
process is needed to prioritize and develop a portfolio of small projects that sup-
ports the mission of the organization.
In summary, there are a variety of environmental forces interacting in today’s
business world that contribute to the increased demand for good project manage-
ment across all industries and sectors. Project management appears to be ideally
suited for a business environment requiring accountability, flexibility, innovation,
speed, and continuous improvement.
Project Management Today—An Integrative Approach
Competing in a global market influenced by rapid change, innovation, and time
to market means organizations manage more and more projects. Some means for
coordinating and managing projects in this changing environment is needed.
Centralization of project management processes and practices has been the prac-
tical outcome. For example, Dell, IBM, Hewlett-Packard, and Intel all have over
1,000 projects being implemented concurrently every day of the year across bor-
ders and differing cultures. Questions: How do these organizations oversee the
management of all these projects? How were these projects selected? How do they
ensure performance measurement and accountability? How can project management
continually improve? Centralization entails integration of all project processes and
practices to improve project management.
Integration is designed to improve project management in the whole organiza-
tion over the long haul. The rationale for integration of project management was
to provide senior management with:
• An overview of all project management activities;
• A big picture of how organizational resources are being used;
• An assessment of the risk their portfolio of projects represents;
• A rough metric for measuring the improvement of managing projects relative
to others in the industry;
• Linkages of senior management with actual project execution management.
Full insight of all components of the organization is crucial for aligning internal
business resources with the requirements of the changing environment. Integration
enables management to have greater flexibility and better control of all project
management activities.
Operationally, what does project management integration mean? It necessitates
combining all of the major dimensions of project management under one umbrella.
Each dimension is connected in one seamless, integrated domain. Integration means
applying a set of knowledge, skills, tools, and techniques to a collection of projects
in order to move the organization toward its strategic goals. This integration move-
ment represents a major thrust of project driven organizations across all industries.
See Figure 1.2, Integrated Management of Projects.
Integration of Projects with Organizational Strategy
Today, projects are the modus operandi for implementing strategy. Yet in some orga-
nizations, selection and management of projects often fail to support the strategic
Lar03342_ch01_002-021.indd Page 13 1/27/10 2:04:09 PM f-500Lar03342_ch01_002-021.indd Page 13 1/27/10 2:04:09 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

14 Chapter 1 Modern Project Management
plan of the organization. Strategic plans are written by one group of managers, proj-
ects selected by another group, and projects implemented by another. These indepen-
dent decisions by different groups of managers create a set of conditions leading to
conflict, confusion, and frequently an unsatisfied customer. Under these conditions,
resources of the organization are wasted in non-value-added activities/projects.
Since projects are the modus operandi, strategic alignment of projects is of major
importance to conserving and effective use of organization resources. Selection
criteria need to ensure each project is prioritized and contributes to strategic goals.
Anything less is a waste of scarce organizational resources—people, capital, and
equipment. Ensuring alignment requires a selection process that is systematic,
open, consistent, and balanced. All of the projects selected become part of a proj-
ect portfolio that balances the total risk for the organization. Management of the
project portfolio ensures that only the most valuable projects are approved and
managed across the entire organization.
Integration of Projects through Portfolio Management
The portfolio management domain encompasses project management oversight
at the organization level through the project level. Management has the capabil-
ity to zoom to a wide-angle view or zoom in to a very specific element of a spe-
cific project activity or process. Full insight of all components of the organization
is crucial for aligning internal business resources with the requirements of the
changing environment. Project portfolios are frequently managed by a project of-
fice that serves as a bridge between senior management and project managers
and teams. The major functions of portfolio management are to
• Oversee project selection.
• Monitor aggregate resource levels and skills.
• Encourage use of best practices.
• Balance projects in the portfolio in order to represent a risk level appropriate to
the organization.
• Improve communication among all stakeholders.
• Create a total organization perspective that goes beyond silo thinking.
• Improve the overall management of projects over time.
Organizational Culture
Environment
Strategic
Alignment
Portfolio
Management
Project
Management
FIGURE 1.2
Integrated
Management of
Projects
Lar03342_ch01_002-021.indd Page 14 1/27/10 2:04:09 PM f-500Lar03342_ch01_002-021.indd Page 14 1/27/10 2:04:09 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 1 Modern Project Management 15
Portfolio management manages the integration of elements of organizational
strategy with projects, along with their interdependencies. At the project level, the
management of the portfolio is directed toward creation and use of best
practices.
Integration of the Processes of Implementing Actual Projects
Senior management is often involved in selecting projects but seldom involved in
implementing them. Implementing the project is the challenge.
There are two dimensions within the actual execution of projects (see Figure 1.3,
The Technical and Sociocultural Dimensions of the Project Management Pro-
cess). The first dimension is the technical side of the management process, which
consists of the formal, disciplined, purely logical parts of the process. This tech-
nical dimension includes planning, scheduling, and controlling projects. Clear
project scope statements are written to link the project and customer and to facil-
itate planning and control. Creation of the deliverables and work breakdown
structures facilitates planning and monitoring the progress of the project. The
work breakdown structure serves as a database that links all levels in the organi-
zation, major deliverables, and all work—right down to the tasks in a work pack-
age. Effects of project changes are documented and traceable. Thus, any change
in one part of the project is traceable to the source by the integrated linkages of
the system. This integrated information approach can provide all project manag-
ers and the customer with decision information appropriate to their level and
needs. A successful project manager will be well trained in the technical side of
managing projects.
The second and opposing dimension is the sociocultural side of project manage-
ment. In contrast to the orderly world of project planning, this dimension involves
the much messier, often contradictory and paradoxical world of implementation. It
centers on creating a temporary social system within a larger organizational envi-
ronment that combines the talents of a divergent set of professionals working to
FIGURE 1.3
The Technical and
Sociocultural
Dimensions of the
Project Management
Process
Technical
Scope
WBS
Schedules
Resource allocation
Baseline budgets
Status reports
Sociocultural
Leadership
Problem solving
Teamwork
Negotiation
Politics
Customer expectations
Lar03342_ch01_002-021.indd Page 15 1/27/10 2:04:09 PM f-500Lar03342_ch01_002-021.indd Page 15 1/27/10 2:04:09 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

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 nonroutine, one-time effort limited by time, resources, and perfor-
mance 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.
Summary
16
The phrase “works well with others” has long
been a staple on grade school report cards; now,
in the IT world, it’s the No. 1 criterion for manage-
ment candidates. In a nationwide survey con-
ducted in 1999, 27 percent of chief information
officers (CIOs) cited strong interpersonal skills as
the single most important quality for reaching management
levels. Advanced technical skills came in second, receiving
23 percent of the response.
The project was sponsored by RHI Consulting, which pro-
vides information technology professionals on a project ba-
sis. An independent research firm was hired to administer the
survey. Over 1,400 CIOs responded to the questionnaire.
Survey respondents were also asked:
In 2005, how frequently will employees in your IT depart-
ment work on project-based teams with members of other
departments throughout the company?
Their responses: Very frequently 57%
Somewhat frequently 26%
Somewhat infrequently 10%
Very infrequently 6%
Never 1%
Greg Scileppi, RHI Consulting’s executive director, recom-
mends that IT professionals develop their interpersonal skills.
“The predominance of project teams has created a corre-
sponding need for strong communication and team-player
abilities. Technical staff put these skills to test daily as they
work with employees at all levels to create and implement IT
solutions ranging from simple troubleshooting to corporate
web initiatives and system wide upgrades.”
* Joanita M. Nellenbach, “People Skills Top Technical Knowledge, CIOs
Insist,” PMNetwork (August 1999), pp. 7–8.
Research Highlight Works Well with Others*
complete the project. See Research Highlight: Works Well with Others. Project
managers must shape a project culture that stimulates teamwork and high levels
of personal motivation as well as a capacity to quickly identify and resolve prob-
lems that threaten project work. This dimension also involves managing the in-
terface between the project and external environment. Project managers have to
assuage and shape expectations of customers, sustain the political support of top
management, negotiate with their functional counterparts, monitor subcontrac-
tors, and so on. Overall, the manager must build a cooperative social network
among a divergent set of allies with different standards, commitments, and
perspectives.
Some suggest that the technical dimension represents the “science” of project
management while the sociocultural dimension represents the “art” of managing a
project. To be successful, a manager must be a master of both. Unfortunately, some
project managers become preoccupied with the planning and technical dimension
of project management. Often their first real exposure to project management is
through project management software, and they become infatuated with network
charts, Gantt diagrams, and performance variances; they attempt to manage a
project from a distance. Conversely, there are other managers who manage projects
by the “seat of their pants,” relying heavily on team dynamics and organizational
politics to complete a project. Good project managers balance their attention to
both the technical and sociocultural aspects of project management.
Lar03342_ch01_002-021.indd Page 16 1/27/10 4:37:11 PM userLar03342_ch01_002-021.indd Page 16 1/27/10 4:37:11 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 1 Modern Project Management 17
Text Overview This text is written to provide the reader with a comprehensive, integrative under-
standing of the project management process. The text focuses both on the science
of project management and the art of managing projects. Following this intro-
ductory chapter, Chapter 2 focuses on how organizations go about evaluating
and selecting projects. Special attention is devoted to the importance of linking
project selection to the mission and strategy of the firm. The organizational
environment in which projects are implemented is the focus of Chapter 3. The
discussion of matrix management and other organizational forms is augmented
by a discussion of the role the culture of an organization plays in the implemen-
tation of projects.
The next six chapters focus on developing a plan for the project; after all, proj-
ect success begins with a good plan. Chapter 4 deals with defining the scope of the
project and developing a work breakdown structure (WBS). The challenge of
formulating cost and time estimates is the subject of Chapter 5. Chapter 6 focuses
on utilizing the information from the WBS to create a project plan in the form of
a timed and sequenced network of activities.
Risks are a potential threat to project management, and Chapter 7 examines
how organizations and managers identify and manage risks associated with proj-
ect work. Resource allocation is added to the plan in Chapter 8 with special atten-
tion devoted to how resource limitations impact the project schedule. After a
resource schedule is established, a project time-phased budget is developed. Fi-
nally, Chapter 9 examines strategies for reducing (“crashing”) project time either
prior to the initiation of the project or in response to problems or new demands
placed on the project.
Chapters 10 through 12 focus on project implementation and the sociocultural
side of project management, beginning with Chapter 10, which focuses on the
role of the project manager as a leader and stresses the importance of managing
project stakeholders within the organization. Chapter 11 focuses on the core
project team; it combines the latest information on team dynamics with leadership
skills/techniques for developing a high-performance project team. Chapter 12
continues the theme of managing project stakeholders by discussing how to out-
source project work and negotiate with contractors, customers, and suppliers.
Chapter 13 focuses on the kinds of information managers use to monitor proj-
ect progress, with special attention devoted to the key concept of earned value.
The project life cycle is completed with Chapter 14, which covers closing out a
project and the important assessment of performance and lessons learned. Four
“supplemental” chapters are included to augment the project management core.
Implementation of project management in multicultural, international environ-
ments is the subject of Chapter 15. Chapter 16 focuses the need for organizational
oversight and how it impacts the management of projects. The emergence of agile
project management, a more flexible approach to managing complex projects, is
the subject of Chapter 17. Finally, Chapter 18 concludes with coverage of career
issues in the field of project management.
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.
Lar03342_ch01_002-021.indd Page 17 1/27/10 2:04:12 PM f-500Lar03342_ch01_002-021.indd Page 17 1/27/10 2:04:12 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

18 Chapter 1 Modern Project Management
Key Terms Program, 6
Project, 5
Project life cycle, 6
Project Management
Professional (PMP), 4
Review
Questions
1. Define a project. What are five characteristics that help differentiate projects
from other functions carried out in the daily operations of the organization?
2. What are some of the key environmental forces that have changed the way proj-
ects are managed? What has been the effect of these forces on the management
of projects?
3. Why is the implementation of projects important to strategic planning and the
project manager?
4. The technical and sociocultural dimensions of project management are two
sides to the same coin. Explain.
5. What is meant by an integrative approach to project management? Why is this
approach important in today’s environment?
Exercises 1. Review the front page of your local newspaper, and try to identify all the proj-
ects contained in the articles. How many were you able to find?
2. Individually identify what you consider to be the greatest achievements accom-
plished by mankind in the last five decades. Now share your list with three to
five other students in the class, and come up with an expanded list. Review
these accomplishments in terms of the definition of a project. What does your
review suggest about the importance of project management?
3. Individually identify projects assigned in previous terms. Were both sociocul-
tural and technical elements factors in the success or difficulties in the
projects?
4. Check out the Project Management Institute’s home page at www.pmi.org.
a. Review general information about PMI as well as membership
information.
b. See if there is a PMI chapter in your state. If not, where is the closest one?
c. Use the search function at the PMI home page to find information on Proj-
ect Management Body of Knowledge (PMBOK). What are the major knowl-
edge areas of PMBOK?
d. Explore other links that PMI provides. What do these links tell you about
the nature and future of project management?
Throughout this text you will be exposed to the major aspects of the project
management system. However, a true understanding of project management
comes not from knowing what a scope statement is, or the critical path, or part-
nering with contractors, but from comprehending how the different elements of
the project management system interact to determine the fate of a project. If, by
the end of this text, you come to appreciate and begin to master both the technical
and sociocultural dimensions of project management, you should have a distinct
competitive advantage over others aspiring to work in the field of project
management.
Lar03342_ch01_002-021.indd Page 18 1/27/10 2:04:12 PM f-500Lar03342_ch01_002-021.indd Page 18 1/27/10 2:04:12 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

www.pmi.org

A Day in the Life
Rachel, the project manager of a large information systems project, arrives at her of-
fice early to get caught up with work before her co-workers and project team arrive.
However, as she enters the office she meets Neil, one of her fellow project managers,
who also wants to get an early start on the day. Neil has just completed a project
overseas. They spend 10 minutes socializing and catching up on personal news.
It takes Rachel 10 minutes to get to her office and settle in. She then checks
her voice mail and turns on her computer. She was at her client’s site the day
Case
Chapter 1 Modern Project Management 19
Note: If you have any difficulty accessing any of the Web addresses listed here
or elsewhere in the text, you can find up-to-date addresses on the home page of
Dr. Erik Larson, coauthor of this text: http://www.bus.oregonstate.edu/faculty/bio
.htm?UserName=Larson
References Ball Parks of Baseball, “Cisco Field,” http://www.ballparksofbaseball.com/future/
CiscoField.htm (accessed June 2, 2009).
Benko, C., and F. W. McFarlan, Connecting the Dots (Boston: HBS Press, 2003).
Cohen, D. J., and R. J. Graham, The Project Manager’s MBA (San Francisco:
Jossey-Bass, 2001).
Faylor, C., “Next Generation Wii Is Rumored to Hit the Market in 2011,”
Shacknews.com (Oct. 1, 2008).
Kay, J., “US Box Office Spellbound by Harry Potter and the Half-Blood Prince,”
www.guardian.uk.co.filmblog (accessed July 15, 2009).
Krisher, T., “GM Product Chief Says New Vehicles Must be Hits,” www.
businessweek.com (accessed July 20, 2009).
Larkowski, K., “Standish Group Report Shows Project Success Improves 50 Per-
cent,” www.standishgroup.com, 2004, Third Quarter.
Lunar Energy, “British Firm Announces World’s Largest Tidal Power Develop-
ment,” Lunarenergy.co.uk (March 11, 2008).
Peters, T., PM Network, January 2004, Vol. 18, No. 1, p. 19.
Project Management Institute, Leadership in Project Management Annual
(Newton Square, PA: PMI Publishing, 2006).
Project Management Institute, A Guide to the Project Management Body of
Knowledge (PMBOK), (Newton Square, PA: PMI Publishing 2008).
Rothman, C., “Promising New Lupus Drug Stirs Hope for Millions,” The Star-
Ledger (July 21, 2009), www.nj.com/news/ledger/jersey/index.ssf?/base (accessed
July 25, 2009).
Sagan, Sascha, “Motorola Hangs Smartphone Future on Android,” PCMag.com
(April 20, 2009).
The Standish Group, CHAOS Summary 2009, pp. 1–4.
Stewart, T. A., “The Corporate Jungle Spawns a New Species: The Project Man-
ager,” Fortune (September 1996), pp. 14–15.
Lar03342_ch01_002-021.indd Page 19 1/27/10 4:37:17 PM userLar03342_ch01_002-021.indd Page 19 1/27/10 4:37:17 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

http://www.bus.oregonstate.edu/faculty/bio.htm?UserName=Larson

http://www.ballparksofbaseball.com/future/CiscoField.htm

www.guardian.uk.co.filmblog

www.businessweek.com

www.standishgroup.com

www.nj.com/news/ledger/jersey/index.ssf?/base

20 Chapter 1 Modern Project Management
before until 7:30 P.M. and has not checked her e-mail or voice mail since 3:30 P.M.
the previous day. There are 7 phone messages, 16 e-mails, and 4 notes left on her
desk. She spends 15 minutes reviewing her schedule and “to do” lists for the day
before responding to messages that require immediate attention.
Rachel spends the next 25 minutes going over project reports and preparing for
the weekly status meeting. Her boss, who just arrived at the office, interrupts her.
They spend 20 minutes discussing the project. He shares a rumor that a team
member is using stimulants on the job. She tells him that she has not seen any-
thing suspicious but will keep an eye on the team member.
The 9:00 A.M. project status meeting starts 15 minutes late because two of the
team members have to finish a job for a client. Several people go to the cafeteria
to get coffee and doughnuts while others discuss last night’s baseball game. The
team members arrive, and the remaining 45 minutes of the progress review meeting
surface project issues that have to be addressed and assigned for action.
After the meeting Rachel goes down the hallway to meet with Victoria, another
IS project manager. They spend 30 minutes reviewing project assignments since
the two of them share personnel. Victoria’s project is behind schedule and in need
of help. They broker a deal that should get Victoria’s project back on track.
She returns to her office and makes several phone calls and returns several
e-mails before walking downstairs to visit with members of her project team. Her
intent is to follow up on an issue that had surfaced in the status report meeting.
However, her simple, “Hi guys, how are things going?” elicits a stream of disgrun-
tled responses from the “troops.” After listening patiently for over 20 minutes, she
realizes that among other things several of the client’s managers are beginning to
request features that were not in the original project scope statement. She tells her
people that she will get on this right away.
Returning to her office she tries to call her counterpart John at the client firm
but is told that he is not expected back from lunch for another hour. At this time,
Eddie drops by and says, “How about lunch?” Eddie works in the finance office
and they spend the next half hour in the company cafeteria gossiping about inter-
nal politics. She is surprised to hear that Jonah Johnson, the director of systems
projects, may join another firm. Jonah has always been a powerful ally.
She returns to her office, answers a few more e-mails, and finally gets through
to John. They spend 30 minutes going over the problem. The conversation ends
with John promising to do some investigating and to get back to her as soon as
possible.
Rachel puts a “Do not disturb” sign on her door, and lies down in her office.
She listens to the third and fourth movement of Ravel’s string quartet in F on
headphones.
Rachel then takes the elevator down to the third floor and talks to the purchas-
ing agent assigned to her project. They spend the next 30 minutes exploring ways
of getting necessary equipment to the project site earlier than planned. She finally
authorizes express delivery.
When she returns to her office, her calendar reminds her that she is scheduled
to participate in a conference call at 2:30. It takes 15 minutes for everyone to get
online. During this time, Rachel catches up on some e-mail. The next hour is spent
exchanging information about the technical requirements associated with a new
version of a software package they are using on systems projects like hers.
Rachel decides to stretch her legs and goes on a walk down the hallway where
she engages in brief conversations with various co-workers. She goes out of her
Lar03342_ch01_002-021.indd Page 20 1/27/10 2:04:13 PM f-500Lar03342_ch01_002-021.indd Page 20 1/27/10 2:04:13 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 1 Modern Project Management 21
way to thank Chandra for his thoughtful analysis at the status report meeting.
She returns to find that John has left a message for her to call him back ASAP.
She contacts John, who informs her that, according to his people, her firm’s mar-
keting rep had made certain promises about specific features her system would
provide. He doesn’t know how this communication breakdown occurred, but his
people are pretty upset over the situation. Rachel thanks John for the information
and immediately takes the stairs to where the marketing group resides.
She asks to see Mary, a senior marketing manager. She waits 10 minutes before
being invited into her office. After a heated discussion, she leaves 40 minutes later
with Mary agreeing to talk to her people about what was promised and what was
not promised.
She goes downstairs to her people to give them an update on what is happen-
ing. They spend 30 minutes reviewing the impact the client’s requests could have
on the project schedule. She also shares with them the schedule changes she and
Victoria had agreed to. After she says good night to her team, she heads upstairs
to her boss’s office and spends 20 minutes updating him on key events of the day.
She returns to her office and spends 30 minutes reviewing e-mails and project doc-
uments. She logs on to the MS project schedule of her project and spends the next
30 minutes working with “what-if” scenarios. She reviews tomorrow’s schedule
and writes some personal reminders before starting off on her 30-minute com-
mute home.
1. How effectively do you think Rachel spent her day?
2. What does the case tell you about what it is like to be a project manager?
Lar03342_ch01_002-021.indd Page 21 1/27/10 2:04:13 PM f-500Lar03342_ch01_002-021.indd Page 21 1/27/10 2:04:13 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

22
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources/costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
project duration
9
Define
project
4
C H A P T E R T W O
Organization Strategy
and Project Selection
Organization Strategy and Project Selection
The Strategic Management Process: An Overview
Scenario Planning: A Supplement to Traditional Strategic Planning
The Need for an Effective Project Portfolio Management System
A Portfolio Management System
Applying a Selection Model
Managing the Portfolio System
Summary
Appendix 2.1: Request for Proposal (RFP)
Lar03342_ch02_022-063.indd Page 22 1/27/10 5:03:09 PM userLar03342_ch02_022-063.indd Page 22 1/27/10 5:03:09 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

23
Strategy is implemented through projects. Every project should have a
clear link to the organization’s strategy.
Strategy is fundamentally deciding how the organization will compete. Organiza-
tions use projects to convert strategy into new products, services, and processes
needed for success. For example, Intel’s major strategy is one of differentiation.
Its projects target innovation and time to market. Currently, Intel is directing its
strategy toward specialty chips for products other than computers, such as au-
tos, security, cell phones, air controls. Another goal is to reduce project cycle
times. Intel, NEC, General Electric, and AT&T have reduced their cycle times by
20–50 percent. Projects and project management play the key role in supporting
strategic goals. It is vital for project managers to think and act strategically.
Aligning projects with the strategic goals of the organization is crucial for
project success. Today’s economic climate is unprecedented by rapid changes in
technology, global competition, and financial uncertainty. These conditions
make strategy/project alignment even more essential for success. Every major
project needs to have a strong linkage to the strategic plan. Ensuring a strong
link between the strategic plan and projects is a difficult task that demands con-
stant attention from top and middle management.
The larger and more diverse an organization, the more difficult it is to create
and maintain this strong link. Ample evidence still suggests that many organiza-
tions have not developed a process that clearly aligns project selection to the stra-
tegic plan. The result is poor utilization of the organization’s resources—people,
money, equipment, and core competencies. Conversely, organizations that have a
coherent link of projects to strategy have more cooperation across the organiza-
tion, perform better on projects, and have fewer projects.
How can an organization ensure this link and alignment? The answer requires
integration of projects with the strategic plan. Integration assumes the existence
of a strategic plan and a process for prioritizing projects by their contribution to
the plan. A crucial factor to ensure the success of integrating the plan with proj-
ects lies in the creation of a process that is open and transparent for all participants
to review. This chapter presents an overview of the importance of strategic planning
and the process for developing a strategic plan. Typical problems encountered
when strategy and projects are not linked are noted. A generic methodology that
ensures integration by creating very strong linkages of project selection and priority
to the strategic plan is then discussed. The intended outcomes are clear organiza-
tion focus, best use of scarce organization resources (people, equipment, capital),
and improved communication across projects and departments.
Lar03342_ch02_022-063.indd Page 23 1/27/10 5:03:09 PM userLar03342_ch02_022-063.indd Page 23 1/27/10 5:03:09 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

24 Chapter 2 Organization Strategy and Project Selection
Why Project Managers Need to Understand Strategy
Project management historically has been preoccupied solely with the planning
and execution of projects. Strategy was considered to be under the purview of se-
nior management. This is old-school thinking. New-school thinking recognizes
that project management is at the apex of strategy and operations. Aaron Shenhar
speaks to this issue when he states, “. . . it is time to expand the traditional role of
the project manager from an operational to a more strategic perspective. In the
modern evolving organization, project managers will be focused on business as-
pects, and their role will expand from getting the job done to achieving the busi-
ness results and winning in the market place.”
There are two main reasons why project managers need to understand their orga-
nization’s mission and strategy. The first reason is so they can make appropriate deci-
sions and adjustments. For example, how a project manager would respond to a
suggestion to modify the design of a product to enhance performance will vary de-
pending upon whether his company strives to be a product leader through innovation
or to achieve operational excellence through low cost solutions. Similarly, how a proj-
ect manager would respond to delays may vary depending upon strategic concerns. A
project manager will authorize overtime if her firm places a premium on getting to the
market first. Another project manager will accept the delay if speed is not essential.
J. P. Descamps has observed that project managers who do not understand the
role their project plays in accomplishing the strategy of their organization tend to
make the following serious mistakes:
• Focusing on problems or solutions that have low priority strategically
• Focusing on the immediate customer rather than the whole market place and
value chain
• Overemphasizing technology as an end in and of itself, resulting in projects
that wander off pursuing exotic technology that does not fit the strategy or cus-
tomer need
• Trying to solve every customer issue with a product or service rather than
focusing on the 20 percent with 80 percent of the value (Pareto’s Law)
• Engaging in a never-ending search for perfection that no one except the project
team really cares about
The second reason project managers need to understand their organization’s
strategy is so they can be effective project advocates. Project managers have to be
able to demonstrate to senior management how their project contributes to their
firm’s mission. Protection and continued support come from being aligned with
corporate objectives. Project managers also need to be able to explain to team
members and other stakeholders why certain project objectives and priorities are
critical. This is essential for getting buy-in on contentious trade-off decisions.
For these reasons project managers will find it valuable to have a keen under-
standing of strategic management and project selection processes, which are
discussed next.
The Strategic Management Process: An Overview
Strategic management is the process of assessing “what we are” and deciding and imple-
menting “what we intend to be and how we are going to get there.” Strategy describes
how an organization intends to compete with the resources available in the existing and
perceived future environment.
Lar03342_ch02_022-063.indd Page 24 1/27/10 5:03:09 PM userLar03342_ch02_022-063.indd Page 24 1/27/10 5:03:09 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 25
Two major dimensions of strategic management are responding to changes in the
external environment and allocating scarce resources of the firm to improve its
competitive position. Constant scanning of the external environment for changes
is a major requirement for survival in a dynamic competitive environment. The
second dimension is the internal responses to new action programs aimed at en-
hancing the competitive position of the firm. The nature of the responses depends
on the type of business, environment volatility, competition, and the organiza-
tional culture.
Strategic management provides the theme and focus of the future direction of
the organization. It supports consistency of action at every level of the organiza-
tion. It encourages integration because effort and resources are committed to com-
mon goals and strategies. See Snapshot from Practice: Move Beyond Computers. It
is a continuous, iterative process aimed at developing an integrated and coordi-
nated long-term plan of action. Strategic management positions the organization
to meet the needs and requirements of its customers for the long term. With the
INTEL CEO Craig R. Barrett is planning his last
hurrah only 15 months before his retirement as
chairman of the board. His vision for INTEL is
to move beyond computers: think INTEL every-
where. Barrett says, “Everything in the world is going digital.”
He wants INTEL chips to be the guts of every digital device on
the planet—especially in the communications, consumer
electronics, and entertainment industries. Think—cell phones,
wireless home networks, video players, flat panel TVs—INTEL’s
expertise fits right in.
He is hitting the market today with a chip technology called
WiMax “that can be used to deliver high speed Internet access
throughout a small city (or 30 miles) for about $100,000, which is
about one-tenth the cost of rolling out fiber optic lines today.” (A
competitor, WiFi, has a range of about 200 feet.) Cable and phone
companies are very interested because of low entry costs.
Some critics believe Barrett’s shotgun approach is too
risky. He doesn’t see it that way. Rather than following INTEL’s
past go-it-alone approach to new products, he wants INTEL to
forge closer ties with customers by designing products they
need rather than designing products no one asked for. He ad-
mits going into consumer markets will be a challenge and a
half. He intends to provide financial support and cooperation
for companies creating new products that will use INTEL
chips. Barrett feels the risk of providing financial support for
smaller companies creating new products is low, even if some
go bust. If most of the new products take off, risk is minimized
because their markets will lead to increasing demand for new,
larger, and faster PCs where INTEL manufacturing dominates
cost.
S N A P S H O T F R O M P R A C T I C E Move Beyond Computers*
Implementing the new vision will not keep INTEL’s man-
ufacturing from remaining on the cutting edge. By 2005 five
new factories will manufacture 12-inch wafers printed with
90-nanometer circuit lines, just 0.1 percent the width of a
human hair. These plants are expected to slash chip costs
in half.
The mission has been set: Create INTEL chips to meet the
need of new digital products. Right or wrong, everyone in the
organization knows the game plan and can focus their efforts
in this new consumer-oriented direction. Projects related to
digital products will be ranked high priority.
* Adapted from Cliff Edwards, “What Is CEO Craig Barrett Up To?”
Business Week, March 8, 2004, pp. 56–64.
Courtesy Intel Corporation.
Lar03342_ch02_022-063.indd Page 25 1/27/10 5:03:10 PM userLar03342_ch02_022-063.indd Page 25 1/27/10 5:03:10 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

26 Chapter 2 Organization Strategy and Project Selection
long-term position identified, objectives are set, and strategies are developed to
achieve objectives and then translated into actions by implementing projects.
Strategy can decide the survival of an organization. Most organizations are suc-
cessful in formulating strategies for what course(s) they should pursue. However,
the problem in many organizations is implementing strategies—that is, making
them happen. Integration of strategy formulation and implementation often does
not exist.
The components of strategic management are closely linked, and all are di-
rected toward the future success of the organization. Strategic management re-
quires strong links among mission, goals, objectives, strategy, and implementation.
The mission gives the general purpose of the organization. Goals give global tar-
gets within the mission. Objectives give specific targets to goals. Objectives give
rise to formulation of strategies to reach objectives. Finally, strategies require ac-
tions and tasks to be implemented. In most cases the actions to be taken represent
projects. Figure 2.1 shows a schematic of the strategic management process and
major activities required.
Four Activities of the Strategic Management Process
The typical sequence of activities of the strategic management process is outlined
here; a description of each activity then follows:
1. Review and define the organizational mission.
2. Set long-range goals and objectives.
3. Analyze and formulate strategies to reach objectives.
4. Implement strategies through projects.
Review and Define the Organizational Mission
The mission identifies “what we want to become,” or the raison d’être. Mission
statements identify the scope of the organization in terms of its product or ser-
vice. A written mission statement provides focus for decision making when shared
by organizational managers and employees. Everyone in the organization should
be keenly aware of the organization’s mission. For example, at one large consult-
ing firm, partners who fail to recite the mission statement on demand are required
to buy lunch. The mission statement communicates and identifies the purpose of
the organization to all stakeholders. Mission statements can be used for evaluating
organization performance.
Traditional components found in mission statements are major products and
services, target customers and markets, and geographical domain. In addition,
statements frequently include organizational philosophy, key technologies, public
image, and contribution to society. Including such factors in mission statements
relates directly to business success.
Mission statements change infrequently. However, when the nature of the
business changes or shifts, a revised mission statement may be required. For ex-
ample, Steve Jobs of Apple Computer envisioned the use of computer technol-
ogy beyond the PC desktop. His mission was to look at computer technology as
the vehicle for work and entertainment. As a result he developed the iPod for
selling music and masterminded the development of animated movies such as
Finding Nemo through the Pixar organization. See the adjacent Apple Snapshot
Lar03342_ch02_022-063.indd Page 26 1/27/10 5:03:13 PM userLar03342_ch02_022-063.indd Page 26 1/27/10 5:03:13 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 27
from Practice to find out more about how Apple’s mission shapes new product
development projects.
More specific mission statements tend to give better results because of a
tighter focus. Mission statements decrease the chance of false directions by
stakeholders. For example, compare the phrasing of the following mission
statements:
Provide hospital design services.
Provide voice/data design services.
Provide information technology services.
Increase shareholder value.
Provide high-value products to our customer.
Clearly, the first two statements leave less chance for misinterpretation than the
others. A rule-of-thumb test for a mission statement is, if the statement can be
anybody’s mission statement, it will not provide the guidance and focus intended.
The mission sets the parameters for developing objectives.
Projects
1
2
3
4
W
hat are w
e now
?
W
hat do w
e
intend to be?
H
ow
are w
e going
to get there?
Internal
environment—
strengths and
weaknesses
Review/revise
mission
Review/revise
mission
External
environment—
opportunities
and threats
New goals
and objectives
Portfolio
of strategic choices
Strategy
implementation
Project
selection
FIGURE 2.1
Strategic
Management
Process
Lar03342_ch02_022-063.indd Page 27 1/27/10 5:03:13 PM userLar03342_ch02_022-063.indd Page 27 1/27/10 5:03:13 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

28 Chapter 2 Organization Strategy and Project Selection
Since Steve Jobs returned to Apple Computer as CEO in 1997,
he has been strikingly successful in developing a turnaround
strategy that has developed new markets and increased mar-
ket share. It all begins with strict adherence to the mission
statement:
Apple is committed to bringing the best personal computing
experience to students, educators, creative professionals and
consumers around the world through its innovative hardware,
software and Internet offerings.
The thrust of the turnaround strategy includes mass cus-
tomization and targeting market segments. Apple’s primary
competitive advantage is that it controls both the hardware
and software aspects of most of its products. The vision, cou-
pled with this strong strategic advantage, allows Apple to offer
innovation in hardware, software, and Internet offerings. From
the vision statement many product strategies have been forth-
coming. For example, Jobs first segmented Apple’s market into
consumer and professional. This segmentation reduces the
number of products and sharply targets products to specific
end users.
Several specific strategies have developed for the con-
sumer market. For example, Jobs believes users should be
able to connect their MP3 players, iPods, DVD players, CD
S N A P S H O T F R O M P R A C T I C E Apple’s Strategy
players, digital cameras, PDAs, DV camcorders, and other
gadgets to a central computer, known as the digital hub. De-
velopment of iTunes allows users to mix and burn CDs from the
comfort and ease of their computer. Along with burning CDs,
users are able to use iTunes to sync their music files with MP3
players such as iPod.
Apple’s competitive advantages provide strong support for its
product strategies. Some of the more obvious are listed here:
• Control over both hardware and software—avoids com-
patibility problems
• High quality and innovation image
• Common architecture fits most products and eases devel-
opment time
• Free software
• Ease of use
• Loyal customer base
For over ten years the string of innovative products from
Apple has been spectacular. No end is in sight. Each new
product endeavor closely aligns with the mission statement
and current strategies. Launching new products in new mar-
kets requires executing projects within tight time, cost, and
scope constraints.
© PRNewsFoto/Apple
Lar03342_ch02_022-063.indd Page 28 3/4/10 1:31:44 AM user-f499Lar03342_ch02_022-063.indd Page 28 3/4/10 1:31:44 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

Chapter 2 Organization Strategy and Project Selection 29
Set Long-Range Goals and Objectives
Objectives translate the organization mission into specific, concrete, measurable
terms. Organizational objectives set targets for all levels of the organization. Ob-
jectives pinpoint the direction managers believe the organization should move to-
ward. Objectives answer in detail where a firm is headed and when it is going to get
there. Typically, objectives for the organization cover markets, products, innova-
tion, productivity, quality, finance, profitability, employees, and consumers. In ev-
ery case, objectives should be as operational as possible. That is, objectives should
include a time frame, be measurable, be an identifiable state, and be realistic.
Doran created the memory device shown in Exhibit 2.1, which is useful when writ-
ing objectives.
Each level below the organizational objectives should support the higher-
level objectives in more detail; this is frequently called cascading of objectives.
For example, if a firm making leather luggage sets an objective of achieving a
40 percent increase in sales through a research and development strategy, this
charge is passed to the marketing, production, and R&D departments. The
R&D department accepts the firm’s strategy as their objective, and their strat-
egy becomes the design and development of a new “pull-type luggage with hid-
den retractable wheels.” At this point the objective becomes a project to be
implemented—to develop the retractable wheel luggage for market within six
months within a budget of $200,000. In summary, organizational objectives
drive your projects.
Analyze and Formulate Strategies to Reach Objectives
Formulating strategy answers the question of what needs to be done to reach ob-
jectives. Strategy formulation includes determining and evaluating alternatives
that support the organization’s objectives and selecting the best alternative. The
first step is a realistic evaluation of the past and current position of the enterprise.
This step typically includes an analysis of “who are the customers” and “what are
their needs as they (the customers) see them.”
The next step is an assessment of the internal and external environments. What
are the internal strengths and weaknesses of the enterprise? Examples of internal
strengths or weaknesses could be core competencies, such as technology, product
quality, management talent, low debt, and dealer networks. Managers can alter
internal strengths and weaknesses. Opportunities and threats usually represent ex-
ternal forces for change such as technology, industry structure, and competition.
Competitive benchmarking tools are sometimes used here to assess current and
future directions. Opportunities and threats are the flip sides of each other. That
is, a threat can be perceived as an opportunity, or vice versa. Examples of per-
ceived external threats could be a slowing of the economy, a maturing life cycle,
exchange rates, or government regulation. Typical opportunities are increasing
demand, emerging markets, and demographics. Managers or individual firms have
EXHIBIT 2.1
Characteristics
of Objectives
S Specific Be specific in targeting an objective
M Measurable Establish a measurable indicator(s) of progress
A Assignable Make the objective assignable to one person for completion
R Realistic State what can realistically be done with available resources
T Time related State when the objective can be achieved, that is, duration
Lar03342_ch02_022-063.indd Page 29 1/27/10 5:03:18 PM userLar03342_ch02_022-063.indd Page 29 1/27/10 5:03:18 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

30 Chapter 2 Organization Strategy and Project Selection
limited opportunities to influence such external environmental factors; however,
in recent years notable exceptions have been new technologies such as Apple using
the iPod to create a market to sell music. The keys are to attempt to forecast fun-
damental industry changes and stay in a proactive mode rather than a reactive
one. This assessment of the external and internal environments is known as the
SWOT analysis (strengths, weaknesses, opportunities, and threats).
From this analysis, critical issues and a portfolio of strategic alternatives are
identified. These alternatives are compared with the current portfolio and avail-
able resources; strategies are then selected that should support the basic mis-
sion and objectives of the organization. Critical analysis of the strategies
includes asking questions: Does the strategy take advantage of our core com-
petencies? Does the strategy exploit our competitive advantage? Does the strat-
egy maximize meeting customers’ needs? Does the strategy fit within our
acceptable risk range?
Strategy formulation ends with cascading objectives or projects assigned to
lower divisions, departments, or individuals. Formulating strategy might range
around 20 percent of management’s effort, while determining how strategy will be
implemented might consume 80 percent.
Implement Strategies through Projects
Implementation answers the question of how strategies will be realized, given
available resources. The conceptual framework for strategy implementation lacks
the structure and discipline found in strategy formulation. Implementation re-
quires action and completing tasks; the latter frequently means mission-critical
projects. Therefore, implementation must include attention to several key areas.
First, completing tasks requires allocation of resources. Resources typically rep-
resent funds, people, management talents, technological skills, and equipment. Fre-
quently, implementation of projects is treated as an “addendum” rather than an
integral part of the strategic management process. However, multiple objectives
place conflicting demands on organizational resources. Second, implementation re-
quires a formal and informal organization that complements and supports strategy
and projects. Authority, responsibility, and performance all depend on organization
structure and culture. Third, planning and control systems must be in place to be
certain project activities necessary to ensure strategies are effectively performed.
Fourth, motivating project contributors will be a major factor for achieving project
success. Finally, an area receiving more attention in recent years is prioritizing proj-
ects. Although the strategy implementation process is not as clear as strategy formu-
lation, all managers realize that, without implementation, success is impossible.
Scenario Planning: A Supplement to Traditional Strategic Planning
Overview Given the Flat, Hot, and Crowded world described by author Thomas
Friedman, the rate of change is accelerating. Forward strategic planning for a pe-
riod of the next 5–10 years has been reduced to the next 2–4 years. Most planning
today represents incremental, tactical planning. The emphasis is on fast payback,
internal projects, small teams, daily or weekly status reporting. But how do we en-
sure we have given serious consideration to the potential environment 5–10 years
out? That is, how might the future unfold: What is the risk of being too late to
adapt? How do we plan for the future when we don’t know what the future holds?
The strategic planning team must address such questions.
Lar03342_ch02_022-063.indd Page 30 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 30 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 31
With accelerating changes and uncertainty in the world about us, some organi-
zations are forced to supplement strategic planning with the longer view called
scenario planning. Scenario planning was popularized by Royal Dutch Shell
during the petroleum shortage of 1973. Since then numerous organizations have
adapted scenario planning: IBM, Microsoft, AT&T, Weyerhaeuser, US Steel,
unions, and numerous governmental agencies. In the words of one executive,
“Scenario planning is risk contingency planning, without really moving organi-
zational resources.”
Scenario Planning Process Scenarios are stories of how we believe things could
play out in the longer run. Scenario planning is a structured process of thinking
about future possible environments that would have potential high impact to dis-
rupt the way you do business, and then developing potential strategies to compete
in these altered environments.
Assessing Your Core Business and Industry How will the future unfold for your
business? The first step of scenario planning is clarification and agreement on the
core business of your organization and the environment in which it exists. What
product or service does your organization provide society? How fast is your indus-
try changing? What are the driving environmental forces that can cause your in-
dustry to change? How long would it take for your industry to make a major
change to a new direction—e.g., technology breakthrough, new legislation, politi-
cal movement or regulation? Reviewing the core business and drivers up front pro-
vides a foundation for thinking about scenarios that can alter the model your
organization uses to provide its service or product.
Potential Scenarios and Impact With agreement reached on the core business
and characteristics of your operating environment, the next step is brainstorming
potential global forces that could have a substantial impact and alter the way your
organization does business. Typical global forces influencing scenarios are social,
technological, environmental, economic, political (STEEP), and global institu-
tions. For example, will the green movement to protect the environment influence
the way you do business? Since nearly every country has some commission or
agency exploring ways to reduce carbon emissions, many organizations are con-
sidering events, movements, and government regulations that could alter the way
they operate. New governmental regulations are appearing daily. When might you
have to respond by devoting resources to adjust to potential new regulations?
With perhaps over 100 potential events identified, the team narrows the list to a
small number of events that could alter your current business model. The few remain-
ing potential scenarios (say 2–4) are evaluated to determine what each scenario means
for your organization and to assess how you may address the event if it occurs. For
example, what options are available to you? Will the scenario destroy a large segment
of your market? Will you need to eat costs to establish a new market? Of the few re-
maining scenarios, which have the highest chance of occurring? Highest impact?
Offering opportunities? What are the underlying causes for each scenario?
Potential Strategies Assuming the scenario occurs, what strategy(s) would you
use to move the organization to respond to the change? How does the industry
make major changes today—in 1–2 years, 3–5 years, 6–10 years? Given your core
competencies, is your organization capable of changing to operate in this future
environment? How would your competition react to this new scenario? What stra-
tegic options would work best for your organization?
Lar03342_ch02_022-063.indd Page 31 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 31 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

32 Chapter 2 Organization Strategy and Project Selection
Examples Assume you are a law firm specializing in carbon-free energy. A poten-
tial scenario is a new technology developed to store mass amounts of electricity for
use when it is needed (imagine a large battery big enough to store enough electric-
ity for a large city). What impact would this have on the wind and solar industries—
consolidation, price wars? How will your business model change? Assume you are a
Saudi Arabian or Russian oil company. One scenario is demand for oil dries up and
drops to 5 percent of today’s demand. Should these companies begin to slowly invest
in projects to develop and become experts in alternative energy sources?
Another example: Around 1990 IBM changed focus from a hardware/software
company to a service focus company. The impetus for the change was recognition
that hardware and software products were moving toward “commodities,” which
typically lead to increased competition and low margins. Generically, the strate-
gies could be categorized as fold up, continue as is, or prepare to make long-term
investments that accommodate the risk of the scenario occurring. IBM moved re-
sources to the service side of the business. Better to prepare contingency strategies
that can be used as opportunities, rather than react too late.
Triggers Finally, scenario planning concludes with identifying early indicators
for different scenarios and establishing “triggers” that tell you the event is quickly
approaching and detailed strategic planning is needed. What upstream factors and
driving forces cause the scenario to move forward (technology, political, economic,
and social)? What must come true for the scenario event to materialize and cause
you to take action?
Summary With the external operating environment changing at an ever-
increasing rate, traditional strategic planning has been supplemented with
scenario plan ning. Scenario planning has become the leading methodology for
imagining how the future will develop and changing organizations accordingly.
Scenario planning gets organization stakeholders thinking of the big picture
and longer run survivability of the organization—as opposed to maximizing
their individual silos. Scenario planning improves the organization’s ability to
foresee concealed weaknesses and inflexibilities and to adapt to uncertainty and
change. It positions the organization to respond to changing forces in the envi-
ronment by anticipating the kinds of projects that will need to be implemented.
For example, since 1974 General Motors and Ford have been threatened with
government compliance to increase gas mileage and reduce auto size. Both have
tentative plans (projects) for autos that meet the compliance standards of 2009,
but it takes time to implement.
The Need for an Effective Project Portfolio Management System
Implementation of projects without a strong priority system linked to strategy
creates problems. Three of the most obvious problems are discussed below. A
project portfolio system can go a long way to reduce, or even eliminate, the impact
of these problems.
Problem 1: The Implementation Gap
In organizations with short product life cycles, it is interesting to note that
frequently participation in strategic planning and implementation includes partic-
ipants from all levels within the organization. However, in perhaps 80 percent of
the remaining product and service organizations, top management pretty much
Lar03342_ch02_022-063.indd Page 32 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 32 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 33
formulates strategy and leaves strategy implementation to functional managers.
Within these broad constraints, more detailed strategies and objectives are devel-
oped by the functional managers. The fact that these objectives and strategies are
made independently at different levels by functional groups within the organiza-
tion hierarchy causes manifold problems.
Some symptoms of organizations struggling with strategy disconnect and un-
clear priorities are presented here.
• Conflicts frequently occur among functional managers and cause lack of trust.
• Frequent meetings are called to establish or renegotiate priorities.
• People frequently shift from one project to another, depending on current pri-
ority. Employees are confused about which projects are important.
• People are working on multiple projects and feel inefficient.
• Resources are not adequate.
Because clear linkages do not exist, the organizational environment becomes
dysfunctional, confused, and ripe for ineffective implementation of organization strat-
egy and, thus, of projects. The implementation gap refers to the lack of understanding
and consensus of organization strategy among top and middle-level managers.
A scenario the authors have seen repeated several times follows. Top manage-
ment picks their top 20 projects for the next planning period, without priorities.
Each functional department—marketing, finance, operations, engineering, infor-
mation technology, and human resources—selects projects from the list. Unfortu-
nately independent department priorities across projects are not homogenous. A
project that rates first in the IT department can rate 10th in the finance depart-
ment. Implementation of the projects represents conflicts of interest with animos-
ities developing over organization resources.
If this condition exists, how is it possible to effectively implement strategy? The
problem is serious. One study found that only about 25 percent of Fortune 500 ex-
ecutives believe there is a strong linkage, consistency, and/or agreement between
the strategies they formulate and implementation. In another study of Deloitte
Consulting, Jeff MacIntyre reports, “Only 23 percent of nearly 150 global execu-
tives considered their project portfolios aligned with the core business.” Middle
managers considered organizational strategy to be under the purview of others or
not in their realm of influence. It is the responsibility of senior management to set
policies that show a distinct link between organizational strategy and objectives
and projects that implement those strategies. The research of Fusco suggests the
implementation gap and prioritizing projects are still overlooked by many organi-
zations. He surveyed 280 project managers and found that 24 percent of their or-
ganizations did not even publish or circulate their objectives; in addition,
40 percent of the respondents reported that priorities among competing projects
were not clear, while only 17 percent reported clear priorities.
Problem 2: Organization Politics
Politics exist in every organization and can have a significant influence on which
projects receive funding and high priority. This is especially true when the criteria
and process for selecting projects are ill-defined and not aligned with the mission
of the firm. Project selection may be based not so much on facts and sound reason-
ing, but rather on the persuasiveness and power of people advocating projects.
The term “sacred cow” is often used to denote a project that a powerful, high-
ranking official is advocating. Case in point, a marketing consultant confided that
Lar03342_ch02_022-063.indd Page 33 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 33 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

34 Chapter 2 Organization Strategy and Project Selection
he was once hired by the marketing director of a large firm to conduct an inde-
pendent, external market analysis for a new product the firm was interested in
developing. His extensive research indicated that there was insufficient demand to
warrant the financing of this new product. The marketing director chose to bury
the report and made the consultant promise never to share this information with
anyone. The director explained that this new product was the “pet idea” of the
new CEO, who saw it as his legacy to the firm. He went on to describe the CEO’s
irrational obsession with the project and how he referred to it as his “new baby.”
Like a parent fiercely protecting his child, the marketing director believed that he
would lose his job if such critical information ever became known.
Having a project sponsor can play a significant role in the selection and suc-
cessful implementation of product innovation projects. Project sponsors are typi-
cally high-ranking managers who endorse and lend political support for the
completion of a specific project. They are instrumental in winning approval of the
project and in protecting the project during the critical development stage. Savvy
project managers recognize the importance of having “friends in higher courts”
who can advocate for their case and protect their interests.
The significance of corporate politics can be seen in the ill-fated ALTO computer
project at Xerox during the mid-1970s. The project was a tremendous technological
success; it developed the first workable mouse, the first laser printer, the first user-
friendly software, and the first local area network. All of these developments were
five years ahead of their nearest competitor. Over the next five years this opportu-
nity to dominate the nascent personal computer market was squandered because of
internal in-fighting at Xerox and the absence of a strong project sponsor.
Politics can play a role not only in project selection but also in the aspirations
behind projects. Individuals can enhance their power within an organization by
managing extraordinary and critical projects. Power and status naturally accrue to
successful innovators and risk takers rather than to steady producers. Many ambi-
tious managers pursue high-profile projects as a means for moving quickly up the
corporate ladder. For example, Lee Iacocca’s career was built on successfully lead-
ing the design and development of the highly successful Ford Mustang. Managers
become heroes by leading projects that contribute significantly to an organiza-
tion’s mission or solve a pressing crisis.
Many would argue that politics and project management should not mix. A
more proactive response is that projects and politics invariably mix and that effec-
tive project managers recognize that any significant project has political ramifica-
tions. Likewise, top management needs to develop a system for identifying and
selecting projects that reduces the impact of internal politics and fosters the selec-
tion of the best projects for achieving the mission and strategy of the firm.
Problem 3: Resource Conflicts and Multitasking
Most project organizations exist in a multiproject environment. This environment
creates the problems of project interdependency and the need to share resources.
For example, what would be the impact on the labor resource pool of a construc-
tion company if it should win a contract it would like to bid on? Will existing
labor be adequate to deal with the new project—given the completion date? Will
current projects be delayed? Will subcontracting help? Which projects will have
priority? Competition among project managers can be contentious. All project
managers seek to have the best people for their projects. The problems of sharing
resources and scheduling resources across projects grow exponentially as the num-
Lar03342_ch02_022-063.indd Page 34 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 34 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 35
ber of projects rises. In multiproject environments the stakes are higher and the
benefits or penalties for good or bad resource scheduling become even more
significant than in most single projects.
Resource sharing also leads to multitasking. Multitasking involves starting and
stopping work on one task to go and work on another project, and then returning
to the work on the original task. People working on several tasks concurrently are
far less efficient, especially where conceptual or physical shutdown and startup are
significant. Multitasking adds to delays and costs. Changing priorities exacerbate
the multitasking problems even more. Likewise, multitasking is more evident in
organizations that have too many projects for the resources they command.
The number of small and large projects in a portfolio almost always exceeds the
available resources (typically by a factor of three to four times the available re-
sources). This capacity overload inevitably leads to confusion and inefficient use
of scarce organizational resources. The presence of an implementation gap, of
power politics, and of multitasking adds to the problem of which projects are
allocated resources first. Employee morale and confidence suffer because it is dif-
ficult to make sense of an ambiguous system. A multiproject organization envi-
ronment faces major problems without a priority system that is clearly linked to
the strategic plan.
In essence, to this point we have suggested that many organizations have no
meaningful process for addressing the problems we have described. The first and
most important change that will go a long way in addressing these and other
problems is the development and use of a meaningful project priority process for
project selection.
How can the implementation gap be narrowed so that understanding and con-
sensus of organizational strategies run through all levels of management? How
can power politics be minimized? Can a process be developed in which projects
are consistently prioritized to support organizational strategies? Can the priori-
tized projects be used to allocate scarce organizational resources—for example,
people, equipment? Can the process encourage bottom-up initiation of projects
that support clear organizational targets?
What is needed is a set of integrative criteria and a process for evaluating and
selecting projects that support higher-level strategies and objectives. A single-project
priority system that ranks projects by their contribution to the strategic plan
would make life easier. Easily said, but difficult to accomplish in practice. Organi-
zations that managed independent projects and allocated resources ad hoc have
shifted focus to selecting the right portfolio of projects to achieve their strategic
objectives. This is a quickening trend. The advantages of successful project port-
folio systems are becoming well recognized in project-driven organizations. See
Exhibit 2.2, which lists a few key benefits; the list could easily be extended.
A project portfolio system is discussed next with emphasis on selection criteria,
which is where the power of the portfolio system is established.
EXHIBIT 2.2
Benefits of Project
Portfolio
Management
• Builds discipline into project selection process.
• Links project selection to strategic metrics.
• Prioritizes project proposals across a common set of criteria, rather than on politics or emotion.
• Allocates resources to projects that align with strategic direction.
• Balances risk across all projects.
• Justifies killing projects that do not support organization strategy.
• Improves communication and supports agreement on project goals.
Lar03342_ch02_022-063.indd Page 35 1/27/10 5:03:19 PM userLar03342_ch02_022-063.indd Page 35 1/27/10 5:03:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

36 Chapter 2 Organization Strategy and Project Selection
A Portfolio Management System
Succinctly put, the aim of portfolio management is to ensure that projects are
aligned with strategic goals and prioritized appropriately. As Foti points out, port-
folio management asks “What is strategic to our organization?” Portfolio manage-
ment provides information that allows people to make better business decisions.
Since projects clamoring for funding and people usually outnumber available re-
sources, it is important to follow a logical and defined process for selecting the
projects to implement.
Design of a project portfolio system should include classification of a project,
selection criteria depending upon classification, sources of proposals, evaluating
proposals, and managing the portfolio of projects.
Classification of the Project
Many organizations find they have three different kinds of projects in their port-
folio: compliance and emergency (must do), operational, and strategic projects.
(See Figure 2.2.) Compliance projects are typically those needed to meet regula-
tory conditions required to operate in a region; hence, they are called “must do”
projects. Emergency projects, such as rebuilding a soybean factory destroyed by
fire, meet the must do criterion. Compliance and emergency projects usually have
penalties if they are not implemented. Operational projects are those that are
needed to support current operations. These projects are designed to improve effi-
ciency of delivery systems, reduce product costs, and improve performance. Total
quality management (TQM) projects are examples of operational projects. Fi-
nally, strategic projects are those that directly support the organization’s long-run
mission. They frequently are directed toward increasing revenue or market share.
Examples of strategic projects are new products, research, and development. For a
good, complete discussion on classification schemes found in practice, see Crawford,
Hobbs, and Turne.
The strategic value of a proposed project must be determined before it can be
placed in the project portfolio. Under rare circumstances, there are projects that
“must” be selected. These compliance or emergency projects are those that must
be implemented or the firm will fail or suffer dire penalties or consequences. For
example, a manufacturing plant must install an electrostatic filter on top of a
smokestack in six months or close down. EU courts are trying to force Microsoft
to open their software architecture to allow competing software firms to be
Compliance
(must do)
projects
Operational
projects
Strategic
projects
FIGURE 2.2
Portfolio of Projects
by Type
Lar03342_ch02_022-063.indd Page 36 1/27/10 5:03:20 PM userLar03342_ch02_022-063.indd Page 36 1/27/10 5:03:20 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 37
compatible and interact with Microsoft. This decision may become a compliance
project for Microsoft. Any project placed in the “must” category ignores other se-
lection criteria. A rule of thumb for placing a proposed project in this category is
that 99 percent of the organization stakeholders would agree that the project must
be implemented; there is no perceived choice but to implement the project. All
other projects are selected using selection criteria linked to organization strategy.
Selection Criteria
Although there are many criteria for selecting projects, selection criteria are typi-
cally identified as financial and nonfinancial. A short description of each is given
next, followed by a discussion of their use in practice.
Financial Criteria
Financial Models For most managers financial criteria are the preferred method
to evaluate projects. These models are appropriate when there is a high level of
confidence associated with estimates of future cash flows. Two models and exam-
ples are demonstrated here—payback and net present value (NPV).
Project A has an initial investment of $700,000 and projected cash inflows of
$225,000 for 5 years.
Project B has an initial investment of $400,000 and projected cash inflows of
$110,000 for 5 years.
1. The payback model measures the time it will take to recover the project
investment. Shorter paybacks are more desirable. Payback is the simplest and
most widely used model. Payback emphasizes cash flows, a key factor in business.
Some managers use the payback model to eliminate unusually risky projects (those
with lengthy payback periods). The major limitations of payback are that it ig-
nores the time value of money, assumes cash inflows for the investment period
(and not beyond), and does not consider profitability. The payback formula is
Payback period (yrs) 5 Estimated Project Cost/Annual Savings
Exhibit 2.3 compares the payback for Project A and Project B. The payback for
Project A is 3.1 years and for Project B is 3.6 years. Using the payback method
both projects are acceptable since both return the initial investment in less than
five years and have returns on the investment of 32.1 and 27.5 percent.
Exhibit 2.3 A presents the net present value model.
2. The net present value (NPV) model uses management’s minimum desired
rate-of-return (discount rate, for example, 20 percent) to compute the present
value of all net cash inflows. If the result is positive (the project meets the mini-
mum desired rate of return), it is eligible for further consideration. If the result is
negative, the project is rejected. Thus, higher positive NPV’s are desirable. Excel
uses this formula
Project NPV 5 I0 1 a
n
t51
Ft
11 1 k2t
where
I0 5 Initial investment (since it is an outflow, the number will be negative)
Ft 5 Net cash inflow for period t
k 5 Required rate of return
Lar03342_ch02_022-063.indd Page 37 1/27/10 7:30:58 PM userLar03342_ch02_022-063.indd Page 37 1/27/10 7:30:58 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

38 Chapter 2 Organization Strategy and Project Selection
Exhibit 2.3B presents the NPV model using Microsoft Excel software. The NPV
model accepts project A, which has a positive NPV of $54,235. Project B is rejected
since the NPV is negative $31,263. Compare the NPV results with the payback
results. The NPV model is more realistic because it considers the time value of
money, cash flows, and profitability.
When using the NPV model, the discount rate (return on investment hurdle
rate) can differ for different projects. For example, the expected ROI on strategic
projects is frequently set higher than operational projects. Similarly, ROI’s can
EXHIBIT 2.3 Example Comparing Two Projects Using Payback and Net Present Value Method
Lar03342_ch02_022-063.indd Page 38 1/27/10 7:31:04 PM userLar03342_ch02_022-063.indd Page 38 1/27/10 7:31:04 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 39
differ for riskier versus safer projects. The criteria for setting the ROI hurdle rate
should be clear and applied consistently.
Unfortunately, pure financial models fail to include many projects where fi-
nancial return is impossible to measure and/or other factors are vital to the ac-
cept or reject decision. One research study by Foti showed that companies using
predominantly financial models to prioritize projects yielded unbalanced port-
folios and projects that aren’t strategically oriented. Other studies make similar
claims.
Nonfinancial Criteria
Financial return, while important, does not always reflect strategic importance.
The sixties and seventies saw firms become overextended by diversifying too much.
Now the prevailing thinking is that long-term survival is dependent upon develop-
ing and maintaining core competencies. Companies have to be disciplined in say-
ing no to potentially profitable projects that are outside the realm of their core
mission. This requires other criteria be considered beyond direct financial return.
For example, a firm may support projects that do not have high profit margins for
other strategic reasons including:
To capture larger market share
To make it difficult for competitors to enter the market
To develop an enabler product, which by its introduction will increase sales in
more profitable products
To develop core technology that will be used in next-generation products
To reduce dependency on unreliable suppliers
To prevent government intervention and regulation
Less tangible criteria may also apply. Organizations may support projects to restore
corporate image or enhance brand recognition. Many organizations are committed
to corporate citizenship and support community development projects.
Since no single criterion can reflect strategic significance, portfolio management
requires multi-criteria screening models. These models often weight individual
criteria so those projects that contribute to the most important strategic objectives
are given higher consideration.
Two Multi-Criteria Selection Models
Since no single criterion can reflect strategic significance, portfolio management
requires multi-criteria screening models. Two models, the checklist and multi-
weighted scoring models, are described next.
Checklist Models The most frequently used method in selecting projects has
been the checklist. This approach basically uses a list of questions to review po-
tential projects and to determine their acceptance or rejection. Several of the
typical questions found in practice are listed in Exhibit 2.4. One large, multi project
organization has 250 different questions!
A justification of checklist models is that they allow great flexibility in select-
ing among many different types of projects and are easily used across different
divisions and locations. Although many projects are selected using some variation
Lar03342_ch02_022-063.indd Page 39 1/27/10 5:03:23 PM userLar03342_ch02_022-063.indd Page 39 1/27/10 5:03:23 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

40 Chapter 2 Organization Strategy and Project Selection
of the checklist approach, this approach has serious shortcomings. Major short-
comings of this approach are that it fails to answer the relative importance or
value of a potential project to the organization and fails to allow for comparison
with other potential projects. Each potential project will have a different set of
positive and negative answers. How do you compare? Ranking and prioritizing
projects by their importance is difficult, if not impossible. This approach also
leaves the door open to the potential opportunity for power plays, politics, and
other forms of manipulation. To overcome these serious shortcomings experts
recommend the use of a multi-weighted scoring model to select projects, which is
examined next.
Multi-Weighted Scoring Models A weighted scoring model typically uses several
weighted selection criteria to evaluate project proposals. Weighted scoring models
will generally include qualitative and/or quantitative criteria. Each selection crite-
rion is asssigned a weight. Scores are assigned to each criterion for the project,
based on its importance to the project being evaluated. The weights and scores are
multiplied to get a total weighted score for the project. Using these multiple
screening criteria, projects can then be compared using the weighted score. Proj-
ects with higher weighted scores are considered better.
Selection criteria need to mirror the critical success factors of an organization.
For example, 3M set a target that 25 percent of the company’s sales would come
from products fewer than four years old versus the old target of 20 percent. Their
priority system for project selection strongly reflects this new target. On the other
hand, failure to pick the right factors will render the screening process “useless” in
short order. See Snapshot from Practice: Crisis IT.
Figure 2.3 represents a project scoring matrix using some of the factors found
in practice. The screening criteria selected are shown across the top of the matrix
EXHIBIT 2.4
Sample Selection
Questions Used
in Practice
Topic Question
Strategy/alignment What specific organization strategy does this project align with?
Driver What business problem does the project solve?
Success metrics How will we measure success?
Sponsorship Who is the project sponsor?
Risk What is the impact of not doing this project?
Risk What is the project risk to our organization?
Risk Where does the proposed project fit in our risk profile?
Benefits, value, ROI What is the value of the project to this organization?
Benefits, value, ROI When will the project show results?
Objectives What are the project objectives?
Organization culture Is our organization culture right for this type of project?
Resources Will internal resources be available for this project?
Approach Will we build or buy?
Schedule How long will this project take?
Schedule Is the time line realistic?
Training/resources Will staff training be required?
Finance/portfolio What is the estimated cost of the project?
Portfolio Is this a new initiative or part of an existing initiative?
Portfolio How does this project interact with current projects?
Technology Is the technology available or new?
Lar03342_ch02_022-063.indd Page 40 1/27/10 5:03:23 PM userLar03342_ch02_022-063.indd Page 40 1/27/10 5:03:23 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 41
In May 2007, Frontier Airlines Holdings hired
Gerry Coady as chief information officer (CIO).
Nearly a year later the airline filed for bank-
ruptcy under Chapter 11. In an interview Coady
describes how he managed IT projects during the bankruptcy
and recession crisis of 2008–2009.
Fundamentally, Coady faced a situation of too many proj-
ects and too few resources. Coady used a strategy of focusing
on reducing the number of projects in the portfolio. He put
together a steering committee of senior management that re-
viewed several hundred projects. The end result was a reduc-
tion to less than 30 projects remaining in the portfolio.
How Can You Get to a Backlog of over 100 Projects?
“There are never enough resources to get everything done.”
Backlogs build over time. Sacred cow projects get included in
the selection system. Projects proposed from people who
have left the airline still reside in the project portfolio. Non-
value-added projects somehow make their way into the project
portfolio. Soon the queue gets longer. With everyone in IT
working on too many projects concurrently, project completion
and productivity are slow.
Which Projects Remain?
To cut the number of projects, the steering committee used a
weighting scheme that reflected the airline’s priorities, which
were: fly safe, generate revenue, reduce costs, and customer
service. The weighting scheme easily weeded out the fluff.
S N A P S H O T F R O M P R A C T I C E Crisis IT
Coady noted that “by the time you get to the 20s the margin of
differentiation gets narrower and narrower.” Of the remaining
projects, project sponsors had to have solid justification why
their project is important. Reduction of the number of projects
places emphasis on high value projects.
What Advice Does Coady Have for Crisis Management?
In times of crisis, it is easier to take bold steps to make
changes. But you need to have a clear vision of what you
should be focusing on with the resources available. Coady
suggests, “It comes back to really having a good idea of what
the initial business case for a project is and what resources it
is consuming, both people and otherwise.”
Source: Worthen, B., “Crisis IT,” The Wall Street Journal, April 20,
2009, p-R6.
Project 1
C
riteriaW
eight
Project 2
Project 3
Project 4
Project 5
Project 6
…
Project n
1
3
9
3
1
6
5
8
3
5
0
10
5
5
2
2
2
10
5
0
7
6
0
0
0
10
2
0
0
0
2
0
0
0
10
6
5
2
6
8
2
10
5
1
5
0
9
7
8
66
2.0
S
ta
y
w
ith
in
c
or
e
co
m
pe
te
nc
ie
s
U
rg
en
cy
25
%
o
f s
al
es
fr
om
ne
w
p
ro
du
ct
s
R
ed
uc
e
de
fe
ct
s
to
le
ss
th
an
1
%
Im
pr
ov
e
cu
st
om
er
lo
ya
lty
R
O
I o
f 1
8%
pl
us
W
ei
gh
te
d
to
ta
l
S
tr
at
eg
ic
fi
t
3.0 2.0 2.5 1.0 1.0 3.0
27
56
32
102
55
83
FIGURE 2.3
Project Screening
Matrix
© PRNewsFoto/Genesis, Inc.
Lar03342_ch02_022-063.indd Page 41 3/4/10 1:31:58 AM user-f499Lar03342_ch02_022-063.indd Page 41 3/4/10 1:31:58 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

42 Chapter 2 Organization Strategy and Project Selection
(e.g., stay within core competencies . . . ROI of 18 percent plus). Management
weights each criterion (a value of 0 to a high of, say, 3) by its relative importance
to the organization’s objectives and strategic plan. Project proposals are then sub-
mitted to a project priority team or project office.
Each project proposal is then evaluated by its relative contribution/value added
to the selected criteria. Values of 0 to a high of 10 are assigned to each criterion
for each project. This value represents the project’s fit to the specific criterion. For
example, project 1 appears to fit well with the strategy of the organization since it
is given a value of 8. Conversely, project 1 does nothing to support reducing
defects (its value is 0). Finally, this model applies the management weights to each
criterion by importance using a value of 1 to 3. For example, ROI and strategic fit
have a weight of 3, while urgency and core competencies have weights of 2. Apply-
ing the weight to each criterion, the priority team derives the weighted total points
for each project. For example, project 5 has the highest value of 102 [(2 3 1) 1
(3 3 10) 1 (2 3 5) 1 (2.5 3 10) 1 (1 3 0) 1 (1 3 8) 1 (3 3 9) 5 102] and project
2 has a low value of 27. If the resources available create a cutoff threshold of
50 points, the priority team would eliminate projects 2 and 4. (Note: Project 4
appears to have some urgency, but it is not classified as a “must” project. There-
fore, it is screened with all other proposals.) Project 5 would receive first
priority, project n second, and so on. In rare cases where resources are severely
limited and project proposals are similar in weighted rank, it is prudent to pick
the project placing less demand on resources. Weighted multiple criteria models
similar to this one are rapidly becoming the dominant choice for prioritizing
projects.
At this point in the discussion it is wise to stop and put things into perspec-
tive. While selection models like the one above may yield numerical solutions to
project selection decisions, models should not make the final decisions—the
people using the models should. No model, no matter how sophisticated, can
capture the total reality it is meant to represent. Models are tools for guiding
the evaluation process so that the decision-makers will consider relevant issues
and reach a meeting of the minds as to which projects should be supported and
not supported. This is a much more subjective process than calculations
suggest.
Applying a Selection Model
Project Classification It is not necessary to have exactly the same criteria for the
different types of projects discussed above (strategic and operations). However,
experience shows most organizations use similar criteria across all types of projects,
with perhaps one or two criteria specific to the type of project—e.g., strategic
breakthrough versus operational.
Regardless of criteria differences among different types of projects, the most
important criterion for selection is the project’s fit to the organization strategy.
Therefore, this criterion should be consistent across all types of projects and
carry a high priority relative to other criteria. This uniformity across all prior-
ity models used can keep departments from suboptimizing the use of organiza-
tion resources. Anyone generating a project proposal should classify their
proposal by type, so the appropriate criteria can be used to evaluate their
proposal.
Lar03342_ch02_022-063.indd Page 42 1/27/10 5:03:28 PM userLar03342_ch02_022-063.indd Page 42 1/27/10 5:03:28 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 43
Selecting a Model In the past, financial criteria were used almost to the exclusion
of other criteria. However, in the last two decades we have witnessed a dramatic
shift to include multiple criteria in project selection. Concisely put, profitability
alone is simply not an adequate measure of contribution; however, it is still an
important criterion, especially for projects that enhance revenue and market share
such as breakthrough R&D projects.
Today, senior management is interested in identifying the potential mix of proj-
ects that will yield the best use of human and capital resources to maximize return
on investment in the long run. Factors such as researching new technology, public
image, ethical position, protection of the environment, core competencies, and
strategic fit might be important criteria for selecting projects. Weighted scoring
criteria seem the best alternative to meet this need.
Weighted scoring models result in bringing projects to closer alignment with
strategic goals. If the scoring model is published and available to everyone in the
organization, some discipline and credibility are attached to the selection of projects.
The number of wasteful projects using resources is reduced. Politics and “sacred
cow” projects are exposed. Project goals are more easily identified and communi-
cated using the selection criteria as corroboration. Finally, using a weighted scor-
ing approach helps project managers understand how their project was selected,
how their project contributes to organization goals, and how it compares with
other projects. Project selection is one of the most important decisions guiding the
future success of an organization.
Criteria for project selection are the area where the power of your portfolio
starts to manifest itself. New projects are aligned with the strategic goals of the or-
ganization. With a clear method for selecting projects in place, project proposals
can be solicited.
Sources and Solicitation of Project Proposals
As you would guess, projects should come from anyone who believes his or her
project will add value to the organization. However, many organizations restrict
proposals from specific levels or groups within the organization. This could be an
opportunity lost. Good ideas are not limited to certain types or classes of organi-
zation stakeholders. Encourage and keep solicitations open to all sources—internal
and external sponsors.
Figure 2.4A provides an example of a proposal form for an automatic vehicular
tracking (Automatic Vehicle Location) public transportation project. Figure 2.4B
presents a preliminary risk analysis for a 500-acre wind farm. Many organizations
use risk analysis templates to gain a quick insight of a project’s inherent risks. This
information is useful in balancing the project portfolio and identifying major risks
when executing the project. Project risk analysis is the subject of Chapter 7.
In some cases organizations will solicit ideas for projects when the knowledge
requirements for the project are not available in the organization. Typically, the
organization will issue an RFP (Request for Proposal) to contractors/vendors
with adequate experience to implement the project. In one example, a hospital
published an RFP that asked for a bid to design and build a new operating room
that uses the latest technology. Several architecture firms submitted bids to the
hospital. The bids for the project were evaluated internally against other poten-
tial projects. When the project was accepted as a go, other criteria were used to
select the best qualified bidder. See Appendix 2.1 of this chapter for a complete
description of requests for proposal (RFP).
Lar03342_ch02_022-063.indd Page 43 1/27/10 5:03:28 PM userLar03342_ch02_022-063.indd Page 43 1/27/10 5:03:28 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

44 Chapter 2 Organization Strategy and Project Selection
Ranking Proposals and Selection of Projects
Culling through so many proposals to identify those that add the most value requires
a structured process. Figure 2.5 shows a flow chart of a screening process beginning
with the creation of an idea for a project. See template for evaluating contractors
in Appendix 2.1.
Data and information are collected to assess the value of the proposed project
to the organization and for future backup. If the sponsor decides to pursue the
project on the basis of the collected data, it is forwarded to the project priority
FIGURE 2.4A
A Proposal Form for
an Automatic Vehicular
Tracking (AVL) Public
Transportation Project.
Project Proposal Form
Project classification?
What business problem does the project solve?
Increase customer satisfaction through kiosk and Web site for bus, streetcar, and fast rail
Enhance driver and traveler safety
Strategic Infrastructure Compliance
Date: Proposal # SponsorJan 22, 2xxx 11
X
J. Moran
Hyperlink to: AVL.tri-met.org
Increase customer ridership through better passenger travel planning & scheduling decisions
Faster response to accidents
How does this project align with our organization strategy?
What are the major deliverables of the project?
What is the impact of not doing this project?
What are the three major risks for this project?
Increased ridership
Customer satisfaction
Meeting budget and schedule
How will we measure success?
What is the estimated cost of the project?
How long will this project take?
Oversight action:
Signature
Accept
XXXXXX Date: Oct. 7, 2xxx
Return
22 Weeks
$10 million
Will this project require internal resources?
Available?
Yes No
Yes
Not meeting ridership goals
Cost overruns
Hacking system
Integration of fast rail, bus, and streetcar systems
GPS vehicle tracking system, Internet access, schedule screen
No
X
X
X
Lar03342_ch02_022-063.indd Page 44 1/27/10 5:03:28 PM userLar03342_ch02_022-063.indd Page 44 1/27/10 5:03:28 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 45
team (or the project office). Note that the sponsor knows which criteria will be
used to accept or reject the project. Given the selection criteria and current portfo-
lio of projects, the priority team rejects or accepts the project. If the project is
accepted, the priority team sets implementation in motion.
Figure 2.6 is a partial example of an evaluation form used by a large company
to prioritize and select new projects. The form distinguishes between must and
want objectives. If a project does not meet designated “must” objectives, it is not
considered and removed from consideration. Organization (or division) objectives
have been ranked and weighted by their relative importance—for example,
“Improve external customer service” carries a relative weight of 83 when com-
pared to other want objectives. The want objectives are directly linked to objec-
tives found in the strategic plan.
FIGURE 2.4B
Risk Analysis for a
500-Acre Wind Farm
What are the three major risks for this project?
RESOURCES AVAILABLE? YesX
2/22/xx 9/25/xx
Dat Nguyen
No
1.
2.
3.
What is the probability of the
above risks occuring?
Federal incentives curtailed
Land use injunction
Energy price decrease
What is the impact on project
success if these risks do occur?
0 to 1.0
Risk
1 above .30
.30
.20
.10
.10
1.0
Risk
2 above
Risk
3 above
Risk
1 above
Risk
2 above
Risk
3 above
none high
0 to 1.0
none high
CURRENT PROJECT STATUS
Start date Estimated finish date
STATUS: Active
Start in 3 weeks
On-hold
UPDATE:
PRIORITY TEAM ACTION:
DISCOVERY—project not defined Duplicate to:
OPERATIONAL—proposal not a project Project #
NEED MORE INFORMATION—to prioritize project COMPLETED project
ACCEPTED RETURNEDX
X
676
Lar03342_ch02_022-063.indd Page 45 1/27/10 5:03:28 PM userLar03342_ch02_022-063.indd Page 45 1/27/10 5:03:28 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

46 Chapter 2 Organization Strategy and Project Selection
Impact definitions represent a further refinement to the screening system. They
are developed to gauge the predicted impact a specific project would have on
meeting a particular objective. A numeric scheme is created and anchored by de-
fining criteria. To illustrate how this works, let’s examine the $5 million in new
sales objective. A “0” is assigned if the project will have no impact on sales or less
than $100,000, a “1” is given if predicted sales are more than $100,000 but less
than $500,000, a “2” if greater than $500,000. These impact assessments are com-
bined with the relative importance of each objective to determine the predicted
overall contribution of a project to strategic objectives. For example, project 26
creates an opportunity to fix field problems, has no effect on sales, and will have
major impact on customer service. On these three objectives, project 26 would re-
ceive a score of 265 [99 1 0 1 (2 3 83)]. Individual weighted scores are totaled for
each project and are used to prioritize projects.
Responsibility for Prioritizing
Prioritizing can be an uncomfortable exercise for managers. But prioritizing
projects is a major responsibility for senior management. Prioritizing means dis-
cipline, accountability, responsibility, constraints, reduced flexibility, and loss of
power. Top management commitment means more than giving a blessing to the
priority system; it means management will have to rank and weigh, in concrete
terms, the objectives and strategies they believe to be most critical to the organi-
zation. This public declaration of commitment can be risky if the ranked objec-
tives later prove to be poor choices, but setting the course for the organization is
FIGURE 2.5
Project Screening
Process
Periodic
reassessment
of priorities
Return for
more
information
Abandon
Reject Accept
Pursue
Project
proposal
idea
Data
collection
and backup
Self-evaluation
of project
by criteria
Priority team
evaluates proposal
and reviews portfolio
for risk balance
Need
strategic fit
ROI/payback
risk
Assign priority
Assign resources
Assign project manager
Evaluate progress
Hold for
resources
Lar03342_ch02_022-063.indd Page 46 1/27/10 5:03:28 PM userLar03342_ch02_022-063.indd Page 46 1/27/10 5:03:28 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 47
top management’s job. The good news is, if management is truly trying to direct
the organization to a strong future position, a good project priority system sup-
ports their efforts and develops a culture in which everyone is contributing to the
goals of the organization.
Managing the Portfolio System
Managing the portfolio takes the selection system one step higher in that the mer-
its of a particular project are assessed within the context of existing projects.
At the same time it involves monitoring and adjusting selection criteria to reflect
the strategic focus of the organization. This requires constant effort. The priority
system can be managed by a small group of key employees in a small organization.
Or, in larger organizations, the priority system can be managed by the project office
or the enterprise management group.
FIGURE 2.6
Priority Analysis
Must objectives
All activities meet current
legal, safety, and
environmental standards
All new products will have
a complete market
analysis
Want objectives
Single project
impact definitions
Provides immediate
response to field
problems
Relative
Importance
1-100
Weighted
score
Weighted
score
Weighted
score
Weighted
score
99
88
83
99
yes
n/a
0
166
0 ≤ Does not address
1 = Opportunity to fix
2 ≥ Urgent problem
0 < $100,000 1 = $100,000–500,000 2 > $500,000
0 ≤ Minor impact
1 = Significant impact
2 ≥ Major impact
Create $5 million in
new sales by 20xx
Total weighted score
Priority
Improve external
customer service
Yes-Meets objective
No-Does not meet obj
N/A-No impact
Yes-Meets objective
No-Does not meet obj
N/A-No impact
Must meet if impacts …26 27 28 29
Project number
Lar03342_ch02_022-063.indd Page 47 1/27/10 5:03:32 PM userLar03342_ch02_022-063.indd Page 47 1/27/10 5:03:32 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

48 Chapter 2 Organization Strategy and Project Selection
Senior Management Input
Management of a portfolio system requires two major inputs from senior man-
agement. First, senior management must provide guidance in establishing selec-
tion criteria that strongly align with the current organization strategies. Second,
senior management must annually decide how they wish to balance the available
organizational resources (people and capital) among the different types of projects.
A preliminary decision of balance must be made by top management (e.g., 20 per-
cent compliance, 50 percent strategic, and 30 percent operational) before project
selection takes place, although the balance may be changed when the projects sub-
mitted are reviewed. Given these inputs the priority team or project office can
carry out its many responsibilities, which include supporting project sponsors and
representing the interests of the total organization.
The Priority Team Responsibilities
The priority team, or project office, is responsible for publishing the priority of
every project and ensuring the process is open and free of power politics. For ex-
ample, most organizations using a priority team or project office use an electronic
bulletin board to disperse the current portfolio of projects, the current status of
each project, and current issues. This open communication discourages power
plays. Over time the priority team evaluates the progress of the projects in the
portfolio. If this whole process is managed well, it can have a profound impact on
the success of an organization.
Constant scanning of the external environment to determine if organizational
focus and/or selection criteria need to be changed is imperative! Periodic priority
review and changes need to keep current with the changing environment and keep
a unified vision of organization focus. Regardless of the criteria used for selection,
each project should be evaluated by the same criteria. If projects are classified by
must do, operation, and strategic, each project in its class should be evaluated by
the same criteria. Enforcing the project priority system is crucial. Keeping the
whole system open and aboveboard is important to maintaining the integrity of
the system and keeping new, young executives from going around the system. For
example, communicating which projects are approved, project ranks, current sta-
tus of in-process projects, and any changes in priority criteria will discourage peo-
ple from bypassing the system.
Balancing the Portfolio for Risks and Types of Projects
A major responsibility of the priority team is to balance projects by type, risk, and
resource demand. This requires a total organization perspective. Hence, a proposed
project that ranks high on most criteria may not be selected because the organiza-
tion portfolio already includes too many projects with the same characteristics—
e.g., project risk level, use of key resources, high cost, nonrevenue producing, long
durations. Balancing the portfolio of projects is as important as project selection.
Organizations need to evaluate each new project in terms of what it adds to the
project mix. Short-term needs need to be balanced with long-term potential. Re-
source usage needs to be optimized across all projects, not just the most important
project.
Two types of risk are associated with projects. First are risks associated with
the total portfolio of projects, which should reflect the organization’s risk profile.
Second are specific project risks that can inhibit the execution of a project, such as
Lar03342_ch02_022-063.indd Page 48 1/27/10 5:03:32 PM userLar03342_ch02_022-063.indd Page 48 1/27/10 5:03:32 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 49
schedule, cost, and technical. In this chapter we look only to balancing the organi-
zational risks inherent in the project portfolio, such as market risk, ability to exe-
cute, time to market, and technology advances. Project-specific risks will be
covered in detail in Chapter 7.
David and Jim Matheson studied R&D organizations and developed a matrix
that could be used for assessing a project portfolio (see Figure 2.7). The vertical axis
the degree of difficulty. The horizontal axis reflects potential commercial value. The
grid has four quadrants, each with different project dimensions.
Bread and butter projects typically involve evolutionary improvements to cur-
rent products and services. Examples include software upgrades and manufac-
turing cost reduction efforts.
Pearls represent revolutionary commercial advances using proven technical
advances. Examples include next-generation integrated circuit chip and sub-
surface imaging to locate oil and gas.
Oysters involve technological breakthroughs with high commercial payoffs.
Examples include embryonic DNA treatments and new kinds of metal alloys.
White elephants are projects that at one time showed promise but are no lon-
ger viable. Examples include products for a saturated market or a potent
energy source with toxic side effects.
The Mathesons report that organizations often have too many white elephants and
too few pearls and oysters. To maintain strategic advantage they recommend that
organizations capitalize on pearls, eliminate or reposition white elephants, and bal-
ance resources devoted to bread-and-butter and oyster projects to achieve align-
ment with overall strategy. Although their research centers on R&D organizations,
their observations appear to hold true for all types of project organizations.
FIGURE 2.7
Project Portfolio
Matrix
Bread and butter
Te
ch
ni
ca
l f
ea
si
bi
lit
y
(H
ow
e
as
y
is
it
?)
Pearl
White elephant
Net present value given success
Commercial potential
Oyster
HighLow
H
ig
h
Lo
w
Summary 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 mul-
tiple projects and linking business strategy with project selection. The most
Lar03342_ch02_022-063.indd Page 49 1/27/10 5:03:32 PM userLar03342_ch02_022-063.indd Page 49 1/27/10 5:03:32 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

50 Chapter 2 Organization Strategy and Project Selection
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 crite-
ria can be the source of inspiration for new project ideas.
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 ap-
proach to aligning projects with organizational strategy and resources.
The importance of aligning projects with organization strategy cannot be over-
stated. 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 dif-
ferent divisions and locations. Unfortunately, questionnaire checklist models do
not allow comparison of the relative value (rank) of alternative projects in con-
tributing 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.
Key Terms Implementation gap, 33
Net present value, 37
Organization
politics, 33
Payback, 30
Priority system, 32
Priority team, 42
Project portfolio, 32
Project screening
matrix, 41
Sacred cow, 33
Scenario planning, 31
Strategic management
process, 26
Review
Questions
1. Describe the major components of the strategic management process.
2. Explain the role projects play in the strategic management process.
3. How are projects linked to the strategic plan?
4. The portfolio of projects is typically represented by compliance, strategic, and
operations projects. What impact can this classification have on project
selection?
5. Why does the priority system described in this chapter require that it be open
and published? Does the process encourage bottom-up initiation of projects?
Does it discourage some projects? Why?
6. Why should an organization not rely only on ROI to select projects?
7. Discuss the pros and cons of the checklist versus the weighted factor method of
selecting projects.
Lar03342_ch02_022-063.indd Page 50 1/27/10 5:03:35 PM userLar03342_ch02_022-063.indd Page 50 1/27/10 5:03:35 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 51
Exercises 1. You manage a hotel resort located on the South Beach on the Island of Kauai
in Hawaii. You are shifting the focus of your resort from a traditional fun-in-
the-sun destination to eco-tourism. (Eco-tourism focuses on environmental
awareness and education.) How would you classify the following projects in
terms of compliance, strategic, and operational?
a. Convert the pool heating system from electrical to solar power.
b. Build a 4-mile nature hiking trail.
c. Renovate the horse barn.
d. Replace the golf shop that accidentally burned down after being struck by
lightning.
e. Launch a new promotional campaign with Hawaii Airlines.
f. Convert 12 adjacent acres into a wildlife preserve.
g. Update all the bathrooms in condos that are 10 years old or older.
h. Change hotel brochures to reflect eco-tourism image.
i. Test and revise disaster response plan.
j. Introduce wireless Internet service in café and lounge areas.
How easy was it to classify these projects? What made some projects more diffi-
cult than others? What do you think you now know that would be useful for
managing projects at the hotel?
2.* Two new software projects are proposed to a young, start-up company. The Al-
pha project will cost $150,000 to develop and is expected to have annual net
cash flow of $40,000. The Beta project will cost $200,000 to develop and is ex-
pected to have annual net cash flow of $50,000. The company is very concerned
about their cash flow. Using the payback period, which project is better from a
cash flow standpoint? Why?
3. A five-year project has a projected net cash flow of $15,000, $25,000, $30,000,
$20,000, and $15,000 in the next five years. It will cost $50,000 to implement
the project. If the required rate of return is 20 percent, conduct a discounted
cash flow calculation to determine the NPV.
4. You work for the 3T company, which expects to earn at least 18 percent on its
investments. You have to choose between two similar projects. Below is the cash
information for each project. Your analysts predict that inflation rate will be a
stable 3 percent over the next 7 years. Which of the two projects would you
fund if the decision is based only on financial information? Why?
Omega Alpha
Year Inflow Outflow Netflow Year Inflow Outflow Netflow
Y0 0 $225,000 2225,000 Y0 0 $300,000 2300,000
Y1 0 190,000 2190,000 Y1 $ 50,000 100,000 250,000
Y2 $ 150,000 0 150,000 Y2 150,000 0 150,000
Y3 220,000 30,000 190,000 Y3 250,000 50,000 200,000
Y4 215,000 0 215,000 Y4 250,000 0 250,000
Y5 205,000 30,000 175,000 Y5 200,000 50,000 150,000
Y6 197,000 0 197,000 Y6 180,000 0 180,000
Y7 100,000 30,000 70,000 Y7 120,000 30,000 90,000
Total 1,087,000 505,000 582,000 Total 1,200,000 530,000 670,000
* The solution to this exercise can be found in Appendix One.
Lar03342_ch02_022-063.indd Page 51 1/27/10 5:03:35 PM userLar03342_ch02_022-063.indd Page 51 1/27/10 5:03:35 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

5.* You are the head of the project selection team at SIMSOX. Your team is con-
sidering three different projects. Based on past history, SIMSOX expects at
least a rate of return of 20 percent. Your financial advisors predict inflation to
remain at 3 percent into the foreseeable future.
Given the following information for each project, which one should be
SIMSOX first priority? Should SIMSOX fund any of the other projects? If so,
what should be the order of priority based on return on investment?
Project: Dust Devils
Year Investment Revenue Stream
0 $500,000 0
1 50,000
2 250,000
3 350,000
Project: Ospry
Year Investment Revenue Stream
0 $250,000 0
1 75,000
2 75,000
3 75,000
4 50,000
Project: Voyagers
Year Investment Revenue Stream
0 $75,000 0
1 15,000
2 25,000
3 50,000
4 50,000
5 150,000
6. You are the head of the project selection team at Broken Arrow records. Your
team is considering three different recording projects. Based on past history,
Broken Arrow expects at least a rate of return of 20 percent. Your financial ad-
visors predict inflation to remain at 2 percent into the foreseeable future.
Given the following information for each project, which one should be Bro-
ken Arrow’s first priority? Should Broken Arrow fund any of the other projects?
If so, what should be the order of priority based on return on investment?
Recording Project: Time Fades Away
Year Investment Revenue Stream
0 $600,000 0
1 600,000
2 75,000
3 20,000
4 15,000
5 10,000
* The solution to this exercise can be found in Appendix One.
52 Chapter 2 Organization Strategy and Project Selection
Lar03342_ch02_022-063.indd Page 52 1/27/10 5:03:35 PM userLar03342_ch02_022-063.indd Page 52 1/27/10 5:03:35 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Recording Project: On the Beach
Year Investment Revenue Stream
0 $400,000 0
1 400,000
2 100,000
3 25,000
4 20,000
5 10,000
Recording Project: Tonight’s the Night
Year Investment Revenue Stream
0 $200,000 0
1 200,000
2 125,000
3 75,000
4 20,000
5 10,000
7. The Custom Bike Company has set up a weighted scoring matrix for evaluation
of potential projects. Below are three projects under consideration.
a. Using the scoring matrix below, which project would you rate highest? Lowest?
b. If the weight for “Strong Sponsor” is changed from 2.0 to 5.0, will the project
selection change? What are the three highest weighted project scores with
this new weight?
c. Why is it important that the weights mirror critical strategic factors?
Chapter 2 Organization Strategy and Project Selection 53
References Adler, P. S., et al, “Getting the Most Out of Your Product Development Process,”
Harvard Business Review, vol. 74 (2), pp. 134–52.
Benko, C., and F. W. McFarlan, Connecting the Dots: Aligning Projects With Ob-
jectives in Unpredictable Times (Boston: Harvard Business School Press, 2003).
Project Screening Matrix
Project 1
C
riteriaW
eight
Project 2
Project 3
Project 4
Project 5
9
3
6
1
3
5
7
8
0
10
2
2
2
5
10
0
0
3
10
1
2
5
6
6
8
5
1
8
9
0
2.0
S
tr
on
g
sp
on
so
r
U
rg
en
cy
10
%
o
f s
al
es

fr
om
n
ew
p
ro
du
ct
s
C
om
pe
tit
io
n
F
ill
m
ar
ke
t g
ap
S
up
po
rt
s
bu
si
ne
ss

st
ra
te
gy
5.0 4.0 3.0 1.0 3.0
W
ei
gh
te
d

to
ta
l
Lar03342_ch02_022-063.indd Page 53 1/27/10 7:31:18 PM userLar03342_ch02_022-063.indd Page 53 1/27/10 7:31:18 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Bigelow, D., “Want to Ensure Quality? Think Project Portfolio Management,”
PM Network, vol. 16 (1) April 2002, pp. 16–17.
Boyer, C., “Make Profit Your Priority,” PM Network, vol. 15 (10) October 2003,
pp. 37–42.
Cohen, D., and R. Graham, The Project Manager’s MBA (San Francisco: Jossey-
Bass, 2001), pp. 58–59.
Crawford, L., B. Hobbs, and J. R. Turne, “Aligning Capability with Strategy:
Categorizing of Projects to Do the Right Projects and Do Them Right,” Project
Management Journal, vol. 37 (2) June 2006, pp. 38–50.
Descamps, J. P., “Mastering the Dance of Change: Innovation as a Way of Life,”
Prism, Second Quarter, 1999, pp. 61–67.
Doran, G. T., “There’s a Smart Way to Write Management Goals and Objec-
tives,” Management Review, November 1981, pp. 35–36.
Floyd, S. W., and B. Woolridge, “Managing Strategic Consensus: The Founda-
tion of Effectiveness Implementation,” Academy of Management Executives,
vol. 6 (4) 1992, pp. 27–39.
Foti, R., “Louder Than Words,” PM Network, December 2002, pp. 22–29.
Frank, L., “On Demand,” PM Network, vol. 18 (4) April 2004, pp. 58–62.
Friedman, Thomas L., Hot, Flat, and Crowded (New York: Farrar, Straus, and
Giroux, 2008).
Fusco, J. C., “Better Policies Provide the Key to Implementing Project Manage-
ment,” Project Management Journal, vol. 28 (3) 1997, pp. 38–41.
Helm, J., and K. Remington, “Effective Project Sponsorship: An Evaluation
of the Executive Sponsor in Complex Infrastructure Projects by Senior Proj-
ect Managers,” Project Management Journal, vol. 36 (1) September 2005,
pp. 51–61.
Hutchens, G., “Doing the Numbers,” PM Network, vol. 16 (4) March 2002, p. 20.
Johnson, R. E., “Scrap Capital Project Evaluations,” Chief Financial Officer,
May 1998, p. 14.
Kaplan, R. S., and D. P. Norton, “The Balanced Scorecard—Measures That Drive
Performance,” Harvard Business Review, January–February 1992, pp. 73–79.
Kenny, J., “Effective Project Management for Strategic Innovation and Change
in an Organizational Context,” Project Management Journal, vol. 34 (1) 2003,
pp. 45–53.
Kharbanda, O. P., and J. K. Pinto, What Made Gertie Gallop: Learning from
Project Failures (New York: Van Nostrand Reinhold, 1996), pp. 106–11, 263–83.
Korte, R. F., and T. J. Chermack, “Changing Organizational Culture with Scenario
Planning,” Futures, vol. 39 (6) August 2007, pp. 645–56.
Leifer, R., C. M. McDermott, G. C. O’Connor, L. S. Peters, M. Price, and R. W.
Veryzer, Radical Innovation: How Mature Companies Can Outsmart Upstarts
(Boston: Harvard Business School Press, 2000).
MacIntyre, J., PM Network, vol. 20 (11) November 2006, pp. 32–35.
Matheson, D., and J. Matheson, The Smart Organization (Boston: Harvard
Business School Press, 1998), pp. 203–09.
Milosevic, D. Z., and S. Srivannaboon, “A Theoretical Framework for Aligning
Project Management with Business Strategy,” Project Management Journal,
vol. 37 (3) August 2006, pp. 98–110.
54 Chapter 2 Organization Strategy and Project Selection
Lar03342_ch02_022-063.indd Page 54 1/27/10 7:31:24 PM userLar03342_ch02_022-063.indd Page 54 1/27/10 7:31:24 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Morris, P. W., and A. Jamieson, “Moving from Corporate Strategy to Project
Strategy,” Project Management Journal, vol. 36 (4) December 2005, pp. 5–18.
Raskin, P., et al, Great Transitions: The Promise and Lure of the Times Ahead, re-
trieved 6-3-08. See www.gtinitiative.org/documents/Great_Transitions
Schwartz, Peter, and Doug Randall, “An Abrupt Climate Change Scenario and
its Implications for United States National Security,” Global Business Network,
Inc., October 2003.
Shenhar, A., “Strategic Project Leadership: Focusing Your Project on Business
Success,” Proceedings of the Project Management Institute Annual Seminars &
Symposium, San Antonio, Texas, October 3–10, 2002, CD.
Woodward, H., “Winning in a World of Limited Project Spending,” Proceedings
of the Project Management Institute Global Congress North America, Baltimore,
Maryland, September 18–12, 2003, CD.
Chapter 2 Organization Strategy and Project Selection 55
Hector Gaming Company
Hector Gaming Company (HGC) is an educational gaming company specializing in
young children’s educational games. HGC has just completed their fourth year of
operation. This year was a banner year for HGC. The company received a large in-
flux of capital for growth by issuing stock privately through an investment banking
firm. It appears the return on investment for this past year will be just over 25 percent
with zero debt! The growth rate for the last two years has been approximately 80 per-
cent each year. Parents and grandparents of young children have been buying HGC’s
products almost as fast as they are developed. Every member of the 56-person firm
is enthusiastic and looking forward to helping the firm grow to be the largest and
best educational gaming company in the world. The founder of the firm, Sally Peters,
has been written up in Young Entrepreneurs as “the young entrepreneur to watch.”
She has been able to develop an organization culture in which all stakeholders are
committed to innovation, continuous improvement, and organization learning.
Last year, 10 top managers of HGC worked with McKinley Consulting to
develop the organization’s strategic plan. This year the same 10 managers had a
retreat in Aruba to formulate next year’s strategic plan using the same process
suggested by McKinley Consulting. Most executives seem to have a consensus of
where the firm should go in the intermediate and long term. But there is little
consensus on how this should be accomplished. Peters, now president of HGC,
feels she may be losing control. The frequency of conflicts seems to be increasing.
Some individuals are always requested for any new project created. When resource
conflicts occur among projects, each project manager believes his or her project is
most important. More projects are not meeting deadlines and are coming in over
budget. Yesterday’s management meeting revealed some top HGC talent have
been working on an international business game for college students. This project
does not fit the organization vision or market niche. At times it seems everyone is
marching to his or her own drummer. Somehow more focus is needed to ensure
everyone agrees on how strategy should be implemented, given the resources
available to the organization.
Case
Lar03342_ch02_022-063.indd Page 55 2/23/10 8:08:29 PM user-f497Lar03342_ch02_022-063.indd Page 55 2/23/10 8:08:29 PM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:20

www.gtinitiative.org/documents/Great_Transitions

56 Chapter 2 Organization Strategy and Project Selection
Yesterday’s meeting alarmed Peters. These emerging problems are coming at a
bad time. Next week HGC is ramping up the size of the organization, number of
new products per year, and marketing efforts. Fifteen new people will join HGC
next month. Peters is concerned that policies be in place that will ensure the new
people are used most productively. An additional potential problem looms on the
horizon. Other gaming companies have noticed the success HGC is having in their
niche market; one company tried to hire a key product development employee
away from HGC. Peters wants HGC to be ready to meet any potential competi-
tion head on and to discourage any new entries into their market. Peters knows
HGC is project driven; however, she is not as confident that she has a good handle
on how such an organization should be managed—especially with such a fast
growth rate and potential competition closer to becoming a reality. The magni-
tude of emerging problems demands quick attention and resolution.
Peters has hired you as a consultant. She has suggested the following format for
your consulting contract. You are free to use another format if it will improve the
effectiveness of the consulting engagement.
What is our major problem?
Identify some symptoms of the problem.
What is the major cause of the problem?
Provide a detailed action plan that attacks the problem. Be specific and provide
examples that relate to HGC.
Film Prioritization
The purpose of this case is to give you experience in using a project priority sys-
tem that ranks proposed projects by their contribution to the organization’s objec-
tives and strategic plan.
COMPANY PROFILE
The company is the film division for a large entertainment conglomerate. The
main office is located in Anaheim, California. In addition to the feature film divi-
sion, the conglomerate includes theme parks, home videos, a television channel,
interactive games, and theatrical productions. The company has been enjoying
steady growth over the past 10 years. Last year total revenues increased by 12 per-
cent to $21.2 billion. The company is engaged in negotiations to expand its theme
park empire to mainland China and Poland. The film division generated $274 mil-
lion in revenues, which was an increase of 7 percent over the past year. Profit mar-
gin was down 3 percent to 16 percent because of the poor response to three of the
five major film releases for the year.
COMPANY MISSION
The mission for the firm:
Our overriding objective is to create shareholder value by continuing to be the world’s
premier entertainment company from a creative, strategic, and financial standpoint.
Case
Lar03342_ch02_022-063.indd Page 56 1/27/10 5:03:38 PM userLar03342_ch02_022-063.indd Page 56 1/27/10 5:03:38 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 57
The film division supports this mission by producing four to six high-quality,
family entertainment films for mass distribution each year. In recent years, the
CEO of the company has advocated that the firm take a leadership position in
championing environmental concerns.
COMPANY “MUST” OBJECTIVES
Every project must meet the must objectives as determined by executive manage-
ment. It is important that selected film projects not violate such objectives of high
strategic priority. There are three must objectives:
1. All projects meet current legal, safety, and environmental standards.
2. All film projects should receive a PG or lower advisory rating.
3. All projects should not have an adverse effect on current or planned operations
within the larger company.
COMPANY “WANT” OBJECTIVES
Want objectives are assigned weights for their relative importance. Top manage-
ment is responsible for formulating, ranking, and weighting objectives to ensure
that projects support the company’s strategy and mission. The following is a list of
the company’s want objectives:
1. Be nominated for and win an academy award for Best Picture of the Year.
2. Create at least one new animated character each year that can star in a cartoon
or TV series.
3. Generate additional merchandise revenue (action figures, dolls, interactive
games, music CDs).
4. Raise public consciousness about environmental issues and concerns.
5. Generate profit in excess of 18 percent.
6. Advance the state of the art in film animation, and preserve the firm’s reputation.
7. Provide the basis for the development of a new ride at a company-owned theme
park.
ASSIGNMENT
You are a member of the priority team in charge of evaluating and selecting film
proposals. Use the provided evaluation form to formally evaluate and rank each
proposal. Be prepared to report your rankings and justify your decisions.
Assume that all of the projects have passed the estimated hurdle rate of 14 percent
ROI. In addition to the brief film synopsis, the proposals include the following
financial projections of theater and video sales: 80 percent chance of ROI, 50 percent
chance of ROI, and 20 percent chance of ROI.
For example, for proposal #1 (Dalai Lama) there is an 80 percent chance that it
will earn at least 8 percent return on investment (ROI), a 50-50 chance the ROI
will be 18 percent, and a 20 percent chance that the ROI will be 24 percent.
FILM PROPOSALS
PROJECT PROPOSAL 1: MY LIFE WITH DALAI LAMA
An animated, biographical account of the Dalai Lama’s childhood in Tibet based
on the popular children’s book Tales from Nepal. The Lama’s life is told through
Lar03342_ch02_022-063.indd Page 57 1/27/10 5:03:38 PM userLar03342_ch02_022-063.indd Page 57 1/27/10 5:03:38 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

58 Chapter 2 Organization Strategy and Project Selection
the eyes of “Guoda,” a field snake, and other local animals who befriend the Dalai
and help him understand the principles of Buddhism.
Probability 80% 50% 20%
ROI 8% 18% 24%
PROJECT PROPOSAL 2: HEIDI
A remake of the classic children’s story with music written by award-winning
composers Syskle and Obert. The big-budget film will feature top-name stars and
breathtaking scenery of the Swiss Alps.
Probability 80% 50% 20%
ROI 2% 20% 30%
PROJECT PROPOSAL 3: THE YEAR OF THE ECHO
A low-budget documentary that celebrates the career of one of the most influen-
tial bands in rock-and-roll history. The film will be directed by new-wave director
Elliot Cznerzy and will combine concert footage and behind-the-scenes interviews
spanning the 25-year history of the rock band the Echos. In addition to great mu-
sic, the film will focus on the death of one of the founding members from a heroin
overdose and reveal the underworld of sex, lies, and drugs in the music industry.
Probability 80% 50% 20%
ROI 12% 14% 18%
PROJECT PROPOSAL 4: ESCAPE FROM RIO JAPUNI
An animated feature set in the Amazon rainforest. The story centers around Pablo,
a young jaguar who attempts to convince warring jungle animals that they must
unite and escape the devastation of local clear cutting.
Probability 80% 50% 20%
ROI 15% 20% 24%
PROJECT PROPOSAL 5: NADIA!
The story of Nadia Comaneci, the famous Romanian gymnast who won three
gold medals at the 1976 Summer Olympic Games. The low-budget film will docu-
ment her life as a small child in Romania and how she was chosen by Romanian
authorities to join their elite, state-run, athletic program. The film will highlight
how Nadia maintained her independent spirit and love for gymnastics despite a
harsh, regimented training program.
Probability 80% 50% 20%
ROI 8% 15% 20%
Lar03342_ch02_022-063.indd Page 58 1/27/10 5:03:39 PM userLar03342_ch02_022-063.indd Page 58 1/27/10 5:03:39 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 59
PROJECT PROPOSAL 6: KEIKO—ONE WHALE OF A STORY
The story of Keiko, the famous killer whale, will be told by an imaginary offspring
Seiko, who in the distant future is telling her children about their famous grandfa-
ther. The big-budget film will integrate actual footage of the whale within a realis-
tic animated environment using state-of-the-art computer imagery. The story will
reveal how Keiko responded to his treatment by humans.
Probability 80% 50% 20%
ROI 6% 18% 25%
Project Priority
Evaluation Form
Must objectives
Meets all safety and
environmental standards
No adverse effect
on other operations
PG or G rating
Want
objectives
Single project
impact definitions
Be nominated for
Best Picture of
the Year
Relative
Importance
1–100
Weighted
Score
Weighted
Score
Weighted
Score
Weighted
Score
Weighted
Score
Weighted
Score
Weighted
Score
60
20
55
70
40
10
0 = No potential
1 = Low potential
2 = High potential
0 = No potential
1 = Low potential
2 = High potential
10
0 = No potential
1 = Low potential
2 = High potential
0 = No potential
1 = Low potential
2 = High potential
0 < 18% 1 = 18–22% 2 > 22%
0 = No impact
1 = Some impact
2 = Great impact
0 = No potential
1 = Low potential
2 = High potential
Total weighted score
Priority
Create a new,
major animated
character
Generate
additional
merchandise
Raise
environmental
concerns
Generate profit
greater than 18%
Y = yes
N = no
N/A = not applicable
Y = yes
N = no
N/A = not applicable
Y = yes
N = no
N/A = not applicable
Must meet
if impacts
1 2 3 4 5 6 7
Advance state of
film animation
Provide basis for
new theme ride
Lar03342_ch02_022-063.indd Page 59 1/27/10 7:31:30 PM userLar03342_ch02_022-063.indd Page 59 1/27/10 7:31:30 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

60 Chapter 2 Organization Strategy and Project Selection
PROJECT 7: GRAND ISLAND
The true story of a group of junior-high biology students who discover that a fer-
tilizer plant is dumping toxic wastes into a nearby river. The moderate-budget film
depicts how students organize a grassroots campaign to fight local bureaucracy
and ultimately force the fertilizer plant to restore the local ecosystem.
Probability 80% 50% 20%
ROI 9% 15% 20%
Appendix 2.1
Request for Proposal (RFP)
Once an organization selects a project, the customer or project manager is fre-
quently responsible for developing a request for proposal (RFP) for the project or
sections of the project.
The responsible project manager will require input data from all stakeholders
connected to the activities covered in the RFP. The RFP will be announced to ex-
ternal contractors/vendors with adequate experience to implement the project.
For example, government projects frequently advertise with a “request for pro-
posal” to outside contractors for roads, buildings, airports, military hardware,
space vehicles. Similarly, businesses use RFPs to solicit bids for building a clean
room, developing a new manufacturing process, delivering software for insurance
billing, conducting a market survey. In all of these examples, requirements and
features must be in enough detail that contractors have a clear description of the
final deliverable that will meet the customer’s needs. In most cases the RFP also
specifies an expected format for the contractor’s bid proposal so the responses of
different contractors can be fairly evaluated. Although we typically think of RFPs
for external contractors, in some organizations RFPs are used internally; that is,
the organization sends out an RFP to different divisions or departments.
The content of the RFP is extremely important. In practice, the most common
error is to offer an RFP that lacks sufficient detail. This lack of detail typically re-
sults in conflict issues, misunderstandings, often legal claims between the contrac-
tor and owner, and, in addition, an unsatisfied customer. All RFPs are different,
but the outline in Figure A2.1 is a good starting point for the development of a
detailed RFP. Each step is briefly described next.
1. Summary of needs and request for action
2. Statement of work (SOW) detailing the scope and major deliverables
3. Deliverable specifications/requirements, features, and tasks
4. Responsibilities–vendor and customer
5. Project schedule
6. Costs and payment schedule
7. Type of contract
8. Experience and staffing
9. Evaluation criteria
FIGURE A2.1
Request for Proposal
Lar03342_ch02_022-063.indd Page 60 1/27/10 5:03:39 PM userLar03342_ch02_022-063.indd Page 60 1/27/10 5:03:39 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 2 Organization Strategy and Project Selection 61
1. Summary of needs and request for action. The background and a simple de-
scription of the final project deliverable are given first. For example, through sim-
ulated war games, the U.S. Navy has found their giant warships of the past are too
vulnerable against today’s technology (an example is the Silkworm antiship mis-
siles). In addition, the Navy’s mission has shifted to supporting ground forces and
peacekeeping missions, which require getting closer to shore. As a result, the Navy
is revamping ships for near-shore duty. The Navy will select three designs for fur-
ther refinement from the responses to its RFP. In general, it is expected that the
new ship will be capable of at least 55 knots, measure between 80 and 250 feet in
length, and be fitted with radar absorbing panels to thwart guided missiles.
2. Statement of work (SOW) detailing the scope and major deliverables. For ex-
ample, if the project involves a market research survey, the major deliverables
could be design, data collection, data analysis, and providing recommendations by
February 21, 2011, for a cost not to exceed $300,000.
3. Deliverable specifications/requirements, features, and tasks. This step should
be very comprehensive so bid proposals from contractors can be validated and
later used for control. Typical specifications cover physical features such as size,
quantity, materials, speed, and color. For example, an IT project might specify re-
quirements for hardware, software, and training in great detail. Tasks required to
complete deliverables can be included if they are known.
4. Responsibilities—vendor and customer. Failing to spell out the responsibili-
ties for both parties is notorious for leading to serious problems when the con-
tractor implements the project. For example, who pays for what? (If the contractor
is to be on site, will the contractor be required to pay for office space?) What are
the limits and exclusions for the contractor? (For example, who will supply test
equipment?) What communication plan will be used by the contractor and owner?
If escalation of an issue becomes necessary, what process will be used? How will
progress be evaluated? Well-defined responsibilities will avoid many unforeseen
problems later.
5. Project schedule. This step is concerned with getting a “hard” schedule which
can be used for control and evaluating progress. Owners are usually very demand-
ing in meeting the project schedule. In today’s business environment, time-to-market
is a major “hot button” that influences market share, costs, and profits. The schedule
should spell out what, who, and when.
6. Costs and payment schedule. The RFP needs to set out very clearly how,
when, and the process for determining costs and conditions for progress
payments.
7. Type of contract. Essentially there are two types of contracts—fixed-price
and cost-plus. Fixed-price contracts agree on a price or lump sum in advance, and
it remains as long as there are no changes to the scope provisions of the agree-
ment. This type is preferred in projects that are well defined with predictable
costs and minimal risks. The contractor must exercise care estimating cost be-
cause any underestimating of costs will cause the contractor’s profit to be
reduced. In cost-plus contracts the contractor is reimbursed for all or some of
the expenses incurred during performance of the contract. This fee is negoti-
ated in advance and usually involves a percent of total costs. “Time and materi-
als” plus a profit factor are typical of cost-plus contracts. Both types of
contracts can include incentive clauses for superior performance in time and
cost, or in some cases, penalties—for example, missing the opening date of a
new sports stadium.
Lar03342_ch02_022-063.indd Page 61 1/27/10 5:03:39 PM userLar03342_ch02_022-063.indd Page 61 1/27/10 5:03:39 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

62 Chapter 2 Organization Strategy and Project Selection
8. Experience and staffing. The ability of the contractor to implement the proj-
ect may depend on specific skills; this necessary experience should be specified,
along with assurance such staff will be available for this project.
9. Evaluation criteria. The criteria for evaluating and awarding the project con-
tract should be specified. For example, selection criteria frequently include meth-
odology, price, schedule, and experience; in some cases these criteria are weighted.
Use of the outline in Figure A2.1 will help to ensure key items in the proposal are
not omitted. A well-prepared RFP will provide contractors with sufficient guide-
lines to prepare a proposal that clearly meets the project and customer’s needs.
SELECTION OF CONTRACTOR FROM BID PROPOSALS
Interested contractors respond to project RFPs with a written bid proposal. It is
likely that several contractors will submit bid proposals to the customer.
The final step in the RFP process is to select the contractor who best meets the
requirements requested in the RFP. The selection criteria given in the RFP are
used to evaluate which contractor is awarded the contract to implement the proj-
ect. Losing contractors should be given an explanation of the key factors that led
to the selection of the winning contractor/vendor; appreciation for their participa-
tion and effort should be acknowledged. See Figure A2.2, Contractor Evaluation
Template, adapted from one used in practice.
Contractor Maximum Proposal Proposal Proposal Proposal
Evaluation Template Weight 1 2 3 4
Contractor qualifications Weight 5 10
Technical skills available Weight 5 20
Understanding of contract Weight 5 5
and conditions
Financial strength to Weight 5 15
implement project
Understanding of proposal Weight 5 10
specifications
Innovativeness and Weight 5 5
originality of proposal
Reputation for delivering Weight 5 15
on time and budget
Price Weight 5 20
Total 100
FIGURE A2.2 Contractor Evaluation Template
Lar03342_ch02_022-063.indd Page 62 1/27/10 5:03:39 PM userLar03342_ch02_022-063.indd Page 62 1/27/10 5:03:39 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

This page intentionally left blank

64
C H A P T E R T H R E E
Organization:
Structure and Culture
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4
Organization: Structure and Culture
Project Management Structures
What Is the Right Project Management Structure?
Organizational Culture
Implications of Organizational Culture for Organizing Projects
Summary
Lar03342_ch03_064-099.indd Page 64 1/12/10 7:56:01 PM userLar03342_ch03_064-099.indd Page 64 1/12/10 7:56:01 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

65
Matrix management works, but it sure is difficult at times. All matrix
managers must keep up their health and take Stress-Tabs.
—A Project Manager
Once management approves a project then the question becomes, how will the
project be implemented? This chapter examines three different project manage-
ment structures used by firms to implement projects: functional organization,
dedicated project teams, and matrix structure. Although not exhaustive, these
structures and their variant forms represent the major approaches for organizing
projects. The advantages and disadvantages of each of these structures are
discussed as well as some of the critical factors that might lead a firm to choose
one form over others.
Whether a firm chooses to complete projects within the traditional functional
organization or through some form of matrix arrangement is only part of the
story. Anyone who has worked for more than one organization realizes that there
are often considerable differences in how projects are managed within certain
firms with similar structures. Working in a matrix system at AT&T is different
from working in a matrix environment at Hewlett-Packard. Many researchers
attribute these differences to the organizational culture at AT&T and Hewlett-
Packard. A simple explanation of organizational culture is that it reflects the “per-
sonality” of an organization. Just as each individual has a unique personality, so
each organization has a unique culture. Toward the end of this chapter, we exam-
ine in more detail what organizational culture is and the impact that the culture of
the parent organization has on organizing and managing projects.
Both the project management structure and the culture of the organization
constitute major elements of the environment in which projects are implemented.
It is important for project managers and participants to know the “lay of the
land” so that they can avoid obstacles and take advantage of pathways to com-
plete their projects.
Project Management Structures
A project management system provides a framework for launching and imple-
menting project activities within a parent organization. A good system appropri-
ately balances the needs of both the parent organization and the project by
defining the interface between the project and parent organization in terms of au-
thority, allocation of resources, and eventual integration of project outcomes into
mainstream operations.
Many business organizations have struggled with creating a system for organizing
projects while managing ongoing operations. One of the major reasons for this
Lar03342_ch03_064-099.indd Page 65 1/27/10 9:34:24 AM f-500Lar03342_ch03_064-099.indd Page 65 1/27/10 9:34:24 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

66 Chapter 3 Organization: Structure and Culture
struggle is that projects contradict fundamental design principles associated with
traditional organizations. Projects are unique, one-time efforts with a distinct be-
ginning and end. Most organizations are designed to efficiently manage ongoing
activities. Efficiency is achieved primarily by breaking down complex tasks into
simplified, repetitive processes, as symbolized by assembly-line production meth-
ods. Projects are not routine and therefore can be like ducks out of water in these
work environments. With this in mind, we will start the discussion of project
management structures.
Organizing Projects within the Functional Organization
One approach to organizing projects is to simply manage them within the exist-
ing functional hierarchy of the organization. Once management decides to imple-
ment a project, the different segments of the project are delegated to the respective
functional units with each unit responsible for completing its segment of the
project (see Figure 3.1). Coordination is maintained through normal manage-
ment channels. For example, a tool manufacturing firm decides to differentiate
its product line by offering a series of tools specially designed for left-handed in-
dividuals. Top management decides to implement the project, and different seg-
ments of the project are distributed to appropriate areas. The industrial design
department is responsible for modifying specifications to conform to the needs
of left-handed users. The production department is responsible for devising the
means for producing new tools according to these new design specifications. The
marketing department is responsible for gauging demand and price as well as
identifying distribution outlets. The overall project will be managed within the
normal hierarchy, with the project being part of the working agenda of top
management.
The functional organization is also commonly used when, given the nature of
the project, one functional area plays a dominant role in completing the project
FIGURE 3.1
Functional
Organizations
Delta Manufacturing, Inc.
President
Human
resources
Project
coordination
Marketing Engineering
Electronics
engineering
Software
engineering
Mechanical
engineering
Customer
service
Domestic
sales
International
sales
Design
Lar03342_ch03_064-099.indd Page 66 1/12/10 7:56:10 PM userLar03342_ch03_064-099.indd Page 66 1/12/10 7:56:10 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 67
or has a dominant interest in the success of the project. Under these circum-
stances, a high-ranking manager in that area is given the responsibility of coordi-
nating the project. For example, the transfer of equipment and personnel to a
new office would be managed by a top-ranking manager in the firm’s facilities
department. Likewise, a project involving the upgrading of the management in-
formation system would be managed by the information systems department. In
both cases, most of the project work would be done within the specified depart-
ment and coordination with other departments would occur through normal
channels.
There are advantages and disadvantages for using the existing functional
organization to administer and complete projects. The major advantages are the
following:
1. No Change. Projects are completed within the basic functional structure of the
parent organization. There is no radical alteration in the design and operation
of the parent organization.
2. Flexibility. There is maximum flexibility in the use of staff. Appropriate special-
ists in different functional units can temporarily be assigned to work on the
project and then return to their normal work. With a broad base of technical
personnel available within each functional department, people can be switched
among different projects with relative ease.
3. In-Depth Expertise. If the scope of the project is narrow and the proper func-
tional unit is assigned primary responsibility, then in-depth expertise can be
brought to bear on the most crucial aspects of the project.
4. Easy Post-Project Transition. Normal career paths within a functional division
are maintained. While specialists can make significant contributions to proj-
ects, their functional field is their professional home and the focus of their pro-
fessional growth and advancement.
Manufacturing Procurement
Purchasing Receiving andinspection
Fabrication Assembly Testing Productionscheduling
Finance and
administration
Lar03342_ch03_064-099.indd Page 67 1/12/10 7:56:15 PM userLar03342_ch03_064-099.indd Page 67 1/12/10 7:56:15 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

68 Chapter 3 Organization: Structure and Culture
Just as there are advantages for organizing projects within the existing func-
tional organization, there are also disadvantages. These disadvantages are partic-
ularly pronounced when the scope of the project is broad and one functional
department does not take the dominant technological and managerial lead on
the project:
1. Lack of Focus. Each functional unit has its own core routine work to do; some-
times project responsibilities get pushed aside to meet primary obligations. This
difficulty is compounded when the project has different priorities for different
units. For example, the marketing department may consider the project urgent
while the operations people considered it only of secondary importance. Imag-
ine the tension if the marketing people have to wait for the operations people to
complete their segment of the project before they proceed.
2. Poor Integration. There may be poor integration across functional units. Func-
tional specialists tend to be concerned only with their segment of the project
and not with what is best for the total project.
3. Slow. It generally takes longer to complete projects through this functional ar-
rangement. This is in part attributable to slow response time—project informa-
tion and decisions have to be circulated through normal management channels.
Furthermore, the lack of horizontal, direct communication among functional
groups contributes to rework as specialists realize the implications of others’
actions after the fact.
FIGURE 3.2
Dedicated Project
Team
Zeus Electronics, Inc.
President
Human
resources
Marketing Engineering
Lar03342_ch03_064-099.indd Page 68 1/12/10 7:56:29 PM userLar03342_ch03_064-099.indd Page 68 1/12/10 7:56:29 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 69
4. Lack of Ownership. The motivation of people assigned to the project can be
weak. The project may be seen as an additional burden that is not directly
linked to their professional development or advancement. Furthermore, be-
cause they are working on only a segment of the project, professionals do not
identify with the project. Lack of ownership discourages strong commitment to
project-related activities.
Organizing Projects as Dedicated Teams
At the other end of the structural spectrum is the creation of dedicated project
teams. These teams operate as separate units from the rest of the parent organiza-
tion. Usually a full-time project manager is designated to pull together a core
group of specialists who work full time on the project. The project manager re-
cruits necessary personnel from both within and outside the parent company. The
subsequent team is physically separated from the parent organization and given
marching orders to complete the project (see Figure 3.2).
The interface between the parent organization and the project teams will vary.
In some cases, the parent organization maintains a tight rein through financial
controls. In other cases, firms grant the project manager maximum freedom to get
the project done as he sees fit. Lockheed Martin has used this approach to develop
next-generation jet airplanes. See Snapshot from Practice: Skunk Works.
Finance and
administration
Manufacturing
Project manager
Project team
Procurement
Lar03342_ch03_064-099.indd Page 69 1/12/10 7:56:33 PM userLar03342_ch03_064-099.indd Page 69 1/12/10 7:56:33 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

70 Chapter 3 Organization: Structure and Culture
In the case of firms where projects are the dominant form of business, such as
a construction firm or a consulting firm, the entire organization is designed to
support project teams. Instead of one or two special projects, the organization
consists of sets of quasi-independent teams working on specific projects. The
main responsibility of traditional functional departments is to assist and support
these project teams. For example, the marketing department is directed at generat-
ing new business that will lead to more projects, while the human resource depart-
ment is responsible for managing a variety of personnel issues as well as recruiting
and training new employees. This type of organization is referred to in the litera-
ture as a Projectized Organization and is graphically portrayed in Figure 3.3. It is
important to note that not all projects are dedicated project teams; personnel can
work part-time on several projects.
As in the case of functional organization, the dedicated project team approach
has strengths and weaknesses. The following are recognized as strengths:
1. Simple. Other than taking away resources in the form of specialists assigned to
the project, the functional organization remains intact with the project team
operating independently.
2. Fast. Projects tend to get done more quickly when participants devote their full
attention to the project and are not distracted by other obligations and duties.
Furthermore, response time tends to be quicker under this arrangement because
In project management folklore, skunk works
is code for a small, dedicated team assigned
to a breakthrough project. The first skunk
works was created more than a half a century
ago by Clarence L. “Kelly” Johnson at Lockheed Aerospace
Corporation. Kelly’s project had two objectives: 1) to create a
jet fighter, the Shooting Star, and 2) to do it as fast as possible.
Kelly and a small band of engineering mavericks operated as a
dedicated team unencumbered by red tape and the bureau-
cratic delays of the normal R&D process. The name was
coined by team member Irvin Culver after the moonshine
brewery deep in the forest in the popular cartoon strip
Lil’Abner. The homemade whisky was euphemistically called
kickapoo joy juice.
The project was a spectacular success. In just 43 days,
Johnson’s team of 23 engineers and teams of support personnel
put together the first American fighter to fly at more than
500 miles per hour. Lockheed has continued to use Skunk Works
to develop a string of high speed jets, including the F117 Stealth
Fighter. Lockheed Martin has an official Skunk Works division.
Their charter is:
The Skunk Works is a concentration of a few good peo-
ple solving problems far in advance—and at a fraction of
S N A P S H O T F R O M P R A C T I C E Skunk Works at Lockheed Martin*
the cost—by applying the simplest, most straightforward
methods possible to develop and produce new
products.
* J. Miller, Lockheed Martin’s Skunk Works (New York: Speciality
Publications, 1996).
Courtesy of Lockheed Martin.
Lar03342_ch03_064-099.indd Page 70 3/4/10 1:33:58 AM user-f499Lar03342_ch03_064-099.indd Page 70 3/4/10 1:33:58 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

most decisions are made within the team and are not deferred up the
hierarchy.
3. Cohesive. A high level of motivation and cohesiveness often emerges within the
project team. Participants share a common goal and personal responsibility
toward the project and the team.
4. Cross-Functional Integration. Specialists from different areas work closely
together and, with proper guidance, become committed to optimizing the
project, not their respective areas of expertise.
In many cases, the project team approach is the optimum approach for com-
pleting a project when you view it solely from the standpoint of what is best for
completing the project. Its weaknesses become more evident when the needs of
the parent organization are taken into account:
1. Expensive. Not only have you created a new management position (project
manager), but resources are also assigned on a full-time basis. This can result in
duplication of efforts across projects and a loss of economies of scale.
2. Internal Strife. Sometimes dedicated project teams take on an entity of their
own and a disease known as projectitis develops. See Snapshot from Practice:
Projectitis—The Dark Side. A strong we–they divisiveness emerges between the
project team and the parent organization. This divisiveness can undermine not
only the integration of the eventual outcomes of the project into mainstream
Central Engineering Systems, Inc.
President
Marketing
Alpha Project
Project Manager
ManufacturingEngineering Procurement Engineering Subcontractors
Other
projects
Other
projects
Manufacturing Procurement
Systems
Hardware
Software
Assembly
Test
Electrical
Mechanical
Software
Fabrication
Assembly
Test
Subcontractor X
Subcontractor Y
Subcontractor Z
Beta Project
Project Manager
Human
resources
Finance and
administration Legal
FIGURE 3.3 Projectized Organization Structure
Chapter 3 Organization: Structure and Culture 71
Lar03342_ch03_064-099.indd Page 71 1/12/10 7:56:42 PM userLar03342_ch03_064-099.indd Page 71 1/12/10 7:56:42 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

operations but also the assimilation of project team members back into their
functional units once the project is completed.
3. Limited Technological Expertise. Creating self-contained teams inhibits maxi-
mum technological expertise being brought to bear on problems. Technical ex-
pertise is limited somewhat to the talents and experience of the specialists
assigned to the project. While nothing prevents specialists from consulting with
others in the functional division, the we–they syndrome and the fact that such
help is not formally sanctioned by the organization discourage this from
happening.
4. Difficult Post-Project Transition. Assigning full-time personnel to a project cre-
ates the dilemma of what to do with personnel after the project is completed. If
other project work is not available, then the transition back to their original
functional departments may be difficult because of their prolonged absence
and the need to catch up with recent developments in their functional area.
Organizing Projects within a Matrix Arrangement
One of the biggest management innovations to emerge in the past 30 years has
been the matrix organization. Matrix management is a hybrid organizational form
in which a horizontal project management structure is “overlaid” on the normal
functional hierarchy. In a matrix system, there are usually two chains of command,
One of the advantages of creating dedicated
project teams is that project participants from
different functional areas can develop into a
highly cohesive work team that is strongly com-
mitted to completing the project. While such teams often pro-
duce Herculean efforts in pursuit of project completion, there is
a negative dimension to this commitment that is often referred
to in the literature as projectitis. A we–they attitude can emerge
between project team members and the rest of the organization.
The project team succumbs to hubris and develops a holier-
than-thou attitude that antagonizes the parent organization.
People not assigned to the project become jealous of the atten-
tion and prestige being showered on the project team, espe-
cially when they believe that it is their hard work that is financing
the endeavor. The tendency to assign project teams exotic titles
such as “Silver Bullets” and “Tiger Teams,” as well as give them
special perks, tends to intensify the gap between the project
team and the parent organization.
Such appears to have been the case with Apple’s highly
successful Macintosh development team. Steve Jobs, who at
the time was both the chairman of Apple and the project man-
ager for the Mac team, pampered his team with perks includ-
ing at-the-desk massages, coolers stocked with freshly
squeezed orange juice, a Bosendorfer grand piano, and first-
class plane tickets. No other employees at Apple got to travel
S N A P S H O T F R O M P R A C T I C E
Projectitis: The Dark Side to
Project Teams*
first class. Jobs considered his team to be the elite of Apple
and had a tendency to refer to everyone else as “Bozos” who
“didn’t get it.” Engineers from the Apple II division, which was
the bread and butter of Apple’s sales, became incensed with
the special treatment their colleagues were getting.
One evening at Ely McFly’s, a local watering hole, the ten-
sions between Apple II engineers seated at one table and
those of a Mac team at another boiled over. Aaron Goldberg, a
long-time industry consultant, watched from his barstool as
the squabbling escalated. “The Mac guys were screaming,
‘We’re the future!’ The Apple II guys were screaming, ‘We’re
the money!’ Then there was a geek brawl. Pocket protectors
and pens were flying. I was waiting for a notebook to drop, so
they would stop and pick up the papers.”
Although comical from a distance, the discord between the
Apple II and Mac groups severely hampered Apple’s perfor-
mance during the 1980s. John Sculley, who replaced Steve
Jobs as chairman of Apple, observed that Apple had evolved
into two “warring companies” and referred to the street
between the Apple II and Macintosh buildings as “the DMZ”
(demilitarized zone).
* J. Carlton, Apple: The Inside Story of Intrigue, Egomania, and
Business Blunders (New York: Random House, 1997), pp. 13–14; J.
Sculley, Odyssey: Pepsi to Apple . . . A Journey of Adventure, Ideas,
and the Future (New York: Harper & Row, 1987), pp. 270–79.
72 Chapter 3 Organization: Structure and Culture
Lar03342_ch03_064-099.indd Page 72 1/9/10 2:15:24 PM f-500Lar03342_ch03_064-099.indd Page 72 1/9/10 2:15:24 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 73
one along functional lines and the other along project lines. Instead of delegat-
ing segments of a project to different units or creating an autonomous team,
project participants report simultaneously to both functional and project
managers.
Companies apply this matrix arrangement in a variety of different ways. Some
organizations set up temporary matrix systems to deal with specific projects, while
“matrix” may be a permanent fixture in other organizations. Let us first look at its
general application and then proceed to a more detailed discussion of finer points.
Consider Figure 3.4. There are three projects currently under way: A, B, and C.
All three project managers (PM A-C) report to a director of project management,
who supervises all projects. Each project has an administrative assistant, although
the one for project C is only part time.
Project A involves the design and expansion of an existing production line to
accommodate new metal alloys. To accomplish this objective, project A has as-
signed to it 3.5 people from manufacturing and 6 people from engineering. These
individuals are assigned to the project on a part-time or full-time basis, depending
on the project’s needs during various phases of the project. Project B involves the
development of a new product that requires the heavy representation of engineer-
ing, manufacturing, and marketing. Project C involves forecasting changing needs
of an existing customer base. While these three projects, as well as others, are be-
ing completed, the functional divisions continue performing their basic, core
activities.
The matrix structure is designed to optimally utilize resources by having indi-
viduals work on multiple projects as well as being capable of performing normal
functional duties. At the same time, the matrix approach attempts to achieve
greater integration by creating and legitimizing the authority of a project man-
ager. In theory, the matrix approach provides a dual focus between functional/
technical expertise and project requirements that is missing in either the project
team or functional approach to project management. This focus can most easily
be seen in the relative input of functional managers and project managers over key
project decisions (see Table 3.1).
Different Matrix Forms
In practice there are really different kinds of matrix systems, depending on the rel-
ative authority of the project and functional managers. Here is a thumbnail sketch
of the three kinds of matrices:
• Weak matrix—This form is very similar to a functional approach with the ex-
ception that there is a formally designated project manager responsible for
coordinating project activities. Functional managers are responsible for
TABLE 3.1
Division of Project
Manager and
Functional Manager
Responsibilities in a
Matrix Structure
Project Manager Negotiated Issues Functional Manager
What has to be done? Who will do the task? How will it be done?
When should the task Where will the task
be done? be done?
How much money is available Why will the task be How will the project involvement
to do the task? done? impact normal functional activities?
How well has the total Is the task satisfactorily How well has the functional
project been done? completed? input been integrated?
Lar03342_ch03_064-099.indd Page 73 1/9/10 2:15:25 PM f-500Lar03342_ch03_064-099.indd Page 73 1/9/10 2:15:25 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

74 Chapter 3 Organization: Structure and Culture
managing their segment of the project. The project manager basically acts as
a staff assistant who draws the schedules and checklists, collects information
on status of work, and facilitates project completion. The project manager
has indirect authority to expedite and monitor the project. Functional man-
agers call most of the shots and decide who does what and when the work is
completed.
• Balanced matrix—This is the classic matrix in which the project manager is re-
sponsible for defining what needs to be accomplished while the functional man-
agers are concerned with how it will be accomplished. More specifically, the
project manager establishes the overall plan for completing the project, inte-
grates the contribution of the different disciplines, sets schedules, and monitors
progress. The functional managers are responsible for assigning personnel and
executing their segment of the project according to the standards and schedules
set by the project manager. The merger of “what and how” requires both par-
ties to work closely together and jointly approve technical and operational
decisions.
• Strong matrix—This form attempts to create the “feel” of a project team within
a matrix environment. The project manager controls most aspects of the proj-
ect, including scope trade-offs and assignment of functional personnel. The
project manager controls when and what specialists do and has final say on ma-
jor project decisions. The functional manager has title over her people and is
FIGURE 3.4
Matrix Organization
Structure
Zeta Manufacturing, Inc.
President
Human
resources
Director of
projects Engineering
Project A
project
manager Project A team
Project B team
Project C team
Project
administration
Project B
project
manager
Project C
project
manager
Design
engineering
2
3
1
1
1
1/2
Electronics
engineering
1
1
Software
engineering
1
Mechanical
engineering
2
1
Technical
documentation
1
1
Lar03342_ch03_064-099.indd Page 74 1/12/10 7:56:49 PM userLar03342_ch03_064-099.indd Page 74 1/12/10 7:56:49 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 75
consulted on a need basis. In some situations a functional manager’s department
may serve as a “subcontractor” for the project, in which case they have more
control over specialized work. For example, the development of a new series of
laptop computers may require a team of experts from different disciplines
working on the basic design and performance requirements within a project
matrix arrangement. Once the specifications have been determined, final design
and production of certain components (i.e., power source) may be assigned to
respective functional groups to complete.
Matrix management both in general and in its specific forms has unique
strengths and weaknesses. The advantages and disadvantages of matrix organiza-
tions in general are noted below, while only briefly highlighting specifics concern-
ing different forms:
1. Efficient. Resources can be shared across multiple projects as well as within
functional divisions. Individuals can divide their energy across multiple projects
on an as-needed basis. This reduces duplication required in a projectized
structure.
2. Strong Project Focus. A stronger project focus is provided by having a formally
designated project manager who is responsible for coordinating and integrating
contributions of different units. This helps sustain a holistic approach to prob-
lem solving that is often missing in the functional organization.
Testing
1/2
1
Domestic
sales
2
2
Finance
Manufacturing Marketing
Assembly
2
1
Quality
1
1
Customer
service
1
1/2
International
sales
1
2
Lar03342_ch03_064-099.indd Page 75 1/12/10 7:56:54 PM userLar03342_ch03_064-099.indd Page 75 1/12/10 7:56:54 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

76 Chapter 3 Organization: Structure and Culture
3. Easier Post-Project Transition. Because the project organization is overlaid on
the functional divisions, specialists maintain ties with their functional group, so
they have a homeport to return to once the project is completed.
4. Flexible. Matrix arrangements provide for flexible utilization of resources and
expertise within the firm. In some cases functional units may provide individuals
who are managed by the project manager. In other cases the contributions are
monitored by the functional manager.
The strengths of the matrix structure are considerable. Unfortunately, so are
the potential weaknesses. This is due in large part to the fact that a matrix struc-
ture is more complicated and the creation of multiple bosses represents a radical
departure from the traditional hierarchical authority system.
Furthermore, one does not install a matrix structure overnight. Experts argue
that it takes 3–5 years for a matrix system to fully mature. So many of the prob-
lems described below represent growing pains.
1. Dysfunctional Conflict. The matrix approach is predicated on tension between
functional managers and project managers who bring critical expertise and per-
spectives to the project. Such tension is viewed as a necessary mechanism for
achieving an appropriate balance between complex technical issues and unique
project requirements. While the intent is noble, the effect is sometimes analo-
gous to opening Pandora’s box. Legitimate conflict can spill over to a more
personal level, resulting from conflicting agendas and accountabilities. Worthy
discussions can degenerate into heated arguments that engender animosity
among the managers involved.
2. Infighting. Any situation in which equipment, resources, and people are being
shared across projects and functional activities lends itself to conflict and com-
petition for scarce resources. Infighting can occur among project managers,
who are primarily interested in what is best for their project.
3. Stressful. Matrix management violates the management principle of unity of
command. Project participants have at least two bosses—their functional head
and one or more project managers. Working in a matrix environment can be ex-
tremely stressful. Imagine what it would be like to work in an environment in
which you are being told to do three conflicting things by three different
managers.
4. Slow. In theory, the presence of a project manager to coordinate the project
should accelerate the completion of the project. In practice, decision making
can get bogged down as agreements have to be forged across multiple func-
tional groups. This is especially true for the balanced matrix.
When the three variant forms of the matrix approach are considered, we can
see that advantages and disadvantages are not necessarily true for all three forms
of matrix. The Strong matrix is likely to enhance project integration, diminish in-
ternal power struggles, and ultimately improve control of project activities and
costs. On the downside, technical quality may suffer because functional areas
have less control over their contributions. Finally, projectitis may emerge as the
members develop a strong team identity.
The Weak matrix is likely to improve technical quality as well as provide a bet-
ter system for managing conflict across projects because the functional manager
assigns personnel to different projects. The problem is that functional control is
often maintained at the expense of poor project integration. The Balanced matrix
Lar03342_ch03_064-099.indd Page 76 1/9/10 2:15:27 PM f-500Lar03342_ch03_064-099.indd Page 76 1/9/10 2:15:27 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 77
can achieve better balance between technical and project requirements, but it is a
very delicate system to manage and is more likely to succumb to many of the
problems associated with the matrix approach.
What Is the Right Project Management Structure?
There is growing empirical evidence that project success is directly linked to the
amount of autonomy and authority project managers have over their projects.
However, most of this research is based on what is best for managing specific proj-
ects. It is important to remember what was stated in the beginning of the chapter—
that the best system balances the needs of the project with those of the parent
organization. So what project structure should an organization use? This is a
complicated question with no precise answers. A number of issues need to be
considered at both the organization and project level.
Organization Considerations
At the organization level, the first question that needs to be asked is how impor-
tant is project management to the success of the firm? What percentage of core
work involves projects? If over 75 percent of work involves projects, then an orga-
nization should consider a fully projectized organization. If an organization has
both standard products and projects, then a matrix arrangement would appear to
be appropriate. If an organization has very few projects, then a less formal ar-
rangement is probably all that is required. Dedicated teams could be created on an
as-needed basis and the organization could outsource project work.
A second key question is resource availability. Remember, matrix evolved out of
the necessity to share resources across multiple projects and functional domains
while at the same time creating legitimate project leadership. For organizations that
cannot afford to tie up critical personnel on individual projects, a matrix system
would appear to be appropriate. An alternative would be to create a dedicated team
but outsource project work when resources are not available internally.
Within the context of the first two questions, an organization needs to assess cur-
rent practices and what changes are needed to more effectively manage projects. A
strong project matrix is not installed overnight. The shift toward a greater emphasis
on projects has a host of political implications that need to be worked through, re-
quiring time and strong leadership. For example, we have observed many companies
that make the transition from a functional organization to a matrix organization be-
gin with a weak functional matrix. This is due in part to resistance by functional and
department managers toward transferring authority to project managers. With time,
these matrix structures eventually evolve into a project matrix. Many organizations
have created Project Management Offices to support project management efforts.
See Snapshot from Practice: POs: Project Offices.
Project Considerations
At the project level, the question is how much autonomy the project needs in or-
der to be successfully completed. Hobbs and Ménard identify seven factors that
should influence the choice of project management structure:
• Size of project.
• Strategic importance.
Lar03342_ch03_064-099.indd Page 77 1/9/10 2:15:27 PM f-500Lar03342_ch03_064-099.indd Page 77 1/9/10 2:15:27 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

78 Chapter 3 Organization: Structure and Culture
• Novelty and need for innovation.
• Need for integration (number of departments involved).
• Environmental complexity (number of external interfaces).
• Budget and time constraints.
• Stability of resource requirements.
The higher the levels of these seven factors, the more autonomy and authority the
project manager and project team need to be successful. This translates into using ei-
ther a dedicated project team or a project matrix structure. For example, these struc-
tures should be used for large projects that are strategically critical and are new to the
company, thus requiring much innovation. These structures would also be appropri-
ate for complex, multidisciplinary projects that require input from many departments,
as well as for projects that require constant contact with customers to assess their ex-
pectations. Dedicated project teams should also be used for urgent projects in which
the nature of the work requires people working steadily from beginning to end.
Many firms that are heavily involved in project management have created a
flexible management system that organizes projects according to project require-
ments. For example, Chaparral Steel, a mini-mill that produces steel bars and
beams from scrap metal, classifies projects into three categories: advanced devel-
opment, platform, and incremental. Advanced development projects are high-risk
endeavors involving the creation of a breakthrough product or process. Platform
projects are medium-risk projects involving system upgrades that yield new prod-
ucts and processes. Incremental projects are low-risk, short-term projects that
involve minor adjustments in existing products and processes. At any point in time,
Project offices (POs) were originally devel-
oped as a response to the poor track record
many companies had in completing projects
on time, within budget, and according to plan.
They were often established to help matrix systems mature
into more effective project delivery platforms.
Today, POs come in many different shapes and forms. One
interesting way of classifying POs was set forth by Casey and
Peck, who describe certain POs in terms of being (1) a weather
station, (2) a control tower, or (3) a resource pool. Each of
these models performs a very different function for its
organization.
• Weather Station. The primary function of the weather sta-
tion PO is to track and monitor project performance. It is typ-
ically created to satisfy top management’s need to stay on
top of the portfolio of projects under way in the firm. Staff
provides an independent forecast of project performance.
The questions answered for specific projects include:
• How are our projects progressing? Which ones are on
track? Which ones are not?
S N A P S H O T F R O M P R A C T I C E POs: Project Offices
• How are we doing in terms of cost? Which projects are
over or under budget?
• What are the major problems confronting projects? Are
contingency plans in place? What can the organization
do to help the project?
• Control Tower. The primary function of the control tower PO
is to improve project execution. It considers project man-
agement as a profession to be protected and advanced.
Staff at the PO identify best practices and standards for
project management excellence. They work as consultants
and trainers to support project managers and their teams.
• Resource Pool. The goal of the resource pool PO is to provide
the organization with a cadre of trained project managers
and professionals. It operates like an academy for continu-
ally upgrading the skills of a firm’s project professionals. In
addition to training, this kind of PO also serves to elevate the
stature of project management within the organization.
Source: W. Casey and W. Peck, “Choosing the Right PMO Setup,”
PM Network, vol. 15, no. 2(2001), pp. 40–47.
Lar03342_ch03_064-099.indd Page 78 1/9/10 2:15:27 PM f-500Lar03342_ch03_064-099.indd Page 78 1/9/10 2:15:27 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 79
Chaparral might have 40–50 projects underway, of which only one or two are ad-
vanced, three to five are platform projects, and the remainder are small, incremen-
tal projects. The incremental projects are almost all done within a weak matrix with
the project manager coordinating the work of functional subgroups. A strong
matrix is used to complete the platform projects, while dedicated project teams are
typically created to complete the advanced development projects. More and more
companies are using this “mix and match” approach to managing projects.
Organizational Culture
The decision for combining a discussion of project management structures and
organizational cultures in this chapter can be traced to a conversation we, the au-
thors, had with two project managers who work for a medium-sized information
technology firm.
The managers were developing a new operating platform that would be critical
to the future success of their company. When they tried to describe how this project
was organized, one manager began to sketch out on a napkin a complicated struc-
ture involving 52 different teams, each with a project leader and a technical leader!
In response to our further probing to understand how this system worked, the
manager stopped short and proclaimed, “The key to making this structure work is
the culture in our company. This approach would never work at company Y, where
I worked before. But because of our culture here we are able to pull it off.”
This comment, our observations of other firms, and research suggest there is a
strong connection between project management structure, organizational culture,
and project success. We have observed organizations successfully manage projects
within the traditional functional organization because the culture encouraged
cross-functional integration. Conversely we have seen matrix structures break
down because the culture of the organization did not support the division of au-
thority between project managers and functional managers. We have also observed
companies relying on independent project teams because the dominant culture
would not support the innovation and speed necessary for success.
What Is Organizational Culture?
Organizational culture refers to a system of shared norms, beliefs, values, and as-
sumptions which binds people together, thereby creating shared meanings. This
system is manifested by customs and habits that exemplify the values and beliefs
of the organization. For example, egalitarianism may be expressed in the informal
dress worn at a high-tech firm. Conversely, mandated uniforms at a department
store reinforce respect for the hierarchy.
Culture reflects the personality of the organization and, similar to an individual’s
personality, can enable us to predict attitudes and behaviors of organizational
members. Culture is also one of the defining aspects of an organization that sets it
apart from other organizations even in the same industry.
Research suggests that there are 10 primary characteristics which, in aggregate,
capture the essence of an organization’s culture:
1. Member identity—the degree to which employees identify with the organization
as a whole rather than with their type of job or field of professional expertise.
2. Team emphasis—the degree to which work activities are organized around
groups rather than individuals.
Lar03342_ch03_064-099.indd Page 79 1/9/10 2:15:28 PM f-500Lar03342_ch03_064-099.indd Page 79 1/9/10 2:15:28 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

80 Chapter 3 Organization: Structure and Culture
3. Management focus—the degree to which management decisions take into
account the effect of outcomes on people within the organization.
4. Unit integration—the degree to which units within the organization are
encouraged to operate in a coordinated or interdependent manner.
5. Control—the degree to which rules, policies, and direct supervision are used to
oversee and control employee behavior.
6. Risk tolerance—the degree to which employees are encouraged to be aggres-
sive, innovative, and risk seeking.
7. Reward criteria—the degree to which rewards such as promotion and salary
increases are allocated according to employee performance rather than seniority,
favoritism, or other nonperformance factors.
8. Conflict tolerance—the degree to which employees are encouraged to air con-
flicts and criticisms openly.
9. Means versus end orientation—the degree to which management focuses on out-
comes rather than on techniques and processes used to achieve those results.
10. Open-systems focus—the degree to which the organization monitors and
responds to changes in the external environment.
As shown in Figure 3.5, each of these dimensions exists on a continuum. As-
sessing an organization according to these 10 dimensions provides a composite
picture of the organization’s culture. This picture becomes the basis for feelings of
shared understanding that the members have about the organization, how things
are done, and the way members are supposed to behave.
Culture performs several important functions in organizations. An organiza-
tion’s culture provides a sense of identity for its members. The more clearly an or-
ganization’s shared perceptions and values are stated, the more strongly people
can identify with their organization and feel a vital part of it. Identity generates
Job
Individual
Task
Independent
Loose
Low
Performance
Low
Means
Internal
1. Member identity
2. Team emphasis
3. Management focus
4. Unit integration
5. Control
6. Risk tolerance
7. Reward criteria
8. Conflict tolerance
9. Means-ends orientation
10. Open-system focus
Organization
Group
People
Interdependent
Tight
High
Other
High
Ends
External
FIGURE 3.5
Key Dimensions
Defining an
Organization’s
Culture
Lar03342_ch03_064-099.indd Page 80 1/20/10 7:31:58 PM userLar03342_ch03_064-099.indd Page 80 1/20/10 7:31:58 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:20

Chapter 3 Organization: Structure and Culture 81
commitment to the organization and reasons for members to devote energy and
loyalty to the organization.
A second important function is that culture helps legitimize the management
system of the organization. Culture helps clarify authority relationships. It pro-
vides reasons why people are in a position of authority and why their authority
should be respected.
Most importantly, organizational culture clarifies and reinforces standards of
behavior. Culture helps define what is permissible and inappropriate behavior.
These standards span a wide range of behavior from dress code and working
hours to challenging the judgment of superiors and collaborating with other de-
partments. Ultimately, culture helps create social order within an organization.
Imagine what it would be like if members didn’t share similar beliefs, values, and
assumptions—chaos! The customs, norms, and ideals conveyed by the culture of
an organization provide the stability and predictability in behavior that is essential
for an effective organization. See Snapshot from Practice: Software Development
Teams at Microsoft for an example of this.
Microsoft Corporation is the leading com-
puter software company in the world. Micro-
soft’s success stems in part from a corporate
culture that supports teams of software de-
velopers to create and refine new products. No matter how
big the project—even a complex one such as the develop-
ment of the successful Windows 2000 operating system—the
project is broken down into small parts that can be handled
by teams of about 12 developers. The segment of the project
each team is assigned is further subdivided so that each de-
veloper is assigned a specific part of the project to work on.
Developers with greater experience are given more respon-
sibilities than new members of the team, but the entire team
knows that project success depends on the sum of their indi-
vidual inputs.
Team members provide considerable support for each
other. It is not uncommon to see two team members hunched
over a computer screen trying to solve a problem. Team mem-
bers can also be stern critics if a team member fails to perform
at an acceptable level.
Developers are granted considerable autonomy in per-
forming their work. At the same time, behavior at Microsoft is
governed by a shared work culture that almost everyone fol-
lows. One set of informal rules governs the basic issue of
working hours. Developers are free to adopt whatever work
schedule suits them. If a developer has a sudden insight at
midnight, it is not unusual for people to work until dawn. Like-
wise, if a developer’s child is sick, the developer can stay
S N A P S H O T F R O M P R A C T I C E
Software Development
Teams at Microsoft*
home to take care of the child, and do makeup work at some
other time. Along with these “rules” on flexible working hours,
almost all developers abide by another norm: They put in the
hours necessary to get the job done, even if it requires staying
up all night to work on a particularly difficult part of a
program.
* K. Rebello, “Inside Microsoft,” Business Weekly, July 15, 1996,
pp. 56–67; B. Filipczak “Beyond the Gates of Microsoft,” Training,
September 1992, pp. 37–44.
© AP Photo/Alyssa Hurst
Lar03342_ch03_064-099.indd Page 81 3/4/10 1:34:14 AM user-f499Lar03342_ch03_064-099.indd Page 81 3/4/10 1:34:14 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

82 Chapter 3 Organization: Structure and Culture
Although our discussion of organizational culture may appear to suggest one
culture dominates the entire organization, in reality this is rarely the case. “Strong”
or “thick” are adjectives used to denote a culture in which the organization’s core
values and customs are widely shared within the entire organization. Conversely, a
“thin” or “weak” culture is one that is not widely shared or practiced within a firm.
Even within a strong organizational culture, there are likely to be subcultures
often aligned within specific departments or specialty areas. As noted earlier in
our discussion of project management structures, it is not uncommon for norms,
values, and customs to develop within a specific field or profession such as mar-
keting, finance, or operations. People working in the marketing department may
have a different set of norms and values than those working in finance.
Countercultures sometimes emerge within organizations that embody a differ-
ent set of values, beliefs, and customs—often in direct contradiction with the cul-
ture espoused by top management. How pervasive these subcultures and
countercultures are affect the strength of the culture of the organization and the
extent to which culture influences members’ actions and responses.
Identifying Cultural Characteristics
Deciphering an organization’s culture is a highly interpretative, subjective process
that requires assessment of both current and past history. The student of culture
cannot simply rely on what people report about their culture. The physical environ-
ment in which people work, as well as how people act and respond to different
events that occur, must be examined. Figure 3.6 contains a worksheet for diagnosing
FIGURE 3.6
Organizational
Culture Diagnosis
Worksheet
Power Corp.
I. Physical Characteristics:
Architecture, office layout, décor, attire
Corporate HQ is 20 story modern building—president on top floor. Offices are bigger in the top
floors than lower floors. Formal business attire (white shirts, ties, power suits, . . . ). Power
appears to increase the higher up you are.
II. Public Documents:
Annual reports, internal newsletters, vision statements
At the heart of the Power Corp. way is our vision . . . to be the global energy company most
admired for its people, partnership, and performance.
Integrity. We are honest with others and ourselves. We meet the highest ethical standards in all
business dealings. We do what we say we will do.
III. Behavior:
Pace, language, meetings, issues discussed, decision-making style, communication patterns, rituals
Hierarchical decision-making, pace brisk but orderly, meetings start on time and end on time,
subordinates choose their words very carefully when talking to superiors, people rarely work
past 6:00 P.M., president takes top performing unit on a boat cruise each year . . .
IV. Folklore:
Stories, anecdotes, heroines, heroes, villains
Young project manager was fired after going over his boss’s head to ask for additional funds.
Stephanie C. considered a hero for taking complete responsibility for a technical error.
Jack S. was labeled a traitor for joining chief competitor after working for Power Corp. for 15 years.
Lar03342_ch03_064-099.indd Page 82 1/11/10 7:59:54 PM userLar03342_ch03_064-099.indd Page 82 1/11/10 7:59:54 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 83
the culture of an organization. Although by no means exhaustive, the checklist of-
ten yields clues about the norms, customs, and values of an organization:
1. Study the physical characteristics of an organization. What does the external ar-
chitecture look like? What image does it convey? Is it unique? Are the buildings
and offices the same quality for all employees? Or are modern buildings and
fancier offices reserved for senior executives or managers from a specific de-
partment? What are the customs concerning dress? What symbols does the or-
ganization use to signal authority and status within the organization? These
physical characteristics can shed light on who has real power within the organi-
zation, the extent to which the organization is internally differentiated, and how
formal the organization is in its business dealings.
2. Read about the organization. Examine annual reports, mission statements, press
releases, and internal newsletters. What do they describe? What principles are
espoused in these documents? Do the reports emphasize the people who work
for the organization and what they do or the financial performance of the firm?
Each emphasis reflects a different culture. The first demonstrates concern for
the people who make up the company. The second may suggest a concern for
results and the bottom line.
3. Observe how people interact within the organization. What is their pace—is it
slow and methodical or urgent and spontaneous? What rituals exist within the
organization? What values do they express? Meetings can often yield insightful
information. Who are the people at the meetings? Who does the talking? To
whom do they talk? How candid is the conversation? Do people speak for the
organization or for the individual department? What is the focus of the meet-
ings? How much time is spent on various issues? Issues that are discussed re-
peatedly and at length are clues about the values of the organization’s culture.
4. Interpret stories and folklore surrounding the organization. Look for similarities
among stories told by different people. The subjects highlighted in recurring
stories often reflect what is important to an organization’s culture. For example,
many of the stories that are repeated at Versatec, a Xerox subsidiary that makes
graphic plotters for computers, involve their flamboyant cofounder, Renn
Zaphiropoulos. According to company folklore, one of the very first things Renn
did when the company was formed was to assemble the top management team
at his home. They then devoted the weekend to handmaking a beautiful teak
conference table around which all future decisions would be made. This table
came to symbolize the importance of teamwork and maintaining high stan-
dards of performance, two essential qualities of the culture at Versatec. Try to
identify who the heroes and villains are in the folklore company. What do they
suggest about the culture’s ideals? Returning to the Versatec story, when the
company was eventually purchased by Xerox many employees expressed con-
cern that Versatec’s informal, play hard/work hard culture would be over-
whelmed by the bureaucracy at Xerox. Renn rallied the employees to superior
levels of performance by arguing that if they exceeded Xerox’s expectations
they would be left alone. Autonomy has remained a fixture of Versatec’s culture
long after Renn’s retirement.
It is also important to pay close attention to the basis for promotions and re-
wards. What do people see as the keys to getting ahead within the organization?
What contributes to downfalls? These last two questions can yield important
insights into the qualities and behaviors which the organization honors as well
Lar03342_ch03_064-099.indd Page 83 1/9/10 2:15:30 PM f-500Lar03342_ch03_064-099.indd Page 83 1/9/10 2:15:30 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

84 Chapter 3 Organization: Structure and Culture
as the cultural taboos and behavioral land mines that can derail a career. For ex-
ample, one project manager confided that a former colleague was sent to project
management purgatory soon after publicly questioning the validity of a market-
ing report. From that point on, the project manager was extra careful to privately
consult the marketing department whenever she had questions about their data.
With practice an observer can assess how strong the dominant culture of an or-
ganization is and the significance of subcultures and countercultures. Further-
more, learners can discern and identify where the culture of an organization stands
on the 10 cultural dimensions presented earlier and, in essence, begin to build a
cultural profile for a firm. Based on this profile, conclusions can be drawn about
specific customs and norms that need to be adhered to as well as those behaviors
and actions that violate the norms of a firm.
Implications of Organizational Culture for Organizing Projects
Project managers have to be able to operate in several, potentially diverse, orga-
nizational cultures. First, they have to interact with the culture of their parent
organization as well as the subcultures of various departments (e.g., marketing,
accounting). Second, they have to interact with the project’s client or customer
organizations. Finally, they have to interact in varying degrees with a host of
other organizations connected to the project. These organizations include sup-
pliers and vendors, subcontractors, consulting firms, government and regulatory
agencies, and, in many cases, community groups. Many of these organizations
are likely to have very different cultures. Project managers have to be able to
read and speak the culture they are working in to develop strategies, plans, and
responses that are likely to be understood and accepted. Still, the emphasis of
this chapter is on the relationship between organizational culture and project
management structure, and it is necessary to defer further discussion of these
implications until Chapters 10–12, which focus on leadership, team building,
and outsourcing.
Earlier we stated that we believe there are strong relationships among project
management structure, organizational culture, and successful project manage-
ment. To explore these relationships further, let us return to the dimensions that
can be used to characterize the culture of an organization. When examining these
dimensions we could hypothesize that certain aspects of the culture of an organi-
zation would support successful project management while other aspects would
deter or interfere with effective management. Figure 3.7 attempts to identify which
cultural characteristics create an environment conducive to completing most com-
plex projects involving people from different disciplines.
Note that, in many cases, the ideal culture is not at either extreme. For example,
a fertile project culture would likely be one in which management balances its fo-
cus on the needs of both the task and the people. An optimal culture would bal-
ance concern with output (ends) and processes to achieve those outcomes (means).
In other cases, the ideal culture would be on one end of a dimension or the other.
For example, because most projects require collaboration across disciplines, it
would be desirable that the culture of the organization emphasize working in
teams and identifying with the organization, not just the professional domain.
Likewise it is important that the culture support a certain degree of risk taking
and a tolerance for constructive conflict.
Lar03342_ch03_064-099.indd Page 84 1/11/10 8:00:00 PM userLar03342_ch03_064-099.indd Page 84 1/11/10 8:00:00 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 85
One organization that appears to fit this ideal profile is 3M. 3M has received
acclaim for creating an entrepreneurial culture within a large corporate frame-
work. The essence of its culture is captured in phrases that have been chanted of-
ten by 3Mers throughout its history: “Encourage experimental doodling.” “Hire
good people and leave them alone.” “If you put fences around people, you get
sheep. Give people the room they need.” Freedom and autonomy to experiment
are reflected in the “15 percent rule,” which encourages technical people to spend
up to 15 percent of their time on projects of their own choosing and initiative.
This fertile culture has contributed to 3M’s branching out into more than 60,000
products and 35 separate business units.
The metaphor we choose to describe the relationship between organizational
culture and project management is that of a riverboat trip. Culture is the river and
the project is the boat. Organizing and completing projects within an organization
in which the culture is conducive to project management is like paddling down-
stream: much less effort is required. In many cases, the current can be so strong
that steering is all that is required. Such is the case for projects that operate in a
project-friendly environment where team-work and cross-functional cooperation
are the norms, where there is a deep commitment to excellence, and where healthy
conflict is voiced and dealt with quickly and effectively.
Conversely, trying to complete a project in a toxic culture is like paddling up-
stream: much more time, effort, and attention are needed to reach the destination.
This would be the situation in cultures that discourage teamwork and coopera-
tion, that have a low tolerance for conflict, and where getting ahead is based less
on performance and more on cultivating favorable relationships with superiors. In
such cases, the project manager and her people not only have to overcome the nat-
ural obstacles of the project but also have to overcome the prevailing negative
forces inherent in the culture of the organization.
The implications of this metaphor are important. Greater project authority
and time are necessary to complete projects that encounter a strong, negative cul-
tural current. Conversely, less formal authority and fewer dedicated resources are
Job
Individual
Task
Independent
Loose
Low
Performance
Low
Means
Internal
1. Member identity
2. Team emphasis
3. People focus
4. Unit integration
5. Control
6. Risk tolerance
7. Reward criteria
8. Conflict tolerance
9. Means-ends orientation
10. Open-system focus
Organization
Group
People
Interdependent
Tight
High
Other
High
Ends
External
FIGURE 3.7
Cultural Dimensions
of an Organization
Supportive of Project
Management
Lar03342_ch03_064-099.indd Page 85 1/9/10 2:15:30 PM f-500Lar03342_ch03_064-099.indd Page 85 1/9/10 2:15:30 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

86 Chapter 3 Organization: Structure and Culture
needed to complete projects in which the cultural currents generate behavior and
cooperation essential to project success.
The key issue is the degree of interdependency between the parent organization
and the project team. In cases where the prevalent organizational culture supports
the behaviors essential to project completion, a weaker, more flexible project man-
agement structure can be effective. For example, one of the major reasons Chap-
arral Steel is able to use a functional matrix to successfully complete incremental
projects is that its culture contains strong norms for cooperation. See the Research
Highlight: The Secret of Success for another example of how culture supports
successful project management.
When the dominant organization culture inhibits collaboration and innova-
tion, it is advisable to insulate the project team from the dominant culture. Here
it becomes necessary to create a self-sufficient project team. If a dedicated project
team is impossible because of resource constraints, then at least a project matrix
should be used where the project manager has dominant control over the project.
In both cases, the managerial strategy is to create a distinct team subculture in
which a new set of norms, customs, and values evolve that will be conducive to
project completion.
In The Secret of Success: The Double Helix of For-
mal and Informal Structures in an R&D Laboratory
Polly Rizova revealed the results of a year-long in-
vestigation into the inner workings of a Fortune 500
R&D Lab. Through interviews with key participants
and analysis of social networking data, Rizova
assessed the efficacy of six high-tech development projects.
Four critical success factors emerged from her research.
One element that is crucial to success is a heavy reliance on
open and unrestricted patterns of communication, coupled
with a low degree of formal reporting. In other words, team
members freely interacted with each other regardless of title,
experience, or discipline. A second key is having individuals on
the project who are highly respected across the laboratory for
their exceptional technical skills and experience. Similarly, it is
also vital to have individuals involved in the project who are
highly respected for their organizational expertise and experi-
ence. Having both “technical stars” and “organizational stars”
on the project team were essential to success. The final factor
is a strong and sustained support for the project from the com-
pany’s corporate management. What’s more, her analysis re-
vealed interactive nature of the four conditions; namely that no
one condition was likely to produce successful outcomes on
its own, but only when put together in a way in which they rein-
force each other. Here the culture of the laboratory was seen
as the key catalyst.
Rizova describes a matrix system in which people work on
multiple projects simultaneously but with a different wrinkle.
Individuals occupy different positions and play different roles
depending upon the project. For example, it is common for a
senior engineer to be the manager of one project and a re-
searcher on another that is led by his or her subordinate. In
essence one must “boss” his or her own boss. At first glance
this formal structure should create destructive tensions. How-
ever, Rizova argues that the organizational culture of the lab
is the glue that keeps things running smoothly.
She described a culture in which the social norms of
cooperation, respect, and civility are upheld and repro-
duced. It is a culture characterized by trust and a strong
drive toward superior individual and organizational learning
and achievement. The culture is captured in the comments
of researchers:
That is one of the nicest things around here. Your
opinions are listened to. Superiors consider our advice.
You will find that most of the projects here are a team
effort.
What I like most is the positive thinking and the
“whatever it takes” attitude. Personality conflicts can
be devastating. Here everyone helps you and supports
you. There is no “I” in the word team.
Very friendly environment. . . . I met new people
and learned a lot from them. They do not mind sharing
their expertise.
* Polly S. Rizova, The Secret of Success: The Double Helix of Formal
and Informal Structures in an R&D Laboratory. Stanford, CA: (Stanford
University Press, 2007.)
Research Highlight The Secret of Success*
86
Lar03342_ch03_064-099.indd Page 86 1/11/10 8:00:07 PM userLar03342_ch03_064-099.indd Page 86 1/11/10 8:00:07 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 3 Organization: Structure and Culture 87
Under extreme circumstances this project culture could even represent a counter-
culture in that many of the norms and values are the antithesis of the dominant,
parent culture. Such was the case when IBM decided to develop their personal
computer quickly in 1980. They knew that the project could get bogged down by
the overabundance of computer knowledge and bureaucracy in the company.
They also realized that they would have to work closely with suppliers and make
use of many non-IBM parts if they were to get to the market quickly. This was not
the IBM way at the time, so IBM established the PC project team in a warehouse
in Boca Raton, Florida, far from corporate headquarters and other corporate
development facilities that existed within the organization.
Summary This chapter examined two major characteristics of the parent organization that
affect the implementation and completion of projects. The first is the formal struc-
ture of the organization and how it chooses to organize and manage projects. Al-
though 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 avail-
able 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 think-
ing 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 creat-
ing legitimate project focus. The matrix approach is a hybrid organizational form
that combines elements of both the functional and project team forms in an at-
tempt 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. Cul-
ture 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 cul-
ture is a complicated one. We have suggested that in certain organizations, culture
encourages the implementation of projects. In this environment the project man-
agement structure used plays a less decisive role in the success of the project. Con-
versely, 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
Lar03342_ch03_064-099.indd Page 87 1/11/10 8:00:13 PM userLar03342_ch03_064-099.indd Page 87 1/11/10 8:00:13 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

88 Chapter 3 Organization: Structure and Culture
cases, the managerial strategy should be to insulate project work from the domi-
nant 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.
Key Terms Balanced
matrix, 74
Dedicated project
team, 69
Matrix, 72
Organizational
culture, 79
Projectitis, 72
Projectized
organization, 70
Project office (PO), 78
Strong matrix, 74
Weak matrix, 73
Review
Questions
1. What are the relative advantages and disadvantages of the functional, matrix,
and dedicated team approaches to managing projects?
2. What distinguishes a weak matrix from a strong matrix?
3. Under what conditions would it be advisable to use a strong matrix instead of
a dedicated project team?
4. How can project management offices (POs) support effective project
management?
5. Why is it important to assess the culture of an organization before deciding
what project management structure should be used to complete a project?
6. Other than culture, what other organizational factors should be used to deter-
mine which project management structure should be used?
7. What do you believe is more important for successfully completing a project—
the formal project management structure or the culture of the parent
organization?
Exercises 1. Going to college is analogous to working in a matrix environment in that most
students take more than one class and must distribute their time across multiple
classes. What problems does this situation create for you? How does it affect
your performance? How could the system be better managed to make your life
less difficult and more productive?
2. You work for LL Company, which manufactures high-end optical scopes for
hunting rifles. LL Company has been the market leader for the past 20 years
and has decided to diversify by applying its technology to develop a top-quality
binocular. What kind of project management structure would you recommend
they use for this project? What information would you like to have to make this
recommendation, and why?
3. You work for Barbata Electronics. Your R&D people believe they have come
up with an affordable technology that will double the capacity of existing MP3
players and uses audio format that is superior to MP3. The project is code
named KYSO (Knock Your Socks Off). What kind of project management
structure would you recommend they use for the KYSO project? What infor-
mation would you like to have to make this recommendation and why?
Lar03342_ch03_064-099.indd Page 88 1/9/10 2:15:33 PM f-500Lar03342_ch03_064-099.indd Page 88 1/9/10 2:15:33 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

4. This chapter discussed the role of values and beliefs in forming an organiza-
tion’s culture. The topic of organization culture is big business on the Internet.
Many companies use their Web pages to describe their mission, vision, and cor-
porate values and beliefs. There also are many consulting firms that advertise
how they help organizations to change their culture. The purpose of this exer-
cise is for you to obtain information pertaining to the organizational culture for
two different companies. You can go about this task by very simply searching
on the key words “organizational culture” or “corporate vision and values.”
This search will identify numerous companies for you to use to answer the
following questions. You may want to select companies that you would like to
work for in the future.
a. What are the espoused values and beliefs of the companies?
b. Use the worksheet in Figure 3.6 to assess the Web page. What does the Web
page reveal about the culture of this organization? Would this culture be
conducive to effective project management?
5. Use the cultural dimensions listed in Figure 3.5 to assess the culture of your
school. Instead of employees, consider students, and instead of management, use
faculty. For example, member identity refers to the degree to which students iden-
tify with the school as a whole rather than their major or option. Either as individ-
uals or in small groups rate the culture of your school on the 10 dimensions.
a. What dimensions were easy to evaluate and which ones were not?
b. How strong is the culture of your school?
c. What functions does the culture serve for your school?
d. Do you think the culture of your school is best suited to maximizing your
learning? Why or why not?
e. What kind of projects would be easy to implement in your school and what
kind of projects would be difficult given the structure and culture of your
school? Explain your answer.
6. You work as an analyst in the marketing department for Springfield Interna-
tional (SI). SI uses a weak matrix to develop new services. Management has
created an extremely competitive organizational culture that places an empha-
sis upon achieving results above everything else. One of the project managers
that you have been assigned to help has been pressuring you to make his project
your number one priority. He also wants you to expand the scope of your work
on his project beyond what your marketing manager believes is necessary or ap-
propriate. The project manager is widely perceived as a rising star within SI. Up
to now you have been resisting the project manager’s pressure and complying
with your marketing manager’s directives. However, your most recent inter-
change with the project manager ended by his saying, “I’m not happy with the
level of help I am getting from you and I will remember this when I become VP
of Marketing.” How would you respond and why?
References Block, T. R., and J. D. Frame, The Project Office—A Key to Managing Projects
Effectively (Menlo Park, CA: Crisp Publications, 1998).
Block, T. R., and J. D. Frame, “Today’s Project Office: Gauging Attitudes,” PM
Network, August 2001.
Bowen, H. K., K. B. Clark, C. A. Holloway, and S. C. Wheelwright, The Perpet-
ual Enterprise Machine (New York: Oxford University Press, 1994).
Chapter 3 Organization: Structure and Culture 89
Lar03342_ch03_064-099.indd Page 89 1/27/10 9:34:39 AM f-500Lar03342_ch03_064-099.indd Page 89 1/27/10 9:34:39 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Brown, S., and K. R. Eisenhardt, “Product Development: Past Research, Present
Findings, and Future Directions,” Academy of Management Review, 20 (2) 1995,
pp. 343–78.
Cameron, K. S., and R. E. Quinn, Diagnosing and Changing Organizational
Culture: Based on the Competing Values Framework (Upper Saddle River, NJ:
Prentice Hall, 1999).
Carlton, J., Apple: The Inside Story of Intrigue, Egomania, and Business Blunders
(New York: Random House, 1997), pp. 13–14.
Casey, W., and W. Peck, “Choosing the Right PMO Setup,” PM Network, 15 (2)
2001, pp. 40–47.
Collins, J. C., and J. I. Porras, Built to Last: The Successful Habits of Visionary
Companies (New York: HarperCollins, 1994), pp. 150–58.
Deal, T. E., and A. A. Kennedy, Corporate Cultures: The Rites and Rituals of
Corporate Life (Reading, MA: Addison-Wesley, 1982).
De Laat, P. B., “Matrix Management of Projects and Power Struggles: A Case
Study of an R&D Laboratory,” IEEE Engineering Management Review Winter
1995.
Filipczak, B., “Beyond the Gates of Microsoft,” Training, September 1992,
pp. 37–44.
Gallagher, R. S., The Soul of an Organization: Understanding the Values That
Drive Successful Corporate Cultures (Chicago: Dearborn Trade Publishing, 2002).
Graham, R. J., and R. L. Englund, Creating an Environment for Successful
Projects: The Quest to Manage Project Management (San Francisco:
Jossey-Bass, 1997).
Gray, C., S. Dworatschek, D. H. Gobeli, H. Knoepfel, and E. W. Larson, “Interna-
tional Comparison of Project Organization Structures: Use and Effectiveness,” In-
ternational Journal of Project Management, vol. 8, no. 1 February 1990, pp. 26–32.
Harrison, M. T., and J. M. Beyer, The Culture of Organizations (Englewood Cliffs,
NJ: Prentice Hall, 1993).
Hobbs, B., and P. Ménard, “Organizational Choices for Project Management,” in
Paul Dinsmore (ed.), The AMA Handbook of Project Management (New York:
AMACOM, 1993).
Hobday, M., “The Project-Based Organization: An Ideal Form for Managing
Complex Products and Systems?” Research Policy, vol. 29, no. 17 2000.
Jassawalla, A. R., and H. C. Sashittal, “Cultures that Support Product-Innovation
Processes,” Academy of Management Executive, 15 (3) 2002, pp. 42–54.
Johnson, C. L., M. Smith, and L. K. Geary, More Than My Share in All
(Washington, D.C.: Smithsonian Institute Publications, 1990).
Kerzner, H., In Search of Excellence in Project Management (New York: Von
Nostrand Reinhold, 1997).
Kerzner, H., “Strategic Planning for the Project Office,” Project Management
Journal, 34 (2) 2003, pp. 13–25.
Larson, E. W. “Project Management Structures” in The Wiley Handbook for
Managing Projects, P. Morris & J. Pinto (eds.) (New York: Wiley, 2004),
pp. 48–66.
Larson, E. W., and D. H. Gobeli, “Organizing for Product Development
Projects,” Journal of Product Innovation Management, vol. 5 1988, pp. 180–90.
90 Chapter 3 Organization: Structure and Culture
Lar03342_ch03_064-099.indd Page 90 1/27/10 9:34:51 AM f-500Lar03342_ch03_064-099.indd Page 90 1/27/10 9:34:51 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Larson, E. W., and D. H. Gobeli, “Matrix Management: Contradictions
and Insights,” California Management Review, vol. 29, no. 4 Summer 1987,
p. 137.
Larsson, U. (ed.), Cultures of Creativity: The Centennial Exhibition of the Nobel
Prize (Canton, MA: Science History Publications, 2001).
Laslo, Z., and A. I. Goldberg, “Matrix Structures and Performance: The Search
for Optimal Adjustments to Organizational Objectives?” IEEE Transactions in
Engineering Management, vol. 48, no. 12 2001.
Lawrence, P. R., and J. W. Lorsch, Organization and Environment (Homewood,
IL: Irwin, 1969).
Majchrzak, A., and Q. Wang, “Breaking the Functional Mind-Set in Process
Organizations,” Harvard Business Review Sept.–Oct. 1996, pp. 93–99.
Miller, J., Lockheed Martin’s Skunk Works (New York: Speciality Publications,
1996).
Olson, E. M., O. C. Walker, Jr., and R. W. Ruekert, “Organizing for Effective
New Product Development: The Moderating Role of Product Innovativeness,”
Journal of Marketing, vol. 59 (January), 1995, pp. 48–62.
O’Reilly, C. A., J. Chatman, and D. F. Caldwell, “People and Organizational
Culture: A Profile Comparison Approach to Assessing Person-Organization
Fit,” Academy of Management Journal, vol. 34, no. 3 September 1991,
pp. 487–516.
Pettegrew, A. M., “On Studying Organizational Culture,” Administrative Science
Quarterly, vol. 24, no. 4 1979, pp. 570–81.
Powell, M., and J. Young, “The Project Management Support Office” in The
Wiley Handbook for Managing Projects, P. Morris and J. Pinto (eds.) (New York:
Wiley, 2004) pp. 937–69.
Rebello, K., “Inside Microsoft,” Business Weekly, July 15, 1996, pp. 56–67.
Rizova, P., The Secret of Success: The Double Helix of Formal and Informal
Structures in an R&D Laboratory (Stanford, CA: Stanford University
Press, 2007).
Schein, E., Organizational Culture and Leadership: A Dynamic View (San
Francisco, CA: Jossey-Bass, 1985).
Sculley, J., Odyssey: Pepsi to Apple . . . A Journey of Adventure, Ideas, and the
Future (New York: Harper & Row, 1987), pp. 270–79.
Shenhar, A. J., “From Theory to Practice: Toward a Typology of Project
Management Styles,” IEEE Transactions in Engineering Management, 41 (1)
1998, pp. 33–48.
Shenhar, A. J., D. Dvir, T. Lechler, and M. Poli, “One Size Does Not Fit All—True
for Projects, True for Frameworks,” Frontiers of Project Management Research
and Application, Proceedings of PMI Research Conference, Seattle, 2002,
pp. 99–106.
Smith, P. G., and D. G. Reinertsen, Developing Products in Half the Time (New
York: Van Nostrand Reinhold, 1995).
Stuckenbruck, L. C., Implementation of Project Management (Upper Darby, PA:
Project Management Institute, 1981).
Youker, R., “Organizational Alternatives for Project Management,” Project
Management Quarterly, vol. 8 March 1977, pp. 24–33.
Chapter 3 Organization: Structure and Culture 91
Lar03342_ch03_064-099.indd Page 91 1/27/10 9:34:58 AM f-500Lar03342_ch03_064-099.indd Page 91 1/27/10 9:34:58 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

92 Chapter 3 Organization: Structure and Culture
Moss and McAdams Accounting Firm
Bruce Palmer had worked for Moss and McAdams (M&M) for six years and was
just promoted to account manager. His first assignment was to lead an audit of
Johnsonville Trucks. He was quite pleased with the five accountants who had been
assigned to his team, especially Zeke Olds. Olds was an Army vet who returned to
school to get a double major in accounting and computer sciences. He was on top
of the latest developments in financial information systems and had a reputation
for coming up with innovative solutions to problems.
M&M was a well-established regional accounting firm with 160 employees
located across six offices in Minnesota and Wisconsin. The main office, where
Palmer worked, was in Green Bay, Wisconsin. In fact, one of the founding mem-
bers, Seth Moss, played briefly for the hometown NFL Packers during the late
1950s. M&M’s primary services were corporate audits and tax preparation. Over
the last two years the partners decided to move more aggressively into the consult-
ing business. M&M projected that consulting would represent 40 percent of their
growth over the next five years.
M&M operated within a matrix structure. As new clients were recruited, a man-
ager was assigned to the account. A manager might be assigned to several accounts,
depending on the size and scope of the work. This was especially true in the case of
tax preparation projects, where it was not uncommon for a manager to be assigned
to 8 to 12 clients. Likewise, senior and staff accountants were assigned to multiple
account teams. Ruby Sands was the office manager responsible for assigning per-
sonnel to different accounts at the Green Bay office. She did her best to assign staff
to multiple projects under the same manager. This wasn’t always possible, and
sometimes accountants had to work on projects led by different managers.
M&M, like most accounting firms, had a tiered promotion system. New CPAs
entered as junior or staff accountants. Within two years, their performance was
reviewed and they were either asked to leave or promoted to senior accountant.
Sometime during their fifth or sixth year, a decision was made to promote them to
account manager. Finally, after 10 to 12 years with the firm, the manager was con-
sidered for promotion to partner. This was a very competitive position. During
the last five years, only 20 percent of account managers at M&M had been pro-
moted to partner. However, once a partner, they were virtually guaranteed the po-
sition for life and enjoyed significant increases in salary, benefits, and prestige.
M&M had a reputation for being a results-driven organization; partner promo-
tions were based on meeting deadlines, retaining clients, and generating revenue.
The promotion team based its decision on the relative performance of the account
manager in comparison to his or her cohorts.
One week into the Johnsonville audit, Palmer received a call from Sands to visit
her office. There he was introduced to Ken Crosby, who recently joined M&M af-
ter working nine years for a Big 5 accounting firm. Crosby was recruited to man-
age special consulting projects. Sands reported that Crosby had just secured a
major consulting project with Springfield Metals. This was a major coup for the
firm: M&M had competed against two Big 5 accounting firms for the project.
Sands went on to explain that she was working with Crosby to put together his
team. Crosby insisted that Zeke Olds be assigned to his team. Sands told him that
Case
Lar03342_ch03_064-099.indd Page 92 1/9/10 2:15:33 PM f-500Lar03342_ch03_064-099.indd Page 92 1/9/10 2:15:33 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 93
this would be impossible because Olds was already assigned to work on the
Johnsonville audit. Crosby persisted, arguing that Olds’s expertise was essential to
the Springfield project. Sands decided to work out a compromise and have Olds
split time across both projects.
At this time Crosby turned to Palmer and said, “I believe in keeping things sim-
ple. Why don’t we agree that Olds works for me in the mornings and you in the af-
ternoons. I’m sure we can work out any problems that come up. After all, we both
work for the same firm.”
SIX WEEKS LATER
Palmer could scream whenever he remembered Crosby’s words, “After all, we both
work for the same firm.” The first sign of trouble came during the first week of
the new arrangement when Crosby called, begging to have Olds work all of Thursday
on his project. They were conducting an extensive client visit, and Olds was critical
to the assessment. After Palmer reluctantly agreed, Crosby said he owed him one.
The next week when Palmer called Crosby to request that he return the favor,
Crosby flatly refused and said any other time but not this week. Palmer tried again
a week later and got the same response.
At first Olds showed up promptly at 1:00 P.M. at Palmer’s office to work on the
audit. Soon it became a habit to show up 30 to 60 minutes late. There was always
a good reason. He was in a meeting in Springfield and couldn’t just leave, or an ur-
gent task took longer than planned. One time it was because Crosby took his en-
tire team out to lunch at the new Thai restaurant—Olds was over an hour late
because of slow service. In the beginning Olds would usually make up the time by
working after hours, but Palmer could tell from conversations he overheard that
this was creating tension at home.
What probably bothered Palmer the most were the e-mails and telephone calls
Olds received from Crosby and his team members during the afternoons when he
was supposed to be working for Palmer. A couple of times Palmer could have
sworn that Olds was working on Crosby’s project in his (Palmer’s) office.
Palmer met with Crosby to talk about the problem and voice his complaints.
Crosby acted surprised and even a little bit hurt. He promised things would
change, but the pattern continued.
Palmer was becoming paranoid about Crosby. He knew that Crosby played
golf with Olds on the weekends and could just imagine him badmouthing the
Johnsonville project and pointing out how boring auditing work was. The sad fact
was that there probably was some truth to what he was saying. The Johnsonville
project was getting bogged down, and the team was slipping behind schedule. One
of the contributing factors was Olds’s performance. His work was not up to its
usual standards. Palmer approached Olds about this, and Olds became defensive.
Olds later apologized and confided that he found it difficult switching his thinking
from consulting to auditing and then back to consulting. He promised to do bet-
ter, and there was a slight improvement in his performance.
The last straw came when Olds asked to leave work early on Friday so that he
could take his wife and kids to a Milwaukee Brewers baseball game. It turned out
Springfield Metals had given Crosby their corporate tickets, and he decided to
treat his team with box seats right behind the Brewers dugout. Palmer hated to do
it, but he had to refuse the request. He felt guilty when he overheard Olds explaining
to his son on the telephone why they couldn’t go to the game.
Lar03342_ch03_064-099.indd Page 93 1/9/10 2:15:34 PM f-500Lar03342_ch03_064-099.indd Page 93 1/9/10 2:15:34 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

94 Chapter 3 Organization: Structure and Culture
Palmer finally decided to pick up the phone and request an urgent meeting with
Sands to resolve the problem. He got up enough nerve and put in the call only to
be told that Sands wouldn’t be back in the office until next week. As he put the
receiver down, he thought maybe things would get better.
TWO WEEKS LATER
Sands showed up unexpectedly at Palmer’s office and said they needed to talk
about Olds. Palmer was delighted, thinking that now he could tell her what had
been going on. But before he had a chance to speak, Sands told him that Olds had
come to see her yesterday. She told him that Olds confessed that he was having a
hard time working on both Crosby’s and Palmer’s projects. He was having diffi-
culty concentrating on the auditing work in the afternoon because he was think-
ing about some of the consulting issues that had emerged during the morning. He
was putting in extra hours to try to meet both of the projects’ deadlines, and this
was creating problems at home. The bottom line was that he was stressed out and
couldn’t deal with the situation. He asked that he be assigned full-time to Crosby’s
project. Sands went on to say that Olds didn’t blame Palmer, in fact he had a lot of
nice things to say about him. He just enjoyed the consulting work more and found
it more challenging. Sands concluded by saying, “We talked some more and ulti-
mately I agreed with him. I hate to do this to you, Bruce, but Olds is a valuable
employee, and I think this is the best decision for the firm.”
1. If you were Palmer at the end of the case, how would you respond?
2. What, if anything, could Palmer have done to avoid losing Olds?
3. What advantages and disadvantages of a matrix type organization are apparent
from this case?
4. What could the management at M&M do to more effectively manage situations
like this?
ORION Systems (A)*
The office erupted into cheers when it was announced over the PA system that
ORION had just been awarded the government contract to build the next genera-
tion of high-speed, light-rail trains. Everyone came over to shake Mike Rosas’s
hand and congratulate him. It was well known that Rosas would be the project
manager for this important project, which would be code named Jaguar. Once the
celebration subsided, Rosas gazed out the window and thought about what he had
just gotten himself into.
The Jaguar project would be a high-profile project that would affect procure-
ment of future contracts with the government. Increased competition had raised
performance expectations regarding completion time, quality, reliability, and cost.
He knew that major changes in how ORION organized and managed projects
would be necessary to meet the expectations of the Jaguar project.
Case
* Prepared by Shlomo Cohen.
Lar03342_ch03_064-099.indd Page 94 1/9/10 2:15:35 PM f-500Lar03342_ch03_064-099.indd Page 94 1/9/10 2:15:35 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 95
PROJECT MANAGEMENT AT ORION
ORION was a division of a large aerospace company with 7,000 employees.
ORION evolved from a project organization into a matrix structure to conserve
costs and better utilize limited resources. At any point in time, ORION could
be working on three to five large projects such as the Jaguar project and 30 to
50 smaller projects. Project managers negotiated personnel assignments with
the VP of operations, who ultimately decided project assignments. It was not
uncommon for an engineer to be working on two to three projects during a
week.
Figure C3.1 portrays how new-product development projects were organized at
ORION. Project management was limited only to the design and development of
the new product. Once the final design and prototype were completed, they were
turned over to manufacturing for production and delivery to the customer. A four-
person management team oversaw the completion of the project and their respon-
sibilities are briefly described here:
• Project manager—responsible for all aspects of design and development of the
product.
• Planning and control manager—responsible for building an overall project net-
work, scheduling, managing the budget, controlling and evaluating the design
and development program, and preparing status reports.
• Electronics system engineer—responsible for providing technical expertise on
electronic systems issues.
• Mechanics system engineer—responsible for providing technical expertise on
mechanical system issues.
The core work was completed by 12 to 20 design teams. Each team had a leader,
who was responsible for designing, developing, building, and testing a specific
Project manager
Deputy
planning and control management
Electronics
system engineer
Mechanics
system engineer
Team leader
Team leader
Team leader
Team leader
FIGURE C3.1
Organization of
Product Development
Projects at ORION
Lar03342_ch03_064-099.indd Page 95 1/13/10 3:30:22 PM user-f498Lar03342_ch03_064-099.indd Page 95 1/13/10 3:30:22 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208

96 Chapter 3 Organization: Structure and Culture
subsystem of the product. The size of individual teams varied from 5 to 15 engi-
neers, depending on the scope of their work. These engineers split time across
multiple projects.
Design engineers ran the show at ORION, and manufacturing, marketing, and
other groups were expected to follow their lead. The special status of the design
engineers was reinforced by the fact that they were actually paid on higher pay
curves than the manufacturing engineers.
The overall product development and manufacturing process is captured in
the master plan chart (Figure C3.2). New-product design and development
evolves around five major reviews: system design review (SDR), preliminary
design review (PDR), critical design review (CDR), test readiness review (TRR),
and production readiness review (PRR).
Design and development work begins within the laboratory and progresses to
field tests of specific subsystems and ultimately final product prototypes. Once
completed, the design and prototype are turned over to manufacturing, which
begins building the production line for the new product. Manufacturing also de-
velops the necessary test equipment to confirm that manufactured components
perform correctly. During this time, integrated logistical support (ILS) teams
prepare product documentation, users’ manuals, maintenance programs, and
training programs for the customers who will be using the product. It typically
takes ORION six to seven years to develop and manufacture a product such as
the Jaguar.
ORION just completed a major assessment of how projects are managed.
Below is a brief description of some of the major problems that were identified:
• Higher than expected production costs. Once products were developed, there
was a tendency for them to be “thrown over the wall” to manufacturing to
produce. Very little design for manufacturability was done, and the produc-
tion ramp was complicated, inefficient, and stressful to the people in the
plant.
• Quality concerns. Increased competition had raised customer expectations with
regard to quality. Customers expected fewer defects and longer replacement
schedules. ORION had a tendency to deal with quality issues after the fact, ini-
tiating quality improvements after the production process was set up. Not
enough attention was devoted to incorporating quality considerations into the
original design of products.
Activities/time 5–7 years 1–4 years
Design reviews
Design and
development Laboratory tests Environmental tests
Production and
delivery
Build production line
and test equipment
Documentation and
training program
Training
Production
and delivery
ILS
SDR PDR CDR TRR PRR
FIGURE C3.2
Traditional Master
Plan at ORION
Lar03342_ch03_064-099.indd Page 96 1/9/10 2:15:37 PM f-500Lar03342_ch03_064-099.indd Page 96 1/9/10 2:15:37 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 3 Organization: Structure and Culture 97
• Problems with customer support. User manuals and technical documentation
sometimes failed to address all of a customer’s concerns, and the follow-up
training was not always adequately prepared. These problems contributed to
increased costs in customer service and a decline in customer satisfaction.
• Lack of strong project ownership. While everyone accepted that a matrix arrange-
ment was the only way to accommodate all the projects at ORION, the shifting
back and forth of personnel across multiple projects took its toll on the progress
of individual projects. Members often failed to identify with individual projects
and develop the sense of excitement that contributed to superior performance.
The shuffling of personnel slowed down progress because additional time had to
be devoted to bringing returning members up to speed on current developments.
• Scope creep. ORION was renowned for its engineering prowess. However, there
was a tendency for design engineers to get so absorbed with the science of the
project that they lost focus on the practical considerations. This led to costly
delays and sometimes design modifications that were inconsistent with cus-
tomer requirements.
Rosas was aware of these and other concerns as he sat down with his staff to fig-
ure out the best way to organize the new Jaguar project.
1. What recommendations would you make to Rosas about organizing the Jaguar
project, and why?
2. How would you change the organizational chart and master plan to reflect
these changes?
ORION Systems (B)
ROSAS’S PLAN
Rosas and his staff worked hard over the past week to develop a plan to establish
a new standard for completing projects at ORION. The Jaguar project manage-
ment team will be expanded to seven managers, who will be responsible for over-
seeing the completion of the project from design to delivery to the customer. A
brief description of the responsibilities for the three new positions follows (see
Figure C3.3):
• Production manager—responsible for raising production issues during the de-
sign phase; responsible for building and managing the production line.
• ILS (integrated logistical support) manager—responsible for all activities that
require project/customer support after delivery including customer training,
documentation, and equipment testing.
• QA (quality assurance) manager—responsible for implementing a quality pro-
gram that will enhance the reliability, availability, and maintainability of the
product.
These seven managers (the three just described plus the four discussed in Part A)
will coordinate the completion of the project and see that their respective
Case
Lar03342_ch03_064-099.indd Page 97 1/9/10 2:15:38 PM f-500Lar03342_ch03_064-099.indd Page 97 1/9/10 2:15:38 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

98 Chapter 3 Organization: Structure and Culture
disciplines are factored into all major decisions. Rosas, as project manager, will
work toward achieving consensus, but he will have the authority to intervene and
make decisions if necessary.
The core work will be completed by 35 teams. Each team will have a “leader,”
who will be responsible for designing, developing, building, and testing a spe-
cific subsystem of the project. They will also be responsible for the quality and
productivity of the subsystems and for doing the work on time and within
budget.
Individual teams will consist of 5 to 12 members, and Rosas insists that at least
half of each team be assigned to work full time on the project. This will help en-
sure continuity and enhance commitment to the project.
The second key feature to the plan is the development of the overall master
plan for the project. This involves abandoning the traditional sequential approach
to product development and adopting a concurrent engineering approach to the
project (see Figure C3.4).
Once the system design is reviewed and approved, different teams will begin
working within the laboratory to design, develop, and test specific subsystems and
components. Soon after this has begun the ILS team will start gathering informa-
tion and preparing product documentation. Once the PDR is completed, the pro-
duction teams will begin designing the necessary production lines. The CDR will
include not only resolution of major technical questions but also a plan for manu-
facturing. Once the CDR is completed, project teams will begin field tests under a
variety of different environmental conditions according to government specifica-
tions. Subsequent design refinements will be closely coordinated with manufactur-
ing and ILS teams so that, ideally, ORION will be ready to begin producing the
Jaguar upon completion of the PRR.
Project manager
Deputy
production manager
Deputy
planning and control management
Electronics
system engineer
Mechanics
system engineer
QA
manager
ILS
manager
Team leader
Team leader
Team leader
Team leader
FIGURE C3.3
Proposed Project
Organization for the
Jaguar Project
Lar03342_ch03_064-099.indd Page 98 1/13/10 3:30:37 PM user-f498Lar03342_ch03_064-099.indd Page 98 1/13/10 3:30:37 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208

Chapter 3 Organization: Structure and Culture 99
Activities/time 3–4 years 1–4 years
Design reviews
Design and
development Laboratory tests Environmental tests
Production and
delivery
Build production line
and test equipment
Documentation/training program Training
Production
and delivery
ILS
SDR PDR CDR TRR PRR
FIGURE C3.4
Jaguar Master Plan
Rosas believes that the phasing of the production and documentation work
alongside the core development work will accelerate project completion, reduce
production costs, and contribute to customer satisfaction.
1. What are the major changes between this plan and the way ORION has man-
aged projects in the past?
2. How well do you believe these changes deal with the problems identified in
Part A?
3. Who is likely to support this plan? Who is not likely to support this plan?
Lar03342_ch03_064-099.indd Page 99 1/9/10 2:15:39 PM f-500Lar03342_ch03_064-099.indd Page 99 1/9/10 2:15:39 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

C H A P T E R F O U R
Defining the Project
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4
100
Defining the Project
Step 1: Defining the Project Scope
Step 2: Establishing Project Priorities
Step 3: Creating the Work Breakdown Structure
Step 4: Integrating the WBS with the Organization
Step 5: Coding the WBS for the Information System
Responsibility Matrices
Project Communication Plan
Summary
Lar03342_ch04_100-125.indd Page 100 1/13/10 3:33:17 PM user-f498Lar03342_ch04_100-125.indd Page 100 1/13/10 3:33:17 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208

Select a dream
Use your dream to set a goal
Create a plan
Consider resources
Enhance skills and abilities
Spend time wisely
Start! Get organized and go
. . . it is one of those acro-whatevers,
said Pooh.*
Project managers in charge of a single small project can plan and schedule the
project tasks without much formal planning and information. However, when the
project manager must manage several small projects or a large complex project, a
threshold is quickly reached in which the project manager can no longer cope with
the detail.
This chapter describes a disciplined, structured method for selectively collect-
ing information to use through all phases of the project life cycle, to meet the
needs of all stakeholders (e.g., customer, project manager), and to measure per-
formance against the strategic plan of the organization. The method suggested
is a selective outline of the project called the work breakdown structure. The
early stages of developing the outline serve to ensure that all tasks are identi-
fied and that participants of the project have an understanding of what is to be
done. Once the outline and its detail are defined, an integrated information
system can be developed to schedule work and allocate budgets. This baseline
information is later used for control. With the work of the project defined
through the work breakdown structure, the chapter concludes with the process
of creating a communication plan used to help coordinate project activities and
follow progress.
The five generic steps described herein provide a structured approach for
collecting the project information necessary for developing a work breakdown
structure. These steps and the development of project networks found in the next
chapters all take place concurrently, and several iterations are typically required to
develop dates and budgets that can be used to manage the project. The old saying
“We can control only what we have planned” is true; therefore, defining the project
is the first step.
* Roger E. Allen and Stephen D. Allen, Winnie-the-Pooh on Success (New York: Penguin, 1997), p. 10.
101
Lar03342_ch04_100-125.indd Page 101 1/9/10 7:56:36 PM user-f498Lar03342_ch04_100-125.indd Page 101 1/9/10 7:56:36 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

102 Chapter 4 Defining the Project
Step 1: Defining the Project Scope
Defining the project scope sets the stage for developing a project plan. Project
scope is a definition of the end result or mission of your project—a product or
service for your client/customer. The primary purpose is to define as clearly as
possible the deliverable(s) for the end user and to focus project plans. As funda-
mental and essential as scope definition appears, it is frequently overlooked by
project leaders of well-managed, large corporations.
Research clearly shows that a poorly defined scope or mission is the most fre-
quently mentioned barrier to project success. In a study involving more than 1,400
project managers in the United States and Canada, Gobeli and Larson found that
approximately 50 percent of the planning problems relate to unclear definition of
scope and goals. This and other studies suggest a strong correlation between proj-
ect success and clear scope definition. The scope document directs focus on the
project purpose throughout the life of the project for the customer and project
participants.
The scope should be developed under the direction of the project manager and
customer. The project manager is responsible for seeing that there is agreement
with the owner on project objectives, deliverables at each stage of the project,
technical requirements, and so forth. For example, a deliverable in the early stage
might be specifications; for the second stage, three prototypes for production; for
the third, a sufficient quantity to introduce to market; and finally, marketing pro-
motion and training.
Your project scope definition is a document that will be published and used by
the project owner and project participants for planning and measuring project
success. Scope describes what you expect to deliver to your customer when the
project is complete. Your project scope should define the results to be achieved in
specific, tangible, and measurable terms.
Employing a Project Scope Checklist
Clearly, project scope is the keystone interlocking all elements of a project plan.
To ensure that scope definition is complete, you may wish to use the following
checklist:
Project Scope Checklist
1. Project objective
2. Deliverables
3. Milestones
4. Technical requirements
5. Limits and exclusions
6. Reviews with customer
1. Project objective. The first step of project scope definition is to define the over-
all objective to meet your customer’s need(s). For example, as a result of exten-
sive market research a computer software company decides to develop a
program that automatically translates verbal sentences in English to Russian.
The project should be completed within three years at a cost not to exceed
Lar03342_ch04_100-125.indd Page 102 1/9/10 7:56:37 PM user-f498Lar03342_ch04_100-125.indd Page 102 1/9/10 7:56:37 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Chapter 4 Defining the Project 103
$1.5 million. Another example is to design and produce a completely portable,
hazardous waste, thermal treatment system in 13 months at a cost not to exceed
$13 million. The project objective answers the questions of what, when, and
how much.
2. Deliverables. The next step is to define major deliverables—the expected out-
puts over the life of the project. For example, deliverables in the early design
phase of a project might be a list of specifications. In the second phase deliv-
erables could be software coding and a technical manual. The next phase
could be to test prototypes. The final phase could be final tests and approved
software.
3. Milestones. A milestone is a significant event in a project that occurs at a point
in time. The milestone schedule shows only major segments of work; it repre-
sents first, rough-cut estimates of time, cost, and resources for the project. The
milestone schedule is built using the deliverables as a platform to identify major
segments of work and an end date—for example, testing complete and finished
by July 1 of the same year. Milestones should be natural, important control
points in the project. Milestones should be easy for all project participants to
recognize.
4. Technical requirements. More frequently than not, a product or service will
have technical requirements to ensure proper performance. For example, a
technical requirement for a personal computer might be the ability to accept
120-volt alternating current or 240-volt direct current without any adapters
or user switches. Another well-known example is the ability of 911 emer-
gency systems to identify the caller’s phone number and location of the
phone. Examples from information systems projects include speed and
capacity of database systems and connectivity with alternative systems. For
understanding the importance of key requirements, see Snapshot from
Practice: Big Bertha.
5. Limits and exclusions. The limits of scope should be defined. Failure to do so
can lead to false expectations and to expending resources and time on the
wrong problem. Examples of limits are: local air transportation to and from
base camps will be outsourced; system maintenance and repair will be done
only up to one month after final inspection; client will be billed for additional
training beyond that prescribed in the contract. Exclusions further define the
boundary of the project by stating what is not included. Examples include: data
will be collected by the client, not the contractor; a house will be built, but no
landscaping or security devices added; software will be installed, but no train-
ing given.
6. Reviews with customer. Completion of the scope checklist ends with a review
with your customer—internal or external. The main concern here is the under-
standing and agreement of expectations. Is the customer getting what he or she
desires in deliverables? Does the project definition identify key accomplish-
ments, budgets, timing, and performance requirements? Are questions of limits
and exclusions covered? Clear communication in all these issues is imperative
to avoid claims or misunderstanding.
Scope definition should be as brief as possible but complete; one or two pages
are typical for small projects. See Snapshot from Practice: Scope Statement on
page 105.
Lar03342_ch04_100-125.indd Page 103 1/9/10 7:56:37 PM user-f498Lar03342_ch04_100-125.indd Page 103 1/9/10 7:56:37 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

104 Chapter 4 Defining the Project
In 1991 Callaway Golf Equipment introduced their Big Bertha
driver and revolutionized the golf equipment business. Big
Bertha—named after the World War I German long-distance
cannon—was much larger than conventional woods and
lacked a hosel (the socket in the head of the club into which
the shaft is inserted) so that the weight could be better distrib-
uted throughout the head. This innovative design gave the
clubhead a larger sweet spot, which allowed a player to strike
the golf ball off-center and not suffer much loss in distance or
accuracy. Callaway has maintained its preeminent position in
the golf industry by utilizing space-age technology to extend
the accuracy and distance of golf equipment.
In 2000 Callaway introduced the Big Bertha ERC II forged tita-
nium driver. The driver was technologically superior to any driver
on the market. However, there was one big problem. The new
version of Bertha did not conform to the coefficient of restitution
(COR) requirement established by the United States Golf Associ-
ation (USGA). As a result it was barred from use by golfers in
North America who intended to play by USGA’s Rules of Golf.
The USGA believed that the rapid technological advances
in golf equipment made by Callaway Golf and other golf manu-
facturers were threatening the integrity of the game. Players
were hitting balls so much farther and straighter that golf
S N A P S H O T F R O M P R A C T I C E Big Bertha II versus the USGA’s COR
Requirement*
courses around the world were being redesigned to make
them longer and more difficult.
So in 1998 the USGA established performance thresholds
for all new golf equipment. In order to prevent manufacturers
from developing more powerful clubs, the USGA limited the
COR of new golf equipment to 0.83. The COR was calculated
by firing a golf ball at a driver out of a cannon-like machine at
109 miles per hour. The speed that the ball returned to the
cannon could not exceed 83 percent of its initial speed
(90.47 mph). The USGA called the ratio of incoming to outgo-
ing velocity the coefficient of restitution (COR). The intent of
the USGA COR threshold was to limit the distance that golf
balls could be hit since studies indicated that 0.01 increase in
COR resulted in two extra yards of carry. The Big Bertha ERC
II’s COR was 0.86.
After numerous efforts to get USGA to change its technical
requirements, Callaway’s engineers went back to the drawing
board and in 2002 introduced Great Big Bertha II, which con-
formed to USGA’s 0.83 COR restriction.
* John E. Gamble. “Callaway Golf Company: Sustaining Advantage in a
Changing Industry,” in A. A. Thompson, J. E. Gamble, and A. J. Strickland,
Strategy: Winning in the Marketplace, Boston: McGraw-Hill/Irwin, 2004,
pp. C204–C228.
© Time & Life Pictures/Getty Images
Lar03342_ch04_100-125.indd Page 104 3/4/10 1:39:34 AM user-f499Lar03342_ch04_100-125.indd Page 104 3/4/10 1:39:34 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

Chapter 4 Defining the Project 105
The checklist on page 102–103 is generic. Different industries and companies
will develop unique checklists and templates to fit their needs and specific kinds
of projects. Many companies engaged in contracted work refer to scope statements
as statements of work (SOW). Other organizations use the term project charter.
However, the term project charter has emerged to have a special meaning in the
world of project management. A project charter refers to a document that autho-
rizes the project manager to initiate and lead the project. This document is issued
by upper management and provides the project manager with written authority to
use organizational resources for project activities. Often the charter will include a
brief scope description as well as such items as risk limits, customer needs, spend-
ing limits, and even team composition.
Many projects suffer from scope creep, which is the tendency for the project
scope to expand over time—usually by changing requirements, specifications, and
priorities. Scope creep can be reduced by carefully writing your scope statement.
A scope statement that is too broad is an invitation for scope creep. Scope creep
can have a positive or negative effect on the project, but in most cases scope creep
means added costs and possible project delays. Changes in requirements, specifi-
cations, and priorities frequently result in cost overruns and delays. Examples are
abundant—Denver airport baggage handling system; Boston’s new freeway system
(“The Big Dig”); China’s fast train in Shanghai; and the list goes on. On software
development projects, scope creep is manifested in bloated products in which
added functionality undermines ease of use.
PROJECT OBJECTIVE
To construct a high-quality, custom home within
five months at cost not to exceed $350,000.
DELIVERABLES
• A 2,200-square-foot, 2½-bath, 3-bedroom, finished home.
• A finished garage, insulated and sheetrocked.
• Kitchen appliances to include range, oven, microwave, and
dishwasher.
• High-efficiency gas furnace with programmable thermostat.
MILESTONES
1. Permits approved—March 5
2. Foundation poured—March 14
3. Drywall in. Framing, sheathing, plumbing, electrical, and
mechanical inspections passed—May 25
4. Final inspection—June 7
TECHNICAL REQUIREMENTS
1. Home must meet local building codes.
2. All windows and doors must pass NFRC class 40 energy
ratings.
S N A P S H O T F R O M P R A C T I C E Scope Statement
3. Exterior wall insulation must meet an “R” factor of 21.
4. Ceiling insulation must meet an “R” factor of 38.
5. Floor insulation must meet an “R” factor of 25.
6. Garage will accommodate two large-size cars and one
20-foot Winnebago.
7. Structure must pass seismic stability codes.
LIMITS AND EXCLUSIONS
1. The home will be built to the specifications and design of
the original blueprints provided by the customer.
2. Owner responsible for landscaping.
3. Refrigerator is not included among kitchen appliances.
4. Air conditioning is not included but prewiring is included.
5. Contractor reserves the right to contract out services.
6. Contractor responsible for subcontracted work.
7. Site work limited to Monday through Friday, 8:00 A.M. to
6:00 P.M.
CUSTOMER REVIEW
John and Joan Smith
Lar03342_ch04_100-125.indd Page 105 1/9/10 7:56:37 PM user-f498Lar03342_ch04_100-125.indd Page 105 1/9/10 7:56:37 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

106 Chapter 4 Defining the Project
If the project scope needs to change, it is critical to have a sound change control
process in place that records the change and keeps a log of all project changes.
The log identifies the change, impact, and those responsible for accepting or re-
jecting a proposed change.
Change control is one of the topics of Chapter 7. Project managers in the field
constantly suggest that dealing with changing requirements is one of their most
perplexing problems.
FIGURE 4.1
Project Management
Trade-offs
Quality
Cost Time
Scope
Step 2: Establishing Project Priorities
Quality and the ultimate success of a project are traditionally defined as meeting
and/or exceeding the expectations of the customer and/or upper management in
terms of cost (budget), time (schedule), and performance (scope) of the project
(see Figure 4.1). The interrelationship among these criteria varies. For example,
sometimes it is necessary to compromise the performance and scope of the project
to get the project done quickly or less expensively. Often the longer a project takes,
the more expensive it becomes. However, a positive correlation between cost and
schedule may not always be true. Other times project costs can be reduced by us-
ing cheaper, less efficient labor or equipment that extends the duration of the proj-
ect. Likewise, as will be seen in Chapter 9, project managers are often forced to
expedite or “crash” certain key activities by adding additional labor, thereby rais-
ing the original cost of the project.
One of the primary jobs of a project manager is to manage the trade-offs
among time, cost, and performance. To do so, project managers must define and
understand the nature of the priorities of the project. They need to have a candid
discussion with the project customer and upper management to establish the rela-
tive importance of each criterion. For example, what happens when the customer
keeps adding requirements? Or if, midway through the project, a trade-off must be
made between cost and expediting, which criterion has priority?
One technique found in practice that is useful for this purpose is completing a
priority matrix for the project to identify which criterion is constrained, which
should be enhanced, and which can be accepted:
Constrain. The original parameter is fixed. The project must meet the comple-
tion date, specifications and scope of the project, or budget.
Enhance. Given the scope of the project, which criterion should be optimized? In
the case of time and cost, this usually means taking advantage of opportunities
to either reduce costs or shorten the schedule. Conversely, with regard to perfor-
mance, enhancing means adding value to the project.
Lar03342_ch04_100-125.indd Page 106 1/9/10 7:56:38 PM user-f498Lar03342_ch04_100-125.indd Page 106 1/9/10 7:56:38 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Chapter 4 Defining the Project 107
Accept. For which criterion is it tolerable not to meet the original parameters?
When trade-offs have to be made, is it permissible for the schedule to slip, to
reduce the scope and performance of the project, or to go over budget?
Figure 4.2 displays the priority matrix for the development of a new wireless modem.
Because time to market is important to sales, the project manager is instructed to
take advantage of every opportunity to reduce completion time. In doing so, go-
ing over budget is acceptable though not desirable. At the same time, the original
performance specifications for the modem as well as reliability standards cannot
be compromised.
Priorities vary from project to project. For example, for many software projects
time to market is critical, and companies like Microsoft may defer original scope
requirements to later versions in order to get to the market first. Alternatively, for
special event projects (conferences, parades, tournaments) time is constrained once
the date has been announced, and if the budget is tight, the project manager will
compromise the scope of the project in order to complete the project on time.
Some would argue that all three criteria are always constrained and that good
project managers should seek to optimize each criterion. If everything goes well
on a project and no major problems or setbacks are encountered, their argument
may be valid. However, this situation is rare, and project managers are often forced
to make tough decisions that benefit one criterion while compromising the other
two. The purpose of this exercise is to define and agree on what the priorities and
constraints of the project are so that when “push comes to shove,” the right deci-
sions can be made.
There are likely to be natural limits to the extent managers can constrain, opti-
mize, or accept any one criterion. It may be acceptable for the project to slip one
month behind schedule but no further or to exceed the planned budget by as much
as $20,000. Likewise, it may be desirable to finish a project a month early, but after
that cost conservation should be the primary goal. Some project managers docu-
ment these limits as part of creating the priority matrix.
In summary, developing a decision priority matrix for a project before the proj-
ect begins is a useful exercise. It provides a forum for clearly establishing priorities
with customers and top management so as to create shared expectations and avoid
misunderstandings. The priority information is essential to the planning process,
where adjustments can be made in the scope, schedule, and budget allocation.
Constrain
Enhance
Accept
Time Performance Cost
FIGURE 4.2
Project Priority
Matrix
Lar03342_ch04_100-125.indd Page 107 1/9/10 7:56:38 PM user-f498Lar03342_ch04_100-125.indd Page 107 1/9/10 7:56:38 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

108 Chapter 4 Defining the Project
Finally, the matrix is useful midway in the project for approaching a problem that
must be solved.
One caveat must be mentioned; during the course of a project, priorities may
change. The customer may suddenly need the project completed one month
sooner, or new directives from top management may emphasize cost saving initia-
tives. The project manager needs to be vigilant in order to anticipate and confirm
changes in priorities and make appropriate adjustments.
Step 3: Creating the Work Breakdown Structure
Major Groupings Found in a WBS
Once the scope and deliverables have been identified, the work of the project can
be successively subdivided into smaller and smaller work elements. The outcome
of this hierarchical process is called the work breakdown structure (WBS). The
WBS is a map of the project. Use of WBS helps to assure project managers that
all products and work elements are identified, to integrate the project with the cur-
rent organization, and to establish a basis for control. Basically, the WBS is an
outline of the project with different levels of detail.
Figure 4.3 shows the major groupings commonly used in the field to develop
a hierarchical WBS. The WBS begins with the project as the final deliverable.
Cost account*
Work package
Subdeliverable
Deliverable
Lowest subdeliverable
Level Hierarchical breakdown Description
Complete project
Major deliverables
Supporting deliverables
Lowest management
responsibility level
Grouping of work
packages for
monitoring progress
and responsibility
Identifiable work
activities
1
2
3
4
5
Project
FIGURE 4.3
Hierarchical
Breakdown
of the WBS
* This breakdown groups work packages by type of work within a deliverable and allows
assignment of responsibility to an organizational unit. This extra step facilitates a system
for monitoring project progress (discussed in Chapter 13).
Lar03342_ch04_100-125.indd Page 108 1/13/10 3:33:46 PM user-f498Lar03342_ch04_100-125.indd Page 108 1/13/10 3:33:46 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/13:01:10/MHBR165:Larsan:208

Chapter 4 Defining the Project 109
Major project work deliverables/systems are identified first; then the subdeliverables
necessary to accomplish the larger deliverables are defined. The process is repeated
until the subdeliverable detail is small enough to be manageable and where one
person can be responsible. This subdeliverable is further divided into work pack-
ages. Because the lowest subdeliverable usually includes several work packages,
the work packages are grouped by type of work—for example, hardware, pro-
gramming, testing. These groupings within a subdeliverable are called cost ac-
counts. This grouping facilitates a system for monitoring project progress by work,
cost, and responsibility.
How WBS Helps the Project Manager
The WBS defines all the elements of the project in a hierarchical framework and
establishes their relationships to the project end item(s). Think of the project as a
large work package that is successively broken down into smaller work packages;
the total project is the summation of all the smaller work packages. This hierar-
chical structure facilitates evaluation of cost, time, and technical performance at
all levels in the organization over the life of the project. The WBS also provides
management with information appropriate to each level. For example, top man-
agement deals primarily with major deliverables, while first-line supervisors deal
with smaller subdeliverables and work packages.
Each item in the WBS needs a time and cost estimate. With this information it
is possible to plan, schedule, and budget your project. The WBS also serves as a
framework for tracking cost and work performance.
As the WBS is developed, organizational units and individuals are assigned
responsibility for executing work packages. This integrates the work and the orga-
nization. In practice, this process is sometimes called the organization breakdown
structure (OBS), which will be further discussed later in the chapter.
Use of the WBS provides the opportunity to “roll up” (sum) the budget and ac-
tual costs of the smaller work packages into larger work elements so that perfor-
mance can be measured by organizational units and work accomplishment.
The WBS can also be used to define communication channels and assist in un-
derstanding and coordinating many parts of the project. The structure shows the
work and organizational units responsible and suggests where written communi-
cation should be directed. Problems can be quickly addressed and coordinated
because the structure integrates work and responsibility.
WBS Development
Figure 4.4 on page 112 shows a simplified WBS for development of a new per-
sonal computer project. At the top of the chart (level 1) is the project end item—
a deliverable product or service. Note how the levels of the structure can
represent information for different levels of management. For example, level 1
information represents the total project objective and is useful to top manage-
ment; levels 2, 3, and 4 are suitable for middle management; and level 5 is for
first-line managers.
Level 2 shows a partial list of deliverables necessary to develop the personal
computer. One deliverable is the disk storage unit (shaded), which is made up of
three subdeliverables—external USB, optical, and hard disks. Finally, the hard
disk requires four subdeliverables—motor, circuit board, chassis frame, and
read/write head. These subdeliverables represent the lowest manageable elements
Lar03342_ch04_100-125.indd Page 109 1/9/10 7:56:39 PM user-f498Lar03342_ch04_100-125.indd Page 109 1/9/10 7:56:39 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

110 Chapter 4 Defining the Project
S N A P S H O T F R O M P R A C T I C E London 2012 Olympic Games
On July 27, 2012, the London Olympic Games
will start. Olympic Delivery Authority (ODA),
the Olympics’ project client, makes it clear:
“Not starting on that day is not an option. The
deadline is 100 percent fixed!” This is the mandate for both the
general contractors and the information services (IS) teams.
Each must meet the schedule while contributing to the overall
objectives of the Olympic team.
2012 Olympic Project Team Objectives:
• To stage the 2012 Olympic and Paralympic games:
27 July–12 August, 2012;
• To deliver an Olympic park and related venues;
• To maximize economic, social, health, and environmental
benefits for London and for the UK;
• To provide sustained improvement in UK sports pre and
post games;
of the project. Each subdeliverable requires work packages that will be com-
pleted by an assigned organizational unit. Each deliverable will be successively
divided in this manner. It is not necessary to divide all elements of the WBS to
the same level.
The lowest level of the WBS is called a work package. Work packages are short-
duration tasks that have a definite start and stop point, consume resources, and
represent cost. Each work package is a control point. A work package manager is
© PA Photos/Landov
Lar03342_ch04_100-125.indd Page 110 3/4/10 1:39:43 AM user-f499Lar03342_ch04_100-125.indd Page 110 3/4/10 1:39:43 AM user-f499 /Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/March-2010/03:03:10/MHBR165:Larsen:208

Chapter 4 Defining the Project 111
• To ensure the venues are used for something useful post
games.
Below is the initial timeline for the 2012 Olympic event:
2006: Set foundations
2007: Strategic planning
2008: Review all past Olympics
2010: Operational planning
2011: Test events
2012: Operational readiness
2013: Close down
Source: ComputerWeekly.com
Physical facilities and information services are two of the
major areas that need massive coordination and represent a
sizable part of the total budget.
London 2012 will be the sixth Olympic Games that Atos
Origin will design, build and operate the IS infrastructure.
Michele Hyron, their chief integrator responsible for the
event’s information systems, will be overseeing one of the
biggest information technology projects ever. She is a sea-
soned Olympics project manager who has served as IS op-
erations manager in previous Olympic Games in Athens and
Beijing. By examining the processes and lessons learned in
the earlier games, she hopes past mistakes can be avoided.
For example, from the Beijing games four lessons learned
were better training of support staff, freezing design four
months before games, isolating IT from the Internet, and bet-
ter planning.
Hyron carries over about 40 to 50 percent of systems
planning from one Olympics to the next, and then adjusts to
local conditions. Hyron has designed and is building fully re-
dundant systems for 2012 that will be used for two years of
testing of over 1,000 scenarios to study how the systems and
technical personnel respond. Test scenarios might include a
security breach, a fire in a living facility, staff contracting
food poisoning, and events delayed.
Physical facilities and logistics are equally as impor-
tant as IS infrastructure. The Olympic Delivery Authority
(ODA) selected EDAW Consortium to design a master plan
for the Olympic Park’s infrastructure, including utilities,
waterways, landscape, platforms for the site, roads, and
bridges.
A 500-acre Olympic Park in Stratford, east London, will
be the epicenter of the Games. The Olympic Stadium will
house the 80,000-seat coliseum as well as the aquatics
center that has two pools and a diving pool. A Channel
Tunnel Rail Link (CTRL) will carry a high-speed shuttle
service between central London and the Olympic Park in
just seven minutes. This link will also connect with ser-
vice to continental Europe. Transportation to the Olympics
will be supported with improved underground services.
Planners expect to have a train arriving at the Olympic
Park every 15 seconds. There will be 20 km of new roads
and more than 30 new bridges to connect the Olympic
Park with nearby communities. Prime Minister Gordon
Brown estimates that nearly 30,000 workers will build the
Olympic Park and Olympic Village.
From the outset, cost estimating has been a challenge.
When London announced its bid for the 2012 Games, the esti-
mated cost for the games was £4 billion. By 2007 the estimated
costs climbed to £9.325 billion. In mid-2009, 500 industry
professionals estimate the costs will rise to £11.6 billion.
Some estimates have run as high as £12.6 billion.
The National Audit Office study identified two major prob-
lems with the Olympic Games project: no one single indivi dual
is in charge and there is no proper budget. In addition, the
committee offered the following suggestions: (a) clarify key
deliverables and expected costs, (b) establish a baseline for
budget control, and (c) manage both contingency and project
funds more rigorously.
The Olympics Games are often called “the greatest show
on earth.” For the project managers of the 2012 Olympics,
there are many challenges and opportunities to be ad-
dressed before the Games are over.
responsible for seeing that the package is completed on time, within budget, and
according to technical specifications. Practice suggests a work package should not
exceed 10 workdays or one reporting period. If a work package has a duration ex-
ceeding 10 days, check or monitoring points should be established within the du-
ration, say, every three to five days, so progress and problems can be identified
before too much time has passed. Each work package of the WBS should be as
independent of other packages of the project as possible. No work package is
described in more than one subdeliverable of the WBS.
Lar03342_ch04_100-125.indd Page 111 1/27/10 9:36:01 AM f-500Lar03342_ch04_100-125.indd Page 111 1/27/10 9:36:01 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

112 Chapter 4 Defining the Project
There is an important difference from start to finish between the last work
breakdown subdeliverable and a work package. Typically, a work breakdown
subdeliverable includes the outcomes of more than one work package from
perhaps two or three departments. Therefore, the subdeliverable does not have a
duration of its own and does not consume resources or cost money directly.
(In a sense, of course, a duration for a particular work breakdown element
can be derived from identifying which work package must start first [earliest]
and which package will be the latest to finish; the difference from start to
finish becomes the duration for the subdeliverable.) The higher elements are
used to identify deliverables at different phases in the project and to develop
status reports during the execution stage of the project life cycle. Thus, the
work package is the basic unit used for planning, scheduling, and controlling
the project.
To review, each work package in the WBS
1. Defines work (what).
2. Identifies time to complete a work package (how long).
3. Identifies a time-phased budget to complete a work package (cost).
4. Identifies resources needed to complete a work package (how much).
Personal computer
prototype
Vendor,
software,
applications
Level
1
2
3
4
5
Mouse,
keyboard,
voice
~ ~
Disk
storage
units
Microprocessor
unit
External
USB
Motor
WP-1 M
Circuit
board
Chassis
frame
Read/write
head
WP-1 CB
WP-2 CB
WP-3 CB
WP-4 CB
WP-5 CB
WP-6 CB
WP-7 CB
WP-1 CF
WP-2 CF
WP-3 CF
WP-1 RWH
WP-2 RWH
WP-3 RWH
WP-4 RWH
WP-5 RWH
Optical
~ ~
Hard
Utilities
More
items
FileI/ORAM
~~~~~
Work packages
Lowest manageable
subdeliverables
ROM
BIOS (basic
input/output
system)
Internal
memory
unit
FIGURE 4.4 Work Breakdown Structure
Lar03342_ch04_100-125.indd Page 112 1/12/10 8:01:21 PM userLar03342_ch04_100-125.indd Page 112 1/12/10 8:01:21 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 4 Defining the Project 113
5. Identifies a single person responsible for units of work (who).
6. Identifies monitoring points for measuring progress (how well).
Creating a WBS from scratch can be a daunting task. Project managers should
take advantage of relevant examples from previous projects to begin the
process.
WBSs are products of group efforts. If the project is small, the entire project
team may be involved breaking down the project into its components. For large,
complex projects, the people responsible for the major deliverables are likely to
meet to establish the first two levels of deliverables. In turn, further detail would
be delegated to the people responsible for the specific work. Collectively this infor-
mation would be gathered and integrated into a formal WBS by a project support
person. The final version would be reviewed by the inner echelon of the project
team. Relevant stakeholders (most notably customers) would be consulted to con-
firm agreement and revise when appropriate.
Project teams developing their first WBS frequently forget that the structure
should be end-item, output oriented. First attempts often result in a WBS that
follows the organization structure—design, marketing, production, finance. If a
WBS follows the organization structure, the focus will be on the organization
function and processes rather than the project output or deliverables. In addition,
a WBS with a process focus will become an accounting tool that records costs by
function rather than a tool for “output” management. Every effort should be
made to develop a WBS that is output oriented in order to concentrate on con-
crete deliverables. See Snapshot from Practice: Creating a WBS for more advice
on creating a WBS. This process is discussed next.
Step 4: Integrating the WBS with the Organization
The WBS is used to link the organizational units responsible for performing the
work. In practice, the outcome of this process is the organization breakdown struc-
ture (OBS). The OBS depicts how the firm has organized to discharge work re-
sponsibility. The purposes of the OBS are to provide a framework to summarize
organization unit work performance, identify organization units responsible for
work packages, and tie the organizational unit to cost control accounts. Recall, cost
accounts group similar work packages (usually under the purview of a department).
The OBS defines the organization subdeliverables in a hierarchical pattern in succes-
sively smaller and smaller units. Frequently, the traditional organization structure
can be used. Even if the project is completely performed by a team, it is necessary to
break down the team structure for assigning responsibility for budgets, time, and
technical performance.
As in the WBS, the OBS assigns the lowest organizational unit the responsibil-
ity for work packages within a cost account. Herein lies one major strength of us-
ing WBS and OBS; they can be integrated as shown in Figure 4.5. The intersection
of work packages and the organizational unit creates a project control point (cost
account) that integrates work and responsibility. The intersection of the WBS and
OBS represents the set of work packages necessary to complete the subdeliverable
located immediately above and the organizational unit on the left responsible for
accomplishing the packages at the intersection. Later we will use the intersection
as a cost account for management control of projects. For example, the circuit
Lar03342_ch04_100-125.indd Page 113 1/9/10 7:56:41 PM user-f498Lar03342_ch04_100-125.indd Page 113 1/9/10 7:56:41 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

114 Chapter 4 Defining the Project
board element requires completion of work packages whose primary responsibil-
ity will include the design, production, test, and software departments. Control
can be checked from two directions—outcomes and responsibility. In the execu-
tion phase of the project, progress can be tracked vertically on deliverables (client’s
interest) and tracked horizontally by organization responsibility (management’s
interest).
Step 5: Coding the WBS for the Information System
Gaining the maximum usefulness of a breakdown structure depends on a
coding system. The codes are used to define levels and elements in the WBS,
organization elements, work packages, and budget and cost information. The
codes allow reports to be consolidated at any level in the structure. The most
commonly used scheme in practice is numeric indention. An example for the
Figure 4.4 represents the classic WBS in
which the project is broken down to the low-
est manageable deliverable and subsequent
work packages. Many situations do not re-
quire this level of detail. This begs the questions of how far you
should break down the work.
There is no set answer to this question. However, here are
some tips given by project managers:
Break down the work until you can do an estimate that is
accurate enough for your purposes. If you are doing a ball-
park estimate to see if the project is worthy of serious consid-
eration, you probably do not need to break it down beyond
major deliverables. On the other hand, if you are pricing a proj-
ect to submit a competitive bid, then you are likely to go down
to the work package level.
The WBS should conform to how you are going to sched-
ule work. For example, if assignments are made in terms of
days, then tasks should be limited as best as possible to one
day or more to complete. Conversely, if hours are the smallest
unit for scheduling, then work can be broken down to one-
hour increments.
Final activities should have clearly defined start/end
events. Avoid open-ended tasks like “research” or “market
analysis.” Take it down to the next level in which deliverables/
outcomes are more clearly defined. Instead of ending with
market analysis include items such as identify market share,
list user requirements, or write a problem statement.
If accountability and control are important, then break
the work down so that one individual is clearly responsible
S N A P S H O T F R O M P R A C T I C E Creating a WBS
for the work. For example, instead of stopping at product de-
sign, take it to the next level and identify specific compo-
nents of the design (i.e., electrical schematics, power
source, etc.) that different individuals will be responsible for
creating.
The bottom line is that the WBS should provide the level of
detail needed to manage the specific project successfully.
Lar03342_ch04_100-125.indd Page 114 1/9/10 7:56:41 PM user-f498Lar03342_ch04_100-125.indd Page 114 1/9/10 7:56:41 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Personal computer
prototype
Vendor,
software,
applications
Level
1
2
3
4
5
Mouse,
keyboard,
voice
~ ~
Disk
storage
units
Microprocessor
unit
External
USB
Design
Manufacturing
Organization
Production
Test
Purchasing
Software
Motor Circuit
board
Chassis
frame
Read/write
head
Cost
account 1.1.3.4.1
Work packages
WP1.1.3.4.2.1
WP1.1.3.4.2.2
WP1.1.3.4.2.3
Budget by
period
Time
Optical
~ ~
Hard
Utilities
More
items1.2 1.3 1.1 1.4
1.0
1.1.1 1.1.2 1.1.3
1.4.1
1.4.1.1
1.1.3.1 1.1.3.2 1.1.3.3 1.1.3.4
1.4.1.2 1.4.2.1 1.4.2.2 1.4.2.3
1.4.2
FileI/ORAM
~~~~~
Lowest manageable
subdeliverables
Cost
account
Cost
account
Cost
account
Cost
account
Cost
account
Cost
account
Cost account
number
ROM
BIOS (basic
input/output
system)
Internal
memory
unit
FIGURE 4.5 Integration of WBS and OBS
115
Lar03342_ch04_100-125.indd P
age 115 1/12/10 8:01:26 P
M
user
Lar03342_ch04_100-125.indd P
age 115 1/12/10 8:01:26 P
M
user
/U
sers/user/D
esktop/T
em
p W
ork/D
on’t D
elete Job/M
H
B
R
166:S
P
ILK
E
R
:203
/U
sers/user/D
esktop/T
em
p W
ork/D
on’t D
elete Job/M
H
B
R
166:S
P
ILK
E
R
:203

116 Chapter 4 Defining the Project
new computer project and the “Disk storage units” in Figure 4.5 is presented
here:
1.0 Computer project
1.1 Disk storage units
1.1.1 External USB
1.1.2 Optical
1.1.3 Hard
1.1.3.1 Motor
1.1.3.1.1 Sourcing work package
?
?
1.1.3.4 Read/write head
1.1.3.4.1 Cost account
1.1.3.4.2 Cost account
1.1.3.4.2.1 WP
1.1.3.4.2.2 WP
1.1.3.4.2.3 WP
1.1.3.4.3 Cost account
?
?
?
etc.
Note the project identification is 1.0. Each successive indention represents a lower
element or work package. Ultimately the numeric scheme reaches down to the
work package level, and all tasks and elements in the structure have an identifica-
tion code. The “cost account” is the focal point because all budgets, work assign-
ments, time, cost, and technical performance come together at this point.
This coding system can be extended to cover large projects. Additional schemes
can be added for special reports. For example, adding a “23” after the code could
indicate a site location, an elevation, or a special account such as labor. Some letters
can be used as special identifiers such as “M” for materials or “E” for engineers. You
are not limited to only 10 subdivisions (0–9); you can extend each subdivision to
large numbers—for example, .1–.99 or .1– .9999. If the project is small, you can use
whole numbers. The following example is from a large, complex project:
3R2237A2P2233.6
where 3R identifies the facility, 237A represents elevation and the area, P2 represents
pipe two inches wide, and 33.6 represents the work package number. In practice most
organizations are creative in combining letters and numbers to minimize the length
of WBS codes.
Responsibility Matrices
In many cases, the size and scope of the project do not warrant an elaborate
WBS or OBS. One tool that is widely used by project managers and task force
leaders of small projects is the responsibility matrix (RM). The RM (sometimes
Lar03342_ch04_100-125.indd Page 116 1/9/10 7:56:41 PM user-f498Lar03342_ch04_100-125.indd Page 116 1/9/10 7:56:41 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Chapter 4 Defining the Project 117
called a linear responsibility chart) summarizes the tasks to be accomplished
and who is responsible for what on a project. In its simplest form an RM con-
sists of a chart listing all the project activities and the participants responsible
for each activity. For example, Figure 4.6 illustrates an RM for a market re-
search study. In this matrix the R is used to identify the committee member who
is responsible for coordinating the efforts of other team members assigned to
the task and making sure that the task is completed. The S is used to identify
members of the five-person team who will support and/or assist the individual
responsible. Simple RMs like this one are useful not only for organizing and as-
signing responsibilities for small projects but also for subprojects of large, more
complex projects.
More complex RMs not only identify individual responsibilities but also clarify
critical interfaces between units and individuals that require coordination. For ex-
ample, Figure 4.7 is an RM for a larger, more complex project to develop a new
piece of automated equipment. Notice that within each cell a numeric coding scheme
is used to define the nature of involvement on that specific task. Such an RM extends
the WBS/OBS and provides a clear and concise method for depicting responsibility,
authority, and communication channels.
Responsibility matrices provide a means for all participants in a project to view
their responsibilities and agree on their assignments. They also help clarify the ex-
tent or type of authority exercised by each participant in performing an activity in
which two or more parties have overlapping involvement. By using an RM and by
defining authority, responsibility, and communications within its framework, the
relationship between different organizational units and the work content of the
project is made clear.
Identify target customers
Develop draft questionnaire
Pilot-test questionnaire
Finalize questionnaire
Print questionnaire
Prepare mailing labels
Mail questionnaires
Receive and monitor returned questionnaires
Input response data
Analyze results
Prepare draft of report
Prepare final report
Task Richard
R
R
R
S
R
Dan
Project Team
R = Responsible
S = Supports/assists
S
S
R
S
R
R
Dave
S
S
R
S
S
S
Linda
S
S
S
R
S
S
Elizabeth
R
R
R
S
FIGURE 4.6 Responsibility Matrix for a Market Research Project
Lar03342_ch04_100-125.indd Page 117 1/9/10 7:56:41 PM user-f498Lar03342_ch04_100-125.indd Page 117 1/9/10 7:56:41 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Architectural designs
Hardware specifications
Kernel specifications
Utilities specifications
Hardware design
Disk drivers
Memory management
Operating system documentation
Prototypes
Integrated acceptance test
Deliverables Design
1
2
1
2
1
3
1
2
5
5
Development
Organization
1
2
3
4
5
Responsible
Support
Consult
Notification
Approval
2
1
3
1
1
3
2
2
Documentation
2
1
4
2
Assembly
3
1
Testing
2
3
3
3
1
Purchasing
2
3
3
Quality Assur.
3
3
3
5
Manufacturing
3
3
3
3
4
5
FIGURE 4.7 Responsibility Matrix for the Conveyor Belt Project
118

Chapter 4 Defining the Project 119
Project Communication Plan
Once the project deliverables and work are clearly identified, following up with an
internal communication plan is vital. Stories abound of poor communication as a
major contributor to project failure. Having a robust communications plan can go
a long way toward mitigating project problems and can ensure that customers,
team members, and other stakeholders have the information to do their jobs.
The communication plan is usually created by the project manager and/or the
project team in the early stage of project planning.
Communication is a key component in coordinating and tracking project
schedules, issues, and action items. The plan maps out the flow of information to
different stakeholders and becomes an integral part of the overall project plan.
The purpose of a project communication plan is to express what, who, how, and
when information will be transmitted to project stakeholders so schedules, issues,
and action items can be tracked.
Project communication plans address the following core questions:
• What information needs to be collected and when?
• Who will receive the information?
• What methods will be used to gather and store information?
• What are the limits, if any, on who has access to certain kinds of information?
• When will the information be communicated?
• How will it be communicated?
Developing a communication plan that answers these questions usually entails the
following basic steps:
1. Stakeholder analysis. Identify the target groups. Typical groups could be the
customer, sponsor, project team, project office, or anyone who needs project
information to make decisions and/or contribute to project progress.
2. Information needs. What information is pertinent to stakeholders who con-
tribute to the project’s progress? For example, top management needs to know
how the project is progressing, whether it is encountering critical problems,
and the extent to which project goals are being realized. This information is
required so that they can make strategic decisions and manage the portfolio
of projects. Project team members need to see schedules, task lists, specifica-
tions, and the like, so they know what needs to be done next. External groups
need to know any changes in the schedule and performance requirements of
the components they are providing. Frequent information needs found in
communication plans are:
Project status reports Deliverable issues
Changes in scope Team status meetings
Gating decisions Accepted request changes
Action items Milestone reports
3. Sources of information. When the information needs are identified, the next
step is to determine the sources of information. That is, where does the infor-
mation reside? How will it be collected? For example, information relating to
the milestone report, team meetings, and project status meetings would be
found in the minutes and reports of various groups.
Lar03342_ch04_100-125.indd Page 119 1/9/10 7:56:42 PM user-f498Lar03342_ch04_100-125.indd Page 119 1/9/10 7:56:42 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

120 Chapter 4 Defining the Project
4. Dissemination modes. In today’s world, traditional status report meetings are
being supplemented by e-mail, teleconferencing, Lotus Notes, SharePoint, and
a variety of database sharing programs to circulate information. In particular,
many companies are using the Web to create a “virtual project office” to store
project information. Project management software feeds information directly
to the Web site so that different people have immediate access to relevant proj-
ect information. In some cases, appropriate information is routed automatically
to key stakeholders. Backup paper hardcopy to specific stakeholders is still crit-
ical for many project changes and action items.
5. Responsibility and timing. Determine who will send out the information. For
example, a common practice is to have secretaries of meetings forward the min-
utes or specific information to the appropriate stakeholders. In some cases the
responsibility lies with the project manager or project office. Timing and fre-
quency of distribution appropriate to the information need to be established.
The advantage of establishing a communication plan is that instead of respond-
ing to information requests, you are controlling the flow of information. This re-
duces confusion and unnecessary interruptions, and it can provide project managers
greater autonomy. Why? By reporting on a regular basis how things are going and
what is happening, you allow senior management to feel more comfortable about
letting the team complete the project without interference. See Figure 4.8 for a
sample Shale Oil Research Project Communication Plan.
What
Information
Milestone report
Project status
reports &
agendas
Team status
reports
Issues report
Escalation
reports
Outsourcing
performance
Accepted
change requests
Oversight gate
decisions
Senior management and
project manager
Senior management and
project manager
Bimonthly
Weekly
E-mail and
hardcopy
Project office
Project manager
Team recorder
Team recorder
Project manager
Project manager
Design
department
Oversight group
or
project office
E-mail and
hardcopy
E-mail and
hardcopy
E-mail meeting
report
E-mail
E-mail
Meeting and
hardcopy
Meeting
Weekly
Weekly
When
needed
Bimonthly
Anytime
As required
Project office, senior
mgmt., customer, staff,
and project mgr.
Staff and customer
Staff and customer
Staff and customer
Project manager and
project office
Staff and customer
Target
Audience
When?
Method of
Communication
Provider
FIGURE 4.8 Shale Oil Research Project Communication Plan
Lar03342_ch04_100-125.indd Page 120 1/9/10 7:56:42 PM user-f498Lar03342_ch04_100-125.indd Page 120 1/9/10 7:56:42 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/9:01:10/MHBR165:Larsan:208

Chapter 4 Defining the Project 121
The importance of establishing up-front a plan for communicating important
project information cannot be overstated. Many of the problems that plague a proj-
ect can be traced back to insufficient time devoted to establishing a well-grounded
internal communication plan.
Summary 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 al-
lows 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 devia-
tions 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 disci-
pline. 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 communication plan for co-
ordinating and tracking project progress will help keep important stakeholders
informed and avoid some potential problems.
Key Terms Cost account, 113
Milestone, 103
Organization
breakdown
structure (OBS), 113
Priority matrix, 106
Project charter, 105
Responsibility
matrix, 116
Scope creep, 105
Scope statement, 105
Work breakdown
structure (WBS), 108
Work package, 110
Review
Questions
1. What are the six elements of a typical scope statement?
2. What questions does a project objective answer? What would be an example of
a good project objective?
3. What does it mean if the priorities of a project include: Time-constrain, Scope-
accept, and Cost-enhance?
4. What kinds of information are included in a work package?
5. When would it be appropriate to create a responsibility matrix rather than a
full-blown WBS?
6. How does a communication plan benefit management of projects?
Lar03342_ch04_100-125.indd Page 121 1/27/10 9:36:08 AM f-500Lar03342_ch04_100-125.indd Page 121 1/27/10 9:36:08 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

1. You are in charge of organizing a dinner-dance concert for a local charity. You
have reserved a hall that will seat 30 couples and have hired a jazz combo.
a. Develop a scope statement for this project that contains examples of all the
elements. Assume that the event will occur in 4 weeks and provide your best
guess estimate of the dates for milestones.
b. What would the priorities likely be for this project?
2. In small groups, identify real life examples of a project that would fit each of
the following priority scenarios:
a. Time-constrain, Scope-enhance, Cost-accept
b. Time-accept, Scope-constrain, Cost-accept
c. Time-constrain, Scope-accept, Cost-enhance
3. Develop a WBS for a project in which you are going to build a bicycle. Try to
identify all of the major components and provide three levels of detail.
4. You are the father or mother of a family of four (kids ages 13 and 15) planning
a weekend camping trip. Develop a responsibility matrix for the work that
needs to be done prior to starting your trip.
5. Develop a WBS for a local stage play. Be sure to identify the deliverables and
organizational units (people) responsible. How would you code your system?
Give an example of the work packages in one of your cost accounts. Develop a
corresponding OBS which identifies who is responsible for what.
6. Use an example of a project you are familiar with or are interested in. Identify the
deliverables and organizational units (people) responsible. How would you code
your system? Give an example of the work packages in one of your cost accounts.
7. Develop a communication plan for an airport security project. The project en-
tails installing the hardware and software system that (1) scans a passenger’s
eyes, (2) fingerprints the passenger, and (3) transmits the information to a central
location for evaluation.
8. Go to an Internet search engine (e.g., Google) and type in “project communica-
tion plan.” Check three or four that have “.gov” as their source. How are they
similar or dissimilar? What would be your conclusion concerning the importance
of an internal communication plan?
9. Your roommate is about to submit a scope statement for a spring concert spon-
sored by the entertainment council at Western Evergreen State University
(WESU). WESU is a residential university with over 22,000 students. This will
be the first time in six years since WESU sponsored a spring concert. The en-
tertainment council has budgeted $40,000 for the project. The event is to occur
on June 5th. Since your roommate knows you are taking a class on project
management she has asked you to review her scope statement and make sug-
gestions for improvement. She considers the concert a resume-building experi-
ence and wants to be as professional as possible. Below is a draft of her scope
statement. What suggestions would you make and why?
122 Chapter 4 Defining the Project
Exercises
WESU Spring Music Concert
Project Objective
To organize and deliver a 6-hour music concert
Deliverables
• Concert security
• Contact local newspapers and radio stations
Lar03342_ch04_100-125.indd Page 122 1/27/10 9:36:22 AM f-500Lar03342_ch04_100-125.indd Page 122 1/27/10 9:36:22 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 4 Defining the Project 123
• Separate beer garden
• Six h ours of musical entertainment
• Design a commemorative concert t-shirt
• Local sponsors
• Food venues
• Event insurance
• Safe environment
Milestones
1. Secure all permissions and approvals
2. Sign big-name artist
3. Contact secondary artists
4. Secure vendor contracts
5. Advertising campaign
6. Plan set-up
7. Concert
8. Clean-up
Technical Requirements
1. Professional sound stage and system
2. At least five performing acts
3. Restroom facilities
4. Parking
5. Compliance with WESU and city requirements/ordinances
Limits and Exclusions
• Seating capacity for 8,000 students.
• Performers are responsible for travel arrangement to and from WESU.
• Performers must provide own liability insurance.
• Performers and security personnel will be provided lunch and dinner on the day of the concert.
• Vendors contribute 25 percent of sales to concert fund.
• Concert must be over at 12:15 A.M.
Customer Review: WESU
Ashley, D. B., et al., “Determinants of Construction Project Success,” Project
Management Journal, 18 (2) June 1987, p. 72.
Chilmeran, A. H., “Keeping Costs on Track,” PM Network, 19 (2) 2004, pp. 45–51.
Gobeli, D. H., and E. W. Larson, “Project Management Problems,” Engineering
Management Journal, 2, 1990, pp. 31–36.
Ingebretsen, M., “Taming the Beast,” PM Network, July 2003, pp. 30–35.
Katz, D. M., “Case Study: Beware ‘Scope Creep’ on ERP Projects,” CFO.com,
March 27, 2001.
Kerzner, H., Project Management: A Systems Approach to Planning, 8th ed.
(New York: Van Nostrand Reinhold, 2003).
Lewis, J. P., Project Planning, Scheduling and Controlling, 3rd ed. (Burr Ridge, IL:
McGraw-Hill, 2000).
Luby, R. E., D. Peel, and W. Swahl, “Component-Based Work Breakdown Struc-
ture,” Project Management Journal, 26 (2) December 1995, pp. 38–44.
Murch, R., Project Management: Best Practices for IT Professionals (Upper
Darby, NJ: Prentice Hall, 2001).
Pinto, J. K., and D. P. Slevin, “Critical Success Factors Across the Project Life
Cycle,” Project Management Journal, 19 (3) June 1988, p. 72.
References
Lar03342_ch04_100-125.indd Page 123 1/27/10 9:36:26 AM f-500Lar03342_ch04_100-125.indd Page 123 1/27/10 9:36:26 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Manchester United Soccer Club
Nicolette Larson was loading the dishwasher with her husband, Kevin, and tell-
ing him about the first meeting of the Manchester United Tournament Organiz-
ing Committee. Nicolette, a self-confessed “soccer mom,” had been elected
tournament director and was responsible for organizing the club’s first summer
tournament.
Manchester United Soccer Club (MUSC) located in Manchester, New Hampshire,
was formed in 1992 as a way of bringing recreational players to a higher level of
competition and preparing them for the State Olympic Development Program
and/or high school teams. The club currently has 24 boys and girls (ranging in age
from under 9 to 16) on teams affiliated with the Hampshire Soccer Association
and the Granite State Girls Soccer League. The club’s board of directors decided
in the fall to sponsor a summer invitational soccer tournament to generate rev-
enue. Given the boom in youth soccer, hosting summer tournaments has become
a popular method for raising funds. MUSC teams regularly compete in three to
four tournaments each summer at different locales in New England. These tour-
naments have been reported to generate between $50,000 and $70,000 for the
host club.
MUSC needs additional revenue to refurbish and expand the number of soccer
fields at the Rock Rimmon soccer complex. Funds would also be used to augment
the club’s scholarship program, which provides financial aid to players who can-
not afford the $450 annual club dues.
Nicolette gave her husband a blow-by-blow account of what transpired during
the first tournament committee meeting that night. She started the meeting by
having everyone introduce themselves and by proclaiming how excited she was
that the club was going to sponsor its own tournament. She then suggested that
the committee brainstorm what needed to be done to pull off the event; she would
record their ideas on a flipchart.
What emerged was a free-for-all of ideas and suggestions. One member imme-
diately stressed the importance of having qualified referees and spent several minutes
Case
Pitagorsky, G., “Realistic Project Planning Promotes Success,” Engineer’s Digest,
29 (1) 2001.
PMI Standards Committee, Guide to the Project Management Body of Knowledge
(Newton Square, PA: Project Management Institute, 2000).
Posner, B. Z., “What It Takes to Be a Good Project Manager,” Project Manage-
ment Journal, 18 (1) March 1987, p. 52.
Raz, T., and S. Globerson, “Effective Sizing and Content Definition of Work
Packages,” Project Management Journal, 29 (4) 1998, pp. 17–23.
Tate, K., and K. Hendrix, “Chartering IT Projects,” Proceedings, 30th Annual,
Project Management Institute (Philadelphia, PA. 1999), CD.
Zimmerman, E., “Preventing Scope Creep,” Manage, February 2000.
124 Chapter 4 Defining the Project
Lar03342_ch04_100-125.indd Page 124 1/27/10 1:05:15 PM f-500Lar03342_ch04_100-125.indd Page 124 1/27/10 1:05:15 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 4 Defining the Project 125
describing in detail how his son’s team was robbed in a poorly officiated champi-
onship game. This was followed by other stories of injustice on the soccer field.
Another member suggested that they needed to quickly contact the local colleges
to see if they could use their fields. The committee spent more than 30 minutes
talking about how they should screen teams and how much they should charge
as an entry fee. An argument broke out over whether they should reward the win-
ning teams in each age bracket with medals or trophies. Many members felt that
medals were too cheap, while others thought the trophies would be too expensive.
Someone suggested that they seek local corporate sponsors to help fund the tour-
nament. The proposed sale of tournament T-shirts and sweatshirts was followed
by a general critique of the different shirts parents had acquired at different tour-
naments. One member advocated that they recruit an artist he knew to develop a
unique silk-screen design for the tournament. The meeting adjourned 30 minutes
late with only half of the members remaining until the end. Nicolette drove home
with seven sheets of ideas and a headache.
As Kevin poured a glass of water for the two aspirin Nicolette was about to
take, he tried to comfort her by saying that organizing this tournament would be
a big project not unlike the projects he works on at his engineering and design
firm. He offered to sit down with her the next night and help her plan the project.
He suggested that the first thing they needed to do was to develop a WBS for the
project.
1. Make a list of the major deliverables for the project and use them to develop a
draft of the work breakdown structure for the tournament that contains at
least three levels of detail. What are the major deliverables associated with host-
ing an event such as a soccer tournament?
2. How would developing a WBS alleviate some of the problems that occurred
during the first meeting and help Nicolette organize and plan the project?
3. Where can Nicolette find additional information to help her develop a WBS for
the tournament?
4. How could Nicolette and her task force use the WBS to generate cost estimates
for the tournament? Why would this be useful information?
Lar03342_ch04_100-125.indd Page 125 1/27/10 1:05:23 PM f-500Lar03342_ch04_100-125.indd Page 125 1/27/10 1:05:23 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

C H A P T E R F I V E
Estimating Project Times and Costs
126
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4
Estimating Project Times and Costs
Factors Influencing the Quality of Estimates
Estimating Guidelines for Times, Costs, and Resources
Top-Down versus Bottom-Up Estimating
Methods for Estimating Project Times and Costs
Level of Detail
Types of Costs
Refining Estimates
Creating a Database for Estimating
Summary
Appendix 5.1: Learning Curves for Estimating
Lar03342_ch05_126-155.indd Page 126 1/12/10 9:14:10 AM user-f501Lar03342_ch05_126-155.indd Page 126 1/12/10 9:14:10 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Project estimation is indeed a yardstick for project cost control. And if the
yardstick is faulty, you start on the “wrong foot.” . . . we exhort you not to
underestimate the estimate.*
Given the urgency to start work on the project, managers sometimes minimize
or avoid the effort to follow through on estimating project time and cost. This
attitude is a huge mistake and costly. There are important reasons to make the
effort and incur the cost of estimating for your project. Exhibit 5.1 summarizes
some key reasons.
Estimating is the process of forecasting or approximating the time and cost of
completing project deliverables. Estimating processes are frequently classified as
top-down and bottom-up. Top-down estimates are usually done by senior man-
agement. Management will often derive estimates from analogy, group consensus,
or mathematical relationships. Bottom-up estimates are typically performed by
the people who are doing the work. Their estimates are based on estimates of
elements found in the work breakdown structure.
All project stakeholders prefer accurate cost and time estimates, but they also
understand the inherent uncertainty in all projects. Inaccurate estimates lead to
false expectations and consumer dissatisfaction. Accuracy is improved with greater
effort, but is it worth the time and cost—estimating costs money! Project estimat-
ing becomes a trade-off, balancing the benefits of better accuracy against the costs
for securing increased accuracy.
* O. P. Kharbanda and J. K. Pinto. What Made Gertie Gallop: Learning from Project Failures (New York: Von Nostrand Reinhold,
1996), p 73.
127
EXHIBIT 5.1
Why Estimating
Time and Cost Are
Important
• Estimates are needed to support good decisions.
• Estimates are needed to schedule work.
• Estimates are needed to determine how long the project should take and its cost.
• Estimates are needed to determine whether the project is worth doing.
• Estimates are needed to develop cash flow needs.
• Estimates are needed to determine how well the project is progressing.
• Estimates are needed to develop time-phased budgets and establish the project baseline.
Lar03342_ch05_126-155.indd Page 127 1/12/10 9:14:12 AM user-f501Lar03342_ch05_126-155.indd Page 127 1/12/10 9:14:12 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

128 Chapter 5 Estimating Project Times and Costs
Cost, time, and budget estimates are the lifeline for control; they serve as the
standard for comparison of actual and plan throughout the life of the project.
Project status reports depend on reliable estimates as the major input for measur-
ing variances and taking corrective action. Ideally, the project manager, and in
most cases the customer, would prefer to have a database of detailed schedule and
cost estimates for every work package in the project. Regrettably, such detailed
data gathering is not always possible or practical and other methods are used to
develop project estimates.
Factors Influencing the Quality of Estimates
A typical statement in the field is the desire to “have a 95 percent probability of
meeting time and cost estimates.” Past experience is a good starting point for devel-
oping time and cost estimates. But past experience estimates must almost always be
refined by other considerations to reach the 95 percent probability level. Factors
related to the uniqueness of the project will have a strong influence on the accu-
racy of estimates. Project, people, and external factors all need to be considered to
improve quality of estimates for project times and costs.
Planning Horizon
The quality of the estimate depends on the planning horizon; estimates of current
events are close to 100 percent accurate but are reduced for more distant events.
The accuracy of time and cost estimates should improve as you move from the
conceptual phase to the point where individual work packages are defined.
Project Duration
Time to implement new technology has a habit of expanding in an increasing,
nonlinear fashion. Sometimes poorly written scope specifications for new technol-
ogy result in errors in estimating times and costs. Long-duration projects increase
the uncertainty in estimates.
People
The people factor can also introduce errors in estimating times and cost. For
example, accuracy of estimates depends on the skills of the people making the
estimates. A close match of people skills to the task will influence productivity
and learning time. Similarly, whether members of the project team have worked
together before on similar projects will influence the time it takes to coalesce into
an effective team. Sometimes factors such as staff turnover can influence esti-
mates. It should be noted that adding new people to a project increases time spent
communicating. Typically, people have only five to six productive hours available
for each working day; the other hours are taken up with indirect work, such as
meetings, paperwork, answering e-mail.
Project Structure and Organization
Which project structure is chosen to manage the project will influence time and
cost estimates. One of the major advantages of a dedicated project team discussed
earlier is the speed gained from concentrated focus and localized project decisions.
This speed comes at an additional cost of tying up personnel full time. Conversely,
projects operating in a matrix environment may reduce costs by more efficiently
Lar03342_ch05_126-155.indd Page 128 1/12/10 9:14:13 AM user-f501Lar03342_ch05_126-155.indd Page 128 1/12/10 9:14:13 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 129
sharing personnel across projects but may take longer to complete since attention
is divided and coordination demands are higher.
Padding Estimates
In some cases people are inclined to pad estimates. For example, if you are asked
how long it takes you to drive to the airport, you might give an average time of
30 minutes, assuming a 50/50 chance of getting there in 30 minutes. If you are
asked the fastest you could possibly get there, you might reduce the driving time to
20 minutes. Finally, if you are asked how long the drive would take if you abso-
lutely had to be there to meet with the president, it is likely you would increase the
estimate to say 50 minutes to ensure not being late. In work situations where you
are asked for time and cost estimates, most of us are inclined to add a little padding
to increase the probability and reduce the risk of being late. If everyone at all
levels of the project adds a little padding to reduce risk, the project duration and
cost are seriously overstated. This phenomenon causes some managers or owners
to call for a 10–15 percent cut in time and/or cost for the project. Of course the
next time the game is played, the person estimating cost and/or time will pad
the estimate to 20 percent or more. Clearly such games defeat chances for realistic
estimates, which is what is needed to be competitive.
Organization Culture
Organization culture can significantly influence project estimates. In some organi-
zations padding estimates is tolerated and even privately encouraged. Other orga-
nizations place a premium on accuracy and strongly discourage estimating
gamesmanship. Organizations vary in the importance they attach to estimates.
The prevailing belief in some organizations is that detailed estimating takes too
much time and is not worth the effort or that it’s impossible to predict the future.
Other organizations subscribe to the belief that accurate estimates are the bedrock
of effective project management. Organization culture shapes every dimension of
project management; estimating is not immune to this influence.
Other Factors
Finally, nonproject factors can impact time and cost estimates. For example, equip-
ment down-time can alter time estimates. National holidays, vacations, and legal
limits can influence project estimates. Project priority can influence resource as-
signment and impact time and cost.
Project estimating is a complex process. The quality of time and cost estimates
can be improved when these variables are considered in making the estimates.
Estimates of time and cost together allow the manager to develop a time-phased
budget, which is imperative for project control. Before discussing macro and micro
estimating methods for times and costs, a review of estimating guidelines will remind
us of some of the important “rules of the game” that can improve estimating.
Estimating Guidelines for Times, Costs, and Resources
Managers recognize time, cost, and resource estimates must be accurate if project
planning, scheduling, and controlling are to be effective. However, there is sub-
stantial evidence suggesting poor estimates are a major contributor to projects
that have failed. Therefore, every effort should be made to see that initial estimates
are as accurate as possible since the choice of no estimates leaves a great deal to
Lar03342_ch05_126-155.indd Page 129 1/12/10 9:14:13 AM user-f501Lar03342_ch05_126-155.indd Page 129 1/12/10 9:14:13 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

130 Chapter 5 Estimating Project Times and Costs
luck and is not palatable to serious project managers. Even though a project has
never been done before, a manager can follow seven guidelines to develop useful
work package estimates.
1. Responsibility. At the work package level, estimates should be made by the
person(s) most familiar with the task. Draw on their expertise! Except for super-
technical tasks, those responsible for getting the job done on schedule and within
budget are usually first-line supervisors or technicians who are experienced and
familiar with the type of work involved. These people will not have some precon-
ceived, imposed duration for a deliverable in mind. They will give an estimate
based on experience and best judgment. A secondary benefit of using those re-
sponsible is the hope they will “buy in” to seeing that the estimate materializes
when they implement the work package. If those involved are not consulted, it
will be difficult to hold them responsible for failure to achieve the estimated time.
Finally, drawing on the expertise of team members who will be responsible helps
to build communication channels early.
2. Use several people to estimate. It is well known that a cost or time estimate usu-
ally has a better chance of being reasonable and realistic when several people with
relevant experience and/or knowledge of the task are used. True, people bring differ-
ent biases based on their experience. But discussion of the individual differences in
their estimate leads to consensus and tends to eliminate extreme estimate errors. This
approach is similar to the Delphi estimating method, which can also be used.
3. Normal conditions. When task time, cost, and resource estimates are deter-
mined, they are based on certain assumptions. Estimates should be based on normal
conditions, efficient methods, and a normal level of resources. Normal conditions are
sometimes difficult to discern, but it is necessary to have a consensus in the organi-
zation as to what normal conditions mean in this project. If the normal workday is
eight hours, the time estimate should be based on an eight-hour day. Similarly, if
the normal workday is two shifts, the time estimate should be based on a two-shift
workday. Any time estimate should reflect efficient methods for the resources nor-
mally available. The time estimate should represent the normal level of resources—
people or equipment. For example, if three programmers are available for coding
or two road graders are available for road construction, time and cost estimates
should be based on these normal levels of resources unless it is anticipated the proj-
ect will change what is currently viewed as “normal.” In addition, possible conflicts
in demand for resources on parallel or concurrent activities should not be consid-
ered at this stage. The need for adding resources will be examined when resource
scheduling is discussed in a later chapter.
4. Time units. Specific time units to use should be selected early in the develop-
ment phase of the project network. All task time estimates need consistent time
units. Estimates of time must consider whether normal time is represented by cal-
endar days, workdays, workweeks, person days, single shift, hours, minutes, etc. In
practice the use of workdays is the dominant choice for expressing task duration.
However, in projects such as a heart transplant operation, minutes probably would
be more appropriate as a time unit. One such project that used minutes as the time
unit was the movement of patients from an old hospital to an elegant new one
across town. Since there were several life-endangering moves, minutes were used
to ensure patient safety so proper emergency life-support systems would be avail-
able if needed. The point is, network analysis requires a standard unit of time.
When computer programs allow more than one option, some notation should be
Lar03342_ch05_126-155.indd Page 130 1/12/10 9:14:13 AM user-f501Lar03342_ch05_126-155.indd Page 130 1/12/10 9:14:13 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 131
made of any variance from the standard unit of time. If the standard unit of time
is a five-day workweek and the estimated activity duration is in calendar days, it
must be converted to the normal workweek.
5. Independence. Estimators should treat each task as independent of other
tasks that might be integrated by the WBS. Use of first-line managers usually
results in considering tasks independently; this is good. Top managers are prone
to aggregate many tasks into one time estimate and then deductively make the
individual task time estimates add to the total. If tasks are in a chain and performed
by the same group or department, it is best not to ask for all the time estimates in
the sequence at once to avoid the tendency for a planner or a supervisor to look at
the whole path and try to adjust individual task times in the sequence to meet
an arbitrary imposed schedule or some rough “guesstimate” of the total time for
the whole path or segment of the project. This tendency does not reflect the
uncertainties of individual activities and generally results in optimistic task time
estimates. In summary, each task time estimate should be considered indepen-
dently of other activities.
6. Contingencies. Work package estimates should not include allowances for
contingencies. The estimate should assume normal or average conditions even
though every work package will not materialize as planned. For this reason top
management needs to create an extra fund for contingencies that can be used to
cover unforeseen events.
7. Adding risk assessment to the estimate helps to avoid surprises to stakeholders.
It is obvious some tasks carry more time and cost risks than others. For example, a
new technology usually carries more time and cost risks than a proven process.
Simply identifying the degree of risk lets stakeholders consider alternative meth-
ods and alter process decisions. A simple breakdown by optimistic, most likely,
and pessimistic for task time could provide valuable information regarding time
and cost. See Chapter 7 for further discussion of project risk.
Where applicable, these guidelines will greatly help to avoid many of the pitfalls
found so often in practice.
Top-Down versus Bottom-Up Estimating
Since estimating efforts cost money, the time and detail devoted to estimating is an
important decision. Yet, when estimating is considered, you as a project manager
may hear statements such as these:
Rough order of magnitude is good enough. Spending time on detailed estimating
wastes money.
Time is everything; our survival depends on getting there first! Time and cost
accuracy is not an issue.
The project is internal. We don’t need to worry about cost.
The project is so small, we don’t need to bother with estimates. Just do it.
We were burned once. I want a detailed estimate of every task by the people
responsible.
However, there are sound reasons for using top-down or bottom-up estimates.
Table 5.1 depicts conditions that suggest when one approach is preferred over
another.
Lar03342_ch05_126-155.indd Page 131 1/12/10 9:14:13 AM user-f501Lar03342_ch05_126-155.indd Page 131 1/12/10 9:14:13 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

132 Chapter 5 Estimating Project Times and Costs
Top-down estimates usually are derived from someone who uses experience
and/or information to determine the project duration and total cost. These
estimates are sometimes made by top managers who have very little knowledge
of the processes used to complete the project. For example, a mayor of a major
city making a speech noted that a new law building would be constructed at a
cost of $23 million and would be ready for occupancy in two and one-half years.
Although the mayor probably asked for an estimate from someone, the estimate
could have come from a luncheon meeting with a local contractor who wrote an
estimate (guesstimate) on a napkin. This is an extreme example, but in a relative
sense this scenario is frequently played out in practice. See Snapshot from Practice:
Council Fumes, for another example of this. But the question is, do these estimates
represent low-cost, efficient methods? Do the top-down estimates of project time
and cost become a self-fulfilling prophecy in terms of setting time and cost
parameters?
If possible and practical, you want to push the estimating process down to the
work package level for bottom-up estimates that establish low-cost, efficient meth-
ods. This process can take place after the project has been defined in detail. Good
sense suggests project estimates should come from the people most knowledgeable
about the estimate needed. The use of several people with relevant experience with
the task can improve the time and cost estimate. The bottom-up approach at the
work package level can serve as a check on cost elements in the WBS by rolling up
the work packages and associated cost accounts to major deliverables. Similarly,
resource requirements can be checked. Later, the time, resource, and cost estimates
from the work packages can be consolidated into time-phased networks, resource
schedules, and budgets that are used for control.
The bottom-up approach also provides the customer with an opportunity to
compare the low-cost, efficient method approach with any imposed restrictions.
For example, if the project completion duration is imposed at two years and your
bottom-up analysis tells you the project will take two and one-half years, the cli-
ent can now consider the trade-off of the low-cost method versus compressing the
project to two years—or in rare cases canceling the project. Similar trade-offs can
be compared for different levels of resources or increases in technical performance.
The assumption is any movement away from the low-cost, efficient method will
increase costs—e.g., overtime. The preferred approach in defining the project is
to make rough top-down estimates, develop the WBS/OBS, make bottom-up
estimates, develop schedules and budgets, and reconcile differences between top-
down and bottom-up estimates. Hopefully, these steps will be done before final
negotiation with either an internal or external customer. In conclusion, the ideal
approach is for the project manager to allow enough time for both the top-down
TABLE 5.1
Conditions for
Preferring Top-Down
or Bottom-Up Time
and Cost Estimates
Condition Top-Down Estimates Bottom-Up Estimates
Strategic decision making X
Cost and time important X
High uncertainty X
Internal, small project X
Fixed-price contract X
Customer wants details X
Unstable scope X
Lar03342_ch05_126-155.indd Page 132 1/12/10 9:14:14 AM user-f501Lar03342_ch05_126-155.indd Page 132 1/12/10 9:14:14 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 133
and bottom-up estimates to be worked out so a complete plan based on reliable
estimates can be offered to the customer. In this way false expectations are mini-
mized for all stakeholders and negotiation is reduced.
Methods for Estimating Project Times and Costs
Top-Down Approaches for Estimating Project Times and Costs
At the strategic level top-down estimating methods are used to evaluate the proj-
ect proposal. Sometimes much of the information needed to derive accurate time
and cost estimates is not available in the initial phase of the project—for example,
design is not finalized. In these situations top-down estimates are used until the
tasks in the WBS are clearly defined.
Consensus Methods
This method simply uses the pooled experience of senior and/or middle managers
to estimate the total project duration and cost. This typically involves a meeting
where experts discuss, argue, and ultimately reach a decision as to their best guess
estimate. Firms seeking greater rigor will use the Delphi Method to make these
macro estimates. See Snapshot from Practice: The Delphi Method.
It is important to recognize that these first top-down estimates are only
a rough cut and typically occur in the “conceptual” stage of the project. The
S N A P S H O T F R O M P R A C T I C E Council Fumes as Tram Tale Unfolds*
Portland, Oregon’s, Willamette riverfront de-
velopment has exploded with seven condo-
minium towers and a new health sciences
center under construction. The health sci-
ence complex is to be linked with Oregon Health Sciences
University (OHSU), which is high on a nearby hill, with an
aerial cable tram.
The aerial tram linking the waterfront district to OHSU
is to support the university expansion, to increase biotech-
nology research, and to become Portland’s icon equivalent
to Seattle’s Space Needle. All of the hype turned south
when news from a hearing suggested that the real budget
for the tram construction, originally estimated at $15 million,
is going to be about $55–$60 million, nearly triple the original
estimate. The estimate could even go higher. Commission-
ers want to find out why city staff knowingly relied on
flawed estimates. Mike Lindberg, president of the nonprofit
Aerial Transportation Inc., acknowledged “the $15 million
number was not a good number. It was simply a guesstimate.”
Commissioner Erik Sten said, “Those numbers were pre-
sented as much more firm than they appear to have been. . . .
It appears the actual design wasn’t costed out. That’s pretty
shoddy.”
* The Oregonian, January 13, 2006, by Frank Ryan, pages A1 and A14,
and April 2, 2006, page A1.
Lar03342_ch05_126-155.indd Page 133 1/13/10 8:57:42 AM user-f498Lar03342_ch05_126-155.indd Page 133 1/13/10 8:57:42 AM user-f498 /Users/user-f498/Desktop/13:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/13:01:10/MHBR165:Larsan:208

134 Chapter 5 Estimating Project Times and Costs
top-down estimates are helpful in initial development of a complete plan. However,
such estimates are sometimes significantly off the mark because little detailed
information is gathered. At this level individual work items are not identified. Or,
in a few cases, the top-down estimates are not realistic because top management
“wants the project.” Nevertheless, the initial top-down estimates are helpful in
determining whether the project warrants more formal planning, which would
include more detailed estimates. Be careful that macro estimates made by senior
managers are not dictated to lower level managers who might feel compelled to
accept the estimates even if they believe resources are inadequate.
Although your authors prefer to avoid the top-down approach if possible,
we have witnessed surprising accuracy in estimating project duration and cost
in isolated cases. Some examples are building a manufacturing plant, building a
distribution warehouse, developing air control for skyscraper buildings,
and road construction. However, we have also witnessed some horrendous
miscalculations, usually in areas where the technology is new and unproven.
Top-down methods can be useful if experience and judgment have been accu-
rate in the past.
Ratio Methods
Top-down methods (sometimes called parametric) usually use ratios, or surro-
gates, to estimate project times or costs. Top-down approaches are often used in
the concept or “need” phase of a project to get an initial duration and cost
estimate for the project. For example, contractors frequently use number of
square feet to estimate the cost and time to build a house; that is, a house of
2,700 square feet might cost $160 per square foot (2,700 feet 3 $160 per foot
equals $432,000). Likewise, knowing the square feet and dollars per square
foot, experience suggests it should take approximately 100 days to complete.
Two other common examples of top-down cost estimates are the cost for a new
plant estimated by capacity size, or a software product estimated by features
and complexity.
S N A P S H O T F R O M P R A C T I C E The Delphi Method
Originally developed by the RAND Corporation
in 1969 for technological forecasting, the Delphi
Method is a group decision process about
the likelihood that certain events will occur.
The Delphi Method makes use of a panel of experts familiar
with the kind of project in question. The notion is that well-
informed individuals, calling on their insights and experience,
are better equipped to estimate project costs/times than theo-
retical approaches or statistical methods. Their responses to
estimate questionnaires are anonymous, and they are pro-
vided with a summary of opinions.
Experts are then encouraged to reconsider, and if appro-
priate, to change their previous estimate in light of the replies
of other experts. After two or three rounds it is believed that
the group will converge toward the “best” response through
this consensus process. The midpoint of responses is statisti-
cally categorized by the median score. In each succeeding
round of questionnaires, the range of responses by the panel-
ists will presumably decrease and the median will move to-
ward what is deemed to be the “correct” estimate.
One distinct advantage of the Delphi Method is that the
experts never need to be brought together physically. The
process also does not require complete agreement by all
panelists, since the majority opinion is represented by the
median. Since the responses are anonymous, the pitfalls of
ego, domineering personalities, and the “bandwagon or halo
effect” in responses are all avoided. On the other hand, future
developments are not always predicted correctly by iterative
consensus nor by experts, but at times by creative, “off the
wall” thinking.
Lar03342_ch05_126-155.indd Page 134 1/12/10 9:14:17 AM user-f501Lar03342_ch05_126-155.indd Page 134 1/12/10 9:14:17 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 135
Apportion Methods
This method is an extension to the ratio method. Apportionment is used when
projects closely follow past projects in features and costs. Given good historical
data, estimates can be made quickly with little effort and reasonable accuracy.
This method is very common in projects that are relatively standard but have some
small variation or customization.
Anyone who has borrowed money from a bank to build a house has been
exposed to this process. Given an estimated total cost for the house, banks and
the FHA (Federal Housing Authority) authorize pay to the contractor by com-
pletion of specific segments of the house. For example, foundation might
represent 3 percent of the total loan, framing 25 percent, electric, plumbing
and heating 15 percent, etc. Payments are made as these items are completed.
An analogous process is used by some companies that apportion costs to deliv-
erables in the WBS—given average cost percentages from past projects. Fig-
ure 5.1 presents an example similar to one found in practice. Assuming the total
project cost is estimated, using a top-down estimate, to be $500,000, the costs
are apportioned as a percentage of the total cost. For example, the costs appor-
tioned to the “Document” deliverable are 5 percent of the total, or $25,000.
The subdeliverables “Doc-1 and Doc-2” are allocated 2 and 3 percent of the
total—$10,000 and $15,000, respectively.
Function Point Methods for Software and System Projects
In the software industry, software development projects are frequently estimated
using weighted macro variables called “function points” or major parameters such
as number of inputs, number of outputs, number of inquiries, number of data
files, and number of interfaces. These weighted variables are adjusted for a com-
plexity factor and added. The total adjusted count provides the basis for estimating
the labor effort and cost for a project (usually using a regression formula derived
from data of past projects). This latter method assumes adequate historical data
by type of software project for the industry—for example, MIS systems. In the
Total project cost
$500,000
Design
20%
100,000
D-1
10%
50,000
D-2
10%
50,000
Program
30%
150,000
Test
40%
200,000
Document
5%
25,000
Produce CD
5%
25,000
Doc-1
2%
10,000
Doc-2
3%
15,000
CD-1
5%
25,000
P-1
20%
100,000
P-2
5%
25,000
P-3
5%
25,000
T-1
10%
50,000
T-2
10%
50,000
T-3
20%
100,000
FIGURE 5.1 Apportion Method of Allocating Project Costs Using the Work Breakdown Structure
Lar03342_ch05_126-155.indd Page 135 1/12/10 9:14:17 AM user-f501Lar03342_ch05_126-155.indd Page 135 1/12/10 9:14:17 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

136 Chapter 5 Estimating Project Times and Costs
U.S. software industry, one-person month represents on average five function
points. A person working one month can generate on average (across all types
of software projects) about five function points. Of course each organization
needs to develop its own average for its specific type of work. Such historical
data provide a basis for estimating the project duration. Variations of this
top-down approach are used by companies such as IBM, Bank of America,
Sears Roebuck, HP, AT&T, Ford Motors, GE, DuPont and many others. See
Table 5.2 and Table 5.3 for a simplified example of function point count
methodology.
From historical data the organization developed the weighting scheme for
complexity found in Table 5.2. Function points are derived from multiplying the
number of kinds of elements by weighted complexity.
Table 5.3 shows the data collected for a specific task or deliverable: Patient
Admitting and Billing—the number of inputs, outputs, inquiries, files, and in-
terfaces along with the expected complexity rating. Finally, the application of
the element count is applied and the function point count total is 660. Given
this count and the fact that one-person month has historically been equal to 5
function points, the job will require 132 person months (660/5 5 132). Assum-
ing you have 10 programmers who can work on this task, the duration would be
Complexity Weighting
Element Low Average High Total
Number of inputs _____ 3 2 1 _____ 3 3 1 _____ 3 4 5 _____
Number of outputs _____ 3 3 1 _____ 3 6 1 _____ 3 9 5 _____
Number of inquiries _____ 3 2 1 _____ 3 4 1 _____ 3 6 5 _____
Number of files _____ 3 5 1 _____ 3 8 1 _____ 3 12 5 _____
Number of interfaces _____ 3 5 1 _____ 3 10 1 _____ 3 15 5 _____
TABLE 5.2
Simplified Basic
Function Point Count
Process for a
Prospective Project
or Deliverable
Software Project 13: Patient Admitting and Billing
15 Inputs Rated complexity as low (2)
5 Outputs Rated complexity as average (6)
10 Inquiries Rated complexity as average (4)
30 Files Rated complexity as high (12)
20 Interfaces Rated complexity as average (10)
Application of Complexity Factor
Element Count Low Average High Total
Inputs 15 3 2 5 30
Outputs 5 3 6 5 30
Inquiries 10 3 4 5 40
Files 30 3 12 5 360
Interfaces 20 3 10 5 200
Total 660
TABLE 5.3
Example: Function
Point Count Method
Lar03342_ch05_126-155.indd Page 136 1/27/10 9:37:33 AM f-500Lar03342_ch05_126-155.indd Page 136 1/27/10 9:37:33 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 5 Estimating Project Times and Costs 137
approximately 13 months. The cost is easily derived by multiplying the labor
rate per month times 132 person months. For example, if the monthly program-
mer rate is $4,000, then the estimated cost would be $528,000 (132 3 4,000).
Although function point metrics are useful, their accuracy depends on adequate
historical data, currency of data, and relevancy of the project/deliverable to
past averages.
Learning Curves
Some projects require that the same task, group of tasks, or product be re-
peated several times. Managers know intuitively that the time to perform a task
improves with repetition. This phenomenon is especially true of tasks that are
labor intensive. In these circumstances the pattern of improvement phenome-
non can be used to predict the reduction in time to perform the task. From
empirical evidence across all industries, the pattern of this improvement
has been quantified in the learning curve (also known as improvement curve,
experience curve, and industrial progress curve), which is described by the
following relationship:
Each time the output quantity doubles, the unit labor hours are reduced at a constant rate.
In practice the improvement ratio may vary from 60 percent, representing very
large improvement, to 100 percent, representing no improvement at all. Generally,
as the difficulty of the work decreases the expected improvement also decreases
and the improvement ratio that is used becomes greater. One significant factor to
consider is the proportion of labor in the task in relation to machine-paced work.
Obviously, a lower percentage of improvement can occur only in operations with
high labor content. Appendix 5.1 at the end of the chapter provides a detailed ex-
ample of how the improvement phenomenon can be used to estimate time and
cost for repetitive tasks.
The main disadvantage of top-down approaches to estimating is simply that
the time and cost for a specific task are not considered. Grouping many tasks into
a common basket encourages errors of omission and the use of imposed times
and costs.
Micro estimating methods are usually more accurate than macro methods.
Bottom-Up Approaches for Estimating Project Times and Costs
Template Methods
If the project is similar to past projects, the costs from past projects can be used as
a starting point for the new project. Differences in the new project can be noted
and past times and costs adjusted to reflect these differences. For example, a ship
repair drydock firm has a set of standard repair projects (i.e., templates for over-
haul, electrical, mechanical) that are used as starting points for estimating the cost
and duration of any new project. Differences from the appropriate standardized
project are noted (for times, costs, and resources) and changes are made. This
approach enables the firm to develop a potential schedule, estimate costs, and
develop a budget in a very short time span. Development of such templates in a
database can quickly reduce estimate errors.
Lar03342_ch05_126-155.indd Page 137 1/27/10 9:37:39 AM f-500Lar03342_ch05_126-155.indd Page 137 1/27/10 9:37:39 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

138 Chapter 5 Estimating Project Times and Costs
Parametric Procedures Applied to Specific Tasks
Just as parametric techniques such as cost per square foot can be the source of
top-down estimates, the same technique can be applied to specific tasks. For ex-
ample, as part of an MS Office conversion project, 36 different computer worksta-
tions needed to be converted. Based on past conversion projects, the project
manager determined that on average one person could convert three workstations
per day. Therefore the task of converting the 36 workstations would take three
technicians four days [(36/3)/3]. Similarly, to estimate the wallpapering allowance
on a house remodel, the contractor figured a cost of $5 per square yard of wallpa-
per and $2 per yard to install it, for a total cost of $7. By measuring the length and
height of all the walls she was able to calculate the total area in square yards and
multiply it by $7.
Range Estimating
When do you use range estimating? Range estimating works best when work pack-
ages have significant uncertainty associated with the time or cost to complete. If
the work package is routine and carries little uncertainty, using a person most
familiar with the work package is usually the best approach. They know from
experience or know where to find the information to estimate work package dura-
tions and costs. However, when work packages have significant uncertainty
associated with the time or cost to complete, it is a prudent policy to require three
time estimates—low, average, and high (borrowed off of PERT methodology that
uses probability distributions). The low to high give a range within which the
average estimate will fall. Determining the low and high estimates for the activity
is influenced by factors such as complexity, technology, newness, familiarity.
How do you get the estimates? Since range estimating works best for work pack-
ages that have significant uncertainty, having a group determine the low, average,
and high cost or duration gives best results. Group estimating tends to refine
extremes by bringing more evaluative judgments to the estimate and potential
risks. The judgment of others in a group helps to moderate extreme perceived risks
associated with a time or cost estimate. Involving others in making activity esti-
mates gains buy in and credibility to the estimate.
Figure 5.2 presents an abridged estimating template using three time estimates
for work packages developed by a cross functional group(s) of project stakehold-
ers. The group estimates show the low, average, and high for each work package.
The Risk Level column is the group’s independent assessment of the degree of
confidence that the actual time will be very close to the estimate. In a sense
this number represents the group’s evaluation of many factors (e.g., complexity,
technology) that might impact the average time estimate. In our example, the
group feels work packages 104, 108, 110, 111, and 114 have a high chance that
the average time may vary from expected. Likewise, the group’s confidence feels
the risk of work packages 102, 105 and 112 not materializing as expected is low.
How do you use the estimate? Group range estimating gives the project manager
and owner an opportunity to assess the confidence associated with project times
(and/or costs). The approach helps to reduce surprises as the project progresses.
The range estimating method also provides a basis for assessing risk, managing re-
sources, and determining the project contingency fund. (See Chapter 7 for a discus-
sion of contingency funds.) Range estimating is popular in software and new
product projects where up-front requirements are fuzzy and not well known. Group
range estimating is often used with phase estimating, which is discussed next.
Lar03342_ch05_126-155.indd Page 138 1/27/10 9:37:46 AM f-500Lar03342_ch05_126-155.indd Page 138 1/27/10 9:37:46 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

Chapter 5 Estimating Project Times and Costs 139
A Hybrid: Phase Estimating
This approach begins with a top-down estimate for the project and then refines es-
timates for phases of the project as it is implemented. Some projects by their na-
ture cannot be rigorously defined because of the uncertainty of design or the final
product. Although rare, such projects do exist. These projects are often found in
aerospace projects, IT projects, new technology projects, and construction projects
where design is incomplete. In these projects, phase or life-cycle estimating is
frequently used.
Phase estimating is used when an unusual amount of uncertainty surrounds a
project and it is impractical to estimate times and costs for the entire project.
Phase estimating uses a two-estimate system over the life of the project. A detailed
estimate is developed for the immediate phase and a macro estimate is made for
the remaining phases of the project. Figure 5.3 depicts the phases of a project and
the progression of estimates over its life.
For example, when the project need is determined, a macro estimate of the
project cost and duration is made so analysis and decisions can be made. Simulta-
neously a detailed estimate is made for deriving project specifications and a macro
FIGURE 5.2
Range Estimating
Template
Phase
1
Need
1
Specifications
2
Detailed
estimate
Design
3
Produce
4
Deliver
5
Detailed
estimate
Detailed
estimate
Detailed
estimate
2
3
4
5
Macro estimate
Macro estimate
Macro estimate
Macro estimate
FIGURE 5.3
Phase Estimating
over Project Life
Cycle
Lar03342_ch05_126-155.indd Page 139 1/27/10 10:01:42 AM f-500Lar03342_ch05_126-155.indd Page 139 1/27/10 10:01:42 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

140 Chapter 5 Estimating Project Times and Costs
estimate for the remainder of the project. As the project progresses and specifica-
tions are solidified, a detailed estimate for design is made and a macro estimate for
the remainder of the project is computed. Clearly, as the project progresses
through its life cycle and more information is available, the reliability of the
estimates should be improving.
Phase estimating is preferred by those working on projects where the final prod-
uct is not known and the uncertainty is very large—for example, the integration of
wireless phones and computers. The commitment to cost and schedule is only
necessary over the next phase of the project and commitment to unrealistic future
schedules and costs based on poor information is avoided. This progressive macro/
micro method provides a stronger basis for using schedule and cost estimates to
manage progress during the next phase.
Unfortunately your customer—internal or external—will want an accurate
estimate of schedule and cost the moment the decision is made to implement the
project. Additionally, the customer who is paying for the project often perceives
phase estimating as a blank check because costs and schedules are not firm over
most of the project life cycle. Even though the reasons for phase estimating are
sound and legitimate, most customers have to be sold on its legitimacy. A major
advantage for the customer is the opportunity to change features, re-evaluate, or
even cancel the project in each new phase. In conclusion, phase estimating is very
useful in projects that possess huge uncertainties concerning the final nature
(shape, size, features) of the project.
See Figure 5.4 for a summary of the differences between top-down and bottom-up
estimates.
Obtaining accurate estimates is a challenge. Committed organizations accept
the challenge of coming up with meaningful estimates and invest heavily in devel-
oping their capacity to do so. Accurate estimates reduce uncertainty and support
a discipline for effectively managing projects.
S N A P S H O T F R O M P R A C T I C E Estimate Accuracy
The smaller the element of a work package,
the more accurate the overall estimate is
likely to be. The extent of this improvement
varies by type of project. The table below is
developed to reflect this observation. For example, informa-
tion technology projects that determine their time and cost
estimates in the conceptual stage can expect their “actu-
als” to err up to 200 percent over cost and duration and,
perhaps, as much as 30 percent under estimates. Con-
versely, estimates for buildings, roads, etc., made after the
work packages are clearly defined, have a smaller error in
actual costs and times of 15 percent over estimate and
5 percent less than estimate. Although these estimates vary
by project, they can serve as ballpark numbers for project
stakeholders selecting how project time and cost estimates
will be derived.
Time and Cost Estimate Accuracy by Type of Project
Bricks and Mortar Information Technology
Conceptual stage 160% to 230% 1200% to 230%
Deliverables defined 130% to 215% 1100% to 215%
Work packages defined 115% to 25% 150% to 2 5%
Lar03342_ch05_126-155.indd Page 140 2/23/10 7:57:15 PM user-f497Lar03342_ch05_126-155.indd Page 140 2/23/10 7:57:15 PM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:20

Chapter 5 Estimating Project Times and Costs 141
Level of Detail
Level of detail is different for different levels of management. At any level the de-
tail should be no more than is necessary and sufficient. Top management inter-
ests usually center on the total project and major milestone events that mark
major accomplishments—e.g., “Build Oil Platform in the North Sea” or “Com-
plete Prototype.” Middle management might center on one segment of the proj-
ect or one milestone. First-line managers’ interests may be limited to one task or
work package. One of the beauties of WBS is the ability to aggregate network
information so each level of management can have the kind of information
necessary to make decisions.
Getting the level of detail in the WBS to match management needs for effective
implementation is crucial, but the delicate balance is difficult to find. See Snapshot
from Practice: Level of Detail. The level of detail in the WBS varies with the com-
plexity of the project; the need for control; the project size, cost, duration; and
other factors. If the structure reflects excessive detail, there is a tendency to break
the work effort into department assignments. This tendency can become a barrier
to success, since the emphasis will be on departmental outcomes rather than on
deliverable outcomes. Excessive detail also means more unproductive paperwork.
Note that if the level of the WBS is increased by one, the number of cost accounts
may increase geometrically. On the other hand, if the level of detail is not ade-
quate, an organization unit may find the structure falls short of meeting its needs.
Fortunately, the WBS has built-in flexibility. Participating organization units may
expand their portion of the structure to meet their special needs. For example, the
engineering department may wish to further break their work on a deliverable into
smaller packages by electrical, civil, and mechanical. Similarly, the marketing de-
partment may wish to break their new product promotion into TV, radio, periodi-
cals, and newspapers.
FIGURE 5.4
Top-Down and
Bottom-Up Estimates
Top-Down
Estimates
Bottom-Up
Estimates
Intended Use
Feasibility/conceptual phase
Rough time/cost estimate
Fund requirements
Resource capacity planning
Intended Use
Budgeting
Scheduling
Resource requirements
Fund timing
Preparation Cost
1/10 to 3/10
of a percent
of total project cost
Preparation Cost
3/10 of a percent
to 1.0 percent
of total project cost
Accuracy
Minus 20%,
to plus 60%
Accuracy
Minus 10%,
to plus 30%
Method
Consensus
Ratio
Apportion
Function point
Learning curves
Method
Template
Parametric
WBS packages
Range estimates
Lar03342_ch05_126-155.indd Page 141 1/27/10 10:01:30 AM f-500Lar03342_ch05_126-155.indd Page 141 1/27/10 10:01:30 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

142 Chapter 5 Estimating Project Times and Costs
Types of Costs
Assuming work packages are defined, detailed cost estimates can be made. Here
are typical kinds of costs found in a project:
1. Direct costs
a. Labor
b. Materials
c. Equipment
d. Other
2. Direct project overhead costs
3. General and administrative (G&A) overhead costs
The total project cost estimate is broken down in this fashion to sharpen the con-
trol process and improve decision making.
Direct Costs
These costs are clearly chargeable to a specific work package. Direct costs can be
influenced by the project manager, project team, and individuals implementing
the work package. These costs represent real cash outflows and must be paid as
the project progresses; therefore, direct costs are usually separated from overhead
costs. Lower-level project rollups frequently include only direct costs.
Direct Project Overhead Costs
Direct overhead rates more closely pinpoint which resources of the organization
are being used in the project. Direct project overhead costs can be tied to project
deliverables or work packages. Examples include the salary of the project manager
and temporary rental space for the project team. Although overhead is not an
S N A P S H O T F R O M P R A C T I C E Level of Detail—Rule of Thumb
Practicing project managers advocate keeping
the level of detail to a minimum. But there are
limits to this suggestion. One of the most fre-
quent errors of new project managers is to for-
get that the task time estimate will be used to control schedule
and cost performance. A frequent rule of thumb used by practic-
ing project managers says that a task duration should not exceed
5 workdays or at the most 10 workdays, if workdays are the time
units used for the project. Such a rule probably will result in a
more detailed network, but the additional detail pays off in con-
trolling schedule and cost as the project progresses.
Suppose the task is “build prototype computer-controlled
conveyor belt,” the time estimate is 40 workdays, and the bud-
get $300,000. It may be better to divide the task into seven or
eight smaller tasks for control purposes. If one of the smaller
tasks gets behind because of problems or a poor time esti-
mate, it will be possible to take corrective action quickly and
avoid delaying successive tasks and the project. If the single
task of 40 workdays is used, it is possible that no corrective
action would be taken until day 40, since many people have a
tendency to “wait and see” or avoid admitting they are behind
or passing on bad news; the result may mean far more than
5 days behind schedule.
The 5- to 10-day rule of thumb applies to cost and perfor-
mance goals. If using the rule of thumb suggested above re-
sults in too many network tasks, an alternative is available, but
it has conditions. The activity time can be extended beyond
the 5- to 10-day rule only IF control monitoring checkpoints for
segments of the task can be established so clear measures of
progress can be identified by a specific percent complete.
This information is invaluable to the control process of mea-
suring schedule and cost performance—for example, pay-
ments for contract work are paid on “percent complete” basis.
Defining a task with clear definable start and end points and
intermediate points enhances the chances of early detection of
problems, corrective action, and on-time project completion.
Lar03342_ch05_126-155.indd Page 142 1/12/10 9:14:21 AM user-f501Lar03342_ch05_126-155.indd Page 142 1/12/10 9:14:21 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 143
immediate out-of-pocket expense, it is real and must be covered in the long run if
the firm is to remain viable. These rates are usually a ratio of the dollar value of
the resources used—e.g., direct labor, materials, equipment. For example, a direct
labor burden rate of 20 percent would add a direct overhead charge of 20 percent
to the direct labor cost estimate. A direct charge rate of 50 percent for materials
would carry an additional 50 percent charge to the material cost estimate. Selec-
tive direct overhead charges provide a more accurate project (job or work pack-
age) cost, rather than using a blanket overhead rate for the whole project.
General and Administrative (G&A) Overhead Costs
These represent organization costs that are not directly linked to a specific proj-
ect. These costs are carried for the duration of the project. Examples include
organization costs across all products and projects such as advertising, account-
ing, and senior management above the project level. Allocation of G&A costs
varies from organization to organization. However, G&A costs are usually al-
located as a percent of total direct cost, or a percent of the total of a specific
direct cost such as labor, materials, or equipment.
Given the totals of direct and overhead costs for individual work packages, it is
possible to cumulate the costs for any deliverable or for the entire project. A per-
centage can be added for profit if you are a contractor. A breakdown of costs for
a proposed contract bid is presented in Figure 5.5.
Perceptions of costs and budgets vary depending on their users. The project
manager must be very aware of these differences when setting up the project bud-
get and when communicating these differences to others. Figure 5.6 depicts these
Direct costs $80,000
Direct overhead $20,000
Total direct costs $100,000
G&A overhead (20%) $20,000
Total costs $120,000
Profit (20%) $24,000
Total bid $144,000
FIGURE 5.5
Contract Bid
Summary Costs
Committed
Actual cost
Scheduled budget
$6,000
5,000
4,000
3,000
2,000
1,000
Project duration
C
os
ts
FIGURE 5.6
Three Views of Cost
Lar03342_ch05_126-155.indd Page 143 1/12/10 9:14:22 AM user-f501Lar03342_ch05_126-155.indd Page 143 1/12/10 9:14:22 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

144 Chapter 5 Estimating Project Times and Costs
different perceptions. The project manager can commit costs months before the
resource is used. This information is useful to the financial officer of the organiza-
tion in forecasting future cash outflows. The project manager is interested in when
the budgeted cost is expected to occur, and when the budgeted cost actually is
charged (earned); the respective timings of these two cost figures are used to mea-
sure project schedule and cost variances.
Refining Estimates
As described earlier in Chapter 4, detailed work package estimates are aggregated
and “rolled up” by deliverable to estimate the total direct cost of the project. Simi-
larly, estimated durations are entered into the project network to establish the
project schedule and determine the overall duration of the project. Experience
tells us that for many projects the total estimates do not materialize and the actual
costs and schedule of some projects significantly exceed original work package–
based estimates. See Snapshot from Practice: How Do You Estimate the Cost of a
Nuclear Power Plant? for a dramatic example of this. In order to compensate for
the problem of actual cost and schedule exceeding estimates, some project manag-
ers adjust total costs by some multiplier (i.e., total estimated costs 3 1.20).
The practice of adjusting original estimates by 20 or even 100 percent begs the
question of why, after investing so much time and energy on detailed estimates,
could the numbers be so far off ? There are a number of reasons for this, most of
which can be traced to the estimating process and the inherent uncertainty of pre-
dicting the future. Some of these reasons are discussed below.
• Interaction costs are hidden in estimates. According to the guidelines, each task
estimate is supposed to be done independently. However, tasks are rarely
completed in a vacuum. Work on one task is dependent upon prior tasks, and the
hand-offs between tasks require time and attention. For example, people working
on prototype development need to interact with design engineers after the design
is completed, whether to simply ask clarifying questions or to make adjustments
in the original design. Similarly, the time necessary to coordinate activities is typi-
cally not reflected in independent estimates. Coordination is reflected in meetings
and briefings as well as time necessary to resolve disconnects between tasks. Time,
and therefore cost, devoted to managing interactions rises exponentially as the
number of people and different disciplines involved increases on a project.
• Normal conditions do not apply. Estimates are supposed to be based on normal
conditions. While this is a good starting point, it rarely holds true in real life.
This is especially true when it comes to the availability of resources. Resource
shortages, whether in the form of people, equipment, or materials, can extend
original estimates. For example, under normal conditions four bulldozers are
typically used to clear a certain site size in five days, but the availability of only
three bulldozers would extend the task duration to eight days. Similarly, the de-
cision to outsource certain tasks can increase costs as well as extend task dura-
tions since time is added to acclimating outsiders to the particulars of the
project and the culture of the organization.
• Things go wrong on projects. Design flaws are revealed after the fact, extreme
weather conditions occur, accidents happen, and so forth. Although you
shouldn’t plan for these risks to happen when estimating a particular task, the
likelihood and impact of such events need to be considered.
Lar03342_ch05_126-155.indd Page 144 1/12/10 9:14:22 AM user-f501Lar03342_ch05_126-155.indd Page 144 1/12/10 9:14:22 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 145
• Changes in project scope and plans. As one gets further and further into the
project, a manager obtains a better understanding of what needs to be done to
accomplish the project. This may lead to major changes in project plans and
costs. Likewise, if the project is a commercial project, changes often have to be
made midstream to respond to new demands by the customer and/or competi-
tion. Unstable project scopes are a major source of cost overruns. While every
effort should be made up front to nail down the project scope, it is becoming
increasingly difficult to do so in our rapidly changing world.
The reality is that for many projects not all of the information needed to make
accurate estimates is available, and it is impossible to predict the future. The di-
lemma is that without solid estimates, the credibility of the project plan is eroded.
Deadlines become meaningless, budgets become rubbery, and accountability be-
comes problematic.
Challenges similar to those described above will influence the final time and
cost estimates. Even with the best estimating efforts, it may be necessary to revise
estimates based on relevant information prior to establishing a baseline schedule
and budget.
Effective organizations adjust estimates of specific tasks once risks, resources,
and particulars of the situation have been more clearly defined. They recognize
that the rolled up estimates generated from a detailed estimate based on the WBS
are just the starting point. As they delve further into the project-planning pro-
cess, they make appropriate revisions both in the time and cost of specific activi-
ties. They factor the final assignment of resources into the project budget and
schedule. For example, when they realize that only three instead of four bulldoz-
ers are available to clear a site, they adjust both the time and cost of that activity.
They adjust estimates to account for specific actions to mitigate potential risks
on the project. For example, to reduce the chances of design code errors, they
would add the cost of independent testers to the schedule and budget. Finally,
organizations adjust estimates to take into account abnormal conditions. For
S N A P S H O T F R O M P R A C T I C E How Do You Estimate the Cost of a Nuclear Power Plant?
O. P. Kharbanda in his book (co-authored with
Jeffrey Pinto) What Made Gertie Gallop:
Learning from Project Failures makes the im-
portant point that estimating is as much an art
as a skill. For example, early in his career (1960s), he was in-
volved with the fabrication of a nuclear reactor in India at a
time when the local facilities were not geared for such sophis-
ticated jobs. Having had no experience in building complex
equipment with (almost) unheard of tolerances and precision,
it was virtually impossible to create a reasonable advance es-
timate of the cost. The estimators did the best they could, then
added a little more than normal margin before quoting a price
to the client.
Soon after, O. P. happened to attend a week-long interna-
tional nuclear power conference that included stalwarts in
this field from all over the world. About midweek, he was fortu-
nate to come face-to-face with the chief engineer of the com-
pany that had supplied the first reactor to India, identical in
design to the one his company had recently bid on. This was
the chance of a lifetime to finally get the inside information on
accurate cost estimating. In fact, the expert confessed that his
company lost “their shirt” on the Indian reactor. Then in reply
to the innocent question, “How do you estimate a nuclear re-
actor?” the expert answered with cool confidence, “Do your
normal cautious estimating, add more than normal margin and
then after a short pause, double it!” O. P. confessed that in
their ignorance, they had skipped the last vital step, but this
short, casual conversation proved most valuable. “We were
forewarned, we took it seriously, and got forearmed. It saved
us several millions of dollars.”
Lar03342_ch05_126-155.indd Page 145 1/12/10 9:14:23 AM user-f501Lar03342_ch05_126-155.indd Page 145 1/12/10 9:14:23 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

146 Chapter 5 Estimating Project Times and Costs
example, if soil samples reveal excessive ground water, then they adjust founda-
tion costs and times.
There will always be some mistakes, omissions, and adjustments that will
require additional changes in estimates. Fortunately every project should have a
change management system in place to accommodate these situations and any
impact on the project baseline. Change management and contingency funds will
be discussed later in Chapter 7.
Creating a Database for Estimating
The best way to improve estimates is to collect and archive data on past project
estimates and actuals. Saving historical data—estimates and actuals—provides
a knowledge base for improving project time and cost estimating. Creating an
estimating database is a “best practice” among leading project management
organizations.
Some organizations have large estimating departments of professional
estimators—e.g., Boeing, Kodak, IBM—that have developed large time and cost
databases. Others collect these data through the project office. This database
approach allows the project estimator to select a specific work package item from
the database for inclusion. The estimator then makes any necessary adjustments
concerning the materials, labor, and equipment. Of course any items not found
in the database can be added to the project—and ultimately to the database if
desired. Again, the quality of the database estimates depends on the experience of
the estimators, but over time the data quality should improve. Such structured
databases serve as feedback for estimators and as benchmarks for cost and time
for each project. In addition, comparison of estimate and actual for different
projects can suggest the degree of risk inherent in estimates. See Figure 5.7 for the
structure of a database similar to those found in practice.
Estimating
database
Operation
processes
Risk
analysis
Documentation
Hardware
MIS
EXAMPLE
1. Estimated & actuals on
A. Labor
B. Materials
C. Equipment
2. Benchmarking ratios
3. Code of accounts
Product
production
Programming
FIGURE 5.7
Estimating Database
Templates
Lar03342_ch05_126-155.indd Page 146 1/12/10 9:14:23 AM user-f501Lar03342_ch05_126-155.indd Page 146 1/12/10 9:14:23 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 147
Summary Quality time and cost estimates are the bedrock of project control. Past experi-
ence 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 es-
timating guidelines will help eliminate many common mistakes made by those un-
acquainted 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 up-
front 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 use-
fulness for planning and control. The team climate, organization culture, and or-
ganization structure can strongly influence the importance attached to time and
cost estimates and how they are used in managing projects.
Key Terms Apportionment, 135
Bottom-up
estimates, 132
Delphi Method, 134
Direct costs, 142
Function points, 135
Learning curves, 137
Overhead costs, 142
Padding estimates, 129
Phase estimating, 139
Range estimating, 138
Ratio methods, 134
Template method, 137
Time and cost
databases, 146
Top-down estimates, 132
Review
Questions
1. Why are accurate estimates critical to effective project management?
2. How does the culture of an organization influence the quality of estimates?
3. What are the differences between bottom-up and top-down estimating
approaches? Under what conditions would you prefer one over the other?
4. What are the major types of costs? Which costs are controllable by the project
manager?
1. Mrs. Tolstoy and her husband, Serge, are planning their dream house. The
lot for the house sits high on a hill with a beautiful view of the Appala-
chian Mountains. The plans show the size of the house to be 2,900 square feet.
The average price for a lot and house similar to this one has been $120 per
square foot. Fortunately, Serge is a retired plumber and feels he can save money
Exercises
Lar03342_ch05_126-155.indd Page 147 1/12/10 9:14:24 AM user-f501Lar03342_ch05_126-155.indd Page 147 1/12/10 9:14:24 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

148 Chapter 5 Estimating Project Times and Costs
by installing the plumbing himself. Mrs. Tolstoy feels she can take care of the
interior decorating.
The following average cost information is available from a local bank that
makes loans to local contractors and disperses progress payments to contrac-
tors when specific tasks are verified as complete.
24% Excavation and framing complete
8% Roof and fireplace complete
3% Wiring roughed in
6% Plumbing roughed in
5% Siding on
17% Windows, insulation, walks, plaster, and garage complete
9% Furnace installed
4% Plumbing fixtures installed
10% Exterior paint, light fixtures installed, finish hardware installed
6% Carpet and trim installed
4% Interior decorating
4% Floors laid and finished
a. What is the estimated cost for the Tolstoy’s house if they use contractors to
complete all of the house?
b. Estimate what the cost of the house would be if the Tolstoys use their talents
to do some of the work themselves.
2. Below is a project WBS with cost apportioned by percents. If the total project
cost is estimated to be $600,000, what are the estimated costs for the following
deliverables?
a. Design?
b. Programming?
c. In-house testing?
What weaknesses are inherent in this estimating approach?
Router systems project
Cost: $600,000
Definition
10%
Design
40%
Implementation
50%
Objectives
4%
Requirements
6%
Inputs
3%
Outputs
3%
Files
4%
Interfaces
10%
Programming
20%
In-house
testing
40%
Customer testing
& review
10%
EXERCISE 5.3
WBS Figure
3. Firewall Project XT. Using the “complexity weighting” scheme shown in
Exercise 5.3 and the function point complexity weighted table shown below,
Lar03342_ch05_126-155.indd Page 148 1/27/10 1:06:17 PM f-500Lar03342_ch05_126-155.indd Page 148 1/27/10 1:06:17 PM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

estimate the total function point count. Assume historical data suggest five func-
tion points equal one person a month and six people can work on the project.
Chapter 5 Estimating Project Times and Costs 149
a. What is the estimated project duration?
b. If 20 people are available for the project, what is the estimated project
duration?
c. If the project must be completed in six months, how many people will be
needed for the project?
References Dalkey, N. C., D. L. Rourke, R. Lewis, and D. Snyder, Studies in the Quality of Life:
Delphi and Decision Making (Lexington, MA: Lexington Books, 1972).
Gray, N. S., “Secrets to Creating the Elusive ‘Accurate Estimate,’ ” PM Network,
15 (8) August 2001, p. 56.
Jeffery, R., G. C. Low, and M. Barnes, “A Comparison of Function Point Count-
ing Techniques,” IEEE Transactions on Software Engineering, 19 (5) 1993,
pp. 529–32.
Jones, C., Applied Software Measurement (New York: McGraw-Hill, 1991).
Jones, C., Estimating Software Costs (New York: McGraw-Hill, 1998).
Kharbanda, O. P., and J. K. Pinto, What Made Gertie Gallop: Learning from
Project Failures (New York: Von Nostrand Reinhold, 1996).
Magne, E., K. Emhjellenm, and P. Osmundsen, “Cost Estimation Overruns in
the North Sea,” Project Management Journal 34 (1) 2003, pp. 23–29.
McLeod, G., and D. Smith, Managing Information Technology Projects
(Cambridge, MA: Course Technology, 1996).
Milosevic, D. Z., Project Management ToolBox (Upper Saddle River, NJ: John
Wiley, 2003), p. 229.
Pressman, R. S., Software Engineering: A Practitioner’s Approach, 4th ed. (New
York: McGraw-Hill, 1997).
Symons, C. R., “Function Point Analysis: Difficulties and Improvements,” IEEE
Transactions on Software Engineering, 14 (1) 1988, pp. 2–11.
Complexity Weight Table
Number of inputs 10 Rated complexity low
Number of outputs 20 Rated complexity average
Number of inquires 10 Rated complexity average
Number of files 30 Rated complexity high
Number of interfaces 50 Rated complexity high
Sharp Printing, AG
Three years ago the Sharp Printing (SP) strategic management group set a goal of
having a color laser printer available for the consumer and small business market
for less than $200. A few months later the senior management met off-site to
Case
Lar03342_ch05_126-155.indd Page 149 1/27/10 9:41:48 AM f-500Lar03342_ch05_126-155.indd Page 149 1/27/10 9:41:48 AM f-500 /Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX/Users/f-500/Desktop/28-12-09/MHBR120:ARENS:PRINTER CRX

150 Chapter 5 Estimating Project Times and Costs
discuss the new product. The results of this meeting were a set of general technical
specifications along with major deliverables, a product launch date, and a cost
estimate based on prior experience.
Shortly afterward, a meeting was arranged for middle management explaining
the project goals, major responsibilities, the project start date, and importance of
meeting the product launch date within the cost estimate. Members of all depart-
ments involved attended the meeting. Excitement was high. Although everyone
saw the risks as high, the promised rewards for the company and the personnel
were emblazoned in their minds. A few participants questioned the legitimacy of
the project duration and cost estimates. A couple of R&D people were worried
about the technology required to produce the high-quality product for less than
$200. But given the excitement of the moment, everyone agreed the project was
worth doing and doable. The color laser printer project was to have the highest
project priority in the company.
Lauren was selected to be the project manager. She had 15 years of experience
in printer design and manufacture, which included successful management of
several projects related to printers for commercial markets. Since she was one of
those uncomfortable with the project cost and time estimates, she felt getting
good bottom-up time and cost estimates for the deliverables was her first con-
cern. She quickly had a meeting with the significant stakeholders to create a WBS
identifying the work packages and organizational unit responsible for implement-
ing the work packages. Lauren stressed she wanted time and cost estimates
from those who would do the work or were the most knowledgeable, if possible.
Getting estimates from more than one source was encouraged. Estimates were
due in two weeks.
The compiled estimates were placed in the WBS/OBS. The corresponding cost
estimate seemed to be in error. The cost estimate was $1,250,000 over the senior
management estimate; this represents about a 20 percent overrun! The time esti-
mate from the developed project network was only four months over the top man-
agement time estimate. Another meeting was scheduled with the significant
stakeholders to check the estimates and to brainstorm for alternative solutions;
the cost and time estimates appeared to be reasonable. Some of the suggestions
for the brainstorming session are listed below.
• Change scope.
• Outsource technology design.
• Use the priority matrix (found in Chapter 4) to get top management to clarify
their priorities.
• Partner with another organization or build a research consortium to share costs
and to share the newly developed technology and production methods.
• Cancel the project.
• Commission a break-even study for the laser printer.
Very little in the way of concrete savings was identified, although there was
consensus that time could be compressed to the market launch date, but at
additional costs.
Lauren met with the marketing (Connor), production (Kim), and design (Gage)
managers who yielded some ideas for cutting costs, but nothing significant enough
to have a large impact. Gage remarked, “I wouldn’t want to be the one to deliver
Lar03342_ch05_126-155.indd Page 150 1/12/10 9:14:25 AM user-f501Lar03342_ch05_126-155.indd Page 150 1/12/10 9:14:25 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 151
Appendix 5.1
Learning Curves for Estimating
A forecast estimate of the time required to perform a work package or task is a
basic necessity for scheduling the project. In some cases, the manager simply uses
judgment and past experience to estimate work package time, or may use histori-
cal records of similar tasks.
Most managers and workers intuitively know that improvement in the amount
of time required to perform a task or group of tasks occurs with repetition. A
worker can perform a task better/quicker the second time and each succeeding
time she/he performs it (without any technological change). It is this pattern of
improvement that is important to the project manager and project scheduler.
This improvement from repetition generally results in a reduction of labor
hours for the accomplishment of tasks and results in lower project costs. From
empirical evidence across all industries, the pattern of this improvement has been
quantified in the learning curve (also known as improvement curve, experience
curve, and industrial progress curve), which is described by the following
relationship:
Each time the output quantity doubles, the unit labor hours are reduced at a constant rate.
For example, assume that a manufacturer has a new contract for 16 prototype
units and a total of 800 labor hours were required for the first unit. Past experi-
ence has indicated that on similar types of units the improvement rate was 80 per-
cent. This relationship of improvement in labor hours is shown below:
Unit Labor Hours
1 800
2 800 3 .80 5 640
4 640 3 .80 5 512
8 512 3 .80 5 410
16 410 3 .80 5 328
By using Table A5.1 unit values, similar labor hours per unit can be determined.
Looking across the 16 unit level and down the 80 percent column, we find a ratio
of .4096. By multiplying this ratio times the labor hours for the first unit, we
obtained the per unit value:
.4096 3 800 5 328 hours or 327.68
the message to top management that their cost estimate is $1,250,000 off! Good
luck, Lauren.”
1. At this point, what would you do if you were the project manager?
2. Was top management acting correctly in developing an estimate?
3. What estimating techniques should be used for a mission critical project such
as this?
Lar03342_ch05_126-155.indd Page 151 1/12/10 9:14:25 AM user-f501Lar03342_ch05_126-155.indd Page 151 1/12/10 9:14:25 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

152 Chapter 5 Estimating Project Times and Costs
TABLE A5.1
Learning Curves
Unit Values
Units 60% 65% 70% 75% 80% 85% 90% 95%
1 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000 1.0000
2 .6000 .6500 .7000 .7500 .8000 .8500 .9000 .9500
3 .4450 .5052 .5682 .6338 .7021 .7729 .8462 .9219
4 .3600 .4225 .4900 .5625 .6400 .7225 .8100 .9025
5 .3054 .3678 .4368 .5127 .5956 .6857 .7830 .8877
6 .2670 .3284 .3977 .4754 .5617 .6570 .7616 .8758
7 .2383 .2984 .3674 .4459 .5345 .6337 .7439 .8659
8 .2160 .2746 .3430 .4219 .5120 .6141 .7290 .8574
9 .1980 .2552 .3228 .4017 .4930 .5974 .7161 .8499
10 .1832 .2391 .3058 .3846 .4765 .5828 .7047 .8433
12 .1602 .2135 .2784 .3565 .4493 .5584 .6854 .8320
14 .1430 .1940 .2572 .3344 .4276 .5386 .6696 .8226
16 .1296 .1785 .2401 .3164 .4096 .5220 .6561 .8145
18 .1188 .1659 .2260 .3013 .3944 .5078 .6445 .8074
20 .1099 .1554 .2141 .2884 .3812 .4954 .6342 .8012
22 .1025 .1465 .2038 .2772 .3697 .4844 .6251 .7955
24 .0961 .1387 .1949 .2674 .3595 .4747 .6169 .7904
25 .0933 .1353 .1908 .2629 .3548 .4701 .6131 .7880
30 .0815 .1208 .1737 .2437 .3346 .4505 .5963 .7775
35 .0728 .1097 .1605 .2286 .3184 .4345 .5825 .7687
40 .0660 .1010 .1498 .2163 .3050 .4211 .5708 .7611
45 .0605 .0939 .1410 .2060 .2936 .4096 .5607 .7545
50 .0560 .0879 .1336 .1972 .2838 .3996 .5518 .7486
60 .0489 .0785 .1216 .1828 .2676 .3829 .5367 .7386
70 .0437 .0713 .1123 .1715 .2547 .3693 .5243 .7302
80 .0396 .0657 .1049 .1622 .2440 .3579 .5137 .7231
90 .0363 .0610 .0987 .1545 .2349 .3482 .5046 .7168
100 .0336 .0572 .0935 .1479 .2271 .3397 .4966 .7112
120 .0294 .0510 .0851 .1371 .2141 .3255 .4830 .7017
140 .0262 .0464 .0786 .1287 .2038 .3139 .4718 .6937
160 .0237 .0427 .0734 .1217 .1952 .3042 .4623 .6869
180 .0218 .0397 .0691 .1159 .1879 .2959 .4541 .6809
200 .0201 .0371 .0655 .1109 .1816 .2887 .4469 .6757
250 .0171 .0323 .0584 .1011 .1691 .2740 .4320 .6646
300 .0149 .0289 .0531 .0937 .1594 .2625 .4202 .5557
350 .0133 .0262 .0491 .0879 .1517 .2532 .4105 .6482
400 .0121 .0241 .0458 .0832 .1453 .2454 .4022 .6419
450 .0111 .0224 .0431 .0792 .1399 .2387 .3951 .6363
500 .0103 .0210 .0408 .0758 .1352 .2329 .3888 .6314
600 .0090 .0188 .0372 .0703 .1275 .2232 .3782 .6229
700 .0080 .0171 .0344 .0659 .1214 .2152 .3694 .6158
800 .0073 .0157 .0321 .0624 .1163 .2086 .3620 .6098
900 .0067 .0146 .0302 .0594 .1119 .2029 .3556 .6045
1,000 .0062 .0137 .0286 .0569 .1082 .1980 .3499 .5998
1,200 .0054 .0122 .0260 .0527 .1020 .1897 .3404 .5918
1,400 .0048 .0111 .0240 .0495 .0971 .1830 .3325 .5850
1,600 .0044 .0102 .0225 .0468 .0930 .1773 .3258 .5793
1,800 .0040 .0095 .0211 .0446 .0895 .1725 .3200 .5743
2,000 .0037 .0089 .0200 .0427 .0866 .1683 .3149 .5698
2,500 .0031 .0077 .0178 .0389 .0606 .1597 .3044 .5605
3,000 .0027 .0069 .0162 .0360 .0760 .1530 .2961 .5530
Lar03342_ch05_126-155.indd Page 152 1/12/10 9:14:26 AM user-f501Lar03342_ch05_126-155.indd Page 152 1/12/10 9:14:26 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 153
That is, the 16th unit should require close to 328 labor hours, assuming an 80 per-
cent improvement ratio.
Obviously, a project manager may need more than a single unit value for es-
timating the time for some work packages. The cumulative values in Table A5.2
provide factors for computing the cumulative total labor hours of all units.
In the previous example, for the first 16 units, the total labor hours required
would be
800 3 8.920 5 7,136 hours
By dividing the total cumulative hours (7,136) by the units, the average unit labor
hours can be obtained:
7,136 labor hours/16 units 5 446 average labor hours per unit
Note how the labor hours for the 16th unit (328) differs from the average for all
16 units (446). The project manager, knowing the average labor costs and
processing costs, could estimate the total prototype costs. (The mathematical
derivation of factors found in Tables A5.1 and A5.2 can be found in Jelen, F. C.
and J. H. Black, Cost and Optimization Engineering, 2nd ed. (New York:
McGraw-Hill, 1983.)
FOLLOW-ON CONTRACT EXAMPLE
Assume the project manager gets a follow-on order of 74 units; how should she
estimate labor hours and cost? Going to the cumulative Table A5.2 we find at the
80 percent ratio and 90 total units intersection—a 30.35 ratio.
800 3 30.35 5 24,280 labor hours for 90 units
Less previous 16 units 5 7,136
Total follow-on order 5 17,144 labor hours
17,144/74 equals 232 average labor hours per unit
Labor hours for the 90th unit can be obtained from Table A5.1: .2349 3 800 5
187.9 labor hours. (For ratios between given values, simply estimate.)
Exercise A5.1
Norwegian Satellite Development Company
Cost Estimates
for
World Satellite Telephone Exchange Project
NSDC has a contract to produce eight satellites to support a worldwide tele-
phone system (for Alaska Telecom, Inc.) that allows individuals to use a single,
portable telephone in any location on earth to call in and out. NSDC will develop
and produce the eight units. NSDC has estimated that the R&D costs will be
NOK (Norwegian Krone) 12,000,000. Material costs are expected to be NOK
6,000,000. They have estimated the design and production of the first satellite
will require 100,000 labor hours and an 80 percent improvement curve is expected.
Lar03342_ch05_126-155.indd Page 153 1/12/10 9:14:26 AM user-f501Lar03342_ch05_126-155.indd Page 153 1/12/10 9:14:26 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

154 Chapter 5 Estimating Project Times and Costs
TABLE A5.2
Learning Curves
Cumulative Values
Units 60% 65% 70% 75% 80% 85% 90% 95%
1 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000
2 1.600 1.650 1.700 1.750 1.800 1.850 1.900 1.950
3 2.045 2.155 2.268 2.384 2.502 2.623 2.746 2.872
4 2.405 2.578 2.758 2.946 3.142 3.345 3.556 3.774
5 2.710 2.946 3.195 3.459 3.738 4.031 4.339 4.662
6 2.977 3.274 3.593 3.934 4.299 4.688 5.101 5.538
7 3.216 3.572 3.960 4.380 4.834 5.322 5.845 6.404
8 3.432 3.847 4.303 4.802 5.346 5.936 6.574 7.261
9 3.630 4.102 4.626 5.204 5.839 6.533 7.290 8.111
10 3.813 4.341 4.931 5.589 6.315 7.116 7.994 8.955
12 4.144 4.780 5.501 6.315 7.227 8.244 9.374 10.62
14 4.438 5.177 6.026 6.994 8.092 9.331 10.72 12.27
16 4.704 5.541 6.514 7.635 8.920 10.38 12.04 13.91
18 4.946 5.879 6.972 8.245 9.716 11.41 13.33 15.52
20 5.171 6.195 7.407 8.828 10.48 12.40 14.64 17.13
22 5.379 6.492 7.819 9.388 11.23 13.38 15.86 18.72
24 5.574 6.773 8.213 9.928 11.95 14.33 17.10 20.31
25 5.668 6.909 8.404 10.19 12.31 14.80 17.71 21.10
30 6.097 7.540 9.305 11.45 14.02 17.09 20.73 25.00
35 6.478 8.109 10.13 12.72 15.64 19.29 23.67 28.86
40 6.821 8.631 10.90 13.72 17.19 21.43 26.54 32.68
45 7.134 9.114 11.62 14.77 18.68 23.50 29.37 36.47
50 7.422 9.565 12.31 15.78 20.12 25.51 32.14 40.22
60 7.941 10.39 13.57 17.67 22.87 29.41 37.57 47.65
70 8.401 11.13 14.74 19.43 25.47 33.17 42.87 54.99
80 8.814 11.82 15.82 21.09 27.96 36.80 48.05 62.25
90 9.191 12.45 16.83 22.67 30.35 40.32 53.14 69.45
100 9.539 13.03 17.79 24.18 32.65 43.75 58.14 76.59
120 10.16 14.16 19.57 27.02 37.05 50.39 67.93 90.71
140 10.72 15.08 21.20 29.67 41.22 56.78 77.46 104.7
160 11.21 15.97 22.72 32.17 45.20 62.95 86.80 118.5
180 11.67 16.79 24.14 34.54 49.03 68.95 95.96 132.1
200 12.09 17.55 25.48 36.80 52.72 74.79 105.0 145.7
250 13.01 19.28 28.56 42.08 61.47 88.83 126.9 179.2
300 13.81 20.81 31.34 46.94 69.66 102.2 148.2 212.2
350 14.51 22.18 33.89 51.48 77.43 115.1 169.0 244.8
400 15.14 23.44 36.26 55.75 84.85 127.6 189.3 277.0
450 15.72 24.60 38.48 59.80 91.97 139.7 209.2 309.0
500 16.26 25.68 40.58 63.68 98.85 151.5 228.8 340.6
600 17.21 27.67 44.47 70.97 112.0 174.2 267.1 403.3
700 18.06 29.45 48.04 77.77 124.4 196.1 304.5 465.3
800 18.82 31.09 51.36 84.18 136.3 217.3 341.0 526.5
900 19.51 32.60 54.46 90.26 147.7 237.9 376.9 587.2
1,000 20.15 34.01 57.40 96.07 158.7 257.9 412.2 647.4
1,200 21.30 36.59 62.85 107.0 179.7 296.6 481.2 766.6
1,400 22.32 38.92 67.85 117.2 199.6 333.9 548.4 884.2
1,600 23.23 41.04 72.49 126.8 218.6 369.9 614.2 1001.
1,800 24.06 43.00 76.85 135.9 236.8 404.9 678.8 1116.
2,000 24.83 44.84 80.96 144.7 254.4 438.9 742.3 1230.
2,500 26.53 48.97 90.39 165.0 296.1 520.8 897.0 1513.
3,000 27.99 52.62 98.90 183.7 335.2 598.9 1047. 1791.
Lar03342_ch05_126-155.indd Page 154 1/12/10 9:14:26 AM user-f501Lar03342_ch05_126-155.indd Page 154 1/12/10 9:14:26 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

Chapter 5 Estimating Project Times and Costs 155
Skilled labor cost is NOK 300 per hour. Desired profit for all projects is 25 percent
of total costs.
A. How many labor hours should the eighth satellite require?
B. How many labor hours for the whole project of eight satellites?
C. What price would you ask for the project? Why?
D. Midway through the project your design and production people realize that a
75 percent improvement curve is more appropriate. What impact does this
have on the project?
E. Near the end of the project Deutsch Telefon AG has requested a cost estimate
for four satellites identical to those you have already produced. What price will
you quote them? Justify your price.
Lar03342_ch05_126-155.indd Page 155 1/12/10 9:14:26 AM user-f501Lar03342_ch05_126-155.indd Page 155 1/12/10 9:14:26 AM user-f501 /Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165/Lar03342/0073403342%0/Lar03342_pagefiles

C H A P T E R S I X
Developing a Project Plan
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
15
18
Oversig
ht
Agile PM
Career paths
17
16
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4
156
Developing a Project Plan
Developing the Project Network
From Work Package to Network
Constructing a Project Network
Activity-on-Node (AON) Fundamentals
Network Computation Process
Using the Forward and Backward Pass Information
Level of Detail for Activities
Practical Considerations
Extended Network Techniques to Come Closer to Reality
Summary
Appendix 6.1: Activity-on-Arrow Method
Lar03342_ch06_156-209.indd Page 156 1/12/10 9:56:54 AM user-f498Lar03342_ch06_156-209.indd Page 156 1/12/10 9:56:54 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

I keep six honest serving-men (they taught me all I knew); their names
are What and Why and When and How and Where and Who.
Rudyard Kipling
Developing the Project Network
The project network is the tool used for planning, scheduling, and monitoring
project progress. The network is developed from the information collected for the
WBS and is a graphic flow chart of the project job plan. The network depicts the
project activities that must be completed, the logical sequences, the interdepen-
dencies of the activities to be completed, and in most cases the times for the activi-
ties to start and finish along with the longest path(s) through the network—the
critical path. The network is the framework for the project information system
that will be used by the project managers to make decisions concerning project
time, cost, and performance.
Developing the project networks takes time for someone or some group to de-
velop; therefore, they cost money! Are networks really worth the struggle? The
answer is definitely yes, except in cases where the project is considered trivial or
very short in duration. The network is easily understood by others because the
network presents a graphic display of the flow and sequence of work through
the project. Once the network is developed, it is very easy to modify or change
when unexpected events occur as the project progresses. For example, if materials
for an activity are delayed, the impact can be quickly assessed and the whole
project revised in only a few minutes with the computer. These revisions can be
communicated to all project participants quickly (for example, via e-mail or
project Web site).
The project network provides other invaluable information and insights. It
provides the basis for scheduling labor and equipment. It enhances communi-
cation that melds all managers and groups together in meeting the time, cost,
and performance objectives of the project. It provides an estimate of project
duration rather than picking a project completion date from a hat or some-
one’s preferred date. The network gives the times when activities can start and
finish and when they can be delayed. It provides the basis for budgeting the
cash flow of the project. It identifies which activities are “critical” and, there-
fore, should not be delayed if the project is to be completed as planned. It
157
Lar03342_ch06_156-209.indd Page 157 1/12/10 9:56:58 AM user-f498Lar03342_ch06_156-209.indd Page 157 1/12/10 9:56:58 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

158 Chapter 6 Developing a Project Plan
highlights which activities to consider if the project needs to be compressed to
meet a deadline.
There are other reasons project networks are worth their weight in gold. Basi-
cally, project networks minimize surprises by getting the plan out early and allow-
ing corrective feedback. A commonly heard statement from practitioners is that
the project network represents three-quarters of the planning process. Perhaps
this is an exaggeration, but it signals the perceived importance of the network to
project managers in the field.
From Work Package to Network
Project networks are developed from the WBS. The project network is a visual
flow diagram of the sequence, interrelationships, and dependencies of all the ac-
tivities that must be accomplished to complete the project. An activity is an element
in the project that consumes time—for example, work or waiting. Work packages
from the WBS are used to build the activities found in the project network. An ac-
tivity can include one or more work packages. The activities are placed in a
sequence that provides for orderly completion of the project. Networks are built
using nodes (boxes) and arrows (lines). The node depicts an activity, and the ar-
row shows dependency and project flow.
Integrating the work packages and the network represents a point where the
management process often fails in practice. The primary explanations for this fail-
ure are that (1) different groups (people) are used to define work packages and
activities and (2) the WBS is poorly constructed and not deliverable/output
oriented. Integration of the WBS and project network is crucial to effective project
management. The project manager must be careful to guarantee continuity by
having some of the same people who defined the WBS and work packages develop
the network activities.
Networks provide the project schedule by identifying dependencies, sequenc-
ing, and timing of activities, which the WBS is not designed to do. The primary
inputs for developing a project network plan are work packages. Remember, a
work package is defined independently of other work packages, has definite start
and finish points, requires specific resources, includes technical specifications, and
has cost estimates for the package. However, dependency, sequencing, and timing
of each of these factors are not included in the work package. A network activity
can include one or more work packages.
Figure 6.1 shows a segment of the WBS example from Chapter 4 and how
the information is used to develop a project network. The lowest level deliver-
able in Figure 6.1 is “circuit board.” The cost accounts (design, production,
test, software) denote project work, organization unit responsible, and time-
phased budgets for the work packages. Each cost account represents one or
more work packages. For example, the design cost account has two work
packages (D-1-1 and D-1-2)—specifications and documentation. The soft-
ware and production accounts also have two work packages. Developing a
network requires sequencing tasks from all work packages that have measur-
able work.
Figure 6.1 traces how work packages are used to develop a project network.
You can trace the use of work packages by the coding scheme. For example,
Lar03342_ch06_156-209.indd Page 158 1/27/10 4:09:50 PM userLar03342_ch06_156-209.indd Page 158 1/27/10 4:09:50 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 6 Developing a Project Plan 159
activity A uses work packages D-1-1 and D-1-2 (specifications and documenta-
tion), while activity C uses work package S-22-1. This methodology of selecting
work packages to describe activities is used to develop the project network, which
sequences and times project activities. Care must be taken to include all work
packages. The manager derives activity time estimates from the task times in the
work package. For example, activity B (proto 1) requires five weeks to complete;
activity K (test) requires three weeks to complete. After computing the activity
early and late times, the manager can schedule resources and time-phase budgets
(with dates).
FIGURE 6.1
WBS/Work Packages
to Network
Circuit
board
Lowest
element
Design
cost
account
O
r
g
a
n
i
z
a
t
i
o
n
U
n
i
t
s
Production
cost
account
Test
cost
account
Software
cost
account
A
D -1-1
D -1-2
Design
WP D-1-1 Specifications
WP D-1-2 Documentation
Production
WP P-10-1 Proto 1
WP P-10-2 Final Proto 2
Test systems
WP T-13-1 Test
Software
WP S-22-1 Software preliminary
WP S-22-2 Software final version
B
P -10-1
C
S -22-1
D
P -10-2
Activity network for circuit board work packages
F
S -22-2
K
T -13-1
A
Specifications
and documentation
2
B
Proto 1
5
C
Software
preliminary
3
D
Final
proto 2
4
F
Final
software
2
K
Test
3
Lar03342_ch06_156-209.indd Page 159 1/27/10 7:09:53 PM userLar03342_ch06_156-209.indd Page 159 1/27/10 7:09:53 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

160 Chapter 6 Developing a Project Plan
Constructing a Project Network
Terminology
Every field has its jargon that allows colleagues to communicate comfortably with
each other about the techniques they use. Project managers are no exception. Here
are some terms used in building project networks.
Activity. For project managers, an activity is an element of the project that
requires time. It may or may not require resources. Typically an activity con-
sumes time—either while people work or while people wait. Examples of the
latter are time waiting for contracts to be signed, materials to arrive, drug ap-
proval by the government, budget clearance, etc. Activities usually represent
one or more tasks from a work package. Descriptions of activities should use
a verb/noun format: for example, develop product specifications.
Merge activity. This is an activity that has more than one activity immediately
preceding it (more than one dependency arrow flowing to it).
Parallel activities. These are activities that can take place at the same time,
if the manager wishes. However, the manager may choose to have parallel
activities not occur simultaneously.
Path. A sequence of connected, dependent activities.
Critical path. When this term is used, it means the path(s) with the longest
duration through the network; if an activity on the path is delayed, the project
is delayed the same amount of time.
Event. This term is used to represent a point in time when an activity is started
or completed. It does not consume time.
Burst activity. This activity has more than one activity immediately following
it (more than one dependency arrow flowing from it).
Two Approaches
The two approaches used to develop project networks are known as activity-on-
node (AON) and activity-on-arrow (AOA). Both methods use two building blocks—
the arrow and the node. Their names derive from the fact that the former uses a
node to depict an activity, while the second uses an arrow to depict an activity.
From the first use of these two approaches in the late 1950s, practitioners have
offered many enhancements; however, the basic models have withstood the test
of time and still prevail with only minor variations in form.
In practice, the activity-on-node (AON) method has come to dominate most
projects. Hence, this text will deal primarily with AON. However, for those who
find their organization using the activity-on-arrow (AOA) approach, the chapter
includes an appendix demonstrating AOA methods (Appendix 6.1). There are
good reasons for students of project management to be proficient in both meth-
ods. Different departments and organizations have their “favorite” approaches
and are frequently loyal to software that is already purchased and being used.
New employees or outsiders are seldom in a position to govern choice of method.
If subcontractors are used, it is unreasonable to ask them to change their whole
project management system to conform to the approach you are using. The point
is, a project manager should feel comfortable moving among projects that use
either AON or AOA.
Lar03342_ch06_156-209.indd Page 160 1/12/10 9:57:00 AM user-f498Lar03342_ch06_156-209.indd Page 160 1/12/10 9:57:00 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 161
Basic Rules to Follow in Developing Project Networks
The following eight rules apply in general when developing a project network:
1. Networks flow typically from left to right.
2. An activity cannot begin until all preceding connected activities have been
completed.
3. Arrows on networks indicate precedence and flow. Arrows can cross over each
other.
4. Each activity should have a unique identification number.
5. An activity identification number must be larger than that of any activities that
precede it.
6. Looping is not allowed (in other words, recycling through a set of activities
cannot take place).
7. Conditional statements are not allowed (that is, this type of statement should
not appear: If successful, do something; if not, do nothing).
8. Experience suggests that when there are multiple starts, a common start node
can be used to indicate a clear project beginning on the network. Similarly, a
single project end node can be used to indicate a clear ending.
Read the Snapshot from Practice: The Yellow Sticky Approach (page 165) to see
how these rules are used to create project networks.
Activity-on-Node (AON) Fundamentals
The wide availability of personal computers and graphics programs has served as
an impetus for use of the activity-on-node (AON) method (sometimes called the
precedence diagram method). Figure 6.2 shows a few typical uses of building blocks
for the AON network construction. An activity is represented by a node (box). The
node can take many forms, but in recent years the node represented as a rectangle
(box) has dominated. The dependencies among activities are depicted by arrows
between the rectangles (boxes) on the AON network. The arrows indicate how
the activities are related and the sequence in which things must be accomplished.
The length and slope of the arrow are arbitrary and set for convenience of drawing
the network. The letters in the boxes serve here to identify the activities while you
learn the fundamentals of network construction and analysis. In practice, activities
have identification numbers and descriptions.
There are three basic relationships that must be established for activities
included in a project network. The relationships can be found by answering the
following three questions for each activity:
1. Which activities must be completed immediately before this activity? These ac-
tivities are called predecessor activities.
2. Which activities must immediately follow this activity? These activities are
called successor activities.
3. Which activities can occur while this activity is taking place? This is known as a
concurrent or parallel relationship.
Sometimes a manager can use only questions 1 and 3 to establish relationships.
This information allows the network analyst to construct a graphic flow chart of
the sequence and logical interdependencies of project activities.
Lar03342_ch06_156-209.indd Page 161 1/12/10 9:57:01 AM user-f498Lar03342_ch06_156-209.indd Page 161 1/12/10 9:57:01 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

162 Chapter 6 Developing a Project Plan
Figure 6.2A is analogous to a list of things to do where you complete the task
at the top of the list first and then move to the second task, etc. This figure tells
the project manager that activity A must be completed before activity B can begin,
and activity B must be completed before activity C can begin.
Figure 6.2B tells us that activities Y and Z cannot begin until activity X is com-
pleted. This figure also indicates that activities Y and Z can occur concurrently or
simultaneously if the project manager wishes; however, it is not a necessary condi-
tion. For example, pouring a concrete driveway (activity Y) can take place while
landscape planting (activity Z) is being accomplished, but land clearing (activity X)
must be completed before activities Y and Z can start. Activities Y and Z are
considered parallel activities. Parallel paths allow concurrent effort, which may
shorten time to do a series of activities. Activity X is sometimes referred to as a
burst activity because more than one arrow bursts from the node. The number of
arrows indicates how many activities immediately follow activity X.
Figure 6.2C shows us activities J, K, and L can occur simultaneously if desired,
and activity M cannot begin until activities J, K, and L are all completed. Activi-
ties J, K, and L are parallel activities. Activity M is called a merge activity because
more than one activity must be completed before M can begin. Activity M could
also be called a milestone—a significant accomplishment.
A B C
A is preceded by nothing
B is preceded by A
C is preceded by B
X
Z
Y Y and Z are preceded by X
Y and Z can begin at the same time, if you wish
(A)
(B) X is a burst activity
M is a merge activity(C)
(D)
K M
L
J J, K, & L can all begin at the same time, if you
wish (they need not occur simultaneously)
but
All (J, K, L) must be completed before M can
begin
X Z
Y AA
Z is preceded by X and Y
AA is preceded by X and Y
FIGURE 6.2
Activity-on-Node
Network
Fundamentals
Lar03342_ch06_156-209.indd Page 162 1/27/10 4:09:53 PM userLar03342_ch06_156-209.indd Page 162 1/27/10 4:09:53 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 6 Developing a Project Plan 163
In Figure 6.2D, activities X and Y are parallel activities that can take place at
the same time; activities Z and AA are also parallel activities. But activities Z and
AA cannot begin until activities X and Y are both completed.
Given these fundamentals of AON, we can practice developing a simple network.
Remember, the arrows can cross over each other (e.g., Figure 6.2D), be bent, or be
any length or slope. Neatness is not a criterion for a valid, useful network—only
accurate inclusion of all project activities, their dependencies, and time estimates.
Information for a simplified project network is given in Table 6.1. This project rep-
resents a new business center that is to be developed and the work and services the
county engineering design department must provide as it coordinates with other
groups—such as the business center owners and contractors.
Figure 6.3 shows the first steps in constructing the AON project network from
the information in Table 6.1. We see that activity A (application approval) has
nothing preceding it; therefore, it is the first node to be drawn. Next, we note that
activities B, C, and D (construction plans, traffic study, and service availability
check) are all preceded by activity A. We draw three arrows and connect them to
activities B, C, and D. This segment shows the project manager that activity A
KOLL BUSINESS CENTER
County Engineers Design Department
Activity Description Preceding Activity
A Application approval None
B Construction plans A
C Traffic study A
D Service availability check A
E Staff report B, C
F Commission approval B, C, D
G Wait for construction F
H Occupancy E, G
TABLE 6.1
Network Information
FIGURE 6.3
Koll Business
Center—Partial
Network
KOLL BUSINESS CENTER
County Engineers Design Department
A
Application
approval
C
Traffic
study
B
Construction
plans
D
Service
availability
check
Lar03342_ch06_156-209.indd Page 163 1/12/10 9:57:03 AM user-f498Lar03342_ch06_156-209.indd Page 163 1/12/10 9:57:03 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

164 Chapter 6 Developing a Project Plan
must be completed before activities B, C, and D can begin. After A is completed,
B, C, and D can go on concurrently, if desired. Figure 6.4 shows the completed
network with all of the activities and precedences depicted.
At this point our project network presents us with a graphic map of the project
activities with sequences and dependencies. This information is tremendously valu-
able to those managing the project. However, estimating the duration for each activ-
ity will further increase the value of the network. A realistic project plan and
schedule require reliable time estimates for project activities. The addition of time to
the network allows us to estimate how long the project will take. When activities can
or must start, when resources must be available, which activities can be delayed, and
when the project is estimated to be complete are all determined from the times as-
signed. Deriving an activity time estimate necessitates early assessment of resource
needs in terms of material, equipment, and people. In essence the project network
with activity time estimates links planning, scheduling, and controlling of projects.
Network Computation Process
Drawing the project network places the activities in the right sequence for com-
puting start and finish times of activities. Activity time estimates are taken from
the task times in the work package and added to the network (review Figure 6.2).
Performing a few simple computations allows the project manager to complete a
process known as the forward and backward pass. Completion of the forward and
backward pass will answer the following questions:
Forward Pass—Earliest Times
1. How soon can the activity start? (early start—ES)
2. How soon can the activity finish? (early finish—EF)
3. How soon can the project be finished? (expected time—TE)
FIGURE 6.4 Koll Business Center—Complete Network
F
Commission
approval
G
Wait
construction
H
Occupancy
E
Staff
report
A
Application
approval
C
Traffic
study
B
Construction
plans
D
Service
availability
check
KOLL BUSINESS CENTER
County Engineers Design Department
Lar03342_ch06_156-209.indd Page 164 1/12/10 9:57:05 AM user-f498Lar03342_ch06_156-209.indd Page 164 1/12/10 9:57:05 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 165
Backward Pass—Latest Times
1. How late can the activity start? (late start—LS)
2. How late can the activity finish? (late finish—LF)
3. Which activities represent the critical path (CP)? This is the longest path in the
network which, when delayed, will delay the project.
4. How long can the activity be delayed? (slack or float—SL)
In practice small project networks (25 to 100 activities) are fre-
quently developed using yellow Post-it® stickers. The meeting
requirements and process for the project team are described
herein.
The following are the requirements for such a project:
1. Project team members and a facilitator.
2. One yellow sticker (3 3 4 inches or larger) for each activity
with the description of the activity printed on the sticker.
3. Erasable whiteboard with marker pen (a long, 4-foot-wide
piece of butcher paper can be used in place of the
whiteboard).
All of the yellow stickers are placed in easy view of all team
members. The team begins by identifying those activity stick-
ers that have no predecessors. Each of these activity stickers
is then attached to the whiteboard. A start node is drawn, and
a dependency arrow is connected to each activity.
S N A P S H O T F R O M P R A C T I C E
The Yellow Sticky Approach (for
Constructing a Project Network)
Given the initial network start activities, each activity is ex-
amined for immediate successor activities. These activities are
attached to the whiteboard and dependency arrows drawn. This
process is continued until all of the yellow stickers are attached
to the whiteboard with dependency arrows. (Note: The process
can be reversed, beginning with those activities that have no
successor activities and connecting them to a project end node.
The predecessor activities are selected for each activity and
attached to the whiteboard with dependency arrows marked.)
When the process is complete, the dependencies are
recorded in the project software, which develops a computer-
designed network along with the critical path(s) and early,
late, and slack times. This methodology sensitizes team mem-
bers early to the interdependencies among activities of the
project. But more importantly, the methodology empowers
team members by giving them input to the important decisions
that they must implement later.
Lar03342_ch06_156-209.indd Page 165 1/12/10 9:57:07 AM user-f498Lar03342_ch06_156-209.indd Page 165 1/12/10 9:57:07 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

166 Chapter 6 Developing a Project Plan
The terms in parentheses represent the acronyms used in most texts and com-
puter programs and by project managers. The forward and backward pass process
is presented next.
Forward Pass—Earliest Times
The forward pass starts with the first project activity(ies) and traces each path
(chain of sequential activities) through the network to the last project
activity(ies). As you trace along the path, you add the activity times. The longest
path denotes the project completion time for the plan and is called the critical
path (CP). Table 6.2 lists the activity times in workdays for the Koll Business
Center example we used for drawing a network.
Figure 6.5 shows the network with the activity time estimate found in the node
(see “DUR” for duration in the legend). For example, activity A has an activity
duration of 5 workdays, and activity G has a duration of 170 workdays. The for-
ward pass begins with the project start time, which is usually time zero. (Note:
Calendar times can be computed for the project later in the planning phase.) In
our Koll Business Center example, the early start time for the first activity (activ-
ity A) is zero. This time is found in the upper left corner of the activity A node in
Figure 6.6. The early finish for activity A is 5 (ES 1 DUR 5 EF or 0 1 5 5 5).
Next, we see that activity A is the predecessor for activities B, C, and D. Therefore,
the earliest these activities can begin is the instant in time when activity A is com-
pleted; this time is 5 workdays. You can now see in Figure 6.6 that activities B, C,
and D can all start the moment activity A is complete and, therefore, have an early
start (ES) of 5. Using the formula ES 1 DUR 5 EF, the early finish (EF) times
for activities B, C, and D are 20, 15, and 10. What is the ES for activity E, then,
which is a merge activity? Is it 15 or 20? The answer is 20 because all activities im-
mediately preceding activity E (B and C) must be completed before activity E can
begin. Because activity B will take the longest to complete, it controls the ES of
activity E. The same process is used for determining the ES for activity F. It is pre-
ceded by activities B, C, and D. The controlling early finish (EF) time is activity B,
which has the longer early finish (20 versus 15 and 10) of the immediate predeces-
sors (activities B, C, and D) of activity F. Stated differently, the forward pass as-
sumes every activity will start the instant in time when the last of its predecessors
is finished.
TABLE 6.2
Network Information
KOLL BUSINESS CENTER
County Engineers Design Department
Activity Description Preceding Activity Activity Time
A Application approval None 5
B Construction plans A 15
C Traffic study A 10
D Service availability check A 5
E Staff report B, C 15
F Commission approval B, C, D 10
G Wait for construction F 170
H Occupancy E, G 35
Lar03342_ch06_156-209.indd Page 166 1/12/10 9:57:11 AM user-f498Lar03342_ch06_156-209.indd Page 166 1/12/10 9:57:11 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 167
FIGURE 6.5 Activity-on-Node Network
A
5
Application
approval
ID
Legend
DUR
EF
Description
ES
LS
EF
LF
SL
C
10
Traffic
study
D
5
Service
check
B
15
Construction
plans
F
10
Commission
approval
G
170
Wait for
construction
E
15
Staff report
H
35
Occupancy
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE 6.6 Activity-on-Node Network Forward Pass
A0 5
5
Application
approval
ID
Legend
DUR
EF
Description
ES
LS
EF
LF
SL
C
10
10
15
15
35
200
20
20
D
5
B
15
F
10
G
170
E
5
5
5
20 30
20
15
10
20
30 200
35
15 H200
35
235
235
Service
check
Traffic
study
Commission
approval
Occupancy
Construction
plans
Wait for
construction
Staff report
KOLL BUSINESS CENTER
County Engineers Design Department
Lar03342_ch06_156-209.indd Page 167 1/12/10 9:57:11 AM user-f498Lar03342_ch06_156-209.indd Page 167 1/12/10 9:57:11 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

168 Chapter 6 Developing a Project Plan
The forward pass requires that you remember just three things when computing
early activity times:
1. You add activity times along each path in the network (ES 1 DUR 5 EF).
2. You carry the early finish (EF) to the next activity where it becomes its early
start (ES), unless
3. The next succeeding activity is a merge activity. In this case you select the largest
early finish number (EF) of all its immediate predecessor activities.
In our example in Figure 6.6, the EF for activity F (30) is carried to activity G,
where it becomes its ES (30). We see activity H is a merge activity and therefore
find the largest EF of its immediate predecessors (activities E and G). In this case,
the choice is between the EF times of 35 and 200; the choice for the ES of activity
H is 200. The EF for activity H (235) becomes the earliest the project can be ex-
pected to be completed (TE) under normal conditions. The three questions de-
rived from the forward pass have been answered; that is, early start (ES), early
finish (EF), and the project duration (TE) times have been computed. The back-
ward pass is the next process to learn.
Backward Pass—Latest Times
The backward pass starts with the last project activity(ies) on the network. You
trace backward on each path subtracting activity times to find the late start (LS)
and finish times (LF) for each activity. Before the backward pass can be com-
puted, the late finish for the last project activity(ies) must be selected. In early
planning stages, this time is usually set equal to the early finish (EF) of the last
project activity (or in the case of multiple finish activities, the activity with the
largest EF). In some cases an imposed project duration deadline exists, and this
date will be used. Let us assume for planning purposes we can accept the EF proj-
ect duration (TE) equal to 235 workdays. The LF for activity H becomes 235
workdays (EF 5 LF) (see Figure 6.7).
The backward pass is similar to the forward pass; you need to remember three
things:
1. You subtract activity times along each path starting with the project end activity
(LF 2 DUR 5 LS).
2. You carry the LS to the next preceding activity to establish its LF, unless
3. The next preceding activity is a burst activity; in this case you select the smallest
LS of all its immediate successor activities to establish its LF.
Let’s apply these rules to our Koll Business Center example. Beginning with ac-
tivity H (occupancy) and an LF of 235 workdays, the LS for activity H is 200
workdays (LF 2 DUR 5 LS or 235 2 35 5 200). The LS for activity H becomes
the LF for activities E and G. The LS for activities E and G becomes 185 (200 2 15 5
185) and 30 workdays (200 2 170 5 30), respectively. Next, the LS for activity G
becomes the LF for activity F, and its LS becomes 20. At this point we see that ac-
tivities B and C are burst activities that tie to activities E and F. The late finish for
activity B is controlled by the LS of activities E and F. The LS for activity E is 185
days and for activity F, 20 days. Follow the arrows backward from activities E and
F to activity B. Note that LS times for activities E and F have been placed to the
right of the node so you can select the smallest time—20 days. The latest activity B
can finish is 20 days, or activity F will be delayed and hence the project. The LF for
Lar03342_ch06_156-209.indd Page 168 1/12/10 9:57:15 AM user-f498Lar03342_ch06_156-209.indd Page 168 1/12/10 9:57:15 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 169
activity C is identical to activity B because it is also controlled by the LS of activities
E and F. Activity D simply picks up its LF from activity F. By computing the LS
(LF 2 DUR 5 LS) for activities B, C, and D, we can determine the LF for activity
A, which is a burst activity. You see that the finish of activity A is controlled by
activity B, which has the smallest LS of activities B, C, and D. Because the LS for
activity B is time period 5, the LF for activity A is 5, and its LS is time period zero.
The backward pass is complete, and the latest activity times are known.
Determining Slack (or Float)
When the forward and backward passes have been computed, it is possible to
determine which activities can be delayed by computing “slack” or “float.” Total
slack tells us the amount of time an activity can be delayed and not delay the
project. Stated differently, total slack is the amount of time an activity can exceed
its early finish date without affecting the project end date or an imposed completion
date.
Total slack or float for an activity is simply the difference between the LS and
ES (LS 2 ES 5 SL) or between LF and EF (LF 2 EF 5 SL). For example, in Fig-
ure 6.8 the slack for activity C is 5 days, for activity D is 10 days, and for activity G
is zero. If slack of one activity in a path is used, the ES for all activities that follow
in the chain will be delayed and their slack reduced. Use of total slack must be co-
ordinated with all participants in the activities that follow in the chain.
After slack for each activity is computed, the critical path(s) is (are) easily
identified. When the LF 5 EF for the end project activity, the critical path can be
identified as those activities that also have LF 5 EF or a slack of zero (LF 2 EF 5 0
A
5
Application
approval
ID
Legend
DUR
LS
Description
ES
LS
EF
LF
SL
C
10
20
20
185
20
5
10
15
185
D
5
B
15
F
10
G
170
E
15 H
35 235
Service
check
Traffic
study
Commission
approval
Occupancy
Construction
plans
Wait for
construction
Staff report
10
15
5
20 30
185
20
20
20
30 200
200
200
0 5
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE 6.7 Activity-on-Node Network Backward Pass
Lar03342_ch06_156-209.indd Page 169 1/12/10 12:56:04 PM user-f498Lar03342_ch06_156-209.indd Page 169 1/12/10 12:56:04 PM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

170 Chapter 6 Developing a Project Plan
or LS 2 ES 5 0). The critical path is the network path(s) that has (have) the least
slack in common. This awkward arrangement of words is necessary because a
problem arises when the project finish activity has an LF that differs from the EF
found in the forward pass—for example, an imposed duration date. If this is the
case, the slack on the critical path will not be zero; it will be the difference between
the project EF and the imposed LF of the last project activity. For example, if the
EF for the project is 235 days, but the imposed LF or target date is set at 220 days,
all activities on the critical path would have a slack of minus 15 days. Of course,
this would result in a late start of 215 days for the first project activity—a good
trick if the project is to start now. Negative slack occurs in practice when the
critical path is delayed.
In Figure 6.8 the critical path is marked with dashed arrows and nodes—activities
A, B, F, G, and H. Delay of any of these activities will delay the total project by
the same number of days. Critical activities typically represent about 10 percent of
the activities of the project. Therefore, project managers pay close attention to the
critical path activities to be sure they are not delayed. See Snapshot from Practice:
The Critical Path.
We use the term sensitivity to reflect the likelihood the original critical path(s)
will change once the project is initiated. Sensitivity is a function of the number
of critical or near-critical paths. A network schedule that has only one critical
path and noncritical activities that enjoy significant slack would be labeled
insensitive. Conversely, a sensitive network would be one or more than critical
paths and/or noncritical activities with very little slack. Under these circum-
stances the original critical path is much more likely to change once work gets
under way on the project.
FIGURE 6.8 Activity-on-Node Network with Slack
A
5
Application
approval
ID
Legend
DUR
EFLS
Description
ES
LS
EF
LF
SL
C
10
20
10
20
15
185
20
5
10
15
185 20
15
D
5
B
15
F
10
G
170
E
15 H
35 235
Service
check
Traffic
study
Commission
approval
Occupancy
Construction
plans
Wait for
construction
Staff report
10
15
5
20 30
185
20
20
20
30 200
200
200
0
5
10
0
0 0
165
0
0
5
235
5
5
5
20 30
20
15
10
20
30 200
35
200
200
35
0 5
KOLL BUSINESS CENTER
County Engineers Design Department
20
Lar03342_ch06_156-209.indd Page 170 1/12/10 9:57:18 AM user-f498Lar03342_ch06_156-209.indd Page 170 1/12/10 9:57:18 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 171
How sensitive is the Koll Business Center schedule? Not very, since there is only
one critical path and each of the three noncritical activities have significant slack
when compared to the estimated duration.
Project managers assess the sensitivity of their network schedules to determine
how much attention they should devote to managing the critical path.
Free Slack (Float)
Free slack (FS) is unique. It is the amount of time an activity can be delayed without
delaying any immediately following (successor) activity. Or, free slack is the amount
of time an activity can exceed its early finish date without affecting the early start
date of any successor(s). Free slack can never be negative. Only activities that oc-
cur at the end of a chain of activities, where you have a merge activity, can have
free slack. Since the Koll Business Center project does not work well to demon-
strate free slack, see Figure 6.9.
In Figure 6.9 activity 6 has free slack of 15, while activities 2 and 3 do not. In
this case, activity 6 is the last activity in the upper path, and it merges to activity 7.
Hence, to delay activity 6 up to 15 time units does not delay any following activi-
ties and requires no coordination with managers of other activities. Conversely, if
either activity 2 or 3 is delayed, the managers of following activities need to be no-
tified that the slack has been used so they can adjust their start schedules. For ex-
ample, if activity 2 is delayed 5 time units, the activity 2 manager should notify
those in charge of the following activities (3 and 6) their slack has been reduced to
10 time units. Free slack for activity 6 is also reduced to 10 units.
Free slack occurs at the last activity in a chain of activities. In many situa-
tions the “chain” can have only one link. Activity 4 in Figure 6.9 is an example.
The critical path method (CPM) has long
been considered the “Holy Grail” of project
management. Here are comments made by
veteran project managers when asked about
the significance of the critical path in managing projects:
• I try to make it a point whenever possible to put my best
people on critical activities or on those activities that stand
the greatest chance of becoming critical.
• I pay extra attention when doing risk assessment to identi-
fying those risks that can impact the critical path, either di-
rectly or indirectly, by making a noncritical activity so late
that it becomes critical. When I’ve got money to spend to
reduce risks, it usually gets spent on critical tasks.
• I don’t have time to monitor all the activities on a big proj-
ect, but I make it a point to keep in touch with the people
who are working on critical activities. When I have the
time, they are the ones I visit to find out firsthand how
things are going. It’s amazing how much more I can find
S N A P S H O T F R O M P R A C T I C E The Critical Path
out from talking to the rank and file who are doing the work
and by reading the facial expressions of people—much
more than I can gain from a number-driven status report.
• When I get calls from other managers asking to “borrow”
people or equipment, I’m much more generous when it in-
volves resources from working on noncritical activities.
For example, if another project manager needs an electri-
cal engineer who is assigned to a task with five days of
slack, I’m willing to share that engineer with another proj-
ect manager for two to three days.
• The most obvious reason the critical path is important is
because these are the activities that impact completion
time. If I suddenly get a call from above saying they need
my project done two weeks earlier than planned, the criti-
cal path is where I schedule the overtime and add extra re-
sources to get the project done more quickly. In the same
way, if the project schedule begins to slip, it’s the critical
activities I focus on to get back on schedule.
Lar03342_ch06_156-209.indd Page 171 1/27/10 4:10:18 PM userLar03342_ch06_156-209.indd Page 171 1/27/10 4:10:18 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

172 Chapter 6 Developing a Project Plan
It has free slack of 18 time units. Note that it needs no coordination with other
activities—unless a delay exceeds the slack of 18 time units.
For a more typical example, imagine a chain of 20 activities. Except for the last
activity in the chain, delaying any of the other 19 activities requires notifying the
managers of the remaining activities in the chain that you will be late. Again, note
that total slack is for the whole path. Thus, if all the slack is used on the second
activity in the 20-activity chain, the remaining activities in the chain will have zero
slack. The slack is not available for use by the other managers affected; it is gone!
Using the Forward and Backward Pass Information
Returning to the Koll Business Center project network in Figure 6.8, what does a
slack of 10 workdays for activity D (Service check, refer to Figure 6.8) mean for the
project manager? In this specific case it means activity D can be delayed 10 days. In
a larger sense the project manager soon learns that slack is important because it
allows flexibility in scheduling scarce project resources—personnel and equipment—
that are used on more than one parallel activity or another project.
Knowing the four activity times of ES, LS, EF, and LF is invaluable for the
planning, scheduling, and controlling phases of the project. The ES and LF tell
the project manager the time interval in which the activity should be completed.
For example, activity E (Staff report) must be completed within the time interval
20 and 200 workdays; the activity can start as early as day 20 or finish as late as
day 200. Conversely, activity F (Commission approval), must start on day 20, or
the project will be delayed.
FIGURE 6.9 Free Slack Example
1
2
Define
requirements
Free Slack
Example
5
28
2
1
4
10
3
4
Develop
network
Assign
team
Build & test
hardware
Code
software
2
17
TS = 15
FS = 0
TS = total slack
FS = free slack
TS = 15
FS = 0
TS = 15
FS = 15
TS = 18
FS = 18
20
18
30
18
30
22
0
0
15
18
15
0
2
2
2
2
3
30
3
12
7 6
8
Test
software
22 30
15
7 15
0 2 7
5
Test
network
30 35
0
30 35
ID
Legend
DUR
Description
ES
LS
EF
LF
SL
Lar03342_ch06_156-209.indd Page 172 1/27/10 7:39:13 PM userLar03342_ch06_156-209.indd Page 172 1/27/10 7:39:13 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 6 Developing a Project Plan 173
When the critical path is known, it is possible to tightly manage the resources
of the activities on the critical path so no mistakes are made that will result in
delays. In addition, if for some reason the project must be expedited to meet an
earlier date, it is possible to select those activities, or combination of activities,
that will cost the least to shorten the project. Similarly, if the critical path is de-
layed and the time must be made up by shortening some activity or activities on
the critical path to make up any negative slack, it is possible to identify the
activities on the critical path that cost the least to shorten. If there are other paths
with very little slack, it may be necessary to shorten activities on those paths also.
Level of Detail for Activities
Time-phasing work and budgets of the project mandate careful definition of the
activities that make up the project network. Typically an activity represents one or
more tasks from a work package. How many tasks you include in each activity
sets the level of detail. In some cases it is possible to end up with too much infor-
mation to manage, and this can result in increased overhead costs. Managers of
small projects have been able to minimize the level of detail by eliminating some
of the preliminary steps to drawing networks. Larger firms also recognize the cost
of information overload and are working to cut down the level of detail in
networks and in most other dimensions of the project.
Practical Considerations
Network Logic Errors
Project network techniques have certain logic rules that must be followed. One
rule is that conditional statements such as “if test successful build proto, if failure
redesign” are not permitted. The network is not a decision tree; it is a project plan
that we assume will materialize. If conditional statements were allowed, the
forward and backward pass would make little sense. Although in reality a plan
seldom materializes as we expect in every detail, it is a reasonable initial assump-
tion. You shall see that once a network plan is developed, it is an easy step to
make revisions to accommodate changes.
Another rule that defeats the project network and computation process is loop-
ing. Looping is an attempt by the planner to return to an earlier activity. Recall
that the activity identification numbers should always be higher for the activities
following an activity in question; this rule helps to avoid the illogical precedence
relationships among the activities. An activity should only occur once; if it is to
occur again, the activity should have a new name and identification number and
should be placed in the right sequence on the network. Figure 6.10 shows an illog-
ical loop. If this loop were allowed to exist, this path would perpetually repeat
itself. Many computer programs catch this type of logic error.
A
C
B
FIGURE 6.10
Illogical Loop
Lar03342_ch06_156-209.indd Page 173 1/27/10 7:10:12 PM userLar03342_ch06_156-209.indd Page 173 1/27/10 7:10:12 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

174 Chapter 6 Developing a Project Plan
Activity Numbering
Each activity needs a unique identification code—usually a number. In practice
very elegant schemes exist. Most schemes number activities in ascending order,
that is, each succeeding activity has a larger number so that the flow of the proj-
ect activities is toward project completion. It is customary to leave gaps between
numbers (1, 5, 10, 15 . . .). Gaps are desirable so you can add missing or new ac-
tivities later. Because it is nearly impossible to draw a project network perfectly,
numbering networks is frequently not done until after the network is complete.
In practice you will find computer programs that accept numeric, alphabetic, or
a combination of activity designations. Combination designations are often used
to identify cost, work skill, departments, and locations. As a general rule, activity
numbering systems should be ascending and as simple as possible. The intent is to
make it as easy as you can for project participants to follow work through the net-
work and locate specific activities.
Use of Computers to Develop Networks
All of the tools and techniques discussed in this chapter can be used with com-
puter software currently available. Two examples are shown in Figures 6.11 and
6.12. Figure 6.10 presents a generic AON computer output for the Air Control
project. The critical path is identified by the unshaded nodes (activities 1, 4, 6, 7,
and 8). The activity description is shown on the top line of the activity node. The
activity identification and duration are found on the right side of the node. The
early start and early finish are on the left side of the node. The project starts on
January 1 and is planned to finish February 14.
Figure 6.12 presents an early start Gantt chart. Bar charts are popular because
they present an easy-to-understand, clear picture on a time-scaled horizon. They
are used during planning, resource scheduling, and status reporting. The format is
a two-dimensional representation of the project schedule, with activities down the
rows and time across the horizontal axis. In this computer output the shaded bars
represent the activity durations. The extended lines from the bars represent slack.
For example, “software development” has a duration of 18 time units (shaded
area of the bar) and 20 days slack (represented by the extended line). The bar also
indicates the activity has an early start of January 3, would end January 20, but
can finish as late as February 9 because it has 20 days of slack. When calendar
dates are used on the time axis, Gantt charts provide a clear overview of the proj-
ect schedule and can be often found posted on the walls of project offices. Unfor-
tunately, when projects have many dependency relationships, the dependency lines
soon become overwhelming and defeat the simplicity of the Gantt chart.
Project management software can be a tremendous help in the hands of those
who understand and are familiar with the tools and techniques discussed in this
text. However, there is nothing more dangerous than someone using the software
with little or no knowledge of how the software derives its output. Mistakes in
input are very common and require someone skilled in the concepts, tools, and
information system to recognize that errors exist so false actions are avoided.
Calendar Dates
Ultimately you will want to assign calendar dates to your project activities. If a
computer program is not used, dates are assigned manually. Lay out a calendar of
workdays (exclude nonworkdays), and number them. Then relate the calendar
workdays to the workdays on your project network. Most computer programs will
Lar03342_ch06_156-209.indd Page 174 1/27/10 4:10:23 PM userLar03342_ch06_156-209.indd Page 174 1/27/10 4:10:23 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Order review
Start: 1/1
Finish: 1/2
Res:
ID: 1
Dur: 2 days
Order vendor parts
Start: 1/3
Finish: 1/17
Res:
ID: 2
Dur: 15 days
Assemble
Start: 1/31
Finish: 2/9
Res:
ID: 7
Dur: 10 days
Produce other standard parts
Start: 1/3
Finish: 1/12
Res:
ID: 3
Dur: 10 days
Design custom parts
Start: 1/3
Finish: 1/15
Res:
ID: 4
Dur: 13 days
Manufacture custom hardware
Start: 1/16
Finish: 1/30
Res:
ID: 6
Dur: 15 days
Software development
Start: 1/3
Finish: 1/20
Res:
ID: 5
Dur: 18 days
Test
Start: 2/10
Finish: 2/14
Res:
ID: 8
Dur: 5 days
FIGURE 6.11 Air Control Project—Network Diagram
175

ID
1
2
3
4
5
6
7
8
Duration
2 days
15 days
10 days
13 days
18 days
15 days
10 days
5 days
Start
Tue 1/1
Thu 1/3
Thu 1/3
Thu 1/3
Thu 1/3
Wed 1/16
Thu 1/31
Sun 2/10
Finish
Wed 1/2
Thu 1/17
Sat 1/12
Tue 1/15
Sun 1/20
Wed 1/30
Sat 2/9
Thu 2/14
Late Start
Tue 1/1
Wed 1/16
Mon 1/21
Thu 1/3
Wed 1/23
Wed 1/16
Thu 1/31
Sun 2/10
Late Finish
Wed 1/2
Wed 1/30
Wed 1/30
Tue 1/15
Sat 2/9
Wed 1/30
Sat 2/9
Thu 2/14
Free Slack
0 days
13 days
18 days
0 days
20 days
0 days
0 days
0 days
Total Slack 12/23 12/30
1st Half
1/6 1/13
0 days
13 days
18 days
0 days
20 days
0 days
0 days
0 days
Task Name
Order review
Order vendor parts
Produce other standard parts
Design custom parts
Software development
Manufacture custom hardware
Assemble
Test
1/20 1/27 2/3 2/10 2/17
FIGURE 6.12 Air Control Project—Gantt Chart
176

Chapter 6 Developing a Project Plan 177
assign calendar dates automatically after you identify start dates, time units,
nonworkdays, and other information.
Multiple Starts and Multiple Projects
Some computer programs require a common start and finish event in the form of
a node—usually a circle or rectangle—for a project network. Even if this is not a
requirement, it is a good idea because it avoids “dangler” paths. Dangler paths
give the impression that the project does not have a clear beginning or ending. If
a project has more than one activity that can begin when the project is to start,
each path is a dangler path. The same is true if a project network ends with more
than one activity; these unconnected paths are also called danglers. Danglers can
be avoided by tying dangler activities to a common project start or finish node.
When several projects are tied together in an organization, using a common
start and end node helps to identify the total planning period of all projects. Use
of pseudo or dummy wait activities from the common start node allows different
start dates for each project.
Extended Network Techniques to Come Closer to Reality
The method for showing relationships among activities in the last section is called
the finish-to-start relationship because it assumes all immediate preceding connected
activities must be completed before the next activity can begin. In an effort to come
closer to the realities of projects, some useful extensions have been added. The use
of laddering was the first obvious extension practitioners found very useful.
Laddering
The assumption that all immediate preceding activities must be 100 percent com-
plete is too restrictive for some situations found in practice. This restriction occurs
most frequently when one activity overlaps the start of another and has a long du-
ration. Under the standard finish-to-start relationship, when an activity has a long
duration and will delay the start of an activity immediately following it, the activ-
ity can be broken into segments and the network drawn using a laddering ap-
proach so the following activity can begin sooner and not delay the work. This
segmenting of the larger activity gives the appearance of steps on a ladder on the
network, thus the name. The classic example used in many texts and articles is lay-
ing pipe, because it is easy to visualize. The trench must be dug, pipe laid, and the
trench refilled. If the pipeline is one mile long, it is not necessary to dig one mile
of trench before the laying of pipe can begin or to lay one mile of pipe before refill
can begin. Figure 6.13 shows how these overlapping activities might appear in an
AON network using the standard finish-to-start approach.
Trench
1/3
Trench
1/3
Lay pipe
1/3
Trench
1/3
AON network
Lay pipe
1/3
Refill
1/3
Lay pipe
1/3
Refill
1/3
Refill
1/3
FIGURE 6.13
Example of Laddering
Using Finish-to-Start
Relationship
Lar03342_ch06_156-209.indd Page 177 1/12/10 9:57:26 AM user-f498Lar03342_ch06_156-209.indd Page 177 1/12/10 9:57:26 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

178 Chapter 6 Developing a Project Plan
Use of Lags
The use of lags has been developed to offer greater flexibility in network construc-
tion. A lag is the minimum amount of time a dependent activity must be delayed to
begin or end. The use of lags in project networks occurs for two primary reasons:
1. When activities of long duration delay the start or finish of successor activities,
the network designer normally breaks the activity into smaller activities to
avoid the long delay of the successor activity. Use of lags can avoid such delays
and reduce network detail.
2. Lags can be used to constrain the start and finish of an activity.
The most commonly used relationship extensions are start-to-start, finish-to-finish,
and combinations of these two. These relationship patterns are discussed in this
section.
Finish-to-Start Relationship
The finish-to-start relationship represents the typical, generic network style used
in the early part of the chapter. However, there are situations in which the next ac-
tivity in a sequence must be delayed even when the preceding activity is complete.
For example, removing concrete forms cannot begin until the poured cement has
cured for two time units. Figure 6.14 shows this lag relationship for AON net-
works. Finish-to-start lags are frequently used when ordering materials. For ex-
ample, it may take 1 day to place orders but take 19 days to receive the goods. The
use of finish-to-start allows the activity duration to be only 1 day and the lag 19 days.
This approach ensures the activity cost is tied to placing the order only rather than
charging the activity for 20 days of work. This same finish-to-start lag relation-
ship is useful to depict transportation, legal, and mail lags.
The use of finish-to-start lags should be carefully checked to ensure their valid-
ity. Conservative project managers or those responsible for completion of activi-
ties have been known to use lags as a means of building in a “slush” factor to
reduce the risk of being late. A simple rule to follow is that the use of finish-to-
start lags must be justified and approved by someone responsible for a large sec-
tion of the project. The legitimacy of lags is not usually difficult to discern. The
legitimate use of the additional relationship shown can greatly enhance the net-
work by more closely representing the realities of the project.
Start-to-Start Relationship
An alternative to segmenting the activities as we did earlier is to use a start-to-
start relationship. Typical start-to-start relationships are shown in Figure 6.15.
Figure 6.15A shows the start-to-start relationship with zero lag, while Figure 6.15B
shows the same relationship with a lag of five time units. It is important to note
that the relationship may be used with or without a lag. If time is assigned, it is
usually shown on the dependency arrow of an AON network.
In Figure 6.15B, activity Q cannot begin until five time units after activity P be-
gins. This type of relationship typically depicts a situation in which you can per-
form a portion of one activity and begin a following activity before completing
X
Lag 19
Y
FIGURE 6.14
Finish-to-Start
Relationship
Lar03342_ch06_156-209.indd Page 178 1/12/10 9:57:27 AM user-f498Lar03342_ch06_156-209.indd Page 178 1/12/10 9:57:27 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 179
the first. This relationship can be used on the pipe-laying project. Figure 6.16
shows the project using an AON network. The start-to-start relationship reduces
network detail and project delays by using lag relationships.
It is possible to find compression opportunities by changing finish-to-start rela-
tions to start-to-start relationships. A review of finish-to-start critical activities
may point out opportunities that can be revised to be parallel by using start-to-
start relationships. For example, in place of a finish-to-start activity “design house,
then build foundation,” a start-to-start relationship could be used in which the
foundation can be started, say, five days (lag) after design has started—assuming
the design of the foundation is the first part of the total design activity. This start-
to-start relationship with a small lag allows a sequential activity to be worked on
in parallel and to compress the duration of the critical path. This same concept is
frequently found in projects in which concurrent engineering is used to speed com-
pletion of a project. Concurrent engineering, which is highlighted in the Snapshot
from Practice: Concurrent Engineering, basically breaks activities into smaller
segments so that work can be done in parallel and the project expedited. Start-to-
start relationships can depict the concurrent engineering conditions and reduce
network detail. Of course, the same result can be accomplished by breaking an ac-
tivity into small packages that can be implemented in parallel, but this latter
approach increases the network and tracking detail significantly.
Activity
M
Activity
N
Activity
P
A
Activity
Q
B
Lag 5
FIGURE 6.15
Start-to-Start
Relationship
Trench
1 mile
Lay pipe
1 mile
Lag 3
Refill
1 mile
Lag 3
FIGURE 6.16
Use of Lags to
Reduce Detail
Lar03342_ch06_156-209.indd Page 179 1/12/10 9:57:29 AM user-f498Lar03342_ch06_156-209.indd Page 179 1/12/10 9:57:29 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

180 Chapter 6 Developing a Project Plan
In the old days, when a new product develop-
ment project was initiated by a firm, it would
start its sequential journey in the research and
development department. Concepts and ideas
would be worked out and the results passed to the engineering
department, which sometimes reworked the whole product.
This result would be passed to manufacturing, where it might
be reworked once more in order to ensure the product could be
manufactured using existing machinery and operations. Quality
improvements were initiated after the fact once defects and
improvement opportunities were discovered during production.
This sequential approach to product development required a
great deal of time, and it was not uncommon for the final
S N A P S H O T F R O M P R A C T I C E Concurrent Engineering*
product to be totally unrecognizable when compared to original
specifications.
Given the emphasis on speed to the market, companies
have abandoned the sequential approach to product develop-
ment and have adopted a more holistic approach titled con-
current engineering. In a nutshell, concurrent engineering
entails the active involvement of all the relevant specialty ar-
eas throughout the design and development process. The tra-
ditional chainlike sequence of finish-to-start relationships is
replaced by a series of start-to-start lag relationships as
soon as meaningful work can be initiated for the next phase.
Figure 6.17 summarizes the dramatic gains in time to market
achieved by this approach.
Engineering
design &
development
Engineering
design &
development
Product
planning
Product
planning
Systems
engineering
Systems
engineering
Time
Procurement
Procurement
Manufacturing
& production
Manufacturing
& production
Quality
assurance
Quality
assurance Release
Traditional Sequential Approach
Concurrent Engineering Approach
Release
FIGURE 6.17 New Product Development Process
For example, this approach was used by Chrysler Corporation
to design its new line of SC cars including the popular Neon
sedan. From the very beginning specialists from marketing,
engineering, design, manufacturing, quality assurance, and
other relevant departments were involved in every stage of the
project. Not only did the project meet all of its objectives, it was
completed six months ahead of schedule.
* O. Suris, “Competitors Blinded by Chrysler’s Neon,” The Wall Street
Journal, January 10, 1994.
Lar03342_ch06_156-209.indd Page 180 1/12/10 9:57:32 AM user-f498Lar03342_ch06_156-209.indd Page 180 1/12/10 9:57:32 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 181
Finish-to-Finish Relationship
This relationship is found in Figure 6.18. The finish of one activity depends on the
finish of another activity. For example, testing cannot be completed any earlier
than four days after the prototype is complete. Note that this is not a finish-to-
start relationship because the testing of subcomponents can begin before the pro-
totype is completed, but four days of “system” testing is required after the
prototype is finished.
Start-to-Finish Relationship
This relationship represents situations in which the finish of an activity depends
on the start of another activity. For example, system documentation cannot end
until three days after testing has started (see Figure 6.19). Here all the relevant in-
formation to complete the system documentation is produced after the first three
days of testing.
Combinations of Lag Relationships
More than one lag relationship can be attached to an activity. These relationships
are usually start-to-start and finish-to-finish combinations tied to two activities.
For example, debug cannot begin until two time units after coding has started.
Coding must be finished four days before debug can be finished (see Figure 6.20).
An Example Using Lag Relationships—The Forward and Backward Pass
The forward and backward pass procedures are the same as explained earlier in
the chapter for finish-to-start relationships (without lags). The modifying tech-
nique lies in the need to check each new relationship to see if it alters the start or
finish time of another activity.
Prototype
Testing
Lag 4
FIGURE 6.18
Finish-to-Finish
Relationship
Testing
System
documentation
Lag 3
FIGURE 6.19
Start-to-Finish
Relationship
Debug
Lag 2
Lag 4
Code
FIGURE 6.20
Combination
Relationships
Lar03342_ch06_156-209.indd Page 181 1/12/10 9:57:35 AM user-f498Lar03342_ch06_156-209.indd Page 181 1/12/10 9:57:35 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

182 Chapter 6 Developing a Project Plan
An example of the outcome of the forward and backward pass is shown in Fig-
ure 6.21. Order hardware depends upon the design of the system (start-to-start). Three
days into the design of the system (activity A), it is possible to order the required
hardware (activity B). It takes four days after the order is placed (activity B) for the
hardware to arrive so it can begin to be installed (activity C). After two days of install-
ing the software system (activity D), the testing of the system can begin (activity E).
System testing (activity E) can be completed two days after the software is installed
(activity D). Preparing system documentation (activity F) can begin once the design
is completed (activity A), but it cannot be completed until two days after testing the
system (activity E). This final relationship is an example of a finish-to-finish lag.
Note how an activity can have a critical finish and/or start. Activities E and
F have critical finishes (zero slack), but their activity starts have 4 and 12 days of
slack. It is only the finish of activities E and F that are critical. Conversely, activ-
ity A has zero slack to start but has five days of slack to finish. The critical path
follows activity start and finish constraints that occur due to the use of the addi-
tional relationships available and the imposed lags. You can identify the critical
path in Figure 6.21 by following the dashed line on the network.
If a lag relationship exists, each activity must be checked to see if the start or
finish is constrained. For example, in the forward pass the EF of activity E (test
system) (18) is controlled by the finish of activity D (install software) and the lag
of two time units (16 1 lag 2 5 18). Finally, in the backward pass, the LS of
activity A (design system) is controlled by activity B (order hardware) and the lag
relationship to activity A (3 2 3 5 0).
A
5
5
10
0
50
0
Design
system
ID
Legend
Duration
Description
ES
LS
EF
LF
SL SL
F
3
20
20
5
012
17
System
documentation
B
1
4
4
3
00
3
Order
hardware
C
2
10
10
8
00
Lag 4Lag 3
Lag 2
Lag 2
Lag 2
8
Install
hardware
D
6
16
16
10
00
10
Install
software
E
2
18
18
12
04
16
Test
system
FIGURE 6.21 Network Using Lags
Lar03342_ch06_156-209.indd Page 182 1/12/10 9:57:39 AM user-f498Lar03342_ch06_156-209.indd Page 182 1/12/10 9:57:39 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 183
Hammock Activities
Another of the extended techniques uses a hammock activity. This type of ac-
tivity derives its name because it spans over a segment of a project. The ham-
mock activity duration is determined after the network plan is drawn. The
Snapshot from Practice: Hammock Activities describes how the hammock ac-
tivity is used.
Hammock activities are frequently used to
identify the use of fixed resources or costs over
a segment of the project. Typical examples of
hammock activities are inspection services,
consultants, or construction management services. A hammock
activity derives its duration from the time span between other
activities. For example, a special color copy machine is needed
for a segment of a tradeshow publication project. A hammock
activity can be used to indicate the need for this resource and to
apply costs over this segment of the project. This hammock is
linked from the start of the first activity in the segment that uses
S N A P S H O T F R O M P R A C T I C E Hammock Activities
the color copy machine to the end of the last activity that uses it.
The hammock duration is simply the difference between the EF
for the last activity and the ES of the first activity. The duration is
computed after the forward pass and hence has no influence
on other activity times. Figure 6.22 provides an example of a
hammock activity used in a network. The duration for the ham-
mock activity is derived from the early start of activity B and the
early finish of activity F; that is, the difference between 13 and 5,
or 8 time units. The hammock duration will change if any ES or
EF in the chain-sequence changes. Hammock activities are very
useful in assigning and controlling indirect project costs.
H
4
21
21
25
25
0
A
5
ID
Legend
Dur.
ES
LS
EF
LF
SL Description
B
1
C
5
D
4
F
3
0
0
5
5
6
6
6
14
10
18
5
5
6
6
11
11
10
18
13
21
0 0
0
8 8
E
10
11
11
21
21
0
Hammock
G
8
5 13
FIGURE 6.22 Hammock Activity Example
Another major use of hammock activities is to aggregate
sections of a project. This is similar to developing a subnetwork,
but the precedence is still preserved. This approach is some-
times used to present a “macro network” for upper management
levels. Using a hammock activity to group activities can facilitate
getting the right level of detail for specific sections of a project.
Lar03342_ch06_156-209.indd Page 183 1/27/10 7:10:19 PM userLar03342_ch06_156-209.indd Page 183 1/27/10 7:10:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

184 Chapter 6 Developing a Project Plan
Summary 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 ar-
rows for dependencies. The forward and backward passes establish early and
late times for activities. Although most project managers use computers to gen-
erate 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 man-
agers 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 condi-
tions found in practice. The use of lags can result in the start or finish of an activ-
ity 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 estimat-
ing 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.
Key Terms Activity, 161
Activity-on-arrow
(AOA), 160
Activity-on-node
(AON), 160
Burst activity, 160
Concurrent
engineering, 179
Critical path, 160
Early and late times, 159
Gantt chart, 174
Hammock activity, 183
Lag relationship, 178
Merge activity, 160
Parallel activity, 160
Sensitivity, 170
Slack/float—total
and free, 169, 171
Review
Questions
1. How does the WBS differ from the project network?
2. How are WBS and project networks linked?
3. Why bother creating a WBS? Why not go straight to a project network and for-
get the WBS?
4. Why is slack important to the project manager?
5. What is the difference between free slack and total slack?
6. Why are lags used in developing project networks?
7. What is a hammock activity, and when is it used?
Lar03342_ch06_156-209.indd Page 184 1/12/10 9:57:43 AM user-f498Lar03342_ch06_156-209.indd Page 184 1/12/10 9:57:43 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Creating a Project Network
1. Here is a work breakdown structure for a wedding. Use the method described
in the Snapshot from Practice: The Yellow Sticky Approach to create a net-
work for this project.
Note: Do not include summary tasks in the network (i.e., 1.3, Ceremony, is a
summary task; 1.2, Marriage license, is not a summary task). Do not consider
who would be doing the task in building the network. For example, do not
arrange “hiring a band” to occur after “florist” because the same person is
responsible for doing both tasks. Focus only on technical dependencies between
tasks.
Hint: Start with the last activity (wedding reception), and work your way back to the
start of the project. Build the logical sequence of tasks by asking the following ques-
tion: In order to have or do this, what must be accomplished immediately before this?
Once completed, check forward in time by asking this question: Is this task(s) the
only thing that is needed immediately before the start of the next task?
Work Breakdown Structure
1. Wedding project
1.1 Decide on date
1.2 Marriage license
1.3 Ceremony
1.3.1 Rent church
1.3.2 Florist
1.3.3 Create/print programs
1.3.4 Hire photographer
1.3.5 Wedding ceremony
1.4 Guests
1.4.1 Develop guest list
1.4.2 Order invitations
1.4.3 Address and mail invitations
1.4.4 Track RSVPs
1.5 Reception
1.5.1 Reserve reception hall
1.5.2 Food and beverage
1.5.2.1 Choose caterer
1.5.2.2 Decide on menu
1.5.2.3 Make final order
1.5.3 Hire band
1.5.4 Decorate reception hall
1.5.5 Wedding reception
Chapter 6 Developing a Project Plan 185
Exercises
Lar03342_ch06_156-209.indd Page 185 1/12/10 9:57:43 AM user-f498Lar03342_ch06_156-209.indd Page 185 1/12/10 9:57:43 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Drawing AON Networks
2. Draw a project network from the following information. What activity(s) is a
burst activity? What activity(s) is a merge activity?
ID Description Predecessor
A Survey site None
B Install drainage A
C Install power lines A
D Excavate site B, C
E Pour foundation D
3.* Draw a project network from the following information. What activity(s) is a
burst activity? What activity(s) is a merge activity?
ID Description Predecessor
A Identify topic None
B Research topic A
C Draft paper B
D Edit paper C
E Create graphics C
F References C
G Final draft D, E, F
4. Draw a project network from the following information. What activity(s) is a
burst activity? What activity(s) is a merge activity?
ID Description Predecessor
A Contract signed None
B Survey designed A
C Target market identified B
D Data collection B, C
E Develop presentation B
F Analyze results D
G Demographics C
H Presentation E, F, G
5. Draw a project network from the following information. What activity(s) is a
burst activity? What activity(s) is a merge activity?
ID Description Predecessor
A Order review None
B Order standard parts A
C Produce standard parts A
D Design custom parts A
E Software development A
F Manufacture custom parts C, D
G Assemble B, F
H Test E, G
186 Chapter 6 Developing a Project Plan
* The solution to this exercise can be found in Appendix One.
Lar03342_ch06_156-209.indd Page 186 1/27/10 4:10:51 PM userLar03342_ch06_156-209.indd Page 186 1/27/10 4:10:51 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

AON Network Times
6. From the following information, develop an AON project network. Complete
the forward and backward pass, compute activity slack, and identify the criti-
cal path. How many days will the project take?
Chapter 6 Developing a Project Plan 187
7. The project information for the custom order project of the Air Control Com-
pany is presented here. Draw a project network for this project. Compute the
early and late activity times and the slack times. Identify the critical path.
8. You have signed a contract to build a garage for the Simpsons. You will re-
ceive a $500 bonus for completing the project within 15 working days. The
contract also contains a penalty clause in which you will lose $100 for each
day the project takes longer than 15 working days.
Draw a project network given the information below. Complete the forward
and backward pass, compute the activity slack, and identify the critical path.
Do you expect to receive a bonus or a penalty on this project?
ID Description Predecessor Time
A Survey site None 2
B Install drainage A 5
C Install power lines A 3
D Excavate site B, C 4
E Pour foundation D 3
ID Activity Predecessor Time
A Order review None 2
B Order standard parts A 15
C Produce standard parts A 10
D Design custom parts A 13
E Software development A 18
F Manufacture custom hardware C, D 15
G Assemble B, F 10
H Test E, G 5
Time
ID Description Predecessor (days)
A Pour foundation None 3
B Erect frame A 4
C Roof B 4
D Windows B 1
E Doors B 1
F Electrical B 3
G Rough-in frame C, D, E, F 2
H Door opener E, F 1
I Paint G, H 2
J Cleanup I 1
Lar03342_ch06_156-209.indd Page 187 1/12/10 1:30:40 PM user-f498Lar03342_ch06_156-209.indd Page 187 1/12/10 1:30:40 PM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

9. You are creating a customer database for the Modesto Nuts minor league
baseball team. Draw a project network given the information below. Complete
the forward and backward pass, compute activity slack, and identify the criti-
cal path.
How long will this project take? How sensitive is the network schedule? Cal-
culate the free slack and total slack for all noncritical activities.
188 Chapter 6 Developing a Project Plan
10. J. Wold, project manager of Print Software, Inc., wants you to prepare a project
network; compute the early, late, and slack activity times; determine the planned
project duration; and identify the critical path. His assistant has collected the
following information for the Color Printer Drivers Software Project:
11.* A large eastern city is requesting federal funding for a park-and-ride project.
One of the requirements in the request application is a network plan for the
design phase of the project. Catherine Walker, the chief engineer, wants you
to develop a project network plan to meet this requirement. She has gathered
Time
ID Description Predecessor (days)
A Systems design None 2
B Subsystem A design A 1
C Subsystem B design A 1
D Subsystem C design A 1
E Program A B 2
F Program B C 2
G Program C D 2
H Subsystem A test E 1
I Subsystem B test F 1
J Subsystem C test G 1
K Integration H, I, J 2
L Integration test K 1
ID Description Predecessor Time
A External specifications None 8
B Review design features A 2
C Document new features A 3
D Write software A 60
E Program and test B 60
F Edit and publish notes C 2
G Review manual D 2
H Alpha site E, F 20
I Print manual G 10
J Beta site H, I 10
K Manufacture J 12
L Release and ship K 3
* The solution to this exercise can be found in Appendix One.
Lar03342_ch06_156-209.indd Page 188 1/27/10 4:10:51 PM userLar03342_ch06_156-209.indd Page 188 1/27/10 4:10:51 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

the activity time estimates and their dependencies shown here. Show your
project network with the activity early, late, and slack times. Mark the critical
path.
Chapter 6 Developing a Project Plan 189
12. You are creating a customer database for Winston-Salem Warthogs minor
league baseball team. Draw a project network given the information below.
Complete the forward and backward pass, compute activity slack, and iden-
tify the critical path.
How long will this project take? How sensitive is the network schedule?
Calculate the free slack and total slack for all noncritical activities.
13.* You are completing a group term paper. Given the project network that fol-
lows, complete the forward and backward pass, compute activity slack, and
Time
ID Description Predecessor (days)
A Systems design None 2
B Subsystem A design A 1
C Subsystem B design A 2
D Subsystem C design A 1
E Program A B 2
F Program B C 10
G Program C D 2
H Subsystem A test E 1
I Subsystem B test F 1
J Subsystem C test G 1
K Integration H, I, J 2
L Integration test K 1
ID Description Predecessor Time
A Survey None 5
B Soils report A 20
C Traffic design A 30
D Lot layout A 5
E Approve design B, C, D 80
F Illumination E 15
G Drainage E 30
H Landscape E 25
I Signing E 20
J Bid proposal F, G, H, I 10
* The solution to this exercise can be found in Appendix One.
Lar03342_ch06_156-209.indd Page 189 1/27/10 5:23:06 PM userLar03342_ch06_156-209.indd Page 189 1/27/10 5:23:06 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

14. You are conducting a market research project for FUN Inc. Given the proj-
ect network that follows, complete the forward and backward pass, com-
pute activity slack, and identify the critical path. Use this information to
create a Gantt chart for the project. Be sure to show slack for noncritical
activities.
190 Chapter 6 Developing a Project Plan
ID
Legend
DUR
ES
LS
EF
LF
SL
A
1
Identify topic
Research topic
Draft paper
Edit paper
Create graphics
References
Final Draft
Identify
topic
Group Term Paper
B
5
0 2 4 6 8 10 12 14
Research
topic
C
3
Draft
paper
D
2
Edit
paper
G
1
Final
draft
F
1
References
Description
E
1
Create
graphics
identify the critical path. Use this information to create a Gantt chart for the
project. Be sure to show slack for noncritical activities.
ID
Legend
DUR
ES
LS
EF
LF
SL
A
3
Contract signed
Survey designed
Target market ID
Data collection
Develop presentation
Analyze results
Demographics
Presentation
Contract
signed
B
2
Survey
designed
C
3
Target
market ID
D
7
Data
collection
E
2
Develop
presentation
H
1
Presentation
F
2
Analyze
results
G
2
Demo-
graphics
Description
0 2 4 6 8 10 12 14 16 18
Lar03342_ch06_156-209.indd Page 190 1/27/10 7:39:19 PM userLar03342_ch06_156-209.indd Page 190 1/27/10 7:39:19 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Computer Exercises
15. The planning department of an electronics firm has set up the activities for
developing and production of a new MP3 Player. Given the information be-
low, develop a project network using Microsoft Project. Assume a five-day
workweek and the project starts on January 4, 2010.
Chapter 6 Developing a Project Plan 191
The project team has requested that you create a network for the project, and
determine if the project can be completed in 45 weeks.
16. Using Microsoft Project, set up the network and determine the critical path
for Phase 1 of the project. The project workweek will be 5 days (M—F).
Whistler Ski Resort Project
Given the coming 2010 Winter Olympics in Vancouver and Whistler, BC, Canada,
and the fact that the number of skiing visitors to Whistler has been increasing at an
exciting rate, the Whistler Ski Association has been considering construction of an-
other ski lodge and ski complex. The results of an economic feasibility study just
completed by members of the staff show that a winter resort complex near the base
of Whistler Mountain could be a very profitable venture. The area is accessible by
car, bus, train, and air. The board of directors has voted to build the ten-million dol-
lar complex recommended in the study. Unfortunately, due to the short summer sea-
son, the complex will have to be built in stages. The first stage (year 1) will contain a
day lodge, chair lift, rope tow, generator house (for electricity), and a parking lot de-
signed to accommodate 400 cars and 30 buses. The second and third stages will in-
clude a hotel, ice rink, pool, shops, two additional chair lifts, and other attractions.
The board has decided that stage one should begin no later than April 1 and be com-
pleted by October 1, in time for the next skiing season. You have been assigned the
task of project manager, and it is your job to coordinate the ordering of materials
and construction activities to ensure the project’s completion by the required date.
After looking into the possible sources of materials, you are confronted with the
following time estimates. Materials for the chair lift and rope tow will take 30 days
and 12 days, respectively, to arrive once the order is submitted. Lumber for the day
lodge, generator hut, and foundations will take 9 days to arrive. The electrical and
plumbing materials for the day lodge will take 12 days to arrive. The generator will
take 12 days to arrive. Before actual construction can begin on the various facili-
ties, a road to the site must be built; this will take 6 days. As soon as the road is in,
clearing can begin concurrently on the sites of the day lodge, generator house, chair
lift, and rope tow. It is estimated that the clearing task at each site will take 6 days,
3 days, 36 days, and 6 days, respectively. The clearing of the main ski slopes can be-
gin after the area for the chair lift has been cleared; this will take 84 days.
Activity Activity Activity
ID Description Predecessor Time (weeks)
1 Staff None 2
2 Develop market program 1 3
3 Select channels of distribution 1 8
4 Patent 1 12
5 Pilot production 1 4
6 Test market 5 4
7 Ad promotion 2 4
8 Set up for production 4, 6 16
Lar03342_ch06_156-209.indd Page 191 1/12/10 9:57:48 AM user-f498Lar03342_ch06_156-209.indd Page 191 1/12/10 9:57:48 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

The foundation for the day lodge will take 12 days to complete. Construction
of the main framework will take an additional 18 days. After the framework is
completed, electrical wiring and plumbing can be installed concurrently. These
should take 24 and 30 days, respectively. Finally, the finishing construction on the
day lodge can begin; this will take 36 days.
Installation of the chair lift towers (67 days) can begin once the site is cleared,
lumber delivered, and the foundation completed (6 days). Also, when the chair lift
site has been cleared, construction of a permanent road to the upper towers can
be started; this will take 24 days. While the towers are being installed, the electric
motor to drive the chair lift can be installed; the motor can be installed in 24 days.
Once the towers are completed and the motor installed, it will take 3 days to in-
stall the cable and an additional 12 days to install the chairs.
Installation of the towers for the rope tow can begin once the site is cleared and
the foundation is built and poured; it takes 4 days to build the foundation, pour
the concrete and let it cure, and 20 days to install the towers for the rope tow.
While the towers are being erected, installation of the electric motor to drive the
rope tow can begin; this activity will take 24 days. After the towers and motor are
installed, the rope tow can be strung in 1 day. The parking lot can be cleared once
the rope tow is finished; this task will take 18 days.
The foundation for the generator house can begin at the same time as the foun-
dation for the lodge; this will take 6 days. The main framework for the generator
house can begin once the foundation is completed; framing will take 12 days. Af-
ter the house is framed, the diesel generator can be installed in 18 days. Finishing
construction on the generator house can now begin and will take 12 more days.
Assignment:
1. Identify the critical path on your network.
2. Can the project be completed by October 1?
Optical Disk Preinstallation Project
17. The optical disk project team has started gathering the information necessary
to develop the project network—predecessor activities and activity times in
weeks. The results of their meeting are found in the following table.
192 Chapter 6 Developing a Project Plan
Activity Description Duration Predecessor
1 Define scope 6 None
2 Define customer problems 3 1
3 Define data records and relationships 5 1
4 Mass storage requirements 5 2, 3
5 Consultant needs analysis 10 2, 3
6 Prepare installation network 3 4, 5
7 Estimate costs and budget 2 4, 5
8 Design section “point” system 1 4, 5
9 Write request proposal 5 4, 5
10 Compile vendor list 3 4, 5
11 Prepare mgmt. control system 5 6, 7
12 Prepare comparison report 5 9, 10
13 Compare system “philosophies” 3 8, 12
continued
Lar03342_ch06_156-209.indd Page 192 1/12/10 9:57:48 AM user-f498Lar03342_ch06_156-209.indd Page 192 1/12/10 9:57:48 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

The project team has requested that you create a network for the project, and
determine if the project can be completed in 45 weeks.
Lag Exercises
18. From the following information, draw the project network. Compute the early,
late, and slack times for each activity. Identify the critical path. (Hint: Draw
the finish-to-start relationships first.)
Chapter 6 Developing a Project Plan 193
Activity Description Duration Predecessor
14 Compare total installation 2 8, 12
15 Compare cost of support 3 8, 12
16 Compare customer satisfaction level 10 8, 12
17 Assign philosophies points 1 13
18 Assign installation cost 1 14
19 Assign support cost 1 15
20 Assign customer satisfaction points 1 16
21 Select best system 1 11, 17, 18, 19, 20
22 Order system 1 21
19. Given the following information, draw the project network. Compute the
early, late, and slack times for the project network. Which activities on the
critical path have only the start or finish of the activity on the critical path?
Finish-to-Start Finish-to-Start Additional Lag
ID Duration Predecessor Lag Relationships Lag
A 2 None 0 None 0
B 4 A 0 None 0
C 6 A 0 Finish-finish C to F 7
D 8 A 0 None 0
E 18 B 0 Finish-finish E to G 9
C 10
F 2 D 0 None
G 5 F 0 Start-start G to H 10
H 5 None 0 None 0
I 14 E 0 Finish-finish I to J 5
J 15 G, H 0 None 0
Finish-to-Start Finish-to-Start Additional Lag
ID Duration Predecessor Lag Relationships Lag
A 5 None 0 None 0
B 10 A 0 None 0
C 15 A 0 Start-finish C to D 20
D 5 B 5 Start-start D to E 5
Finish-finish D to E 25
E 20 B 0 Finish-finish E to F 0
F 15 D 0 None 0
G 10 C 10 Finish-finish G to F 10
H 20 F 0 None 0
Lar03342_ch06_156-209.indd Page 193 1/12/10 9:57:48 AM user-f498Lar03342_ch06_156-209.indd Page 193 1/12/10 9:57:48 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

20.* Given the information in the following lag exercises, compute the early, late,
and slack times for the project network. Which activities on the critical path
have only the start or finish of the activity on the critical path?
194 Chapter 6 Developing a Project Plan
C
8
F
7
I
4
D
9
G
4
J
7
B
4
E
2
H
5
K
3
ID
Legend
DUR
ES
LS
EF
LF
SL SL
A
2
Lag 5
Lag 7
Lag 4
Lag 10 Lag 8
Lag 8
Lag 5
Lag 10
21. Given the network below, compute the early, late, and slack time for each
activity.
4
Lag 2
Lag 3
Lag 4Lag 2
Lag 3
Lag 5
ID
Legend
DUR
ES
LS
EF
LF
SL SL
The ES for Activity C is
The LS for Activity E is
The LS for Activity G is
The slack for the start of Activity G is
The slack for the start of Activity B is
The slack for the start of Activity E is
The slack for the finish of Activity H is
The slack for the finish of Activity F is
The slack for the finish of Activity G is
C
3
E
2
B
5
A
1
D
2
F
5
G
4
I
H
3
J
2
* The solution to this exercise can be found in Appendix One.
Lar03342_ch06_156-209.indd Page 194 1/27/10 4:10:57 PM userLar03342_ch06_156-209.indd Page 194 1/27/10 4:10:57 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

CyClon Project
22. The CyClon project team has started gathering information necessary to de-
velop a project network-predecessor activities and activity time in days. The
results of their meeting are found in the following table:
Chapter 6 Developing a Project Plan 195
Part A. Create a network based on the above information. How long will the proj-
ect take? What is the critical path?
Part B. Upon further review the team recognizes that they missed three finish-to-
start lags. Procure prototype parts will involve only 2 days of work but it will take
8 days for the parts to be delivered. Likewise, Order stock components will take
2 days of work and 8 days for delivery and Order custom components 2 days of
work and 13 days for delivery.
Reconfigure the CyClon schedule by entering the three finish-to-start lags.
What impact did these lags have on the original schedule? On the amount of work
required to complete the project?
Part C. Management is still not happy with the schedule and wants the project
completed as soon as possible. Unfortunately, they are not willing to approve ad-
ditional resources. One team member pointed out that the network contained only
finish-to-start relationships and that it might be possible to reduce project dura-
tion by creating start-to-start lags. After much deliberation the team concluded
that the following relationships could be converted into start-to-start lags:
• Procure prototype parts could start 6 days after the start of Design.
• Fabricate parts could start 9 days after the start of Design.
• Laboratory test could begin 1 day after the start of Assemble prototype.
• Field test could start 5 days after the start of Laboratory test.
• Adjust design could begin 7 days after the start of Field test.
• Order stock and Order custom components could begin 5 days after Adjust
design.
• Test unit could begin 9 days after the start of Assemble test production unit.
• Document results could start 3 days after the start of Test unit.
Reconfigure the CyClon schedule by entering all nine start-to-start lags. What
impact did these lags have on the original schedule (Part A)? How long will the
project take? Is there a change in the critical path? Is there a change in the sensitiv-
ity of the network? Why would management like this solution?
Activity Description Duration Predecessor
1 CyClon Project
2 Design 10
3 Procure prototype parts 10 2
4 Fabricate parts 8 2
5 Assemble prototype 4 3, 4
6 Laboratory test 7 5
7 Field test 10 6
8 Adjust design 6 7
9 Order stock components 10 8
10 Order custom components 15 8
11 Assemble test production unit 10 9, 10
12 Test unit 5 11
13 Document results 3 12
Lar03342_ch06_156-209.indd Page 195 1/12/10 9:57:52 AM user-f498Lar03342_ch06_156-209.indd Page 195 1/12/10 9:57:52 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

196 Chapter 6 Developing a Project Plan
* Prepared by James Moran, a project management instructor at the College of Business, Oregon State University.
Advantage Energy Technology Data Center Migration*
Brian Smith, network administrator at Advanced Energy Technology (AET),
has been given the responsibility of implementing the migration of a large data
center to a new office location. Careful planning is needed because AET oper-
ates in the highly competitive petroleum industry. AET is one of five national
software companies that provide an accounting and business management
package for oil jobbers and gasoline distributors. A few years ago, AET jumped
into the “application service provider” world. Their large data center provides
clients with remote access to AET’s complete suite of application software
systems. Traditionally, one of AET’s primary competitive advantages has been
the company’s trademark IT reliability. Due to the complexity of this project,
Brian will have to use a parallel method of implementation. Although this will
increase project costs, a parallel approach is essential if reliability is not to be
compromised.
Currently, AET’s data center is located on the second floor of a renovated old
bank building in downtown Corvallis, Oregon. The company is moving to a
new, one-level building located in the recently developed industrial complex at
the Corvallis International Airport. On February 1, Brian is formally assigned
the task by the Vice-President of Operations, Dan Whitmore, with the following
guidelines:
• From start to finish, it is anticipated the entire project will take three to four
months to complete.
• It is essential that AET’s 235 clients suffer no downtime.
Whitmore advises Brian to come back to the Executive Committee on Febru-
ary 15, with a presentation on the scope of the project that includes costs, “first-
cut” timeline, and proposed project team members.
Brian had some preliminary discussions with some of AET’s managers and di-
rectors from each of the functional departments and then arranged for a full-day
scope meeting on February 4 with a few of the managers and technical representa-
tives from operations, systems, facilities, and applications. The scope team deter-
mined the following:
• Three to four months is a feasible project timeline and first-cut cost estimate is
$80,000–$90,000 (this includes the infrastructure upgrade of the new site).
• Critical to the “no-downtime” requirement is the need to completely rely on
AET’s remote disaster recovery “hot” site for full functionality.
• Brian will serve as project manager of a team consisting of one team member
each from facilities, operations/systems, operations/telecommunications,
systems & applications, and customer service.
Brian’s Executive Committee report was positively received and, after a few
modifications and recommendations, he was formally charged with responsibility
for the project. Brian recruited his team and scheduled their first team meeting
(March 1) as the initial task of his project planning process.
Case
Lar03342_ch06_156-209.indd Page 196 1/12/10 1:34:49 PM user-f498Lar03342_ch06_156-209.indd Page 196 1/12/10 1:34:49 PM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 197
Once the initial meeting is conducted Brian can hire the contractors to renovate
the new data center. During this time Brian will figure out how to design the
network. Brian estimates that screening and hiring a contractor will take about
one week and that the network design will take about two weeks. The new center
requires a new ventilation system. The manufacturer’s requirements include an
ambient temperature of 67 degrees to keep all of the data servers running at opti-
mal speeds. The ventilation system has a lead time of three weeks. Brian will also
need to order new racks to hold the servers, switches, and other network devices.
The racks have a two-week delivery time.
The data center supervisor requested that Brian replace all of the old power
supplies and data cables. Brian will need to order these as well. Because Brian
has a great relationship with the vendor, they guarantee that it will take only
one week lead time for the power supplies and the data cables. Once the new
ventilation system and racks arrive, Brian can begin installing them. It will
take one week to install the ventilation system and three weeks to install the
racks. The renovation of the new data center can begin as soon as the contrac-
tors have been hired. The contractors tell Brian that construction will take 20
days. Once the construction begins and before Brian installs the ventilation
system and racks, the city inspector must approve the construction of the
raised floor.
The city inspector will take two days to approve the infrastructure. After the
city inspection and after the new power supplies and cables have arrived, Brian
can install the power supplies and run the cables. Brian estimates that it will
take five days to install the power supplies and one week to run all of the data
cables. Before Brian can assign an actual date for taking the network off line
and switching to the hot remote site, he must get approval from each of the
functional units (“Switchover Approval”). Meetings with each of the func-
tional units will require one week. During this time he can initiate a power
check to ensure that each of the racks has sufficient voltage. This will require
only one day.
Upon completion of the power check, he can take one week to install his test
servers. The test servers will test all of the primary network functions and act as a
safeguard before the network is taken off line. The batteries must be charged, ven-
tilation installed, and test servers up and running before management can be as-
sured that the new infrastructure is safe, which will take two days. Then they will
sign off the Primary Systems check, taking one day of intense meetings. They will
also set an official date for the network move.
Brian is happy that everything has gone well thus far and is convinced that the
move will go just as smoothly. Now that an official date is set, the network will be
shut down for a day. Brian must move all of the network components to the new
data center. Brian will do the move over the weekend—two days—when user traf-
fic is at low point.
ASSIGNMENT
1. Generate a priority matrix for AET’s system move.
2. Develop a WBS for Brian’s project. Include duration (days) and predecessors.
3. Using a project planning tool, generate a network diagram for this project.
(Note: Base your plan on the following guidelines: eight-hour days, seven-day
weeks, no holiday breaks, March 1, 2010, is the project start date.)
Lar03342_ch06_156-209.indd Page 197 1/12/10 9:57:53 AM user-f498Lar03342_ch06_156-209.indd Page 197 1/12/10 9:57:53 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

198 Chapter 6 Developing a Project Plan
Greendale Stadium Case
The G&E Company is preparing a bid to build the new 47,000 seat Greendale
baseball stadium. The construction must start July 1, 2011, and be completed in
time for the start of the 2014 season. A penalty clause of $100,000 per day of de-
lay beyond May 20, 2014, is written into the contract.
Ben Keith, the president of the company, expressed optimism at obtaining the
contract and revealed that the company could net as much as $2 million on the
project. He also said if they are successful, the prospects for future projects are
quite good since there is a projected renaissance in building classic ball parks with
modern luxury boxes.
ASSIGNMENT
Given the information provided in Table 6.3, construct a network schedule for the
stadium project and answer the following questions:
1. Will the project be able to be completed by the May 20 deadline? How long will
it take?
2. What is the critical path for the project?
3. Based on the schedule would you recommend that G&E pursue this contact?
Why? Include a one-page Gantt chart for the stadium schedule.
Case
ID Activity Duration Predecessor(s)
1 Baseball Stadium
2 Clear stadium site 70 days —
3 Demolish building 30 days 2
4 Set up construction site 70 days 3
5 Drive support piling 120 days 2
6 Pour lower concrete bowl 120 days 5
7 Pour main concourse 120 days 3,6
8 Install playing field 90 days 3,6
9 Construct upper steel bowl 120 days 3,6
10 Install seats 140 days 7,9
11 Build luxury boxes 90 days 7,9
12 Install jumbotron 30 days 7,9
13 Stadium infrastructure 120 days 7,9
14 Construct steel canopy 75 days 10
15 Light installation 30 days 14
16 Build roof supports 90 days 6
17 Construct roof 180 days 16
18 Install roof tracks 90 days 16
19 Install roof 90 days 17,18
20 Inspection 20 days 8,11,13,15,19
TABLE 6.3
Greendale Stadium
Case
Lar03342_ch06_156-209.indd Page 198 1/27/10 4:11:03 PM userLar03342_ch06_156-209.indd Page 198 1/27/10 4:11:03 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 6 Developing a Project Plan 199
CASE APPENDIX: TECHNICAL DETAILS OF THE
GREENDALE BASEBALL STADIUM
The baseball stadium is an outdoor structure with a retractable roof. The project
begins with clearing the site, an activity that lasts 70 days. Once the site is clear,
work can start simultaneously on the structure itself and demolishing an adjacent
building site. This demolition is necessary to create a construction stage for stor-
ing materials and equipment. It will take 30 days to demolish the buildings and
another 70 days to set up the construction site.
The work on the stadium begins by driving 160 support pilings, which will take
120 days. Next comes the pouring of the lower concrete bowl (120 days). Once this
is done and the construction site has been set up, then the pouring of the main
concourse (120 days), the installation of the playing field (90 days), and the con-
struction of the upper steel bowl can occur (120 days).
Once the concourse and upper bowl are completed, work can start simultane-
ously on building the luxury boxes (90 days), installing the seats (140 days), in-
stalling the jumbotron (30 days), and installing stadium infrastructure (120 days)
which includes: bathrooms, lockers, restaurants, etc. Once the seats are installed
then the steel canopy can be constructed (75 days) followed by the installation of
the lights (30 days).
The retractable roof represents the most significant technical challenge to the
project. Building the roof track supports (90 days) can begin after the lower con-
crete bowl is constructed. At this time the dimensions of the roof can be finalized
and the construction of the roof at a separate site can begin (180 days). After the
roof supports are completed then the roof tracks can be installed (90 days). Once
the tracks and the roof are completed then the roof can be installed and made op-
erational (90 days). Once all activities are completed it will take 20 days to inspect
the stadium.
For purposes of this case assume the following:
1. The following holidays are observed: January 1, Memorial Day (last Monday
in May), July 4th, Labor Day (first Monday in September), Thanksgiving Day
(4th Thursday in November), December 25 and 26.
2. If a holiday falls on a Saturday then Friday will be given as an extra day off,
and if it falls on a Sunday then Monday will be given as a day off.
3. The construction crew work Monday through Friday.
Appendix 6.1
Activity-on-Arrow Method
DESCRIPTION
The activity-on-arrow (AOA) approach also uses the arrow and node as network
building blocks. However, in this approach the arrow represents an individual proj-
ect activity that requires time. The length and slope of the arrow have no signifi-
cance. The node represents an event; it is usually presented as a small circle. Events
represent points in time but do not consume time. Each activity on the network
Lar03342_ch06_156-209.indd Page 199 1/27/10 4:11:03 PM userLar03342_ch06_156-209.indd Page 199 1/27/10 4:11:03 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

200 Chapter 6 Developing a Project Plan
has a start and end event node. For example, if the activity were “install software,”
the start event could be “start installing software” and the end event could be “fin-
ish software installation.” Event nodes are numbered with the start node having a
smaller number than the end event node (see Figure A6.1). These two numbers are
used to identify the activity start node to finish node (79–80). As we shall see
shortly, an event node can serve as a start or end node for one or more activities,
and an end event node can serve as a start node for one or more activities that
immediately follow.
Figure A6.2 illustrates several methods for showing AOA activity relationships
in a project network. Figure A6.2A simply tells the project manager that activity
X must be completed before activity Y can begin. Activity X can also be identified
as activity 10–11. Note that event 11 is the finish event for activity X and the start
event for activity Y. All AOA networks use this method to link activities and
establish dependencies among activities.
Figure A6.2B tells us that activities R, S, and T are parallel, that is, indepen-
dent, and can occur concurrently if the project manager wishes; however, activi-
ties R, S, and T must all be completed before activity U can begin. Observe how
event 20 is a common ending event for activities R, S, and T and the start event for
activity U. Figure A6.2C shows that activity M must be completed before activities
N and O can begin. When activity M is complete, activities N and O are consid-
ered independent and can occur simultaneously if you wish. Event 54 is called a
burst event because more than one activity arrow leaves (bursts from) it. Fig-
ure A6.2D tells us activity E and F can go on together, but both must be completed
before activities G and H can begin. Event 23 is both a merge event and a burst
event. Theoretically, an event is unlimited in the number of activities (arrows) that
can lead into (merge) or out of (burst from) it. Figure A6.2E illustrates parallel
paths A–C and B–D. Activity A must precede activity C and B precede D. Paths
A–C and B–D are independent of each other. Let us apply these fundamentals to
the simple Koll Business Center project.
DESIGN OF AN AOA PROJECT NETWORK
You are now ready to use the information in Table A6.1 to draw an AOA network
of the Koll Business Center. From the information given, the first four activities
can be drawn as shown in Figure A6.3. Activity A (1–2) (Application approval)
must be completed before activities B (2–4), C (2–3), and D (2–5) can begin.
At this point we run into a problem common in AOA networks. Activity E is
preceded by activities B and C. The natural inclination is to draw your activity ar-
rows for B and C from event 2 straight to event 4, which is the beginning event for
activity E. However, the result would be that activities B and C would both have
the same identification numbers (2–4). In cases like this where two or more activi-
ties are parallel and have the same start and finish nodes, a dummy activity is
Install software
Activity Event
79 80
FIGURE A6.1
AOA Network
Building Blocks
Lar03342_ch06_156-209.indd Page 200 1/12/10 9:57:54 AM user-f498Lar03342_ch06_156-209.indd Page 200 1/12/10 9:57:54 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 201
10 11
X
R
US
T
Y
12 Y is preceded by X
U is preceded by R, S, T
R, S, T can occur concurrently, if you wish
(A)
(B)
(C)
(D)
(E)
N and O are preceded by M
When M is complete, N and O can
occur concurrently, if you wish
E and F must precede G and H
E and F can occur together, if you wish
G and H can occur together, if you wish
A must precede C
B must precede D
Path A–C is independent of path B–D
10 20 25
5
15
M
N
O50
75
79
54
GE
H
A C
B D
F
24
28
21
19
66
78
62
76
64
77
23
FIGURE A6.2
Activity-on-Arrow
Network
Fundamentals
KOLL BUSINESS CENTER
County Engineers Design Department
Activity Description Preceding Activity Activity Time
A Application approval None 5
B Construction plans A 15
C Traffic study A 10
D Service availability check A 5
E Staff report B, C 15
F Commission approval B, C, D 10
G Wait for construction F 170
H Occupancy E, G 35
TABLE A6.1
Network Information
Lar03342_ch06_156-209.indd Page 201 1/12/10 9:57:56 AM user-f498Lar03342_ch06_156-209.indd Page 201 1/12/10 9:57:56 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

202 Chapter 6 Developing a Project Plan
inserted to ensure each activity has its unique identification number. A dummy
activity is depicted by a dashed arrow and its duration is zero. The dummy activity
could be inserted before or after either activity B or C as shown in Figure A6.4
(see parts A through D). In Figure A6.4E we placed it after activity C with its own
identification of X or 3–4.
Activity F in Figure A6.4E denotes another network problem in which activity
dependencies exist but it is not convenient to connect the activities. In this case, the
dummy activity can be used to maintain the logic of the network dependencies. Ac-
tivity F is preceded by activities B, C, and D. Dummy activity Y (4–5) is necessary
because activity B precedes both E and F. The dummy activity maintains the in-
tended logic and sequence. Dummy activity 3–5 can be removed because it is redun-
dant; that is, its removal does not change the intended relationships—the end event
4 precedes activity F. Typically, the first pass in drawing your network will include
many dummy activities. After several passes forward and backward through
the network, you will find ways to remove some of the dummy activities that are
there solely to maintain logic. However, when two or more parallel activities have
the same beginning and ending event nodes, dummy activities cannot be avoided.
Figure A6.5 has a completed network for the Koll design project.
In this simple project network no activity networks cross over each other, a situ-
ation which is very rare. Remember the length and slope of the arrows is arbitrary.
The activity durations are included and found below the arrows, near the middle.
You should work through the AOA network exercises before moving to the next
section. Your familiarity with the activity/event approach will help your initial un-
derstanding of the forward and backward pass on an AOA network.
Forward Pass—Earliest Times
The forward pass in AOA uses the same concepts found in the AON procedure. The
major difference lies in recognition and use of events to set early and late start and
finish times for activities. Figure A6.6 shows the Koll design project with all the ac-
tivity durations and early start and finish times. Also near each event is a box that
will allow us to record event times and slack. In the field this box is sometimes called
a “T-box” because the shape within the box forms the letter T. There are many vari-
ations of the T-box found in the field, but they all use the basic T format.
The forward pass starts with the first activity(ies) and traces each path through
the network. As in AON, you add (cumulate) the activity times along the path. When
you come to a merge event, you select the largest early finish (EF) of all the activities
merging to that event. Let’s work through Figure A6.6. Event 1 is the project start
1
A
Application
approval
C
Traffic
study
B
Construction
plans
D
Service
availability
check
4
5
32
FIGURE A6.3
Partial Koll Business
Center AOA Network
Lar03342_ch06_156-209.indd Page 202 1/12/10 9:57:58 AM user-f498Lar03342_ch06_156-209.indd Page 202 1/12/10 9:57:58 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 203
event; therefore, the earliest that event can occur is time zero. This early event time
for event 1 is placed in the lower left side of the event box. The early event time is
also the ES for any activity bursting from an event. Therefore, the zero in the box for
event 1 is also the early start for activity A. The early finish for activity A is 5 work-
days (ES 1 DUR 5 EF or 0 1 5 5 5). The EF for the activity is placed at the head of
the arrow. The earliest event 2 can occur is the instant activity A is complete, which
is 5 workdays; therefore, this time is placed in the lower left T-box of event 2. Again,
note that the early event time is also the ES for any activity using the event as a start
event. Hence, the ES for activities B, C, and D is 5 workdays. The EF for activity B
is 20 (ES 1 DUR 5 EF), for activity C is 15, and for activity D is 10. (See the head of
3
1 2 4
5
A EC
(A)
X B
3
1 2 4
A EC
(B)
B X
3
1 2
A X
C
(C)
B E
X
D
D
B E
X
B
E
4
31 2
A C
(D)
4
5
31 2
A C ? F
(E)
4
Y
FIGURE A6.4
Partial AOA Koll
Business Center
Network
Lar03342_ch06_156-209.indd Page 203 1/27/10 4:11:11 PM userLar03342_ch06_156-209.indd Page 203 1/27/10 4:11:11 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

204 Chapter 6 Developing a Project Plan
the arrow for each activity.) The ES for the dummy activity (3–4) is 15, and its EF is
15 (15 1 0 5 15). Although the dummy activity has zero duration, it must be
included in the forward and backward pass computations.
At this point you must determine the early event times for events 4 and 5. Both
are merge events that require selection among activities merging into these events.
Event 4 has B and X, the dummy activity (3–4). The largest EF for these two ac-
tivities (20 and 15) is 20, which controls the early event time for event 4. Similarly,
event 5 is controlled by activities D and Y. Because activity Y has the largest early
finish (20 versus 10 workdays for activity D), it establishes the early event time for
event 5 and activity F. Times are cumulated until merge event 7. The EFs for activ-
ities E and G are 35 and 200 workdays, respectively. Thus, event 7 and activity H
have early times of 200 workdays. The early finish for the project is 235 workdays.
Assuming we accept this planned duration of 235 days for the project, the LF for
event 8 becomes 235 days, and you are ready to compute the backward pass.
31 2 5
A
Legend
5
Activity
Duration
C
10
D
5
F
10
E
Y
X
B
15 00
15
G
170
H
35
76 8
4
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE A6.5 Activity-on-Arrow Network
31 5
A
Legend
5
C
10
D
5
F
10
E
Y
X
B
15 0
0
15
G
170
H
35
76 8
4
0
E
(=ES)
L
(=LF)
Slack
15
20
5
5 15 30 235200
35
20
20
10
15
20 30 200 235 235
2
EF
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE A6.6 Activity-on-Arrow Network Forward Pass
Lar03342_ch06_156-209.indd Page 204 1/12/10 9:58:02 AM user-f498Lar03342_ch06_156-209.indd Page 204 1/12/10 9:58:02 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 205
Backward Pass—Latest Times
The backward pass procedure is similar to that used in the AON procedure. You
start with the last project event node(s) and subtract activity times along each path
(LF 2 DUR 5 LS) until you reach a burst event. When this happens, you pick the
smallest LS of all the activities bursting from the event; this number denotes the
latest that event can occur and not delay the project. Let’s trace the backward pass
for part of the Koll design project.
Figure A6.7 displays the late times for the events and activities. The late start
for activity H is 200 days (LF 2 DUR 5 LS or 235 2 35 5 200). This time is found
at the tail of the arrow. Because event 7 is not a burst event, the late start for activ-
ity H becomes the late time for event 7. This procedure continues until you reach
event 4, which is a burst event. The LS for activity E is 185 and for activity Y is 20.
The smallest time is 20 days and is the late time for event 4. The next burst event is
event 2. Here the LS for activities B, C, and D are 5, 10, and 15 days, respectively.
Activity B controls the late event time for event 2, which is 5 workdays. The late
event time is also the LF for any activity using the event as an end event. For ex-
ample, the late time for event 7 is 200 workdays; thus, activities E and G can finish
no later than day 200, or the project will be delayed.
With the backward pass complete, the slack and critical path can be identified.
Figure A6.8 presents the completed network. The event slack is entered above the
T in the event box. Activity slack is the difference between LS and ES or LF and
EF. For example, the slack for activity E is 165 days—LS 2 ES (185 2 20 5 165)
or LF 2 EF (200 2 35 5 165). What are the slack values for activities B, C,
and D? The answers are zero workdays (5 2 5 5 0 or 20 2 20 5 0), 5 workdays
(10 2 5 5 5 or 20 2 15 5 5), and 10 workdays (15 2 5 5 10 or 20 2 10 5 10),
respectively. The critical path is A, B, Y, F, G, H.
Compare the networks found in Figure A6.8 and in chapter text Figure 6.8 to
see the differences between the AOA and AON methods. As in the AON method,
31 5
A
Legend
5
C
10
D
5
F
10
E
YX
B
15 00
15
G
170
H
35
76 8
4
0
E
(=ES)
L
(=LF)
Slack
20
20
5
0 10 20 20 200 23530
5
20
185
15
20 30 200 235
0
235
2
EFLS
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE A6.7 Activity-on-Arrow Network Backward Pass
Lar03342_ch06_156-209.indd Page 205 1/27/10 4:11:18 PM userLar03342_ch06_156-209.indd Page 205 1/27/10 4:11:18 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

206 Chapter 6 Developing a Project Plan
if the early and late time for the end project event are the same (L 5 E or LF 5 EF),
the slack on the critical path will be zero. If the times are not the same, the slack
on the critical path will equal the difference (L 2 E or LF 2 EF).
Computer-Generated Networks
Figure A6.9 presents a generic AOA computer output for the custom order proj-
ect. AOA networks identify activities by the beginning and ending nodes—for ex-
ample, the software development activity is identified as activity 2–6. Its duration
is 18 time units; ES 5 2; EF 5 20; LS 5 22; and LF 5 40 time units. The critical
31 5
A
Legend
5
C
10
D
5
F
10
E
Y
X
B
15 0
0
15
G
170
H
35
76 8
4
0
E
(=ES)
L
(=LF)
Slack
20
20
5
0 5 10 2020
20
15
20 30 200 23530 200
355
20
185
15 10
20 30 2000
0
15
20
5
20 30 200 235
0
235
2
EFLS
0
0
0 0 05
KOLL BUSINESS CENTER
County Engineers Design Department
FIGURE A6.8 Activity-on-Arrow Network Backward Pass, Forward Pass, and Slack
DUR
ES
LS
EF
LF
1 2
3
4 5 7
Legend
6
Manufacture
custom
hardware Assemble
15
30
30
15
15
Order vendor parts
15
17
30
2
15
Produce standard parts
10
12
15
2
15
Design
custom parts
13
15
15
2
2
Order
review
2
2
2
0
0
Software development
18
20
40
2
22
10
40
40
30
30
Test
5
45
45
40
40
FIGURE A6.9 Air Control, Inc. Custom Order Project—AOA Network Diagram
Lar03342_ch06_156-209.indd Page 206 1/12/10 9:58:04 AM user-f498Lar03342_ch06_156-209.indd Page 206 1/12/10 9:58:04 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

Chapter 6 Developing a Project Plan 207
path is 1-2-3-4-5-6-7. Compare the AOA computer output in Figure A6.9 with the
AON computer output in chapter Figure 6.11. Bar charts are identical to those
developed for AON networks; see chapter Figure 6.12.
CHOICE OF METHOD—AON OR AOA
Your choice of method depends on the importance of various advantages and dis-
advantages of each method. Table A6.2 will assist you in making your choice.
TABLE A6.2
Comparison of AON
and AOA Methods
AON Method
Advantages
1. No dummy activities are used.
2. Events are not used.
3. AON is easy to draw if dependencies are not intense.
4. Activity emphasis is easily understood by first-level managers.
5. The CPM approach uses deterministic times to construct networks.
Disadvantages
1. Path tracing by activity number is difficult. If the network is not available, computer outputs
must list the predecessor and successor activities for each activity.
2. Network drawing and understanding are more difficult when dependencies are numerous.
AOA Method
Advantages
1. Path tracing is simplified by activity/event numbering scheme.
2. AOA is easier to draw if dependencies are intense.
3. Key events or milestones can easily be flagged.
Disadvantages
1. Use of dummy activities increases data requirements.
2. Emphasis on events can detract from activities. Activity delays cause events and projects
to be late.
SUMMARY
In AOA networks, dummy activities meet two needs. First, when two parallel activi-
ties have the same start and end nodes, a dummy must be inserted to give each activ-
ity a unique identification number (see activity X in Figure A6.8). Next, dummy
activities can be used to clarify dependency relationships (see activity Y in Figure
A6.8). Dummy activities are very useful when activity dependencies are far apart on
the network. In AOA networks the early event time is the ES for any activity emanat-
ing from the event. Conversely, the late event time is the LF for any activity merging
to the event. The major advantage of the AOA method is the avoidance of having to
list all the predecessor and successor activities for each activity in the network so
activity sequence and dependency can be traced when a network is not available or
shows incomplete information. Computer output is reduced manyfold.
REVIEW QUESTIONS
1. How do the building blocks of AON and AOA differ?
2. What are the purposes of dummy or pseudo activities?
3. How do activities differ from events?
Lar03342_ch06_156-209.indd Page 207 1/27/10 4:11:26 PM userLar03342_ch06_156-209.indd Page 207 1/27/10 4:11:26 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

208 Chapter 6 Developing a Project Plan
APPENDIX EXERCISES
1. Use the information found in the text exercises 3 and 4 (page 186) to draw AOA
networks.
2. Use the information found in the text exercise 11 to draw an AOA network. In-
clude the activity times and event nodes on the network as shown in Figure A6.5.
3. Given the project network that follows, compute the early, late, and slack times for
the project. Be sure to show the early finish and late start times on your network.
1
A
C
15
D
10
F
H
5
G
0
20
E
5
I
15
20
B
5
10
2 4
6
3 5 7
8
Legend
E
(=ES)
L
(=LF)
Slack
EFLS
4. Given the project network that follows, compute the early, late, and slack times for
the project. Be sure to show the early finish and late start times on your network.
1
A
5
2
C
D
B
20
30
5
5
10
J
10
11
E
6
F
G
H
I
20
25
15
30
3 7
4 9
8
80
Legend
E
(=ES)
L
(=LF)
Slack
EFLS
Lar03342_ch06_156-209.indd Page 208 1/27/10 7:10:33 PM userLar03342_ch06_156-209.indd Page 208 1/27/10 7:10:33 PM user /Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203/Users/user/Desktop/Temp Work/Don’t Delete Job/MHBR166:SPILKER:203

Chapter 6 Developing a Project Plan 209
5. Given the project network that follows, complete the bar chart for this project.
Use the time-line to align your bars. Be sure to use the legend to show slack for
noncritical activities.
1
Activity 1–2
Activity 1–3
Activity 1–4
Activity 2–6
Activity 3–5
Activity 4–5
Activity 5–6
2
1
4
23
4
3
3 6
2
54
SlackActivity time
Legend
0 1 2 3 4 5 6 7 8 9 10 11
6. Given the project network that follows, draw a bar chart for this project. Use
the timeline to align your bars. Be sure to show slack for noncritical activities.
1
Activity 1–2
Activity 1–3
Activity 1–4
Activity 2–5
Activity 3–5
Activity 4–6
Activity 5–6
2
1
4
3
2
3
4
3
3 6
SlackActivity time
Legend
0 1 2 3 4 5 6 7 8 9 10 11
52
4
Lar03342_ch06_156-209.indd Page 209 1/12/10 9:58:06 AM user-f498Lar03342_ch06_156-209.indd Page 209 1/12/10 9:58:06 AM user-f498 /Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208/Users/user-f498/Desktop/12:01:10/MHBR165:Larsan:208

C H A P T E R S E V E N
Managing Risk
210
Project
networks
6
Managing
risk
7
Monitoring
progress
13
Teams
11
Outsourcing
12
Leadership
10
Strategy
2
Introduction
1
Organization
3
Schedule
resources & costs
8
Inter
natio
nal
proje
cts
Oversig
ht
Agile PM
Career paths
Project
closure
14
Estimate
5
Reducing
duration
9
Define
project
4 15
18
17
16
Managing Risk
Risk Management Process
Step 1: Risk Identification
Step 2: Risk Assessment
Step 3: Risk Response Development
Opportunity Management
Contingency Planning
Contingency Funding and Time Buffers
Step 4: Risk Response Control
Change Control Management
Summary
Appendix 7.1: PERT and PERT Simulation
Lar03342_ch07_210-251.indd Page 210 2/3/10 4:37:12 PM user-f498Lar03342_ch07_210-251.indd Page 210 2/3/10 4:37:12 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208

You’ve got to go out on a limb sometimes because that’s where the
fruit is.
Will Rogers
Every project manager understands risks are inherent in projects. No amount of
planning can overcome risk, or the inability to control chance events. In the con-
text of projects, risk is an uncertain event or condition that, if it occurs, has a pos-
itive or negative effect on project objectives. A risk has a cause and, if it occurs, a
consequence. For example, a cause may be a flu virus or change in scope require-
ments. The event is that team members get stricken with the flu or the product has
to be redesigned. If either of these uncertain events occurs, it will impact the cost,
schedule, and quality of the project.
Some potential risk events can be identified before the project starts—such as
equipment malfunction or change in technical requirements. Risks can be antici-
pated consequences, like schedule slippages or cost overruns. Risks can be beyond
imagination like the 2008 financial meltdown.
While risks can have positive consequences such as unexpected price reduction
in materials, the focus of this chapter is on what can go wrong and the risk man-
agement process.
Risk management attempts to recognize and manage potential and unfore-
seen trouble spots that may occur when the project is implemented. Risk man-
agement identifies as many risk events as possible (what can go wrong),
minimizes their impact (what can be done about the event before the project
begins), manages responses to those events that do materialize (contingency
plans), and provides contingency funds to cover risk events that actually
materialize.
For a humorous, but ultimately embarrassing example of poor risk manage-
ment see Snapshot from Practice: Giant Popsicle Gone Wrong.
Risk Management Process
Figure 7.1 presents a graphic model of the risk management challenge. The
chances of a risk event occurring (e.g., an error in time estimates, cost esti-
mates, or design technology) are greatest in the concept, planning, and start-up
phases of the project. The cost impact of a risk event in the project is less if the
event occurs earlier rather than later. The early stages of the project represent
the period when the opportunity for minimizing the impact or working around
a potential risk exists. Conversely, as the project passes the halfway implemen-
tation mark, the cost of a risk event occurring increases rapidly. For example,
the risk event of a design flaw occurring after a prototype has been made has a
greater cost or time impact than if the event occurred in the start-up phase of
the project. Clearly, identifying project risk events and deciding a response
211
Lar03342_ch07_210-251.indd Page 211 1/30/10 4:54:39 PM user-f501Lar03342_ch07_210-251.indd Page 211 1/30/10 4:54:39 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

212 Chapter 7 Managing Risk
before the project begins is a more prudent approach than not attempting to
manage risk.
The cost of mismanaged risk control early on in the project is magnified by the
ill-fated 1999 NASA Mars Climate Orbiter. Investigations revealed that Lockheed
Martin botched the design of critical navigation software. While flight com-
puters on the ground did calculations based on pounds of thrust per second, the
FIGURE 7.1
Risk Event Graph Risk
High
Low
High
Low
Cost
Chances of risks
occurring
Project Life Cycle
Executing DeliveringDefining Planning
Cost to fix
risk event
S N A P S H O T F R O M P R A C T I C E Giant Popsicle Gone Wrong*
An attempt to erect the world’s largest Popsicle
in New York City ended with a scene straight
out of a disaster film, but much stickier.
The 25-foot-tall, 171 / 2-ton treat of frozen
juice melted faster than expected, flooding Union Square in
downtown Manhattan with kiwi-strawberry–flavored fluid.
Bicyclists wiped out in the stream of goo. Pedestrians
slipped. Traffic was, well, frozen. Firefighters closed off several
streets and used hoses to wash away the thick, sweet slime.
The Snapple Company, a leading maker of soft beverages,
had been trying to promote a new line of frozen treats by
setting a record for the world’s largest Popsicle, but called off
the stunt before the frozen giant was pulled fully upright by a
construction crane.
Authorities said they were worried the 21 / 2-story popsicle
would collapse.
Organizers were not sure why it melted so quickly. “We
planned for it. We just didn’t expect for it to happen so fast,”
said Snapple spokeswoman Lauren Radcliffe. She said the
company would offer to pay the city for the clean-up costs.
* Associated Press, June 23, 2005.
© Zuma Press, Inc.
Lar03342_ch07_210-251.indd Page 212 3/4/10 1:32:03 AM user-f498Lar03342_ch07_210-251.indd Page 212 3/4/10 1:32:03 AM user-f498 /Users/user-f498/Desktop/3-03-10/chapter-7/Users/user-f498/Desktop/3-03-10/chapter-7

Chapter 7 Managing Risk 213
spacecraft’s computer software
used metric units called newtons.
A check to see if the values were
compatible was never done.
“Our check and balances
processes did not catch an error
like this that should have been
caught,” said Ed Weiler, NASA’s
associate administrator for space
science. “That is the bottom line.
Processes that were in place were
not followed.” (Orlando Sentinel,
1999.) After the nine-month jour-
ney to the Red Planet the $125 mil-
lion probe approached Mars at
too low an altitude and burned up
in the planet’s atmosphere.
Risk management is a proac-
tive approach rather than reactive.
It is a preventive process designed
to ensure that surprises are re-
duced and that negative conse-
quences associated with
undesirable events are minimized.
It also prepares the project man-
ager to take action when a time,
cost, and/or technical advantage is possible. Successful management of project risk
gives the project manager better control over the future and can significantly im-
prove chances of reaching project objectives on time, within budget, and meeting re-
quired technical (functional) performance.
The sources of project risks are unlimited. There are sources external to the
organization, such as inflation, market acceptance, exchange rates, and govern-
ment regulations. In practice, these risk events are often referred to as “threats”
to differentiate them from those that are not within the project manager’s or
team’s responsibility area. (Later we will see budgets for such risk events are
placed in a “management reserve” contingency budget.) Since such external risks
are usually considered before the decision to go ahead with the project, they will
be excluded from the discussion of project risks. However, external risks are ex-
tremely important and must be addressed.
The major components of the risk management process are depicted in Figure 7.2.
Each step will be examined in more detail in the remainder of the chapter.
Step 1: Risk Identification
The risk management process begins by trying to generate a list of all the possible
risks that could affect the project. Typically the project manager pulls together,
during the planning phase, a risk management team consisting of core team mem-
bers and other relevant stakeholders. The team uses brainstorming and other
problem identifying techniques to identify potential problems. Participants are
encouraged to keep an open mind and generate as many probable risks as possible.
FIGURE 7.2
The Risk
Management Process
New risks
New risks
New risks
Assess risks in terms of:
• Severity of impact
• Likelihood of occurring
• Controllability
• Develop a strategy to reduce
possible damage
• Develop contingency plans
• Implement risk strategy
• Monitor and adjust plan for
new risks
• Change management
Analyze the project to identify
sources of risk
Step 1 Risk Identification
Step 2 Risk Assessment
Known risks
Risk assessment
Risk management
plan
Step 3 Risk Response Development
Step 4 Risk Response Control
Lar03342_ch07_210-251.indd Page 213 1/28/10 9:15:35 PM user-f501Lar03342_ch07_210-251.indd Page 213 1/28/10 9:15:35 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

214 Chapter 7 Managing Risk
More than one project has been bushwhacked by an event that members thought
was preposterous in the beginning. Later during the assessment phase, participants
will have a chance to analyze and filter out unreasonable risks.
One common mistake that is made early in the risk identification process is to
focus on objectives and not on the events that could produce consequences. For
example, team members may identify failing to meet schedule as a major risk.
What they need to focus on are the events that could cause this to happen (i.e.,
poor estimates, adverse weather, shipping delays, etc.). Only by focusing on actual
events can potential solutions be found.
Organizations use risk breakdown structures (RBSs) in conjunction with work
breakdown structures (WBSs) to help management teams identify and eventually
analyze risks. Figure 7.3 provides a generic example of an RBS. The focus at the
beginning should be on risks that can affect the whole project as opposed to a spe-
cific section of the project or network.
After the macro risks have been identified, specific areas can be checked. An ef-
fective tool for identifying specific risks is the work breakdown structure. Use of
the RBS reduces the chance a risk event will be missed. On large projects multiple
risk teams are organized around specific deliverables and submit their risk man-
agement reports to the project manager.
A risk profile is another useful tool. A risk profile is a list of questions that ad-
dress traditional areas of uncertainty on a project. These questions have been de-
veloped and refined from previous, similar projects. Figure 7.4 provides a partial
example of a risk profile.
Project
Organizational
Project
dependencies
Resources
Funding
Prioritization
External
Subcontractors
and suppliers
Regulatory
Market
Customer
Weather
Technical
Requirements
Technology
Complexity and
interfaces
Performances
and reliability
Quality
Project
Management
Estimating
Planning
Controlling
Communication
FIGURE 7.3 The Risk Breakdown Structure (RBS)
Lar03342_ch07_210-251.indd Page 214 1/28/10 9:15:36 PM user-f501Lar03342_ch07_210-251.indd Page 214 1/28/10 9:15:36 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 215
Good risk profiles, like RBSs, are tailored to the type of project in question.
For example, building an information system is different from building a new car.
They are organization specific. Risk profiles recognize the unique strengths and
weaknesses of the firm. Finally, risk profiles address both technical and manage-
ment risks. For example, the profile shown in Figure 7.4 asks questions about de-
sign ( Does the design depend upon unrealistic assumptions? ) and work environment
( Do people cooperate across functional boundaries? ).
Risk profiles are generated and maintained usually by personnel from the project
office. They are updated and refined during the postproject audit (see Chapter 14).
These profiles, when kept up to date, can be a powerful resource in the risk man-
agement process. The collective experience of the firm’s past projects resides in
their questions.
Historical records can complement or be used when formal risk profiles are not
available. Project teams can investigate what happened on similar projects in the
past to identify potential risks. For example, a project manager can check the on-
time performance of selected vendors to gauge the threat of shipping delays. IT
project managers can access “best practices” papers detailing other companies’ ex-
periences converting software systems. Inquiries should not be limited to recorded
data. Savvy project managers tap the wisdom of others by seeking the advice of
veteran project managers.
The risk identification process should not be limited to just the core team. In-
put from customers, sponsors, subcontractors, vendors, and other stakeholders
should be solicited. Relevant stakeholders can be formally interviewed or included
on the risk management team. Not only do these players have a valuable perspec-
tive, but by involving them in the risk management process they also become more
committed to project success.
One of the keys to success in risk identification is attitude. While a “can do”
attitude is essential during implementation, project managers have to encourage
Technical Requirements
Are the requirements stable?
Design
Does the design depend on unrealistic or
optimistic assumptions?
Testing
Will testing equipment be available when
needed?
Development
Is the development process supported by
a compatible set of procedures, methods,
and tools?
Schedule
Is the schedule dependent upon the com-
pletion of other projects?
Budget
How reliable are the cost estimates?
Quality
Are quality considerations built into the
design?
Management
Do people know who has authority for
what?
Work Environment
Do people work cooperatively across func-
tional boundaries?
Staffing
Is staff inexperienced or understaffed?
Customer
Does the customer understand what it will
take to complete the project?
Contractors
Are there any ambiguities in contractor task
definitions?
FIGURE 7.4
Partial Risk
Profile for Product
Development Project
Lar03342_ch07_210-251.indd Page 215 1/28/10 9:15:37 PM user-f501Lar03342_ch07_210-251.indd Page 215 1/28/10 9:15:37 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

216 Chapter 7 Managing Risk
critical thinking when it comes to risk identification. The goal is to find potential
problems before they happen.
The RBS and risk profiles are useful tools for making sure no stones are left
unturned. At the same time, when done well the number of risks identified can be
overwhelming and a bit discouraging. Initial optimism can be replaced with grip-
ing and cries of “what have we gotten ourselves into?” It is important that project
managers set the right tone and complete the risk management process so mem-
bers regain confidence in themselves and the project.
Step 2: Risk Assessment
Step 1 produces a list of potential risks. Not all of these risks deserve attention.
Some are trivial and can be ignored, while others pose serious threats to the
welfare of the project. Managers have to develop methods for sifting through
the list of risks, eliminating inconsequential or redundant ones and stratifying
worthy ones in terms of importance and need for attention.
Scenario analysis is the easiest and most commonly used technique for analyz-
ing risks. Team members assess the significance of each risk event in terms of:
• Probability of the event.
• Impact of the event.
Simply stated, risks need to be evaluated in terms of the likelihood the event
is going to occur and the impact or consequences of its occurrence. The risk of
a project manager being struck by lightning at a work site would have major
negative impact on the project, but the likelihood is so low it is not worthy of
consideration. Conversely, people do change jobs, so an event like the loss of
key project personnel would have not only an adverse impact but also a high
likelihood of occurring in some organizations. If so, then it would be wise for
that organization to be proactive and mitigate this risk by developing incentive
schemes for retaining specialists and/or engaging in cross-training to reduce the
impact of turnover.
The quality and credibility of the risk analysis process requires that different
levels of risk probabilities and impacts be defined. These definitions vary and
should be tailored to the specific nature and needs of the project. For example,
a relatively simple scale ranging from “very unlikely” to “almost certainly” may
suffice for one project, whereas another project may use more precise numerical
probabilities (e.g., 0.1, 0.3, 0.5, . . .).
Impact scales can be a bit more problematic since adverse risks affect project
objectives differently. For example, a component failure may cause only a slight
delay in project schedule but a major increase in project cost. If controlling cost is
a high priority, then the impact would be severe. If, on the other hand, time is
more critical than cost, then the impact would be minor.
Because impact ultimately needs to be assessed in terms of project priorities,
different kinds of impact scales are used. Some scales may simply use rank-order
descriptors, such as “low,” “moderate,” “high,” and “very high,” whereas others
use numeric weights (e.g., 1–10). Some may focus on the project in general while
others focus on specific project objectives. The risk management team needs to
establish up front what distinguishes a 1 from a 3 or “moderate” impact from
“severe” impact. Figure 7.5 provides an example of how impact scales could be
defined given the project objectives of cost, time, scope, and quality.
Lar03342_ch07_210-251.indd Page 216 1/28/10 9:15:37 PM user-f501Lar03342_ch07_210-251.indd Page 216 1/28/10 9:15:37 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 217
Documentation of scenario analyses can be seen in various risk assessment
forms used by companies. Figure 7.6 is a partial example of a risk assessment form
used on an IS project involving the upgrade from Windows Vista to Windows 7.
Notice that in addition to evaluating the severity and probablity of risk events
the team also assesses when the event might occur and its detection difficulty.
Detection difficulty is a measure of how easy it would be to detect that the event
was going to occur in time to take mitigating action, that is, how much warning
would we have? So in the Windows 7 conversion example, the detection scale would
range from 5 5 no warning to 1 5 lots of time to react.
Often organizations find it useful to categorize the severity of different risks
into some form of risk assessment matrix. The matrix is typically structured
around the impact and likelihood of the risk event. For example, the risk matrix
FIGURE 7.5 Defined Conditions for Impact Scales of a Risk on Major Project Objectives (Examples for negative
impacts only)
Project
Objective
Cost
Time
Scope
Quality
Relative or Numerical Scale
Insignificant cost
increase
Insignificant time
increase
Scope decrease
barely noticeable
Quality degradation
barely noticeable
1
Very Low
2
Low
< 10% cost increase < 5% time increase Minor areas of scope affected Only very demanding applications are affected 10–20% cost increase 5–10% time increase Major areas of scope affected Quality reduction requires sponsor approval 20–40% cost increase 10–20% time increase Scope reduction unacceptable to sponsor Quality reduction unacceptable to sponsor > 40% cost
increase
> 20% time
increase
Project end item
is effectively
useless
Project end item
is effectively
useless
3
Moderate
4
High
5
Very High
Interface problems
System freezing
User backlash
Hardware
malfunctioning
4
LikelihoodRisk Event Impact Detection Difficulty When
2
4
1
4
5
3
5
4
5
3
5
Conversion
Start-up
Postinstallation
Installation
FIGURE 7.6
Risk Assessment
Form
Lar03342_ch07_210-251.indd Page 217 1/28/10 9:15:37 PM user-f501Lar03342_ch07_210-251.indd Page 217 1/28/10 9:15:37 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

218 Chapter 7 Managing Risk
presented in Figure 7.7 consists of a 5 3 5 array of elements with each element
representing a different set of impact and likelihood values.
The matrix is divided into red, yellow, and green zones representing major,
moderate, and minor risks, respectively. The red zone is centered on the top right
corner of the matrix (high impact/high likelihood), while the green zone is cen-
tered on the bottom left corner (low impact/low likelihood). The moderate risk,
yellow zone extends down the middle of the matrix. Since impact is generally
considered more important than likelihood (a 10 percent chance of losing
$1,000,000 is usually considered a more severe risk than a 90 percent chance of
losing $1,000), the red zone (major risk) extends farther down the high impact
column.
Using the Windows 7 project again as an example, interface problems and sys-
tem freezing would be placed in the red zone (major risk), while user backlash and
hardware malfunctioning would be placed in the yellow zone (moderate risk).
The risk severity matrix provides a basis for prioritizing which risks to address.
Red zone risks receive first priority followed by yellow zone risks. Green zone risks
are typically considered inconsequential and ignored unless their status changes.
Failure Mode and Effects Analysis (FMEA) extends the risk severity matrix by
including ease of detection in the equation:
Impact 3 Probability 3 Detection 5 Risk Value
Each of the three dimensions is rated according to a five-point scale. For example,
detection is defined as the ability of the project team to discern that the risk event
is imminent. A score of 1 would be given if even a chimpanzee could spot the risk
coming. The highest detection score of 5 would be given to events that could only
be discovered after it is too late (i.e., system freezing). Similar anchored scales
would be applied for severity of impact and the probability of the event occurring.
The weighting of the risks is then based on their overall score. For example, a risk
FIGURE 7.7
Risk Severity Matrix
User
backlash
Interface
problems
System
freezing
Hardware
malfunc-
tioning
5
5
4
4
3
3
Impact
2
2
1
1
Li
ke
lih
oo
d
Red zone (major risk)
Yellow zone (moderate risk)
Green zone (minor risk)
Lar03342_ch07_210-251.indd Page 218 1/28/10 9:15:39 PM user-f501Lar03342_ch07_210-251.indd Page 218 1/28/10 9:15:39 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 219
with an impact in the “1” zone with a very low probability and an easy detection
score might score a 1 (1 3 1 3 1 5 1). Conversely, a high-impact risk with a high
probability and impossible to detect would score 125 (5 3 5 3 5 5 125). This
broad range of numerical scores allows for easy stratification of risk according to
overall significance.
No assessment scheme is absolutely foolproof. For example, the weakness of the
FMEA approach is that a risk event rated Impact 5 1, Probability 5 5, and Detec-
tion 5 5 would receive the same weighted score as an event rated Impact 5 5,
Probability 5 5, and Detection 5 1! This underscores the importance of not treat-
ing risk assessment as simply an exercise in mathematics. There is no substitute for
thoughtful discussion of key risk events.
Probability Analysis
There are many statistical techniques available to the project manager that can as-
sist in assessing project risk. Decision trees have been used to assess alternative
courses of action using expected values. Statistical variations of net present value
(NPV) have been used to assess cash flow risks in projects. Correlations between
past projects’ cash flow and S-curves (cumulative project cost curve—baseline—
over the life of the project) have been used to assess cash flow risks.
PERT (program evaluation and review technique) and PERT simulation can be
used to review activity and project risk. PERT and related techniques take a more
macro perspective by looking at overall cost and schedule risks. Here the focus is
not on individual events but on the likelihood the project will be completed on
time and within budget. These methods are useful in assessing the overall risk of
the project and the need for such things as contingency funds, resources, and time.
The use of PERT simulation is increasing because it uses the same data required
for PERT, and software to perform the simulation is readily available.
Basically PERT simulation assumes a statistical distribution (range between
optimistic and pessimistic) for each activity duration; it then simulates the net-
work (perhaps over 1,000 simulations) using a random number generator. The
outcome is the relative probability, called a criticality index, of an activity becom-
ing critical under the many different, possible activity durations for each activity.
PERT simulation also provides a list of potential critical paths and their respec-
tive probabilities of occurring. Having this information available can greatly facili-
tate identifying and assessing schedule risk. (See Appendix 7.1 at the end of this
chapter for a more detailed description and discussion.)
Step 3: Risk Response Development
When a risk event is identified and assessed, a decision must be made concerning
which response is appropriate for the specific event. Responses to risk can be clas-
sified as mitigating, avoiding, transferring, sharing, or retaining.
Mitigating Risk
Reducing risk is usually the first alternative considered. There are basically two
strategies for mitigating risk: (1) reduce the likelihood that the event will occur and/
or (2) reduce the impact that the adverse event would have on the project. Most
risk teams focus first on reducing the likelihood of risk events since, if successful,
this may eliminate the need to consider the potentially costly second strategy.
Lar03342_ch07_210-251.indd Page 219 1/28/10 9:15:39 PM user-f501Lar03342_ch07_210-251.indd Page 219 1/28/10 9:15:39 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

220 Chapter 7 Managing Risk
Testing and prototyping are frequently used to prevent problems from surfac-
ing later in a project. An example of testing can be found in an information sys-
tems project. The project team was responsible for installing a new operating
system in their parent company. Before implementing the project, the team tested
the new system on a smaller isolated network. By doing so they discovered a vari-
ety of problems and were able to come up with solutions prior to implementation.
The team still encountered problems with the installation but the number and se-
verity were greatly reduced.
Often identifying the root causes of an event is useful. For example, the fear that
a vendor will be unable to supply customized components on time may be attribut-
able to (1) poor vendor relationships, (2) design miscommunication, and (3) lack of
motivation. As a result of this analysis the project manager may decide to take his
counterpart to lunch to clear the air, invite the vendor to attend design meetings,
and restructure the contract to include incentives for on-time delivery.
Other examples of reducing the probability of risks occurring are scheduling
outdoor work during the summer months, investing in up-front safety training,
and choosing high-quality materials and equipment.
When the concerns are that duration and costs have been underestimated, man-
agers will augment estimates to compensate for the uncertainties. It is common to
use a ratio between old and new project to adjust time or cost. The ratio typically
serves as a constant. For example, if past projects have taken 10 minutes per line
of computer code, a constant of 1.10 (which represents a 10 percent increase)
would be used for the proposed project time estimates because the new project is
more difficult than prior projects.
An alternative mitigation strategy is to reduce the impact of the risk if it occurs.
For example, a bridge-building project illustrates risk reduction. A new bridge proj-
ect for a coastal port was to use an innovative, continuous cement-pouring process
developed by an Australian firm to save large sums of money and time. The major
risk was that the continuous pouring process for each major section of the bridge
could not be interrupted. Any interruption would require that the whole cement
section (hundreds of cubic yards) be torn down and started over. An assessment of
possible risks centered on delivery of the cement from the cement factory. Trucks
could be delayed, or the factory could break down. Such risks would result in tre-
mendous rework costs and delays. Risk was reduced by having two additional por-
table cement plants built nearby on different highways within 20 miles of the bridge
project in case the main factory supply was interrupted. These two portable plants
carried raw materials for a whole bridge section, and extra trucks were on immedi-
ate standby each time continuous pouring was required. Similar risk reduction sce-
narios are apparent in system and software development projects where parallel
innovation processes are used in case one fails.
The Dome to Dust Snapshot from Practice details the steps Controlled Demo-
lition took to minimize damage when they imploded the Seattle Kingdome.
Avoiding Risk
Risk avoidance is changing the project plan to eliminate the risk or condition.
Although it is impossible to eliminate all risk events, some specific risks may be
avoided before you launch the project. For example, adopting proven technology
instead of experimental technology can eliminate technical failure. Choosing an
Australian supplier as opposed to an Indonesian supplier would virtually elimi-
nate the chance that political unrest would disrupt the supply of critical materials.
Lar03342_ch07_210-251.indd Page 220 1/28/10 9:15:39 PM user-f501Lar03342_ch07_210-251.indd Page 220 1/28/10 9:15:39 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 221
See the WAP versus JAVA Snapshot from Practice to see how Ellipsus Systems
avoided a potentially critical technical risk.
Transferring Risk
Passing risk to another party is common; this transfer does not change risk. Pass-
ing risk to another party almost always results in paying a premium for this
exemption. Fixed-price contracts are the classic example of transferring risk from
an owner to a contractor. The contractor understands his or her firm will pay for
any risk event that materializes; therefore, a monetary risk factor is added to the
contract bid price. Before deciding to transfer risk, the owner should decide which
party can best control activities that would lead to the risk occurring. Also, is the
S N A P S H O T F R O M P R A C T I C E From Dome to Dust*
On March 26, 2000, the largest concrete domed
structure in the world was reduced to a pile
of rubble in a dramatic implosion lasting less
than 20 seconds. According to Mark Loizeaux,
whose Maryland-based Controlled Demolition Inc. was hired to
bring the 24-year-old Seattle Kingdome down, “We don’t blow
things up. We use explosives as an engine, but gravity is the
catalyst that will bring it down.”
Destroying the Kingdome was the most complicated of the
7,000 demolitions Loizeaux’s company has undertaken. Nearly
three months of preparations were needed to implode the
dome at a total cost of $9 million. The Kingdome was consid-
ered to be one of the strongest structures in the world con-
taining over 25,000 tons of concrete with each of its 40 vaulted
ribs incorporating seven lengths of two-and-one-quarter-inch
reinforcing steel bar.
Strands of orange detonating cord—basically dynamite in
a string that explodes at the lightning pace of 24,000 feet per
second— connected six pielike divisions of the Kingdome to a
nearby control center.
Throughout each section, Controlled Demolition workers
drilled nearly 1,000 holes and packed them with high-velocity
gelatin explosives the size of hot dogs. Large charges were
placed about one-third of the way up each dome rib, smaller
charges were put farther up the ribs. When the detonation
button was pushed, blasting caps set off a chain reaction of
explosions in each section reducing the stadium to rubble.
While the actual implosion was a technical tour-de-force,
risk management was a critical part of the project’s success.
To minimize damage to surrounding buildings, the explosive
charges were wrapped in a layer of chain-link fencing cov-
ered with thick sheets of geotextile polypropylene fabric to
contain flying concrete. Nearby buildings were protected
in various manners depending on the structure and proximity
to the Dome. Measures included sealing air-handling units,
taping seams on doors and windows, covering floors and win-
dows with plywood and draping reinforced polyethylene
sheeting around the outside.
To help absorb the impact, air-conditioning units removed
from the interior were stacked with other material to create a
barrier around the perimeter of the work area.
Hundreds of police officers and security personnel were
used to cordon off an area extending roughly 1,000 feet from
the Dome from overzealous spectators. Traffic was closed for
a larger area. Accommodations were provided for people and
pets who lived within the restricted zone.
Eight water trucks, eight sweeper units, and more than 100
workers were deployed immediately after the blast to control
dust and begin the cleanup.
As a side note, one-third of the concrete will be crushed
and used in the foundation of a new $430 million outdoor foot-
ball stadium which is being built in its place. The rest of the
concrete will be carted away and used in roadbeds and foun-
dations throughout the Seattle area.
* New York Times—Sunday Magazine (March 19, 2000); Seattle Times
(March 27, 2000) Web site.
© Getty Images
Lar03342_ch07_210-251.indd Page 221 3/4/10 1:32:07 AM user-f498Lar03342_ch07_210-251.indd Page 221 3/4/10 1:32:07 AM user-f498 /Users/user-f498/Desktop/3-03-10/chapter-7/Users/user-f498/Desktop/3-03-10/chapter-7

222 Chapter 7 Managing Risk
contractor capable of absorbing the risk? Clearly identifying and documenting
responsibility for absorbing risk is imperative.
Another more obvious way to transfer risk is insurance. However, in most cases
this is impractical because defining the project risk event and conditions to an in-
surance broker who is unfamiliar with the project is difficult and usually expen-
sive. Of course, low-probability and high-consequence risk events such as acts of
God are more easily defined and insured. Performance bonds, warranties, and
guarantees are other financial instruments used to transfer risk.
On large, international construction projects like petrochemical plants and oil
refineries, host countries are insisting on contracts that enforce Build-Own-Operate-
Transfer (BOOT) provisions. Here the prime project organization is expected not
only to build the facility, but also to take over ownership until its operation capacity
has been proven and all the debugging has occurred before final transfer of owner-
ship to the client. In such cases, the host country has transferred financial risk of
ownership until the project has been completed and capabilities proven.
Retaining Risk
In some cases a conscious decision is made to accept the risk of an event occurring.
Some risks are so large it is not feasible to consider transferring or reducing the
event (e.g., an earthquake or flood). The project owner assumes the risk because the
chance of such an event occurring is slim. In other cases risks identified in the budget
reserve can simply be absorbed if they materialize. The risk is retained by developing
a contingency plan to implement if the risk materializes. In a few cases a risk event
can be ignored and a cost overrun accepted should the risk event occur.
The more effort given to risk response before the project begins, the better the
chances are for minimizing project surprises. Knowing that the response to a risk
event will be retained, transferred, or mitigated greatly reduces stress and uncer-
tainty. Again, control is possible with this structured approach.
S N A P S H O T F R O M P R A C T I C E WAP or JAVA?*
Ellipsus Systems, AB, located in Vaxjo, Sweden,
is a software design company whose products
link corporate computer systems to mobile
phones. Critical to the company’s success is
making the right technology decisions, especially around the
standards and protocols its software uses. As wireless and mo-
bile devices continue to take hold, there are two major emerging
technical standards. One standard is WAP (Wireless Applica-
tion Protocol). The second standard, Java, is based on Internet
programming standards created by Sun Microsystems.
Rikard Kjellberg, one of Ellipsus’s founders, was facing a
conundrum: which standard to use? In one, Java was domi-
nant; in the other, WAP was dominant. WAP was first to mar-
ket. It generated huge excitement, and as Nokia prepared to
launch the first wireless phone in late 1999, engineers across
Europe left secure jobs to form WAP start-ups. At the same
time some negative perceptions were developing about sys-
tems based on the WAP standard. Due to the slow response
time, a Swedish newspaper ran a story titled “WAP is Crap.”
Java, on the other hand, had yet to establish itself with no
commercial handsets available at the time.
Kjellberg’s solution was to have projects in his company’s
portfolio based on both standards. Ellipsus built early proto-
types of both systems and took them to a trade show, with both
systems sitting side by side. “We knew within an hour which
way to go,” says Douglas Davies, the COO. Ellipsus began se-
curing million dollar contracts to supply its Java-based system
to leading U.S. operators.
* David Pringle, “How the U.S. Took the Wireless Lead Away from
Europe,” The Wall Street Journal Europe, 20 February 2002 http://www.
network365.com/news.jsp?id=145 (accessed 10, November 2003).
Lar03342_ch07_210-251.indd Page 222 1/28/10 9:15:41 PM user-f501Lar03342_ch07_210-251.indd Page 222 1/28/10 9:15:41 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

http://www.network365.com/news.jsp?id=145

Chapter 7 Managing Risk 223
Contingency Planning
A contingency plan is an alternative plan that will be used if a possible foreseen risk
event becomes a reality. The contingency plan represents actions that will reduce
or mitigate the negative impact of the risk event. A key distinction between a risk
response and a contingency plan is that a response is part of the actual implemen-
tation plan and action is taken before the risk can materialize, while a contingency
plan is not part of the initial implementation plan and only goes into effect after
the risk is recognized.
Like all plans, the contingency plan answers the questions of what, where, when,
and how much action will take place. The absence of a contingency plan, when a risk
event occurs, can cause a manager to delay or postpone the decision to implement a
remedy. This postponement can lead to panic, and acceptance of the first remedy
suggested. Such after-the-event decision making under pressure can be potentially
dangerous and costly. Contingency planning evaluates alternative remedies for pos-
sible foreseen events before the risk event occurs and selects the best plan among
alternatives. This early contingency planning facilitates a smooth transition to the
remedy or work-around plan. The availability of a contingency plan can signifi-
cantly increase the chances for project success.
Conditions for activating the implementation of the contingency plan should be
decided and clearly documented. The plan should include a cost estimate and iden-
tify the source of funding. All parties affected should agree to the contingency plan
and have authority to make commitments. Because implementation of a contingency
plan embodies disruption in the sequence of work, all contingency plans should be
communicated to team members so that surprise and resistance are minimized.
Here is an example: A high-tech niche computer company intends to introduce
a new “platform” product at a very specific target date. The project’s 47 teams all
agree delays will not be acceptable. Their contingency plans for two large compo-
nent suppliers demonstrate how seriously risk management is viewed. One suppli-
er’s plant sits on the San Andreas Fault, which is prone to earthquakes. The
contingency plan has an alternative supplier, who is constantly updated, produc-
ing a replica of the component in another plant. Another key supplier in Toronto,
Canada, presents a delivery risk on their due date because of potential bad
weather. This contingency plan calls for a chartered plane (already contracted to
be on standby) if overland transportation presents a delay problem. To outsiders
these plans must seem a bit extreme, but in high-tech industries where time to
market is king, risks of identified events are taken seriously.
Risk response matrices such as the one shown in Figure 7.8 are useful for sum-
marizing how the project team plans to manage risks that have been identified.
Again, the Windows 7 project is used to illustrate this kind of matrix. The first step
is to identify whether to reduce, share, transfer, or accept the risk. The team decided
to reduce the chances of the system freezing by experimenting with a prototype of
the system. Prototype experimentation not only allows them to identify and fix
conversion “bugs” before the actual installation, but it also yields information that
could be useful in enhancing acceptance by end-users. The project team is then able
to identify and document changes between the old and new system that will be
incorporated in the training the users receive. The risk of equipment malfunctioning
is transferred by choosing a reliable supplier with a strong warranty program.
The next step is to identify contingency plans in case the risk still occurs.
For example, if interface problems prove insurmountable, then the team would
attempt a work-around until vendor experts arrived to help solve the problem. If
Lar03342_ch07_210-251.indd Page 223 1/28/10 9:15:41 PM user-f501Lar03342_ch07_210-251.indd Page 223 1/28/10 9:15:41 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

224 Chapter 7 Managing Risk
the system freezes after installation, the team will first try to reinstall the software.
If user dissatisfaction is high, then the IS department will provide more staff
support. If the team is unable to get reliable equipment from the original supplier,
then it will order a different brand from a second dealer. The team also needs to
discuss and agree what would “trigger” implementation of the contingency plan.
In the case of the system freezing, the trigger is not being able to unfreeze the
system within one hour or, in the case of user backlash, an angry call from top
management. Finally, the individual responsible for monitoring the potential risk
and initiating the contingency plan needs to be assigned. Smart project managers
establish protocols for contingency responses before they are needed. For an
example of the importance of establishing protocols see the Risk Management at
the Top of the World Snapshot from Practice on page 225.
Some of the most common methods for handling risk are discussed here.
Technical Risks
Technical risks are problematic; they can often be the kind that cause the project to
be shut down. What if the system or process does not work? Contingency or backup
plans are made for those possibilities that are foreseen. For example, Carrier Transi-
cold was involved in developing a new Phoenix refrigeration unit for truck-trailer
applications. This new unit was to use rounded panels made of bonded metals,
which at the time was new technology for Transicold. Furthermore, one of its com-
petitors had tried unsuccessfully to incorporate similar bonded metals in their
products. The project team was eager to make the new technology work, but it
wasn’t until the very end of the project that they were able to get the new adhesives
to bond adequately to complete the project. Throughout the project, the team
maintained a welded-panel fabrication approach just in case they were unsuccessful.
If this contingency approach had been needed, it would have increased production
costs, but the project still would have been completed on time.
In addition to backup strategies, project managers need to develop methods to
quickly assess whether technical uncertainties can be resolved. The use of sophis-
ticated CAD programs has greatly helped resolve design problems. At the same
time, Smith and Reinertsen, in their book Developing Products in Half the Time,
argue that there is no substitute for making something and seeing how it works,
feels, or looks. They suggest that one should first identify the high-risk technical
areas, then build models or design experiments to resolve the risk as quickly as
possible. By isolating and testing the key technical questions early on in a project,
Interface problems
System freezing
User backlash
Equipment
malfunctions
Mitigate: Test prototype
ResponseRisk Event Contingency Plan Trigger Who Is Responsible
Mitigate: Test prototype
Mitigate:
Prototype demonstration
Mitigate: Select reliable vendor
Transfer: Warranty
Work around
until help comes
Reinstall OS
Increase staff
support
Order
replacement
Not solved
within 24 hours
Still frozen after
one hour
Call from top
management
Equipment
fails
Nils
Emmylou
Eddie
Jim
FIGURE 7.8 Risk Response Matrix
Lar03342_ch07_210-251.indd Page 224 1/30/10 4:54:55 PM user-f501Lar03342_ch07_210-251.indd Page 224 1/30/10 4:54:55 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 225
project feasibility can be quickly determined and necessary adjustments made
such as reworking the process or in some cases closing down the project.
Schedule Risks
Often organizations will defer the threat of a project coming in late until it sur-
faces. Here contingency funds are set aside to expedite or “crash” the project to
get it back on track. Crashing, or reducing project duration, is accomplished by
shortening (compressing) one or more activities on the critical path. This comes
S N A P S H O T F R O M P R A C T I C E Risk Management
at the Top of the World*
Into Thin Air, Jon Krakauer’s gripping account
of an ill-fated attempt to climb Mount Everest
in which six climbers died, provides testimony
to the risks of extreme mountain climbing. Thir-
teen days after the tragedy, David Breashears successfully led
a film crew to the summit. Their footage can be seen in the
spectacular IMAX film, Everest.
Accounts of Mount Everest expeditions provide insights
into project risk management. First, most climbers spend more
than three weeks acclimating their bodies to high-altitude
conditions. Native Sherpas are used extensively to carry sup-
plies and set up each of the four base camps that will be used
during the final stages of the climb. To reduce the impact of
hypoxia, lightheadness, and disorientation caused by shortage
of oxygen, most climbers use oxygen masks and bottles during
the final ascent. If lucky enough not to be one of the first expe-
ditions of the season, the path to the summit should be staked
out and roped by previous climbers. Climbing guides receive
last-minute weather reports by radio to confirm whether
the weather conditions warrant the risk. Finally, for added
insurance, most climbers join their Sherpas in an elaborate
puja ritual intended to summon the divine support of the gods
before beginning their ascent.
All of these efforts pale next to the sheer physical and mental
rigors of making the final climb from base camp IV to the summit.
This is what climbers refer to as the “death zone” because
beyond 26,000 feet the mind and body begin to quickly deterio-
rate despite supplemental oxygen. Under fair conditions it takes
around 18 hours to make the round-trip to the top and back to the
base camp. Climbers leave as early as 1:00 A.M. in order to make
it back before night falls and total exhaustion sets in.
The greatest danger in climbing Mount Everest is not
reaching the summit but making it back to the base camp. One
out of every five climbers who make it to the summit dies dur-
ing their descent. The key is establishing a contingency plan in
case the climbers encounter hard going or the weather
changes. Guides establish a predetermined turnaround time
(i.e., 2:00 P.M.) to ensure a safe return no matter how close the
climbers are to the summit. Accepting the time takes tremen-
dous discipline. One who was caught up by time was solo
climber Goran Krupp. He turned back 1,000 feet from the top
after bicycling 8,000 miles from Stockholm to Katmandu!
Many lives have been lost by failing to adhere to the turn-
back time and pushing forward to the summit. As one climber
put it, “With enough determination, any bloody idiot can get up
the hill. The trick is to get back down alive.”
* Jon Krakauer, Into Thin Air (New York: Doubleday, 1997), p. 190;
Broughton Coburn, Everest: Mountain without Mercy (New York:
National Geographic Society, 1997).
© Bobby Model/National Geographic Stock
Lar03342_ch07_210-251.indd Page 225 3/4/10 1:32:08 AM user-f498Lar03342_ch07_210-251.indd Page 225 3/4/10 1:32:08 AM user-f498 /Users/user-f498/Desktop/3-03-10/chapter-7/Users/user-f498/Desktop/3-03-10/chapter-7

226 Chapter 7 Managing Risk
with additional costs and risk. Techniques for managing this situation are dis-
cussed in Chapter 9. Some contingency plans can avoid costly procedures. For
example, schedules can be altered by working activities in parallel or using start-
to-start lag relationships. Also, using the best people for high-risk tasks can relieve
or lessen the chance of some risk events occurring.
Cost Risks
Projects of long duration need some contingency for price changes—which are
usually upward. The important point to remember when reviewing price is to
avoid the trap of using one lump sum to cover price risks. For example, if infla-
tion has been running about 3 percent, some managers add 3 percent for all
resources used in the project. This lump-sum approach does not address exactly
where price protection is needed and fails to provide for tracking and control.
On cost sensitive projects, price risks should be evaluated item by item. Some
purchases and contracts will not change over the life of the project. Those that
may change should be identified and estimates made of the magnitude of change.
This approach ensures control of the contingency funds as the project is
implemented.
Funding Risks
What if the funding for the project is cut by 25 percent or completion projections
indicate that costs will greatly exceed available funds? What are the chances of the
project being canceled before completion? Seasoned project managers recognize
that a complete risk assessment must include an evaluation of funding supply.
This is especially true for publicly funded projects. Case in point was the ill-fated
RAH-66 Comanche helicopter which was being developed for the U.S. Army by
Sikorsky Aircraft Corp. and Boeing Co. Eight billion dollars had been invested to
develop a new age combat and reconnaissance helicopter, when in February 2004,
the Defense Department recommended that the project be canceled. The cancella-
tion reflected a need to cut costs and a switch toward using unmanned aircraft for
surveillance as well as attack missions.
Just as government projects are subject to changes in strategy and political
agenda, business firms frequently undergo changes in priorities and top manage-
ment. The pet projects of the new CEO replace the pet projects of the former
CEO. Resources become tight and one way to fund new projects is to cancel
other projects.
Severe budget cuts or lack of adequate funding can have a devastating effect on
a project. Typically, when such a fate occurs, there is a need to scale back the
scope of the project to what is possible. “All-or-nothing projects” are ripe targets
to budget cutters. This was the case of the Comanche helicopter once the decision
was made to move away from manned reconnaissance aircraft. Here the “chunk-
ability” of the project can be an advantage. For example, freeway projects can fall
short of the original intentions but still add value for each mile completed.
On a much smaller scale, similar funding risks may exist for more mundane
projects. For example, a building contractor may find that due to a sudden down-
turn in the stock market the owners can no longer afford to build their dream
house. Or an IS consulting firm may be left empty handed when a client files for
bankruptcy. In the former case the contractor may have as a contingency selling
the house on the open market, while unfortunately the consulting firm will have to
join the long line of creditors.
Lar03342_ch07_210-251.indd Page 226 1/28/10 9:15:45 PM user-f501Lar03342_ch07_210-251.indd Page 226 1/28/10 9:15:45 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 227
Opportunity Management
For the sake of brevity, this chapter has focused on negative risks—what can go
wrong on a project. There is a flip side—what could go right on a project? This is
commonly referred to as a positive risk or opportunity. An opportunity is an event
that can have a positive impact on project objectives. For example, unusually fa-
vorable weather can accelerate construction work, or a drop in fuel prices may
create savings that could be used to add value to a project. Essentially the same
process that is used to manage negative risks is applied to positive risks. Opportu-
nities are identified, assessed in terms of likelihood and impact, responses are de-
termined, and even contingency plans and funds can be established to take
advantage of the opportunity if it occurs. The major exception between managing
negative risks and opportunity is in the responses. The project management pro-
fession has identified four different types of response to an opportunity:
Exploit. This tactic seeks to eliminate the uncertainty associated with an
opportunity to ensure that it definitely happens. Examples include assigning
your best personnel to a critical burst activity to reduce the time to comple-
tion or revising a design to enable a component to be purchased rather than
developed internally.
Share. This strategy involves allocating some or all of the ownership of an
opportunity to another party who is best able to capture the opportunity for
the benefit of the project. Examples include establishing continuous improve-
ment incentives for external contractors or joint ventures.
Enhance. Enhance is the opposite of mitigation in that action is taken to in-
crease the probability and/or the positive impact of an opportunity. Examples
include choosing site location based on favorable weather patterns or choosing
raw materials that are likely to decline in price.
Accept. Accepting an opportunity is being willing to take advantage of it if it
occurs, but not taking action to pursue it.
While it is only natural to focus on negative risks, it is sound practice to engage in
active opportunity management as well.
Contingency Funding and Time Buffers
Contingency funds are established to cover project risks—identified and unknown.
When, where, and how much money will be spent is not known until the risk event
occurs. Project “owners” are often reluctant to set up project contingency funds
that seem to imply the project plan might be a poor one. Some perceive the contin-
gency fund as an add-on slush fund. Others say they will face the risk when it mate-
rializes. Usually such reluctance to establish contingency reserves can be overcome
with documented risk identification, assessment, contingency plans, and plans for
when and how funds will be disbursed.
The size and amount of contingency reserves depend on uncertainty inherent in
the project. Uncertainty is reflected in the “newness” of the project, inaccurate time
and cost estimates, technical unknowns, unstable scope, and problems not
anticipated. In practice, contingencies run from 1 to 10 percent in projects similar to
past projects. However, in unique and high-technology projects it is not uncommon
to find contingencies running in the 20 to 60 percent range. Use and rate of con-
sumption of reserves must be closely monitored and controlled. Simply picking a
Lar03342_ch07_210-251.indd Page 227 1/28/10 9:15:45 PM user-f501Lar03342_ch07_210-251.indd Page 227 1/28/10 9:15:45 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

228 Chapter 7 Managing Risk
percentage of the baseline, say, 5 percent, and calling it the contingency reserve is
not a sound approach. Also, adding up all the identified contingency allotments and
throwing them into one pot is not conducive to sound control of the reserve fund.
In practice, the contingency reserve fund is typically divided into budget and
management reserve funds for control purposes. Budget reserves are set up to cover
identified risks; these reserves are those allocated to specific segments or deliver-
ables of the project. Management reserves are set up to cover unidentified risks
and are allocated to risks associated with the total project. The risks are separated
because their use requires approval from different levels of project authority.
Because all risks are probabilistic, the reserves are not included in the baseline for
each work package or activity; they are only activated when a risk occurs. If an
identified risk does not occur and its chance of occurring is past, the fund allocated
to the risk should be deducted from the budget reserve. (This removes the tempta-
tion to use budget reserves for other issues or problems.) Of course if the risk does
occur, funds are removed from the reserve and added to the cost baseline.
It is important that contingency allowances be independent of the original time
and cost estimates. These allowances need to be clearly distinguished to avoid time
and budget game playing.
Budget Reserves
These reserves are identified for specific work packages or segments of a project
found in the baseline budget or work breakdown structure. For example, a re-
serve amount might be added to “computer coding” to cover the risk of “testing”
showing a coding problem. The reserve amount is determined by costing out the
accepted contingency or recovery plan. The budget reserve should be communi-
cated to the project team. This openness suggests trust and encourages good cost
performance. However, distributing budget reserves should be the responsibility
of both the project manager and the team members responsible for implementing
the specific segment of the project. If the risk does not materialize, the funds are
removed from the budget reserve. Thus, budget reserves decrease as the project
progresses.
Management Reserves
These reserve funds are needed to cover major unforeseen risks and, hence, are
applied to the total project. For example, a major scope change may appear neces-
sary midway in the project. Because this change was not anticipated or identified,
it is covered from the management reserve. Management reserves are established
after budget reserves are identified and funds established. These reserves are inde-
pendent of budget reserves and are controlled by the project manager and the
“owner” of the project. The “owner” can be internal (top management) or external
to the project organization. Most management reserves are set using historical data
and judgments concerning the uniqueness and complexity of the project.
Placing technical contingencies in the management reserve is a special case.
Identifying possible technical (functional) risks is often associated with a new, un-
tried, innovative process or product. Because there is a chance the innovation may
not work out, a fallback plan is necessary. This type of risk is beyond the control of
the project manager. Hence, technical reserves are held in the management reserve
and controlled by the owner or top management. The owner and project manager
decide when the contingency plan will be implemented and the reserve funds used.
It is assumed there is a high probability these funds will never be used.
Lar03342_ch07_210-251.indd Page 228 1/28/10 9:15:45 PM user-f501Lar03342_ch07_210-251.indd Page 228 1/28/10 9:15:45 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 229
Table 7.1 shows the development of a contingency fund estimate for a hypo-
thetical project. Note how budget and management reserves are kept separate;
control is easily tracked using this format.
Time Buffers
Just as contingency funds are established to absorb unplanned costs, managers
use time buffers to cushion against potential delays in the project. And like contin-
gency funds, the amount of time is dependent upon the inherent uncertainty of
the project. The more uncertain the project the more time should be reserved
for the schedule. The strategy is to assign extra time at critical moments in the
project. For example, buffers are added to
A. activities with severe risks.
B. merge activities that are prone to delays due to one or more preceding activities
being late.
C. noncritical activities to reduce the likelihood that they will create another criti-
cal path.
D. activities that require scarce resources to ensure that the resources are available
when needed.
In the face of overall schedule uncertainty, buffers are sometimes added to the
end of the project. For example, a 300-working-day project may have a 30-day
project buffer. While the extra 30 days would not appear on the schedule, it is avail-
able if needed. Like management reserves, this buffer typically requires the autho-
rization of top management. A more systematic approach to buffer management is
discussed in the Chapter 8 Appendix on critical chain project management.
Step 4: Risk Response Control
Typically the results of the first three steps of the risk management process are
summarized in a formal document often called the risk register. A risk register de-
tails all identified risks, including descriptions, category, and probability of occur-
ring, impact, responses, contingency plans, owners, and current status. The register
is the backbone for the last step in the risk management process: risk control. Risk
control involves executing the risk response strategy, monitoring triggering events,
initiating contingency plans, and watching for new risks. Establishing a change
management system to deal with events that require formal changes in the scope,
budget, and/or schedule of the project is an essential element of risk control.
Project managers need to monitor risks just like they track project progress.
Risk assessment and updating needs to be part of every status meeting and
TABLE 7.1
Contingency Fund
Estimate (Thousands
of Dollars)
Budget Budget Project
Activity Baseline Reserve Budget
Design $500 $15 $515
Code 900 80 980
Test 20 2 22
Subtotal $1,420 $97 $1,517
Management reserve — — 50
Total $1,420 $97 $1,567
Lar03342_ch07_210-251.indd Page 229 1/30/10 4:54:58 PM user-f501Lar03342_ch07_210-251.indd Page 229 1/30/10 4:54:58 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

230 Chapter 7 Managing Risk
progress report system. The project team needs to be on constant alert for new,
unforeseen risks. Management needs to be sensitive that others may not be
forthright in acknowledging new risks and problems. Admitting that there might
be a bug in the design code or that different components are not compatible re-
flects poorly on individual performance. If the prevailing organizational culture
is one where mistakes are punished severely, then it is only human nature to pro-
tect oneself. Similarly, if bad news is greeted harshly and there is a propensity to
“kill the messenger,” then participants will be reluctant to speak freely. The ten-
dency to suppress bad news is compounded when individual responsibility is
vague and the project team is under extreme pressure from top management to
get the project done quickly.
Project managers need to establish an environment in which participants feel
comfortable raising concerns and admitting mistakes. The norm should be that
mistakes are acceptable, hiding mistakes is intolerable. Problems should be em-
braced not denied. Participants should be encouraged to identify problems and
new risks. Here a positive attitude by the project manager toward risks is a key.
On large, complex projects it may be prudent to repeat the risk identification/
assessment exercise with fresh information. Risk profiles should be reviewed to
test to see if the original responses held true. Relevant stakeholders should be
brought into the discussion and the risk register needs to be updated. While this
may not be practical on an ongoing basis, project managers should touch base
with them on a regular basis or hold special stakeholder meetings to review the
status of risks on the project.
A second key for controlling the cost of risks is documenting responsibility.
This can be problematic in projects involving multiple organizations and con-
tractors. Responsibility for risk is frequently passed on to others with the state-
ment, “That is not my worry.” This mentality is dangerous. Each identified risk
should be assigned (or shared) by mutual agreement of the owner, project man-
ager, and the contractor or person having line responsibility for the work pack-
age or segment of the project. It is best to have the line person responsible
approve the use of budget reserve funds and monitor their rate of usage. If man-
agement reserve funds are required, the line person should play an active role in
estimating additional costs and funds needed to complete the project. Having
line personnel participate in the process focuses attention on the management
reserve, control of its rate of usage, and early warning of potential risk events. If
risk management is not formalized, responsibility and responses to risk will be
ignored—it is not my area.
The bottom line is that project managers and team members need to be vigilant
in monitoring potential risks and identify new land mines that could derail a proj-
ect. Risk assessment has to be part of the working agenda of status meetings and
when new risks emerge they need to be analyzed and incorporated into the risk
management process.
Change Control Management
A major element of the risk control process is change management. Every detail
of a project plan will not materialize as expected. Coping with and controlling
project changes present a formidable challenge for most project managers. Changes
come from many sources such as the project customer, owner, project manager,
Lar03342_ch07_210-251.indd Page 230 1/28/10 9:15:46 PM user-f501Lar03342_ch07_210-251.indd Page 230 1/28/10 9:15:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 231
team members, and occurrence of risk events. Most changes easily fall into three
categories:
1. Scope changes in the form of design or additions represent big changes; for ex-
ample, customer requests for a new feature or a redesign that will improve the
product.
2. Implementation of contingency plans, when risk events occur, represent changes
in baseline costs and schedules.
3. Improvement changes suggested by project team members represent another
category.
Because change is inevitable, a well-defined change review and control process
should be set up early in the project planning cycle.
Change management systems involve reporting, controlling, and recording
changes to the project baseline. (Note: Some organizations consider change control
systems part of configuration management.) In practice most change management
systems are designed to accomplish the following:
1. Identify proposed changes.
2. List expected effects of proposed change(s) on schedule and budget.
3. Review, evaluate, and approve or disapprove changes formally.
4. Negotiate and resolve conflicts of change, conditions, and cost.
5. Communicate changes to parties affected.
6. Assign responsibility for implementing change.
7. Adjust master schedule and budget.
8. Track all changes that are to be implemented.
As part of the project communication plan, stakeholders define up front the
communication and decision-making process that will be used to evaluate and ac-
cept changes. The process can be captured in a flow diagram like the one presented
in Figure 7.9. On small projects this process may simply entail approval of a small
group of stakeholders. On larger projects more elaborate decision-making pro-
cesses are established, with different processes being used for different kinds of
change. For example, changes in performance requirements may require multiple
sign-offs, including the project sponsor and client, while switching suppliers may
be authorized by the project manager. Regardless of the nature of the project, the
goal is to establish the process for introducing necessary changes in the project in
a timely and effective manner.
Of particular importance is assessing the impact of the change on the project.
Often solutions to immediate problems have adverse consequences on other as-
pects of a project. For example, in overcoming a problem with the exhaust system
for a hybrid automobile, the design engineers contributed to the prototype exceed-
ing weight parameters. It is important that the implications of changes are as-
sessed by people with appropriate expertise and perspective. On construction
projects this is often the responsibility of the architecture firm, while “software
architects” perform a similar function on software development efforts.
Organizations use change request forms and logs to track proposed changes.
An example of a simplified change request form is depicted in Figure 7.10. Typi-
cally change request forms include a description of the change, the impact of not
approving the change, the impact of the change on project scope/schedule/cost,
and defined signature paths for review as well as a tracking log number.
FIGURE 7.9
Change Control
Process
Distribute
for
Action
No
Change
Originates
Review Change
Request
Yes
Change Request
Submitted
Approved
?
Update
Plan of Record
Lar03342_ch07_210-251.indd Page 231 1/28/10 9:15:46 PM user-f501Lar03342_ch07_210-251.indd Page 231 1/28/10 9:15:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

232 Chapter 7 Managing Risk
An abridged version of a change request log for a construction project is pre-
sented in Figure 7.11. These logs are used to monitor change requests. They typi-
cally summarize the status of all outstanding change requests and include such
useful information as source and date of the change, document codes for related
information, cost estimates, and the current status of the request.
Every approved change must be identified and integrated into the plan of record
through changes in the project WBS and baseline schedule. The plan of record is
the current official plan for the project in terms of scope, budget, and schedule. The
plan of record serves as a change management benchmark for future change
requests as well as the baseline for evaluating project progress.
If the change control system is not integrated with the WBS and baseline, proj-
ect plans and control will soon self-destruct. Thus, one of the keys to a successful
Priority
Emergency
Urgent
Low
Disposition
Approve
Approve as amended
Disapprove
Deferred
Funding Source
Mgmt. reserve
Budget reserve
Customer
Other
Request number 12
Description of requested change
1. Request river dancers to replace small Irish dance group.
2. Request one combination dance with river dancers and China ballet group.
Reason for change
River dancers will enhance stature of event. The group is well known and loved by
Chinese people.
Scope
Schedule
X X
X X
X
Cost
Risk
Other
Areas of impact of proposed change–describe each on separate sheet
Project name Irish/Chinese culture exchange
Jennifer McDonaldOriginator
Date June 6, 2xxx
Sign-off Approvals
Project manager
Project sponsor
Other
Project customer
William O’Mally
Kenneth Thompson
Hong Lee
Date June 12, 2xxx
Date June 13, 2xxx
Date June 18, 2xxx
Date
Project sponsor Irish embassy
Chinese culture office
Change
requested by
FIGURE 7.10
Sample Change
Request
Lar03342_ch07_210-251.indd Page 232 1/28/10 9:15:47 PM user-f501Lar03342_ch07_210-251.indd Page 232 1/28/10 9:15:47 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 233
change control process is document, document, document! The benefits derived
from change control systems are the following:
1. Inconsequential changes are discouraged by the formal process.
2. Costs of changes are maintained in a log.
3. Integrity of the WBS and performance measures is maintained.
4. Allocation and use of budget and management reserve funds are tracked.
5. Responsibility for implementation is clarified.
6. Effect of changes is visible to all parties involved.
7. Implementation of change is monitored.
8. Scope changes will be quickly reflected in baseline and performance measures.
Clearly, change control is important and requires that someone or some group
be responsible for approving changes, keeping the process updated, and communi-
cating changes to the project team and relevant stakeholders. Project control de-
pends heavily on keeping the change control process current. This historical record
can be used for satisfying customer inquiries, identifying problems in post-project
audits, and estimating future project costs.
FIGURE 7.11 Change Request Log
Owner Requested Change Status Report—Open Items OSU—Weatherford
Reference
Rc# Description Document Date Rec’d Date Submit Amount Status Comments
51 Sewer work –188,129 OPEN FUNDING FROM
offset OTHER SOURCE
52 Stainless Plates ASI 56 1/5/2008 3/30/2008 9,308 APPROVED
at restroom
Shower Valves
53 Waterproofing ASI 77 1/13/2008 169,386 OPEN
Options
54 Change Electrical RFI 113 12/5/2008 3/29/2008 2,544 SUBMIT
floor box spec
change
55 VE Option for Door 1/14/2008 220,000 ROM
Style and rail samples
doors
56 Pressure Wash Owner 3/15/2008 3/30/2008 14,861 SUBMIT
C tower request
57 Fire Lite glass Owner 8,000 QUOTE ROM BASED ON
in stairs request FIRELITE NT
58 Cyber Café added ASI 65 1/30/2008 3/29/2008 4,628 APPROVED
tele/OFOI
equipment
59 Additional Dampers ASI 68 2/4/2008 3/29/2008 1,085 SUBMIT
in C wing
60 Revise Corridor ASI 72 2/13/2008 3/31/2008 –3,755 SUBMIT
ceilings
Dates
OPEN—Requires estimate SUBMIT—RC letter submitted ASI—Architect’s supplemental instructions
ROM—Rough order magnitude APPROVED—RC letter approved RFI—Request for information
QUOTE—Subcontractor quotes REVISE—RC letter to be reviewed
Lar03342_ch07_210-251.indd Page 233 1/28/10 9:15:48 PM user-f501Lar03342_ch07_210-251.indd Page 233 1/28/10 9:15:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

234 Chapter 7 Managing Risk
Summary To put the processes discussed in this chapter in proper perspective one should
recognize that the essence of project management is risk management. Every tech-
nique 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 misunderstand-
ings 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 un-
realistic. Teambuilding reduces the likelihood of dysfunctional conflict and break-
downs 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 com-
pensate 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 out-
comes of negative events.
Although many managers believe that in the final analysis, risk assessment and
contingency depend on subjective judgment, some standard method for identify-
ing, 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 communi-
cated 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, de-
lays, 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 not hidden.
Key Terms Avoiding risk, 220
Budget reserve, 228
Change management
system, 231
Contingency plan, 223
Management
reserve, 228
Mitigating risk, 219
Opportunity, 227
Retaining Risk, 222
Risk, 211
Risk breakdown
structure (RBS), 214
Risk register, 229
Risk profile, 214
Risk severity matrix, 218
Scenario analysis, 216
Time buffer, 229
Transferring risk, 221
Lar03342_ch07_210-251.indd Page 234 2/5/10 9:10:08 AM user-f499Lar03342_ch07_210-251.indd Page 234 2/5/10 9:10:08 AM user-f499 /Users/user-f499/Desktop/MHBR165:LARSON:208/Users/user-f499/Desktop/MHBR165:LARSON:208

1. Project risks can/cannot be eliminated if the project is carefully planned.
Explain.
2. The chances of risk events occurring and their respective costs increasing
change over the project life cycle. What is the significance of this phenomenon
to a project manager?
3. What is the difference between avoiding a risk and accepting a risk?
4. What is the difference between mitigating a risk and contingency planning?
5. Explain the difference between budget reserves and management reserves.
6. How are the work breakdown structure and change control connected?
7. What are the likely outcomes if a change control process is not used? Why?
8. What are the major differences between managing negative risks versus positive
risks (opportunities)?
Chapter 7 Managing Risk 235
Review
Questions
Exercises 1. Gather a small team of students. Think of a project most students would under-
stand; the kinds of tasks involved should also be familiar. Identify and assess ma-
jor and minor risks inherent to the project. Decide on a response type. Develop a
contingency plan for two to four identified risks. Estimate costs. Assign contin-
gency reserves. How much reserve would your team estimate for the whole project?
Justify your choices and estimates.
2. You have been assigned to a project risk team of five members. Because this is
the first time your organization has formally set up a risk team for a project, it
is hoped that your team will develop a process that can be used on all future
projects. Your first team meeting is next Monday morning. Each team member
has been asked to prepare for the meeting by developing, in as much detail as
possible, an outline that describes how you believe the team should proceed in
handling project risks. Each team member will hand out their proposed outline
at the beginning of the meeting. Your outline should include but not be limited
to the following information:
a. Team objectives.
b. Process for handling risk events.
c. Team activities.
d. Team outputs.
3. The Manchester United Soccer Tournament project team (review the Manchester
United case at the end of Chapter 4) has identified the following potential risks
to their project:
a. Referees failing to show up at designated games.
b. Fighting between teams.
c. Pivotal error committed by a referee that determines the outcome of a game.
d. Abusive behavior along the sidelines by parents.
e. Inadequate parking.
f. Not enough teams sign up for different age brackets.
g. Serious injury.
How would you recommend that they respond (i.e., avoid, accept, . . .) to these
risks and why?
4. Search the World Wide Web (WWW) using the key words: “best practices, proj-
ect management.” What did you find? How might this information be useful to
a project manager?
Lar03342_ch07_210-251.indd Page 235 1/28/10 9:15:49 PM user-f501Lar03342_ch07_210-251.indd Page 235 1/28/10 9:15:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Atkinson, W., “Beyond the Basics,” PM Network, May 2003, pp. 38–43.
Baker, B., and R. Menon, “Politics and Project Performance: The Fourth
Dimension of Project Management,” PM Network, 9 (11) November 1995,
pp. 16–21.
Carr, M. J., S. L. Konda, I. Monarch, F. C. Ulrich, and C. F. Walker,
“Taxonomy-Based Risk Identification,” Technical Report CMU/SEI-93-TR 6,
Software Engineering Institute, Carnegie Mellon University, Pittsburgh,
1993.
Ford, E. C., J. Duncan, A. G. Bedeian, P. M. Ginter, M. D. Rousculp, and
A. M. Adams, “Mitigating Risks, Visible Hands, Inevitable Disasters, and Soft
Variables: Management Research that Matters to Managers,” Academy of
Management Executive, 19 (4) November 2005, pp. 24–38.
Graves, R., “Qualitative Risk Assessment,” PM Network, 14 (10) October 2000,
pp. 61–66.
Gray, C. F., and R. Reinman, “PERT Simulation: A Dynamic Approach
to the PERT Technique,” Journal of Systems Management, March 1969,
pp. 18–23.
Hamburger, D. H., “The Project Manager: Risk Taker and Contingency Planner,”
Project Management Journal, 21 (4) 1990, pp. 11–16.
Hulett, D. T., “Project Schedule Risk Assessment,” Project Management Journal,
26 (1) 1995, pp. 21–31.
Ingebretson, M., “In No Uncertain Terms,” PM Network, 2002, pp. 28–32.
Levine, H. A., “Risk Management for Dummies: Managing Schedule, Cost
and Technical Risk, and Contingency,” PM Network, 9 (10) October 1995,
pp. 31–33.
“Math Mistake Proved Fatal to Mars Orbiter,” The Orlando Sentinel, November 23,
1999.
Pavlik, A., “Project Troubleshooting: Tiger Teams for Reactive Risk Management,”
Project Management Journal, 35 (4) December 2004, pp. 5–14.
Pinto, J. K., Project Management: Achieving Competitive Advantage (Upper Saddle
River, NJ: Pearson, 2007).
Pritchard, C. L., “Advanced Risk—How Big Is Your Crystal Ball?” Proceedings
of the 31st Annual Project Management Institute 2000 Seminars and Symposium,
(Houston, TX, 2000) CD, pp. 933–36.
Project Management Body of Knowledge (Newton Square, PA: Project Management
Institute, 2008), pp. 273–312.
Schuler, J. R., “Decision Analysis in Projects: Monte Carlo Simulation,” PM
Network, 7 (1) January 1994, pp. 30–36.
Smith, P. G., and G. M. Merritt, Proactive Risk Management: Controlling
Uncertainty in Product Development (New York: Productivity Press, 2002).
Smith, P. G., and D. G. Reinertsen, Developing Products in Half the Time (New
York: Van Nostrand Reinhold, 1995).
236 Chapter 7 Managing Risk
References
Lar03342_ch07_210-251.indd Page 236 1/30/10 4:55:01 PM user-f501Lar03342_ch07_210-251.indd Page 236 1/30/10 4:55:01 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 237
Alaska Fly-Fishing Expedition*
You are sitting around the fire at a lodge in Dillingham, Alaska, discussing a fish-
ing expedition you are planning with your colleagues at Great Alaska Adventures
(GAA). Earlier in the day you received a fax from the president of BlueNote, Inc.
The president wants to reward her top management team by taking them on an
all-expense-paid fly-fishing adventure in Alaska. She would like GAA to organize
and lead the expedition.
You have just finished a preliminary scope statement for the project (see below).
You are now brainstorming potential risks associated with the project.
1. Brainstorm potential risks associated with this project. Try to come up with at
least five different risks.
2. Use a risk assessment form similar to Figure 7.6 to analyze identified risks.
3. Develop a risk response matrix similar to Figure 7.8 to outline how you would
deal with each of the risks.
PROJECT SCOPE STATEMENT
PROJECT OBJECTIVE
To organize and lead a five-day fly-fishing expedition down the Tikchik River system
in Alaska from June 21 to 25 at a cost not to exceed $27,000.
DELIVERABLES
• Provide air transportation from Dillingham, Alaska, to Camp I and from
Camp II back to Dillingham.
• Provide river transportation consisting of two eight-man drift boats with out-
board motors.
• Provide three meals a day for the five days spent on the river.
• Provide four hours fly-fishing instruction.
• Provide overnight accommodations at the Dillingham lodge plus three four-
man tents with cots, bedding, and lanterns.
• Provide four experienced river guides who are also fly fishermen.
• Provide fishing licenses for all guests.
MILESTONES
1. Contract signed January 22.
2. Guests arrive in Dillingham June 20.
3. Depart by plane to Base Camp I June 21.
4. Depart by plane from Base Camp II to Dillingham June 25.
TECHNICAL REQUIREMENTS
1. Fly in air transportation to and from base camps.
2. Boat transportation within the Tikchik River system.
3. Digital cellular communication devices.
4. Camps and fishing conform to state of Alaska requirements.
Case
* This case was prepared with the assistance of Stuart Morigeau.
Lar03342_ch07_210-251.indd Page 237 1/28/10 9:15:49 PM user-f501Lar03342_ch07_210-251.indd Page 237 1/28/10 9:15:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

238 Chapter 7 Managing Risk
LIMITS AND EXCLUSIONS
1. Guests are responsible for travel arrangements to and from Dillingham,
Alaska.
2. Guests are responsible for their own fly-fishing equipment and clothing.
3. Local air transportation to and from base camps will be outsourced.
4. Tour guides are not responsible for the number of King Salmon caught by
guests.
CUSTOMER REVIEW
The president of BlueNote, Inc.
Silver Fiddle Construction
You are the president of Silver Fiddle Construction (SFC), which specializes in
building high-quality, customized homes in the Grand Junction, Colorado, area.
You have just been hired by the Czopeks to build their dream home. You operate as
a general contractor and employ only a part-time bookkeeper. You subcontract
work to local trade professionals. Housing construction in Grand Junction is
booming. You are tentatively scheduled to complete 11 houses this year. You have
promised the Czopeks that the final costs will range from $450,000 to $500,000 and
that it will take five months to complete the house once groundbreaking has begun.
The Czopeks are willing to have the project delayed in order to save costs.
You have just finished a preliminary scope statement for the project (see below).
You are now brainstorming potential risks associated with the project.
1. Identify potential risks associated with this project. Try to come up with at least
five different risks.
2. Use a risk assessment form similar to Figure 7.6 to analyze identified risks.
3. Develop a risk response matrix similar to Figure 7.8 to outline how you would
deal with each of the risks.
PROJECT SCOPE STATEMENT
PROJECT OBJECTIVE
To construct a high-quality, custom home within five months at a cost not to ex-
ceed $500,000.
DELIVERABLES
• A 2,500-square-foot, 21y2-bath, 3-bedroom, finished home.
• A finished garage, insulated and sheetrocked.
• Kitchen appliances to include range, oven, microwave, and dishwasher.
• High-efficiency gas furnace with programmable thermostat.
MILESTONES
1. Permits approved July 5.
2. Foundation poured July 12.
Case
Lar03342_ch07_210-251.indd Page 238 1/28/10 9:15:50 PM user-f501Lar03342_ch07_210-251.indd Page 238 1/28/10 9:15:50 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 239
3. “Dry in”—framing, sheathing, plumbing, electrical, and mechanical inspections—
passed September 25.
4. Final inspection November 7.
TECHNICAL REQUIREMENTS
1. Home must meet local building codes.
2. All windows and doors must pass NFRC class 40 energy ratings.
3. Exterior wall insulation must meet an “R” factor of 21.
4. Ceiling insulation must meet an “R” factor of 38.
5. Floor insulation must meet an “R” factor of 25.
6. Garage will accommodate two cars and one 28-foot-long Winnebago.
7. Structure must pass seismic stability codes.
LIMITS AND EXCLUSIONS
1. The home will be built to the specifications and design of the original blue-
prints provided by the customer.
2. Owner is responsible for landscaping.
3. Refrigerator is not included among kitchen appliances.
4. Air conditioning is not included, but house is prewired for it.
5. SFC reserves the right to contract out services.
CUSTOMER REVIEW
“Bolo” and Izabella Czopek.
Peak LAN Project
Peak Systems is a small, information systems consulting firm located in Meridian,
Louisiana. Peak has just been hired to design and install a local area network
(LAN) for the city of Meridian’s social welfare agency. You are the manager for the
project, which includes one Peak professional and two interns from a local university.
You have just finished a preliminary scope statement for the project (see below).
You are now brainstorming potential risks associated with the project.
1. Identify potential risks associated with this project. Try to come up with at least
five different risks.
2. Use a risk assessment form similar to Figure 7.6 to analyze identified risks.
3. Develop a risk response matrix similar to Figure 7.8 to outline how you would
deal with each of the risks.
PROJECT SCOPE STATEMENT
PROJECT OBJECTIVE
To design and install a local area network (LAN) within one month with a budget
not to exceed $90,000 for the Meridian Social Service Agency.
Case
Lar03342_ch07_210-251.indd Page 239 1/28/10 9:15:50 PM user-f501Lar03342_ch07_210-251.indd Page 239 1/28/10 9:15:50 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

240 Chapter 7 Managing Risk
DELIVERABLES
• Twenty workstations and twenty laptop computers.
• Server with dual-core processors.
• Two color laser printers.
• Windows 2008 R2 server and workstation operating system (Vista/Windows 7).
• Four hours of introduction training for client’s personnel.
• Sixteen hours of training for client network administrator.
• Fully operational LAN system.
MILESTONES
1. Hardware January 22.
2. Setting users’ priority and authorization January 26.
3. In-house whole network test completed February 1.
4. Client site test completed February 2.
5. Training completed February 16.
TECHNICAL REQUIREMENTS
1. Workstations with 17-inch flat panel monitors, dual-core processors, 2 GB
RAM, 8X DVD1RW, wireless card, Ethernet card, 80 GB hard drive.
2. Laptops with 12-inch display monitor, dual-core processors, 2GB RAM, 8X
DVD1RW, wireless card, Ethernet card, 60 GB hard drive and weigh less than
41y2 lbs.
3. Wireless network interface cards and Ethernet connections.
4. System must support Windows Vista/Windows 7 platforms.
5. System must provide secure external access for field workers.
LIMITS AND EXCLUSIONS
1. System maintenance and repair only up to one month after final inspection.
2. Warranties transferred to client.
3. Only responsible for installing software designated by the client two weeks be-
fore the start of the project.
4. Client will be billed for additional training beyond that prescribed in the
contract.
CUSTOMER REVIEW
Director of the city of Meridian’s Social Service Agency.
XSU Spring Concert
You are a member of the X State University (XSU) student body entertainment
committee. Your committee has agreed to sponsor a spring concert. The motive
behind this concert is to offer a safe alternative to Hasta Weekend. Hasta Week-
end is a spring event in which students from XSU rent houseboats and engage in
Case
Lar03342_ch07_210-251.indd Page 240 1/30/10 4:55:02 PM user-f501Lar03342_ch07_210-251.indd Page 240 1/30/10 4:55:02 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 241
heavy partying. Traditionally this occurs during the last weekend in May. Unfor-
tunately, the partying has a long history of getting out of hand, sometimes lead-
ing to fatal accidents. After one such tragedy last spring, your committee wants to
offer an alternative experience for those who are eager to celebrate the change in
weather and the pending end of the school year.
You have just finished a preliminary scope statement for the project (see below).
You are now brainstorming potential risks associated with the project.
1. Identify potential risks associated with this project. Try to come up with at least
five different risks.
2. Use a risk assessment form similar to Figure 7.6 to analyze identified risks.
3. Develop a risk response matrix similar to Figure 7.8 to outline how you would
deal with each of the risks.
PROJECT SCOPE STATEMENT
PROJECT OBJECTIVE
To organize and deliver an eight-hour concert at Wahoo Stadium at a cost not to
exceed $50,000 on the last Saturday in May.
DELIVERABLES
• Local advertising.
• Concert security.
• Separate Beer Garden.
• Eight hours of music and entertainment.
• Food venues.
• Souvenir concert t-shirts.
• Secure all licenses and approvals.
• Secure sponsors.
MILESTONES
1. Secure all permissions and approvals by January 15.
2. Sign big-name artist by February 15.
3. Complete artist roster by April 1.
4. Secure vendor contracts by April 15.
5. Setup completed on May 27.
6. Concert on May 28.
7. Cleanup completed by May 31.
TECHNICAL REQUIREMENTS
1. Professional sound stage and system.
2. At least one big-name artist.
3. At least seven performing acts.
4. Restroom facilities for 10,000 people.
5. Parking available for 1,000 cars.
6. Compliance with XSU and city requirements/ordinances.
Lar03342_ch07_210-251.indd Page 241 1/28/10 9:15:51 PM user-f501Lar03342_ch07_210-251.indd Page 241 1/28/10 9:15:51 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

242 Chapter 7 Managing Risk
LIMITS AND EXCLUSIONS
1. Performers responsible for travel arrangements to and from XSU.
2. Vendors contribute a set percentage of sales.
3. Concert must be over by 11:30 P.M.
CUSTOMER REVIEW
The president of XSU student body.
Appendix 7.1
PERT and PERT Simulation
PERT—PROGRAM EVALUATION AND REVIEW TECHNIQUE
In 1958 the Special Office of the Navy and the Booze, Allen, and Hamilton con-
sulting firm developed PERT (program evaluation and review technique) to sched-
ule the more than 3,300 contractors of the Polaris submarine project and to cover
uncertainty of activity time estimates.
PERT is almost identical to the critical path method (CPM) technique except it
assumes each activity duration has a range that follows a statistical distribution.
PERT uses three time estimates for each activity. Basically, this means each activ-
ity duration can range from an optimistic time to a pessimistic time, and a weighted
average can be computed for each activity. Because project activities usually repre-
sent work, and because work tends to stay behind once it gets behind, the PERT
developers chose an approximation of the beta distribution to represent activity
durations. This distribution is known to be flexible and can accommodate empiri-
cal data that do not follow a normal distribution. The activity durations can be
skewed more toward the high or low end of the data range. Figure A7.1A depicts
a beta distribution for activity durations that is skewed toward the right and is rep-
resentative of work that tends to stay late once it is behind. The distribution for
the project duration is represented by a normal (symmetrical) distribution shown
in Figure A7.1B. The project distribution represents the sum of the weighted aver-
ages of the activities on the critical path(s).
Knowing the weighted average and variances for each activity allows the proj-
ect planner to compute the probability of meeting different project durations. Fol-
a m
ACTIVITY
b
(A)
TE
PROJECT
(B)
FIGURE A7.1 Activity and Project Frequency Distributions
Lar03342_ch07_210-251.indd Page 242 1/28/10 9:15:51 PM user-f501Lar03342_ch07_210-251.indd Page 242 1/28/10 9:15:51 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 243
low the steps described in the hypothetical example given next. (The jargon is
difficult for those not familiar with statistics, but the process is relatively simple
after working through a couple of examples.)
The weighted average activity time is computed by the following formula:

te 5
a 1 4m 1 b
6 (7.1)
where te 5 weighted average activity time
a 5 optimistic activity time (1 chance in 100 of completing the activity
earlier under normal conditions)
b 5 pessimistic activity time (1 chance in 100 of completing the
activity later under normal conditions)
m 5 most likely activity time
When the three time estimates have been specified, this equation is used to compute
the weighted average duration for each activity. The average (deterministic) value is
placed on the project network as in the CPM method and the early, late, slack, and
project completion times are computed as they are in the CPM method.
The variability in the activity time estimates is approximated by the following
equations: Equation 7.2 represents the standard deviation for the activity. Equa-
tion 7.3 represents the standard deviation for the project. Note the standard devia-
tion of the activity is squared in this equation; this is also called variance. This
sum includes only activities on the critical path(s) or path being reviewed.
ste 5 a
b 2 a
6
b (7.2)
sTE 5 2©ste
2 (7.3)
Finally, the average project duration (TE) is the sum of all the average activity
times along the critical path (sum of te), and it follows a normal distribution.
Knowing the average project duration and the variances of activities allows the
probability of completing the project (or segment of the project) by a specific time
to be computed using standard statistical tables. The equation below (Equation 7.4)
is used to compute the “Z” value found in statistical tables (Z 5 number of stan-
dard deviations from the mean), which, in turn, tells the probability of completing
the project in the time specified.

Z 5
TS 2 TE
2©ste
2 (7.4)
where TE 5 critical path duration
TS 5 scheduled project duration
Z 5 probability (of meeting scheduled duration) found in statistical
Table A7.2
A HYPOTHETICAL EXAMPLE USING THE PERT TECHNIQUE
The activity times and variances are given in Table A7.1. The project network is
presented in Figure A7.2. This figure shows the project network as AOA and
AON. The AON network is presented as a reminder that PERT can use AON net-
works as well as AOA.
Lar03342_ch07_210-251.indd Page 243 1/30/10 4:55:03 PM user-f501Lar03342_ch07_210-251.indd Page 243 1/30/10 4:55:03 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2

244 Chapter 7 Managing Risk
The expected project duration (TE) is 64 time units; the critical path is 1-2-3-5-6.
With this information, the probability of completing the project by a specific date
can easily be computed using standard statistical methods. For example, what is
the probability the project will be completed before a scheduled time (TS) of 67?
The normal curve for the project would appear as shown in Figure A7.3.
Using the formula for the Z value, the probability can be computed as follows:
Z 5
TS 2 TE
2©ste
2
5
67 2 64
225 1 9 1 1 1 1
5
13
236
5 10.50
P 5 0.69
TABLE A7.1
Activity Times
and Variances
Activity a m b t e [( b – a )/6]
2
1–2 17 29 47 30 25
2–3 6 12 24 13 9
2–4 16 19 28 20 4
3–5 13 16 19 16 1
4–5 2 5 14 6 4
5–6 2 5 8 5 1
1
30
13 16
20 6
56
59
56
59
5
6
TE = 64
TE = 64
4
2 5
3
A0 30
30
B30
AON Network
AOA Network
43
13
D43 59
16
C30 50
20
E50 56
6
F59 64
645
FIGURE A7.2
Hypothetical Network
Lar03342_ch07_210-251.indd Page 244 1/28/10 9:15:53 PM user-f501Lar03342_ch07_210-251.indd Page 244 1/28/10 9:15:53 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2

Chapter 7 Managing Risk 245
Reading from Table A7.2, a Z value of 10.5 gives a probability of 0.69, which is
interpreted to mean there is a 69 percent chance of completing the project on or
before 67 time units.
Conversely, the probability of completing the project by time period 60 is com-
puted as follows:
Z 5
60 2 64
225 1 9 1 1 1 1
5
24
236
5 20.67
P < 0.26 From Table A7.2, a Z value of 20.67 gives an approximate probability of 0.26, which is interpreted to mean there is about a 26 percent chance of completing the project on or before 60 time units. Note that this same type of calculation can be made for any path or segment of a path in the network. TE = 64 TS = 67 FIGURE A7.3 Possible Project Durations TABLE A7.2 Z Values and Probabilities Z Value Probability Z Value Probability 23.0 .001 10.0 .500 22.8 .003 10.2 .579 22.6 .005 10.4 .655 22.4 .008 10.6 .726 22.2 .014 10.8 .788 22.0 .023 11.0 .841 21.8 .036 11.2 .885 21.6 .055 11.4 .919 21.4 .081 11.6 .945 21.2 .115 11.8 .964 21.0 .159 12.0 .977 20.8 .212 12.2 .986 20.6 .274 12.4 .992 20.4 .345 12.6 .995 20.2 .421 12.8 .997 Lar03342_ch07_210-251.indd Page 245 2/5/10 9:10:20 AM user-f499Lar03342_ch07_210-251.indd Page 245 2/5/10 9:10:20 AM user-f499 /Users/user-f499/Desktop/MHBR165:LARSON:208/Users/user-f499/Desktop/MHBR165:LARSON:208 246 Chapter 7 Managing Risk When such probabilities are available to management, trade-off decisions can be made to accept or reduce the risk associated with a particular project duration. For example, if the project manager wishes to improve the chances of completing the project by 64 time units, at least two choices are available. First, management can spend money up front to change conditions that will reduce the duration of one or more activities on the critical path. A more prudent, second alternative would be to allocate money to a contingency fund and wait to see how the project is progressing as it is implemented. EXERCISES 1. Given the project information below, what is the probability of completing the National Holiday Toy project in 93 time units? 2. The Global Tea and Organic Juice companies have merged. The following information has been collected for the “Consolidation Project.” Activity Description Predecessor a opt m ml b pess 1 Codify accounts None 16 19 28 2 File articles of unification None 30 30 30 3 Unify price and credit policy None 60 72 90 4 Unify personnel policies None 18 27 30 5 Unify data processing 1 17 29 47 6 Train accounting staff 1 4 7 10 7 Pilot run data processing 5 12 15 18 8 Calculate P & L and balance sheet 6, 7 6 12 24 9 Transfer real property 2 18 27 30 10 Train salesforce 3 20 35 50 11 Negotiate with unions 4 40 55 100 12 Determine capital needs 8 11 20 29 13 Explain personnel policies 11 14 23 26 14 Secure line of credit 9, 12 13 16 19 15 End 10, 12, 14 0 0 0 Act. ID Description Predecessor Optm. (a) Most likely (m) Pess. (b) Act time te Variance [(b 2 a)/6] 2 Critical 1 Design package None 6 12 24 2 Design product 1 16 19 28 3 Build package 1 4 7 10 4 Secure patent 2 21 30 39 5 Build product 2 17 29 47 6 Paint 3, 4, 5 4 7 10 7 Test market 6 13 16 19 1. Compute the expected time for each activity. 2. Compute the variance for each activity. Lar03342_ch07_210-251.indd Page 246 2/5/10 9:10:34 AM user-f499Lar03342_ch07_210-251.indd Page 246 2/5/10 9:10:34 AM user-f499 /Users/user-f499/Desktop/MHBR165:LARSON:208/Users/user-f499/Desktop/MHBR165:LARSON:208 Chapter 7 Managing Risk 247 3. Compute the expected project duration. 4. What is the probability of completing the project by day 112? Within 116 days? 5. What is the probability of completing “Negotiate with Unions” by day 90? 3. The expected times and variances for the project activities are given below. What is the probability of completing the project in 25 periods? Variance ID Description Predecessor te [(b 2 a)/6] 2 1 Pilot production None 6 3 2 Select channels of distrib. None 7 4 3 Develop mktg. program None 4 2 4 Test market 1 4 2 5 Patent 1 10 5 6 Full production 4 16 10 7 Ad promotion 3 3 2 8 Release 2,5,6,7 2 1 International Capital, Inc.—Part A International Capital, Inc. (IC), is a small investment banking firm that special- izes in securing funds for small- to medium-sized firms. IC is able to use a stan- dardized project format for each engagement. Only activity times and unusual circumstances change the standard network. Beth Brown has been assigned to this client as project manager partner and has compiled the network information and activity times for the latest client as follows: Case Activity Description Immediate Predecessor A Start story draft using template — B Research client firm — C Create “due diligence” rough draft A, B D Coordinate needs proposal with client C E Estimate future demand and cash flows C F Draft future plans for client company E G Create and approve legal documents C H Integrate all drafts into first-draft proposal D, F, G I Line up potential sources of capital G, F J Check, approve, and print final legal proposal H K Sign contracts and transfer funds I, J Lar03342_ch07_210-251.indd Page 247 2/5/10 9:10:46 AM user-f499Lar03342_ch07_210-251.indd Page 247 2/5/10 9:10:46 AM user-f499 /Users/user-f499/Desktop/MHBR165:LARSON:208/Users/user-f499/Desktop/MHBR165:LARSON:208 248 Chapter 7 Managing Risk Time in Workdays Activity Optimistic Most Likely Pessimistic A 4 7 10 B 2 4 8 C 2 5 8 D 16 19 28 E 6 9 24 F 1 7 13 G 4 10 28 H 2 5 14 I 5 8 17 J 2 5 8 K 17 29 45 MANAGERIAL REPORT Brown and other broker partners have a policy of passing their plan through a project review committee of colleagues. This committee traditionally checks that all details are covered, times are realistic, and resources are available. Brown wishes you to develop a report that presents a planned schedule and expected project completion time in workdays. Include a project network in your report. The aver- age duration for a sourcing capital project is 70 workdays. IC partners have agreed it is good business to set up projects with a 95 percent chance of attaining the plan. How does this project stack up with the average project? What would the av- erage have to be to ensure a 95 percent chance of completing the project in 70 workdays? Advantage Energy Technology Data Center Migration—Part B In Chapter 6, Brian Smith, network administrator at Advanced Energy Technol- ogy (AET), was given the responsibility of implementing the migration of a large data center to a new office location. Careful planning was needed because AET operates in the highly competi- tive petroleum industry. AET is one of five national software companies that provide an accounting and business management package for oil jobbers and gasoline distributors. A few years ago, AET jumped into the “application service provider” world. Their large data center provides clients with remote access to AET’s complete suite of application software systems. Traditionally, one of AET’s primary competitive advantages has been the company’s trade- mark IT reliability. Due to the complexity of this project, the Executive Committee insisted that preliminary analysis of the anticipated completion date be conducted. Brian compiled the following information, in preparation for some PERT analysis: Case Lar03342_ch07_210-251.indd Page 248 1/28/10 9:15:55 PM user-f501Lar03342_ch07_210-251.indd Page 248 1/28/10 9:15:55 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2 Chapter 7 Managing Risk 249 Time in Workdays Optimistic Most Likely Pessimistic Immediate Task Name Dur. Dur. Dur. Predecessor Critical Path 1 AET DATA CENTER MIGRATION 54 68 92 2 Team meeting 0.5 1 1.5 ✓ 3 Hire contractors 6 7 8 2 4 Network design 12 14 16 2 5 Ventilation system — — — — 6 Order ventilation system 18 21 30 2 7 Install ventilation system 5 7 9 6 8 New racks — — — — 9 Order new racks 13 14 21 2 ✓ 10 Install racks 17 21 25 9 ✓ 11 Power supplies and cables — — — — 12 Order power supplies & cables 6 7 8 2 13 Install power supplies 5 5 11 12, 16 14 Install cables 6 8 10 12, 16 ✓ 15 Renovation of data center 19 20 27 3, 4 16 City inspection 1 2 3 3, 7, 10 ✓ 17 Switchover Meetings — — — — 18 Facilities 7 8 9 14 19 Operations/systems 5 7 9 14 20 Operations/telecommunications 6 7 8 14 21 Systems & applications 7 7 13 14 22 Customer service 5 6 13 14 ✓ 23 Power check 0.5 1 1.5 13, 14, 15 ✓ 24 Install test servers 5 7 9 2, 3, 18, 19, 20, 21 ✓ 25 Management safety check 1 2 3 7, 23, 24 ✓ 26 Primary systems check 1.5 2 2.5 25 ✓ 27 Set date for move 1 1 1 26 ✓ 28 Complete move 1 2 3 27 ✓ 1. Based on these estimates and the resultant expected project duration of 69 days, the executive committee wants to know what is the probability of completing the project before a scheduled time (TS) of 68 days? 2. The significance of this project has the executive committee very concerned. The committee has decided that more analysis of the duration of each activity is needed. Prior to conducting that effort, they asked Brian to calculate what the expected project duration would have to be to ensure a 93 percent chance of completion within 68 days. ADVANTAGE ENERGY TECHNOLOGY (AET)— ACCOUNTS PAYABLE SYSTEM The AET sales department has been concerned about a new start-up company that is about to release an accounts payable system. Their investigation indicates that this new package will provide features which will seriously compete with AET’s current Accounts Payable system and some cases, exceed what AET offers. Lar03342_ch07_210-251.indd Page 249 1/30/10 4:55:08 PM user-f501Lar03342_ch07_210-251.indd Page 249 1/30/10 4:55:08 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 250 Chapter 7 Managing Risk Tom Wright, senior applications developer at AET, has been given the respon- sibility of analyzing, designing, developing, and delivering a new accounts payable system (A/P) for AET customers. Complicating the issue is the concern of the sales department about AET’s recent inability to meet promised delivery dates. They have convinced CEO (Larry Martain) that a significant marketing effort will have to be expended to convince the clients they should wait for the AET product rather than jump to a package provided by a new entry to the petroleum software business. Companion to this effort is the importance of the performance of the software development group. Consequently, Tom has decided to take the following action: tighten up the estimating effort by his developers; incorporate some new estimating procedures; and use some PERT techniques to generate probabilities associated with his deliv- ery dates. Tom’s planning team made a first-cut at the set of activities and associated durations: 3. Based on these estimates and the critical path, the project duration is estimated at 149 days. But, an AET salesperson in the Southeast Region has discovered that the competing A/P package (with significant improvements) is scheduled for delivery in approximately 145 days. The sales force is very anxious to beat Time in Workdays Optimistic Most Likely Pessimistic Immediate Task Name Dur. Dur. Dur. Predecessor Critical Path 1 ACCOUNTS PAYABLE SYSTEM 2 Planning meeting 1 1 2 ✓ 3 Team assignments 3 4 5 2 ✓ 4 Program specification 5 Customer requirements 8 10 12 3 ✓ 6 Feasibility study 3 5 7 5 7 Systems analysis 6 8 10 5 ✓ 8 Prelim budget & schedule 1 2 3 7 ✓ 9 Functional specification 3 5 7 7 ✓ 10 Prelim design 10 12 14 9 ✓ 11 Configuration & perf needs 3 4 5 10 ✓ 12 Hardware requirements 4 6 8 11 ✓ 13 System specification 5 7 9 10 14 Detailed design 12 14 16 12, 13 ✓ 15 Program specification 8 10 12 14 ✓ 16 Programming—first phase 27 32 37 15 ✓ 17 Documentation 14 16 18 10 18 Prototype 19 Development 5 7 9 16 ✓ 20 User testing & feedback 12 14 16 19 ✓ 21 Programming—second phase 10 12 14 16 22 Beta testing 18 20 22 21 23 Final documentation pkg 9 10 11 17, 20 ✓ 24 Training pkg 4 5 6 21SS, 23 ✓ 25 Product release 3 5 7 22, 23, 24 ✓ SS 5 Start to Start lag Lar03342_ch07_210-251.indd Page 250 1/28/10 9:15:56 PM user-f501Lar03342_ch07_210-251.indd Page 250 1/28/10 9:15:56 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2 Chapter 7 Managing Risk 251 that delivery time. The executive committee asks Tom for an estimated proba- bility of reducing his expected project duration by two days. 4. The executive committee is advised by Tom that after all the estimating was completed, he determined that one of his two critical systems analysts might have to move out of the area for critical family reasons. Tom is still very confi- dent that with some staff rearrangements, assistance from a subcontractor, and some “hands on” activities on his part he can still meet the original delivery date, based on 149 days. This news is very disconcerting to the committee and the sales staff. At this point, the committee decides that based on the most recent delivery perfor- mance of AET, a modified, comfortable delivery date should be communicated to AET clients—one that Tom and his staff are very likely to meet. Conse- quently, Tom is asked to calculate what the expected project duration would have to be to ensure a 98 percent chance of completion within 160 days—that is a “published, drop dead date” that can be communicated to the clients. Lar03342_ch07_210-251.indd Page 251 1/28/10 9:15:56 PM user-f501Lar03342_ch07_210-251.indd Page 251 1/28/10 9:15:56 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/28-01-10/MHBR165:Larson:2 C H A P T E R E I G H T Scheduling Resources and Costs Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 252 Scheduling Resources and Costs Overview of the Resource Scheduling Problem Types of Resource Constraints Classification of a Scheduling Problem Resource Allocation Methods Computer Demonstration of Resource-Constrained Scheduling Splitting Activities Benefits of Scheduling Resources Assigning Project Work Multiproject Resource Schedules Using the Resource Schedule to Develop a Project Cost Baseline Summary Appendix 8.1: The Critical-Chain Approach Lar03342_ch08_252-303.indd Page 252 1/30/10 5:30:13 PM user-f501Lar03342_ch08_252-303.indd Page 252 1/30/10 5:30:13 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Project network times are not a schedule until resources have been assigned. Cost estimates are not a budget until they have been time-phased. We have consistently stressed that up-front planning results in big payoffs. For those who have diligently worked through the earlier planning processes chapters, you are nearly ready to launch your project. This chapter completes the final two planning tasks that become the master plan for your project—resource and cost scheduling. (See Figure 8.1.) This process uses the resource schedule to assign time-phased costs that provide the project budget baseline. Given this time-phased baseline, comparisons can be made with actual and planned schedule and costs. This chapter first discusses the process for developing the project resource sched- ule. This resource schedule will be used to assign the time-phased budgeted values to create a project budget baseline. There are always more project proposals than there are available resources. The priority system needs to select projects that best contribute to the organization’s objectives, within the constraints of the resources available. If all projects and their respective resources are computer scheduled, the feasibility and impact of adding a new project to those in process can be quickly assessed. With this information the project priority team will add a new project only if resources are available to be formally committed to that specific project. This chapter examines methods of scheduling resources so the team can make realistic judgments of resource avail- ability and project durations. The project manager uses the same schedule for implementing the project. If changes occur during project implementation, the computer schedule is easily updated and the effects easily assessed. Overview of the Resource Scheduling Problem After staff and other resources were assigned to her project, a project manager listed the following questions that still needed to be addressed: • Will the assigned labor and/or equipment be adequate and available to deal with my project? • Will outside contractors have to be used? 253 FIGURE 8.1 Project Planning Process Scope/WBS Network Risk Resource and Cost Scheduling Master Plan Lar03342_ch08_252-303.indd Page 253 2/4/10 9:11:03 PM user-f498Lar03342_ch08_252-303.indd Page 253 2/4/10 9:11:03 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 254 Chapter 8 Scheduling Resources and Costs • Do unforeseen resource dependencies exist? Is there a new critical path? • How much flexibility do we have in using resources? • Is the original deadline realistic? Clearly, this project manager has a good understanding of the problems she is facing. Any project scheduling system should facilitate finding quick, easy answers to these questions. The planned network and activity project duration times found in previous chapters fail to deal with resource usage and availability. The time estimates for the work packages and network times were made independently with the implicit assumption that resources would be available. This may or may not be the case. If resources are adequate but the demand varies widely over the life of the proj- ect, it may be desirable to even out resource demand by delaying noncritical activi- ties (using slack) to lower peak demand and, thus, increase resource utilization. This process is called resource smoothing. On the other hand, if resources are not adequate to meet peak demands, the late start of some activities must be delayed, and the duration of the project may be increased. This process is called resource-constrained scheduling. One research study of more than 50 projects by Woodworth and Willie found that planned project network durations were increased 38 percent when resources were scheduled. The consequences of failing to schedule limited resources are costly and project delays usually manifest themselves midway in the project when quick corrective action is difficult. An additional consequence of failing to schedule resources is ignoring the peaks and valleys of resource usage over the duration of the project. Because project resources are usually overcommitted and because resources seldom line up by availability and need, procedures are needed to deal with these problems. This chapter addresses methods available to project managers for dealing with resource utilization and availability through resource leveling and resource-constrained scheduling. Up to now the start and sequence of activities has been based solely on technical or logical considerations. For example, a project network for framing a house might show three activities in a sequence: (1) pour foundation, (2) build frame, and (3) cover roof. A network for a new software project could place the activities in the network, as a sequence of (1) design, (2) code, and (3) test. In other words, you cannot logically perform activity 2 until 1 is completed, and so on. The project network depicts technical constraints. (See Figure 8.2A). The network assumes the personnel and equipment are available to perform the required work. This is often not the case! The absence or shortage of resources can drastically alter technical constraints. A project network planner may assume adequate resources and show activities occurring in parallel. However, parallel activities hold potential for resource con- flicts. For example, assume you are planning a wedding reception that includes four activities—(1) plan, (2) hire band, (3) decorate hall, and (4) purchase refresh- ments. Each activity takes one day. Activities 2, 3, and 4 could be done in parallel by different people. There is no technical reason or dependency of one on another (see Figure 8.2B). However, if one person must perform all activities, the resource constraint requires the activities be performed in sequence or series. Clearly the consequence is a delay of these activities and a very different set of network rela- tionships (see Figure 8.2C). Note that the resource dependency takes priority over Lar03342_ch08_252-303.indd Page 254 1/29/10 4:09:45 PM user-f498Lar03342_ch08_252-303.indd Page 254 1/29/10 4:09:45 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 255 the technological dependency but does not violate the technological dependency; that is, hire, decorate, and purchase may now have to take place in sequence rather than concurrently, but they must all be completed before the reception can take place. The interrelationships and interactions among time and resource constraints are complex for even small project networks. Some effort to examine these inter- actions before the project begins frequently uncovers surprising problems. Project managers who do not consider resource availability in moderately complex proj- ects usually learn of the problem when it is too late to correct. A deficit of re- sources can significantly alter project dependency relationships, completion dates, and project costs. Project managers must be careful to schedule resources to ensure availability in the right quantities and at the right time. Fortunately, there are computer software programs that can identify resource problems during the early project planning phase when corrective changes can be considered. These programs only require activity resource needs and availability information to schedule resources. See the Snapshot from Practice: Working in Tight Places for a third constraint that impinges on project schedules. Types of Resource Constraints Resources are people, equipment, and material that can be drawn on to accom- plish something. In projects the availability or unavailability of resources will of- ten influence the way projects are managed. 1. People. This is the most obvious and important project resource. Human re- sources are usually classified by the skills they bring to the project—for example, Technical constraints (A) Resource constraints Plan(C) Hire band Decoratehall Purchase refreshments Plan(B) Decoratehall Purchase refreshments Hire band Reception Reception Pour Code Frame Test Roof Design End End Start Start FIGURE 8.2 Constraint Examples Lar03342_ch08_252-303.indd Page 255 1/29/10 4:09:45 PM user-f498Lar03342_ch08_252-303.indd Page 255 1/29/10 4:09:45 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 256 Chapter 8 Scheduling Resources and Costs programmer, mechanical engineer, welder, inspector, marketing director, supervi- sor. In rare cases some skills are interchangeable, but usually with a loss of pro- ductivity. The many differing skills of human resources add to the complexity of scheduling projects. 2. Materials. Project materials cover a large spectrum: for example, chemicals for a scientific project, concrete for a road project, survey data for a marketing project. Material availability and shortages have been blamed for the delay of many projects. When it is known that a lack of availability of materials is important and probable, materials should be included in the project network plan and schedule. For example, delivery and placement of an oil rig tower in a Siberian oil field has a very small time window during one summer month. Any delivery delay means a one-year, costly delay. Another example in which material was the major resource scheduled was the resurfacing and replacement of some struc- tures on the Golden Gate Bridge in San Francisco. Work on the project was lim- ited to the hours between midnight and 5:00 A.M. with a penalty of $1,000 per minute for any work taking place after 5:00 A.M. Scheduling the arrival of re- placement structures was an extremely important part of managing the five- hour work-time window of the project. Scheduling materials has also become important in developing products where time-to-market can result in loss of market share. 3. Equipment. Equipment is usually presented by type, size, and quantity. In some cases equipment can be interchanged to improve schedules, but this is not typical. Equipment is often overlooked as a constraint. The most common over- sight is to assume the resource pool is more than adequate for the project. For ex- ample, if a project needs one earthmoving tractor six months from now and the organization owns four, it is common to assume the resource will not delay the pending project. However, when the earthmoving tractor is due on-site in six In rare situations, physical factors cause ac- tivities that would normally occur in parallel to be constrained by contractual or environmen- tal conditions. For example, in theory the reno- vation of a sailboat compartment might involve four to five tasks that can be done independently. However, since space allows only one person to work at one time, all tasks have to be performed sequentially. Likewise, on a mining project it may be physically possible for only two miners to work in a shaft at a time. Another example would be the erection of a communi- cation tower and nearby groundwork. For safety consider- ations, the contract prohibits groundwork within 2,000 feet of the tower construction. The procedures for handling physical factors are similar to those used for resource constraints. S N A P S H O T F R O M P R A C T I C E Working in Tight Places © Digital Vision/PunchStock Lar03342_ch08_252-303.indd Page 256 3/4/10 2:03:40 AM user-f498Lar03342_ch08_252-303.indd Page 256 3/4/10 2:03:40 AM user-f498 /Users/user-f498/Desktop/3-03-10/chapter-8/Users/user-f498/Desktop/3-03-10/chapter-8 Chapter 8 Scheduling Resources and Costs 257 months, all four machines in the pool might be occupied on other projects. In multiproject environments it is prudent to use a common resource pool for all projects. This approach forces a check of resource availability across all projects and reserves the equipment for specific project needs in the future. Recognition of equipment constraints before the project begins can avoid high crashing or delay costs. Classification of a Scheduling Problem Most of the scheduling methods available today require the project manager to classify the project as either time constrained or resource constrained. Project man- agers need to consult their priority matrix (see Figure 4.2) to determine which case fits their project. One simple test to determine if the project is time or resource constrained is to ask, “If the critical path is delayed, will resources be added to get back on schedule?” If the answer is yes, assume the project is time constrained; if no, assume the project is resource constrained. A time-constrained project is one that must be completed by an imposed date. If required, resources can be added to ensure the project is completed by a specific date. Although time is the critical factor, resource usage should be no more than is necessary and sufficient. A resource-constrained project is one that assumes the level of resources avail- able cannot be exceeded. If the resources are inadequate, it will be acceptable to delay the project, but as little as possible. In scheduling terms, time constrained means time (project duration) is fixed and resources are flexible, while resource constrained means resources are fixed and time is flexible. Methods for scheduling these projects are presented in the next section. Resource Allocation Methods Assumptions Ease of demonstrating the allocation methods available requires some limiting as- sumptions to keep attention on the heart of the problem. The rest of the chapter depends entirely on the assumptions noted here. First, splitting activities will not be allowed. This means once an activity is placed in the schedule, assume it will be worked on continuously until it is finished; hence, an activity cannot be started, stopped for a period of time, and then finished. Second, the level of resources used for an activity cannot be changed. These limiting assumptions do not exist in practice, but simplify learning. It is easy for new project managers to deal with the reality of splitting activities and changing the level of resources when they meet them on the job. Time-Constrained Projects: Smoothing Resource Demand Scheduling time-constrained projects focuses on resource utilization. When demand for a specific resource type is erratic, it is difficult to manage, and utilization may be very poor. Practitioners have attacked the utilization prob- lem using resource leveling techniques that balance demand for a resource. Lar03342_ch08_252-303.indd Page 257 1/30/10 5:30:18 PM user-f501Lar03342_ch08_252-303.indd Page 257 1/30/10 5:30:18 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 258 Chapter 8 Scheduling Resources and Costs Basically, all leveling techniques delay noncritical activities by using positive slack to reduce peak demand and fill in the valleys for the resources. An exam- ple will demonstrate the basic procedure for a time-constrained project. See Figure 8.3. For the purpose of demonstration, the Botanical Garden project uses only one resource (backhoes); all backhoes are interchangeable. The top bar chart shows the activities on a time scale. The dependencies are shown with the vertical connecting arrows. The horizontal arrows following activities represent activity slack (for example, irrigation requires six days to complete and has six days slack). The number of backhoes needed for each task is shown in the shaded activity FIGURE 8.3 Botanical Garden 0 Design Layout & scarify Walkways Lighting Number of backhoes required Smoothed number of backhoes required Irrigation Fence & walls Planting 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 0 4 1 Bh 1 Bh 1 Bh 1 Bh 1 Bh2 Bh 2 Bh 3 Bh 1 Bh 2 Bh 3 Bh2 Bh 3 2 1 4 3 2 1 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 1 Bh 2 Bh 1 Bh 3 Bh 1 Bh 2 Bh Lar03342_ch08_252-303.indd Page 258 1/30/10 5:30:18 PM user-f501Lar03342_ch08_252-303.indd Page 258 1/30/10 5:30:18 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 8 Scheduling Resources and Costs 259 duration block (rectangle). After the land has been scarified and the plan laid out, work can begin on the walkways, irrigation, and fencing and retaining walls simultaneously. The middle chart shows the resource profile for the backhoes. For periods 4 through 10, four backhoes are needed. Because this project is declared time constrained, the goal will be to reduce the peak requirement for the resource and thereby increase the utilization of the resource. A quick examination of the ES (early start) resource load chart suggests only two activities have slack that can be used to reduce the peak—fence and walls provide the best choice for smoothing the resource needs. Another choice could be irrigation, but it would result in an up and down resource profile. The choice will probably center on the activity that is perceived as having the least risk of being late. The smoothed resource loading chart shows the results of delaying the fence and walls activity. Note the differences in the resource profiles. The important point is the resources needed over the life of the project have been reduced from four to three (25 percent). In addition the profile has been smoothed, which should be easier to manage. The Botanical Garden project schedule reached the three goals of smoothing: • The peak of demand for the resource was reduced. • Resources over the life of the project have been reduced. • The fluctuations in resource demand were minimized. The latter improves the utilization of resources. Backhoes are not easily moved from location to location. There are costs associated with changing the level of resources needed. The same analogy applies to the movement of people back and forth among projects. It is well known that people are more efficient if they can focus their effort on one project rather than multitasking their time among, say, three projects. The downside of leveling is a loss of flexibility that occurs from reducing slack. The risk of activities delaying the project also increases because slack re- duction can create more critical activities and/or near-critical activities. Pushing leveling too far for a perfectly level resource profile is risky. Every activity then becomes critical. The Botanical Garden example gives a sense of the time-constrained problem and the smoothing approach. However, in practice the magnitude of the problem is very complex for even small projects. Manual solutions are not practical. Fortu- nately, the software packages available today have very good routines for leveling project resources. Typically, they use activities that have the most slack to level project resources. The rationale is those activities with the most slack pose the least risk. Although this is generally true, other risk factors such as reduction of flexibility to use reassigned resources on other activities or the nature of the activ- ity (easy, complex) are not addressed using such a simple rationale. It is easy to experiment with many alternatives to find the one that best fits your project and minimizes risk of delaying the project. Resource-Constrained Projects When the number of people and/or equipment is not adequate to meet peak de- mand requirements and it is impossible to obtain more, the project manager faces a resource-constrained problem. Something has to give. The trick is to prioritize and allocate resources to minimize project delay without exceeding the resource limit or altering the technical network relationships. Lar03342_ch08_252-303.indd Page 259 1/29/10 4:09:51 PM user-f498Lar03342_ch08_252-303.indd Page 259 1/29/10 4:09:51 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 260 Chapter 8 Scheduling Resources and Costs The resource scheduling problem is a large combinatorial one. This means even a modest-size project network with only a few resource types might have several thousand feasible solutions. A few researchers have demonstrated optimum math- ematical solutions to the resource allocation problem but only for small networks and very few resource types. The massive data requirements for larger problems make pure mathematical solutions (e.g., linear programming) impractical. An al- ternative approach to the problem has been the use of heuristics (rules of thumb) to solve large combinatorial problems. These practical decision or priority rules have been in place for many years. Heuristics do not always yield an optimal schedule, but they are very capable of yielding a “good” schedule for very complex networks with many types of re- sources. The efficiency of different rules and combinations of rules has been well documented. However, because each project is unique, it is wise to test several sets of heuristics on a network to determine the priority allocation rules that minimize project delay. The computer software available today makes it very easy for the project manager to create a good resource schedule for the project. A simple ex- ample of the heuristic approach is illustrated here. Heuristics allocate resources to activities to minimize project delay; that is, heu- ristics prioritize which activities are allocated resources and which activities are delayed when resources are not adequate. The parallel method is the most widely used approach to apply heuristics, which have been found to consistently minimize project delay over a large variety of projects. The parallel method is an iterative process that starts from the beginning of project time and, when resources needed exceed the resources available, retains activities first by the priority rules: 1. Minimum slack. 2. Smallest duration. 3. Lowest activity identification number. Those not able to be scheduled without delaying others are pushed out farther in time. However, do not attempt to move activities that have already started. When considering activities not to delay, consider the resources each activity uses. In any period when two or more activities require the same resource, the priority rules are applied. For example, if in period 5 three activities are eligible to start (i.e., have the same ES) and require the same resource, the first activity placed in the sched- ule would be the activity with the least slack (rule 1). However, if all activities have the same slack, the next rule would be invoked (rule 2), and the activity with the smallest duration would be placed in the schedule first. In very rare cases, when all eligible activities have the same slack and the same duration, the tie is broken by the lowest activity identification number (rule 3), since each activity has a unique ID number. When a resource limit has been reached, the early start (ES) for succeeding ac- tivities not yet in the schedule will be delayed (and all successor activities not hav- ing free slack) and their slack reduced. In subsequent periods the procedure is repeated until the project is scheduled. The procedure is demonstrated next; see Figure 8.4. The shaded areas in the resource loading chart represent the “scheduling interval” of the time-constrained schedule (ES through LF). You can schedule the resource any place within the interval and not delay the project. Scheduling the ac- tivity beyond the LF will delay the project. Lar03342_ch08_252-303.indd Page 260 2/4/10 9:11:07 PM user-f498Lar03342_ch08_252-303.indd Page 260 2/4/10 9:11:07 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 261 The Parallel Method: Period Action See Figure 8.4 0–1 Only activity 1 is eligible. It requires 2 programmers. Load activity 1 into schedule. 1–2 No activities are eligible to be scheduled. 2–3 Activities 2, 3, and 4 are eligible to be scheduled. Activity 3 has the least slack (0)— apply rule 1. Load Activity 3 into schedule. Activity 2 is next with slack of 2; however, activity 2 requires 2 programmers and only 1 is available. Delay activity 2. Update: ES 5 3, slack 5 1. The next eligible activity is activity 4, since it only requires 1 programmer. Load activity 4 into schedule. See Figure 8.5 3–4 Activity 2 is eligible but exceeds limit of 3 programmers in pool. Delay activity 2. Update: ES 5 4, slack 5 0. 4–5 Activity 2 is eligible but exceeds limit of 3 programmers in pool. Delay activity 2. Update: ES 5 5, LF 5 11, slack 5 21. Delay activity 7. Update: ES 5 11, LF 5 13, slack 5 21. 5–6 Activity 2 is eligible but exceeds limit of 3 programmers in pool. Delay activity 2. Update: ES 5 6, LF 5 12, slack 5 22. Delay activity 7. Update: ES 5 12, LF 5 14, slack 5 22. 6–7 Activities 2, 5, and 6 are eligible with slack of 22, 2, and 0, respectively. Load activity 2 into schedule (rule 1). Because activity 6 has 0 slack, it is the next eligible activity. Load activity 6 into schedule (rule 1). The programmer limit of 3 is reached. Delay activity 5. Update: ES 5 7, slack 5 1. 7–8 Limit is reached. No programmers available. Delay activity 5. Update: ES 5 8, slack 5 0. 8–9 Limit is reached. No programmers available. Delay activity 5. Update: ES 5 9, LF 5 11, slack 5 21. 9–10 Limit is reached. No programmers available. Delay activity 5. Update: ES 5 10, LF 5 12, slack 5 22. 10–11 Activity 5 is eligible. Load activity 5 into schedule. (Note: Activity 6 does not have slack because there are no programmers available— 3 maximum.) 11–12 No eligible activities. 12–13 Activity 7 is eligible. Load activity 7 into schedule. The programmers are limited to three. Follow the actions described in Figures 8.4 and 8.5. Note how the limit of three programmers starts to delay the project. Observe how it is necessary to update each period to reflect changes in activity early start and slack times so the heuristics can reflect changing priorities. When using the parallel scheduling method, the network in Figure 8.5 on page 263 reflects the new schedule date of 14 time units, rather than the time-constrained Lar03342_ch08_252-303.indd Page 261 1/29/10 4:09:52 PM user-f498Lar03342_ch08_252-303.indd Page 261 1/29/10 4:09:52 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 262 Chapter 8 Scheduling Resources and Costs 1 20 0 2 DUR ES LF SL ES resource load chart 0 1 2 3 4 5 6 7 8 9 10 11 12ID RES 2 0 2 01 22 2P 6 2 10 22 2 2 2 2 2 2 4 2 6 03 2 2 2 2 2 2 10 64 1 1 2 6 10 25 1 1 4 6 10 06 1 1 1 1 2 10 12 07 1 1 Total resource load 2P 5P 5P 4P 4P 4P 4P 1P 1P 1P 1P 0 2 2P 0 3 42 0 6 2 6 2P 0 2 64 2 10 2 8 2P 2 4 28 6 10 2 4 1P 6 5 28 2 10 6 8 1P 2 6 46 0 10 6 10 1P 0 7 210 0 12 10 12 1P 0 ID DURLS SL LF ES EF RES Legend SL DUR ES LF SL Resource-constrained schedule through period 2–3 0 1 2 3 4 5 6 7 8 9 10 11 12 13 13 14 14ID RES 2 0 2 01 22 2P 6 2 10 2 3 12 X 4 2 6 03 2 2 2 2 2 2 10 64 1 1 2 6 10 25 4 6 10 06 2 10 12 07 Total resource load 2P 3P 3P 2P 2P 3PResource available 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 2P 2P 2P 1P 1P 1P 1P 2P 2P 2P 1P 1P 1P 1P FIGURE 8.4 Resource-Constrained Schedule through Period 2–3 Lar03342_ch08_252-303.indd Page 262 1/29/10 4:09:52 PM user-f498Lar03342_ch08_252-303.indd Page 262 1/29/10 4:09:52 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 263 DUR ES LF SL 0 1 2 3 4 5 6 7 8 9 10 11 12ID RES 2 0 2 01 22 2P 6 2 3 4 5 6 2 1 0 -1 -22 X X X X 4 2 6 03 2 2 2 2 2 2 10 64 1 1 2 6 10 25 4 6 10 06 2 12 14 -2 7 X X Total resource load 2P 3P 3P 2P 2P 3PResource available 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 1 20 0 2 0 2 2P 0 3 42 0 6 2 6 2P 0 2 66 0 12 6 12 New, resource scheduled network 2P 0 4 24 2 6 2 4 1P 2 5 210 0 12 10 12 1P 0 6 46 0 10 6 10 1P 0 7 212 0 14 12 14 1P 0 ID DURLS SL LF ES EF RES Legend SL DUR ES LF SL Final resource-constrained schedule Resource-constrained schedule through period 5–6 0 1 2 3 4 5 6 7 8 9 10 11 12 13 13 14 14ID RES 2 0 2 01 22 2P 6 2-1 1 -2 02 X 4 2 6 03 2 2 2 2 SL SL X X X 2 2 2 2 X X X X 1 1 1 1 2 2 X X 1 1 2 2 6 6 24 1 1 2 2 1 0-1-25 4 6 10 06 2 0 -1 -27 2P 3P 3P 2P 2P 3P 3P 3P 3P 3P 3P 1P 1P 1 1 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 3P 0 -11213 1213 14 1011 12 1011 12 1011 1011 12 1011 12 2 3 4 5 6 Total resource load Resource available 6 7 8 9 10 2P 2P 2P 1P 1P 1P 1P 2P 2P 2P 1P 1P 1P 1P FIGURE 8.5 Resource-Constrained Schedule through Period 5–6 Lar03342_ch08_252-303.indd Page 263 1/29/10 4:09:54 PM user-f498Lar03342_ch08_252-303.indd Page 263 1/29/10 4:09:54 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 264 Chapter 8 Scheduling Resources and Costs project duration of 12 time units. The network has also been revised to reflect new start, finish, and slack times for each activity. Note that activity 6 is still criti- cal and has a slack of 0 time units because no resources are available (they are being used on activities 2 and 5). Compare the slack for each activity found in Figures 8.4 and 8.5; slack has been reduced significantly. Note that activity 4 has only 2 units of slack rather than what appears to be 6 slack units. This occurs because only three programmers are available, and they are needed to satisfy the resource requirements of activities 2 and 5. Note that the number of critical activities (1, 2, 3, 5, 6, 7) has increased from four to six. This small example demonstrates the scenario of scheduling resources in real projects and the resulting increase in the risk of being late. In practice this is not a trivial problem! Managers who fail to schedule resources usually encounter this scheduling risk when it is too late to work around the problem, resulting in a project delay. Since manually using the parallel method is impractical on real-world projects because of size, project managers will depend on software programs to schedule project resources. Computer Demonstration of Resource-Constrained Scheduling Fortunately, project management software is capable of assessing and resolving complicated resource-constrained schedules using heuristics similar to what was described above. We will use the EMR project to demonstrate how this is done us- ing MS Project. It is important to note that the software is not “managing” the project. The software is simply a tool the project manager uses to view the project from different perspectives and conditions. See the Snapshot from Practice on page 271 for more tips on assessing resource problems. EMR is the name given to the development of a handheld electronic medi- cal reference guide to be used by emergency medical technicians and paramed- ics. Figure 8.6 contains a time-limited network for the design phase of the project. For the purpose of this example, we assume that only design engineers are required for the tasks and that the design engineers are interchangeable. The number of engineers required to perform each task is noted in the net- work, where 500 percent means five design engineers are needed for the activity. For example, activity 5, feature specs, requires four design engineers (400 percent). The project begins January 1, and ends February 14, a duration of 45 workdays. The calendar for the project has been set up to work seven days a week so the reader can trace and more easily see the results and impacts of resources—similar to manual solutions present in chapter exercises. The time-limited (constrained) bar chart for the project is shown in Figure 8.7. This bar chart incorporates the same information used to develop the project network, but presents the project in the form of a bar chart along a time line. Finally, a resource usage chart is presented for a segment of the project— January 15 to January 23; see Figure 8.8A. Observe that the time-limited project re- quires 21 design engineers on January 18 and 19 (168 hrs/8 hrs per engineer 5 21 engineers). This segment represents the peak requirement for design engineers for the project. However, due to the shortage of design engineers and commitments to other projects, only eight engineers can be assigned to the project. This creates overallocation problems more clearly detailed in Figure 8.8B, which is a resource Lar03342_ch08_252-303.indd Page 264 1/29/10 4:09:56 PM user-f498Lar03342_ch08_252-303.indd Page 264 1/29/10 4:09:56 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Architectural decisions Start: 1/1 Finish: 1/5 Res: Design Engineers [500%] ID: 2 Dur: 5 days EMR project Start: 1/1 Finish: 2/14 Comp: 0% ID: 1 Dur: 45 days External specs Start: 1/6 Finish: 1/12 Res: Design Engineers [400%] ID: 4 Dur: 7 days Feature specs Start: 1/6 Finish: 1/15 Res: Design Engineers [400%] ID: 5 Dur: 10 days Internal specs Start: 1/6 Finish: 1/17 Res: Design Engineers [500%] ID: 3 Dur: 12 days Screen Start: 1/18 Finish: 1/19 Res: Design Engineers [300%] ID: 8 Dur: 2 days Database Start: 1/16 Finish: 2/9 Res: Design Engineers [400%] ID: 9 Dur: 25 days Review design Start: 2/10 Finish: 2/14 Res: Design Engineers [500%] ID: 13 Dur: 5 days Microphone-soundcard Start: 1/16 Finish: 1/20 Res: Design Engineers [200%] ID: 10 Dur: 5 days Digital devices Start: 1/16 Finish: 1/22 Res: Design Engineers [300%] ID: 11 Dur: 7 days Computer I/O Start: 1/16 Finish: 1/20 Res: Design Engineers [300%] ID: 12 Dur: 5 days Case Start: 1/18 Finish: 1/21 Res: Design Engineers [200%] ID: 7 Dur: 4 days Voice recognition SW Start: 1/18 Finish: 1/27 Res: Design Engineers [400%] ID: 6 Dur: 10 days FIGURE 8.6 EMR Project Network View Schedule before Resources Leveled 265 ID 1 2 3 4 5 6 7 8 9 10 11 12 13 Start Tue 1/1 Tue 1/1 Sun 1/6 Sun 1/6 Sun 1/6 Fri 1/18 Fri 1/18 Fri 1/18 Wed 1/16 Wed 1/16 Wed 1/16 Wed 1/16 Sun 2/10 Finish Thu 2/14 Sat 1/5 Thu 1/17 Sat 1/12 Tue 1/15 Sun 1/27 Mon 1/21 Sat 1/19 Sat 2/9 Sun 1/20 Tue 1/22 Sun 1/20 Thu 2/14 Late Start Tue 1/1 Tue 1/1 Sat 1/19 Thu 1/24 Sun 1/6 Thu 1/31 Wed 2/6 Fri 2/8 Wed 1/16 Tue 2/5 Sun 2/3 Tue 2/5 Sun 2/10 Late Finish Thu 2/14 Sat 1/5 Wed 1/30 Wed 1/30 Tue 1/15 Sat 2/9 Sat 2/9 Sat 2/9 Sat 2/9 Sat 2/9 Sat 2/9 Sat 2/9 Thu 2/14 Free Slack 0 days 0 days 0 days 5 days 0 days 13 days 19 days 21 days 0 days 20 days 18 days 20 days 0 days Total Slack 27 January 0 days 0 days 13 days 18 days 0 days 13 days 19 days 21 days 0 days 20 days 18 days 20 days 0 days Task Name EMR project Architectural decisions Internal specs External specs Feature specs Voice recognition SW Case Screen Database Microphone-soundcard Digital devices Computer I/O Review design 29 31 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 1 3 5 7 9 11 13 15 February Summary Task Slack Critical task FIGURE 8.7 EMR Project before Resources Added 266 Chapter 8 Scheduling Resources and Costs 267 loading chart for design engineers. Notice that the peak is 21 engineers and the limit of 8 engineers is shown by the gray shaded area. To resolve this problem we use the “leveling” tool within the software and first try to solve the problem by leveling only within slack. This solution would preserve the original finish date. However, as expected, this does not solve all of the allocation problems. The next option is to allow the software to apply scheduling heuristics and level outside of slack. The new schedule is contained in the revised, resource-limited network chart presented in Figure 8.9. The re- source-limited project network indicates the project duration has now been ex- tended to 2/26, or 57 workdays (versus 45 days time limited). The critical path is now 2, 3, 9, 13. Figure 8.10 presents the project bar chart and the results of leveling the project schedule to reflect the availability of only eight design engineers. The application of the heuristics can be seen in the scheduling of the internal, external, and feature FIGURE 8.8A EMR Project—Time-Constrained Resource Usage View, January 15–23 3,024 hrs 200 hrs 480 hrs 224 hrs 320 hrs 320 hrs 64 hrs 48 hrs 800 hrs 80 hrs 168 hrs 120 hrs 200 hrs T 72h 40h 32h 136h 40h 32h 16h 24h 24h 136h 40h 32h 16h 24h 24h 168h 32h 16h 24h 32h 16h 24h 24h 168h 32h 16h 24h 32h 16h 24h 24h 900%Peak Units Overallocated:Design Engineers Allocated: 2,500% 2,000% 1,500% 1,000% 500% 1,700% 1,700% 2,100% 2,100% 1,800% 1,300% 1,100% 800% W T F S 144h 32h 16h 32h 16h 24h 24h S 104h 32h 16h 32h 24h M 88h 32h 32h 24h T 64h 32h 32h W Design engineers Work Jan 15 Jan 21Resource Name Architectural decisions Internal specs External specs Feature specs Voice recognition SW Case Screen Database Microphone-soundcard Digital devices Computer I/O Review design FIGURE 8.8B Resource Loading Chart for EMR Project, January 15–23 Lar03342_ch08_252-303.indd Page 267 1/29/10 4:09:58 PM user-f498Lar03342_ch08_252-303.indd Page 267 1/29/10 4:09:58 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Architectural decisions Start: 1/1 Finish: 1/5 Res: Design Engineers [500%] ID: 2 Dur: 5 days EMR project Start: 1/1 Finish: 2/26 Comp: 0% ID: 1 Dur: 57 days External specs Start: 1/6 Finish: 1/12 Res: Design Engineers [400%] ID: 4 Dur: 7 days Feature specs Start: 1/6 Finish: 1/15 Res: Design Engineers [400%] ID: 5 Dur: 10 days Internal specs Start: 1/16 Finish: 1/27 Res: Design Engineers [500%] ID: 3 Dur: 12 days Screen Start: 2/16 Finish: 2/17 Res: Design Engineers [300%] ID: 8 Dur: 2 days Database Start: 1/28 Finish: 2/21 Res: Design Engineers [400%] ID: 9 Dur: 25 days Review design Start: 2/22 Finish: 2/26 Res: Design Engineers [500%] ID: 13 Dur: 5 days Microphone-soundcard Start: 1/16 Finish: 1/20 Res: Design Engineers [200%] ID: 10 Dur: 5 days Digital devices Start: 1/26 Finish: 2/1 Res: Design Engineers [300%] ID: 11 Dur: 7 days Computer I/O Start: 1/21 Finish: 1/25 Res: Design Engineers [300%] ID: 12 Dur: 5 days Case Start: 2/12 Finish: 2/15 Res: Design Engineers [200%] ID: 7 Dur: 4 days Voice recognition SW Start: 2/2 Finish: 2/11 Res: Design Engineers [400%] ID: 6 Dur: 10 days FIGURE 8.9 EMR Project Network View Schedule after Resources Leveled 268 269 FIGURE 8.10 EMR Project Resources Leveled ID 1 2 3 4 5 6 7 8 9 10 11 12 13 Start Tue 1/1 Tue 1/1 Wed 1/16 Sun 1/6 Sun 1/6 Sat 2/2 Tue 2/12 Sat 2/16 Mon 1/28 Wed 1/16 Sat 1/26 Mon 1/21 Fri 2/22 Finish Thu 2/26 Sat 1/5 Sun 1/27 Sat 1/12 Tue 1/15 Mon 2/11 Fri 2/15 Sun 2/17 Thu 2/21 Sun 1/20 Fri 2/1 Fri 1/25 Tue 2/26 Late Start Tue 1/1 Tue 1/1 Sun 1/20 Fri 1/25 Sun 1/6 Tue 2/12 Mon 2/18 Wed 2/20 Mon 1/28 Sun 2/17 Fri 2/15 Sun 2/17 Fri 2/22 Late Finish Tue 2/26 Sat 1/5 Thu 1/31 Thu 1/31 Tue 1/15 Thu 2/21 Thu 2/21 Thu 2/21 Thu 2/21 Thu 2/21 Thu 2/21 Thu 2/21 Tue 2/26 Free Slack 0 days 0 days 0 days 15 days 0 days 10 days 6 days 4 days 0 days 32 days 20 days 27 days 0 days Total Slack 27 January 0 days 0 days 4 days 19 days 0 days 10 days 6 days 4 days 0 days 32 days 20 days 27 days 0 days Task Name EMR project Architectural decisions Internal specs External specs Feature specs Voice recognition SW Case Screen Database Microphone-soundcard Digital devices Computer I/O Review design 29 31 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 1 3 5 7 9 11 13 15 17 19 21 23 25 27 February Summary Task Slack Critical task 5 4 4 4 4 4 2 3 3 2 5 5 270 Chapter 8 Scheduling Resources and Costs specification activities. All three activities were originally scheduled to start imme- diately after activity 1, architectural decisions. This is impossible, since the three activities collectively require 14 engineers. The software chooses to schedule activity 5 first because this activity is on the original critical path and has zero slack (heuristic rule # 1). Next, and concur- rently, activity 4 is chosen over activity 3 because activity 4 has a shorter dura- tion (heuristic rule # 2); internal specs, activity 3, is delayed due to the limitation of 8 design engineers. Notice that the original critical path no longer applies because of the resource dependencies created by having only eight design engineers. See Figure 8.9 for the original planned critical path. Compare the bar chart in Figure 8.10 with the time-limited bar chart in Fig- ure 8.7. For example, note the different start dates for activity 8 (screen). In the time-limited plan (Figure 8.7), the start date for activity 8 is 1/18, while the start date in the resource limited schedule (Figure 8.10) is 2/16, almost a month later! While resource bar graphs are commonly used to illustrate overallocation prob- lems, we prefer to view resource usage tables like the one presented in Figure 8.8A. This table tells you when you have an overallocation problem and identifies activi- ties that are causing the overallocation. The Impacts of Resource-Constrained Scheduling Like leveling schedules, the limited resource schedule usually reduces slack, re- duces flexibility by using slack to ensure delay is minimized, and increases the number of critical and near-critical activities. Scheduling complexity is increased because resource constraints are added to technical constraints; start times may now have two constraints. The traditional critical path concept of sequential ac- tivities from the start to the end of the project is no longer meaningful. The re- source constraints can break the sequence and leave the network with a set of disjointed critical activities. Conversely, parallel activities can become sequential. Activities with slack on a time-constrained network can change from critical to noncritical. Splitting Activities Splitting tasks is a scheduling technique used to get a better project schedule and/or to increase resource utilization. A planner splits the continuous work included in an activity by interrupting the work and sending the resource to another activity for a period of time and then having the resource resume work on the original activity. Splitting can be a useful tool if the work involved does not include large start-up or shutdown costs—for example, moving equipment from one activity location to an- other. The most common error is to interrupt “people work,” where there are high conceptual start-up and shutdown costs. For example, having a bridge designer take time off to work on the design problem of another project may cause this individual to lose four days shifting conceptual gears in and out of two activities. The cost may be hidden, but it is real. Figure 8.11 depicts the nature of the splitting problem. The original activity has been split into three separate activities: A, B, and C. The shut- down and start-up times lengthen the time for the original activity. Some have argued that the propensity to deal with resource shortages by splitting is a major reason why projects fail to meet schedule. We agree. Lar03342_ch08_252-303.indd Page 270 2/10/10 3:38:34 PM user-f497Lar03342_ch08_252-303.indd Page 270 2/10/10 3:38:34 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile Chapter 8 Scheduling Resources and Costs 271 One of the strengths of today’s project man- agement software is the ability to identify and provide options for resolving resource alloca- tion problems. A project manager who uses MS Project to plan projects shared with us the following checklist for dealing with resource conflicts after preliminary assignment of resources has been made. 1. Assess whether you have overallocation problems (see Red in the resource sheet view.) 2. Identify where and when conflicts occur by examining the resource usage view. 3. Resolve the problem by a. Replacing overallocated resources with appropriate resources that are available. Then ask if this solves the problem. If not: b. Use the leveling tool and choose the level within slack option. S N A P S H O T F R O M P R A C T I C E Assessing Resource Allocation i Does this solve the problem? (Are resources still overallocated?) ii Check the sensitivity of the network and ask if this is acceptable. If not: c. Consider splitting tasks. i Make sure to readjust task durations to take into ac- count additional start-up and shutdown time. 4. If 3 does not work then either: a. Use level tool default option and ask if you can live with the new completion date. If not: b. Negotiate for additional resources to complete the proj- ect. If not possible c. Consider reducing project scope to meet deadline. While this checklist makes specific references to MS Project, the same steps can be used with most project management software. Activity duration without splitting Activity duration split into three segments—A, B, C Activity A Activity A Activity B Activity B Activity C Activity C Activity duration split with shutdown and start-up Shutdown Start-up FIGURE 8.11 Splitting Activities Planners should avoid the use of splitting as much as possible, except in situa- tions where splitting costs are known to be small or when there is no alterna- tive for resolving the resource problem. Computer software offers the splitting option for each activity; use it sparingly. See Snapshot from Practice: Assess- ing Resource Allocation. Lar03342_ch08_252-303.indd Page 271 1/29/10 4:10:04 PM user-f498Lar03342_ch08_252-303.indd Page 271 1/29/10 4:10:04 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 272 Chapter 8 Scheduling Resources and Costs Benefits of Scheduling Resources It is important to remember that, if resources are truly limited and activity time estimates are accurate, the resource-constrained schedule will materialize as the project is implemented—not the time-constrained schedule! Therefore, failure to schedule limited resources can lead to serious problems for a project manager. The benefit of creating this schedule before the project begins leaves time for consider- ing reasonable alternatives. If the scheduled delay is unacceptable or the risk of being delayed too high, the assumption of being resource constrained can be reas- sessed. Cost-time trade-offs can be considered. In some cases priorities may be changed. See Snapshot from Practice: U.S. Forest Service Resource Shortage. Resource schedules provide the information needed to prepare time-phased work package budgets with dates. Once established, they provide a quick means for a project manager to gauge the impact of unforeseen events such as turnover, equipment breakdowns, or transfer of project personnel. Resource schedules also allow project managers to assess how much flexibility they have over certain re- sources. This is useful when they receive requests from other managers to borrow or share resources. Honoring such requests creates goodwill and an “IOU” that can be cashed in during a time of need. Assigning Project Work When making individual assignments, project managers should match, as best they can, the demands and requirements of specific work with the qualifications and experience of available participants. In doing so, there is a natural tendency to assign the best people the most difficult tasks. Project managers need to be careful not to overdo this. Over time these people may grow to resent the fact that they A major segment of work in managing U.S. For- est Service (USFS) forests is selling mature timber to logging companies that harvest the timber under contract conditions monitored by the Service. The proceeds are returned to the federal govern- ment. The budget allocated to each forest depends on the two- year plan submitted to the U.S. Department of Agriculture. Olympic Forest headquarters in Olympia, Washington, was developing a two-year plan as a basis for funding. All of the dis- tricts in the forest submitted their timber sale projects (number- ing more than 50) to headquarters, where they were compiled and aggregated into a project plan for the whole forest. The first computer run was reviewed by a small group of senior managers to determine if the plan was reasonable and “do- able.” Management was pleased and relieved to note all proj- ects appeared to be doable in the two-year time frame until a question was raised concerning the computer printout. “Why S N A P S H O T F R O M P R A C T I C E U.S. Forest Service Resource Shortage are all the columns in these projects labeled ‘RESOURCE’ blank?” The response from an engineer was, “We don’t use that part of the program.” The discussion that ensued recognized the importance of resources in completing the two-year plan and ended with a re- quest to “try the program with resources included.” The new output was startling. The two-year program turned into a three- and-a-half-year plan because of the shortage of specific labor skills such as road engineer and environmental impact special- ist. Analysis showed that adding only three skilled people would allow the two-year plan to be completed on time. In addition, further analysis showed hiring only a few more skilled people, beyond the three, would allow an extra year of projects to also be compressed into the two-year plan. This would result in addi- tional revenue of more than $3 million. The Department of Agriculture quickly approved the requested extra dollars for additional staff to generate the extra revenue. Lar03342_ch08_252-303.indd Page 272 1/29/10 4:10:06 PM user-f498Lar03342_ch08_252-303.indd Page 272 1/29/10 4:10:06 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 273 are always given the toughest assignments. At the same time, less experienced par- ticipants may resent the fact that they are never given the opportunity to expand their skill/knowledge base. Project managers need to balance task performance with the need to develop the talents of people assigned to the project. Project managers not only need to decide who does what but who works with whom. A number of factors need to be considered in deciding who should work to- gether. First, to minimize unnecessary tension, managers should pick people with compatible work habits and personalities but who complement each other (i.e., one person’s weakness is the other person’s strength). For example, one person may be brilliant at solving complex problems but sloppy at documenting his or her progress. It would be wise to pair this person with an individual who is good at paying atten- tion to details. Experience is another factor. Veterans should be teamed up with new hires—not only so they can share their experience but also to help socialize the new- comers to the customs and norms of the organization. Finally, future needs should be considered. If managers have some people who have never worked together be- fore but who have to later on in the project, they may be wise to take advantage of opportunities to have these people work together early on so that they can become familiar with each other. Finally, see the Snapshot in Practice: Managing Geeks for some interesting thoughts about how Novell, Inc., puts together teams. Multiproject Resource Schedules For clarity we have discussed key resource allocation issues within the context of a single project. In reality resource allocation generally occurs in a multiproject envi- ronment where the demands of one project have to be reconciled with the needs of other projects. Organizations must develop and manage systems for efficiently allo- cating and scheduling resources across several projects with different priorities, re- source requirements, sets of activities, and risks. The system must be dynamic and capable of accommodating new projects as well as reallocating resources once Eric Schmidt, after a successful career at Sun Microsystems, took over struggling Novell, Inc., and helped turn it around within two years. One of the keys to his success is his ability to man- age the technical wizards who develop the sophisticated sys- tems, hardware, and software that are the backbone of electronically driven companies. He uses the term “geek” (and he can, since he is one, with a Ph.D. in computer science) to describe this group of technologists who rule the cyberworld. Schmidt has some interesting ideas about assigning geeks to projects. He believes that putting geeks together in project teams with other geeks creates productive peer pressure. Geeks care a great deal about how other geeks perceive them. They are good at judging the quality of technical work and are quick to praise as well as criticize each other’s work. Some S N A P S H O T F R O M P R A C T I C E Managing Geeks* geeks can be unbearably arrogant, but Schmidt claims that having them work together on projects is the best way to con- trol them—by letting them control each other. At the same time, Schmidt argues that too many geeks spoil the soup. By this he means that, when there are too many geeks on a development team, there is a tendency for intense techni- cal navel gazing. Members lose sight of deadlines, and delays are inevitable. To combat this tendency, he recommends using geeks only in small groups. He urges breaking up large projects into smaller, more manageable projects so that small teams of geeks can be assigned to them. This keeps the project on time and makes the teams responsible to each other. * Mitchel Russ, “How to Manage Geeks,” Fast Company (June 1999), pp. 175–80. Lar03342_ch08_252-303.indd Page 273 1/29/10 4:10:06 PM user-f498Lar03342_ch08_252-303.indd Page 273 1/29/10 4:10:06 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 274 Chapter 8 Scheduling Resources and Costs project work is completed. While the same resource issues and principles that apply to a single project also apply to this multiproject environment, application and solutions are more complex, given the interdependency among projects. The following lists three of the more common problems encountered in manag- ing multiproject resource schedules. Note that these are macro manifestations of single-project problems that are now magnified in a multiproject environment: 1. Overall schedule slippage. Because projects often share resources, delays in one project can have a ripple effect and delay other projects. For example, work on one software development project can grind to a halt because the coders sched- uled for the next critical task are late in completing their work on another de- velopment project. 2. Inefficient resource utilization. Because projects have different schedules and re- quirements, there are peaks and valleys in overall resource demands. For exam- ple, a firm may have a staff of 10 electricians to meet peak demands when, under normal conditions, only 5 electricians are required. 3. Resource bottlenecks. Delays and schedules are extended as a result of short- ages of critical resources that are required by multiple projects. For example, at one Lattice Semiconductor facility, project schedules were delayed because of competition over access to test equipment necessary to debug programs. Like- wise, several projects at a U.S. forest area were extended because there was only one silviculturist on the staff. To deal with these problems, more and more companies create project offices or departments to oversee the scheduling of resources across multiple projects. One approach to multiple project resource scheduling is to use a first come–first served rule. A project queue system is created in which projects currently underway take precedence over new projects. New project schedules are based on the projected availability of resources. This queuing tends to lead to more reliable completion estimates and is preferred on contracted projects that have stiff penalties for being late. The disadvantages of this deceptively simple approach are that it does not optimally utilize resources or take into account the priority of the project. See the Snapshot from Practice: Multiple Project Resource Scheduling. Many companies utilize more elaborate processes for scheduling resources to in- crease the capacity of the organization to initiate projects. Most of these methods approach the problem by treating individual projects as part of one big project and adapting the scheduling heuristics previously introduced to this “megaproject.” Project schedulers monitor resource usage and provide updated schedules based on progress and resource availability across all projects. One major improvement in project management software in recent years is the ability to prioritize resource al- location to specific projects. Projects can be prioritized in ascending order (e.g., 1, 2, 3, 4, . . .), and these priorities will override scheduling heuristics so that resources go to the project highest on the priority list. (Note: This improvement fits perfectly with organizations that use project priority models similar to those described in Chapter 2.) Centralized project scheduling also makes it easier to identify resource bottlenecks that stifle progress on projects. Once identified, the impact of the bot- tlenecks can be documented and used to justify acquiring additional equipment, recruiting critical personnel, or delaying the project. Finally, many companies are using outsourcing as a means for dealing with their resource allocation problems. In some cases, a company will reduce the num- ber of projects they have to manage internally to only core projects and outsource Lar03342_ch08_252-303.indd Page 274 1/29/10 4:10:06 PM user-f498Lar03342_ch08_252-303.indd Page 274 1/29/10 4:10:06 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 275 noncritical projects to contractors and consulting firms. In other cases, specific segments of projects are outsourced to overcome resource deficiencies and sched- uling problems. Companies may hire temporary workers to expedite certain activi- ties that are falling behind schedule or contract project work during peak periods when there are insufficient internal resources to meet the demands of all projects. The ability to more efficiently manage the ebbs and flows of project work is one of the major driving forces behind outsourcing today. Using the Resource Schedule to Develop a Project Cost Baseline Once resource assignments have been finalized we are able to develop a baseline budget schedule for the project. Using your project schedule, you can time-phase work packages and assign them to their respective scheduled activities to develop a budget schedule over the life of your project. Understanding the reason for time- phasing your budget is very important. Without a time-phased budget good proj- ect schedule and cost control are impossible. Why a Time-Phased Budget Baseline Is Needed The need for a time-phased budget baseline is demonstrated in the following sce- nario. The development of a new product is to be completed in 10 weeks at an estimated cost of $400,000 per week for a total cost of $4 million. Management wants a status report at the end of five weeks. The following information has been collected: • Planned costs for the first five weeks are $2,000,000. • Actual costs for the first five weeks are $2,400,000. The case for a central source to oversee project resource scheduling is well known by prac- titioners. Here is a synopsis of a conversation with one middle manager. Interviewer: Congratulations on acceptance of your multi- project scheduling proposal. Everyone tells me you were very convincing. Middle Manager: Thanks. Gaining acceptance was easy this time. The board quickly recognized we have no choice if we are to keep ahead of competition by placing our resources on the right projects. Interviewer: Have you presented this to the board before? Middle Manager: Yes, but not this company. I presented the same spiel to the firm I worked for two years ago. For their annual review meeting I was charged to present a proposal suggesting the need and benefits of central capacity resource planning for managing the projects of the firm. I tried to build a case for bringing projects under one umbrella to standardize practices and to forecast and assign key people S N A P S H O T F R O M P R A C T I C E Multiple Project Resource Scheduling to mission critical projects. I explained how benefits such as resource demands will be aligned with mission critical projects, proactive resource planning, and a tool for catching resource bottlenecks and resolving conflicts. Almost everyone agreed the idea was a good one. I felt good about the presentation and felt confident something was going to happen. But the idea never really got off the ground; it just faded into the sunset. With hindsight, managers really did not trust colleagues in other departments, so they only gave half-hearted support to central resource planning. Managers wanted to protect their turf and ensure that they would not have to give up power. The culture there was simply too inflexible for the world we live in today. They are still struggling with constant conflicts among projects. I’m glad I made the switch to this firm. The culture here is much more team-oriented. Management is committed to improv- ing performance. Lar03342_ch08_252-303.indd Page 275 1/29/10 4:10:06 PM user-f498Lar03342_ch08_252-303.indd Page 275 1/29/10 4:10:06 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 276 Chapter 8 Scheduling Resources and Costs How are we doing? It would be easy to draw the conclusion there is a $400,000 cost overrun. But we really have no way of knowing. The $400,000 may represent money spent to move the project ahead of schedule. Assume another set of data at the end of five weeks: • Planned costs for the first five weeks are $2,000,000. • Actual costs for the first five weeks are $1,700,000. Is the project costing $300,000 less than we expected? Perhaps. But the $300,000 may represent the fact that the project is behind schedule and work has not started. Could it be the project is behind schedule and over cost? We cannot tell from these data. The many systems found in the real world that use only planned funds (a constant burn rate) and actual costs can provide false and misleading informa- tion. There is no way to be certain how much of the physical work has been accomplished. These systems do not measure how much work was accomplished for the money spent! Hence, without time-phasing cost to match your project schedule, it is impossible to have reliable information for control purposes. Creating a Time-Phased Budget By using information from your WBS and resource schedule, you can create a time-phased cost baseline. Remember from the WBS for the PC Project in Chap- ters 4 and 5 we integrated the WBS and OBS organization breakdown structure so the work packages could be tracked by deliverable and organization responsible. See Figure 8.12 for an example of the PC Prototype Project arranged by deliver- able and organization unit responsible. For each intersection point of the WBS/ OBS matrix, you see work package budgets and the total cost. The total cost at each intersection is called a cost or control account. For example, at the intersec- tion of the Read/write head deliverable and the Production department we see there are three work packages with a total budget of $200,000. The sum of all cost accounts in a column should represent the total costs for the deliverable. Con- versely, the sum of the cost accounts in a row should represent the costs or budget for the organizational unit responsible to accomplish the work. You can continue to “roll up” costs on the WBS/OBS to total project costs. This WBS provides the information you can use to time phase work packages and assign them to their respective scheduled activities over the life of the project. Recall, from the development of your work breakdown structure for each work package, the following information needed to be developed: 1. Define work (what). 2. Identify time to complete a work package (how long). 3. Identify a time-phased budget to complete a work package (cost). 4. Identify resources needed to complete a work package (how much). 5. Identify a single person responsible for units of work (who). 6. Identify monitoring points for measuring progress (how well). Number three, time-phasing the work package, is critical for the final step of creating your budget baseline. The process of time-phasing work packages, which is illustrated next, is demonstated in Figure 8.13. The work package has a duration of three weeks. Assuming labor, materials, and equipment are tracked separately, the work package costs for labor are distributed over the three weeks as they are ex- pected to occur—$40,000, $30,000, and $50,000 for each week, respectively. When Lar03342_ch08_252-303.indd Page 276 1/29/10 4:10:07 PM user-f498Lar03342_ch08_252-303.indd Page 276 1/29/10 4:10:07 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 277 the three-week work package is placed in the network schedule, the costs are dis- tributed to the time-phased budget for the same three scheduled weeks. Fortunately, most single WPs become an activity and the process of distributing costs is rela- tively simple. That is, the relationship is one-for-one. Such budget timing is directly from the work package to the activity. Disk storage units $5,160 External USB 500 Manufacturing 1,250 Organization $1,660 Motor 10 Circuit board 1,000 Chassis frame 50 Read/write head 600 Optical 3,000 ~ ~ Hard disks 1,660 Total budget for cost account Work package budget 10 10 120 120 140 260 400 50 130 180 Summarize by organizational units 10 20 5020 130 30 20040 300300 100100 150 150 300Design 600 Production 650 Test 220 Purchasing 10 Software 180 S um m ar iz e by d el iv er ab le s FIGURE 8.12 Direct Labor Budget Rollup ($000) Work Package Description Work Package ID Deliverable Responsible organization unit Work Package Duration weeks Page of Project Date Estimator Total labor cost Test 1 PC Prototype 3/24/xx CEG $120,000 1 Test 3 1.1.3.2.3 Circuit board Time-Phased Work Package Budget Labor cost only Time-Phased Labor Budget ($000) Work Periods--WeeksWork Package Code 1.1.3.2.3 Labor rate $xxxx/ week $40 $30 $50 $120 1 2 3 4 5 Total Resource Quality testers FIGURE 8.13 Time-Phased Work Package Budget (labor cost only) Lar03342_ch08_252-303.indd Page 277 1/29/10 4:10:07 PM user-f498Lar03342_ch08_252-303.indd Page 277 1/29/10 4:10:07 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 278 Chapter 8 Scheduling Resources and Costs In a few instances an activity will include more than one work package, where the packages are assigned to one responsible person or department and deliverable. In this case the work packages are consolidated into one activity. As seen in Fig- ure 8.14, this activity includes two WPs. The first, WP-1.1.3.2.4.1 (Code), is dis- tributed over the first three weeks. The second, WP-1.1.3.2.4.2 (Integration), is sequenced over weeks 3 and 4. The actvity duration is four weeks. When the activ- ity is placed in the schedule, the costs are distributed starting with the schedule start—$20,000, $15,000, $75,000, and $70,000, respectively. These time-phased budgets for work packages are lifted from your WBS and are placed in your project schedule as they are expected to occur over the life of the project. The outcome of these budget allocations is the project cost baseline (also called planned value—PV), which is used to determine cost and schedule variances as the project is implemented. Figure 8.15 shows the Patient Entry Project network schedule, which is used to place the time-phased work packages’ budgets in the baseline. Figure 8.16 presents the project time-phased budget for the Patient Entry Project and the cumulative graph of the project budget baseline. In this figure you can see how the time- phased work package costs were placed into the network and how the cumulative project budget graph for a project is developed. Notice that costs do not have to be distributed linearly, but the costs should be placed as you expect them to occur. You have now developed complete time and cost plans for your project. These project baselines will be used to compare planned schedule and costs using an in- tegrative system called earned value. The application and use of project baselines to measure performance are discussed in detail in Chapter 13. With your project budget baseline established, you are also able to generate cash flow statements for your project like the one presented in Figure 8.17. Such statements prepare the firm to cover costs over the lifespan of the project. Finally, with resource assign- ments finalized you are able to generate resource usage schedules for your project (see Figure 8.18). These schedules map out the full deployment of personnel and equipment and can be used to generate individual work schedules. Work Package Description Work Package ID Deliverable Responsible organization unit Work Package Duration weeks Page of Project Date Estimator Total labor cost Software 1 1 PC Prototype 3/24/xx LGG $180,000 Software 4 1.1.3.2.4.1 and 1.1.3.2.4.2 Circuit board Time-Phased Labor Budget ($000) Work Periods--WeeksWork Package Code 1.1.3.2.4.1 Integration 1.1.3.2.4.2 Labor rate $2,000/ week $2,500/ week $20 $20 $15 $15 $15 $60 $75 $70 $70 $130 $180 $50 1 2 3 4 5 Total Resource Program’rs System/ program’rs Total Time-Phased Work Package Budget Labor cost only FIGURE 8.14 Two Time-Phased Work Packages (labor cost only) Lar03342_ch08_252-303.indd Page 278 1/29/10 4:10:07 PM user-f498Lar03342_ch08_252-303.indd Page 278 1/29/10 4:10:07 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 279 ID Legend DUR Activity description ES LS EF LF SL 3 3 Establish entry codes 5 8 4 5 Get RFP bids 1 6 Design entry forms2 5 7 6 Program system 6 12 7 Establish acct. codes 8 11 Collect trial data 5 11 1 10 1 Merge data & codes 11 Test system 12 Patient Entry System Project (Weeks) 1 3 3 2 9 0 0 1 1 4 3 4 4 4 1 0 6 6 0 12 9 2 10 1412 0 2 2 5 6 8 1 12 9 2 14 6 3 Design data system FIGURE 8.15 Patient Entry Project Network Design data system Design entry forms Establish entry codes Get RFP bids Collect trial data Establish account codes Program system Merge data & codes Test system Week total Cumulative 1 2 3 4 5 6 7 8 9 1 3 5 6 3 6 1 2 2 5 5 6 3 6 5 12 4 7 4 2 2 2 2 2 2 1 1 1 1 1 1 2 2 1 2 4 42 4 1 5 652 4 3 3 4 4 1 5 6 0 4 4 3 4 3 5 15 18 21 25 29 30 35 41 41 45 49 5211 60 50 40 30 20 10 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14ID Dur. Task Budget Cumulative Baseline Budget (PV) ($000) Week FIGURE 8.16 Patient Entry Time- Phased Work Packages Assigned Lar03342_ch08_252-303.indd Page 279 2/1/10 11:37:36 AM user-f498Lar03342_ch08_252-303.indd Page 279 2/1/10 11:37:36 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208 280 Chapter 8 Scheduling Resources and Costs CEBOO Project Hardware Hardware specifications Hardware design Prototypes Order GXs Assemble preproduction models Operating system Kernel specifications Drivers OC drivers Serial VO drivers Memory management Operating system documentation Network interface Utilities Utilities specifications Routine utilities Complex utilities Utilities documentation Shell System integration Architectural decisions Integration first phase System H/S test Project documentation Integration acceptance test Total Hardware documentation January February March $11,480.00 $24,840.00 $5,320.00 $20,400.00 $9,880.00 $10,240.00 $21,760.00 $3,360.00 $8,400.00 $5,760.00 $21,120.00 $7,680.00 $17,920.00 $20,160.00 $10,560.00 $12,320.00 $11,760.00 $12,880.00 $3,360.00 $23,120.00 $29,920.00 $14,960.00 $14,080.00 $24,320.00 April May June July $37,200.00 $44,960.00 $48,240.00 $55,120.00 $80,400.00 $56,240.00 $23,440.00 FIGURE 8.17 CEBOO Project Monthly Cash Flow Statement I. Suzuki Hardware specifications Hardware design Hardware documentation Operating system documentation Utilities documentation Architectural decisions J. Lopez Hardware specifications Hardware design Prototypes Kernel specifications Utilities specifications Architectural decisions Integration first phase J.J. Putz Hardware documentation Kernel specifications Operating system documentation Utilities documentetion Project documentation R. Sexon Hardware specifications Prototypes Assemble preproduction models OC drivers Complex utilities Integration first phase System H/S test Integration acceptance test 12/30 1/6 1/13 1/20 1/27 2/03 24 hrs 40 hrs 40 hrs 40 hrs 24 hrs 24 hrs 40 hrs 40 hrs 16 hrs 40 hrs 40 hrs 40 hrs 40 hrs 24 hrs 40 hrs 40 hrs 40 hrs 12 hrs 24 hrs 40 hrs 40 hrs 16 hrs 40 hrs 20 hrs 40 hrs 20 hrs 24 hrs 24 hrs 40 hrs 40 hrs 40 hrs 40 hrs 24 hrs 24 hrs 40 hrs 40 hrs 40 hrs 40 hrs 12 hrs 20 hrs 20 hrs FIGURE 8.18 CEBOO Project Weekly Resource Usage Schedule Lar03342_ch08_252-303.indd Page 280 1/29/10 4:10:10 PM user-f498Lar03342_ch08_252-303.indd Page 280 1/29/10 4:10:10 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 281 Summary 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, catch- ing 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 re- corded 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 base- line, 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. Re- member, 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 labor, materials, equipment) that are under the control of the project manager; other indirect costs can be added to project costs separately. Key Terms Heuristic, 260 Leveling, 258 Planned value (PV), 278 Resource-constrained projects, 257 Resource Smoothing, 254 Splitting, 270 Time-constrained projects, 257 Time-phased budget baseline, 253 Review Questions 1. How does resource scheduling tie to project priority? 2. How does resource scheduling reduce flexibility in managing projects? 3. Present six reasons scheduling resources is an important task. 4. How can outsourcing project work alleviate the three most common problems associated with multiproject resource scheduling? 5. Explain the risks associated with leveling resources, compressing or crash- ing projects, and imposed durations or “catch-up” as the project is being implemented. 6. Why is it critical to develop a time-phased baseline? Lar03342_ch08_252-303.indd Page 281 2/4/10 9:11:07 PM user-f498Lar03342_ch08_252-303.indd Page 281 2/4/10 9:11:07 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 1. Given the network plan that follows, compute the early, late, and slack times. What is the project duration? Using any approach you wish (e.g., trial and er- ror), develop a loading chart for resources, Electrical Engineers (EE), and re- source, Mechanical Engineers (ME). Assume only one of each resource exists. Given your resource schedule, compute the early, late, and slack times for your project. Which activities are now critical? What is the project duration now? Could something like this happen in real projects? 282 Chapter 8 Scheduling Resources and Costs Exercises 2 4 10 0 2 3 3 EE ME 10 Develop a loading schedule for each resource below. (Figure 8.3) 2 3 4 5 6 7 8 P la n 9 10 11 12 4 1 6 2 5 6 7 4 1-EE ID/RES 2-EE 3-ME 4-EE 5-ME 6-ME 7-EE Fill in the times below for a resource activity schedule. LSES EF LF SL ID DURLS SL LF ES EF Legend SL Resource S ch ed ul e Start End EE EE ME ME EEME EE 0 2. Given the network plan that follows, compute the early, late, and slack times. What is the project duration? Using any approach you wish (e.g., trial and error), develop a loading chart for resources Carpenters (C) and Electricians (E). Assume only one Carpenter is available and two Electricians are available. Lar03342_ch08_252-303.indd Page 282 1/29/10 4:10:14 PM user-f498Lar03342_ch08_252-303.indd Page 282 1/29/10 4:10:14 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Given your resource schedule, compute the early, late, and slack times for your project. Which activities are now critical? What is the project duration now? Chapter 8 Scheduling Resources and Costs 283 Carpenter Electrician 10 Develop a loading schedule for each resource below. 2 3 4 5 6 7 8 P la n 9 10 11 1412 13 2 4 3 1 4 3 5 5 10 3 6 2 1-C 2-C 3-C 4-E 5-2-E 6-C Fill in the times below for a resource activity schedule. LSESID/RES EF LF SL ID DURLS SL LF ES EF Legend SL Resource S ch ed ul e C C E C 2-EC 3. Compute the early, late, and slack times for the activities in the network that follows, assuming a time-constrained network. Which activities are critical? What is the time-constrained project duration? Note: Recall, in the schedule resource load chart the time-constrained sched- uling interval (ES through LF) has been shaded. Any resource scheduled be- yond the shaded area will delay the project. Assume you have only three resources and you are using a computer that uses software that schedules projects by the parallel method and following heu- ristics. Schedule only one period at a time! Minimum slack Smallest duration Lowest identification number Lar03342_ch08_252-303.indd Page 283 1/29/10 4:10:16 PM user-f498Lar03342_ch08_252-303.indd Page 283 1/29/10 4:10:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Keep a log of each activity change and update you make each period—e.g., period 0–1, 1–2, 2–3, etc. (Use a format similar to the one on page 261.) The log should include any changes or updates in ES and slack times each period, activities scheduled, and activities delayed. (Hint: Remember to maintain the technical dependencies of the network.) Use the resource load chart to assist you in scheduling (see pages 262–263—Figures 8.4 and 8.5). List the order in which you scheduled the activities of the project. Which activities of your schedule are now critical? Recompute your slack for each activity given your new schedule. What is the slack for activity 1? 4? 5? 284 Chapter 8 Scheduling Resources and Costs 2 4 0 1 3 0 3 5 0 4 6 5 4 6 3 DUR ES LF SL Scheduled resource load chart with ES and slack updates 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15RES 3 0 4 1 4 0 4 0 5 0 6 1 6 4 10 0 4 5 10 1 3 10 13 0 ID 1 2 3 4 5 6 Resources scheduled 3Resources available 3 3 3 3 3 3 3 3 3 3 3 3 3 3 ID DURLS SL LF ES EF Legend SL Resource 2 1 2 2 1 1 2 1 1 1 2 2 Lar03342_ch08_252-303.indd Page 284 1/30/10 8:01:37 PM user-f501Lar03342_ch08_252-303.indd Page 284 1/30/10 8:01:37 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 4.* You have prepared the following schedule for a project in which the key re- sources is a tractor. There are three tractors available to the project. Activities A and D require one tractor to complete while activities B, C, E and F require 2 tractors. Develop a resource-constrained schedule in the loading chart that follows. Use the parallel method and heuristics given. Be sure to update each period as the computer would do. Record the early start (ES), late finish (LF) and slack (SL) for the new schedule. Chapter 8 Scheduling Resources and Costs 285 DUR ES LF SL 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15RES 4 5 4 5 3 2 ID A B C D E F Resources scheduled 3Resources available 3 3 3 3 3 3 3 3 3 3 3 3 3 3 ID DURLS SL LF ES EF Legend SL Resource 1 2 2 1 2 2 A 4 0 4 11 1 5 1 B 5 0 5 00 0 5 2 C 4 4 8 22 6 10 2 D 5 5 10 00 5 10 1 F 2 10 12 00 10 12 2 E 3 5 8 22 7 10 2 Use the following heuristics: Minimum slack Smallest duration Lowest identification number *The solution to this exercise can be found in Appendix 1. Lar03342_ch08_252-303.indd Page 285 1/30/10 8:01:37 PM user-f501Lar03342_ch08_252-303.indd Page 285 1/30/10 8:01:37 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 5. Develop a resource schedule in the loading chart that follows. Use the parallel method and heuristics given. Be sure to update each period as the computer would do. Note: activities 2, 3, 5, and 6 use two of the resource skills. Three of the resource skills are available. How has slack changed for each activity? Has the risk of being late changed? How? 286 Chapter 8 Scheduling Resources and Costs 4 83 00 83 5 1 3 51 33 84 4 2 53 6 2 2 5 83 2 1 1 1 1 2 3 3 6 108 2 2 8 0 10 0 List the order in which your activities are scheduled /_____ /_____ /_____ / /_____ /_____ /_____ / 2 0 00 33 0 22 32 Use the following heuristics: Minimum slack Smallest duration Lowest identification number ID DURLS SL LF ES EF Legend SL DUR ES LF SL What is the schedule slack for 1____, 3____, and 4_____? Which activities are critical now? _____________________ 0 1 2 3 4 5 6 7 8 9 10 11 12 13ID RES 1 0 31 3 0 32 4 1 83 5 3 84 35 26 Resources scheduled 3Resources available 3 3 3 3 3 3 3 3 3 3 3 3 1 2 2 1 2 2 RES 6. You have prepared the following schedule for a project in which the key re- source is a backhoe. This schedule is contingent on having 3 backhoes. You re- ceive a call from your partner, Brooker, who desperately needs 1 of your Lar03342_ch08_252-303.indd Page 286 2/10/10 3:38:49 PM user-f497Lar03342_ch08_252-303.indd Page 286 2/10/10 3:38:49 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile backhoes. You tell Brooker you would be willing to let him have the backhoe if you are still able to complete your project in 11 months. Develop a resource schedule in the loading chart that follows to see if it is possible to complete the project in 11 months with only 2 backhoes. Be sure to record the order in which you schedule the activities using scheduling heuris- tics. Activities 5 and 6 require 2 backhoes, while activities 1, 2, 3, and 4 require 1 backhoe. No splitting of activities is possible. Can you say yes to Brooker’s request? Chapter 8 Scheduling Resources and Costs 287 2 20 11 2 31 1 10 4 4 4 51 4 42 33 2 75 6 97 2 97 00 3 30 00 3 30 1 1 1 1 2 ID DURLS SL LF ES EF Legend SL Resource 2 5 73 4 73 00 DUR ES LF SL Schedule the resource load chart with ES and Slack updates 0 1 2 3 4 5 6 7 8 9 10 11 12 13ID RES 1 5 41 2 3 12 3 3 03 2 7 34 4 7 05 2 0 0 0 2 3 7 9 06 Resources scheduled 2Resources available 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 2 2 7. You are one of three carpenters assigned to complete a short construction proj- ect. Right before the start of the project, one of your fellow carpenters was hos- pitalized and will not be available to work on the project. Develop a resource-constrained schedule in the loading chart that follows to see how long the project will take with only 2 carpenters. Be sure to record the order in which you schedule the activities using the scheduling heuristics. Lar03342_ch08_252-303.indd Page 287 1/29/10 4:10:21 PM user-f498Lar03342_ch08_252-303.indd Page 287 1/29/10 4:10:21 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Activities A, B, C, D, E, G, and H require 2 carpenters to complete. Activity F requires only 1 carpenter. No splitting of activities is possible. You will receive a bonus if the project is completed within 15 days. Should you start planning how you will spend your bonus? 288 Chapter 8 Scheduling Resources and Costs DUR ES LF SL 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18RES 2 1 3 1 2 3 2 2 ID A B C D E F G H Resources scheduled 2Resources available 2 2 2 2 2 2 2 22 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 A 2 0 2 00 0 2 2 B 1 2 3 22 4 5 2 C 3 2 5 00 2 5 2 D 1 5 6 00 5 6 2 E 2 6 8 00 6 8 2 F 3 6 9 11 7 10 1 Use the following heuristics: Minimum slack Smallest duration Lowest identification number G 2 8 10 00 8 10 2 H 2 10 12 00 10 12 2 ID DURLS SL LF ES EF Legend SL Resource *The solution to this exercise can be found in Appendix 1. 8. Given the time-phased work packages, complete the baseline budget form for the project. Lar03342_ch08_252-303.indd Page 288 1/30/10 8:01:38 PM user-f501Lar03342_ch08_252-303.indd Page 288 1/30/10 8:01:38 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 8 Scheduling Resources and Costs 289 Activity 1 Task Budget Activity 2 Activity 3 Activity 4 Activity 5 Total Cumulative 4 6 10 8 3 31 4 1 3 2 2 4 2 2 2 3 3 2 1 10 2 3 4 5 6 7 8 9 10 Time-phased budget ($ 000) Week 9. Given the time-phased work packages and network, complete the baseline bud- get form for the project. 3 Report Design Task Budget Time-Phased Budget Week 11 4 0 1 2 3 4 5 6 7 8 9 10 11 12 5 2 21 8 40 Survey Report Cumulative Total Market Survey Project WBS Work Package Cost by Week Project Network 3 Design 0 33 0 0 3 Survey 3 WP Design 4 5 2 WP Survey 2 2 4 4 4 5 WP Report 3 3 2 1 6 2 3 Lar03342_ch08_252-303.indd Page 289 2/1/10 9:43:47 PM user-f498Lar03342_ch08_252-303.indd Page 289 2/1/10 9:43:47 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 10.* Given the time-phased work packages and network, complete the baseline budget form for the project. 290 Chapter 8 Scheduling Resources and Costs 0 1 2 3 4 5 6 7 8 9 10 11 12Bu dg et ID A B C D E F Total Cumulative 40 32 48 18 28 40 206 A 4 0 4 11 1 5 B 5 0 5 00 0 5 C 4 4 8 22 6 10 D 5 5 10 00 5 10 F 2 10 12 00 10 12 E 3 5 8 22 7 10 Cost by Week A B C D E F 10 8 12 6 8 20 10 4 12 2 8 20 10 8 12 2 12 10 4 12 2 8 6 ID DURLS SL LF ES EF Legend SL *The solution to this exercise can be found in Appendix 1. Lar03342_ch08_252-303.indd Page 290 1/30/10 8:01:39 PM user-f501Lar03342_ch08_252-303.indd Page 290 1/30/10 8:01:39 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 11. Given the time-phased work packages and network, complete the baseline budget form for the project. Chapter 8 Scheduling Resources and Costs 291 ID Legend DUR Description ES LS EF LF SL 4 4 5 5 Prepare marketing 3 2 2 3 Build prototype Soccer Toy Project 6 2 Assemble & test 7 1 Launch 1 2 0 Design prototype Order parts Prepare production Build prototype Design prototype Bu dg et 24 30 10 64 30 36 12 206 0 1 2 3 4 5 6 7 8 9 10 11 12 13 Order parts Prepare prod’n Prepare market’g Assemble & test Launch Total Cumulative Soccer Toy Project Design prototype Build prototype Order parts Prepare production Prepare marketing Assemble & test Launch Time-phased Budget ($000) Week Cost by Week ($000) 1 12 2 3 4 5 12 10 1010 16 10 55 22 16 6 126 06 18 18 12 Lar03342_ch08_252-303.indd Page 291 2/1/10 11:40:10 AM user-f498Lar03342_ch08_252-303.indd Page 291 2/1/10 11:40:10 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208 12. The National Oceanic Research Institute is planning a research study on global warming in Antarctica. The 16-month network schedule is presented below. It is followed by budgets for each activity. Create a time-phased budget for the research project in the form provided. A 3 0 0 0 Preliminary plan 3 3 B 2 3 0 3 Detail plan 5 5 C 2 5 2 7 Hire staff 7 9 G 2 7 6 13 Plane transportation Global Warming Antarctic Research Project Months.... ($000) 9 15 F 3 7 2 9 Purchase clothing 10 12 K 3 10 2 12 Ship supplies 13 15 L 1 15 0 15 Travel 16 16 E 1 7 6 13 Train 8 14 J 1 14 0 14 Test equipment 15 15 D 1 5 0 5 Select equipment 6 6 H 5 6 0 6 Get custom equipment 11 11 I 3 11 0 11 Additional equipment 14 14 292 Chapter 8 Scheduling Resources and Costs Global Warming Antarctic Research Project Activity Time Phased Work Packages by Month ($000) Task Duration Budget 0 1 2 3 4 5 6 A Preliminary plan 3 3 1 1 1 B Detail plan 2 2 1 1 C Hire staff 2 4 4 D Select equipment 1 5 5 E Train 1 3 3 F Purchase clothing 3 9 3 0 6 G Plane transportation 2 60 5 55 H Get custom equipment 5 36 5 5 10 10 6 I Additional equipment 3 20 10 5 5 J Test equipment 1 6 6 K Ship all supplies 5 15 3 3 0 0 9 L Travel 1 9 9 Total budget 172 Lar03342_ch08_252-303.indd Page 292 2/1/10 11:40:33 AM user-f498Lar03342_ch08_252-303.indd Page 292 2/1/10 11:40:33 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/02:01/MHBR165:Larson:208 Arrow, K. J., and L. Hurowicz, Studies in Resource Allocation Process (New York: Cambridge University Press, 1997). Brucker, P., A. Drexl, R. Mohring, L. Newmann, and E. Pesch, “Resource- constrained Project Scheduling: Notation, Classification, Models and Methods,” European Journal of Operational Research, Vol. 112, 1999, pp. 3–42. Burgess, A. R., and J. B. Kellebrew, “Variations in Activity Level on Cyclical Arrow Diagrams,” Journal of Industrial Engineering, Vol. 13, March–April 1962, pp. 76–83. Charnes, A., and W. W. Cooper, “A Network Interpretation and Direct Sub Dual Algorithm for Critical Path Scheduling,” Journal of Industrial Engineering, July–August 1962. Demeulemeester, E. L., and W. S. Herroelen, Project Scheduling: A Research Handbook (Norwell, Mass: Kluwer Academic Publishers, 2002). Fendly, L. G., “Towards the Development of a Complete Multi Project Scheduling System,” Journal of Industrial Engineering, Vol. 19, 1968, pp. 505–15. Reinersten, D., “Is It Always a Bad Idea to Add Resources to a Late Project?” Electric Design, October 30, 2000, pp. 17–18. Talbot, B. F., and J. H. Patterson, “Optimal Methods for Scheduling Under Resource Constraints,” Project Management Journal, December 1979. Wiest, J. D., “A Heuristic Model for Scheduling Large Projects with Unlimited Resources,” Management Science, Vol. 18, February 1967, pp. 359–77. Woodworth, B. M., and C. J. Willie, “A Heuristic Algorithm for Resource Leveling in Multiproject, Multiresource Scheduling,” Decision Sciences, Vol. 6, July 1975, pp. 525–40. Woodworth, B. M., and S. Shanahan, “Identifying the Critical Sequence in a Resource Constrained Project,” International Journal of Project Management, Vol. 6, 1988, pp. 89–96. Chapter 8 Scheduling Resources and Costs 293 References Power Train, Ltd. We have smashing systems for reporting, tracking, and controlling costs on design projects. Our planning of projects is better than any I have seen at other companies. Our scheduling seemed to serve us well when we were small and we had only a few projects. Now that we have many more proj- ects and schedule using multiproject software, there are too many occasions when the right people are not assigned to the projects deemed important to our success. This situation is costing us big money, headaches, and stress! Claude Jones, VP, Design and Operations HISTORY Power Train, Ltd. (PT), was founded in 1970 by Daniel Gage, a skilled mechanical engineer and machinist. Prior to founding PT he worked for three years as design engineer for a company that designed and built transmissions for military tanks Case Lar03342_ch08_252-303.indd Page 293 1/29/10 4:10:26 PM user-f498Lar03342_ch08_252-303.indd Page 293 1/29/10 4:10:26 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 294 Chapter 8 Scheduling Resources and Costs and trucks. It was a natural transition for Dan to start a company designing and building power trains for farm tractor companies. Today, Dan is no longer active in the management of PT but is still revered as its founder. He and his family still own 25 percent of the company, which went public in 1998. PT has been growing at a 6 percent clip for the last five years but expects industry growth to level off as supply exceeds demand. Today, PT continues its proud tradition of designing and building the best-quality power trains for manufacturers of farm tractors and equipment. The company em- ploys 178 design engineers and has about 1,800 production and support staff. Con- tract design projects for tractor manufacturers represent a major portion of PT’s revenue. At any given time, about 45 to 60 design projects are going on concurrently. A small portion of their design work is for military vehicles. PT only accepts mili- tary contracts that involve very advanced, new technology and are cost plus. A new phenomenon has attracted management of PT to look into a larger mar- ket. Last year a large Swedish truck manufacturer approached PT to consider design- ing power trains for its trucks. As the industry consolidates, the opportunities for PT should increase because these large firms are moving to more outsourcing to cut in- frastructure costs and stay very flexible. Only last week a PT design engineer spoke to a German truck manufacturing manager at a conference. The German manager was already exploring outsourcing of drive trains to Porsche and was very pleased to be reminded of PT’s expertise in the area. A meeting is set up for next month. CLAUDE JONES Claude Jones joined PT in 1999 as a new MBA from the University of Edinburgh. He worked as a mechanical engineer for U.K. Hydraulics for five years prior to re- turning to school for the MBA. “I just wanted to be part of the management team and where the action is.” Jones moved quickly through the ranks. Today he is the vice president of design and operations. Sitting at his desk, Jones is pondering the conflicts and confusion that seem to be increasing in scheduling people to proj- ects. He gets a real rush at the thought of designing power trains for large trucks; however, given their current project scheduling problems, a large increase in busi- ness would only compound their problems. Somehow these conflicts in scheduling have to be resolved before any serious thought can be given to expanding into de- sign of power transmissions for truck manufacturers. Jones is thinking of the problems PT had in the last year. The MF project is the first to come to mind. The project was not terribly complex and did not require their best design engineers. Unfortunately, the scheduling software assigned one of the most creative and expensive engineers to the MF project. A similar situa- tion, but reversed, happened on the Deer project. This project involved a big cus- tomer and new hydrostatic technology for small tractors. In this project the scheduling software assigned engineers who were not familiar with small tractor transmissions. Somehow, thinks Jones, the right people need to be scheduled to the right projects. Upon reflection, this problem with scheduling has been increas- ing since PT went to multiproject scheduling. Maybe a project office is needed to keep on top of these problems. A meeting with the information technology team and software vendors was positive but not very helpful because these people are not really into detailed scheduling problems. The vendors provided all sorts of evidence suggesting the heuristics used—least slack, shortest duration, and identification number—are ab- solutely efficient in scheduling people and minimizing project delays. One project Lar03342_ch08_252-303.indd Page 294 1/29/10 4:10:28 PM user-f498Lar03342_ch08_252-303.indd Page 294 1/29/10 4:10:28 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 295 software vendor, Lauren, kept saying their software would allow PT to customize the scheduling of projects and people to almost any variation selected. Lauren re- peated over and over, “If the standard heuristics do not meet your requirements, create your own heuristics that do.” Lauren even volunteered to assist in setting up the system. But she is not willing to spend time on the problem until PT can de- scribe to her exactly what criteria will be used (and their sequence) to select and schedule people to projects. WHAT NEXT? Potential expansion into the truck power train business is not feasible until the confusion in project scheduling is solved or reduced significantly. Jones is ready to tackle this problem, but he is not sure where to start. Appendix 8.1 The Critical-Chain Approach In practice, project managers carefully manage slack on sensitive resource-limited projects. If possible, they will add slack at the end of the project by committing to a completion date that goes beyond the scheduled date. For example, the plans say the project should be completed on April 1, although the official completion date is May 1. Other managers take a more aggressive approach to managing slack within the schedule. They use an early start schedule and prohibit use of slack on any activity or work package to be used unless authorized by the project manager. Progress by percent complete and by remaining time are carefully monitored. Ac- tivities that are beating estimated completion times are reported so that succeeding activities can start ahead of schedule. This ensures that the time gained is used to start a succeeding activity earlier and time is not wasted. The overall intent is to create and save slack as a time buffer to complete the project early or to cover delay problems that may creep up on critical activities or paths. Eliyahu Goldratt, who championed the “theory of constraints” in his popular book The Goal, advocates an alternative approach to managing slack. He has coined the term “critical-chain” to recognize that the project network may be con- strained by both resource and technical dependencies. Each type of constraint can create task dependencies, and in the case of resource constraints, new task depen- dencies can be created! Remember how resource constraints shifted the critical path? If not, visit Figure 8.5 again. The critical chain refers to the longest string of dependencies that exist on the project. Chain is used instead of path, since the lat- ter tends to be associated with just technical dependencies not resource dependen- cies. Goldratt uses the critical chain concept to develop strategies for accelerating the completion of projects. These strategies are based on his observations about time estimates of individual activities. TIME ESTIMATES Goldratt argues that there is a natural tendency for people to add safety (just-in-case) time to their estimations. It is believed that those who estimate activity times provide an estimate that has about an 80 to 90 percent chance of being completed on or before the estimated time. Hence, the median time (50/50 chance) is overestimated by Lar03342_ch08_252-303.indd Page 295 1/29/10 4:10:28 PM user-f498Lar03342_ch08_252-303.indd Page 295 1/29/10 4:10:28 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 296 Chapter 8 Scheduling Resources and Costs approximately 30 to 40 percent. For example, a programmer may estimate that there is a 50/50 chance that he can complete an activity in six days. However, to ensure suc- cess and to protect against potential problems, he adds three days of safety time and reports that it will take nine days to complete the task. In this case the median (50/50) time is overestimated by approximately 50 percent. He now has a 50/50 chance of completing the project three days ahead of the schedule. If this hidden contingency is pervasive across a project, then most activities in theory should be completed ahead of schedule. Not only do workers add safety, but project managers like to add safety to en- sure that they will be able to bring the project in ahead of schedule. They will add a month to a nine-month project to cover any delays or risks that might spring up. This situation raises an interesting paradox: Why, if there is a tendency to overestimate activity durations, and add safety to the end of a project, do so many projects come in behind schedule? Critical-Chain Project Management (CCPM) offers several explanations: • Parkinson’s law: Work fills the time available. Why hustle to complete a task to- day when it isn’t due until tomorrow? Not only will the pace of work be dic- tated by deadline, but workers will take advantage of perceived free time to catch up on other things. This is especially true in matrix environments where workers will use this time to clear work backlog on other projects and duties. • Self-protection: Participants fail to report early finishes out of fear that man- agement will adjust their future standards and demand more next time. For ex- ample, if a team member estimates that a task will take seven days and delivers it in five, the next time he is asked for an estimate, the project manager may want to trim the estimate based on past performance. Peer pressure may also be a factor here: to avoid being labeled a “rate buster,” members may not report early finishes. • Dropped baton: Goldratt uses the metaphor of project as relay race to illustrate the impact of poor coordination. Just as a runner’s time is lost if the next run- ner is not ready to receive the baton, so is the time gained from completing a task early lost if the next group of people are not ready to receive the project work. Poor communication and inflexible resource schedules prevent progress from occurring. • Excessive multitasking: The norm in most organizations is to have project per- sonnel work on several projects, activities, or assignments at the same time. This leads to costly interruptions and excessive task splitting. As pointed out on p. 270, this adds time to each activity. When looked at in isolation the time loss may seem minimal, but when taken as a whole the transition costs can be staggering. • Resource bottlenecks: In multiproject organizations projects are frequently de- layed because test equipment or other necessary resources are tied up on other project work. • Student syndrome (procrastination): Goldratt asserts that just as students delay writing a term paper until the last minute, workers delay starting tasks when they perceive that they have more than enough time to complete the task. The problem with delaying the start of a task is that obstacles are often not detected until the task is under way. By postponing the start of the task, the opportunity to cope with these obstacles and complete the task on time is compromised. Lar03342_ch08_252-303.indd Page 296 1/29/10 4:10:28 PM user-f498Lar03342_ch08_252-303.indd Page 296 1/29/10 4:10:28 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 297 CRITICAL-CHAIN IN ACTION CCPM’s solution to reducing project time overruns is to insist on people using the “true 50/50” activity time estimates (rather than estimates which have an 80 to 90 per- cent chance of being completed before the estimated time); the 50/50 estimates result in a project duration about one-half the low risk of 80 to 90 percent estimates. This requires a corporate culture which values accurate estimates and refrains from blaming people for not meeting deadlines. According to CCPM, using 50/50 estimates will discourage Parkinson’s law, the student syndrome, and self-protection from coming into play because there is less “free time” available. Productivity will be increased as individuals try to meet tighter deadlines. Similarly, the compressed time schedule reduces the likelihood of the dropped baton effect. CCPM recommends inserting time buffers into the schedule to act as “shock ab- sorbers” to protect the project completion date against task durations taking lon- ger than the 50/50 estimate. The rationale is that by using 50/50 estimates you are in essence taking out all of the “safety” in individual tasks. CCPM also recommends using portions of this collective safety strategically by inserting time buffers where potential problems are likely to occur. There are three kinds of buffers in CCPM: • Project buffer: First, since all activities along the critical chain have inherent un- certainty that is difficult to predict, project duration is uncertain. Therefore, a project time buffer is added to the expected project duration. CCPM recom- mends using roughly 50 percent of the aggregate safety. For example, if the modified schedule reduces the project duration by 20 days from 50 to 30, then a 10-day project buffer would be used. • Feeder buffers: Buffers are added to the network where noncritical paths merge with the critical chain. These buffers protect the critical chain from being delayed. • Resource buffers: Time buffers are inserted where scarce resources are needed for an activity. Resource time buffers come in at least two forms. One form is a time buffer attached to a critical resource to ensure that the resource is on call and available when needed. This preserves the relay race. The second form of time buffer is added to activities preceding the work of a scarce resource. This kind of buffer protects against resource bottlenecks by increasing the likelihood that the preceding activity will be completed when the resource is available. All buffers reduce the risk of the project duration being late and increase the chance of early project completion. CRITICAL-CHAIN VERSUS TRADITIONAL SCHEDULING APPROACH To illustrate how CCPM affects scheduling let’s compare it with the traditional ap- proach to project scheduling. We will first resolve resource problems the way de- scribed in Chapter 8 and then the CCPM method. Figure A8.1A shows the planned Air Control project network without any concern for resources. That is, activities are assumed to be independent and resources will be made available and/or are in- terchangeable. Figure A8.1B depicts the bar chart for the project. The dark blue bars represent the durations of critical activities; the light blue bars represent the durations of noncritical activities; the bars represent slack. Note that the duration is 45 days and the critical path is represented by activities 1, 4, 6, 7, and 8. Lar03342_ch08_252-303.indd Page 297 1/29/10 4:10:28 PM user-f498Lar03342_ch08_252-303.indd Page 297 1/29/10 4:10:28 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 298 Chapter 8 Scheduling Resources and Costs FIGURE A8.1B Air Control Project: Time Plan without Resources 0 1 Order review 2 2 Order vendor parts 15 3 Produce std. parts 18 4 Design cust. parts 13 5 Software developm’t 18 6 Mfgr. cust. parts 15 7 Assemble 10 8 Test 5 5 10 15 20 25 30 35 40 45 50 Critical SlackNoncritical Manufacture custom parts Early start: 15 Early finish: 30 ID: 6 Dur: 15 days Produce std. parts Early start: 2 Early finish: 20 ID: 3 Dur: 18 days Order vendor parts Early start: 2 Early finish: 17 ID: 2 Dur: 15 days Assemble Early start: 30 Early finish: 40 ID: 7 Dur: 10 days Design custom parts Early start: 2 Early finish: 15 ID: 4 Dur: 13 days Software development Early start: 2 Early finish: 20 ID: 5 Dur: 18 days Order review Early start: 0 Early finish: 2 ID: 1 Dur: 2 days Test Early start: 40 Early finish: 45 ID: 8 Dur: 5 days Project duration 45 days FIGURE A8.1A Air Control Project: Time Plan without Resources Parallel activities hold potential for resource conflicts. This is the case in this project. Ryan is the resource for activities 3 and 6. If you insert Ryan in the bar chart in Figure A8.1B for activities 3 and 6, you can see activity 3 overlaps ac- tivity 6 by five days—an impossible situation. Because Ryan cannot work two activities simultaneously and no other person can take his place, a resource de- pendency exists. The result is that two activities (3 and 6) that were assumed to be independent now become dependent. Something has to give! Figure A8.2A shows the Air Control project network with the resources included. A pseudo- dashed arrow has been added to the network to indicate the resource depen- dency. The bar chart in Figure A8.2B reflects the revised schedule resolving the overallocation of Ryan. Given the new schedule, slack for some activities has changed. More importantly, the critical path has changed. It is now 1, 3, 6, 7, 8. The resource schedule shows the new project duration to be 50 days rather than 45 days. Now let’s apply the CCPM approach to the Air Control project. Figure A8.3 details many of the changes. First, notice that task estimates now represent Lar03342_ch08_252-303.indd Page 298 1/29/10 4:10:28 PM user-f498Lar03342_ch08_252-303.indd Page 298 1/29/10 4:10:28 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 299 Manufacture custom parts Early start: 20 Early finish: 35 Res: Ryan ID: 6 Dur: 15 days Produce std. parts Early start: 2 Early finish: 20 Res: Ryan ID: 3 Dur: 18 days Order vendor parts Early start: 2 Early finish: 17 Res: Carly ID: 2 Dur: 15 days Assemble Early start: 35 Early finish: 45 Res: Dawn ID: 7 Dur: 10 days Design custom parts Early start: 2 Early finish: 15 Res: Lauren ID: 4 Dur: 13 days Software development Early start: 2 Early finish: 20 Res: Connor ID: 5 Dur: 18 days Order review Early start: 0 Early finish: 2 Res: Ryan ID: 1 Dur: 2 days Test Early start: 45 Early finish: 50 Res: Kevin ID: 8 Dur: 5 days Project duration 50 days FIGURE A8.2A Air Control Project: Schedule with Resources Limited 0 1 Order review 2 2 Order vendor parts 15 3 Produce std. parts 18 4 Design cust. parts 13 5 Software developm’t 18 6 Mfgr. cust. parts 15 7 Assemble 10 8 Test 5 5 10 15 20 25 30 35 40 45 50 Critical Slack Ryan Carly Ryan Ryan Dawn Kevin Lauren Connor Noncritical FIGURE A8.2B Air Control Project: Schedule with Resources Limited Test Project buffer Critical chain 3 Order review 1 FB FB Order vendor parts 8 Produce std. parts 8 Design cust. parts 7 FB FBFeederbufferSoftwaredev. 10 Task DUR Mfgr. cust. parts 8 Assemble 6 FIGURE A8.3 Air Control Project: CCPM Network Lar03342_ch08_252-303.indd Page 299 2/18/10 3:12:16 PM user-f499Lar03342_ch08_252-303.indd Page 299 2/18/10 3:12:16 PM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208 300 Chapter 8 Scheduling Resources and Costs approximations of the 50/50 rule. Second, observe that not all of the activities on the critical chain are technically linked. Manufacture custom parts is included because of previously defined resource dependency. Third, a project time buffer is added at the end of schedule. Finally, feeder buffers are inserted at each point where a noncritical activity merges with the critical chain. The impact the CCPM approach has on the project schedule can best be seen in the Gantt chart presented in Figure A8.4. Notice first the late start times for each of the three noncritical activities. For example, under the criti- cal path method, order vendor parts and software development would be scheduled to begin immediately after the order review. Instead they are sched- uled later in the project. Three-day feeder buffers have been added to each of these activities to absorb any delays that might occur in these activities. Fi- nally, instead of taking 50 days the project is now estimated to take only 27 days with a 10-day project buffer! This example provides an opportunity for explaining the differences between buffers and slack. Slack is spare time inherent in the schedule of noncritical activi- ties and can be determined by differences between the early start and late start of a specific activity. Buffers, on the other hand, are dedicated time blocks reserved to cover most likely contingencies and are monitored closely so, if they are not needed, subsequent activities can proceed on schedule. Buffers are needed in part because the estimates are based on 50/50 approximations, and therefore roughly half of the activities will take longer than planned. To protect against these ex- tended activity durations, buffers are inserted to minimize the impact on the schedule. Buffers are not part of the project schedule and are used only when sound management dictates it. While not depicted in the figures, an example of a resource buffer would be to add six days to Ryan’s schedule (remember he is the critical resource that caused the schedule to be extended). This would ensure that he could continue to work on the project beyond the 18th day in case either produce standard parts and/or manufacture custom parts takes longer than planned. Progress on these two tasks would be monitored closely, and his schedule would be ad- justed accordingly. Activity 1. Order review 2. Order vendor parts 3. Produce std. parts 4. Design cust. parts 5. Software dev. 6. Mfgr. cust. parts 7. Assemble 8. Test DUR 1 8 8 7 10 8 6 3 LS 0 7 1 1 11 11 18 24 LF 1 15 9 8 21 19 24 27 Buffer 0 3 0 3 3 0 0 12 0 5 10 15 20 25 30 35 40 Activity Buffer FIGURE A8.4 Air Control Project Gantt Chart: CCPM Network Lar03342_ch08_252-303.indd Page 300 1/29/10 4:10:37 PM user-f498Lar03342_ch08_252-303.indd Page 300 1/29/10 4:10:37 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 8 Scheduling Resources and Costs 301 CCPM AND SPLITTING TASKS Buffers do not address the insidious effects of pervasive task splitting, especially in a multiproject environment where workers are juggling different project assign- ments. CCPM has three recommendations that will help to reduce the impact of splitting activities: 1. Reduce the number of projects so people are not assigned to as many projects concurrently. 2. Control start dates of projects to accommodate resource shortages. Don’t start projects until sufficient resources are available to work full time on the project. 3. Contract (lock in) for resources before the project begins. MONITORING PROJECT PERFORMANCE The CCPM method uses buffers to monitor project time performance. Remem- ber that as shown in Figure A8.3 a project buffer is used to insulate the project against delays along the critical chain. For monitoring purposes, this buffer is typically divided into three zones—OK, Watch and Plan, and Act, respectively (see Figure A8.5). As the buffer begins to decrease and moves into the second zone, alarms are set off to seek corrective action. To be truly effective, buffer management requires comparing buffer usage with actual progress on the project. For example, if the project is 75 percent complete and you have only used 50 percent of the project buffer, then the project is in pretty good shape. Con- versely, if the project is only 25 percent complete and 50 percent of the buffer has already been used, you are in trouble and corrective action is needed. A method for estimating percentage complete is described in Chapter 13. THE CCPM METHOD TODAY CCPM has generated considerable debate within the project management commu- nity. While sound in theory, support at this time is limited but growing. For example, Harris Semiconductor was able to build a new automated wafer fabrication facility within 13 months using CCPM methods when the industry standard for such a fa- cility is 26–36 months. The Israeli aircraft industry has used CCPM techniques to reduce average maintenance work on aircraft from two months to two weeks. The U.S. Air Force and Navy as well as Boeing, Lucent Technologies, Intel, GM, and 3M are applying critical-chain principles to their multi-project environments. CCPM is not without critics. First, CCPM does not address the biggest cause of project delays, which is an ill-defined and unstable project scope. Second, some critics challenge Goldratt’s assumptions about human behavior. They question OK 100% Full buffer time left 0% No buffer time left Region III Region II Region I Act Watch & Plan FIGURE A8.5 Project Control— Buffer Management Lar03342_ch08_252-303.indd Page 301 1/29/10 4:10:39 PM user-f498Lar03342_ch08_252-303.indd Page 301 1/29/10 4:10:39 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 302 Chapter 8 Scheduling Resources and Costs the tendency of experts to pad estimates and that employees act deliberately against the organization for their own interest and benefit. They also object to the insinuation that trained professionals would exhibit the student syndrome habits. Third, evidence of success is almost exclusively anecdotal and based on single case studies. The lack of systematic evidence raises questions about generalizability of application. CCPM may prove to work best for only certain kinds of projects. One of the keys to implementing CCPM is the culture of the organization. If the organization honors noble efforts that fail to meet estimates as it does efforts that do meet estimates, then greater acceptance will occur. Conversely, if manage- ment treats honest failure differently from success, then resistance will be high. Organizations adopting the CCPM approach have to invest significant energy to obtaining “buy-in” on the part of all participants to its core principles and allay- ing the fears that this system may generate. APPENDIX SUMMARY Regardless of where one stands in the debate, the CCPM approach deserves credit for bringing resource dependency to the forefront, highlighting the modern ills of multitasking, and forcing us to rethink conventional methods of project scheduling. APPENDIX REVIEW QUESTIONS 1. Explain how time is wasted in management of projects. 2. Distinguish between project and feeder buffers. 3. Buffers are not the same as slack. Explain. APPENDIX EXERCISES 1. Check out the Goldratt Institute’s homepage at http://www.goldratt.com for current information on the application of critical-chain techniques to project management. 2. Apply critical-chain scheduling principles to the Print Software, Inc., project pre- sented in Chapter 6 on page •••. Revise the estimated time durations by 50 percent except round up the odd time durations (i.e., 3 becomes 4). Draw a CCPM net- work diagram similar to the one contained in Figure A8.3 for the Print Software project as well as a Gantt chart similar to Figure A8.4. How would these diagrams differ from the ones generated using the traditional scheduling technique? The CCPM Dilemma Pinyarat worked in the IT department of a diversified IT firm. She was describing the firm’s early encounters with critical chain scheduling to a friend in another IT firm. Three years ago management decided to add 10 percent time to all activity esti- mates because almost all projects were coming in late. One thought was people were simply working too hard and needed some relief. This approach did not work! Projects still came in late. Next, management decided to take away the extra time for activities and add 10 percent for project estimates to ensure project durations Case Lar03342_ch08_252-303.indd Page 302 1/29/10 4:10:41 PM user-f498Lar03342_ch08_252-303.indd Page 302 1/29/10 4:10:41 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 http://www.goldratt.com Chapter 8 Scheduling Resources and Costs 303 would be met. Again, nothing improved and projects continued to come in late. Re- cently, the firm hired a consultant who promoted critical chain scheduling, which was implemented for all projects in her division. Almost all failed to perform. Pinyarat explained, “The estimates were basically impossible. The activity dura- tions got squeezed down to less than the 50 percent guideline. We were late on nearly every task. In addition, I was not allowed to put in a big enough project buffer, which only added to projects being late. One colleague who was working on six projects gave up and quit; he said he was killing himself and saw no hope of things getting better. My projects are not the only ones having big problems. Some people had no idea why anyone would use CCPM scheduling. To quote one of my best programmers: ‘They ask for an estimate and then they cut it 50 percent or more. What kind of game is this? Apparently they don’t trust us.” A week later, to Pinyarat’s surprise, she was called to the IT manager’s office. Pinyarat imagined numerous bad scenarios of how the meeting would go—even to the remote possibility of being fired! The manager wanted the division to straighten out their project management practices and stop this business of nearly all IT proj- ects being late. There are rumors of cleaning house or outsourcing IT work. The manager believed Pinyarat, who passed the PMP exam, had the best chance of turning things around. He said, “Pinyarat, I’m nearing the desperate level; top management is reaching the end of the rope with our division. We need to turn this around for both our sakes. Give me a plan that I can sponsor within the week.” Pinyarat explained to her friend a few of her ideas—like squeezing estimates too far. But she said she would take any ideas she can get from anyone. Give Pinyarat a report that identifies the key problems and a plan of action she can present to her sponsor. Limit your report to 800 words or less. APPENDIX REFERENCES Goldratt, Critical Chain (Great Barrington, MA: North River Press, 1997). Herroelen, W., R. Leus, and E. Demeulemeester, “Critical Chain Project Scheduling: Do Not Oversimplify,” Project Management Journal, Vol. 33 (4), 2002, pp. 48–60. Leach, L. P., “Critical Chain Project Management,” Proceedings of 29th Annual Project Management Institute, 1998, Seminars and Symposium (Newtown, PA: Project Management Institute, 1998), pp. 1239–44. Levine, H. A., “Shared Contingency: Exploring the Critical Chain,” PM Network, October 1999, pp. 35–38. Newbold, R. C., Project Management in the Fast Lane: Applying the Theory of Constraints (Boca Raton, FL: St. Lucie Press, 1998). Noreen, E., D. Smith, and J. Mackey, The Theory of Constraints and Its Implication for Management Accounting (Great Barrington, MA: North River Press, 1995). Raz, T., R. Barnes, and D. Dvir, “A Critical Look at Critical Chain Project Management,” Project Management Journal, December 2003, pp. 24–32. Sood, S., “Taming Uncertainty: Critical-Chain Buffer Management Helps Minimize Risk in the Project Equation,” PM Network, March 2003, pp. 57–59. Zalmanson, E., “Readers Feedback,” PM Network, Vol. 15 (1), 2001, p. 4. Lar03342_ch08_252-303.indd Page 303 1/30/10 5:30:48 PM user-f501Lar03342_ch08_252-303.indd Page 303 1/30/10 5:30:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 C H A P T E R N I N E Reducing Project Duration 304 Reducing Project Duration Rationale for Reducing Project Duration Options for Accelerating Project Completion Project Cost–Duration Graph Constructing a Project Cost–Duration Graph Practical Considerations What if Cost, Not Time, Is the Issue? Summary Lar03342_ch09_304-337.indd Page 304 2/3/10 4:37:38 PM user-f498Lar03342_ch09_304-337.indd Page 304 2/3/10 4:37:38 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 In skating over thin ice our safety is in our speed. —Ralph Waldo Emerson Imagine the following scenarios: — After finalizing your project schedule, you realize the estimated completion date is two months beyond what your boss publicly promised an important customer. — Five months into the project, you realize that you are already three weeks behind the drop-dead date for the project. — Four months into a project top management changes its priorities and now tells you that money is not an issue. Complete the project ASAP! What do you do? This chapter addresses strategies for reducing project duration either prior to setting the baseline for the project or in the midst of project execution. Choice of options is based on the constraints surrounding the project. Here the project priority matrix introduced in Chapter 4 comes into play. For example, there are many more options available for reducing project time if you are not resource constrained than if you cannot spend more than your original budget. We will begin first by examining the reasons for reducing project duration followed by a discussion of different options for accelerating project completion. The chapter will conclude with the classic time-cost framework for selecting which activities to “crash.” Crash is a term that has emerged in the Project Management lexicon for shortening the duration of an activity or project beyond when it can be normally done. Rationale for Reducing Project Duration There are many good reasons for attempting to reduce the duration of a project. One of the more important reasons today is time to market. Intense global com- petition and rapid technological advances have made speed a competitive advan- tage. To succeed, companies have to spot new opportunities, launch project teams, and bring new products or services to the marketplace in a flash. Perhaps in no in- dustry does speed matter as much as in the electronics industry. For example, a rule of thumb for moderate- to high-technology firms is that a six-month delay in bringing a product to market can result in a loss of market share of about 35 per- cent. In these cases, high-technology firms typically assume that the time savings and avoidance of lost profits are worth any additional costs to reduce time with- out any formal analysis. See the Snapshot from Practice: Cell-Phone Wars for more on this. Business survival depends not only upon rapid innovation but also adaptability. Global recession and energy crises have stunned the business world, and those 305 Lar03342_ch09_304-337.indd Page 305 1/29/10 2:03:32 PM user-f497Lar03342_ch09_304-337.indd Page 305 1/29/10 2:03:32 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 306 Chapter 9 Reducing Project Duration S N A P S H O T F R O M P R A C T I C E Cell-Phone Wars* Speed has been critical in business ever since the California Gold Rush. The cell-phone industry is a good example of an in- tensely competitive business that places a premium on speed and innovation. On July, 2008 Apple released iPhone 3G with a faster interface and a sleek design. Then on November 21, 2008, Research in Motion (RIM) released their new Blackberry phone—Storm. Gone were the buttons; the Blackberry Storm had a fully incorporated touch screen to compete with the iPhone. Soon thereafter, Google entered the fray with its am- bitious G-1 phone that has both a touch screen and a flip out keyboard as well as a tracking ball for surfing the Web. “It’s like having a popular nightclub. You have to keep opening new ones. To stay cool, you have to speed up,” says Michael Greeson, president of market researcher Diffusion Group, Inc. In order to survive, RIM, Nokia, and other cell-phone manu- facturers have become masters at project management. They have been able to cut the market release time of new phones from 12–18 months to 6–9 months. What is at stake is over 500 million in forecasted sales of new cell phones each year. * Steve Hamm, “Is Your Company Fast Enough?” BusinessWeek, March 27, 2006, pp. 68–76. Courtesy of Apple Inc. Lar03342_ch09_304-337.indd Page 306 3/4/10 1:21:50 AM user-f497Lar03342_ch09_304-337.indd Page 306 3/4/10 1:21:50 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 Chapter 9 Reducing Project Duration 307 companies that survive will be those that can quickly adapt to new challenges. This requires speedy project management! For example, the fate of U.S. auto in- dustry depends in part on how quickly they shift their efforts to develop fuel effi- cient, alternative forms of transportation. Another common reason for reducing project time occurs when unforeseen delays—for example, adverse weather, design flaws, and equipment breakdown— cause substantial delays midway in the project. Getting back on schedule usually requires compressing the time on some of the remaining critical activi- ties. The additional costs of getting back on schedule need to be compared with the consequences of being late. This is especially true when time is a top priority. Incentive contracts can make reduction of project time rewarding—usually for both the project contractor and owner. For example, a contractor finished a bridge across a lake 18 months early and received more than $6 million for the early completion. The availability of the bridge to the surrounding community 18 months early to reduce traffic gridlock made the incentive cost to the com- munity seem small to users. In another example, in a continuous improvement arrangement, the joint effort of the owner and contractor resulted in early completion of a river lock and a 50/50 split of the savings to the owner and contractor. See Snapshot from Practice: Northridge Earthquake for a situation in which a contractor went to great lengths to complete a project as quickly as possible. “Imposed deadlines” is another reason for accelerating project completion. For example, a politician makes a public statement that a new law building will be available in two years. Or the president of a software company remarks in a speech that new advanced software will be available in one year. Such statements too often become imposed project duration dates—without any consideration of the problems or cost of meeting such a date. The project duration time is set while the project is in its “concept” phase before or without any detailed sched- uling of all the activities in the project. This phenomenon occurs very frequently in practice! Unfortunately, this practice almost always leads to a higher cost project than one that is planned using low-cost and detailed planning. In addi- tion, quality is sometimes compromised to meet deadlines. More important, these increased costs of imposed duration dates are seldom recognized or noted by project participants. Sometimes very high overhead costs are recognized before the project begins. In these cases it is prudent to examine the direct costs of shortening the critical path versus the overhead cost savings. Usually there are opportunities to shorten a few critical activities at less than the daily overhead rate. Under specific conditions (which are not rare), huge savings are possible with little risk. Finally there are times when it is important to reassign key equipment and/or people to new projects. Under these circumstances, the cost of compressing the project can be compared with the opportunity costs of not releasing key equip- ment or people. Options for Accelerating Project Completion Managers have several effective methods for crashing specific project activities when resources are not constrained. Several of these are summarized below. Lar03342_ch09_304-337.indd Page 307 1/29/10 2:03:32 PM user-f497Lar03342_ch09_304-337.indd Page 307 1/29/10 2:03:32 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 308 Chapter 9 Reducing Project Duration Options When Resources Are Not Constrained Adding Resources The most common method for shortening project time is to assign additional staff and equipment to activities. There are limits, however, as to how much speed can be gained by adding staff. Doubling the size of the workforce will not necessarily reduce completion time by half. The relationship would be correct only when tasks can be partitioned so minimal communication is needed be- tween workers, as in harvesting a crop by hand or repaving a highway. Most projects are not set up that way; additional workers increase the communication S N A P S H O T F R O M P R A C T I C E Responding to the Northridge Earthquake* On January 17, 1994, a 6.8-magnitude earth- quake struck the Los Angeles basin, near sub- urban Northridge, causing 60 deaths, thousands of injuries, and billions of dollars in property damage. Nowhere was the destructive power of na- ture more evident than in the collapsed sections of the free- way system that disrupted the daily commute of an estimated 1 million Los Angelenos. The Northridge earthquake posed one of the greatest challenges to the California Department of Transportation (CalTrans) in its nearly 100-year history. To ex- pedite the recovery process, Governor Pete Wilson signed an emergency declaration allowing CalTrans to streamline con- tracting procedures and offer attractive incentives for com- pleting work ahead of schedule. For each day that the schedule was beaten, a sizable bonus was to be awarded. Conversely, for each day over the deadline, the contractor would be penal- ized the same amount. The amount ($50,000 to $200,000) varied depending on the importance of the work. The incentive scheme proved to be a powerful motivator for the freeway reconstruction contractors. C. C. Myers, Inc., of Rancho Cordova, California, won the contract for the re- construction of the Interstate 10 bridges. Myers pulled out all stops to finish the project in a blistering 66 days—a whopping 74 days ahead of schedule—and earning a $14.8 million bo- nus! Myers took every opportunity to save time and stream- line operations. They greatly expanded the workforce. For example, 134 ironworkers were employed instead of the nor- mal 15. Special lighting equipment was set up so that work could be performed around the clock. Likewise, the sites were prepared and special materials were used so that work could continue despite inclement weather that would normally shut down construction. The work was scheduled much like an as- sembly line so that critical activities were followed by the next critical activity. A generous incentive scheme was devised to reward teamwork and reach milestones early. Carpenters and iron-workers competed as teams against each other to see who could finish first. Although C. C. Myers received a substantial bonus for fin- ishing early, they spent a lot of money on overtime, bonuses, special equipment, and other premiums to keep the job rolling along. CalTrans supported Myers’s efforts. With reconstruc- tion work going on 24 hours a day, including jackhammering and pile-driving, CalTrans temporarily housed many families in local motels. CalTrans even erected a temporary plastic soundwall to help reduce the construction noise traveling to a nearby apartment complex. The double-layer curtain, 450 feet long and 20 feet high, was designed to reduce construction noise by 10 decibels. Despite the difficulties and expense incurred by around- the-clock freeway building, most of Los Angeles cheered CalTrans’s quake recovery efforts. The Governor’s Office of Planning and Research issued a report concluding that for every day the Santa Monica Freeway was closed, it cost the local economy more than $1 million. * Jerry B. Baxter, “Responding to the Northridge Earthquake,” PM Network (November 1994), pp. 13–22. © David Butow/Corbis SABA Lar03342_ch09_304-337.indd Page 308 3/4/10 1:22:00 AM user-f497Lar03342_ch09_304-337.indd Page 308 3/4/10 1:22:00 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 Chapter 9 Reducing Project Duration 309 requirements to coordinate their efforts. For example, doubling a team by adding two workers requires six times as much pairwise intercommunication than is required in the original two-person team. Not only is more time needed to coordinate and manage a larger team; there is the additional delay of train- ing the new people and getting them up to speed on the project. The end result is captured in Brooks’s law: Adding manpower to a late software project makes it later. Frederick Brooks formulated this principle based on his experience as a project manager for IBM’s System/360 software project during the early 1960s. While sub- sequent research confirmed Brooks’s prediction, it also discovered that adding more people to a late project does not always cause the project to be later. The key is whether the new staff is added early so there is sufficient time to make up for lost ground once the new members have been fully assimilated. Outsourcing Project Work A common method for shortening the project time is to subcontract an activity. The subcontractor may have access to superior technology or expertise that will accelerate the completion of the activity. For example, contracting for a backhoe can accomplish in two hours what it can take a team of laborers two days to do. Likewise, by hiring a consulting firm that specializes in ADSI programming, a firm may be able to cut in half the time it would take for less experienced, internal programmers to do the work. Subcontracting also frees up resources that can be assigned to a critical activity and will ideally result in a shorter project duration. See Snapshot from Practice: Outsourcing Bio-Tech. Outsourcing will be addressed more fully in Chapter 12. Scheduling Overtime The easiest way to add more labor to a project is not to add more people, but to schedule overtime. If a team works 50 hours a week instead of 40, it might accomplish 20 percent more. By scheduling overtime you avoid the additional costs of coordination and communication encountered when new people are S N A P S H O T F R O M P R A C T I C E Outsourcing in Bio-Tech Picks Up Speed* In the face of increasing time-to-market pres- sures, many bio-tech firms are turning to out- sourcing to expedite the drug development process. Panos Kalaritis, vice president of op- erations for Irix Pharmaceuticals, says that outsourcing pro- cess development can accelerate a drug’s evolution by allowing a pharmaceutical company to continue research while a contractor works on process optimization. Susan Dexter of Lonza Biologics identified different types of outsourcing contracts including agreements for product development, clinical trial supplies, in-market or commercial supplies, and technology transfer. Often, she said, a given project can en- compass more than one of the above stages over a period of several years. Using a contractor, said Paul Henricks, business manager for Patheon Inc., gives the client company access to special- ized knowledge and infrastructure as well as flexible re- sources and capacity. The sponsoring company can also manage risks by sharing responsibilities through outsourcing. “Communication is key to a successful outsourcing rela- tionship,” said Dan Gold, vice president of process development for Covance, which was formerly Corning Bio. “Contractors and sponsors should both assign project managers, and the two must work together to maintain, track, and document project completion. There must be a concerted effort on the part of both parties to work as partners to complete the project.” * Mathew Lerner, “Outsourcing in Bio-Technology Picks Up Speed,” Chemical Market Reporter, Vol. 251, No. 14 (2002), p. 17. Lar03342_ch09_304-337.indd Page 309 1/29/10 2:03:33 PM user-f497Lar03342_ch09_304-337.indd Page 309 1/29/10 2:03:33 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 310 Chapter 9 Reducing Project Duration added. If people involved are salaried workers, there may be no real additional cost for the extra work. Another advantage is that there are fewer distractions when people work outside normal hours. Overtime has disadvantages. First, hourly workers are typically paid time and a half for overtime and double time for weekends and holidays. Sustained overtime work by salaried employees may incur intangible costs such as divorce, burnout, and turnover. The latter is a key organizational concern when there is a shortage of workers. Furthermore, it is an oversimplification to assume that, over an ex- tended period of time, a person is as productive during his or her eleventh hour at work as during his or her third hour of work. There are natural limits to what is humanly possible, and extended overtime may actually lead to an overall decline in productivity when fatigue sets in. Overtime and working longer hours is the preferred choice for accelerating project completion, especially when the project team is salaried. The key is to use overtime judiciously. Remember a project is a marathon not a sprint! You do not want to run out of energy before the finish line. Establish a Core Project Team As discussed in Chapter 3, one of the advantages of creating a dedicated core team to complete a project is speed. Assigning professionals full time to a project avoids the hidden cost of multitasking in which people are forced to juggle the de- mands of multiple projects. Professionals are allowed to devote their undivided attention to a specific project. This singular focus creates a shared goal that can bind a diverse set of professionals into a highly cohesive team capable of acceler- ating project completion. Factors that contribute to the emergence of high- performing project teams will be discussed in detail in Chapter 11. Do It Twice—Fast and Correctly If you are in a hurry, try building a “quick and dirty” short-term solution, then go back and do it the right way. For example, the Rose Garden stadium in Portland, Oregon, was supposed to be completely finished in time for the start of the 1995– 1996 National Basketball Association (NBA) season. Delays made this impossi- ble, so the construction crew set up temporary bleachers to accommodate the opening-night crowd. The additional costs of doing it twice are often more than compensated for by the benefits of satisfying the deadline. Options When Resources Are Constrained A project manager has fewer options for accelerating project completion when ad- ditional resources are either not available or the budget is severely constrained. This is especially true once the schedule has been established. Below are some of these options, which are also available when resources are not constrained. Fast-Tracking Sometimes it is possible to rearrange the logic of the project network so that criti- cal activities are done in parallel (concurrently) rather than sequentially. This al- ternative is a good one if the project situation is right. When this alternative is given serious attention, it is amazing to observe how creative project team mem- bers can be in finding ways to restructure sequential activities in parallel. As noted in Chapter 6, one of the most common methods for restructuring activities is to Lar03342_ch09_304-337.indd Page 310 1/29/10 2:03:34 PM user-f497Lar03342_ch09_304-337.indd Page 310 1/29/10 2:03:34 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 311 change a finish-to-start relationship to a start-to-start relationship. For example, instead of waiting for the final design to be approved, manufacturing engineers can begin building the production line as soon as key specifications have been es- tablished. Changing activities from sequential to parallel usually requires closer coordination among those responsible for the activities affected but can produce tremendous time savings. Critical-Chain Critical-chain project management (CCPM) is designed to accelerate project com- pletion. As discussed in Chapter 8, the jury is still out in terms of its applicability. Still CCPM principles appear sound and worthy of experimentation if speed is es- sential. At the same time, it would be difficult to apply CCPM midstream in a project. CCPM requires considerable training and a shift in habits and perspec- tives that take time to adopt. Although there have been reports of immediate gains, especially in terms of completion times, a long-term management commit- ment is probably necessary to reap full benefits. See the Snapshot from Practice: The Fastest House in the World for an extreme example of CCPM application. Reducing Project Scope Probably the most common response for meeting unattainable deadlines is to re- duce or scale back the scope of the project. This invariably leads to a reduction in the functionality of the project. For example, the new car will average only 25 mpg instead of 30, or the software product will have fewer features than originally planned. While scaling back the scope of the project can lead to big savings in both time and money, it may come at a cost of reducing the value of the project. If the car gets lower gas mileage, will it stand up to competitive models? Will cus- tomers still want the software minus the features? The key to reducing a project scope without reducing value is to reassess the true specifications of the project. Often requirements are added under best-case, blue-sky scenarios and represent desirables, but not essentials. Here it is important to talk to the customer and/or project sponsors and explain the situation—you can get it your way but not until February. This may force them to accept an ex- tension or to add money to expedite the project. If not, then a healthy discussion of what the essential requirements are and what items can be compromised in or- der to meet the deadline needs to take place. More intense reexamination of re- quirements may actually improve the value of the project by getting it done more quickly and for a lower cost. Calculating the savings of reduced project scope begins with the work breakdown structure. Reducing functionality means certain tasks, deliverables, or requirements can be reduced or even eliminated. These tasks need to be found and the schedule adjusted. Focus should be on changes in activities on the critical path. Compromise Quality Reducing quality is always an option, but it is rarely acceptable or used. If quality is sacrificed, it may be possible to reduce the time of an activity on the critical path. In practice the methods most commonly used to crash projects are scheduling overtime, outsourcing, and adding resources. Each of these maintains the essence of the original plan. Options that depart from the original project plan include do it twice and fast-tracking. Rethinking of project scope, customer needs, and tim- ing become major considerations for these techniques. Lar03342_ch09_304-337.indd Page 311 1/29/10 2:03:34 PM user-f497Lar03342_ch09_304-337.indd Page 311 1/29/10 2:03:34 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 312 Chapter 9 Reducing Project Duration S N A P S H O T F R O M P R A C T I C E The Fastest House in the World* December 17, 2002—After revving up their power tools and lining up volunteers, Shelby County Habitat for Humanity broke the world record for the fastest house ever built, clocking in at 3 hours, 26 minutes, and 34 seconds. Former record holder New Zealand’s Habitat Affiliate Mannakau held the record for three years at 3 hours, 44 minutes, and 59 seconds. The Alabama project beat the New Zealand record by 18 minutes. “This was different than any construction project that I’ve ever been a part of,” said Project Manager Chad Calhoun. “The minute-by-minute schedule, the planning of each precise movement, the organization of all the teams and materials, could not have gone more smoothly on build day. All the long hours of planning definitely paid off.” In preparation for the build, Habitat volunteers put the foundation in place and constructed prefabricated wall pan- els. Once the whistle blew at 11:00 A.M. on December 17th, the exterior wall panels were raised into place, followed by the interior panel, which took only 16 minutes. Special color coded teams of workers connected the wiring and plumbing, put in insulation, installed appliances, laid carpet and tile, in- stalled light fixtures, painted the house inside, applied vinyl siding outside, and attached assembled front and back porches. At the same time, the roof was constructed on the ground next to the house. Once the roof was completed—approximately 11y2 hours later—a Steel City crane lifted the 14,000–pound roof assembly into place. Crews attached the roof while others completed the interior work. There was even time to lay sod, plant shrubbery, and decorate a Christmas tree in the front yard—all within the official build time of 3 hours, 26 minutes, and 34 seconds. The recipient of this wonderful holiday gift was Bonnie Lilly, a single mother and nursing technician who had applied to Habitat for Humanity three times before she was selected to receive the three-bedroom, two-bath home. “It’s amazing,” Lilly said. “Who am I to have this happen for me? A world record, hundreds of people coming together to build my house—I still can’t believe it.” Habitat for Humanity is an international charitable organi- zation that builds simple, affordable houses and sells them on a no-interest, no-profit basis to needy families. * “The house that love built, really FAST—and just in time for Christ- mas kicker: Habitat for Humanity breaks world record set by New Zealand,” Erin Drummond, www.csre.com. “Shelby County, Ala. Builds fastest Habitat House in three and a half hours,” www.habitat .org/newsroom/2002archive. AP/Wide World. Lar03342_ch09_304-337.indd Page 312 1/30/10 6:43:44 PM user-f501Lar03342_ch09_304-337.indd Page 312 1/30/10 6:43:44 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 www.csre.com www.habitat.org/newsroom/2002archive www.habitat.org/newsroom/2002archive Chapter 9 Reducing Project Duration 313 Project Cost–Duration Graph Nothing on the horizon suggests that the need to shorten project time will change. In fact, if anything the pressure to get projects done quicker and sooner is likely to in- crease in importance. The challenge for the project manager is to use a quick, logical method to compare the benefits of reducing project time with the cost. When sound, logical methods are absent, it is difficult to isolate those activities that will have the greatest impact on reducing project time at least cost. This section describes a proce- dure for identifying the costs of reducing project time so that comparisons can be made with the benefits of getting the project completed sooner. The method requires gathering direct and indirect costs for specific project durations. Critical activities are searched to find the lowest direct-cost activities that will shorten the project duration. Total cost for specific project durations are computed and then compared with the benefits of reducing project time—before the project begins or while it is in progress. Explanation of Project Costs The general nature of project costs is illustrated in Figure 9.1, Project Cost–Duration Graph. The total cost for each duration is the sum of the indirect and direct costs. In- direct costs continue for the life of the project. Hence, any reduction in project dura- tion means a reduction in indirect costs. Direct costs on the graph grow at an increasing rate as the project duration is reduced from its original planned duration. With the information from a graph such as this for a project, managers can quickly judge any alternative such as meeting a time-to-market deadline. Further discussion of indirect and direct costs is necessary before demonstrating a procedure for devel- oping the information for a graph similar to the one depicted in Figure 9.1. Project Indirect Costs Indirect costs generally represent overhead costs such as supervision, administration, consultants, and interest. Indirect costs cannot be associated with any particular 60 50 40 30 20 10 4 6 8 10 12 14 16 Project duration Total costs Indirect costs Direct costs Optimum cost-time point Low-cost plan duration pointC os ts 0 FIGURE 9.1 Project Cost– Duration Graph Lar03342_ch09_304-337.indd Page 313 1/30/10 6:43:45 PM user-f501Lar03342_ch09_304-337.indd Page 313 1/30/10 6:43:45 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 314 Chapter 9 Reducing Project Duration work package or activity, hence the term. Indirect costs vary directly with time. That is, any reduction in time should result in a reduction of indirect costs. For example, if the daily costs of supervision, administration, and consultants are $2,000, any reduc- tion in project duration would represent a savings of $2,000 per day. If indirect costs are a significant percentage of total project costs, reductions in project time can rep- resent very real savings (assuming the indirect resources can be utilized elsewhere). Project Direct Costs Direct costs commonly represent labor, materials, equipment, and sometimes sub- contractors. Direct costs are assigned directly to a work package and activity, hence the term. The ideal assumption is that direct costs for an activity time represent normal costs, which typically mean low-cost, efficient methods for a normal time. When project durations are imposed, direct costs may no longer represent low- cost, efficient methods. Costs for the imposed duration date will be higher than for a project duration developed from ideal normal times for activities. Because direct costs are assumed to be developed from normal methods and time, any reduction in activity time should add to the costs of the activity. The sum of the costs of all the work packages or activities represents the total direct costs for the project. The major plight faced in creating the information for a graph similar to Fig- ure 9.1 is computing the direct cost of shortening individual critical activities and then finding the total direct cost for each project duration as project time is com- pressed; the process requires selecting those critical activities that cost the least to shorten. (Note: The graph implies that there is always an optimum cost-time point. This is only true if shortening a schedule has incremental indirect cost sav- ings exceeding the incremental direct cost incurred. However, in practice there are almost always several activities in which the direct costs of shortening are less than the indirect costs.) Constructing a Project Cost–Duration Graph There are three major steps required to construct a project cost–duration graph: 1. Find total direct costs for selected project durations. 2. Find total indirect costs for selected project durations. 3. Sum direct and indirect costs for these selected durations. The graph is then used to compare additional cost alternatives for benefits. Details of these steps are presented here. Determining the Activities to Shorten The most difficult task in constructing a cost–duration graph is finding the total direct costs for specific project durations over a relevant range. The central con- cern is to decide which activities to shorten and how far to carry the shortening process. Basically, managers need to look for critical activities that can be short- ened with the smallest increase in cost per unit of time. The rationale for selecting critical activities depends on identifying the activity’s normal and crash times and corresponding costs. Normal time for an activity represents low-cost, realistic, effi- cient methods for completing the activity under normal conditions. Shortening an activity is called crashing. The shortest possible time an activity can realistically be completed in is called its crash time. The direct cost for completing an activity in Lar03342_ch09_304-337.indd Page 314 1/29/10 2:03:35 PM user-f497Lar03342_ch09_304-337.indd Page 314 1/29/10 2:03:35 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 315 its crash time is called crash cost. Both normal and crash times and costs are collected from personnel most familiar with completing the activity. Figure 9.2 depicts a hypothetical cost–duration graph for an activity. The normal time for the activity is 10 time units, and the corresponding cost is $400. The crash time for the activity is five time units and $800. The intersection of the normal time and cost represents the original low-cost, early-start schedule. The crash point represents the maximum time an activity can be compressed. The heavy line connecting the normal and crash points represents the slope, which assumes the cost of reducing the time of the activity is constant per unit of time. The assumptions underlying the use of this graph are as follows: 1. The cost-time relationship is linear. 2. Normal time assumes low-cost, efficient methods to complete the activity. 3. Crash time represents a limit—the greatest time reduction possible under realistic conditions. 4. Slope represents cost per unit of time. 5. All accelerations must occur within the normal and crash times. Knowing the slope of activities allows managers to compare which critical activities to shorten. The less steep the cost slope of an activity, the less it costs to shorten one time period; a steeper slope means it will cost more to shorten one time unit. The cost per unit of time or slope for any activity is computed by the following equation: Cost slope 5 Rise Run 5 Crash cost 2 Normal cost Normal time 2 Crash time 5 CC 2 NC NT 2 CT 5 $800 2 $400 10 2 5 5 $400 5 5 $80 per unit of time $800 600 400 200 0 5 10 Activity duration (units) Normal point Crash pointCrash cost Normal cost A ct iv ity c os t 0 FIGURE 9.2 Activity Graph Lar03342_ch09_304-337.indd Page 315 1/29/10 2:03:35 PM user-f497Lar03342_ch09_304-337.indd Page 315 1/29/10 2:03:35 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 316 Chapter 9 Reducing Project Duration In Figure 9.2 the rise is the y axis (cost) and the run is the x axis (duration). The slope of the cost line is $80 for each time unit the activity is reduced; the limit re- duction of the activity time is five time units. Comparison of the slopes of all criti- cal activities allows us to determine which activity(ies) to shorten to minimize total direct cost. Given the preliminary project schedule (or one in progress) with all activities set to their early-start times, the process of searching critical activities as candidates for reduction can begin. The total direct cost for each specific com- pressed project duration must be found. A Simplified Example Figure 9.3A presents normal and crash times and costs for each activity, the com- puted slope and time reduction limit, the total direct cost, and the project network with a duration of 25 time units. Note the total direct cost for the 25-period dura- tion is $450. This is an anchor point to begin the procedure of shortening the critical path(s) and finding the total direct costs for each specific duration less than 25 time units. The maximum time reduction of an activity is simply the difference between 10 Activity ID A B C D E F G $20 40 30 25 30 30 0 1 2 1 4 2 1 0 Maximum crash time Direct costs CrashNormal 3 6 10 11 8 5 6 Time $50 80 60 50 100 40 70 Cost 2 4 9 7 6 4 6 Time $70 160 90 150 160 70 70 Cost Slope Time 25 C 6 G 6 B 3 A Initial total direct cost Total direct cost Legend ACT DUR $ 450 Total direct cost $ 470 Activities changed A $20 $450 11 D 8 E 5 F (A) (B) 10 Time 24 C 6 G 6 B 2x A 11 D 8 E 5 F FIGURE 9.3 Cost–Duration Trade-off Example Lar03342_ch09_304-337.indd Page 316 1/29/10 2:03:35 PM user-f497Lar03342_ch09_304-337.indd Page 316 1/29/10 2:03:35 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 317 the normal and crash times for an activity. For example, activity D can be reduced from a normal time of 11 time units to a crash time of 7 time units, or a maximum of 4 time units. The positive slope for activity D is computed as follows: Slope 5 Crash cost 2 Normal cost Normal time 2 Crash time 5 $150 2 $50 11 2 7 5 $100 4 5 $25 per period reduced The network shows the critical path to be activities A, D, F, G. Because it is impos- sible to shorten activity G, activity A is circled because it is the least-cost candidate; that is, its slope ($20) is less than the slopes for activities D and F ($25 and $30). Reducing activity A one time unit cuts the project duration to 24 time units but in- creases the total direct costs to $470 ($450 1 $20 5 $470). Figure 9.3B reflects these changes. The duration of activity A has been reduced to two time units; the “x” indi- cates the activity cannot be reduced any further. Activity D is circled because it costs the least ($25) to shorten the project to 23 time units. Compare the cost of activity F. The total direct cost for a project duration of 23 time units is $495 (see Figure 9.4A). Total direct cost $ 495 Activities changed D $25 (A) 10 Time 23 C 6 G 6 B 2x A 10 D 8 E 5 F Total direct cost $ 525 Activities changed F $30 (B) 10 Time 22 C 6 G 6 B 2x A 10 D 8 E 4x F Total direct cost $ 610 Activities changed C $30 D $25 E $30 (C) 9x Time 21 C 6 G 6 B 2x A 9 D 7 E 4x F FIGURE 9.4 Cost–Duration Trade-off Example (continued) Lar03342_ch09_304-337.indd Page 317 1/29/10 2:03:35 PM user-f497Lar03342_ch09_304-337.indd Page 317 1/29/10 2:03:35 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 318 Chapter 9 Reducing Project Duration Observe that the project network in Figure 9.4A now has two critical paths— A, C, F, G and A, D, F, G. Reducing the project to 22 time units will require that activity F be reduced; thus, it is circled. This change is reflected in Figure 9.4B. The total direct cost for 22 time units is $525. This reduction has created a third critical path—A, B, E, G; all activities are critical. The least-cost method for re- ducing the project duration to 21 time units is the combination of the circled ac- tivities C, D, E which cost $30, $25, $30, respectively, and increase total direct costs to $610. The results of these changes are depicted in Figure 9.4C. Although some activities can still be reduced (those without the “x” next to the activity time), no activity or combination of activities will result in a reduction in the project duration. With the total direct costs for the array of specific project durations found, the next step is to collect the indirect costs for these same durations. These costs are typically a rate per day and are easily obtained from the accounting department. Figure 9.5 presents the total direct costs, total indirect costs, and total project costs. These same costs are plotted in Figure 9.6. This graph shows that the optimum cost-time duration is 22 time units and $775. Assuming the project will actually materialize as planned, any movement away from this time duration will increase project costs. The movement from 25 to 22 time units occurs because, in this range, the absolute slopes of the indirect costs are greater than the direct cost slopes. Practical Considerations Using the Project Cost–Duration Graph This graph, as presented in Figures 9.1 and 9.6, is valuable to compare any pro- posed alternative or change with the optimum cost and time. More importantly, the creation of such a graph keeps the importance of indirect costs in the forefront Project duration 25 24 23 22 21 Direct costs + = 450 470 495 525 610 Indirect costs 400 350 300 250 200 Total costs $850 820 795 775 810 FIGURE 9.5 Summary Costs by Duration $1,000 800 600 400 200 20 21 22 23 24 25 Duration (units) Total project cost $775 Total direct cost Total indirect cost C os t 0 Optimum cost-time point FIGURE 9.6 Project Cost–Duration Graph Lar03342_ch09_304-337.indd Page 318 1/29/10 2:03:36 PM user-f497Lar03342_ch09_304-337.indd Page 318 1/29/10 2:03:36 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 319 of decision making. Indirect costs are frequently forgotten in the field when the pressure for action is intense. Finally, such a graph can be used before the project begins or while the project is in progress. Creating the graph in the preproject planning phase without an imposed duration is the first choice because normal time is more meaningful. Creating the graph in the project planning phase with an imposed duration is less desirable because normal time is made to fit the imposed date and is probably not low cost. Creating the graph after the project has started is the least desirable because some alternatives may be ruled out of the decision process. Managers may choose not to use the formal procedure demonstrated. However, regardless of the method used, the principles and concepts inherent in the formal procedure are highly applicable in practice and should be considered in any cost–duration trade-off decision. Crash Times Collecting crash times for even a moderate-size project can be difficult. The mean- ing of crash time is difficult to communicate. What is meant when you define crash time as “the shortest time you can realistically complete an activity”? Crash time is open to different interpretations and judgments. Some estimators feel very uncomfortable providing crash times. Regardless of the comfort level, the accu- racy of crash times and costs is frequently rough at best, when compared with normal time and cost. Linearity Assumption Because the accuracy of compressed activity times and costs is questionable, the concern of some theorists—that the relationship between cost and time is not linear but curvilinear—is seldom a concern for practicing managers. Reason- able, quick comparisons can be made using the linear assumption. The simple approach is adequate for most projects. There are rare situations in which activi- ties cannot be crashed by single time units. Instead, crashing is “all or nothing.” For example, activity A will take 10 days (for say $1,000) or it will take 7 days (for say $1,500), but no options exist in which activity A will take 8 or 9 days to complete. In a few rare cases of very large, complex, long-duration projects, the use of present value techniques may be useful; such techniques are beyond the scope of this text. Choice of Activities to Crash Revisited The cost–time crashing method relies on choosing the cheapest method for re- ducing the duration of the project. There are other factors that should be as- sessed beyond simply cost. First, the inherent risks involved in crashing particular activities need to be considered. Some activities are riskier to crash than others. For example, accelerating the completion of a software design code may not be wise if it increases the likelihood of errors surfacing downstream. Conversely, crashing a more expensive activity may be wise if fewer inherent risks are involved. Second, the timing of activities needs to be considered. Crashing an early activ- ity may be prudent if there is concern that subsequent activities are likely to be delayed, and absorb the time gained. Then the manager would still have the option of crashing final activities to get back on schedule. Lar03342_ch09_304-337.indd Page 319 1/29/10 2:03:36 PM user-f497Lar03342_ch09_304-337.indd Page 319 1/29/10 2:03:36 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 320 Chapter 9 Reducing Project Duration Third, crashing frequently results in overallocation of resources. The resources required to accelerate a cheaper activity may suddenly not be available. Resource availability, not cost, may dictate which activities are crashed. Finally, the impact crashing would have on the morale and motivation of the project team needs to be assessed. If the least-cost method repeatedly signals a subgroup to accelerate progress, fatigue and resentment may set in. Conversely, if overtime pay is involved, other team members may resent not having access to this benefit. This situation can lead to tension within the entire project team. Good project managers gauge the response that crashing activities will have on the entire project team. See Snapshot from Practice: I’ll Bet You . . . for a novel approach to motivating employees to work faster. Time Reduction Decisions and Sensitivity Should the project owner or project manager go for the optimum cost-time? The answer is, “It depends.” Risk must be considered. Recall from our example that S N A P S H O T F R O M P R A C T I C E I’II Bet You . . . The focus of this chapter has been on how project managers crash activities by typically assigning additional manpower and equip- ment to cut significant time off of scheduled tasks. Project managers often encounter situations in which they need to motivate individuals to accelerate the completion of a specific, critical task. Imagine the following scenario. Brue Young just received a priority assignment from corporate headquarters. The preliminary engineering sketches that were due tomorrow need to be e-mailed to the West Coast by 4:00 PM today so that the model shop can begin construction of a proto- type to present to top management. He approaches Danny Whitten, the draftsman responsible for the task, whose initial response is, “That’s impossible!” While he agrees that it would be very difficult he does not believe that it is as impossible as Danny suggests or that Danny truly believes that. What should he do? He tells Danny that he knows this is going to be a rush job, but he is confident that he can do it. When Danny balks, he re- sponds, “I tell you what, I’ll make a bet with you. If you are able to finish the design by 4:00, I’ll make sure you get two of the company’s tickets to tomorrow night’s Celtics–Knicks basket- ball game.” Danny accepts the challenge, works feverishly to complete the assignment, and is able to take his daughter to her first professional basketball game. Conversations with project managers reveal that many use bets like this one to motivate extraordinary performance. These bets range from tickets to sporting and entertainment events to gift certificates at high-class restaurants to a well-deserved af- ternoon off. For bets to work they need to adhere to the princi- ples of expectancy theory of motivation. Boiled down to simple terms, expectancy theory rests on three key questions: 1. Can I do it (Is it possible to meet the challenge)? 2. Will I get it (Can I demonstrate that I met the challenge and can I trust the project manager will deliver his/her end of the bargain)? 3. Is it worth it (Is the payoff of sufficient personal value to warrant the risk and extra effort)? If in the mind of the participant the answer to any of these three questions is no, then the person is unlikely to accept the challenge. However, when the answers are affirmative, then the individual is likely to accept the bet and be motivated to meet the challenge. Bets can be effective motivational tools and add an ele- ment of excitement and fun to project work. But, the following practical advice should be heeded: 1. The bet has greater significance if it also benefits family members or significant others. Being able to take a son or daughter to a professional basketball game allows that in- dividual to “score points” at home through work. These bets also recognize and reward the support project mem- bers receive from their families and reinforces the impor- tance of their work to loved ones. 2. Bets should be used sparingly; otherwise everything can become negotiable. They should be used only under spe- cial circumstances that require extraordinary effort. 3. Individual bets should involve clearly recognizable individ- ual effort, otherwise others may become jealous and dis- cord may occur within a group. As long as others see it as requiring truly remarkable, “beyond the call of duty” effort, they will consider it fair and warranted. Lar03342_ch09_304-337.indd Page 320 1/30/10 6:43:49 PM user-f501Lar03342_ch09_304-337.indd Page 320 1/30/10 6:43:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 9 Reducing Project Duration 321 the optimum project time point represented a reduced project cost and was less than the original normal project time (review Figure 9.6). The project direct-cost line near the normal point is usually relatively flat. Because indirect costs for the project are usually greater in the same range, the optimum cost-time point is less than the normal time point. Logic of the cost-time procedure suggests managers should reduce the project duration to the lowest total cost point and duration. How far to reduce the project time from the normal time toward the optimum depends on the sensitivity of the project network. A network is sensitive if it has several critical or near-critical paths. In our example project movement toward the optimum time requires spending money to reduce critical activities, resulting in slack reduction and/or more critical paths and activities. Slack reduction in a proj- ect with several near-critical paths increases the risk of being late. The practical outcome can be a higher total project cost if some near-critical activities are de- layed and become critical; the money spent reducing activities on the original criti- cal path would be wasted. Sensitive networks require careful analysis. The bottom line is that compression of projects with several near-critical paths reduces schedul- ing flexibility and increases the risk of delaying the project. The outcome of such analysis will probably suggest only a partial movement from the normal time to- ward the optimum time. There is a positive situation where moving toward the optimum time can result in very real, large savings—this occurs when the network is insensitive. A project network is insensitive if it has a dominant critical path, that is, no near-critical paths. In this project circumstance, movement from the normal time point to- ward the optimum time will not create new or near-critical activities. The bottom line here is that the reduction of the slack of noncritical activities increases the risk of their becoming critical only slightly when compared with the effect in a sensitive network. Insensitive networks hold the greatest potential for real, some- times large, savings in total project costs with a minimum risk of noncritical ac- tivities becoming critical. Insensitive networks are not a rarity in practice; they occur in perhaps 25 per- cent of all projects. For example, a light rail project team observed from their net- work a dominant critical path and relatively high indirect costs. It soon became clear that by spending some dollars on a few critical activities, very large savings of indirect costs could be realized. Savings of several million dollars were spent extending the rail line and adding another station. The logic found in this example is just as applicable to small projects as large ones. Insensitive networks with high indirect costs can produce large savings. Ultimately, deciding if and which activities to crash is a judgment call requiring careful consideration of the options available, the costs and risks involved, and the importance of meeting a deadline. What if Cost, Not Time, Is the Issue? In today’s fast-paced world, there appears to be a greater emphasis on getting things done quickly. Still, organizations are always looking for ways to get things done cheaply. This is especially true for fixed-bid projects, where profit margin is derived from the difference between the bid and actual cost of the project. Every dollar saved is a dollar in your pocket. Sometimes, in order to secure a contract, bids are tight, which puts added pressure on cost containment. In other cases, there are financial incentives tied to cost containment. Lar03342_ch09_304-337.indd Page 321 1/29/10 2:03:37 PM user-f497Lar03342_ch09_304-337.indd Page 321 1/29/10 2:03:37 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 322 Chapter 9 Reducing Project Duration Even in situations where cost is transferred to customers there is pressure to re- duce cost. Cost overruns make for unhappy customers and can damage future business opportunities. Budgets can be fixed or cut, and when contingency funds are exhausted, then cost overruns have to be made up with remaining activities. As discussed earlier, shortening project duration may come at the expense of overtime, adding additional personnel, and using more expensive equipment and/ or materials. Conversely, sometimes cost savings can be generated by extending the duration of a project. This may allow for a smaller workforce, less-skilled (ex- pensive) labor, and even cheaper equipment and materials to be used. Below are some of the more commonly used options for cutting costs. Reduce Project Scope Just as scaling back the scope of the project can gain time, delivering less than what was originally planned also produces significant savings. Again, calculating the savings of a reduced project scope begins with the work breakdown structure. However, since time is not the issue, you do not need to focus on critical activities. For example, on over-budget movie projects it is not uncommon to replace loca- tion shots with stock footage to cut costs. Have Owner Take on More Responsibility One way of reducing project costs is identifying tasks that customers can do themselves. Homeowners frequently use this method to reduce costs on home improvement projects. For example, to reduce the cost of a bathroom remodel, a homeowner may agree to paint the room instead of paying the contractor to do it. On IS projects, a customer may agree to take on some of the responsibil- ity for testing equipment or providing in-house training. Naturally, this ar- rangement is best negotiated before the project begins. Customers are less receptive to this idea if you suddenly spring it on them. An advantage of this method is that, while costs are lowered, the original scope is retained. Clearly this option is limited to areas in which the customer has expertise and the capa- bility to pick up the tasks. Outsourcing Project Activities or Even the Entire Project When estimates exceed budget, it not only makes sense to re-examine the scope but also search for cheaper ways to complete the project. Perhaps instead of re- lying on internal resources, it would be more cost effective to outsource seg- ments or even the entire project, opening up work to external price competition. Specialized subcontractors often enjoy unique advantages, such as material dis- counts for large quantities, as well as equipment that not only gets the work done more quickly but also less expensively. They may have lower overhead and labor costs. For example, to reduce costs of software projects, many American firms outsource work to firms operating in India where the salary of a software engineer is one-third that of an American software engineer. However, outsourc- ing means you have less control over the project and will need to have clearly definable deliverables. Brainstorming Cost Savings Options Just as project team members can be a rich source of ideas for accelerating project activities, they can offer tangible ways for reducing project costs. For example, one project manager reported that his team was able to come up with over $75,000 worth Lar03342_ch09_304-337.indd Page 322 1/29/10 2:03:37 PM user-f497Lar03342_ch09_304-337.indd Page 322 1/29/10 2:03:37 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 323 of cost saving suggestions without jeopardizing the scope of the project. Project managers should not underestimate the value of simply asking if there is a cheaper, better way. Summary The need for reducing the project duration occurs for many reasons such as im- posed duration dates, time-to-market considerations, incentive contracts, key re- source 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 situa- tions 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 net- work. 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 poten- tially large project cost savings by eliminating some overhead costs with little downside risk. Alternative strategies for reducing project time were discussed within the con- text 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 activi- ties 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 be- fore 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. Key Terms Crashing, 314 Crash point, 315 Crash time, 314 Direct costs, 314 Fast-tracking, 310 Indirect costs, 313 Outsourcing, 309 Project cost–duration graph, 313 1. What are five common reasons for crashing a project? 2. What are the advantages and disadvantages of reducing project scope to accelerate a project? What can be done to reduce the disadvantages? 3. Why is scheduling overtime a popular choice for getting projects back on schedule? What are the potential problems for relying on this option? 4. Identify four indirect costs you might find on a moderately complex project. Why are these costs classified as indirect? 5. How can a cost–duration graph be used by the project manager? Explain. 6. Reducing the project duration increases the risk of being late. Explain. 7. It is possible to shorten the critical path and save money. Explain how. Review Questions Lar03342_ch09_304-337.indd Page 323 2/4/10 9:11:35 PM user-f498Lar03342_ch09_304-337.indd Page 323 2/4/10 9:11:35 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 1. Draw a project network from the following information. Activity Predecessor Duration A None 2 B A 4 C A 3 D A 2 E B 3 F C 6 G C, D 5 H E, F 6 I G 5 J H, I 5 Activities B and H can be shortened to a minimum of 2 weeks. Which activity would you shorten to reduce the project duration by 2 weeks? Why? 2.* Use the information contained below to compress one time unit per move using the least cost method. Reduce the schedule until you reach the crash point of the network. For each move identify what activity(s) was crashed the adjusted total cost. Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 0 0 1 100 B 100 2 3 150 C 50 1 4 200 D 60 1 3 200 E 70 2 4 200 F 90 1 3 150 Exercises 3 F 3 B 1x A 3 D Initial project duration 12 Total direct cost $ 4 E 4 C 3. Assume the network and data that follow. Compute the total direct cost for each project duration. If the indirect costs for each project duration are $400 (19 time units), $350 (18), $300 (17), and $250 (16), compute the total project cost for each duration. Plot the total direct, indirect, and project costs for each of these durations on a cost-time graph. What is the optimum cost-time sched- ule for the project? What is this cost? 324 Chapter 9 Reducing Project Duration * The solution to this exercise can be found in Appendix One. Lar03342_ch09_304-337.indd Page 324 1/30/10 6:43:49 PM user-f501Lar03342_ch09_304-337.indd Page 324 1/30/10 6:43:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 20 1 3 50 B 60 2 5 60 C 40 1 3 70 D 0 0 10 50 E 50 3 6 100 F 100 3 7 90 G 70 1 5 50 $470 3 C 5 G 5 B 3 A 6 E Initial project duration 19 Total direct cost $ 7 F 10x D 4. Given the data and information that follow, compute the total direct cost for each project duration. If the indirect costs for each project duration are $90 (15 time units), $70 (14), $50 (13), $40 (12), and $30 (11), compute the total project cost for each duration. What is the optimum cost-time schedule for the project? What is this cost? Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 20 1 5 50 B 60 2 3 60 C 0 0 4 70 D 10 1 2 50 E 60 3 5 100 F 100 1 2 90 G 30 1 5 50 H 40 0 2 60 I 200 1 3 200 $730 D I E F Initial project duration 15 Total direct cost $ G B C H A 5 Chapter 9 Reducing Project Duration 325 Lar03342_ch09_304-337.indd Page 325 1/29/10 2:03:38 PM user-f497Lar03342_ch09_304-337.indd Page 325 1/29/10 2:03:38 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 5. If the indirect costs for each duration are $1,200 for 16 weeks, $1,130 for 15 weeks, $1,000 for 14 weeks, $900 for 13 weeks, $860 for 12 weeks, $820 for 11 weeks, and $790 for 10 weeks, compute the total costs for each duration. Plot these costs on a graph. What is the optimum cost-time schedule? Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 10 1 4 30 B 70 2 7 60 C 0 0 1 80 D 20 2 4 40 E 50 3 5 110 F 200 3 5 90 G 30 1 2 60 H 40 1 2 70 I 0 0 2 140 $680 Time unit 5 1 week D I E F Project duration 16 Total direct cost $ G B C H A 326 Chapter 9 Reducing Project Duration Lar03342_ch09_304-337.indd Page 326 1/29/10 2:03:38 PM user-f497Lar03342_ch09_304-337.indd Page 326 1/29/10 2:03:38 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 6. If the indirect costs for each duration are $300 for 27 weeks, $240 for 26 weeks, $180 for 25 weeks, $120 for 24 weeks, $60 for 23 weeks, and $50 for 22 weeks, compute the direct, indirect and total costs for each duration. What is the opti- mum cost-time schedule? The customer offers you $10 for every week you shorten the project from your original network. Would you take it? If so for how many weeks? Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 80 2 10 40 B 30 3 8 10 C 40 1 5 80 D 50 2 11 50 E 100 4 15 100 F 30 1 6 20 $300 Time unit 5 1 week B F C D Project duration Total direct cost $ A E B F C D Project duration Total direct cost $ A E Activities changed Chapter 9 Reducing Project Duration 327 Lar03342_ch09_304-337.indd Page 327 1/29/10 2:03:38 PM user-f497Lar03342_ch09_304-337.indd Page 327 1/29/10 2:03:38 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 7. Use the information contained below to compress one time unit per move using the least cost method. Reduce the schedule until you reach the crash point of the network. For each move identify what activity(s) was crashed, the adjusted total cost, and explain your choice if you have to choose between activities that cost the same. Note: Crash point of the network is the point in which the duration cannot be reduced any further. Direct Costs Normal Crash Activity Maximum ID Slope Crash Time Time Cost Time Cost A — 0 4 $50 0 — B $40 3 5 70 2 $190 C 40 1 5 80 4 120 D 40 2 4 40 2 120 E 40 2 5 60 3 140 F 40 1 5 50 4 90 G 30 1 4 70 3 100 H 30 1 4 80 3 110 I — 0 3 50 0 — Total direct normal costs—$550 4 D 5 B 4x A 5 5 F 5 E 4 3x I G 550Completion time: 21 Total cost $ 4 H 4 C 328 Chapter 9 Reducing Project Duration 8.* Use the information contained below to compress one time unit per move using the least cost method. Reduce the schedule until you reach the crash point of the network. For each move identify what activity(s) was crashed, the adjusted total cost, and explain your choice if you have to choose between activities that cost the same. If the indirect cost for each duration are $1,500 for 17 weeks, $1,450 for 16 weeks, $1,400 for 15 weeks, $1,350 for 14 weeks, $1,300 for 13 weeks, $1,250 * The solution to this exercise can be found in Appendix One. Lar03342_ch09_304-337.indd Page 328 2/18/10 3:13:21 PM user-f499Lar03342_ch09_304-337.indd Page 328 2/18/10 3:13:21 PM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208 for 12 weeks, $1,200 for 11 weeks, and $1,150 for 10 weeks, what is the opti- mum cost-time schedule for the project? What is the cost? D 4 A 3x I 2 E G Normal time 17 Total direct cost $2,000 C F 2 H 42x3 B 34 References Abdel-Hamid, T., and S. Madnick, Software Project Dynamics: An Integrated Approach (Englewood Cliffs, NJ: Prentice Hall, 1991). Baker, B. M., “Cost/Time Trade-off Analysis for the Critical Path Method,” Journal of the Operational Research Society, 48 (12) 1997, pp. 1241–44. Brooks, F. P., Jr., The Mythical Man-Month: Essays on Software Engineering Anniversary Edition (Reading, MA: Addison-Wesley Longman, Inc., 1994), pp. 15–26. DeMarco, T., Slack: Getting Past Burnout, Busywork, and the Myth of Total Efficiency (New York: Broadway, 2002). Ibbs, C. W., S. A. Lee, and M. I. Li, “Fast-Tracking’s Impact on Project Change,” Project Management Journal, 29 (4) 1998, pp. 35–42. Khang, D. B., and M.Yin, “Time, Cost, and Quality Tradeoff in Project Manage- ment,” International Journal of Project Management, 17 (4) 1999, pp. 249–56. Perrow, L. A., Finding Time: How Corporations, Individuals, and Families Can Benefit From New Work Practices (Ithaca, NY: Cornell University Press, 1997). Roemer, T. R., R. Ahmadi, and R. Wang, “Time-Cost Trade-offs in Overlapped Product Development,” Operations Research, 48 (6) 2000, pp. 858–65. Smith, P. G., and D. G. Reinersten, Developing Products in Half the Time (New York: Van Nostrand Reinhold, 1995). Verzuh, E., The Fast Forward MBA in Project Management (New York: John Wiley, 1999). Vroom, V. H., Work and Motivation (New York: John Wiley & Sons, 1964). Chapter 9 Reducing Project Duration 329 Act. Crash Cost (Slope) Maximum Crash Time Normal Time Normal Cost A 0 0 3 150 B 100 2 4 200 C 60 1 3 250 D 40 1 4 200 E 0 0 2 250 F 30 2 3 200 G 20 1 2 250 H 60 2 4 300 I 200 1 2 200 Lar03342_ch09_304-337.indd Page 329 1/29/10 2:03:38 PM user-f497Lar03342_ch09_304-337.indd Page 329 1/29/10 2:03:38 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN International Capital, Inc.—Part B Given the project network derived in Part A of the case from Chapter 7, Brown also wants to be prepared to answer any questions concerning compressing the project duration. This question will almost always be entertained by the account- ing department, review committee, and the client. To be ready for the compression question, Brown has prepared the following data in case it is necessary to crash the project. (Use your weighted average times (te) computed in Part A of the Inter- national Capital case found in Chapter 7.) Activity Normal Cost Maximum Crash Time Crash Cost/Day A $ 3,000 3 $ 500 B 5,000 2 1000 C 6,000 0 — D 20,000 3 3,000 E 10,000 2 1,000 F 7,000 1 1,000 G 20,000 2 3,000 H 8,000 1 2,000 I 5,000 1 2,000 J 7,000 1 1,000 K 12,000 6 1,000 Total normal costs 5 $103,000 Using the data provided, determine the activity crashing decisions and best-time cost project duration. Given the information you have developed, what suggestions would you give Brown to ensure she is well prepared for the project review commit- tee? Assume the overhead costs for this project are $700 per workday. Will this alter your suggestions? Case Whitbread World Sailboat Race Each year countries enter their sailing vessels in the nine-month Round the World Whitbread Sailboat Race. In recent years, about 14 countries entered sailboats in the race. Each year’s sailboat entries represent the latest technologies and human skills each country can muster. Bjorn Ericksen has been selected as a project manager because of his past expe- rience as a master helmsman and because of his recent fame as the “best designer of racing sailboats in the world.” Bjorn is pleased and proud to have the opportu- nity to design, build, test, and train the crew for next year’s Whitbread entry for his country. Bjorn has picked Karin Knutsen (as chief design engineer) and Trygve Wallvik (as master helmsman) to be team leaders responsible for getting next year’s entry ready for the traditional parade of all entries on the Thames River in the United Kingdom, which signals the start of the race. Case 330 Chapter 9 Reducing Project Duration Lar03342_ch09_304-337.indd Page 330 1/29/10 2:03:38 PM user-f497Lar03342_ch09_304-337.indd Page 330 1/29/10 2:03:38 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 331 As Bjorn begins to think of a project plan, he sees two parallel paths running through the project—design and construction and crew training. Last year’s boat will be used for training until the new entry can have the crew on board to learn maintenance tasks. Bjorn calls Karin and Trygve together to develop a project plan. All three agree the major goal is to have a winning boat and crew ready to compete in next year’s competition at a cost of $3.2 million. A check of Bjorn’s calendar indicates he has 45 weeks before next year’s vessel must leave port for the United Kingdom to start the race. THE KICKOFF MEETING Bjorn asks Karin to begin by describing the major activities and the sequence required to design, construct, and test the boat. Karin starts by noting that de- sign of the hull, deck, mast, and accessories should only take six weeks—given the design prints from past race entries and a few prints from other countries’ entries. After the design is complete, the hull can be constructed, the mast or- dered, sails ordered, and accessories ordered. The hull will require 12 weeks to complete. The mast can be ordered and will require a lead time of eight weeks; the seven sails can be ordered and will take six weeks to get; accessories can be ordered and will take 15 weeks to receive. As soon as the hull is finished, the bal- last tanks can be installed, requiring two weeks. Then the deck can be built, which will require five weeks. Concurrently, the hull can be treated with special sealant and friction-resistance coating, taking three weeks. When the deck is completed and mast and accessories received, the mast and sails can be installed, requiring two weeks; the accessories can be installed, which will take six weeks. When all of these activities have been completed, the ship can be sea-tested, which should take five weeks. Karin believes she can have firm cost estimates for the boat in about two weeks. Trygve believes he can start selecting the 12-man or woman crew and securing their housing immediately. He believes it will take six weeks to get a committed crew on-site and three weeks to secure housing for the crew members. Trygve re- minds Bjorn that last year’s vessel must be ready to use for training the moment the crew is on-site until the new vessel is ready for testing. Keeping the old vessel operating will cost $4,000 per week as long as it is used. Once the crew is on-site and housed, they can develop and implement a routine sailing and maintenance training program, which will take 15 weeks (using the old vessel). Also, once the crew is selected and on-site, crew equipment can be selected, taking only two weeks. Then crew equipment can be ordered; it will take five weeks to arrive. When the crew equipment and maintenance training program are complete, crew maintenance on the new vessel can begin; this should take 10 weeks. But crew maintenance on the new vessel cannot begin until the deck is complete and the mast, sails, and accessories have arrived. Once crew maintenance on the new ves- sel begins, the new vessel will cost $6,000 per week until sea training is complete. After the new ship maintenance is complete and while the boat is being tested, initial sailing training can be implemented; training should take seven weeks. Finally, after the boat is tested and initial training is complete, regular sea train- ing can be implemented—weather permitting; regular sea training requires eight weeks. Trygve believes he can put the cost estimates together in a week, given last year’s expenses. Bjorn is pleased with the expertise displayed by his team leaders. But he believes they need to have someone develop one of those critical path networks to see if Lar03342_ch09_304-337.indd Page 331 1/29/10 2:03:39 PM user-f497Lar03342_ch09_304-337.indd Page 331 1/29/10 2:03:39 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 332 Chapter 9 Reducing Project Duration they can safely meet the start deadline for the race. Karin and Trygve agree. Karin suggests the cost estimates should also include crash costs for any activities that can be compressed and the resultant costs for crashing. Karin also suggests the team complete the following priority matrix for project decision making: Constrain Enhance Accept Time Performance Cost FIGURE C9.1 Project Priority Matrix: Whitbread Project Bjorn reviews the materials and wonders if the project will come in within the budget of $3.2 million and in 45 weeks. Advise the Whitbread team of their situation. Normal Normal Crash Crash Activity Time Cost Time Cost Slope A Design 6 $ 40 4 $ 160 60 B Build hull 12 1,000 10 1,400 200 C Install ballast tanks 2 100 2 100 — D Order mast 8 100 7 140 40 E Order sails 6 40 6 40 — F Order accessories 15 600 13 800 100 G Build deck 5 200 5 200 — H Coat hull 3 40 3 40 — I Install accessories 6 300 5 400 100 J Install mast and sails 2 40 1 80 40 K Test 5 60 4 100 40 L Sea trials 8 200 7 450 250 M Select crew 6 10 5 20 10 N Secure housing 3 30 3 30 — O Select crew equipment 2 10 2 10 — P Order crew equipment 5 30 5 30 — Q Routine sail/maintenance 15 40 12 130 30 R Crew maintenance training 10 100 9 340 240 S Initial sail training 7 50 5 350 150 Total direct cost $2,990 TWO WEEKS LATER Karin and Trygve submit the following cost estimates for each activity and corre- sponding crash costs to Bjorn (costs are in thousands of dollars): Lar03342_ch09_304-337.indd Page 332 1/29/10 2:03:39 PM user-f497Lar03342_ch09_304-337.indd Page 332 1/29/10 2:03:39 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 333 Nightingale Project—A You are the assistant project manager to Rassy Brown, who is in charge of the Nightingale project. Nightingale was the code name given to the development of a handheld electronic medical reference guide. Nightingale would be designed for emergency medical technicians and paramedics who need a quick reference guide to use in emergency situations. Rassy and her project team were developing a project plan aimed at producing 30 working models in time for MedCON, the biggest medical equipment trade show each year. Meeting the MedCON October 25 deadline was critical to success. All the major medical equipment manufacturers demonstrated and took orders for new products at MedCON. Rassy had also heard rumors that competitors were considering developing a similar product, and she knew that being first to market would have a significant sales advantage. Besides, top management made funding contingent upon developing a workable plan for meeting the MedCON deadline. The project team spent the morning working on the schedule for Nightingale. They started with the WBS and developed the information for a network, adding activities when needed. Then the team added the time estimates they had collected for each activity. Following is the preliminary information for activities with dura- tion time and predecessors: Activity Description Duration Predecessor 1 Architectural decisions 10 None 2 Internal specifications 20 1 3 External specifications 18 1 4 Feature specifications 15 1 5 Voice recognition 15 2,3 6 Case 4 2,3 7 Screen 2 2,3 8 Speaker output jacks 2 2,3 9 Tape mechanism 2 2,3 10 Database 40 4 11 Microphone/soundcard 5 4 12 Pager 4 4 13 Barcode reader 3 4 14 Alarm clock 4 4 15 Computer I/O 5 4 16 Review design 10 5,6,7,8,9,10,11,12,13,14,15 17 Price components 5 5,6,7,8,9,10,11,12,13,14,15 18 Integration 15 16,17 19 Document design 35 16 20 Procure prototype components 20 18 21 Assemble prototypes 10 20 22 Lab test prototypes 20 21 23 Field test prototypes 20 19,22 24 Adjust design 20 23 25 Order stock parts 15 24 26 Order custom parts 2 24 27 Assemble first production unit 10 25, FS—8 time units 26, FS—13 time units 28 Test unit 10 27 29 Produce 30 units 15 28 30 Train sales representatives 10 29 Case Lar03342_ch09_304-337.indd Page 333 1/29/10 2:03:39 PM user-f497Lar03342_ch09_304-337.indd Page 333 1/29/10 2:03:39 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 334 Chapter 9 Reducing Project Duration Use any project network computer program available to you to develop the schedule for activities (see Case Appendix for further instructions)—noting late and early times, the critical path, and estimated completion for the project. Prepare a short memo that addresses the following questions: 1. Will the project as planned meet the October 25th deadline? 2. What activities lie on the critical path? 3. How sensitive is this network? Nightingale Project—B Rassy and the team were concerned with the results of your analysis. They spent the afternoon brainstorming alternative ways for shortening the project duration. They rejected outsourcing activities because most of the work was developmental in na- ture and could only be done in-house. They considered altering the scope of the project by eliminating some of the proposed product features. After much debate, they felt they could not compromise any of the core features and be successful in the marketplace. They then turned their attention to accelerating the completion of ac- tivities through overtime and adding additional technical manpower. Rassy had built into her proposal a discretionary fund of $200,000. She was willing to invest up to half of this fund to accelerate the project, but wanted to hold onto at least $100,000 to deal with unexpected problems. After a lengthy discussion, her team concluded that the following activities could be reduced at the specified cost: • Development of voice recognition system could be reduced from 15 days to 10 days at a cost of $15,000. • Creation of database could be reduced from 40 days to 35 days at a cost of $35,000. • Document design could be reduced from 35 days to 30 days at a cost of $25,000. • External specifications could be reduced from 18 days to 12 days at a cost of $20,000. • Procure prototype components could be reduced from 20 days to 15 days at a cost of $30,000. • Order stock parts could be reduced from 15 days to 10 days at a cost of $20,000. Ken Clark, a development engineer, pointed out that the network contained only finish-to-start relationships and that it might be possible to reduce project du- ration by creating start-to-start lags. For example, he said that his people would not have to wait for all of the field tests to be completed to begin making final adjust- ments in the design. They could start making adjustments after the first 15 days of testing. The project team spent the remainder of the day analyzing how they could introduce lags into the network to hopefully shorten the project. They concluded that the following finish-to-start relationships could be converted into lags: • Document design could begin 5 days after the start of the review design. • Adjust design could begin 15 days after the start of field test prototypes. Case Lar03342_ch09_304-337.indd Page 334 1/29/10 2:03:39 PM user-f497Lar03342_ch09_304-337.indd Page 334 1/29/10 2:03:39 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 335 • Order stock parts could begin 5 days after the start of adjust design. • Order custom parts could begin 5 days after the start of adjust design. • Training sales representatives could begin 5 days after the start of test unit and completed 5 days after the production of 30 units. As the meeting adjourns, Rassy turns to you and tells you to assess the options presented and try to develop a schedule that will meet the October 25th deadline. You are to prepare a report to be presented to the project team that answers the following questions: 1. Is it possible to meet the deadline? 2. If so, how would you recommend changing the original schedule (Part A) and why? Assess the relative impact of crashing activities versus introducing lags to shorten project duration. 3. What would the new schedule look like? 4. What other factors should be considered before finalizing the schedule? CASE APPENDIX: TECHNICAL DETAILS Create your project schedule and assess your options based on the following information: 1. The project will begin the first working day in January, 2010. 2. The following holidays are observed: January 1, Memorial Day (last Monday in May), July 4, Labor Day (first Monday in September), Thanksgiving Day (fourth Thursday in November), December 25 and 26. 3. If a holiday falls on a Saturday, then Friday will be given as an extra day off; if it falls on a Sunday, then Monday will be given as a day off. 4. The project team works Monday through Friday. 5. If you choose to reduce the duration of any one of the activities mentioned, then it must be for the specified time and cost (i.e., you cannot choose to reduce database to 37 days at a reduced cost; you can only reduce it to 35 days at a cost of $35,000). 6. You can only spend up to $100,000 to reduce project activities; lags do not con- tain any additional costs. The “Now” Wedding—Part A* On December 31 of last year, Lauren burst into the family living room and an- nounced that she and Connor (her college boyfriend) were going to be married. After recovering from the shock, her mother hugged her and asked, “When?” The following conversation resulted: Lauren: January 21. Mom: What? Case * This case was adapted from a case originally written by Professor D. Clay Whybark, University of North Carolina, Chapel Hill, N.C. Lar03342_ch09_304-337.indd Page 335 2/10/10 3:39:38 PM user-f497Lar03342_ch09_304-337.indd Page 335 2/10/10 3:39:38 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 336 Chapter 9 Reducing Project Duration Dad: The Now Wedding will be the social hit of the year. Wait a minute. Why so soon? Lauren: Because on January 30 Connor, who is in the National Guard, will be shipping out overseas. We want a week for a honeymoon. Mom: But Honey, we can’t possibly finish all the things that need to be done by then. Remember all the details that were involved in your sister’s wedding? Even if we start tomorrow, it takes a day to reserve the church and reception hall, and they need at least 14 days’ notice. That has to be done before we can start decorating, which takes 3 days. An extra $200 on Sunday would probably cut that 14 day notice to 7 days, though. Dad: Oh, boy! Lauren: I want Jane Summers to be my maid of honor. Dad: But she’s in the Peace Corps in Guatemala, isn’t she? It would take her 10 days to get ready and drive up here. Lauren: But we could fly her up in 2 days and it would only cost $1,000. Dad: Oh, boy! Mom: And catering! It takes 2 days to choose the cake and decorations, and Jack’s Catering wants at least 5 days’ notice. Besides, we’d have to have those things before we could start decorating. Lauren: Can I wear your wedding dress, Mom? Mother: Well, we’d have to replace some lace, but you could wear it, yes. We could order the lace from New York when we order the material for the bridesmaids’ dresses. It takes 8 days to order and receive the material. The pattern needs to be chosen first, and that would take 3 days. Dad: We could get the material here in 5 days if we paid an extra $20 to air- freight it. Oh, boy! Lauren: I want Mrs. Jacks to work on the dresses. Mom: But she charges $48 a day. Dad: Oh, boy! Mom: If we did all the sewing we could finish the dresses in 11 days. If Mrs. Jacks helped we could cut that down to 6 days at a cost of $48 for each day less than 11 days. She is very good too. Lauren: I don’t want anyone but her. Mom: It would take another 2 days to do the final fitting and 2 more days to clean and press the dresses. They would have to be ready by rehearsal night. We must have rehearsal the night before the wedding. Dad: Everything should be ready rehearsal night. Mom: We’ve forgotten something. The invitations! Dad: We should order the invitations from Bob’s Printing Shop, and that usu- ally takes 7 days. I’ll bet he would do it in 6 days if we slipped him an extra $20! Mom: It would take us 2 days to choose the invitation style before we could or- der them and we want the envelopes printed with our return address. Lauren: Oh! That will be elegant. Mom: The invitations should go out at least 10 days before the wedding. If we let them go any later, some of the relatives would get theirs too late to come and that would make them mad. I’ll bet that if we didn’t get them out until 8 days before the wedding, Aunt Ethel couldn’t make it and she would reduce her wedding gift by $200. Dad: Oh, boy!! Lar03342_ch09_304-337.indd Page 336 1/29/10 2:03:40 PM user-f497Lar03342_ch09_304-337.indd Page 336 1/29/10 2:03:40 PM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 9 Reducing Project Duration 337 Mom: We’ll have to take them to the Post Office to mail them and that takes a day. Addressing would take 3 days unless we hired some part-time girls and we can’t start until the printer is finished. If we hired the girls we could probably save 2 days by spending $40 for each day saved. Lauren: We need to get gifts for the bridesmaids. I could spend a day and do that. Mom: Before we can even start to write out those invitations we need a guest list. Heavens, that will take 4 days to get in order and only I can under- stand our address file. Lauren: Oh, Mom, I’m so excited. We can start each of the relatives on a differ- ent job. Mom: Honey, I don’t see how we can do it. Why, I’ve got to choose the invita- tions and patterns and reserve the church and . . . Dad: Why don’t you just take $3,000 and elope. Your sister’s wedding cost me $2,400 and she didn’t have to fly people up from Guatemala, hire extra girls and Mrs. Jacks, use airfreight, or anything like that. 1. Using a yellow sticky approach (see p. 153), develop a project network for the “Now” Wedding. 2. Create a schedule for the wedding using MS Project. Can you reach the dead- line of January 21 for the “Now” Wedding? If you cannot, what would it cost to make the January 21 deadline and which activities would you change? The “Now” Wedding—Part B Several complications arose during the course of trying to meet the deadline of January 20 for the “Now” Wedding rehearsal. Since Lauren was adamant on hav- ing the wedding on January 21 (as was Connor for obvious reasons), the implica- tions of each of these complications had to be assessed. 1. On January 1 the chairman of the Vestry Committee of the church was left un- impressed by the added donation and said he wouldn’t reduce the notice period from 14 to 7 days. 2. Mother comes down with the three-day flu as she starts work on the guest list January 2. 3. Bob’s Printing Shop press was down for one day on January 5 in order to replace faulty brushes in the electric motor. 4. The lace and dress material are lost in transit. Notice of the loss is received on January 10. Can the wedding still take place on January 21? If not to what options are available? Case Lar03342_ch09_304-337.indd Page 337 2/9/10 10:55:57 AM user-f498Lar03342_ch09_304-337.indd Page 337 2/9/10 10:55:57 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 C H A P T E R T E N Leadership: Being an Effective Project Manager 338 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Leadership: Being an Effective Project Manager Managing versus Leading a Project Managing Project Stakeholders Influence as Exchange Social Network Building Ethics and Project Management Building Trust: The Key to Exercising Influence Qualities of an Effective Project Manager Summary Lar03342_ch10_338-373.indd Page 338 2/3/10 4:38:04 PM user-f498Lar03342_ch10_338-373.indd Page 338 2/3/10 4:38:04 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 I couldn’t wait to be the manager of my own project and run the project the way I thought it should be done. Boy, did I have a lot to learn! —first-time project manager This chapter is based on the premise that one of the keys to being an effective project manager is building cooperative relationships among different groups of people to complete projects. Project success does not just depend on the perfor- mance of the project team. Success or failure often depends on the contribu- tions of top management, functional managers, customers, suppliers, contractors, and others. The chapter begins with a brief discussion of the differences between leading and managing a project. The importance of managing project stakeholders is then introduced. Managers require a broad influence base to be effective in this area. Different sources of influence are discussed and are used to describe how project managers build social capital. This management style necessitates con- stant interacting with different groups of people whom project managers de- pend on. Special attention is devoted to managing the critical relationship with top management and the importance of leading by example. The importance of gaining cooperation in ways that build and sustain the trust of others is em- phasized. The chapter concludes by identifying personal attributes associated with being an effective project manager. Subsequent chapters will expand on these ideas in a discussion of managing the project team and working with peo- ple outside the organization. Managing versus Leading a Project In a perfect world, the project manager would simply implement the project plan and the project would be completed. The project manager would work with others to formulate a schedule, organize a project team, keep track of progress, and an- nounce what needs to be done next, and then everyone would charge along. Of course no one lives in a perfect world, and rarely does everything go according to plan. Project participants get testy; they fail to complement each other; other de- partments are unable to fulfill their commitments; technical glitches arise; work takes longer than expected. The project manager’s job is to get the project back on track. A manager expedites certain activities; figures out ways to solve technical problems; serves as peacemaker when tensions rise; and makes appropriate trade- offs among time, cost, and scope of the project. However, project managers do more than put out fires and keep the project on track. They also innovate and adapt to ever-changing circumstances. They often have to deviate from what was planned and introduce significant changes in the project scope and schedule to respond to unforeseen threats or opportunities. For example, customers’ needs may change, requiring significant design changes midway 339 Lar03342_ch10_338-373.indd Page 339 1/29/10 10:09:06 AM user-f497Lar03342_ch10_338-373.indd Page 339 1/29/10 10:09:06 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 340 Chapter 10 Leadership: Being an Effective Project Manager through the project. Competitors may release new products that dictate crashing project deadlines. Working relationships among project participants may break down, requiring a reformulation of the project team. Ultimately, what was planned or expected in the beginning may be very different from what was accomplished by the end of the project. Project managers are responsible for integrating assigned resources to complete the project according to plan. At the same time they need to initiate changes in plans and schedules as persistent problems make plans unworkable. In other words, managers want to keep the project going while making necessary adjust- ments along the way. According to Kotter these two different activities represent the distinction between management and leadership. Management is about coping with complexity, while leadership is about coping with change. Good management brings about order and stability by formulating plans and objectives, designing structures and procedures, monitoring results against plans, and taking corrective action when necessary. Leadership involves recognizing and articulating the need to significantly alter the direction and operation of the project, aligning people to the new direction, and motivating them to work together to overcome hurdles produced by the change and to real- ize new objectives. Strong leadership, while usually desirable, is not always necessary to success- fully complete a project. Well-defined projects that encounter no significant sur- prises require little leadership, as might be the case in constructing a conventional apartment building in which the project manager simply administrates the project plan. Conversely, the higher the degree of uncertainty encountered on a project— whether in terms of changes in project scope, technological stalemates, break- downs in coordination between people, and so forth—the more leadership is required. For example, strong leadership would be needed for a software develop- ment project in which the parameters are always changing to meet developments in the industry. It takes a special person to perform both roles well. Some individuals are great visionaries who are good at exciting people about change. Too often though, these same people lack the discipline or patience to deal with the day-to-day drudgeries of managing. Likewise, there are other individuals who are very well organized and methodical but lack the ability to inspire others. Strong leaders can compensate for their managerial weaknesses by having trusted assistants who oversee and manage the details of the project. Conversely, a weak leader can complement his or her strengths by having assistants who are good at sensing the need to change and rallying project participants. Still, one of the things that makes good project managers so valuable to an organization is that they have the ability to both manage and lead a project. In doing so they recognize the need to manage project interfaces and build a social network that allows them to find out what needs to be done and obtain the cooperation necessary to achieve it. Managing Project Stakeholders First-time project managers are eager to implement their own ideas and manage their people to successfully complete their project. What they soon find out is that project success depends on the cooperation of a wide range of individuals, many Lar03342_ch10_338-373.indd Page 340 1/29/10 10:09:06 AM user-f497Lar03342_ch10_338-373.indd Page 340 1/29/10 10:09:06 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 341 of whom do not directly report to them. For example, during the course of a sys- tem integration project, a project manager was surprised by how much time she was spending negotiating and working with vendors, consultants, technical spe- cialists, and other functional managers: Instead of working with my people to complete the project, I found myself being con- stantly pulled and tugged by demands of different groups of people who were not di- rectly involved in the project but had a vested interest in the outcome. Too often when new project managers do find time to work directly on the proj- ect, they adopt a hands-on approach to managing the project. They choose this style not because they are power-hungry egomaniacs but because they are eager to achieve results. They become quickly frustrated by how slowly things operate, the number of people that have to be brought on board, and the difficulty of gaining cooperation. Unfortunately, as this frustration builds, the natural temptation is to exert more pressure and get more heavily involved in the project. These project managers quickly earn the reputation of “micro managing” and begin to lose sight of the real role they play on guiding a project. Some new managers never break out of this vicious cycle. Others soon realize that authority does not equal influence and that being an effective project man- ager involves managing a much more complex and expansive set of interfaces than they had previously anticipated. They encounter a web of relationships that requires a much broader spectrum of influence than they felt was necessary or even possible. For example, a significant project, whether it involves renovating a bridge, creat- ing a new product, or installing a new information system, will likely involve in one way or another working with a number of different groups of stakeholders. First, there is the core group of specialists assigned to complete the project. This group is likely to be supplemented at different times by professionals who work on specific segments of the project. Second, there are the groups of people within the perform- ing organization who are either directly or indirectly involved with the project. The most notable is top management, to whom the project manager is accountable. There are also other managers who provide resources and/or may be responsible for specific segments of the project, and administrative support services such as human resources, finance, etc. Depending on the nature of the project, there are a number of different groups outside the organization that influence the success of the project; the most important is the customer for which the project is designed (see Figure 10.1). Each of these groups of stakeholders brings different expertise, standards, pri- orities, and agendas to the project. Stakeholders are people and organizations that are actively involved in the project, or whose interests may be positively or nega- tively affected by the project. The sheer breadth and complexity of stakeholder relationships distinguish project management from regular management. To be effective, a project manager must understand how stakeholders can affect the project and develop methods for managing the dependency. The nature of these dependencies is identified here: • The project team manages and completes project work. Most participants want to do a good job, but they are also concerned with their other obligations and how their involvement on the project will contribute to their personal goals and aspirations. Lar03342_ch10_338-373.indd Page 341 1/29/10 10:09:06 AM user-f497Lar03342_ch10_338-373.indd Page 341 1/29/10 10:09:06 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 342 Chapter 10 Leadership: Being an Effective Project Manager • Project managers naturally compete with each other for resources and the sup- port of top management. At the same time they often have to share resources and exchange information. • Administrative support groups, such as human resources, information systems, purchasing agents, and maintenance, provide valuable support services. At the same time they impose constraints and requirements on the project such as the documentation of expenditures and the timely and accurate delivery of information. • Functional managers, depending on how the project is organized, can play a mi- nor or major role toward project success. In matrix arrangements, they may be responsible for assigning project personnel, resolving technical dilemmas, and overseeing the completion of significant segments of the project work. Even in dedicated project teams, the technical input from functional managers may be useful, and acceptance of completed project work may be critical to in-house projects. Functional managers want to cooperate up to a point, but only up to a certain point. They are also concerned with preserving their status within the organization and minimizing the disruptions the project may have on their own operations. • Top management approves funding of the project and establishes priorities within the organization. They define success and adjudicate rewards for Project manager Pro jec t Project Team Tea m Project managers Functional managers Administrative support Top management Other organizations Customers Government agencies Contractors Project sponsors FIGURE 10.1 Network of Stakeholders Lar03342_ch10_338-373.indd Page 342 1/29/10 10:09:07 AM user-f497Lar03342_ch10_338-373.indd Page 342 1/29/10 10:09:07 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 343 accomplishments. Significant adjustments in budget, scope, and schedule typically need their approval. They have a natural vested interest in the suc- cess of the project, but at the same time have to be responsive to what is best for the entire organization. • Project sponsors champion the project and use their influence to gain approval of the project. Their reputation is tied to the success of the project, and they need to be kept informed of any major developments. They defend the project when it comes under attack and are a key project ally. • Contractors may do all the actual work, in some cases, with the project team merely coordinating their contributions. In other cases, they are responsible for ancillary segments of the project scope. Poor work and schedule slips can affect work of the core project team. While contractors’ reputations rest with doing good work, they must balance their contributions with their own profit margins and their commitments to other clients. • Government agencies place constraints on project work. Permits need to be se- cured. Construction work has to be built to code. New drugs have to pass a rig- orous battery of U.S. Food and Drug Administration tests. Other products have to meet safety standards, for example, Occupational Safety and Health Administration standards. • Other organizations, depending on the nature of the project, may directly or in- directly affect the project. For example, suppliers provide necessary resources for completion of the project work. Delays, shortages, and poor quality can bring a project to a standstill. Public interest groups may apply pressure on government agencies. Customers often hire consultants and auditors to protect their interests on a project. • Customers define the scope of the project, and ultimate project success rests in their satisfaction. Project managers need to be responsive to changing customer needs and requirements and to meeting their expectations. Customers are pri- marily concerned with getting a good deal and, as will be elaborated in Chapter 11, this naturally breeds tension with the project team. These relationships are interdependent in that a project manager’s ability to work effectively with one group will affect her ability to manage other groups. For example, functional managers are likely to be less cooperative if they perceive that top management’s commitment to the project is waning. Conversely, the ability of the project manager to buffer the team from excessive interference from a client is likely to increase her standing with the project team. The project management structure being used will influence the number and degree of external dependencies that will need to be managed. One advantage of creating a dedicated project team is that it reduces dependencies, especially within the organization, because most of the resources are assigned to the project. Con- versely, a functional matrix structure increases dependencies, with the result that the project manager is much more reliant upon functional colleagues for work and staff. The old-fashioned view of managing projects emphasized directing and con- trolling subordinates; the new perspective emphasizes managing project stake- holders and anticipating change as the most important jobs. Project managers need to be able to assuage concerns of customers, sustain support for the project Lar03342_ch10_338-373.indd Page 343 1/29/10 10:09:07 AM user-f497Lar03342_ch10_338-373.indd Page 343 1/29/10 10:09:07 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 344 Chapter 10 Leadership: Being an Effective Project Manager at higher levels of the organization, quickly identify problems that threaten proj- ect work, while at the same time defend the integrity of the project and the inter- ests of the project participants. Within this web of relationships, the project manager must find out what needs to be done to achieve the goals of the project and build a cooperative network to accomplish it. Project managers must do so without the requisite authority to ex- pect or demand cooperation. Doing so requires sound communication skills, politi- cal savvy, and a broad influence base. See the Snapshot from Practice: The Project Manager as Conductor for more on what makes project managers special. Influence as Exchange To successfully manage a project, a manager must adroitly build a cooperative network among divergent allies. Networks are mutually beneficial alliances that are generally governed by the law of reciprocity. The basic principle is that “one good deed deserves another, and likewise, one bad deed deserves another.” The primary way to gain cooperation is to provide resources and services for others in exchange for future resources and services. This is the age-old maxim: “Quid pro quo (something for something).” Or in today’s vernacular: “You scratch my back, I’ll scratch yours.” Cohen and Bradford described the exchange view of influence as “currencies.” If you want to do business in a given country, you have to be prepared to use the appropriate currency, and the exchange rates can change over time as conditions change. In the same way, what is valued by a marketing manager may be different from what is valued by a veteran project engineer, and you are likely to need to use different influence currency to obtain the cooperation of each individual. Although this analogy is a bit of an oversimplification, the key premise holds true that in the long run, “debit” and “credit” accounts must be balanced for S N A P S H O T F R O M P R A C T I C E The Project Manager as Conductor Metaphors convey meaning beyond words. For example, a meeting can be described as being difficult or “like wading through molas- ses.” A popular metaphor for the role of a proj- ect manager is that of conductor. The conductor of an orchestra integrates the divergent sounds of different instruments to per- form a given composition and make beautiful music. Similarly, the project manager integrates the talents and contributions of different specialists to complete the project. Both have to be good at understanding how the different players contribute to the performance of the whole. Both are almost entirely depen- dent upon the expertise and know-how of the players. The con- ductor does not have command of all the musical instruments. Likewise, the project manager usually possesses only a small proportion of the technical knowledge to make decisions. As such, the conductor and project manager both facilitate the performance of others rather than actually perform. Conductors use their arms, baton, and other nonverbal gestures to influence the pace, intensity, and involvement of different musicians. Likewise, project managers orchestrate the completion of the project by managing the involvement and attention of project members. Project managers balance time and process and induce participants to make the right decisions at the right time just as the conductor induces the wind instruments to perform at the right moment in a move- ment. Each controls the rhythm and intensity of work by man- aging the tempo and involvement of the players. Finally, each has a vision that transcends the music score or project plan. To be successful they must both earn the confidence, respect, and trust of their players. Lar03342_ch10_338-373.indd Page 344 2/5/10 1:40:19 PM user-f499Lar03342_ch10_338-373.indd Page 344 2/5/10 1:40:19 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 345 cooperative relationships to work. Table 10.1 presents the commonly traded orga- nizational currencies identified by Cohen and Bradford; they are then discussed in more detail in the following sections. Task-Related Currencies This form of influence comes directly from the project manager’s ability to con- tribute to others’ accomplishing their work. Probably the most significant form of this currency is the ability to respond to subordinates’ requests for additional manpower, money, or time to complete a segment of a project. This kind of cur- rency is also evident in sharing resources with another project manager who is in need. At a more personal level, it may simply mean providing direct assistance to a colleague in solving a technical problem. Providing a good word for a colleague’s proposal or recommendation is an- other form of this currency. Because most work of significance is likely to gener- ate some form of opposition, the person who is trying to gain approval for a plan or proposal can be greatly aided by having a “friend in court.” Another form of this currency includes extraordinary effort. For example, ful- filling an emergency request to complete a design document in two days instead of the normal four days is likely to engender gratitude. Finally, sharing valuable infor- mation that would be useful to other managers is another form of this currency. Task-related currencies Resources Lending or giving money, budget increases, personnel, etc. Assistance Helping with existing projects or undertaking unwanted tasks. Cooperation Giving task support, providing quicker response time, or aiding implementation. Information Providing organizational as well as technical knowledge. Position-related currencies Advancement Giving a task or assignment that can result in promotion. Recognition Acknowledging effort, accomplishments, or abilities. Visibility Providing a chance to be known by higher-ups or significant others in the organization. Network/contacts Providing opportunities for linking with others. Inspiration-related currencies Vision Being involved in a task that has larger significance for the unit, organization, customer, or society. Excellence Having a chance to do important things really well. Ethical correctness Doing what is “right” by a higher standard than efficiency. Relationship-related currencies Acceptance Providing closeness and friendship. Personal support Giving personal and emotional backing. Understanding Listening to others’ concerns and issues. Personal-related currencies Challenge/learning Sharing tasks that increase skills and abilities. Ownership/involvement Letting others have ownership and influence. Gratitude Expressing appreciation. TABLE 10.1 Commonly Traded Organizational Currencies Source: Adapted from A. R. Cohen and David L. Bradford, Influence without Authority (New York: John Wiley & Sons, 1990). Reprinted by permission of John Wiley & Sons, Inc. Lar03342_ch10_338-373.indd Page 345 2/5/10 1:40:19 PM user-f499Lar03342_ch10_338-373.indd Page 345 2/5/10 1:40:19 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 346 Chapter 10 Leadership: Being an Effective Project Manager Position-Related Currencies This form of influence stems from the manager’s ability to enhance others’ posi- tions within their organization. A project manager can do this by giving someone a challenging assignment that can aid their advancement by developing their skills and abilities. Being given a chance to prove yourself naturally generates a strong sense of gratitude. Sharing the glory and bringing to the attention of higher-ups the efforts and accomplishments of others generate goodwill. Project managers confide that a useful strategy for gaining the cooperation of professionals in other departments/organizations is figuring out how to make these people look good to their bosses. For example, a project manager worked with a subcontractor whose organization was heavily committed to total quality management (TQM). The project manager made it a point in top-level briefing meetings to point out how quality improvement processes initiated by the contrac- tor contributed to cost control and problem prevention. Another variation of recognition is enhancing the reputation of others within the firm. “Good press” can pave the way for lots of opportunities, while “bad press” can quickly shut a person off and make it difficult to perform. This cur- rency is also evident in helping to preserve someone’s reputation by coming to the defense of someone unjustly blamed for project setbacks. Finally, one of the strongest forms of this currency is sharing contacts with other people. Helping individuals expand their own networks by introducing them to key people naturally engenders gratitude. For example, suggesting to a func- tional manager that he should contact Sally X if he wants to find out what is re- ally going on in that department or to get a request expedited is likely to engender a sense of indebtedness. Inspiration-Related Currencies Perhaps the most powerful form of influence is based on inspiration. Most sources of inspiration derive from people’s burning desire to make a difference and add meaning to their lives. Creating an exciting, bold vision for a project can elicit ex- traordinary commitment. For example, many of the technological breakthroughs associated with the introduction of the original Macintosh computer were attrib- uted to the feeling that the project members had a chance to change the way peo- ple approached computers. A variant form of vision is providing an opportunity to do something really well. Being able to take pride in your work often drives many people. Often the very nature of the project provides a source of inspiration. Discover- ing a cure for a devastating disease, introducing a new social program that will help those in need, or simply building a bridge that will reduce a major traffic bot- tleneck can provide opportunities for people to feel good about what they are do- ing and that they are making a difference. Inspiration operates as a magnet—pulling people as opposed to pushing people toward doing something. Relationship-Related Currencies These currencies have more to do with strengthening the relationship with some- one than directly accomplishing the project tasks. The essence of this form of in- fluence is forming a relationship that transcends normal professional boundaries and extends into the realm of friendship. Such relationships develop by giving personal and emotional backing. Picking people up when they are feeling down, Lar03342_ch10_338-373.indd Page 346 2/5/10 1:40:19 PM user-f499Lar03342_ch10_338-373.indd Page 346 2/5/10 1:40:19 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 347 boosting their confidence, and providing encouragement naturally breed goodwill. Sharing a sense of humor and making difficult times fun is another form of this currency. Similarly, engaging in non-work-related activities such as sports and family outings is another way relationships are naturally enhanced. Perhaps the most basic form of this currency is simply listening to other people. Psychologists suggest that most people have a strong desire to be understood and that relationships break down because the parties stop listening to each other. Sharing personal secrets/ambitions and being a wise confidant also creates a spe- cial bond between individuals. Personal-Related Currencies This last form of currency deals with individual needs and an overriding sense of self-esteem. Some argue that self-esteem is a primary psychological need; the extent to which we can help others feel a sense of importance and personal worth will naturally generate goodwill. A project manager can enhance a col- league’s sense of worth by sharing tasks that increase skills and abilities, delegat- ing authority over work so that others experience ownership, and allowing individuals to feel comfortable stretching their abilities. This form of currency can also be seen in sincere expressions of gratitude for the contributions of oth- ers. Care, though, must be exercised in expressing gratitude since it is easily de- valued when overused. That is, the first thank you is likely to be more valued than the twentieth. The bottom line is that a project manager will be influential only insofar as she can offer something that others value. Furthermore, given the diverse cast of peo- ple a project manager depends on, it is important that she be able to acquire and exercise different influence currencies. The ability to do so will be constrained in part by the nature of the project and how it is organized. For example, a project manager who is in charge of a dedicated team has considerably more to offer team members than a manager who is given the responsibility of coordinating the ac- tivities of different professionals across different departments and organizations. In such cases, that manager will probably have to rely more heavily on personal and relational bases of influence to gain the cooperation of others. Social Network Building Mapping Dependencies The first step to building a social network is identifying those on whom the project depends for success. The project manager and his or her key assistants need to ask the following questions: • Whose cooperation will we need? • Whose agreement or approval will we need? • Whose opposition would keep us from accomplishing the project? Many project managers find it helpful to draw a map of these dependencies. For example, Figure 10.2 contains the dependencies identified by a project manager responsible for installing a new financial software system in her company. It is always better to overestimate rather than underestimate dependencies. All too often, otherwise talented and successful project managers have been derailed because they were blindsided by someone whose position or power they had not Lar03342_ch10_338-373.indd Page 347 2/5/10 1:40:20 PM user-f499Lar03342_ch10_338-373.indd Page 347 2/5/10 1:40:20 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 348 Chapter 10 Leadership: Being an Effective Project Manager anticipated. After identifying whom you will depend on, you are ready to “step into their shoes” and see the project from their perspective: • What differences exist between myself and the people on whom I depend (goals, values, pressures, working styles, risks)? • How do these different people view the project (supporters, indifferents, antagonists)? • What is the current status of the relationship I have with the people I depend on? • What sources of influence do I have relative to those on whom I depend? Once you start this analysis you can begin to appreciate what others value and what currencies you might have to offer as a basis on which to build a working re- lationship. You begin to realize where potential problems lie—relationships in which you have a current debit or no convertible currency. Furthermore, diagnos- ing another’s point of view as well as the basis for their positions will help you an- ticipate their reactions and feelings about your decisions and actions. This information is vital for selecting the appropriate influence strategy and tactics and conducting win/win negotiations. For example, after mapping her dependency network, the project manager who was in charge of installing the software system realized that she was likely to have serious problems with the manager of the receipts department, who would be one of the primary users of the software. She had no previous history of working with this individual but had heard through the grapevine that the manager was upset with the choice of software and that he considered this project to be another un- necessary disruption of his department’s operation. Prior to project initiation the project manager arranged to have lunch with the manager, where she sat patiently Software installation project Billing and receipts Purchasing Top management Software vendor Inventory Information technology manager Information technology director Shipping FIGURE 10.2 Dependencies for Financial Software Installation Project Lar03342_ch10_338-373.indd Page 348 2/5/10 1:40:20 PM user-f499Lar03342_ch10_338-373.indd Page 348 2/5/10 1:40:20 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 349 and listened to his concerns. She invested additional time and attention to educate him and his staff about the benefits of the new software. She tried to minimize the disruptions the transition would cause in his department. She altered the imple- mentation schedule to accommodate his preferences as to when the actual soft- ware would be installed and the subsequent training would occur. In turn, the receipts manager and his people were much more accepting of the change, and the transition to the new software went more smoothly than anticipated. Management by Wandering Around (MBWA) The preceding example illustrates the next step in building a supportive social network. Once you have established who the key players are that will determine success, then you initiate contact and begin to build a relationship with those players. Building this relationship requires a management style employees at Hewlett-Packard refer to as “management by wandering around” (MBWA) to re- flect that managers spend the majority of their time outside their offices. MBWA is somewhat of a misnomer in that there is a purpose/pattern behind the “wan- dering.” Through face-to-face interactions, project managers are able to stay in touch with what is really going on in the project and build cooperation essential to project success. Effective project managers initiate contact with key players to keep abreast of developments, anticipate potential problems, provide encouragement, and reinforce the objectives and vision of the project. They are able to intervene to resolve con- flicts and prevent stalemates from occurring. In essence, they “manage” the project. By staying in touch with various aspects of the project they become the focal point for information on the project. Participants turn to them to obtain the most current and comprehensive information about the project which reinforces their central role as project manager. We have also observed less-effective project managers who eschew MBWA and attempt to manage projects from their offices and computer terminals. Such manag- ers proudly announce an open-door policy and encourage others to see them when a problem or an issue comes up. To them no news is good news. This allows their contacts to be determined by the relative aggressiveness of others. Those who take the initiative and seek out the project manager get too high a proportion of the proj- ect manager’s attention. Those people less readily available (physically removed) or more passive get ignored. This behavior contributes to the adage, “Only the squeaky wheel gets greased,” which breeds resentment within the project team. Effective project managers also find the time to regularly interact with more distal stakeholders. They keep in touch with suppliers, vendors, top management, and other functional managers. In doing so they maintain familiarity with differ- ent parties, sustain friendships, discover opportunities to do favors, and under- stand the motives and needs of others. They remind people of commitments and champion the cause of their project. They also shape people’s expectations (see Snapshot from Practice: Managing Expectations). Through frequent communica- tion they alleviate people’s concerns about the project, dispel rumors, warn people of potential problems, and lay the groundwork for dealing with setbacks in a more effective manner. Unless project managers take the initiative to build a network of supportive relationships, they are likely to see a manager (or other stakeholder) only when there is bad news or when they need a favor (e.g., they don’t have the data they promised or the project has slipped behind schedule). Without prior, frequent, Lar03342_ch10_338-373.indd Page 349 2/5/10 1:40:20 PM user-f499Lar03342_ch10_338-373.indd Page 349 2/5/10 1:40:20 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 350 Chapter 10 Leadership: Being an Effective Project Manager easy give-and-take interactions around nondecisive issues, the encounter prompted by the problem is likely to provoke excess tension. The parties are more likely to act defensively, interrupt each other, and lose sight of the common problem. Experienced project managers recognize the need to build relationships before they need them. They initiate contact with the key stakeholders at times when there are no outstanding issues or problems and therefore no anxieties and suspi- cions. On these social occasions, they engage in small talk and responsive banter. They respond to others’ requests for aid, provide supportive counsel, and exchange information. In doing so they establish credit in that relationship, which will allow them to deal with more serious problems down the road. When one person views another as pleasant, credible, and helpful based on past contact, he or she is much more likely to be responsive to requests for help and less confrontational when problems arise. Managing Upward Relations Research consistently points out that project success is strongly affected by the de- gree to which a project has the support of top management. Such support is re- flected in an appropriate budget, responsiveness to unexpected needs, and a clear signal to others in the organization of the importance of cooperation. Visible top management support is not only critical for securing the support of other managers within an organization, but it also is a key factor in the project manager’s ability to motivate the project team. Nothing establishes a manager’s S N A P S H O T F R O M P R A C T I C E Managing Expectations* Dorothy Kirk, a project management consultant and program manager with Financial Solutions Group of Mynd, offers several keen insights about the art of managing stakeholder expectations: . . . expectations are hardy. All they need to take root is the absence of evidence to the contrary. Once rooted, the unspoken word encourages growth. They can develop and thrive without being grounded in reality. For this reason, project managers do daily battle with unrealistic expectations. She goes on to offer several tips for managing expectations: • The way you present information can either clarify or muddy expectations. For example, if you estimate that a task will take 317 hours, you are setting high expectations by your precision. The stakeholder is likely to be unhappy if it takes 323 hours. The stakeholder will not be unhappy with 323 hours if you quoted an estimate of 300–325 hours. • Recognize that it is only human nature to interpret a situation in one’s best interest. For example, if you tell someone it will be done by January, you are inclined to interpret it to your advantage and assume you have to the end of January, while the other person believes it will be done January 1st. • Seize every opportunity to realign expectations with real- ity. Too often we avoid opportunities to adjust expectations because we hold onto a false hope that things will some- how work out. • Do not ask for stakeholder suggestions for improvement if you do not intend to do something with their input. Asking for their input raises expectations. • State the obvious. What is obvious to you may be obscure to others. • Don’t avoid delivering bad news. Communicate openly and in person. Expect some anger and frustration. Do not get defensive in return. Be prepared to explain the impact of the problems. For example, never say the project is go- ing to be late without being able to give a new date. Ex- plain what you are doing to see that this does not continue to happen. All stakeholders have expectations about the schedule, cost, and project benefits. Project managers need to listen for, un- derstand, and manage these expectations. * D. Kirk, “Managing Expectations,” PM Network, August 2000, pp. 59–62. Lar03342_ch10_338-373.indd Page 350 2/5/10 1:40:20 PM user-f499Lar03342_ch10_338-373.indd Page 350 2/5/10 1:40:20 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 351 right to lead more than her ability to defend. To win the loyalty of team members, project managers have to be effective advocates for their projects. They have to be able to get top management to rescind unreasonable demands, provide additional resources, and recognize the accomplishments of team members. This is more eas- ily said than done. Working relationships with upper management is a common source of conster- nation. Laments like the following are often made by project managers about up- per management: They don’t know how much it sets us back losing Neil to another project. I would like to see them get this project done with the budget they gave us. I just wish they would make up their minds as to what is really important. While it may seem counterintuitive for a subordinate to “manage” a superior, smart project managers devote considerable time and attention to influencing and garnering the support of top management. Project managers have to accept pro- found differences in perspective and become skilled at the art of persuading superiors. Many of the tensions that arise between upper management and project man- agers are a result of differences in perspective. Project managers become naturally absorbed with what is best for their project. To them the most important thing in the world is their project. Top management should have a different set of priori- ties. They are concerned with what is best for the entire organization. It is only natural for these two interests to conflict at times. For example, a project manager may lobby intensively for additional personnel only to be turned down because top management believes that the other departments cannot afford a reduction in staff. Although frequent communication can minimize differences, the project manager has to accept the fact that top management is inevitably going to see the world differently. Once project managers accept that disagreements with superiors are more a question of perspective than substance, they can focus more of their energy on the art of persuading upper management. But before they can persuade superiors, they must first prove loyalty. Loyalty in this context simply means that most of the time project managers have to show that they consistently follow through on requests and adhere to the parameters established by top management without a great deal of grumbling or fuss. Once managers have proven loyalty to upper man- agement, senior management is much more receptive to their challenges and requests. Project managers have to cultivate strong ties with upper managers who are sponsoring the project. As noted earlier, these are high-ranking officials who championed approval and funding of the project; as such, their reputations are aligned with the project. Sponsors are also the ones who defend the project when it is under attack in upper circles of management. They shelter the project from excessive interference (see Figure 10.3). Project managers should always keep such people informed of any problems that may cause embarrassment or disappoint- ment. For example, if costs are beginning to outrun the budget or a technical glitch is threatening to delay the completion of the project, managers make sure that the sponsors are the first to know. Timing is everything. Asking for additional budget the day after disappointing third-quarter earnings are reported is going to be much more difficult than making a similar request four weeks later. Good project managers pick the optimum time to appeal to top management. They enlist their project sponsors to lobby their Project sponsor Project FIGURE 10.3 The Significance of a Project Sponsor Lar03342_ch10_338-373.indd Page 351 2/5/10 1:40:20 PM user-f499Lar03342_ch10_338-373.indd Page 351 2/5/10 1:40:20 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 cause. They also realize there are limits to top management’s accommodations. Here, the Lone Ranger analogy is appropriate—you have only so many silver bul- lets, so use them wisely. Project managers need to adapt their communication pattern to that of the se- nior group. For example, one project manager recognized that top management had a tendency to use sports metaphors to describe business situations, so she framed a recent slip in schedule by admitting that “we lost five yards, but we still have two plays to make a first down.” Smart project managers learn the language of top management and use it to their advantage. Finally, a few project managers admit ignoring chains of command. If they are confident that top management will reject an important request and that what they want to do will benefit the project, they do it without asking permission. While acknowledging that this is very risky, they claim that bosses typically won’t argue with success. Leading by Example A highly visible, interactive management style is not only essential to building and sustaining cooperative relationships, it also allows project managers to utilize their most powerful leadership tool—their own behavior. Often, when faced with Ancona and Caldwell studied the performance of 45 new-product teams in five high-technology companies and produced some startling results. The most significant was that internal team dynam- ics were not related to performance. That is, high- performance teams were not distinguished by clearer goals, smoother workflow among members, or greater ability to satisfy the individual goals of team members. What re- lated to team performance were level and intensity of external interactions between the project team and the rest of the orga- nization. Ancona and Caldwell identified four key patterns of ac- tivity which contribute to creating a high-performance team: 1. Ambassador activities are aimed at representing the team to others and protecting the team from interference. The project manager typically takes on this responsibility, which involves buffering the team from political pressures and building support for the project within the hierarchy of the company. 2. Task coordinator activities are aimed at coordinating the team’s efforts with other units and organizations. Unlike the ambassador role, which is focused upward, these are more lateral activities and involve negotiating and inter- acting with interested parties within the organization. 3. Scouts act as a scout on an expedition; that is, they go out from the team to bring back information about what is go- ing on elsewhere in the organization. This is a much less focused task than task coordinator. 4. Guard activities differ from the other activities in that they are intended to keep information and resources inside the team, preventing drainage out of the group. A key guard activity is keeping necessary information secret until it is appropriate to share it. Ancona and Caldwell found that the importance of these activities varies during the product development life cycle if the project team is to be successful. For example, scouting activities are more critical during the creation phase, when the product idea is being formulated and the team is being developed. Ambassador activities are especially critical dur- ing the development phase, when product specifications have been agreed upon and the major task is developing a prototype. Ancona and Caldwell caution that their findings do not mean that teamwork and the internal operations of a project team are not important to project success. Effective team dynamics are necessary to successfully integrate informa- tion from outside sources and coordinate activities across groups. Their research supports the adage that problems and opportunities often lie at the borders of projects, and that one of the primary jobs of a project manager is to man- age the interface between his or her team and the rest of the organization. * D. G. Ancona and D. Caldwell, “Improving the Performance of New- Product Teams,” Research Technology Management, Vol. 33, No. 2 (March–April 1990), pp. 25–29. Research Highlight Improving the Performance of New-Product Teams* 352 Lar03342_ch10_338-373.indd Page 352 2/5/10 1:40:21 PM user-f499Lar03342_ch10_338-373.indd Page 352 2/5/10 1:40:21 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 353 uncertainty, people look to others for cues as to how to respond and demonstrate a propensity to mimic the behavior of superiors. A project manager’s behavior symbolizes how other people should work on the project. Through her behavior a project manager can influence how others act and respond to a variety of issues related to the project. (See Snapshot from Practice: Leading at the Edge for a dramatic example of this.) S N A P S H O T F R O M P R A C T I C E Leading at the Edge* In 1914, the intrepid explorer Ernest Shackleton embarked on the Endurance with his team of seamen and scientists, intent upon crossing the unexplored Antarctic continent. What hap- pened in the two years between their departure and their ulti- mate incredible rescue has rarely been matched in the annals of survival: a ship crushed by expanding ice pack . . . a crew stranded on the floes of the frozen Weddell Sea . . . two peril- ous treks in open boats across a raging Southern Ocean . . . a team marooned on the wild, forlorn Elephant Island, stretched to the limits of human endurance. This adventure provided the basis for the book Leading at the Edge: Leadership Lessons from the Extraordinary Saga of Shackleton’s Antarctic Expedition written by Dennis Perkins. Perkins provides numerous incidents of how Shackleton’s per- sonal example influenced the behavior of his beleaguered crew. For example, from the beginning of the Trans-Atlantic expedition to its end Shackleton consistently encouraged be- havior that emphasized caring and respect: After the destruction of the Endurance Shackleton heated hot milk for the crew and went from tent to tent with the “life giv- ing” drink. After the sail to the island of South Georgia, when the exhausted crew had landed, Shackleton took the first watch, which he kept for three hours instead of the usual one. Crew members emulated the caring behaviors that Shackleton modeled. A good example of this occurred during one of the most dramatic moments in the Endurance saga. The food sup- ply had dwindled to perilously low levels. Less than a week’s supply remained, and the tiny ration of seal steak usually served at breakfast was eliminated. The waste meat generally used to feed the dogs was inspected for edible scraps. Under these wretched conditions, and after a wet sleepless night, an argument broke out among some of the team mem- bers. Caught in the middle, one crew member (Greenstreet) spilled his tiny ration of powdered milk and shouted at the biol- ogist (Clark). Alfred Lansing described what happened next: Greenstreet paused to get his breath, and in that instant his anger was spent and he suddenly fell silent. Everyone else in the tent became quiet, too, and looked at Greenstreet, shaggy-haired, bearded, and filthy with blubber soot, holding his empty mug in his hand and looking helplessly down into the snow that had thirstily soaked up his precious milk. The loss was so tragic he seemed almost on the point of weeping. Without speaking, Clark reached out and poured some milk into Greenstreet’s mug. Then Worsely, then Macklin, and Rickerson and Kerr, Orde-Lees, and finally Blackborrow. They finished in silence. * Adapted from Dennis N. T. Perkins, Leading at the Edge: Leadership Lessons from the Extraordinary Saga of Shackleton’s Antarctica Expedition (New York: AMACOM Press, 2000), pp. 94–95; and Alfred Lansing, Endurance: Shackleton’s Incredible Voyage (New York: Carroll & Graf, 1998), p. 127. © Topham/The Image Works Lar03342_ch10_338-373.indd Page 353 3/4/10 2:43:08 AM user-f497Lar03342_ch10_338-373.indd Page 353 3/4/10 2:43:08 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 354 Chapter 10 Leadership: Being an Effective Project Manager To be effective, project managers must “walk the talk” (see Figure 10.4). Six as- pects of leading by example are discussed next. Priorities Actions speak louder than words. Subordinates and others discern project manag- ers’ priorities by how they spend their time. If a project manager claims that this project is critical and then is perceived as devoting more time to other projects, then all his verbal reassurances are likely to fall on deaf ears. Conversely, a project manager who takes the time to observe a critical test instead of simply waiting for a report affirms the importance of the testers and their work. Likewise, the types of questions project managers pose communicate priorities. By repeatedly asking how specific issues relate to satisfying the customer, a project manager can rein- force the importance of customer satisfaction. Urgency Through their actions project managers can convey a sense of urgency, which can permeate project activities. This urgency in part can be conveyed through strin- gent deadlines, frequent status report meetings, and aggressive solutions for expe- diting the project. The project manager uses these tools like a metronome to pick up the beat of the project. At the same time, such devices will be ineffective if there is not also a corresponding change in the project manager’s behavior. If they want others to work faster and solve problems quicker, then they need to work faster. They need to hasten the pace of their own behavior. They should accelerate the frequency of their interactions, talk and walk more quickly, get to work sooner, and leave work later. By simply increasing the pace of their daily interaction pat- terns, project managers can reinforce a sense of urgency in others. Problem Solving How project managers respond to problems sets the tone for how others tackle problems. If bad news is greeted by verbal attacks, then others will be reluctant to Urgency Standards of performance Cooperation Problem solving Ethics Priorities Leading by example FIGURE 10.4 Leading by Example Lar03342_ch10_338-373.indd Page 354 2/5/10 1:40:21 PM user-f499Lar03342_ch10_338-373.indd Page 354 2/5/10 1:40:21 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 355 be forthcoming. If the project manager is more concerned with finding out who is to blame instead of how to prevent problems from happening again, then others will tend to cover their tracks and cast the blame elsewhere. If, on the other hand, project managers focus more on how they can turn a problem into an opportunity or what can be learned from a mistake, then others are more likely to adopt a more proactive approach to problem solving. Cooperation How project managers act toward outsiders influences how team members inter- act with outsiders. If a project manager makes disparaging remarks about the “idiots” in the marketing department, then this oftentimes becomes the shared view of the entire team. If project managers set the norm of treating outsiders with respect and being responsive to their needs, then others will more likely follow suit. Standards of Performance Veteran project managers recognize that if they want participants to exceed proj- ect expectations then they have to exceed others’ expectations of a good project manager. They establish a high standard for project performance through the quality of their daily interactions. They respond quickly to the needs of others, carefully prepare and run crisp meetings, stay on top of all the critical issues, facil- itate effective problem solving, and stand firm on important matters. Ethics How others respond to ethical dilemmas that arise in the course of a project will be influenced by how the project manager has responded to similar dilemmas. In many cases, team members base their actions on how they think the project man- ager would respond. If project managers deliberately distort or withhold vital in- formation from customers or top management, then they are signaling to others that this kind of behavior is acceptable. Project management invariably creates a variety of ethical dilemmas; this would be an appropriate time to delve into this topic in more detail. Ethics and Project Management Questions of ethics have already arisen in previous chapters that discussed pad- ding of cost and time estimations, exaggerating pay-offs of project proposals, and so forth. Ethical dilemmas involve situations where it is difficult to determine whether conduct is right or wrong. Is it acceptable to falsely assure customers that everything is on track when, in reality, you are only doing so to prevent them from panicking and making matters worse? In a survey of project managers, 81 percent reported that they encounter ethi- cal issues in their work. These dilemmas range from being pressured to alter status reports, backdate signatures, or shade documentation to mask the reality of proj- ect progress to falsifying cost accounts, compromising safety standards to acceler- ate progress, and approving shoddy work. Project management is complicated work, and, as such, ethics invariably in- volve gray areas of judgment and interpretation. For example, it is difficult to dis- tinguish deliberate falsification of estimates from genuine mistakes or the willful exaggeration of project payoffs from genuine optimism. It becomes problematic to Lar03342_ch10_338-373.indd Page 355 2/5/10 1:40:21 PM user-f499Lar03342_ch10_338-373.indd Page 355 2/5/10 1:40:21 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 356 Chapter 10 Leadership: Being an Effective Project Manager S N A P S H O T F R O M P R A C T I C E The Collapse of Arthur Andersen* “Think straight and talk straight” was the principle on which Arthur E. Andersen built his accounting firm in the early 1900s. It was a phrase his mother taught him and became the firm’s motto. The commitment to integrity and a systematic, planned approach to work were instrumental in Arthur Andersen becoming one of the largest and best-known accounting firms in the world. Working for Arthur Andersen was not for everyone. It could be a tough culture. It was much too hierarchical and top down for the more free spirited. Many people left after less than two years, believing the rewards did not warrant the de- mands that were made on them. Others learned to play by the rules and some even thrived. To remain in the firm, staff mem- bers were expected to work hard, respect authority of rank, and maintain a high level of conformity. In return they were rewarded with support, promotion, and the possibility of mak- ing partner. Those individuals who made a career with the firm grew old together, professionally and personally, and most had never worked anywhere else. To these survivors, Andersen was their second family, and they developed strong loyalties to the firm and its culture. (p. 133) On October 23, 2001, David Duncan told his Enron project team that they needed to start complying with Andersen’s new policy on handling audit documents. The policy had been instituted to make sure that the firm’s extraneous paperwork could not be used in court cases. Although the document reten- tion policy required that papers supporting the firm’s opinions and audit be retained, it allowed a broad category of second- ary documents to be destroyed. The team reacted with stunned silence to Duncan’s directive. Then everyone got up and be- gan racing to do what they had been told to do. No one asked Duncan to explain further. None asked whether what they were doing was wrong. No one questioned whether what he or she were doing might be illegal. Andersen’s Houston staff just reacted, following orders without question. On November 9, 2001, the day after the Securities Ex- change Commission (SEC) issued a subpoena to Andersen, the shredding stopped. More than one ton of documents had been destroyed and 30,000 e-mails and Enron-related computer files erased. According to Andersen’s legal defense team, the shredding was business as usual. The lawyers claimed that the shredding was standard practice for eliminating unneces- sary files. To the SEC, it appeared to be the start of a deep cover-up operation. Subsequently one of the most respected accounting firms in the world closed its doors. * Susan E. Squires, Cynthia J. Smith, Lorna McDougall, and William R. Yeak, Inside Arthur Andersen: Shifting Values, Unexpected Conse- quences (Upper Saddle River, NJ: Prentice Hall, 2004). © AP Photo/Stephen J. Carrera Lar03342_ch10_338-373.indd Page 356 3/4/10 1:29:32 AM user-f497Lar03342_ch10_338-373.indd Page 356 3/4/10 1:29:32 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 Chapter 10 Leadership: Being an Effective Project Manager 357 determine whether unfulfilled promises were deliberate deception or an appropri- ate response to changing circumstances. To provide greater clarity to business ethics, many companies and profes- sional groups publish a code of conduct. Cynics see these documents as simply window dressing, while advocates argue that they are important, albeit limited, first steps. In practice, personal ethics do not lie in formal statutes but at the in- tersection of one’s work, family, education, profession, religious beliefs, and daily interactions. Most project managers report that they rely on their own pri- vate sense of right and wrong—what one project manager called his “internal compass.” One common rule of thumb for testing whether a response is ethical is to ask, “Imagine that whatever you did was going to be reported on the front page of your local newspaper. How would you like that? Would you be comfortable?” Unfortunately, scandals at Enron, Worldcom, and Arthur Andersen have dem- onstrated the willingness of highly trained professionals to abdicate personal re- sponsibility for illegal actions and to obey the directives of superiors (see Snapshot from Practice: The Collapse of Arthur Andersen). Top management and the culture of an organization play a decisive role in shaping members’ be- liefs of what is right and wrong. Many organizations encourage ethical transgres- sions by creating a “win at all cost” mentality. The pressures to succeed obscure consideration of whether the ends justify the means. Other organizations place a premium on “fair play” and command a market position by virtue of being trust- worthy and reliable. Many project managers claim that ethical behavior is its own reward. By fol- lowing your own internal compass your behavior expresses your personal values. Others suggest that ethical behavior is doubly rewarding. You not only are able to fall asleep at night but you also develop a sound and admirable reputation. As will be explored in the next section, such a reputation is essential to establishing the trust necessary to exercise influence effectively. Building Trust: The Key to Exercising Influence We all know people who have influence but whom we do not trust; these individu- als are often referred to as “political animals” or “jungle fighters.” While these individuals are often very successful in the short run, the prevalent sense of mis- trust prohibits long-term efficacy. Successful project managers not only need to be influential, they also need to exercise influence in a manner that builds and sus- tains the trust of others. The significance of trust can be discerned by its absence. Imagine how differ- ent a working relationship is when you distrust the other party as opposed to trusting them. When people distrust each other, they often spend inordinate amounts of time and energy attempting to discern hidden agendas and the true meaning of communications and then securing guarantees to promises. They are much more cautious with each other and hesitant to cooperate. Here is what one line manager had to say about how he reacted to a project manager he did not trust: Whenever Jim approached me about something, I found myself trying to read between the lines to figure what was really going on. When he made a request, my initial reaction was “no” until he proved it. Lar03342_ch10_338-373.indd Page 357 2/5/10 1:40:22 PM user-f499Lar03342_ch10_338-373.indd Page 357 2/5/10 1:40:22 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 358 Chapter 10 Leadership: Being an Effective Project Manager Conversely, trust is the “lubricant” that maintains smooth and efficient interac- tions. When you trust, people are more likely to take your actions and intentions at face value when circumstances are ambiguous. For example, here is what a func- tional manager had to say about how he dealt with a project manager he trusted: If Sally said she needed something, no questions were asked. I knew it was important or she wouldn’t have asked. Trust is an elusive concept. It is hard to nail down in precise terms why some project managers are trusted and others are not. One popular way to understand trust is to see it as a function of character and competence. Character focuses on personal motives (i.e., does he or she want to do the right thing?), while compe- tence focuses on skills necessary to realize motives (i.e., does he or she know the right things to do?). Stephen Covey resurrected the significance of character in leadership literature in his best-selling Seven Habits of Highly Effective People. Covey criticized popu- lar management literature as focusing too much on shallow human relations skills and manipulative techniques, which he labeled the personality ethic. He argues that at the core of highly effective people is a character ethic that is deeply rooted in personal values and principles such as dignity, service, fairness, the pursuit of truth, and respect. One of the distinguishing traits of character is consistency. When people are guided by a core set of principles, they are naturally more predictable because their actions are consistent with these principles. Another feature of character is openness. When people have a clear sense of who they are and what they value, they are more receptive to others. This trait provides them with the capacity to empathize and the talent to build consensus among divergent people. Finally, an- other quality of character is a sense of purpose. Managers with character are driven not only by personal ambitions but also for the common good. Their pri- mary concern is what is best for their organization and the project, not what is best for themselves. This willingness to subordinate personal interests to a higher purpose garners the respect, loyalty, and trust of others. The significance of character is summarized by the comments made by two team members about two very different project managers. At first everyone liked Joe and was excited about the project. But after a while, people became suspicious of his motives. He had a tendency to say different things to different people. People began to feel manipulated. He spent too much time with top management. People began to believe that he was only looking out for himself. It was HIS project. When the project began to slip he jumped ship and left someone else holding the bag. I’ll never work for that guy again. My first impression of Jack was nothing special. He had a quiet, unassuming manage- ment style. Over time I learned to respect his judgment and his ability to get people to work together. When you went to him with a problem or a request, he always listened carefully. If he couldn’t do what you wanted him to do, he would take the time to ex- plain why. When disagreements arose he always thought of what was best for the proj- ect. He treated everyone by the same rules; no one got special treatment. I’d jump at the opportunity to work on a project with him again. Character alone will not engender trust. We must also have confidence in the competency of individuals before we really trust them. We all know well-intended managers whom we like but do not trust because they have a history of coming up Lar03342_ch10_338-373.indd Page 358 1/29/10 10:09:10 AM user-f497Lar03342_ch10_338-373.indd Page 358 1/29/10 10:09:10 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 359 short on their promises. Although we may befriend these managers, we don’t like to work with or for them. Competence is reflected at a number of different levels. First, there is task-related knowledge and skills reflected in the ability to answer questions, solve technical prob- lems, and excel in certain kinds of work. Second, there is competence at an interper- sonal level demonstrated in being able to listen effectively, communicate clearly, resolve arguments, provide encouragement, and so forth. Finally, there is organiza- tional competence. This includes being able to run effective meetings, set meaningful objectives, reduce inefficiencies, and build a social network. Too often there is a ten- dency for young engineers and other professionals to place too much value on task or technical competence. They underestimate the significance of organizational skills. Veteran professionals, on the other hand, recognize the importance of management and place a greater value on organizational and interpersonal skills. One problem new project managers experience is that it takes time to establish a sense of character and competency. Character and competency are often dem- onstrated when they are tested, such as when a tough call has to be made or when difficult problems have to be solved. Veteran project managers have the advantage of reputation and an established track record of success. Although endorsements from credible sponsors can help a young project manager create a favorable first impression, ultimately he or she will have to demonstrate character and compe- tence during the course of dealings with others in order to gain their trust. So far this chapter has addressed the importance of building a network of rela- tionships to complete the project based on trust and reciprocity. The next section examines the nature of project management work and the personal qualities needed to excel at it. Qualities of an Effective Project Manager Project management is, at first glance, a misleading discipline in that there is an in- herent logic in the progression from formulating a project scope statement, creat- ing a WBS, developing a network, adding resources, finalizing a plan, and reaching milestones. However, when it comes to actually implementing and completing projects, this logic quickly disappears, and project managers encounter a much messier world, filled with inconsistencies and paradoxes. Effective project manag- ers have to be able to deal with the contradictory nature of their work. Some of those contradictions are listed here: • Innovate and maintain stability. Project managers have to put out fires, restore order, and get the project back on track. At the same time they need to be inno- vative and develop new, better ways of doing things. Innovations unravel stable routines and spark new disturbances that have to be dealt with. • See the big picture while getting your hands dirty. Project managers have to see the big picture and how their project fits within the larger strategy of their firm. There are also times when they must get deeply involved in project work and technology. If they don’t worry about the details, who will? • Encourage individuals but stress the team. Project managers have to motivate, cajole, and entice individual performers while at the same time maintaining teamwork. They have to be careful that they are considered fair and consistent in their treatment of team members while at the same time treating each mem- ber as a special individual. Lar03342_ch10_338-373.indd Page 359 1/29/10 10:09:10 AM user-f497Lar03342_ch10_338-373.indd Page 359 1/29/10 10:09:10 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 360 Chapter 10 Leadership: Being an Effective Project Manager • Hands-off/Hands-on. Project managers have to intervene, resolve stalemates, solve technical problems, and insist on different approaches. At the same time they have to recognize when it is appropriate to sit on the sidelines and let other people figure out what to do. • Flexible but firm. Project managers have to be adaptable and responsive to events and outcomes that occur on the project. At the same time they have to hold the line at times and tough it out when everyone else wants to give up. • Team versus organizational loyalties. Project managers need to forge a unified project team whose members stimulate one another to extraordinary perfor- mance. But at the same time they have to counter the excesses of cohesion and the team’s resistance to outside ideas. They have to cultivate loyalties to both the team and the parent organization. Managing these and other contradictions requires finesse and balance. Finesse involves the skillful movement back and forth between opposing behavioral pat- terns. For example, most of the time project managers actively involve others, move by increment, and seek consensus. There are other times when project managers must act as autocrats and take decisive, unilateral action. Balance involves recogniz- ing the danger of extremes and that too much of a good thing invariably becomes harmful. For example, many managers have a tendency to always delegate the most stressful, difficult assignments to their best team members. This habit often breeds resentment among those chosen (“why am I always the one who gets the tough work?”) and never allows the weaker members to develop their talents further. There is no one management style or formula for being an effective project manager. The world of project management is too complicated for formulas. Successful project managers have a knack for adapting styles to specific circum- stances of the situation. So, what should one look for in an effective project manager? Many authors have addressed this question and have generated list after list of skills and attributes asso- ciated with being an effective manager. When reviewing these lists, one sometimes gets the impression that to be a successful project manager requires someone with superhuman powers. While we agree that not everyone has the right stuff to be an effective project manager, there are some core traits and skills that can be developed to successfully perform the job. Eight of these traits are noted below. 1. Systems thinker. Project managers must be able to take a holistic rather than a re- ductionist approach to projects. Instead of breaking up a project into individual pieces (planning, budget) and managing it by understanding each part, a systems perspective focuses on trying to understand how relevant project factors collec- tively interact to produce project outcomes. The key to success then becomes managing the interaction between different parts and not the parts themselves. 2. Personal integrity. Before you can lead and manage others, you have to be able to lead and manage yourself. Begin by establishing a firm sense of who you are, what you stand for, and how you should behave. This inner strength provides the buoyancy to endure the ups and downs of the project life cycle and the credibility essential to sustaining the trust of others. 3. Proactive. Good project managers take action before it is needed to prevent small concerns from escalating into major problems. They spend the majority of their time working within their sphere of influence to solve problems and not dwelling on things they have little control over. Project managers can’t be whiners. Lar03342_ch10_338-373.indd Page 360 1/29/10 10:09:10 AM user-f497Lar03342_ch10_338-373.indd Page 360 1/29/10 10:09:10 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 4. High emotional intelligence (EQ). Project management is not for the meek. Project managers have to have command of their emotions and be able to respond constructively to others when things get a bit out of control. See the Research Highlight: Emotional Intelligence to read more about this quality. 5. General business perspective. Because the primary role of a project manager is to integrate the contributions of different business and technical disciplines, it is im- portant that a manager have a general grasp of business fundamentals and how the different functional disciplines interact to contribute to a successful business. 6. Effective time management. Time is a manager’s scarcest resource. Project man- agers have to be able to budget their time wisely and quickly adjust their priori- ties. They need to balance their interactions so no one feels ignored. 7. Skillful politician. Project managers have to be able to deal effectively with a wide range of people and win their support and endorsement of their project. They need to be able to sell the virtues of their project without compromising the truth. 8. Optimist. Project managers have to display a can-do attitude. They have to be able to find rays of sunlight in a dismal day and keep people’s attention posi- tive. A good sense of humor and a playful attitude are often a project manager’s greatest strength. So how does one develop these traits? Workshops, self-study, and courses can upgrade one’s general business perspective and capacity for systems thinking. Training programs can improve emotional intelligence and political skills. People can also be taught stress and time management techniques. However, we know of Emotional intelligence (EQ) describes the ability or skill to perceive, assess, and manage the emo- tions of one’s self and others. Although the notion of EQ emerged in the 1920s, it was not until Daniel Goleman published his book Emotional Intelli- gence that the concept captured the attention of business people and public alike. Goleman divided EQ into the following five emotional competences: • Self-awareness—knowing your emotions, recognizing feelings as they occur, and understanding the link be- tween your emotions and your behavior. Self-awareness is reflected in confidence, realistic assessment of per- sonal strengths/weaknesses, and ability to make fun of oneself. • Self-regulation—being able to control disruptive impulses and moods and respond appropriately to situations. Self- regulation is reflected in trustworthiness and openness to change. • Self-motivation—being able to gather up your feelings and pursue goals with energy, passion, and persistence. The hallmarks of self-motivation include a strong desire to achieve and internal optimism. • Empathy—being able to recognize the feelings of others and tuning into their verbal and nonverbal cues. Empathy is reflected in the ability to sustain relationships and in cross-cultural sensitivity. • Social skills—being able to build social networks and rapport with different kinds of people. Social skills include being able to lead change, resolve conflicts, and build ef- fective teams. Not much imagination is needed to see how EQ would con- tribute to being an effective project manager. In Goleman’s view, these competences build on each other in a hierarchy. At the bottom of his hierarchy is self- awareness. Some level of self-awareness is needed to move to self-regulation. Ultimately, social skills requires all four of the other competences in order to begin to be proficient at leading others. Experts believe that most people can learn to significantly increase their EQ. Numerous training programs and materials have emerged to help individuals realize their EQ potential. * T. Bradberry, and J. Graves, The Emotional Intelligence Quick Book: How to Put Your EQ to Work (New York: Simon & Schuster, 2005); J. Cabanis-Brewin, “The Human Task of a Project Leader: Daniel Goleman on the Value of High EQ,” PM Network, November 1999, pp. 38–42. Research Highlight Emotional Intelligence* 361 Lar03342_ch10_338-373.indd Page 361 1/29/10 10:09:11 AM user-f497Lar03342_ch10_338-373.indd Page 361 1/29/10 10:09:11 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 362 Chapter 10 Leadership: Being an Effective Project Manager no workshop or magic potion that can transform a pessimist into an optimist or provide a sense of purpose when there is not one. These qualities get at the very soul or being of a person. Optimism, integrity, and even being proactive are not easily developed if there is not already a predisposition to display them. 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 proj- ect 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 exercis- ing a wide range of influence. They use this influence and a highly interactive man- agement 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 favor 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 uncer- tainty that naturally engender doubt, suspicion, and even momentary bouts of paranoia. Project managers must maintain frequent contact with key stake- holders 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 partners or ob- stacles 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 part- nerships 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. Summary Key Terms Emotional intelligence (EQ), 361 Inspiration-related currencies, 346 Law of reciprocity, 344 Leading by example, 352 Management by wandering around (MBWA), 349 Personal-related currencies, 347 Position-related currencies, 346 Proactive, 360 Relationship-related currencies, 346 Social network building, 347 Stakeholder, 341 Systems thinking, 360 Task-related currencies, 345 Lar03342_ch10_338-373.indd Page 362 2/5/10 2:12:27 PM user-f499Lar03342_ch10_338-373.indd Page 362 2/5/10 2:12:27 PM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 10 Leadership: Being an Effective Project Manager 363 1. What is the difference between leading and managing a project? 2. Why is a conductor of an orchestra an appropriate metaphor for being a proj- ect manager? What aspects of project managing are not reflected by this meta- phor? Can you think of other metaphors that would be appropriate? 3. What does the exchange model of influence suggest you do to build cooperative relationships to complete a project? 4. What differences would you expect to see between the kinds of influence cur- rencies that a project manager in a functional matrix would use and the influ- ence a project manager of a dedicated project team would use? 5. Why is it important to build a relationship before you need it? 6. Why is it critical to keep the project sponsor informed? 7. Why is trust a function of both character and competence? 8. Which of the eight traits/skills associated with being an effective project man- ager is the most important? The least important? Why? Review Questions 1. Do an Internet search for the Keirsey Temperament Sorter Questionnaire and find a site that appears to have a reputable self-assessment questionnaire. Respond to the questionnaire to identify your temperament type. Read supportive docu- ments associated with your type. What does this material suggest are the kinds of projects that would best suit you? What does it suggest your strengths and weak- nesses are as a project manager? How can you compensate for your weaknesses? 2. Access the Project Management Institute Web site and review the standards con- tained in PMI Member Ethical Standards section. How useful is the information for helping someone decide what behavior is appropriate and inappropriate? 3. You are organizing an AIDS benefit concert in your hometown that will feature local heavy metal rock groups and guest speakers. Draw a dependency map identifying the major groups of people that are likely to affect the success of this project. Who do you think will be most cooperative? Who do you think will be the least cooperative? Why? 4. You are the project manager responsible for the overall construction of a new international airport. Draw a dependency map identifying the major groups of people that are likely to affect the success of this project. Who do you think will be most cooperative? Who do you think will be the least cooperative? Why? 5. Identify an important relationship (co-worker, boss, friend) in which you are having trouble gaining cooperation. Assess this relationship in terms of the in- fluence currency model. What kinds of influence currency have you been ex- changing in this relationship? Is the “bank account” for this relationship in the “red” or the “black”? What kinds of influence would be appropriate for build- ing a stronger relationship with that person? 6. Each of the following six mini-case scenarios involve ethical dilemmas associated with project management. How would you respond to each situation, and why? Jack Nietzche You returned from a project staffing meeting in which future project assignments were finalized. Despite your best efforts, you were unable to persuade the director of project management to promote one of your best assistants, Jack Nietzche, to a project manager position. You feel a bit guilty because you dangled the prospect of this promotion to motivate Jack. Jack responded by putting in extra hours to Exercises Lar03342_ch10_338-373.indd Page 363 1/29/10 10:09:11 AM user-f497Lar03342_ch10_338-373.indd Page 363 1/29/10 10:09:11 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN ensure that his segments of the project were completed on time. You wonder how Jack will react to this disappointment. More importantly, you wonder how his re- action might affect your project. You have five days remaining to meet a critical deadline for a very important customer. While it won’t be easy, you believed you would be able to complete the project on time. Now you’re not so sure. Jack is half- way through completing the documentation phase, which is the last critical activity. Jack can be pretty emotional at times, and you are worried that he will blow up once he finds he didn’t get the promotion. As you return to your office, you wonder what you should do. Should you tell Jack that he isn’t going to be promoted? What should you say if he asks about whether the new assignments were made? Seaburst Construction Project You are the project manager for the Seaburst construction project. So far the proj- ect is progressing ahead of schedule and below budget. You attribute this in part to the good working relationship you have with the carpenters, plumbers, electri- cians, and machine operators who work for your organization. More than once you have asked them to give 110 percent, and they have responded. One Sunday afternoon you decide to drive by the site and show it to your son. As you point out various parts of the project to your son, you discover that sev- eral pieces of valuable equipment are missing from the storage shed. When you start work again on Monday you are about to discuss this matter with a supervi- sor when you realize that all the missing equipment is back in the shed. What should you do? Why? The Project Status Report Meeting You are driving to a project status report meeting with your client. You encoun- tered a significant technical problem on the project that has put your project be- hind schedule. This is not good news because completion time is the number one priority for the project. You are confident that your team can solve the problem if they are free to give their undivided attention to it and that with hard work you can get back on schedule. You also believe if you tell the client about the problem, she will demand a meeting with your team to discuss the implications of the prob- lem. You can also expect her to send some of her personnel to oversee the solution to the problem. These interruptions will likely further delay the project. What should you tell your client about the current status of the project? Gold Star LAN project You work for a large consulting firm and were assigned to the Gold Star LAN project. Work on the project is nearly completed and your clients at Gold Star ap- pear to be pleased with your performance. During the course of the project, changes in the original scope had to be made to accommodate specific needs of managers at Gold Star. The costs of these changes were documented as well as overhead and submitted to the centralized accounting department. They pro- cessed the information and submitted a change order bill for your signature. You are surprised to see the bill is 10 percent higher than what you submitted. You contact Jim Messina in the accounting office and ask if a mistake has been made. He curtly replies that no mistake was made and that management adjusted the bill. He recommends that you sign the document. You talk to another project manager about this and she tells you off the record that overcharging clients on change orders is common practice in your firm. Would you sign the document? Why? Why not? 364 Chapter 10 Leadership: Being an Effective Project Manager Lar03342_ch10_338-373.indd Page 364 1/29/10 10:09:11 AM user-f497Lar03342_ch10_338-373.indd Page 364 1/29/10 10:09:11 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Cape Town Bio-Tech You are responsible for installing the new Double E production line. Your team has collected estimates and used the WBS to generate a project schedule. You have confidence in the schedule and the work your team has done. You report to top management that you believe that the project will take 110 days and be completed by March 5. The news is greeted positively. In fact, the project sponsor confides that orders do not have to be shipped until April 1. You leave the meeting wonder- ing whether you should share this information with the project team or not. Ryman Pharmaceuticals You are a test engineer on the Bridge project at Ryman Pharmaceuticals in Nashville, Tennessee. You have just completed conductivity tests of a new electrochemical com- pound. The results exceeded expectations. This new compound should revolutionize the industry. You are wondering whether to call your stockbroker and ask her to buy $20,000 worth of Ryman stock before everyone else finds out about the results. What would you do and why? Chapter 10 Leadership: Being an Effective Project Manager 365 Abrashoff, D. M., It’s Your Ship (New York: Business Plus, 2002). Ancona, D. G., and D. Caldwell, “Improving the Performance of New-Product Teams,” Research Technology Management, 33 (2) March-April 1990, pp. 25–29. Anand, V., B. E. Ashforth, and M. Joshi, “Business as Usual: The Acceptance and Perpetuation of Corruption in Organizations,” Academy of Management Executive, 19(4) 2005, pp. 9–23. Badaracco, J. L. Jr., and A. P. Webb, “Business Ethics: A View from the Trenches,” California Management Review, 37 (2) Winter 1995, pp. 8–28. Baker, B., “Leadership and the Project Manager,” PM Network, December 2002, p. 20. Baker, W. E., Network Smart: How to Build Relationships for Personal and Orga- nizational Success (New York: McGraw-Hill, 1994). Bennis, W., On Becoming a Leader (Reading, MA: Addison-Wesley, 1989). Bradberry, T., and J. Graves, The Emotional Intelligence Quick Book: How to Put Your EQ to Work (New York: Simon & Schuster, 2005). Cabanis, J., “A Question of Ethics: The Issues Project Managers Face and How They Resolve Them,” PM Network, December 1996, pp. 19–24. Cabanis-Brewin, J., “The Human Task of a Project Leader: Daniel Goleman on the Value of High EQ,” PM Network, November 1999, pp. 38–42. Cohen, A. R., and D. L. Bradford, Influence Without Authority (New York: John Wiley & Sons, 1990). Covey, S. R., The Seven Habits of Highly Effective People (New York: Simon & Schuster, 1989). Dinsmore, P. C., “Will the Real Stakeholders Please Stand Up?” PM Network, December 1995, pp. 9–10. Gabarro, S. J., The Dynamics of Taking Charge (Boston: Harvard Business School Press, 1987). Hill, L. A., Becoming a Manager: Mastery of a New Identity (Boston: Harvard Business School Press, 1992). Kaplan, R. E., “Trade Routes: The Manager’s Network of Relationships,” Orga- nizational Dynamics, 12 (4) Spring 1984, pp. 37–52. References Lar03342_ch10_338-373.indd Page 365 1/29/10 10:09:11 AM user-f497Lar03342_ch10_338-373.indd Page 365 1/29/10 10:09:11 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Kirk, D., “Managing Expectations,” PM Network, August 2000, pp. 59–62. Kotter, J. P., “What Leaders Really Do,” Harvard Business Review, 68 (3) May–June 1990, pp. 103–11. Kouzes, J. M., and B. Z. Posner, The Leadership Challenge (San Francisco: Jossey-Bass, 1987). Kouzes, J. M., and B. Z. Posner, Credibility: How Leaders Gain and Lose It. Why People Demand It (San Francisco: Jossey-Bass, 1993). Larson, E. W., and J. B. King, “The Systemic Distortion of Information: An Ongo- ing Management Challenge,” Organizational Dynamics, 24 (3) Winter 1996, pp. 49–62. Lewis, M. W., M. A. Welsh, G. E. Dehler, and S. G. Green, “Product Develop- ment Tensions: Exploring Contrasting Styles of Project Management,” Academy of Management Journal, 45 (3) 2002, pp. 546–64. Peters, L. H., “A Good Man in a Storm: An Interview with Tom West,” Academy of Management Executive, 16 (4) 2002, pp. 53–63. Peters, L. H., “Soulful Ramblings: An Interview with Tracy Kidder,” Academy of Management Executive, 16 (4) 2002, pp. 45–52. Peters, T., Thriving on Chaos: Handbook for a Management Revolution (New York: Alfred A. Knopf, 1988). Pinto, J. K., and S. K. Mantel, “The Causes of Project Failure,” IEEE Transac- tions in Engineering Management, 37 (4) 1990, pp. 269–76. Pinto, J. K., and D. P. Sleven, “Critical Success Factors in Successful Project Imple- mentation,” IEEE Transactions in Engineering Management, 34 (1) 1987, pp. 22–27. Posner, B. Z., “What It Takes to Be an Effective Project Manager,” Project Man- agement Journal, March 1987, pp. 51–55. Project Management Institute, Leadership in Project Management Annual (Newton Square, PA: PMI Publishing, 2006). Robb, D. J., “Ethics in Project Management: Issues, Practice, and Motive,” PM Network, December 1996, pp. 13–18. Sayles, L. R., Leadership: Managing in Real Organizations (New York: McGraw- Hill, 1989), pp. 70–78. Sayles, L. R., The Working Leader (New York: Free Press, 1993). Senge, P. M., The Fifth Discipline (New York: Doubleday, 1990). Shenhar, A. J., and B. Nofziner, “A New Model for Training Project Managers,” Proceedings of the 28th Annual Project Management Institute Symposium, 1997, pp. 301–6. Shtub, A., J. F. Bard, and S. Globerson, Project Management: Engineering, Tech- nology, and Implementation (Englewood Cliffs, NJ: Prentice Hall, 1994). 366 Chapter 10 Leadership: Being an Effective Project Manager Western Oceanography Institute It was already 72 degrees when Astrid Young pulled into the parking lot at the Western Oceanography Institute (WOI). The radio announcer was reminding lis- teners to leave out extra water for their pets because the temperature was going to Case Lar03342_ch10_338-373.indd Page 366 1/29/10 10:09:12 AM user-f497Lar03342_ch10_338-373.indd Page 366 1/29/10 10:09:12 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 367 be in the high 90s for the third straight day. Young made a mental note to call her husband, Jon, when she got to her office and make sure that he left plenty of wa- ter outside for their cat, Figaro. Young was three-quarters of the way through the Microsoft NT conversion project. Yesterday had been a disaster, and she was de- termined to get back on top of things. ASTRID YOUNG Astrid Young was a 27-year-old graduate of Western State University (WSU) with a B.S. degree in management information systems. After graduation she worked for five years at Evergreen Systems in Seattle, Washington. While at WSU she worked part time for an oceanography professor, Ahmet Green, creating a cus- tomized database for a research project he was conducting. Green was recently appointed director of WOI, and Young was confident that this prior experience was instrumental in her getting the job as information services (IS) director at the Institute. Although she took a significant pay cut, she jumped at the opportunity to return to her alma mater. Her job at Evergreen Systems had been very demand- ing. The long hours and extensive traveling had created tension in her marriage. She was looking forward to a normal job with reasonable hours. Besides, Jon would be busy pursuing his MBA at Western State. While at Evergreen, Young worked on Y2000 projects and installed NT servers. She was confident that she had the requisite technical expertise to excel at her new job. Western Oceanography Institute was an independently funded research facility aligned with Western State University. Approximately 60 full- and part-time staff worked at the Institute. They worked on research grants funded by the National Science Foundation (NSF) and the United Nations (UN), as well as research financed by private industry. There were typically 7 to 8 major research projects under way at any one time as well as 20 to 25 smaller projects. One-third of the Institute’s scientists had part-time teaching assignments at WSU and used the Institute to conduct their own basic research. FIRST FOUR MONTHS AT WOI Young worked at the Institute for four months prior to initiating the NT conver- sion project. She made a point of introducing herself to the various groups of people upon her arrival at the Institute. Still, her contact with the staff had been limited. She spent most of her time becoming familiar with WOI’s information system, training her staff, responding to unexpected problems, and planning the conversion project. Young suffered from food allergies and refrained from infor- mal staff lunches at nearby restaurants. She stopped regularly attending the bi- weekly staff meetings in order to devote more time to her work. She now only attended the meetings when there was a specific agenda item regarding her operation. Last month the system was corrupted by a virus introduced over the Internet. She devoted an entire weekend to restoring the system to operation. A recurring headache was one of the servers code-named “Poncho” that would occasionally shut down for no apparent reason. Instead of replacing it, she decided to nurse Poncho along until it was replaced by the new NT system. Her work was fre- quently interrupted by frantic calls from staff researchers who needed immediate help on a variety of computer-related problems. She was shocked at how com- puter illiterate some of the researchers were and how she had to guide them Lar03342_ch10_338-373.indd Page 367 1/29/10 10:09:12 AM user-f497Lar03342_ch10_338-373.indd Page 367 1/29/10 10:09:12 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 368 Chapter 10 Leadership: Being an Effective Project Manager through some of the basics of e-mail management and database configuration. She did find time to help Assistant Professor Amanda Johnson on a project. Johnson was the only researcher to respond to Young’s e-mail announcing that the IS staff was available to help on projects. Young created a virtual project office on the Inter- net so that Johnson could collaborate with colleagues from institutes in Italy and Thailand on a UN research grant. She looked forward to the day when she could spend more time on fun projects like that. Young had a part-time team of five student assistants from the computer sci- ence department. At first she was not sure how freely she could delegate work to the students, and she closely supervised their work. She quickly realized that they were all very bright, competent workers who were anxious to leverage this work experience into a lucrative career upon graduation. She admitted that she some- times had a hard time relating to students who were preoccupied with fraternity bashes and X-games. She lost her temper only once, and that was at Samantha Eggert for failing to set up an adequate virus screening system that would have prevented the Internet corruption that occurred. She kept a close eye on Eggert’s work after that, but in time, Eggert proved her worth. Young saw a lot of herself in Eggert’s work habits. THE MICROSOFT NT CONVERSION PROJECT Young laid the groundwork for the NT conversion project in her recruitment in- terview with the director by arguing that conversion was a critical skill she would bring to the position. Once hired she was able to sell the director and his immedi- ate staff on the project, but not without some resistance. Some associate directors questioned whether it was necessary to go through another conversion so soon af- ter the Windows 95 conversion 16 months ago. Some of the researchers lobbied that the money would be better spent on installing a centralized air-conditioning system at WOI. Ultimately, the director signed off on the project after Young as- sured him that the conversion would be relatively painless and the Institute would then have a state-of-the-art information system. The conversion was scheduled to take eight weeks to complete and consisted of four major phases: server setup, network installation, data migration, and work- station conversion. The project would be completed during the summer so that the student assistants could work full time on the project. Young and her student team would first need to purchase and set up seven new NT servers. They would then create a new local area network (LAN). Next they would migrate data to the new Oracle NT database. Finally, they would convert the existing 65 client com- puters into NT workstations capable of functioning on the new system. Young had been actively involved in four similar conversions when working at Evergreen Systems and was confident that she and her team could complete the project with a minimum of technical problems. She also believed that this conversion would not be traumatic to the staff at the Institute because the NT interface was very similar to the Windows 95 interface. Young knew that in order for the project to be considered successful, there needed to be minimum disruption of daily staff functions. She held a staff brief- ing meeting to outline the scope of the project and the impact it would have on the Institute’s operations. She was disappointed by the light attendance at the meet- ing. One problem was the irregular hours staff worked at WOI. Several of the re- searchers were night owls who preferred to work late into the night. Other staff Lar03342_ch10_338-373.indd Page 368 1/30/10 7:05:22 PM user-f501Lar03342_ch10_338-373.indd Page 368 1/30/10 7:05:22 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 10 Leadership: Being an Effective Project Manager 369 traveled frequently. She ended up holding two other briefing meetings, including one in the evening. Still the attendance was less than desired. The staff’s major concerns were the amount of downtime that would occur and whether the software and databases they were currently using would work on the new system. Young assured them that most of the downtime would occur on the weekends and would be posted well in advance. The only disruption would be two hours necessary to convert their existing computer into a workstation. Young in- vested extra energy in researching the compatibility issue and sent an e-mail to ev- eryone listing the software that was known to not work in the NT system. The only software problems involved specially written DOS v2.1 or older programs that would not function in the new NT operating environment. In one case, she assigned a student to rewrite and enhance the present program for a researcher. In the other case, she was able to persuade the staff member to use a newer, better program. Young sent a second e-mail asking staff members to clean up their hard drives and get rid of old, obsolete files because the new NT software would take up con- siderably more space than the Windows 95 operating system. In some cases, she replaced existing hard drives with bigger drives so that this would not be a prob- lem. She circulated a workstation conversion schedule by e-mail so that staff could pick a preferred time for when their computer would be down and when her assis- tants could upgrade the computer into a workstation. Seventy percent of the staff responded to the e-mail request, and she and her staff contacted the remaining staff by telephone to schedule the conversion. The first six weeks of the project went relatively smoothly. The NT servers ar- rived on time and were installed and configured on schedule. The completion of the network was delayed three days when the fire marshal showed up earlier than planned to inspect the electrical wiring. Young had never met the marshal before and was surprised at how nit-picking he was. They failed the inspection, and it took three days to reschedule and pass inspection. Word about failing the fire in- spection circulated the hallways at the Institute. One joker put a Smokey the Bear sign on the IS office door. Young later found out that as a result of a recent fire in town, the fire marshals had been instructed to be extra vigilant in their inspections. Data migration to the new Oracle database took a little longer than planned because the new version was not as compatible with the old version as advertised. Still, this only added three days to the project. The project was entering the fourth and final phase—conversion of client computers into NT workstations. This phase involved her staff deleting the old operating system and installing new oper- ating software in each computer at the Institute. Young had scheduled two hours per machine and had organized a daily workload of 10 computers so that ade- quate backup could be made just in case something went wrong. Young chose to convert the director’s office first and told Green that everything was going according to plan. Soon the project began to experience nagging prob- lems. First, some of the staff forgot when they were scheduled to be converted. The team had to wait for them to abandon what they were doing so they could convert the computer. Second, the drivers on some of the computers were not compatible, and the team had to devote extra time downloading new drivers off the Internet. Third, a few of the staff failed to create adequate hard drive space to accommodate the new NT software. In most cases, the team worked with the staff member to delete or compress unnecessary files. One time the staff member could not be found, and Young had to decide which files to delete. This wasn’t a problem Lar03342_ch10_338-373.indd Page 369 1/29/10 10:09:12 AM user-f497Lar03342_ch10_338-373.indd Page 369 1/29/10 10:09:12 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 370 Chapter 10 Leadership: Being an Effective Project Manager since the hard drive contained computer games and ancient Word Perfect files. To compound matters, midway through the third day, one of the student assistants, Steve Stills, was diagnosed with a moderate case of carpal tunnel and was told to take two weeks off from computer work. After three days only 22 computers had been converted to NT stations. Young ended the day by sending an e-mail to the remaining users apologizing for the de- lays and posting a revised schedule for their system configuration. THE CALL Young and her staff were working diligently on converting computers into NT workstations when she received an urgent call from the director’s secretary request- ing that she drop everything and come downstairs to the staff meeting. The secre- tary’s voice appeared tense, and Young wondered what was up. As she gathered her things, the student assistant, Eggert, cleared her throat and confided that there may be problems with some of the Institute’s Web sites. She discovered yesterday that some of the links in the Web pages created using Netscape weren’t working in the Microsoft environment. Young demanded to know why she wasn’t told about this sooner. Eggerts confessed that she thought she had fixed the problem last night. Young told her that they would talk about this when she got back and left. Young entered the meeting room and immediately recognized that there were more than the usual faces in attendance. The director welcomed her by saying, “We’re glad you could find the time to visit with us. My staff meeting has just erupted into a series of complaints about your NT conversion project. As it turns out Dr. Phillips over here can’t access his documents because his Word Perfect file mysteriously disappeared. Dr. Simon’s geothermal assessment program, which he has used for the past seven years, doesn’t seem to work anymore. Now it appears that the Web site we use to coordinate our research with the Oslo Institute is a mess. Everyone is complaining about how the revised installation schedule is go- ing to disrupt work. I want to know why I wasn’t informed about these problems. These guys want to lynch me for approving your project!” 1. How would you respond to the director? 2. What mistakes did Young make that contributed to the problems at the end of the case? 3. How could she have managed the conversion project better? Tom Bray Tom Bray was mulling over today’s work schedule as he looked across the bay at the storm that was rolling in. It was the second official day of the Pegasus project and now the real work was about to begin. Pegasus was a two-month renovation project for AtlantiCorp, a major financial institution headquartered in Boston, Massachusetts. Tom’s group was responsible for installing the furniture and equipment in the newly renovated accounts receivable de- partment on the third floor. The Pegasus project was a dedicated project team formed out of AtlantiCorp facilities department with Tom as the project lead. Case Lar03342_ch10_338-373.indd Page 370 1/29/10 10:09:12 AM user-f497Lar03342_ch10_338-373.indd Page 370 1/29/10 10:09:12 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 371 Tom was excited because this was his first major league project and he was looking forward to practicing a new management style—MBWA, aka manage- ment by wandering around. He had been exposed to MBWA in a business class in college, but it wasn’t until he attended an AtlantiCorp leadership training seminar that he decided to change how he managed people. The trainer was devout MBWA champion (“You can’t manage people from a computer!”). Furthermore, the testi- monies from his peers reinforced the difference that MBWA can make when it comes to working on projects. Tom had joined the facilities group at AtlantiCorp five years earlier after work- ing for EDS for six years. He quickly demonstrated technical competences and good work habits. He was encouraged to take all the internal project management workshops offered by AtlantiCorp. On his last two projects he served as assistant project manager responsible for procurement and contract management. He had read books about the soft side of project management and MBWA made sense—after all, people not tools get projects done. His boss had told him he needed to refine his people skills and work on developing rapport with team members. MBWA seemed like a perfect solution. Tom reviewed the list of team member names; some of the foreign names were real tongue twisters. For example, one of his better workers was from Thailand and her name was Pinyarat Sirisomboonsuk. He practiced saying “Pin-ya-rǎt See-re--som-boon-sook.” He got up, tucked in his shirt, and walked out of his office and down to the floor where his team was busy unloading equipment. Tom said “Hi” to the first few workers he met until he encountered Jack and three other workers. Jack was busy pulling hardware out of a box while his team- mates were standing around talking. Tom blurted, “Come on guys, we’ve got work to do.” They quickly separated and began unloading boxes. The rest of the visit seemed to go well. He helped Shari unload a heavy box and managed to get an appreciative grin from Pinyarat when he almost correctly pro- nounced her name. Satisfied, Tom went back up to his office thinking that MBWA wouldn’t be that tough to do. After responding to e-mail and calling some vendors, Tom ventured back out to see how things were going downstairs. When he got there, the floor was weirdly quiet. People were busy doing their work and his attempts at generating conversa- tion elicited stiff responses. He left thinking that maybe MBWA is going to be tougher than he thought. 1. What do you think is going on at the end of this case? 2. What should Tom do next and why? 3. What can be learned from this case? Cerberus Corporation* Cerberus is a successful producer of specialty chemicals. It operates nine large campus sites in the United States, with a number of different business units on each site. These business units operate independently, with direct reporting to Case * Courtesy of John Sloan, Oregon State University. Lar03342_ch10_338-373.indd Page 371 1/29/10 10:09:13 AM user-f497Lar03342_ch10_338-373.indd Page 371 1/29/10 10:09:13 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN 372 Chapter 10 Leadership: Being an Effective Project Manager corporate headquarters. Site functions such as safety, environmental, and facilities management report to a host organization—typically the business unit that is the largest user of their services. SUSAN STEELE Susan Steele has worked in the Facilities group at the Cerberus Richmond site for the last two years. The Facilities manager, Tom Stern, reports to the General Manager of the largest business unit on site, the highly profitable Adhesives and Sealants Division. Susan started with Cerberus when she graduated with her business degree from Awsum University. She was excited about her new assignment—leading a project for the first time. She remembered Tom saying, “We’ve got office furniture dating back to the 80s. There are those ugly green-top desks that look like they came from military surplus! I’m especially concerned about computer workstation ergonomics—it’s a major issue that we absolutely must fix! I want you to lead a project to transition our office furniture to the new corporate standard.” Susan assembled her project team: Jeff, the site safety/ergonomics engineer; Gretchen, the space planner; Cindy, the move coordinator; and Kari, the account- ing liaison for Facilities. At their first meeting, everyone agreed that ergonomics was the most urgent concern. All five business units responded to a workstation survey that identified injury-causing ergonomics. The team was developing a plan to replace old desks with new, ergo-adjustable furniture by the end of the year. Susan asked Kari about the budget, and Kari responded, “Facilities should not pay for this. We want the individual business units to pay so that the costs will show where they are incurred.” Gretchen spoke up: “You know, we’ve got lots of department moves going on constantly. Everybody is always jockeying for space and location as their business needs change. Besides the ergonomics, could we say that only corporate standard furniture gets moved? That would force changing some of the stuff that’s just plain ugly.” Everyone agreed that this was a great idea. Susan presented the project plan to Tom and got a green light to proceed. JON WOOD Jon Wood is a planning manager, with 22 years experience at Cerberus. His busi- ness unit, Photographic Chemicals Division (PCD), is losing money. Digital pho- tography is continuing to reduce the size of the market, and PCD is having trouble matching the competition’s relentless price-cutting. Jon recently transferred to Richmond from corporate headquarters, where he ran the economic forecasting group. He is considered a new broom, and he is determined to sweep clean. One of Jon’s early actions was to negotiate with his general manager for a de- partment move. Money was tight, and the site facilities function charged an arm and a leg for moves (covering all their fixed overhead, the operations people groused). However, Jon felt it was important to move from Building 4, where they were next to Production, to Building 6, where they could be close to Marketing, Forecasting, and Accounting. His General Manager agreed, and there was lots of excitement in his team about their upcoming move. Jon assigned one of his plan- ners, Richard, to work with the Facilities team on the layout and move plan for the group. Things seemed to be going fine—Jon saw Richard sitting down with the move coordinator, and they seemed to be on track. Lar03342_ch10_338-373.indd Page 372 1/29/10 10:09:13 AM user-f497Lar03342_ch10_338-373.indd Page 372 1/29/10 10:09:13 AM user-f497 /Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN/Users/user-f497/Desktop/Tempwork/JANUARY 2010/29:01:10/MHBR165:LARSON:VYN Chapter 10 Leadership: Being an Effective Project Manager 373 The day before the move, Jon hung up the phone from a particularly tense tele- conference with a Canadian subcontractor. Production was not going well, and product availability would be tight for the rest of the quarter. Clustered around his desk were Richard, Cindy, and a person he hadn’t met yet, Susan. After hur- ried introductions, Susan told Jon that his filing cabinets could not be moved. The cabinets are large lateral files, five feet wide and two feet deep, a combination of both filing cabinets and bookshelves. Jon brought them with him from Corporate because he thought they looked nice with their dark grey steel sides and wood ve- neer tops. Susan told him that he would have to replace them with new corporate standard cabinets, virtually the same size. Jon said, “You mean you want me to throw away perfectly good filing cabinets and spend another $2,000 on new ones, just so they match? I won’t do it!” Susan replied, “Then I won’t authorize the movement of the old cabinets.” Jon said, “You’re joking—these cabinets are grey, the new ones are grey—the only difference is the wood top! You’d throw away $2,000 for nothing?” Susan replied stiffly, “I’m sorry, that’s the policy.” Jon said, “I don’t care what the policy is. If I have to move them myself, those cabinets are not going to the dump. My division is losing money and I’m not go- ing to throw money away. If you don’t like it, you’re going to have to get your gen- eral manager to convince my general manager to make me do it. Now would you please leave so I can get some work done.” 1. If you were Susan, what would you do? 2. What, if anything, could Susan have done differently to avoid this problem? 3. What could the management of Cerberus do to more effectively manage situa- tions like this? Lar03342_ch10_338-373.indd Page 373 1/30/10 7:05:24 PM user-f501Lar03342_ch10_338-373.indd Page 373 1/30/10 7:05:24 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 C H A P T E R E L E V E N Managing Project Teams 374 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Managing Project Teams The Five-Stage Team Development Model Situational Factors Affecting Team Development Building High-Performance Project Teams Managing Virtual Project Teams Project Team Pitfalls Summary Lar03342_ch11_374-417.indd Page 374 2/3/10 4:38:27 PM user-f498Lar03342_ch11_374-417.indd Page 374 2/3/10 4:38:27 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 The difference in productivity between an average team and a turned-on, high-performing team is not 10 percent, 20 percent, or 30 percent, but 100 percent, 200 percent, even 500 percent! —Tom Peters, management consultant and writer The magic and power of teams is captured in the term “synergy,” which is derived from the Greek word sunergos: “working together.” There is positive and negative synergy. The essence of positive synergy can be found in the phrase “The whole is greater than the sum of the parts.” Conversely, negative synergy occurs when the whole is less than the sum of the parts. Mathematically, these two states can be symbolized by the following equations: Positive Synergy 1 1 1 1 1 1 1 1 1 5 10 Negative Synergy 1 1 1 11 1 1 1 1 5 2 (or even 22) Synergy perhaps can best be seen on a basketball court, a soccer pitch, or a football field where teammates play as one to defeat a superior foe (see Snapshot from Practice: The 2008 Olympic Redeem Team). Although less visible than in team sports, positive and negative synergy can also be observed and felt in the daily operations of project teams. Here is a description from one team member we interviewed: Instead of operating as one big team we fractionalized into a series of subgroups. The marketing people stuck together as well as the systems guys. A lot of time was wasted gossiping and complaining about each other. When the project started slipping behind schedule, everyone started covering their tracks and trying to pass the blame on to oth- ers. After a while we avoided direct conversation and resorted to e-mail. Management finally pulled the plug and brought in another team to salvage the project. It was one of the worst project management experiences in my life. This same individual fortunately was also able to recount a more positive experience: There was a contagious excitement within the team. Sure we had our share of prob- lems and setbacks, but we dealt with them straight on and, at times, were able to do the impossible. We all cared about the project and looked out for each other. At the same time we challenged each other to do better. It was one of the most exciting times in my life. The following is a set of characteristics commonly associated with high-performing teams that exhibit positive synergy: 1. The team shares a sense of common purpose, and each member is willing to work toward achieving project objectives. 2. The team identifies individual talents and expertise and uses them, depending on the project’s needs at any given time. At these times, the team willingly accepts 375 Lar03342_ch11_374-417.indd Page 375 2/4/10 9:12:19 PM user-f498Lar03342_ch11_374-417.indd Page 375 2/4/10 9:12:19 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 376 Chapter 11 Managing Project Teams the influence and leadership of the members whose skills are relevant to the immediate task. 3. Roles are balanced and shared to facilitate both the accomplishment of tasks and feelings of group cohesion and morale. S N A P S H O T F R O M P R A C T I C E The 2008 Olympic Redeem Team* In the 2004 Olympics in Athens, twelve years after Magic Johnson and Michael Jordon led the U.S. Dream Team to Olympic gold in Barcelona, the U.S. Basketball Team composed of NBA stars lost not once but three times to international competition. For the first time in Olympic history the U.S. settled for a bronze medal in men’s basketball. Basketball was no longer America’s game. An autopsy of the debacle in Athens turned up a severe case of negative synergy. The causes were many. The team featured only three holdovers from the group that had qualified the previ- ous summer. Seven of the original invitees withdrew. In the end some 14 players turned down Uncle Sam, invoking excuses from family obligations to nagging injuries to the security situation in Greece. As a result, coach Larry Brown took charge of a team with an average age of 23 years, and it showed. Behind the scenes, problems of dress and punctuality festered and on the eve of the games Brown wanted to send several players home. The million dollar players were overconfident, and assumed that their individual brilliance would prevail. An over reliance on one- on-one basketball and poor team defense doomed them as they lost games to Puerto Rico, Lithuania, and Argentina. Enter Jerry Colangelo, 68, former coach, player, and presi- dent of the Phoenix Suns. “The way they conducted themselves left a lot to be desired,” he says of the 2004 team. “Watching and listening to how people reacted to our players, I knew we’d hit bottom.” Colangelo told NBA commissioner David Stern that he would only assume duties as managing director if he was given complete control. As a measure of how abysmal the situation was, he immediately got what he asked for. In 2005 Colangelo met face-to-face with every prospective national player, to hear in their own words why they wanted to represent their country. The few good men to set things right wouldn’t be paid or guaranteed playing time, much less a starting spot. A key recruit was superstar LeBron James who had been tagged “LeBronze” after his performance on the disappointing 2004 team. Colangelo says, “I got buy-in. Halfway through my talk with him, LeBron said, I’m in.” Kobe Bryant soon followed and all but two of the 30 top NBA stars turned Colangelo down. Mike Kryzewski, the college coach at Duke, was hired with one project objective in mind—win the gold medal. To do so he had to change the attitude of team USA. They had to subordi- nate their superstar egos and buy-in to the concept of team ball. A blessing in disguise was being knocked out of the 2006 world championship by a Greek team. The players came away from that disappointment committed to team ball as extra passes became the staple in practices. The change in attitude was evident in more subtle ways. The USA on the uniforms was bright red, while the players’ names were muted blue. The players no longer referred to hoops as “our game” and spoke about how it had become the world’s game. Even the team’s official slogan (United we rise) and unofficial nickname (the Redeem Team) implied room for improvement. The team bought into a common objective. Team USA marched to the final gold medal game by beating opponents by an average margin of 301 points. Experts marveled not so much by the victory margin, but by how well they played as a team. “Our goal is to win a gold medal and be humble about it,” says Jason Kidd, six time all-pro point guard, “and if we do it by 50, to make sure it’s because we’re playing the right way.” Nothing exemplified the right way more than a moment in the final, in which flawless ball movement from the Redeemers for 16 sec- onds, without a dribble being taken, culminated with Dwight Howard receiving a perfect pass for an uncontested dunk. In the end, they didn’t dominate the gold medal game. Spain proved to be inspired opponents. They simply closed the game out and for the first time since NBA players have come to the Olympics the USA played as a team rather than showboating individuals. * Wolff, Alexander. “The Redeem Team: New nickname, new outlook for U.S. at Olympics,” http://sportsillustrated.cnn.com/2008/writers/ alexander_wolff/07/22/redeem.team0728/index.html Varkonyi, Greg. “The Redeem Team played like a dream in the Olympic basketball final,” http://www.sportingo.com/olympic-games/basketball/ a10072_redeem-team-played-like-dream-olympic-basketball-final © AP Photo/Dusan Vranic Lar03342_ch11_374-417.indd Page 376 3/4/10 1:32:15 AM user-f497Lar03342_ch11_374-417.indd Page 376 3/4/10 1:32:15 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 http://www.sportingo.com/olympic-games/basketball/a10072_redeem-team-played-like-dream-olympic-basketball-final http://www.sportingo.com/olympic-games/basketball/a10072_redeem-team-played-like-dream-olympic-basketball-final http://sportsillustrated.cnn.com/2008/writers/alexander_wolff/07/22/redeem.team0728/index.html http://sportsillustrated.cnn.com/2008/writers/alexander_wolff/07/22/redeem.team0728/index.html Chapter 11 Managing Project Teams 377 4. The team exerts energy toward problem solving rather than allowing itself to be drained by interpersonal issues or competitive struggles. 5. Differences of opinion are encouraged and freely expressed. 6. To encourage risk taking and creativity, mistakes are treated as opportunities for learning rather than reasons for punishment. 7. Members set high personal standards of performance and encourage each other to realize the objectives of the project. 8. Members identify with the team and consider it an important source of both professional and personal growth. High-performing teams become champions, create breakthrough products, exceed customer expectations, and get projects done ahead of schedule and under budget. They are bonded together by mutual interdependency and a common goal or vision. They trust each other and exhibit a high level of collaboration. The Five-Stage Team Development Model Just as infants develop in certain ways during their first months of life, many ex- perts argue that groups develop in a predictable manner. One of the most popular models identifies five stages (see Figure 11.1) through which groups develop into effective teams: 1. Forming. During this initial stage the members get acquainted with each other and understand the scope of the project. They begin to establish ground rules by trying to find out what behaviors are acceptable with respect to both the project (what role they will play, what performance expectations are) and inter- personal relations (who’s really in charge). This stage is completed once mem- bers begin to think of themselves as part of a group. 2. Storming. As the name suggests, this stage is marked by a high degree of inter- nal conflict. Members accept that they are part of a project group but resist the Orientation to project Emotional response to the demands of the project Open exchange of relevent information Emergence of a solution Dissolution of the group Testing and dependence Intragroup conflict Development of group cohesion Functional roles emerge Stage 1: Forming Stage 2: Storming Stage 3: Norming Stage 4: Performing Stage 5: Adjourning Project Activity Group Process FIGURE 11.1 The Five-StageTeam Development Model Lar03342_ch11_374-417.indd Page 377 2/8/10 10:16:04 AM user-f498Lar03342_ch11_374-417.indd Page 377 2/8/10 10:16:04 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop 378 Chapter 11 Managing Project Teams constraints that the project and group put on their individuality. There is con- flict over who will control the group and how decisions will be made. As these conflicts are resolved, the project manager’s leadership becomes accepted, and the group moves to the next stage. 3. Norming. The third stage is one in which close relationships develop and the group demonstrates cohesiveness. Feelings of camaraderie and shared respon- sibility for the project are heightened. The norming phase is complete when the group structure solidifies and the group establishes a common set of expecta- tions about how members should work together. 4. Performing. The team operating structure at this point is fully functional and accepted. Group energy has moved from getting to know each other and how the group will work together to accomplishing the project goals. 5. Adjourning. For conventional work groups, performing is the last stage of their development. However, for project teams, there is a completion phase. During this stage, the team prepares for its own disbandment. High perfor- mance is no longer a top priority. Instead attention is devoted to wrapping up the project. Responses of members vary in this stage. Some members are up- beat, basking in the project team’s accomplishments. Others may be depressed over loss of camaraderie and friendships gained during the project’s life. This model has several implications for those working on project teams. The first is that the model provides a framework for the group to understand its own development. Project managers have found it useful to share the model with their teams. It helps members accept the tensions of the storming phase, and it directs their focus to moving toward the more productive phases. Another implication is that it stresses the importance of the norming phase, which contributes signifi- cantly to the level of productivity experienced during the performing phase. Proj- ect managers, as we shall see, have to take an active role in shaping group norms that will contribute to ultimate project success. For an alternative model of group development see the Punctuated Equilibrium Research Highlight. Situational Factors Affecting Team Development Experience and research indicate that high-performance project teams are much more likely to develop under the following conditions: • There are 10 or fewer members per team. • Members volunteer to serve on the project team. • Members serve on the project from beginning to end. • Members are assigned to the project full time. • Members are part of an organization culture that fosters cooperation and trust. • Members report solely to the project manager. • All relevant functional areas are represented on the team. • The project involves a compelling objective. • Members are located within conversational distance of each other. In reality, it is rare that a project manager is assigned a project that meets all of these conditions. For example, many projects’ requirements dictate the active Lar03342_ch11_374-417.indd Page 378 2/8/10 10:16:15 AM user-f498Lar03342_ch11_374-417.indd Page 378 2/8/10 10:16:15 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop Gersick’s research suggests that groups don’t develop in a universal sequence of stages as suggested by the five-phase model. Her re- search, which is based on the systems concept of punctuated equilibrium, found that the timing of when groups form and actually change the way they work is highly consistent. What makes this research appealing is that it is based on studies of more than a dozen field and laboratory task forces assigned to complete a spe- cific project. This research reveals that each group begins with a unique approach to accomplishing its project that is set in its first meeting and includes the behavior and roles that dominate phase I. Phase I continues until one-half of the allotted time for project completion has expired (regardless of actual amount of time). At this midpoint, a major transition occurs that includes the dropping of the group’s old norms and behavior patterns and the emergence of new behavior and working relationships that contribute to increased prog- ress toward completing the project. The last meeting is marked by accelerated activity to complete the project. These findings are summarized in Figure 11.2. The remarkable discovery in these studies was that each group experienced its transition at the same point in its calendar—precisely halfway between the first meeting and the completion deadline—despite the fact that some groups spent as little as an hour on their project while others spent six months. It was as if the groups universally experienced a midlife crisis at this point. The midpoint appeared to work like an alarm clock, heightening members’ awareness that time was limited and they needed to get moving. Within the context of the five-stage model, it suggests that groups begin by combining the forming and norming stages, then go through a period of low performing, followed by storming, then a period of high performing, and finally adjourning. Gersick’s findings suggest that there are natural transi- tion points during the life of teams in which the group is re- ceptive to change and that such a moment naturally occurs at the scheduled midpoint of a project. However, a manager does not want to have to wait 6 months on a complicated 12-month project for a team to get its act together! Here it is important to note that Gersick’s groups were working on relatively small-scale projects, i.e., a 4-person bank task force in charge of designing a new bank account in one month and a 12-person medical task force in charge of re- organizing two units of a treatment facility. In most cases no formal project plan was established. If anything, the re- sults point to the importance of good project management and the need to establish deadlines and milestones. By im- posing a series of deadlines associated with important milestones, it is possible to create multiple transition points for natural group development. For example, a 12-month construction project can be broken down into six to eight significant milestones with the challenge of meeting each deadline producing the prerequisite tension for elevating team performance. * Connie J. Gersick, “Time and Transition in Work Teams: Toward a New Model of Group Development,” Academy of Management Journal, Vol. 31, No. 1 (March 1988), pp. 9–41; and Connie J. Gersick, “Making Time Predictable Transitions in Task Groups,” Academy of Management Journal, Vol. 32, No. 2 (June 1989), pp. 274–309. Research Highlight High P er fo rm an ce Midpoint Deadline Completion Start First meeting Phase 2 Phase 1 Transition FIGURE 11.2 The Punctuated Equilibrium Model of Group Development The Punctuated Equilibrium Model of Group Development* 379 Lar03342_ch11_374-417.indd Page 379 1/30/10 2:59:38 PM user-f501Lar03342_ch11_374-417.indd Page 379 1/30/10 2:59:38 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 380 Chapter 11 Managing Project Teams involvement of more than 10 members and may consist of a complex set of inter- locking teams comprising more than 100 professionals. In many organizations, functional managers or central manpower offices assign project members with lit- tle input from the project manager. To optimize resource utilization, team member involvement may be part time, and/or participants may move in and out of the project team on an as-needed basis. In the case of ad hoc task forces, no member of the team works full time on the project. In many corporations an NIH (not in- vented here) culture exists that discourages collaboration across functional boundaries. Team members often report to different managers, and, in some cases, the proj- ect manager will have no direct input over performance appraisals and advance- ment opportunities of team members. Key functional areas may not be represented during the entire duration of the project but may only be involved in a sequential manner. Not all projects have a compelling objective. It can be hard to get mem- bers excited about mundane projects such as a simple product extension or a con- ventional apartment complex. Finally, team members are often scattered across different corporate offices and buildings or, in the case of a virtual project, across the entire globe. It is important for project managers and team members to recognize the situa- tional constraints they are operating under and do the best they can. It would be naive to believe that every project team has the same potential to evolve into a high-performance team. Under less-than-ideal conditions, it may be a struggle just to meet project objectives. Ingenuity, discipline, and sensitivity to team dy- namics are essential to maximizing the performance of a project team. Building High-Performance Project Teams Project managers play a key role in developing high-performance project teams. They recruit members, conduct meetings, establish a team identity, create a com- mon sense of purpose or a shared vision, manage a reward system that encourages teamwork, orchestrate decision making, resolve conflicts that emerge within the team, and rejuvenate the team when energy wanes (see Figure 11.3). Project man- agers take advantage of situational factors that naturally contribute to team development while improvising around those factors that inhibit team develop- Recruit team members Superior performance Conduct project meetings Establish team identity Create a shared vision Build a reward system Manage decision making Manage conflict Rejuvenate the project team FIGURE 11.3 Creating a High- Performance Project Team Lar03342_ch11_374-417.indd Page 380 2/1/10 9:12:57 PM user-f498Lar03342_ch11_374-417.indd Page 380 2/1/10 9:12:57 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 11 Managing Project Teams 381 ment. In doing so they exhibit a highly interactive management style that exempli- fies teamwork and, as discussed in the previous chapter, manage the interface between the team and the rest of the organization. Recruiting Project Members The process of selecting and recruiting project members will vary across organiza- tions. Two important factors affecting recruitment are the importance of the proj- ect and the management structure being used to complete the project. Often for high-priority projects that are critical to the future of the organization, the project manager will be given virtual carte blanche to select whomever he or she deems necessary. For less significant projects, the project manager will have to persuade personnel from other areas within the organization to join the team. In many matrix structures, the functional manager controls who is assigned to the project; the project manager will have to work with the functional manager to obtain necessary personnel. Even in a project team where members are selected and assigned full time to the project, the project manager has to be sensitive to the needs of others. There is no better way to create enemies within an organization than to be perceived as unnecessarily robbing other departments of essential personnel. Experienced project managers stress the importance of asking for volunteers. However, this desirable step oftentimes is outside the manager’s control. Still, the value of having team members volunteer for the project as opposed to being assigned cannot be overlooked. Agreeing to work on the project is the first step toward building personal commitment to the project. Such commitment will be essential to maintain motivation when the project hits hard times and extra effort is required. When selecting and recruiting team members, project managers naturally look for individuals with the necessary experience and knowledge/technical skills criti- cal for project completion. At the same time, there are less obvious considerations that need to be factored into the recruitment process: • Problem-solving ability. If the project is complex and fuzzy, then a manager wants people who are good at working under uncertainty and have strong prob- lem identification and solving skills. These same people are likely to be bored and less productive working on straightforward projects that go by the book. • Availability. Sometimes the people who are most available are not the ones wanted for the team. Conversely, if members recruited are already overcommit- ted, they may not be able to offer much. • Technological expertise. Managers should be wary of people who know too much about a specific technology. They may be technology buffs who like to study but have a hard time settling down and doing the work. • Credibility. The credibility of the project is enhanced by the reputation of the people involved in the project. Recruiting a sufficient number of “winners” lends confidence to the project. • Political connections. Managers are wise to recruit individuals who already have a good working relationship with key stakeholders. This is particularly true for projects operating in a matrix environment in which a significant portion of the work will be under the domain of a specific functional department and not the core project team. • Ambition, initiative, and energy. These qualities can make up for a lot of short- comings in other areas and should not be underestimated. Lar03342_ch11_374-417.indd Page 381 1/30/10 2:59:40 PM user-f501Lar03342_ch11_374-417.indd Page 381 1/30/10 2:59:40 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 382 Chapter 11 Managing Project Teams See the Managing Martians snapshot for further advice on recruiting team members. After reviewing needed skills, the manager should try and find out through the cor- porate grapevine who is good, who is available, and who might want to work on the project. Some organizations may allow direct interviews. Often a manager will have to expend political capital to get highly prized people assigned to the project. In matrix environments, the project manager will have to request appointments with functional managers to discuss project requirements for staffing. The fol- lowing documents should be available at these discussions: an overall project scope statement, endorsements of top management, and a description of the tasks and general schedule that pertain to the people from their departments. Managers need to be precise as to what attributes they are seeking and why they are important. Functional managers should be encouraged to suggest names of people within their departments as candidates. If the project manager is asked to suggest names, it might be wise to say, “Well, I would really like Pegi Young, but I know how criti- cal her work is. How about Billy Talbot?” If the conversation goes this way, the project manager may be able to cut a deal then and there and will want to be sure to put the agreement in writing immediately after the meeting as a memorandum of understanding. If, on the other hand, the functional manager balks at the suggestions and the meeting is not progressing, the project manager should adroitly terminate the con- versation with an understanding that the matter will be discussed again in a few days. This technique demonstrates persistence and a desire to do what it takes to Donna Shirley’s 35-year career as aerospace engineer reached a pinnacle in July 1997 when Sojourner—the solar-powered, self-guided, microwave-oven-sized rover—was seen ex- ploring the Martian landscape in Pathfinder’s spectacular im- ages from the surface of the red planet. The event marked a milestone in space exploration: No vehicle had ever before roamed the surface of another planet. Shirley, a manager at the Jet Propulsion Laboratory’s Mars Exploration Program, headed the mostly male team that designed and built Sojourner. In her insightful memoir, Managing Martians, written with Danelle Morton, she makes the following observation about managing creative teams: When you are managing really brilliant, creative people, at some point you find it’s impossible to command or control them because you can’t understand what they are doing. Once they have gone beyond your ability to understand them, you have a choice to make as a manager. You can limit them and the project by your intelligence, which I think is the wrong way to do it. Or you can trust them and use your man- agement skills to keep them focused on the goal. S N A P S H O T F R O M P R A C T I C E Managing Martians* A lot of bad managers get threatened when their “subordi- nates” know more than they do. They either hire people who are inferior to them so they can always feel in control or they bottleneck people who know something they don’t so they can maintain control. The whole project suffers from the manager’s insecurities. * Donna Shirley and Danelle Morton, Managing Martians (New York: Broadway Books, 1998), pp. 88–89. Courtesy of NASA. Lar03342_ch11_374-417.indd Page 382 2/8/10 10:15:34 AM user-f498Lar03342_ch11_374-417.indd Page 382 2/8/10 10:15:34 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop Chapter 11 Managing Project Teams 383 resolve the issue. Ultimately, of course, the project manager will have to settle on the best offer. Managers should exercise care not to reveal how different members of the team were selected. The project might be crippled at the start if reluctantly assigned members are identified and the team perceives differences in attitude and commitment. Conducting Project Meetings The First Project Team Meeting Research on team development confirms what we have heard from project manag- ers: The first project kick-off meeting is critical to the early functioning of the project team. According to one veteran project manager: The first team meeting sets the tone for how the team will work together. If it is disorga- nized, or becomes bogged down with little sense of closure, then this can often become a self-fulfilling prophecy for subsequent group work. On the other hand, if it is crisply run, focusing on real issues and concerns in an honest and straightforward manner, members come away excited about being part of the project team. There are typically three objectives project managers try to achieve during the first meeting of the project team. The first is to provide an overview of the project, in- cluding the scope and objectives, the general schedule, method, and procedures. The second is to begin to address some of the interpersonal concerns captured in the team development model: Who are the other team members? How will I fit in? Will I be able to work with these people? The third and most important objective is to begin to model how the team is going to work together to complete the proj- ect. The project manager must recognize that first impressions are important; her behavior will be carefully monitored and interpreted by team members. This meet- ing should serve as an exemplary role model for subsequent meetings and reflect the leader’s style. The meeting itself comes in a variety of shapes and forms. It is not uncommon in major projects for the kick-off meeting to involve one or two days, often at a remote site away from interruptions. This retreat provides sufficient time for preliminary in- troduction, to begin to establish ground rules, and to define the structure of the project. One advantage of off-site kick-off meetings is that they provide ample op- portunity for informal interaction among members during breaks, meals, and eve- ning activities; such informal interactions are critical to forming relationships. However, many organizations do not have the luxury of holding elaborate re- treats. In other cases the scope of project and level of involvement of different participants does not warrant such an investment of time. In these cases, the key operating principle should be KISS (keep it simple stupid!). Too often when con- strained by time, project managers try to accomplish too much during the first meeting; in doing so, issues do not get fully resolved, and members come away with an information headache. The primary goal is to run a productive meeting, and objectives should be realis- tic given the time available. If the meeting is only one hour, then the project manager should simply review the scope of the project, discuss how the team was formed, and provide an opportunity for members to introduce themselves to the team. Establishing Ground Rules Whether as part of an elaborate first meeting or during follow-up meetings, the project manager must quickly begin to establish operational ground rules for how Lar03342_ch11_374-417.indd Page 383 2/4/10 9:12:19 PM user-f498Lar03342_ch11_374-417.indd Page 383 2/4/10 9:12:19 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 384 Chapter 11 Managing Project Teams the team will work together. These ground rules involve not only organizational and procedural issues but also normative issues on how the team will interact with each other. Although specific procedures will vary across organizations and proj- ects, some of the major issues that need to be addressed include the following: Planning Decisions • How will the project plan be developed? • What tools will be used to support the project? • Will a specific project management software package be used? If so, which one? • Who will enter the planning information? • What are the specific roles and responsibilities of all the participants? • Who needs to be informed of decisions? How will they be kept informed? • What are the relative importance of cost, time, and performance? • What are the deliverables of the project planning process? • What format is appropriate for each deliverable? • Who will approve and sign off at the completion of each deliverable? • Who receives each deliverable? Tracking Decisions • How will progress be assessed? • At what level of detail will the project be tracked? • How will team members get data from each other? • How often will they get this data? • Who will generate and distribute reports? • Who needs to be kept informed about project progress, and how will they be informed? • What content/format is appropriate for each audience? • Meetings – Where will meetings be located? – What kind of meetings will be held? – Who will “run” these meetings? – How will agendas be produced? – How will information be recorded? Managing Change Decisions • How will changes be instituted? • Who will have change approval authority? • How will plan changes be documented and evaluated? Relationship Decisions • What department or organizations will the team need to interact with during the project? • What are the roles and responsibilities of each organization (reviewer, approver, creator, user)? • How will all involved parties be kept informed of deliverables, schedule dates, expectations, etc.? Lar03342_ch11_374-417.indd Page 384 1/30/10 2:59:42 PM user-f501Lar03342_ch11_374-417.indd Page 384 1/30/10 2:59:42 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 385 • How will the team members communicate among themselves? • What information will and won’t be exchanged? Checklists like these are only a guide; items should be added or deleted as needed. Many of these procedures will have already been established by precedent and will only have to be briefly reviewed. For example, Microsoft Project or Pri- mavera may be the standard software tool for planning and tracking. Likewise, a specific firm is likely to have an established format for reporting status informa- tion. How to deal with other issues will have to be determined by the project team. When appropriate, the project manager should actively solicit input from the proj- ect team members and draw upon their experience and preferred work habits. This process also contributes to their buying into the operational decisions. Decisions should be recorded and circulated to all members. During the course of establishing these operational procedures, the project manager, through word and deed, should begin working with members to estab- lish the norms for team interaction. Below are examples of some of the norms re- searchers have found associated with high-performance teams. • Confidentiality is maintained; no information is shared outside the team unless all agree to it. • It is acceptable to be in trouble, but it is not acceptable to surprise others. Tell others immediately when deadlines or milestones will not be reached. • There is zero tolerance for bulling a way through a problem or an issue. • Agree to disagree, but when a decision has been made, regardless of personal feelings, move forward. • Respect outsiders, and do not flaunt one’s position on the project team. • Hard work does not get in the way of having fun. One way of making these norms more tangible is by creating a team charter that goes beyond the scope statement of the project and states in explicit terms the norms and values of the team. This charter should be a collaborative effort on the part of the core team. Project managers can lead by proposing certain tenets, but they need to be open to suggestions from the team. Once there is general agree- ment to the rules of conduct, each member signs the final document to symbolize commitment to the principles it contains. Unfortunately, in some cases charters become a meaningless ritual because the charter is signed and filed away, never to be discussed again. To have a lasting ef- fect, the charter has to be a legitimate part of the project monitoring system. Just as the team reviews progress toward project objectives, the team assesses the ex- tent to which members are adhering to the principles in the charter. Project managers play a major role in establishing team norms through personal example. If they freely admit mistakes and share what they have learned from them, other team members will begin to do the same. At the same time, project managers need to intervene when they believe such norms are being violated. They should talk to offenders privately and clearly state their expectations. The amazing thing about groups is that once a group is cohesive, with well-established norms, the members will police themselves so that the manager doesn’t have to be the heavy. For example, one project manager confided that his team had a practice of having a small bean bag present at every meeting. If any one member felt that a colleague was shooting hot air or shading the truth, he or she was obligated to toss the bean bag at the speaker. See the snapshot: Mattel’s Project Platypus for examples of norms that encourage innovation. Lar03342_ch11_374-417.indd Page 385 1/30/10 2:59:43 PM user-f501Lar03342_ch11_374-417.indd Page 385 1/30/10 2:59:43 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 386 Chapter 11 Managing Project Teams Mattel is the largest toy manufacturing company in the world with product lines that include Barbie dolls, Fisher- Price toys, and Hot Wheels. Mattel stumbled when it missed out on the girl empowerment trend in the late 1990s. Vowing never to have this happen again, Mattel re-engineered its product development processes by instituting Project Platypus. Project Platypus consists of people from a variety of func- tional areas who leave their regular jobs for three months and move out of Mattel headquarters to a separate location where they work collaboratively on new product ideas. Team mem- bers in Mattel’s Project Platypus sometimes spend their days dropping eggs from a 14-foot ladder or throwing stuffed ani- mals at each other. It is all part of team-building activities de- signed to get people to think differently and come up with creative ideas for new toys. According to Ivy Ross, head of Mattel’s girl design division, exercises such as devising a method to prevent an egg from breaking when dropped from 14 feet or throwing stuffed bun- nies at a teammate to release inhibitions are ways to get peo- ple to think outside the box and discover consumer trends and marketplace changes. “Other companies have skunk works,” Ross says, “we have platypus. I looked up the definition and it said, ‘an uncommon mix of different species.’” S N A P S H O T F R O M P R A C T I C E Mattel’s Project Platypus* The strength of the Platypus lies in its members’ ability to build on one another’s creative ideas. A key group norm is no one owns an idea. Everything belongs to the group, which helps eliminate competitiveness. Project Platypus is also designed to encourage team bond- ing, so that people will continue to share ideas and collaborate once the creative ideas move further into product develop- ment and production. Previously, product development at Mat- tel involved a lot of “baton passing,” as Ross puts it. Mattel now wants everyone to collaborate in a design and develop- ment process where there’s a shared sense of ownership and achievement. Participants in the project work in a huge open space with no walls or cubicles. Desks are on wheels to en- courage spontaneous sharing and collaboration. Project mem- bers can post their sketched ideas on the walls and invite others for suggestions. The first Project Platypus effort is a new toy called Ello, a hybrid between a construction set and activity kit. Ello sets consist of interconnected pieces that allow children to explore their imagination to build anything from jewelry to buildings. Platypus project teams are continuing to work to develop two to three new product ideas a year. * Chuck Salter, “Ivy Ross Is Not Playing Around,” Fast Company, Issue 64, November 2002, p. 104. AP/Wide World. Lar03342_ch11_374-417.indd Page 386 1/30/10 2:59:43 PM user-f501Lar03342_ch11_374-417.indd Page 386 1/30/10 2:59:43 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 387 Managing Subsequent Project Meetings The project kick-off meeting is one of several kinds of meetings required to com- plete a project. Other meetings include status report meetings, problem-solving meetings, and audit meetings. Issues unique to these meetings will be discussed in subsequent chapters. For now, here are some general guidelines for running effec- tive meetings. They speak directly to the person chairing the meeting: • Start meetings on time regardless of whether everyone is present. • Prepare and distribute an agenda prior to the meeting. • Identify an adjournment time. • Periodically take time to review how effective previous meetings have been. • Solicit recommendations and implement changes. • Assign good recordkeeping. • Review the agenda before beginning, and tentatively allocate time for each item. • Prioritize issues so that adjustments can be made given time constraints. • Encourage active participation of all members by asking questions instead of making statements. • Summarize decisions, and review assignments for the next meeting. • Prepare and distribute a summary of the meeting to appropriate people. • Recognize accomplishments and positive behavior. Meetings are often considered an anathema to productivity, but this does not have to be the case. The most common complaint is that meetings last too long. Establishing an agenda and adjournment time helps participants budget discus- sion time and provides a basis for expediting the proceedings. Recordkeeping can be an unwelcome, tedious task. Utilizing laptop computers to record decisions and information in real time can facilitate the communication process. Careful preparation and consistent application of these guidelines can make meetings a vital part of projects. Establishing a Team Identity One of the challenges project managers often face in building a team is the lack of full-time involvement of team members. Specialists work on different phases of the project and spend the majority of their time and energy elsewhere. They are often members of multiple teams, each competing for their time and allegiance. Project expert David Frame points out that for many of these specialists a specific project is an abstraction; as a consequence their level of motivation suffers. Proj- ect managers need to try to make the project team as tangible as possible to the participants by developing a unique team identity to which participants can be- come emotionally attached. Team meetings, co-location of team members, team names, and team rituals are common vehicles for doing so. • Effective use of meetings. Periodic project team meetings provide an important forum for communicating project information. A less obvious function of proj- ect meetings is to help establish a concrete team identity. During project meet- ings, members see that they are not working alone. They are part of a larger project team, and project success depends on the collective efforts of all the team members. Timely gatherings of all the project participants help define team membership and reinforce a collective identity. Lar03342_ch11_374-417.indd Page 387 1/30/10 2:59:43 PM user-f501Lar03342_ch11_374-417.indd Page 387 1/30/10 2:59:43 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 388 Chapter 11 Managing Project Teams • Co-location of team members. The most obvious way to make the project team tangible is to have members work together in a common space. This is not al- ways possible in matrix environments where involvement is part time and mem- bers are working on other projects and activities. A worthwhile substitute for co-location is the creation of a project office, sometimes referred to as the proj- ect war room or clubhouse. Such rooms are the common meeting place and contain the most significant project documentation. Frequently, their walls are covered with Gantt charts, cost graphs, and other output associated with project planning and control. These rooms serve as a tangible sign of project effort. • Creation of project team name. The development of a team name such as the “A-Team” or “Casey’s Crusaders” is a common device for making a team more tangible. Frequently an associated team logo is also created. Again the project manager should rely on the collective ingenuity of the team to come up with the appropriate name and logo. Such symbols then can be affixed to stationery, T-shirts, coffee mugs, etc., to help signify team membership. • Get the team to build or do something together early on. Nothing reinforces a sense of a team more than working on something together. In the case of one international project, the manager simply hosted a potluck dinner where each member brought a dish his or her country was famous for. • Team rituals. Just as corporate rituals help establish the unique identity of a firm, similar symbolic actions at the project level can contribute to a unique team subculture. For example, on one project members were given ties with Knight-Ridder’s Tallahassee Democrat, like many American newspapers in the late 1980s, was struggling to survive in the face of declin- ing revenues. Fred Mott, the general manager of the Democrat, was convinced that the key to the newspa- per’s future was becoming more customer-focused. Despite his best efforts, little progress was being made toward becom- ing a customer-driven newspaper. One area that was particu- larly problematic was advertising, where lost revenues due to errors could be as high as $10,000 a month. Fred Mott decided to create a team of 12 of his best work- ers from all parts of the newspaper. They became known as the ELITE team because their mission was to “ELIminate The Er- rors.” At first the team spent a lot of time pointing fingers at each other rather than coming to grips with the error problems at the newspaper. A key turning point came when one member produced what became known as “the rat tracks fax” and told the story behind it. It turns out a sloppily prepared ad arrived through a fax machine looking like “a rat had run across the page.” Yet the ad passed through the hands of seven employ- ees and probably would have been printed if it had not been to- tally unreadable. The introduction of this fax broke the ice, and the team started to admit that everyone—not everyone else— S N A P S H O T F R O M P R A C T I C E “Rat Fax” Galvanizes ELITE Team at Newspaper* was at fault. Then, recalls one member, “We had some pretty hard discussions. And there were tears at those meetings.” The emotional responses galvanized the group to the task at hand and bonded them to one another. The ELITE team looked carefully at the entire process by which an ad was sold, created, printed, and billed. When the process was ex- amined, the team discovered patterns of errors, most of which could be attributed to bad communication, time pressures, and poor attitude. They made a series of recommendations that completely transformed the ad process at the Democrat. Un- der ELITE’s leadership, advertising accuracy rose sharply and stayed above 99 percent. Lost revenues from errors dropped to near zero. Surveys showed a huge positive swing in adver- tiser satisfaction. The impact of ELITE, however, went beyond numbers. The ELITE team’s own brand of responsiveness to customer satis- faction spread to other parts of the newspaper. In effect this team of mostly frontline workers spearheaded a cultural trans- formation at the newspaper that emphasized a premium on customer service. * Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams (Boston: Harvard Business School Press, 1993), pp. 67–72. Copyright McKinsey & Co., Inc. Lar03342_ch11_374-417.indd Page 388 1/30/10 2:59:44 PM user-f501Lar03342_ch11_374-417.indd Page 388 1/30/10 2:59:44 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 389 stripes that corresponded to the number of milestones on the project. After reaching each milestone, members would gather and cut the next stripe off their ties to signify progress. Ralph Katz reports it was common practice for Digital Equipment’s alpha chip design team to recognize people who found a bug in the design by giving them a phosphorescent toy roach. The bigger the bug that was discovered, the bigger the toy roach received. Such rituals help set project work apart from mainstream operations and reinforce a special status. Creating a Shared Vision Unlike project scope statements, which include specific cost, completion dates, and performance requirements, a vision involves the less tangible aspects of proj- ect performance. It refers to an image a project team holds in common about how the project will look upon completion, how they will work together, and/or how customers will accept the project. At its simplest level, a shared vision is the an- swer to the question, “What do we want to create?” Not everyone will have the same vision, but the images should be similar. Visions come in a variety of shapes and forms; they can be captured in a slogan or a symbol or can be written as a for- mal vision statement. What a vision is, is not as important as what it does. A vision inspires members to give their best effort. (See A Good Man in a Storm Snapshot.) Moreover, a shared vision unites professionals with different backgrounds and agendas to a common aspiration. It helps motivate members to subordinate their individual agendas and do what is best for the project. As psychologist Robert Fritz puts it, “In the presence of greatness, pettiness disappears.” Visions also provide focus and help communicate less tangible priorities, helping members make appropriate judgment calls. Finally, a shared vision for a project fosters commitment to the long term and discourages expedient responses that collectively dilute the quality of the project. Visions can be surprisingly simple. For example, the vision for a new car could be expressed as a “pocket rocket.” Compare this vision with the more traditional product description—“a sports car in the midprice range.” The “pocket rocket” vision provides a much clearer picture of what the final product should be. Design engineers would immediately understand that the car will be both small and fast and that the car should be quick at the getaway, nimble in the turns, and very fast in the straightaways. Obviously, many details would have to be worked out, but the vision would help establish a common framework for making decisions. There appear to be four essential qualities of an effective vision (see Figure 11.4): First, its essential qualities must be able to be communicated. A vision is worthless if it only resides in someone’s head. Second, visions have to be challenging but also realistic. For example, a task force directed at overhauling the curriculum at the college of business at a state university is likely to roll its eyes if the dean announces that their vision is to compete against the Harvard Business School. Conversely, developing the best undergraduate business program in that state may be a realistic vision for that task force. Third, the project manager has to believe in the vision. Passion for the vision is an essential element of an effective vision. Finally, it should be a source of inspiration to others. Once a project manager accepts the importance of building a shared vision, the next question is how to get a vision for a particular project. First, project manag- ers don’t get visions. They act as catalysts and midwives for the formation of a shared vision of a project team. In many cases visions are inherent in the scope Lar03342_ch11_374-417.indd Page 389 1/30/10 2:59:44 PM user-f501Lar03342_ch11_374-417.indd Page 389 1/30/10 2:59:44 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 390 Chapter 11 Managing Project Teams Inspire othersPassion Strategic senseCommunicate VISION FIGURE 11.4 Requirements for an Effective Project Vision Once upon a time, back in 1976, Data General Corporation needed to come up quickly with a fast, reasonably priced 32-bit mini-computer to compete with Digital Equipment Corpora- tion’s VAX. Data General CEO Edson de Castro launched the Fountainhead Project and gave it the best people and ample resources to complete the 32-bit initiative. As a back-up to the Fountainhead project, Data General created the Eagle project within the Eclipse group under the leadership of Tom West. Work on both projects began in 1978. In 1980 Data General announced its new computer, featur- ing simplicity, power, and low cost. This computer was not the Fountainhead from the well-funded “best” DG group but the Eagle from Tom West’s under-funded Eclipse team. Tracy Kid- der saw all this happen and told the story in The Soul of a New Machine, which won a Pulitzer Prize in 1982. This book, which Kidder thought might be of interest to a handful of computer scientists, has become a project management classic. In the beginning of his book, Kidder introduces the readers to the book’s protagonist Tom West by telling the story of him sailing a yacht across rough seas off the coast of New England. Kidder’s title for the prologue was “A Good Man in a Storm.” Twenty years after Kidder’s book was published Tom West was interviewed by Lawrence Peters for the Academy of Management Executive. Below are some excerpts that cap- ture Tom’s views on managing innovative projects: On selecting team members: You explain to a guy what the challenge was, and then see if his eyes light up. S N A P S H O T F R O M P R A C T I C E A Good Man in a Storm* On motivating team members: . . . Challenge was everything. People, especially creative technical people who really want to make a difference, will do whatever is possible or whatever is necessary. I’ve done this more than once, and I’ve repeated it over and over. It seems to work. On the importance of having a vision: . . . you’ve got to find a rallying cry. You need to have some- thing that can be described very simply and has that sort of ring of truth to an engineer that says “yes that’s the thing to be doing right now.” Otherwise you’re going to be rolling rocks up hill all the time. On the role of being a project manager: You have to act as a cheerleader. You have to act as the instructor. You have to constantly bring to mind what the purpose is and what’s moving the ball towards the goal post, and what’s running sideways, and you have to take up a lot of battles for them. I mean you really don’t want your design engineer arguing with the guy in the drafting shop about why he ought to do it the designer’s way. I can do that, and I can pull rank too, and sometimes I did just that. * Tracy Kidder, The Soul of a New Machine (New York: Avon Books, 1981); Lawrence H. Peters, “‘A Good Man in a Storm’: An Interview with Tom West,” Academy of Management Executive, Vol. 16, No. 4, 2002, pp. 53–60. Lar03342_ch11_374-417.indd Page 390 2/1/10 9:13:11 PM user-f498Lar03342_ch11_374-417.indd Page 390 2/1/10 9:13:11 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 11 Managing Project Teams 391 and objectives of the project. People get naturally excited about being the first ones to bring a new technology to the market or solving a problem that is threat- ening their organization. Even with mundane projects, there are often ample op- portunities for establishing a compelling vision. One way is to talk to various people involved in the project and find out early on what gets them excited about the project. For some it may be doing a better job than on the last project or the satisfaction in the eyes of the customers when the project is over. Many visions evolve reactively in response to competition. For example, the Kodak team re- sponsible for developing the single-use FunSaver camera was driven by the vision of beating a similar effort by Fuji to the market. Some experts advocate engaging in formal vision-building meetings. These meetings generally involve several steps, beginning with members identifying dif- ferent aspects of the project and generating ideal scenarios for each aspect. For example, on a construction project the scenarios may include “no accidents,” “no lawsuits,” “winning a prize,” or “how we are going to spend our bonus for com- pleting the project ahead of schedule.” The group reviews and chooses the scenar- ios that are most appealing and translates them into vision statements for the project. The next step is to identify strategies for achieving the vision statements. For example, if one of the vision statements is that there will be no lawsuits, mem- bers will identify how they will have to work with the owner and subcontractors to avoid litigation. Next, members volunteer to be the keeper of the flame for each statement. The vision, strategies, and the name of the responsible team member are published and distributed to relevant stakeholders. In more cases than not, shared visions emerge informally. Project managers col- lect information about what excites participants about the project. They test bits of their working vision in their conversations with team members to gauge the level of excitement the early ideas elicit in others. To some extent they engage in basic market research. They seize opportunities to galvanize the team, such as a disparaging remark by an executive that the project will never get done on time or the threat of a competing firm launching a similar project. Consensus in the be- ginning is not essential. What is essential is a core group of at least one-third of the project team that is genuinely committed to the vision. They will provide the critical mass to draw others aboard. Once the language has been formulated to communicate the vision, then the statement needs to be a staple part of every working agenda, and the project manager should be prepared to deliver a “stump” speech at a moment’s notice. When problems or disagreements emerge, all re- sponses should be consistent with the vision. Much has been written about visions and leadership. Critics argue that vision is a glorified substitute for shared goals. Others argue that it is one of the things that separates leaders from managers. The key is discovering what excites people about a project, being able to articulate this source of excitement in an appealing man- ner, and finally protecting and nurturing this source of excitement throughout the duration of the project. Managing Project Reward Systems Project managers are responsible for managing the reward system that encourages team performance and extra effort. One advantage they have is that often project work is inherently satisfying, whether it is manifested in an inspiring vision or sim- ple sense of accomplishment. Projects provide participants with a change in scen- ery, a chance to learn new skills, and an opportunity to break out of their Lar03342_ch11_374-417.indd Page 391 1/30/10 2:59:45 PM user-f501Lar03342_ch11_374-417.indd Page 391 1/30/10 2:59:45 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 392 Chapter 11 Managing Project Teams departmental cocoon. Another inherent reward is what was referred to in The Soul of a New Machine as “pinball”—project success typically gives team mem- bers an option to play another exciting game. Still, many projects are underappreciated, boring, interfere with other more sig- nificant priorities, and are considered an extra burden. In some of these cases, the biggest reward is finishing the project so that team members can go back to what they really enjoy doing and what will yield the biggest personal payoffs. Unfortu- nately, when this attitude is the primary incentive, project quality is likely to suffer. In these circumstances, external rewards play a more important role in motivating team performance. Most project managers we talk to advocate the use of group rewards. Because most project work is a collaborative effort, it only makes sense that the reward sys- tem would encourage teamwork. Recognizing individual members regardless of their accomplishments can distract from team unity. Project work is highly inter- dependent, so it can become problematic to distinguish who truly deserves addi- tional credit. Cash bonuses and incentives need to be linked to project priorities. It makes no sense to reward a team for completing their work early if controlling cost was the number one priority. One of the limitations of lump-sum cash bonuses is that all too often they are consumed by the household budget to pay the dentist or mechanic. To have more value, rewards need to have lasting significance. Many companies convert cash into vacation rewards, sometimes with corresponding time off. For exam- ple, there is one firm that rewarded a project team for getting the job done ahead of schedule with a four-day, all-expenses-paid trip to Walt Disney World for the members’ entire families. That vacation not only will be remembered for years, but it also recognizes spouses and children who, in a sense, also contrib- uted to the project’s success. Similarly, other firms have been known to give members home computers and entertainment centers. Wise project managers negotiate a discretionary budget so that they can reward teams surpassing mile- stones with gift certificates to popular restaurants or tickets to sporting events. Impromptu pizza parties and barbecues are also used to celebrate key accomplishments. Sometimes project managers have to use negative reinforcement to motivate project performance. For example, Ritti recounts the story of one project manager who was in charge of the construction of a new, state-of-the-art manufacturing plant. His project team was working with a number of different contracting firms. The project was slipping behind schedule, mostly because of a lack of cooperation among the different players. The project manager did not have direct authority over many key people, especially the contractors from the other companies. He did, however, have the freedom to convene meetings at his convenience. So the project manager instituted daily “coordination meetings,” which were required of all the principals involved, at 6:30 A.M. The meetings continued for about two weeks until the project got back on schedule. At that time the project manager announced that the next meeting was canceled, and no further sunrise meetings were ever scheduled. While project managers tend to focus on group rewards, there are times when they need to reward individual performance. This is done not only to compensate extraordinary effort but also to signal to the others what exemplary behavior is. More specifically, among the rewards they use to motivate and recognize individ- ual contributions are the following: Lar03342_ch11_374-417.indd Page 392 1/30/10 2:59:46 PM user-f501Lar03342_ch11_374-417.indd Page 392 1/30/10 2:59:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 393 • Letters of commendation. While project managers may not have responsibili- ty for their team members’ performance appraisals, they can write letters commending their project performance. These letters can be sent to the work- ers’ supervisors to be placed in their personnel files. • Public recognition for outstanding work. Superlative workers should be publicly rec- ognized for their efforts. Some project managers begin each status review meeting with a brief mention of project workers who have exceeded their project goals. • Job assignments. Good project managers recognize that, while they may not have much budgetary authority, they do have substantial control over who does what, with whom, when, and where. Good work should be rewarded with desir- able job assignments. Managers should be aware of member preferences and, when appropriate, accommodate them. • Flexibility. Being willing to make exceptions to rules, if done judiciously, can be a powerful reward. Allowing members to work at home when a child is sick or excusing a minor discretion can engender long-lasting loyalty. We reiterate that individual rewards should be used judiciously, and the pri- mary emphasis should be on group incentives. Nothing can undermine the cohe- siveness of a team more than members beginning to feel that others are getting special treatment or that they are being treated unfairly. Camaraderie and collabo- ration can quickly vanish only to be replaced by bickering and obsessive preoccu- pation with group politics. Such distractions can absorb a tremendous amount of energy that otherwise would be directed toward completing the project. Individual rewards typically should be used only when everyone in the team recognizes that a member is deserving of special recognition. Orchestrating the Decision-Making Process Most decisions on a project do not require a formal meeting to discuss alternatives and determine solutions. Instead decisions are made in real time as part of the daily interaction patterns between project managers, stakeholders, and team members. For example, as a result of a routine “how’s it going?” question, a project manager discovers that a mechanical engineer is stuck trying to meet the performance criteria for a prototype he is responsible for building. The project manager and engineer go down the hallway to talk to the designers, explain the problem, and ask what, if any- thing, can be done. The designers distinguish which criteria are essential and which ones they think can be compromised. The project manager then checks with the marketing group to make sure the modifications are acceptable. They agree with all but two of the modifications. The project manager goes back to the mechanical en- gineer and asks whether the proposed changes would help solve the problem. The engineer agrees. Before authorizing the changes he calls the project sponsor, reviews the events, and gets the sponsor to sign off on the changes. This is an example of how, by practicing MBWA (management by wandering around), project managers consult team members, solicit ideas, determine optimum solutions, and create a sense of involvement that builds trust and commitment to decisions. Still, projects encounter problems and decisions that require the collective wisdom of team members as well as relevant stakeholders. Group decision mak- ing should be used when it will improve the quality of important decisions. This is often the case with complex problems that require the input of a variety of dif- ferent specialists. Group decision making should also be used when strong com- mitment to the decision is needed and there is a low probability of acceptance if Lar03342_ch11_374-417.indd Page 393 1/30/10 2:59:46 PM user-f501Lar03342_ch11_374-417.indd Page 393 1/30/10 2:59:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 394 Chapter 11 Managing Project Teams only one person makes the decision. Participation is used to reduce resistance and secure support for the decision. Group decision making would be called for with controversial problems which have a major impact on project activities or when trust is low within the project team. Guidelines for managing group decision making are provided below. Facilitating Group Decision Making Project managers play a pivotal role in guiding the group decision-making pro- cess. They must remind themselves that their job is not to make a decision but to facilitate the discussion within the group so that the team reaches a consensus on the best possible solution. Consensus within this context does not mean that ev- eryone supports the decision 100 percent, but that they all agree what the best so- lution is under the circumstances. Facilitating group decision making essentially involves four major steps. Each step is briefly described next with suggestions for how to manage the process. 1. Problem identification. The project manager needs to be careful not to state the problem in terms of choices (e.g., should we do X or Y?). Rather the project man- ager should identify the underlying problem to which these alternatives and prob- ably others are potential solutions. This allows group members to generate alternatives, not just choose among them. One useful way of defining problems is to consider the gap between where a project is (i.e., the present state) and where it should be (desired state). For example, the project may be four days behind sched- ule or the prototype weighs two pounds more than the specifications. Whether the gap is small or large, the purpose is to eliminate it. The group must find one or more courses of action that will change the existing state into the desired one. If one detects defensive posturing during the problem identification discus- sion, then it may be wise to postpone the problem-solving step if possible. This allows for emotions to subside and members to gain a fresh perspective on the issues involved. 2. Generating alternatives. Once there is general agreement as to the nature of the problem(s), then the next step is to generate alternative solutions. If the prob- lem requires creativity, then brainstorming is commonly recommended. Here the team generates a list of possible solutions on a flipchart or blackboard. During that time the project manager establishes a moratorium on criticizing or evaluating ideas. Members are encouraged to “piggyback” on other’s ideas by extending them or combining ideas into a new idea. The object is to create as many alternatives as possible no matter how outlandish they may appear to be. Some project managers report that for really tough problems they have found it beneficial to conduct such sessions away from the normal work envi- ronment; the change in scenery stimulates creativity. 3. Reaching a decision. The next step is to evaluate and assess the merits of alter- native solutions. During this phase it is useful to have a set of criteria for evalu- ating the merits of different solutions. In many cases the project manager can draw upon the priorities for the project and have the group assess each alterna- tive in terms of its impact on cost, schedule, and performance as well as reduc- ing the problem gap. For example, if time is critical, then the solution that solves the problem as quickly as possible would be chosen. During the course of the discussion the project manager attempts to build consensus among the group. This can be a complicated process. Project managers Lar03342_ch11_374-417.indd Page 394 1/30/10 2:59:46 PM user-f501Lar03342_ch11_374-417.indd Page 394 1/30/10 2:59:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 395 need to provide periodic summaries to help the group keep track of its prog- ress. They must protect those members who represent the minority view and ensure that such views get a fair hearing. They need to guarantee that everyone has an opportunity to share opinions and no one individual or group domi- nates the conversation. It may be useful to bring a two-minute timer to regulate the use of air time. When conflicts occur, managers need to apply some of the ideas and techniques discussed in the next section. Project managers need to engage in consensus testing to determine what points the group agrees on and what are still sources of contention. They are careful not to interpret silence as agreement; they confirm agreement by asking questions. Ultimately, through thoughtful interaction, the team reaches a “meeting of the minds” as to what solution is best for the project. 4. Follow-up. Once the decision has been made and implemented, it is important for the team to find the time to evaluate the effectiveness of the decision. If the decision failed to provide the anticipated solution, then the reasons should be explored and the lessons learned added to the collective memory bank of the project team. So far the discussion of team building has been directed primarily to significant projects that command the attention and involvement of assigned members. But what about projects that have low priority for team members: The perfunctory task forces that members begrudgingly join? The committee work people get assigned to do? The part-time projects that pull members away from the critical work they would rather be do- ing? Projects that cause members to privately question why they are doing this? There is no magic wand available that transforms mildly in- terested, part-time project teams into high-performance teams. We interviewed several project managers about such project scenarios. They all agreed that these can be very diffi- cult and frustrating assignments and that there are limits to what is possible. Still, they offered tips and advice for making the best of the situation. Most of these tips focus on building commitment to the project when it does not naturally exist. One project manager advocated orchestrating a large “time” investment upfront on such projects—either in the form of a lengthy meeting or a significant early assignment. He viewed this as a form of down payment that members would forfeit if they didn’t carry the project to completion. Others emphasize interjecting as much fun into activities as possible. Here rituals discussed under building team iden- tity come into play. People become committed because they enjoy working together on the project. One project manager S N A P S H O T F R O M P R A C T I C E Managing Low-Priority Projects even confided that the perfect attendance at her project meet- ings was due primarily to the quality of the doughnuts she provided. Another strategy is to make the benefits of the project as real to the team members as possible. One project manager escalated commitment to a mandated accidents prevention task force by bringing accident victims to a project meeting. Another project manager brought the high-ranking project sponsor to recharge the team by reinforcing the importance of the project to the company. Most project managers emphasized the importance of building a strong personal relationship with each of the team members. When this connection occurs, members work hard not so much because they really care about the project but because they don’t want to let the project manager down. Al- though not couched in influence currency terms, these man- agers talked about getting to know each member, sharing contacts, offering encouragement, and extending a helping hand when needed. Finally, all project managers cautioned that nothing should be taken for granted on low-priority projects. They recommend reminding people about meetings and bringing extra copies of materials to meetings for those who have forgotten them or can’t find them. Project managers should remain in frequent contact with team members and remind them of their assign- ments. One manager summed it up best when he said, “Some- times it all boils down to just being a good nag.” Lar03342_ch11_374-417.indd Page 395 1/30/10 2:59:46 PM user-f501Lar03342_ch11_374-417.indd Page 395 1/30/10 2:59:46 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 396 Chapter 11 Managing Project Teams Managing Conflict within the Project Disagreements and conflicts naturally emerge within a project team during the life of the project. Participants will disagree over priorities, allocation of resources, the quality of specific work, solutions to discovered problems, and so forth. Some conflicts support the goals of the group and improve project performance. For ex- ample, two members may be locked in a debate over a design trade-off decision in- volving different features of a product. They argue that their preferred feature is what the primary customer truly wants. This disagreement may force them to talk to or get more information from the customer, with the result that they realize nei- ther feature is highly valued, but instead the customer wants something else. On the other hand, conflicts can also hinder group performance. Initial disagreements can escalate into heated arguments with both parties storming out of the room and refusing to work together. Thamhain and Wilemon’s research revealed that the sources of conflict change as projects progress along the project life cycle. Figure 11.5 summarizes the major sources of conflict in each phase. During project definition, the most significant sources of conflict are priorities, administrative procedures, schedule, and workforce. Disputes occur over the relative importance of the project compared with other activities, which project management structure to use (especially how much control the project manager should have), the personnel to be assigned, and the scheduling of the project into existing workloads. During the planning phase, the chief source of conflict remains priorities, fol- lowed by schedules, procedures, and technical requirements. This is the phase where the project moves from a general concept to a detailed set of plans. Dis- agreements often emerge over the final schedule, the availability of resources, communication and decision making procedures, and technical requirements for the project. Start Defining S ch ed ul es P rio rit ie s W or kf or ce Te ch ni ca l P ro ce du re s C os t In te r- pe rs on al S ch ed ul es P rio rit ie s W or kf or ce Te ch ni ca l P ro ce du re s C os t In te r- pe rs on al S ch ed ul es P rio rit ie s W or kf or ce Te ch ni ca l P ro ce du re s C os t In te r- pe rs on al C on fli ct in te ns ity 0 .1 .2 .3 .4 Planning Executing Delivering Time Project life Finish S ch ed ul es P rio rit ie s W or kf or ce Te ch ni ca l P ro ce du re s C os t In te r- pe rs on al FIGURE 11.5 Conflict Intensity over the Project Life Cycle Lar03342_ch11_374-417.indd Page 396 1/30/10 2:59:47 PM user-f501Lar03342_ch11_374-417.indd Page 396 1/30/10 2:59:47 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 397 During the execution phase, friction arises over schedule slippage, technical problems, and staff issues. Milestones become more difficult to meet because of accumulating schedule slippages. This leads to tension within the team as delays prevent others from starting or completing their work. Managing the trade-offs between time, cost, and performance becomes paramount. Project managers must decide between letting the schedule slip, investing additional funds to get back on track, or scaling back the scope of the project in order to save time. Technical problems involve finding solutions to unexpected problems and integrating the contributions of different people. The strain of the project may be expressed in interpersonal conflicts as well as pressures to use resources more effectively. During the delivery phase, schedules continue as the biggest source of conflict as schedule slippages make it more difficult to meet target completion dates. Pressures to meet objectives coupled with growing anxiety over future assignments increases interpersonal tensions. Technical problems are rare since most of them have been worked out during the earlier phases. Encouraging Functional Conflict The demarcation between functional and dysfunctional conflict is neither clear nor precise. In one team, members may exchange a diatribe of four-letter expletives and eventually resolve their differences. Yet in another project team, such behavior would create irreconcilable divisions and would prohibit the parties from ever working together productively again. The distinguishing criterion is how the con- flict affects project performance, not how individuals feel. Members can be upset and dissatisfied with the interchange, but as long as the disagreement furthers the objectives of the project, then the conflict is functional. Project managers should recognize that conflict is an inevitable and even a desirable part of project work; the key is to encourage functional conflict and manage dysfunctional conflict. A shared vision can transcend the incongruities of a project and establish a com- mon purpose to channel debate in a constructive manner. Without shared goals there is no common ground for working out differences. In the previous example involving the design trade-off decision, when both parties agreed that the primary goal was to satisfy the customer, there was a basis for more objectively resolving the dispute. Therefore, agreeing in advance which priority is most important—cost, schedule, or scope—can help a project team decide what response is most appropriate. Sometimes it’s not the presence of conflict, but the absence of conflict that is the problem. Oftentimes as a result of compressed time pressures, self-doubt, and the desire to preserve team harmony, members are reluctant to voice objections. This hesitation robs the team of useful information that might lead to better solu- tions and the avoidance of critical mistakes. Project managers need to encourage healthy dissent in order to improve problem solving and innovation. They can demonstrate this process by asking tough questions and challenging the rationale behind recommendations. They can also orchestrate healthy conflict by bringing in people with different points of view to critical meetings. Project managers can legitimize dissent within the team by designating someone to play the role of devil’s advocate or by asking the group to take 15 minutes to come up with all the reasons the team should not pursue a course of action. Functional conflict plays a critical role in obtaining a deeper understanding of the issues and coming up with the best decisions possible. One of the most important things project managers can do is model an appro- priate response when someone disagrees or challenges their ideas. They need to Lar03342_ch11_374-417.indd Page 397 1/30/10 2:59:47 PM user-f501Lar03342_ch11_374-417.indd Page 397 1/30/10 2:59:47 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 398 Chapter 11 Managing Project Teams avoid acting defensively and instead encourage critical debate. They should ex- hibit effective listening skills and summarize the key issues before responding. They should check to see if others agree with the opposing point of view. Finally, project managers should value and protect dissenters. Organizations have a ten- dency to create too many yes-men, and the emperor needs to be told when he doesn’t have any clothes on. Managing Dysfunctional Conflict Managing dysfunctional conflict is a much more challenging task than encourag- ing functional conflict. First, dysfunctional conflict is hard to identify. A manager might have two highly talented professionals who hate each other’s guts, but in the heat of competition they produce meritorious results. Is this a pleasant situation? No. Is it functional? Yes, as long as it contributes to project performance. Con- versely, sometimes functional conflict degenerates into dysfunctional conflict. This change occurs when technical disagreements evolve into irrational personal- ity clashes or when failure to resolve an issue causes unnecessary delays in critical project work. The second major difficulty managers face is that there is often no easy solu- tion to dysfunctional conflict. Project managers have to decide among a number of different strategies to manage it; here are five possibilities: 1. Mediate the conflict. The manager intervenes and tries to negotiate a resolution by using reasoning and persuasion, suggesting alternatives and the like. One of the keys is trying to find common ground. In some cases the project manager can make the argument that the win/lose interchange has escalated to the point that it has become lose/lose for everyone and now is the time to make concessions. 2. Arbitrate the conflict. The manager imposes a solution to the conflict after lis- tening to each party. The goal is not to decide who wins but to have the project win. In doing so, it is important to seek a solution that allows each party to save face; otherwise the decision may provide only momentary relief. One proj- ect manager admits that she has had great success using a King Solomon ap- proach to resolving conflict. She confided she announces a solution that neither party will like and gives the opponents two hours to come up with a better solu- tion they can both agree on. 3. Control the conflict. Reducing the intensity of the conflict by smoothing over differences or interjecting humor is an effective strategy. If feelings are escalat- ing, the manager can adjourn the interaction and hope cooler heads prevail the next day. If the conflict continues to escalate, project assignments may need to be rearranged if possible so that two parties don’t have to work together. 4. Accept it. In some cases the conflict will outlive the life of the project and, though a distraction, it is one the manager has to live with. 5. Eliminate the conflict. Sometimes the conflict has escalated to the point that it is no longer tolerable. In this case the manager removes the members involved from the project. If there is a clear villain then only he or she should be re- moved. If, as is often the case, both parties are at fault, then it would be wise if possible to eliminate both individuals. Their removal would give a clear signal to the others on the team that this kind of behavior is unacceptable. In summary, project managers establish the foundation for functional conflict by establishing clear roles and responsibilities, developing common goals or a Lar03342_ch11_374-417.indd Page 398 1/30/10 2:59:47 PM user-f501Lar03342_ch11_374-417.indd Page 398 1/30/10 2:59:47 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 399 shared vision, and using group incentives that reward collaboration. Project man- agers have to be adroit at reading body language to identify unspoken disagree- ment. They also have to keep in touch with what is going on in a project to identify small problems that might escalate into big conflicts. Well-timed humor and redirecting the focus to what is best for the project can alleviate the interpersonal tensions that are likely to flare up on a project team. Rejuvenating the Project Team Over the course of a long project, a team sometimes drifts off course and loses momentum. The project manager needs to swing into action to realign the team with the project objectives and step on the pedal. There are both formal and infor- mal ways of doing this. Informally, the project manager can institute new rituals like the “toy roaches” to reenergize a team. On one project that was experiencing rough going, the project manager stopped work and took the team bowling to re- lieve frustrations. On another project, a manager showed her team the movie The Shawshank Redemption to rekindle hope and commitment to success. Another option is to have the project sponsor give a pep talk to the “troops.” In other cases, a friendly challenge can reinvigorate a team. For example, one project sponsor offered to cook a five-course meal if the project got back on track and hit the next milestone. Sometimes more formal action needs to be taken. The project manager may recognize the need for a team-building session devoted to improving the work processes of the team. This meeting is particularly appropriate if she senses that the team is approaching a transition point in its development. The goal of such a session is to improve the project team’s effectiveness through better management of project demands and group processes. It is an inward look by the team at its own performance, behavior, and culture for the purpose of eliminating dysfunc- tional behaviors and strengthening functional ones. The project team critiques its performance, analyzes its way of doing things, and attempts to develop strategies to improve its operation. Oftentimes an external consultant is hired, or an internal staff specialist is as- signed to facilitate the session. This process brings a more objective, outside per- spective to the table, frees the project manager to be part of the process, and provides a specialist trained in group dynamics. Furthermore, if preliminary information is to be collected, team members may be more candid and open to an outsider. One caveat about using outside consultants is that too often managers resort to this as a method for dealing with a problem that they have been unable or unwill- ing to deal with. The marching order to the consultant is “fix my team for me.” What the managers fail to recognize is that one of the keys to fixing the team is improving the working relationship between themselves and the remainder of the team. For such sessions to be effective, project managers have to be willing to have their own role scrutinized and be receptive to changing their own behavior and work habits based on the comments and suggestions of the project team. Consultants use a wide variety of team-building techniques to elevate team performance. Here is a brief description of one of the more common ap- proaches. The first step is to gather information and make a preliminary diag- nosis of team performance. Whether through individual interviews or in a group forum, the consultant asks general questions about the project team per- formance, that is, what obstacles are getting in the way of the team being able to perform better? This information is summarized in terms of themes. When Lar03342_ch11_374-417.indd Page 399 1/30/10 2:59:47 PM user-f501Lar03342_ch11_374-417.indd Page 399 1/30/10 2:59:47 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 400 Chapter 11 Managing Project Teams everyone has understood the themes, the group ranks them in terms of both their importance and the extent the team has ownership over them. This last dimension is critical. Ownership refers to whether the team has direct influence over the issue. For example, a team probably has little influence over delivery of contracted supplies, but team members do control how quickly they inform each other of sudden changes in plans. If the group becomes preoccupied with issues outside its control, the meeting can quickly evolve into a demoralizing gripe session. Therefore, the most impor- tant issues they have direct control over become the subjects of the agenda. Dur- ing the course of the meeting, much interpersonal and group process information will be generated, and that is examined too. Thus, the group works on two sets of items: the agenda items and the items that emerge from the interaction of the participants. This is where the expertise of the external facilitator becomes criti- cal for identifying interaction patterns and their implications for team performance. As important problems are discussed, alternatives for action are developed. The team-building session concludes by deciding on specific action steps for remedying problems and setting target dates for who will do what, when. These assignments can be reviewed at project status meetings or at a special follow-up session. It has become fashionable to link team-building activities with outdoor experi- ences. The outdoor experience—whether it is whitewater rafting down the Rogue River in Oregon or rock climbing in Colorado—places group members in a vari- ety of physically challenging situations that must be mastered through teamwork, not individual effort. By having to work together to overcome difficult obstacles, team members are supposed to experience increased self-confidence, more respect for another’s capabilities, and a greater commitment to teamwork. No empirical data are available to support such exotic endeavors other than the enthusiastic support of the participants. Such activities are likely to provide an intense com- mon experience that may accelerate the social development of the team. Such an investment of time and money communicates the importance of teamwork and is considered by some a perk for being on the project. At the same time, unless the lessons from these experiences can be immediately transferred to actual project work, their significance is likely to vanish. Managing Virtual Project Teams Building a high-performance project team among a mixture of part-time and full- time members is a challenging task. Consider how much more challenging it is to build a team when members cannot engage in face-to-face interactions. Such would be the case for a virtual project team in which the team members are geo- graphically situated so that they may seldom, if ever, meet face-to-face as a team. For example, Hewlett-Packard’s integrated circuit business headquarters and a portion of the R&D facilities are located in Palo Alto, California; the two wafer fabrication operations are located in Corvallis, Oregon, and Fort Collins, Colo- rado; and the packaging assembly process is primarily in Singapore and Korea. It is not uncommon for professionals at each of these locations to be involved in the same project. When team members are spread across different time zones and continents, the opportunity for direct communication is severely limited. Elec- tronic communication such as the Internet, e-mail, and teleconferencing takes on much more importance in virtual projects because this is the primary means of Lar03342_ch11_374-417.indd Page 400 1/30/10 2:59:48 PM user-f501Lar03342_ch11_374-417.indd Page 400 1/30/10 2:59:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 401 communication. See Snapshot from Practice: Managing Virtual Global Teams for an example of how this works. Two of the biggest challenges involved in managing a virtual project team are developing trust and effective patterns of communication. Trust is difficult to es- tablish in virtual project management. Unlike working as a traditional team, where members can see whether someone has done what they say they have done, virtual team members depend on the word of distant members. At the same time, it can be difficult to trust someone whom you may have met only one or two times or not at all. Geographical separation also prohibits the informal social interactions that are often essential to building camaraderie among team members. As one virtual team member put it, “You can’t have a beer together over the Internet.” So how can a project manager facilitate the development of trust within a vir- tual team? First, if it is impossible to hold a face-to-face meeting in the beginning, managers need to orchestrate the exchange of social information—who everyone is and some personal background information during the initial electronic inter- change. Second, they need to set clear roles for each team member. Ideally, specific tasks should be assigned to each member so that they can make an immediate contribution to the project. Trust in virtual projects grows through team member reliability, consistency, and responsiveness. Finally, the project manager must con- sistently display enthusiasm and an action orientation in all messages; this spirit will hopefully spread to other team members. The second major challenge for managing a virtual project team is to establish effective patterns of communication. E-mail and faxes are great for communicating facts—but not the feelings behind the facts; nor do they allow for real-time com- munication. Conference calls and project chat rooms can help, but they also have their limitations. Videoconferencing is a significant improvement over nonvisual electronic forms of communication. Still, it is a very expensive medium, and real- time interaction is available on only the most advanced and expensive systems. The maxim is match technology to the communication need. Here are some guidelines developed by 3M for use on their distributed projects: • When to e-mail. To distribute important information and news in a one-to-one or one-to-many frame of reference. • When to use electronic bulletin boards. To encourage discussion and flush out diversity of opinion on issues. • When to videoconference. Videoconference when you need to see each other’s face and expressions. This is important during the early phases of a project, when you are building relationships and developing a common understanding of what needs to be done. Use, again, when working on critical decisions and/ or contentious issues. • When to use conference calls. When people in different locations are working with common documents, presentations, sketches, and models. Use for status report meetings and to sustain social camaraderie. • When to fly. Fly to build or repair trust. Use travel budget to get all key players together early on to instill commitment to the goals of the project and engage in team-building activities. Even with the best communication system, managers have to overcome the problem of time zone differences, cultural nuances, and finding a convenient time for people to conference. Lar03342_ch11_374-417.indd Page 401 1/30/10 2:59:48 PM user-f501Lar03342_ch11_374-417.indd Page 401 1/30/10 2:59:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 402 Chapter 11 Managing Project Teams Below are some additional tips for alleviating communication problems and enhancing the performance of virtual teams: 1. Keep team members informed on how the overall project is going. Use shareware or develop a central access point such as either a Web site or LAN account to provide members with updated project schedules. Team members need to know where they fit in the big picture. 2. Don’t let team members vanish. Virtual teams often experience problems getting in touch with each other. Use an Internet scheduling software to store mem- bers’ calendars. 3. Establish a code of conduct to avoid delays. Team members need to agree not only on what, when, and how information will be shared but also on how and Carl A. Singer, a senior program manager at IBM Global Services, described how global time zones were used to complete a time in- tensive project. The project required subject matter experts (SMEs) to document existing best practices in maintenance domain and to port these into a knowledge man- agement tool. The most proficient SMEs available were on op- posite sides of the globe—Australia and Scotland. Review and control of the project was from the United States. Management realized that just working harder and smarter was not going to meet the time and quality targets. For this proj- ect they used the dimension of time to their benefit. Applying sound management principles as well as taking advantage of electronic communication systems, the team was able to create a virtual 24-hour workday for quick responses and accelerated reviews. Each team consisted of veteran professionals familiar with the rigors of time-pressured consulting projects. A local point person was identified for each team and mutually agreed-upon targets, terminology, and processes were established. An all-hands kick-off meeting was organized in which par- ticipants were able to socialize, understand local and project- wide constraints, and finalize an agreed-upon plan. The meeting was held at a corporate hotel with dining accommodations. The facility was considered an “assisted living community for IBM consultants.” This hastened recovery from jet lag and provided an interruption-free work environment. Upon returning to their home bases, each team created the majority of their deliverables independently with periodic three-way conference calls to maintain coordination. A proj- ect control book was established electronically so that all par- ticipants had access to the latest project documents. The final phase of the project required intense interfacing and reviews between the teams. These reviews necessitated changes to deal with concerns, differences among subprojects, and other issues. It was here that the worldwide nature of the S N A P S H O T F R O M P R A C T I C E Managing Virtual Global Teams* project was leveraged. Using a “dry cleaning approach” (in by 5 P.M. out by 9 A.M.) team members in Australia and Scotland were able to address issues generated during the U.S.-based external reviews and provide concrete responses by the begin- ning of the next business day. Conference calls at 6:00 A.M. (U.S. EST) were used to coordinate responses and resolve issues. Conference calls at the end of the U.S. workday were used to finalize issues and assignments. Figure 11.6 (page 403) depicts the 24-hour clock used to align communication schedules. Telephone conferencing was used instead of videoconfer- encing due to the setup lead time and because it would force participants to leave their offices. E-mail was used extensively for general communication. An electronic repository of project work was used to coordinate global involvement. In practice, a participant could draft a document and deposit it electronically only to wake up the next day to find the document annotated with suggested revisions. Likewise, one could start the day by checking an in-basket populated with documents to review and issues to address. Over time, “G’day” and “Cheers” crept into the U.S. speech—a clear indicator of team cohesion. Singer identified a number of lessons learned from the project. These included: • The all-hands kick-off meeting was critical for establishing goals and procedures as well as “rules of courtesy.” • Loosen the reins—establish clear deliverables and then step out of the way and let the professionals do their work. • Establish and enforce agreed-upon quality standards and deliverable templates. • Maintain a regular schedule of conference calls, even if only to say “Hello, we have nothing to talk about today.” Conference calls should be guided by pre-established agendas, note-taking procedures, and reviews. * Carl A. Singer, “Leveraging a Worldwide Project Team,” PM Net- work, April 2001, pp. 36–40. Lar03342_ch11_374-417.indd Page 402 1/30/10 2:59:48 PM user-f501Lar03342_ch11_374-417.indd Page 402 1/30/10 2:59:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 403 when they will respond to it. Develop a priority system to distinguish messages that require immediate response from those with longer time frames. 4. Establish clear norms and protocols for surfacing assumptions and conflicts. Be- cause most communication is nonvisual, project managers cannot watch body language and facial expressions to develop a sense of what is going on. They need to probe deeper when communicating to force members to explain their viewpoints, actions, and concerns more clearly; they must double-check comprehension. 5. Share the pain. Do not require everyone to conform to your time zone and pref- erences. Rotate meeting times so that all team members have a turn working ac- cording to their clock. FIGURE 11.6 24-Hour Global Clock UnitedStates (East Coast) Australia Scotland Prime time Secondary time Downtime Comments 12 midnight 1 AM 2 AM 3 AM 4 AM 5 AM 6 AM 7 AM 8 AM 9 AM 10 AM 11AM 12 noon 1 PM 2 PM 3 PM 4 PM 5 PM 6 PM 7 PM 8 PM 9 PM 10 PM 11 PM 12 midnight 2 PM 3 PM 4 PM 5 PM 6 PM 7 PM 8 PM 9 PM 10 PM 11 PM 12 midnight 1 AM 2 AM 3 AM 4 AM 5 AM 6 AM 7 AM 8 AM 9 AM 10 AM 11 AM 12 noon 1 PM 2PM 5 AM 6 AM 7 AM 8 AM 9 AM 10 AM 11 AM 12 noon 1 PM 2 PM 3 PM 4 PM 5 PM 6 PM 7 PM 8 PM 9 PM 10 PM 11 PM 12 midnight 1 AM 2 AM 3 AM 4 AM 5 AM Australia handoff for off-shift review 3-way conferencing window (primary) 3-way conferencing window (primary) 3-way conferencing window (primary) Scotland handoff for off-shift review 3-way conferencing window (secondary) 3-way conferencing window (secondary) U.S. handoff for off-shift review Lar03342_ch11_374-417.indd Page 403 1/30/10 2:59:48 PM user-f501Lar03342_ch11_374-417.indd Page 403 1/30/10 2:59:48 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 404 Chapter 11 Managing Project Teams To some extent managing a virtual project team is no different from managing a regular project team. The key is working within the constraints of the situation to develop effective ways for team members to interact and combine their talents to complete the project. Project Team Pitfalls High-performance project teams can produce dramatic results. However, like any good thing, there is a dark side to project teams that managers need to be aware of. We referred to this phenomenon as projectitis in Chapter 3. In this section we examine in more detail some of the pathologies that high-performance project teams can succumb to and highlight what project managers can do to reduce the likelihood of these problems occurring. Groupthink Janis first identified groupthink as a factor that influenced the misguided 1961 Bay of Pigs invasion of Cuba. His term refers to the tendency of members in highly cohesive groups to lose their critical evaluative capabilities. This malady appears when pressures for conformity are combined with an illusion of invincibility to suspend critical discussion of decisions. As a result decisions are made quickly with little consideration of alternatives; often the practice leads to fiascoes that, after the fact, appear totally improbable. Some of the symptoms of groupthink include the following: • Illusion of invulnerability. The team feels invincible. It is marked by a high de- gree of esprit de corps, an implicit faith in its own wisdom, and an inordinate optimism that allows group members to feel complacent about the quality of their decisions. • Whitewash of critical thinking. The group members discuss only a few solutions, ignoring alternatives; they fail to examine the adverse consequences that could follow their preferred course of action; and they too quickly dismiss any alter- natives that, on the surface, appear to be unsatisfactory. • Negative stereotypes of outsiders. “Good guy/bad guy” stereotypes emerge in which the group considers any outsiders who oppose their decisions as the bad guys, who are perceived as incompetent and malicious and whose points are unworthy of serious consideration. • Direct pressure. When a team member does speak out or question the direction in which the team is headed, direct pressure is applied to the dissenter. He or she is reminded that speed is important and that the aim is agreement, not argument. Bureaucratic Bypass Syndrome Project teams are often licensed to get things done without having to go through normal protocols of the parent organization. Bypassing bureaucratic channels is appealing and invigorating. However, if bypassing becomes a way of life, it results in the rejection of bureaucratic policies and procedures, which provide the glue for the overall organization. A team that operates outside the organization may alien- ate other workers who are constrained by the norms and procedures of the orga- nization; eventually, these outside bureaucrats will find ways to put up roadblocks and thwart the project team. Lar03342_ch11_374-417.indd Page 404 1/30/10 2:59:49 PM user-f501Lar03342_ch11_374-417.indd Page 404 1/30/10 2:59:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 405 Team Spirit Becomes Team Infatuation High-performance project teams can be a tremendous source of personal satisfaction. The excitement, chaos, and joy generated by working on a challenging project can be an invigorating experience. Leavitt and Lipman-Blumen even go so far as to say that team members behave like people in love. They become infatuated with the challenge of the project and the talent around them. This total preoccupation with the project and the project team, while contributing greatly to the remarkable success of the proj- ect, can leave in its wake a string of broken professional and personal relationships that contribute to burnout and dis-orientation upon completion of the project. Going Native Going native is a phrase first used by the British Foreign Service during colonial times to describe agents who assumed the customs, values, and prerogatives of their foreign country assignment. They did so to the point that they were no longer representing the best interests of the British government but rather those of the natives. This same phenomenon can occur within project teams working abroad or in those who be- come closely identified with their customers. In essence, the customer’s interests take precedence over the parent organization’s interests. This change in viewpoint can lead to excessive scope creep and open defiance of corporate policy and interests. Dealing with these maladies is problematic because, in most cases, they are a distortion of a good thing, rather than a simple evil. Awareness is the first step for prevention. The next step is to take preemptive action to reduce the likelihood of these pitfalls occurring. For example, managers can reduce the isolation of the project team by creating work-related connections outside the project team. These interactions naturally occur in a matrix environment where members work on multiple projects and maintain ties to their home department. Likewise, the isola- tion of dedicated project teams can be reduced by the timely involvement of exter- nal specialists. In either case, the active involvement of relevant members of the parent organization at project status meetings can help maintain the link between the project and the rest of the organization. If the team appears to be suffering GE Appliances, U.S. West, Marriott Corp., and Hewlett-Packard are among the many firms that use nominal group technique (NGT) to guide decisions on projects. The NGT begins by gathering project team members and/or stakeholders around a table and identifying the project problem at hand. Each member then writes his or her solutions. Next, each member presents his or her solution to the group, and the leader writes these solutions on a chart. No criticism is al- lowed. This process continues until all of the ideas have been expressed. Each solution then is discussed and clarified by the group. After all the ideas have been discussed, the group members privately rank-order their preferred solutions. The balloting is tallied to create a rank-ordering of each solution. S N A P S H O T F R O M P R A C T I C E Nominal Group Technique* These steps are repeated if necessary to refine the list further in order to get the most preferred solution. NGT provides an orderly process for dealing with poten- tially inflammatory problems. It also prevents groupthink from occurring. NGT discourages any pressure to conform to the wishes of a high-status, powerful group member since all ideas are discussed and all preferences are expressed privately. Creativity should be enhanced since members are able to offer a solution based on their expertise and viewpoint. Finally, im- portant decisions can be made in a relatively timely manner. NGT works best when there is a well-defined problem. * Andrew Delbeeq, Andrew H. Van de Ven, and D. H. Gustafson, Group Techniques for Program Planning (Glenview, II: Scott Foresman, 1975). Lar03342_ch11_374-417.indd Page 405 1/30/10 2:59:49 PM user-f501Lar03342_ch11_374-417.indd Page 405 1/30/10 2:59:49 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 406 Chapter 11 Managing Project Teams Summary Project managers often work under less-than-ideal conditions to develop a cohe- sive team committed to working together and completing the project to the best of their abilities. They have to recruit personnel from other departments and man- age the temporary involvement of team members. They have to bring strangers to- gether 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 alle- giance of participants. They need to use group incentives to encourage teamwork while recognizing when it is appropriate to single out individuals for special recog- nition. 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 inter- nal 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 an- other and the rest of the organization. There is no easy way to lead by example. It requires personal conviction, discipline, sensitivity to team dynamics, and a con- stant awareness of how personal actions are perceived by others. Key Terms Brainstorming, 394 Dysfunctional conflict, 397 Functional conflict, 397 Groupthink, 404 Nominal group technique (NGT), 405 Positive synergy, 375 Project kick-off meeting, 383 Project vision, 390 Team building, 399 Team rituals, 388 Virtual project team, 400 Review Questions 1. What are the differences between the five-stage model of team development and the punctuated equilibrium model? 2. What are the elements of an effective project vision? Why are they important? 3. Why should a project manager emphasize group rewards over individual rewards? 4. What is the difference between functional and dysfunctional conflict on a project? 5. When would it be appropriate to hold a formal team-building session on a project? 6. What are the unique challenges to managing a virtual project team? 7. What can a project manager do to avoid some of the pitfalls of a highly cohesive project team? from groupthink, then the project manager can encourage functional conflict by playing a devil’s advocate role to encourage dissent or using a structured problem- solving approach like the nominal group technique (see Snapshot). Finally, formal team-building sessions may reveal dysfunctional norms and refocus the attention of the team on project objectives. Lar03342_ch11_374-417.indd Page 406 2/4/10 9:12:20 PM user-f498Lar03342_ch11_374-417.indd Page 406 2/4/10 9:12:20 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 1. The following activities are based on a recently completed group project that you have been involved in. This project may have been a student project, a work project, or an extracurricular project. a. Analyze the development of the team in terms of the five-phase model and the punctuated equilibrium model. Which model does the best job of de- scribing how the team evolved? b. Analyze the group in terms of the nine situational factors that influence team development. What factors positively contributed to group perfor- mance? What factors negatively contributed to group performance? How did the group try to overcome the negative factors? What could you have done differently to overcome these negative factors? c. Analyze how effectively the group managed meetings. What did the group do well? What didn’t the group do well? If the group were formed again, what specific recommendations would you make about how the group should manage meetings? 2. Assume that you have the following decision-making options: (1) make the de- cision on your own with available information, (2) consult others before mak- ing a decision, and (3) call a meeting and reach a consensus, seeking to arrive at a final decision everyone can agree on. Which approach would you use to make each of the following decisions and why? a. You are the project leader for Casino Night on campus, a charitable event organized by your group to raise money for the homeless. The event was a big success, garnering a net profit of $3,500. Before the event your team researched nearby organizations that support the homeless and to whom the money could be given. You narrowed the choices to the “Chunk of Coal House” and “St. Mary’s Soup Kitchen.” Eventually your group de- cided that the funds be given to Chunk of Coal. You are about to write a check to its director when you read in the local newspaper that the Chunk of Coal House has terminated operations. What should you do with the money? b. You are a golf course designer hired by Trysting Tree Golf Club to renovate their golf course. You have worked closely with the board of directors of the club to develop a new layout that is both challenging and aesthetically pleas- ing. Everyone is excited about the changes. The project is nearly 75 percent complete when you encounter problems on the 13th hole. The 13th hole at Trysting Tree is a 125-yard par three in which golfers have to hit their tee shots over a lake to a modulated green. During the construction of the new tee box, workers discovered that an underground spring runs beneath the box to the lake. You inspected the site and agreed with the construction su- pervisor that this could create serious problems, especially during the rainy winter months. After surveying the area, you believe the only viable option would be to extend the hole to 170 yards and create elevated tees on the ad- jacent hillside. c. You are the leader of a new product development project. Your team has worked hard on developing a third-generation product that incorporates new technology and meets customer demands. The project is roughly 50 per- cent complete. You have just received a report from the marketing depart- ment detailing a similar product that is about to be released by a competitor. The product appears to utilize radical new design principles that expand the functionality of the product. This poses a serious threat to the success of Chapter 11 Managing Project Teams 407 Exercises Lar03342_ch11_374-417.indd Page 407 1/30/10 2:59:50 PM user-f501Lar03342_ch11_374-417.indd Page 407 1/30/10 2:59:50 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 your project. Top management is considering canceling your project and starting over again. They want you to make a recommendation. 3. The following activities are based on a current or recently completed group project that you have been involved in. This project may be a student project, a work project, or an extracurricular project. a. How strong is the team identity on this project and why? b. What could participants do to strengthen team identity? c. What kind of informal activities could be used to rejuvenate the team? Why would these activities work? 408 Chapter 11 Managing Project Teams References Berkun, S., The Art of Project Management (Sebastopol, CA: O’Reilly, 2005). Cleland, D. I., “Team Building: The New Strategic Weapon,” PM Network, Vol. 11 (1) 1997. Coutu, D. L., “Organization Trust in Virtual Teams,” Harvard Business Review, Vol. 76 (3) 1998, pp. 20–21. DeMarco, T., and T. Lister, Peopleware: Productive Projects and Teams, 2nd ed. (New York: Dorsett House, 1999). Foti, R., “The Virtual Handshake,” PM Network, March 2004, pp. 28–37. Frame, J. D., Managing Projects in Organizations (San Francisco: Jossey-Bass, 1995). Hackman, J. R., Leading Teams: Setting the Stage for Great Performances (Cambridge, MA: Harvard Business School Press, 2002). Janis, I. L., Groupthink (Boston: Houghton Mifflin, 1982). Katz, R., “How a Team at Digital Equipment Designed the ‘Alpha’ Chip,” The Human Side of Managing Technological Innovation, 2nd ed. Ed. Ralph Katz (New York: Oxford University Press, 2004), pp. 121–33. Katzenbach, J. R., and D. K. Smith, The Wisdom of Teams (Boston: Harvard Business School Press, 1993). Kidder, T., The Soul of a New Machine (New York: Avon Books, 1981). Kirkman, B. L., B. Rosen, C. B. Gibson, P. E. Tesluk, and S. O. McPherson, “Five Challenges to Virtual Team Success: Lessons From Sabre, INC.,” Academy of Management Executive, 16 (2) 2002, pp. 67–79. Leavitt, H. J., and J. Lipman-Blumen, “Hot Groups,” Harvard Business Review, Vol. 73 1995, pp. 109–16. Linetz, B. P., and K. P. Rea, Project Management for the 21st Century (San Diego: Academic Press, 2001). Maier, N. R. F., Problem Solving and Creativity in Individuals and Groups (Belmont, CA: Brooks-Cole, 1970). Maznevski, M. L., and K. M. Chudoba, “Bridging Space over Time: Global Virtual Team Dynamics and Effectiveness,” Organization Science, Vol. 11 (5), September–October 2000, pp. 473–92. Peters, T., Thriving on Chaos: Handbook for a Management Revolution (New York: Knopf, 1988). Ritti, R. R., The Ropes to Skip and the Ropes to Know: Studies in Organizational Behavior (New York: Wiley, 1982). Senge, P. M., The Fifth Discipline (New York: Doubleday, 1990). Lar03342_ch11_374-417.indd Page 408 1/30/10 2:59:50 PM user-f501Lar03342_ch11_374-417.indd Page 408 1/30/10 2:59:50 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Thamhain, H. J., and D. L. Wilemon, “Conflict Management in Project Life Cycle,” Sloan Management Review, Vol. 16 (3) 1975, pp. 31–41. Thoms, P., “Creating a Shared Vision With a Project Team,” PM Network, January 1997, pp. 33–35. 3M, “Leading a Distributed Team,” www.3m.com/meetingnetwork/readingroom/ meetingguide_distribteam.html. Accessed June 6, 2006. Townsend, A. M., S. DeMarie, and A. R. Hendrickson, “Virtual Teams: Technology and the Workplace of the Future,” Academy of Management Execu- tive, Vol. 12 (3) 1998, pp. 17–29. Tuchman, B. W., and M. C. Jensen, “Stages of Small Group Development Revisited,” Group and Organizational Studies, Vol. 2 1997, pp. 419–27. Vroom, V. H., and A. G. Jago, The New Leadership (Englewood Cliffs, NJ: Prentice Hall, 1988). Chapter 11 Managing Project Teams 409 Kerzner Office Equipment Amber Briggs looked nervously at her watch as she sat at the front of a large table in the cafeteria at Kerzner Office Equipment. It was now 10 minutes after 3:00 and only 10 of the 14 members had arrived for the first meeting of the Kerzner anniversary task force. Just then two more members hurriedly sat down and mum- bled apologies for being late. Briggs cleared her throat and started the meeting. KERZNER OFFICE EQUIPMENT Kerzner Office Equipment is located in Charleston, South Carolina. It specializes in the manufacture and sales of high-end office furniture and equipment. Kerzner enjoyed steady growth during its first five years of existence with a high-water em- ployment mark of more than 1,400 workers. Then a national recession struck, forcing Kerzner to lay off 25 percent of its employees. This was a traumatic period for the company. Justin Tubbs was brought in as the new CEO, and things began to slowly turn around. Tubbs was committed to employee participation and rede- signed operations around the concept of self-managing teams. The company soon introduced an innovative line of ergonomic furniture designed to reduce back strain and carpal tunnel. This line of equipment proved to be a resounding suc- cess, and Kerzner became known as a leader in the industry. The company cur- rently employs 1,100 workers and has just been selected for the second straight time by the Charleston Post and Courier as one of the 10 best local firms to work for in South Carolina. AMBER BRIGGS Amber Briggs is a 42-year-old human resource specialist who has worked for Kerzner for the past five years. During this time she has performed a variety of ac- tivities involving recruitment, training, compensation, and team building. David Brown, vice president of human resources, assigned Briggs the responsibility for Case Lar03342_ch11_374-417.indd Page 409 1/30/10 2:59:50 PM user-f501Lar03342_ch11_374-417.indd Page 409 1/30/10 2:59:50 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 www.3m.com/meetingnetwork/readingroom/meetingguide_distribteam.html www.3m.com/meetingnetwork/readingroom/meetingguide_distribteam.html 410 Chapter 11 Managing Project Teams organizing Kerzner’s 10th anniversary celebration. She was excited about the project because she would report directly to top management. CEO Tubbs briefed her as to the purpose and objectives of the celebration. Tubbs stressed that this should be a memorable event and that it was important to celebrate Kerzner’s success since the dark days of the layoffs. Moreover, he con- fided that he had just read a book on corporate cultures and believed that such events were important for conveying the values at Kerzner. He went on to say that he wanted this to be an employee celebration—not a celebration conjured up by top management. As such, she would be assigned a task force of 14 employees from each of the major departments to organize and plan the event. Her team was to present a preliminary plan and budget for the event to top management within three months. When discussing budgets, Tubbs revealed that he felt the total cost should be somewhere in the $150,000 range. He concluded the meeting by offering to help Briggs in any way he could to make the event a success. Soon thereafter Briggs received the list of the names of the task force members, and she contacted them either by phone or e-mail to arrange today’s meeting. She had to scramble to find a meeting place. Her cubicle in human resources was too small to accommodate such a group, and all the meeting rooms at Kerzner were booked or being refurbished. She settled on the cafeteria because it was usually deserted in the late afternoon. Prior to the meeting she posted the agenda on a flipchart (see Figure C11.1) adjacent to the table. Given everyone’s busy schedules, the meeting was limited to just one hour. THE FIRST MEETING Briggs began the meeting by saying, “Greetings. For those who don’t know me, I’m Amber Briggs from human resources and I’ve been assigned to manage the 10th an- niversary celebration at Kerzner. Top management wants this to be a special event— at the same time they want it to be our event. This is why you are here. Each of you represents one of the major departments, and together our job is to plan and orga- nize the celebration.” She then reviewed the agenda and asked each member to intro- duce him/herself. The tall, red-haired woman to the right of Briggs broke the momentary silence by saying, “Hi, I’m Cara Miller from Plastics. I guess my boss picked me for this task force because I have a reputation for throwing great parties.” In turn each member followed suit. Below is a sampling of their introductions: “Hi, I’m Mike Wales from maintenance. I’m not sure why I’m here. Things have been a little slow in our department, so my boss told me to come to this meeting.” “I’m Megan Plinski from domestic sales. I actually volunteered for this assign- ment. I think it will be a lot of fun to plan a big party.” “Yo, my name is Nick Psias from accounting. My boss said one of us had to join this task force, and I guess it was my turn.” “Hi, I’m Rick Fennah. I’m the only one from purchasing who has been here since the beginning. We’ve been through some rough times, and I think it is im- portant to take time and celebrate what we’ve accomplished.” “Hi, I’m Ingrid Hedstrom from international sales. I think this is a great idea, but I should warn you that I will be out of the country for most of the next month.” “I’m Abby Bell from engineering. Sorry for being late, but things are a bit crazy in my department.” 3:00 3:15 3:30 3:45 4:00 Introductions Project overview Ground rules Meeting times Adjourn Agenda FIGURE C11.1 Celebration Task Force Lar03342_ch11_374-417.indd Page 410 1/30/10 2:59:51 PM user-f501Lar03342_ch11_374-417.indd Page 410 1/30/10 2:59:51 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 411 Briggs circled the names of the two people who were absent and circulated a roster so that everyone could check to see if their phone numbers and e-mail ad- dresses were correct. She then summarized her meeting with Tubbs and told the group that he expected them to make a formal presentation to top management within 10 weeks. She acknowledged that they were all busy people and that it was her job to manage the project as efficiently as possible. At the same time, she reit- erated the importance of the project and that this would be a very public event: “If we screw up, everyone will know about it.” Briggs went over the ground rules and emphasized that from now on meetings would start on time and that she expected to be notified in advance if someone was going to be absent. She summarized the first part of the project as centering on five key questions: when, where, what, who, and how much? She created a stir in the group when she responded to a question about cost by informing them that top management was willing to pay up to $150,000 for the event. Megan quipped, “This is going to be one hell of a party.” Briggs then turned the group’s attention to identifying a common meeting time. After jousting for 15 minutes, she terminated the discussion by requesting that each member submit a schedule of free time over the next month by Friday. She would use this information and a new planning software to identify optimal times. She ended the meeting by thanking the members for coming and asking them to begin soliciting ideas from co-workers about how this event should be celebrated. She announced that she would meet individually with each of them to discuss their role on the project. The meeting was adjourned at 4:00 P.M. 1. Critique Briggs’s management of the first meeting. What, if anything, should she have done differently? 2. What barriers is she likely to encounter in completing this project? 3. What can she do to overcome these barriers? 4. What should she do between now and the next meeting? Ajax Project Tran was taking his dog Callie on her evening walk as the sun began to set over the coastal range. He looked forward to this time of the day. It was an opportu- nity to enjoy some peace and quiet. It was also a time to review events on the Ajax project and plot his next moves. Ajax is the code name given by CEBEX for a high-tech security system project funded by the U.S. Department of Defense (DOD). Tran is the project manager and his core team consisted of 30 full-time hardware and software engineers. Tran and his family fled Cambodia when he was four years old. He joined the U.S. Air Force when he was 18 and used the education stipend to attend Washington State University. He joined CEBEX upon graduating with a dual degree in me- chanical and electrical engineering. After working on a variety of projects for 10 years Tran decided he wanted to enter management. He went to night school at the University of Washington to earn an MBA. Tran became a project manager for the money. He also thought he was good at it. He enjoyed working with people and making the right things happen. This was Case Lar03342_ch11_374-417.indd Page 411 1/30/10 2:59:52 PM user-f501Lar03342_ch11_374-417.indd Page 411 1/30/10 2:59:52 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 412 Chapter 11 Managing Project Teams his fifth project and up to now he was batting .500, with half of his projects com- ing ahead of schedule. Tran was proud that he could now afford to send his oldest child to Stanford University. Ajax was one of many defense projects the CEBEX Corporation had under contract with DOD. CEBEX is a huge defense company with annual sales in excess of $30 billion and more than 120,000 employees worldwide. CEBEX’s five major business areas are Aeronautics, Electronic Systems, Information & Technology Services, Integrated Systems & Solutions, and Space Systems. Ajax was one of sev- eral new projects sponsored by the Integrated Systems & Solutions division aimed at the homeland security business. CEBEX was confident that it could leverage its technical expertise and political connections to become a major player in this grow- ing market. Ajax was one of several projects directed at designing, developing, and installing a security system at an important government installation. Tran had two major concerns when he started the Ajax project. The first was the technical risks inherent in the project. In theory the design principles made sense and the project used proven technology. Still the technology had never been applied in the field in this matter. From past experience, Tran knew there was a big difference be- tween the laboratory and the real world. He also knew that integrating the audio, op- tical, tactile, and laser subsystems would test the patience and ingenuity of his team. The second concern involved his team. The team was pretty much split down the middle between hardware and electrical engineers. Not only did these engi- neers have different skill sets and tend to look at problems differently, but genera- tional differences between the two groups were evident as well. The hardware engineers were almost all former military, family men with conservative attire and beliefs. The electrical engineers were a much motlier crew. They tended to be young, single, and at times very cocky. While the hardware engineers talked about the Seattle Mariners, raising teenagers, and going to Palm Desert to play golf, the software engineers talked about Vapor, the latest concert at the Gorge amphithe- ater, and going mountain biking in Peru. To make matters worse, tension between these two groups within CEBEX fes- tered around salary issues. Electrical engineers were at a premium, and the hardware engineers resented the new hires’ salary packages, which were comparable to what they were earning after 20 years of working for CEBEX. Still the real money was to be made from the incentives associated with project performance. These were all contingent on meeting project milestones and the final completion date. Before actual work started on the project, Tran arranged a two-day team-building retreat at a lodge on the Olympic peninsula for his entire team as well as key staff from the government installation. He used this time to go over the major objectives of the project and unveil the basic project plan. An internal consultant facilitated several team-building activities that made light of cross-generational issues. Tran felt a real sense of camaraderie within the team. The good feelings generated from the retreat carried over to the beginning of the project. The entire team bought into the mission of the project and technical challenges it represented. Hardware and electrical engineers worked side by side to solve problems and build subsystems. The project plan was built around a series of five tests, with each test being a more rigorous verification of total system performance. Passing each test repre- sented a key milestone for the project. The team was excited about conducting the first Alpha test one week early—only to be disappointed by a series of minor tech- nical glitches that took two weeks of problem solving to resolve. The team worked Lar03342_ch11_374-417.indd Page 412 2/8/10 9:46:43 AM user-f498Lar03342_ch11_374-417.indd Page 412 2/8/10 9:46:43 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/08:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/08:02/MHBR165:Larson:208 Chapter 11 Managing Project Teams 413 extra hard to make up for the lost time. Tran was proud of the team and how hard members had worked together. The Alpha II test was conducted on schedule, but once again the system failed to perform. This time three weeks of debugging was needed before the team re- ceived the green light to move to the next phase of the project. By this time, team goodwill had been tested, and emotions were a bit frayed. A cloud of disappoint- ment descended over the team as hopes of bonuses disappeared with the project falling further behind schedule. This was augmented by cynics who felt that the original schedule was unfair and the deadlines were impossible to begin with. Tran responded by starting each day with a status meeting where the team re- viewed what they accomplished the previous day and set new objectives for that day. He believed these meetings were helpful in establishing positive momentum and reinforcing a team identity among the engineers. He also went out of his way to spend more time with the “troops,” helping them solve problems, offering en- couragement, and a sincere pat on the back when one was deserved. He was cautiously optimistic when the time came to conduct the Alpha III test. It was the end of the day when the switch was turned on, but nothing happened. Within minutes the entire team heard the news. Screams could be heard down the hallway. Perhaps the most telling moment was when Tran looked down at the company’s parking lot and saw most of his project team walking by themselves to their cars. As Callie chased some wild bunnies, Tran pondered what he should do next. 1. How effective has Tran been as a project manager? Explain. 2. What problem(s) does Tran face? 3. How would you go about solving them? Why? Franklin Equipment, Ltd.* Franklin Equipment, Ltd. (FEL), with headquarters and main fabrication facili- ties in Saint John, New Brunswick, was founded 75 years ago to fabricate custom- designed large machines for construction businesses in the Maritime Provinces. Over the years its product lines became strategically focused on creating rock- crushing equipment for dam and highway construction and for a few other mar- kets that require the processing of aggregate. FEL now designs, fabricates, and assembles stationary and portable rock-crushing plants and services its own prod- ucts and those of its competitors. In the 1970s, FEL began to expand its market from the Maritime Provinces to the rest of Canada. FEL currently has several offices and fabrication facilities throughout the country. More recently, FEL has made a concerted effort to mar- ket its products internationally. Last month, FEL signed a contract to design and fabricate a rock-crushing plant for a Middle East construction project, called Project Abu Dhabi. Charles Gatenby secured this contract and has been assigned as project manager. This Case * Courtesy of John A. Drexler Jr., Oregon State University. Lar03342_ch11_374-417.indd Page 413 1/30/10 2:59:53 PM user-f501Lar03342_ch11_374-417.indd Page 413 1/30/10 2:59:53 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 414 Chapter 11 Managing Project Teams project is viewed as a coup because FEL has wanted to open up markets in this area for a long time and has had difficulty getting prospective customers to realize that FEL is a Canadian firm and not from the United States. Somehow these cus- tomers view all North American vendors as the same and are reluctant to employ any of them because of international political considerations. A project of this scope typically starts with the selection of a team of managers responsible for various aspects of the design, fabrication, delivery, and installation of the product. Manager selection is important because the product design and fab- rication vary with the unique needs of each customer. For example, the terrain, rock characteristics, weather conditions, and logistical concerns create special problems for all phases of plant design and operations. In addition, environmental concerns and labor conditions vary from customer to customer and from region to region. In addition to the project manager, all projects include a design engineer; an operations manager, who oversees fabrication and on-site assembly; and a cost ac- countant, who oversees all project financial and cost reporting matters. Each of these people must work closely together if a well-running plant is to be delivered on time and within cost constraints. Because international contracts often require FEL to employ host nationals for plant assembly and to train them for operations, a human resource manager is also assigned to the project team. In such cases, the human resource manager needs to understand the particulars of the plant specifi- cations and then use this knowledge to design selection procedures and assess par- ticular training needs. The human resource manager also needs to learn the relevant labor laws of the customer’s country. FEL assigns managers to project teams based on their expertise and their avail- ability to work on a particular project given their other commitments. This typi- cally means that managers without heavy current project commitments will be assigned to new projects. For instance, a manager finishing one project will likely be assigned a management position on a new project team. The project manager typically has little to say about who is assigned to his or her team. Because he secured Project Abu Dhabi and has established positive working re- lationships with the Abu Dhabi customer, Gatenby was assigned to be project manager. Gatenby has successfully managed similar projects. The other managers assigned to Project Abu Dhabi are Bill Rankins, a brilliant design engineer, Rob Perry, operations manager with responsibility for fabrication and installation, Elaine Bruder, finance and cost accounting manager, and Sam Stonebreaker, hu- man resource manager. Each of these managers has worked together on numerous past projects. A few years ago, FEL began contracting for team facilitator services from sev- eral consulting firms to help new project teams operate effectively. Last month, FEL recruited Carl Jobe from one of these consulting firms to be a full-time inter- nal consultant. A number of managers, including Gatenby, were so impressed with Jobe’s skills that they convinced FEL top management of the need to hire a permanent internal facilitator; Jobe was the obvious choice. Because Gatenby was instrumental in hiring Jobe at FEL, he was excited at the prospect of using Jobe to facilitate team building among Project Abu Dhabi team members. Gatenby was very proud of having secured this project and had ex- pected to be appointed project manager. He knew that this project’s success would be instrumental in advancing his own career. Gatenby told Jobe, “This project is really important to FEL and to me person- ally. I really need for you to help us develop into a team that works well together Lar03342_ch11_374-417.indd Page 414 1/30/10 2:59:53 PM user-f501Lar03342_ch11_374-417.indd Page 414 1/30/10 2:59:53 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 11 Managing Project Teams 415 to achieve the project’s goals within budget. I’ve observed your success in develop- ing teams on other projects, and I expect you’ll do the same for Project Abu Dhabi. I’ll take care of you if you help me make this work.” Jobe outlined for Gatenby how he would proceed. Jobe would begin by inter- viewing team members individually to learn their perceptions of each other and of the promises and pitfalls of being involved in this project. Meetings of the entire team would follow these interviews using the information he collected to help establish a team identity and a shared vision. Jobe interviewed Bruder first. She expressed skepticism about whether the proj- ect could succeed. During the interview, Bruder appeared to be distant, and Jobe could not figure out why he had not established good rapport with her. Bruder intimated that she expected a lot of cost overruns and a lot of missed production deadlines. But not knowing Jobe well, Bruder was reluctant to identify any specific barriers to the project’s success. While she would not directly say so, it was clear to Jobe that Bruder did not want to be a part of Project Abu Dhabi. Jobe left this interview confused and wondering what was going on. Jobe’s next interview was with Perry, the operations manager. Perry has worked at FEL for 15 years, and he immediately came to the point: “This project is not going to work. I cannot understand why upper management keeps assigning me to work on projects with Rankins. We simply cannot work together, and we don’t get along. I’ve disliked him from day one. He keeps dropping the fact that he has earned all these advanced degrees from Purdue. And he keeps telling us how things are done there. I know he’s better educated than I am, and he’s really smart. But I’m smart too and am good at what I do. There’s no need for Rankins to make me feel like an idiot because I don’t have a degree. Jobe, I’ll be honest with you. Rankins has only been here for five years, but I hold him personally responsible for my problem with alcohol, and for its resulting effect on my marriage. I got di- vorced last year, and it’s Rankins’s fault.” Jobe next talked with Rankins, who said, “I don’t care what you do. Perry and I simply can’t work closely together for the nine months it will take to get it done. One of us will kill the other. Ever since I arrived at FEL, Perry has hated my guts and does everything he can to sabotage my designs. We usually worry about cus- tomers creating change orders; here it’s the fabrication and operations manager who is responsible for them. Perry second-guesses everything I do and makes de- sign changes on his own, and these are always bad decisions. He is out of control. I swear he stays awake at nights thinking up ways to ruin my designs. I don’t have this problem with any other manager.” Jobe left these interviews thoroughly discouraged and could not imagine what would come up in his interview with Stonebreaker. But Stonebreaker was quite positive: “I enjoy these international projects where I get to travel abroad and learn about different cultures. I can’t wait to get started on this.” Jobe asked Stonebreaker about the ability of various team members to work together. Stonebreaker replied, “No problem! We’ve all worked together before and have had no problems. Sure, there have been ruffled feathers and hurt feelings between Rankins and Perry. Rankins can be arrogant and Perry stubborn, but it’s never been anything that we can’t work around. Besides, both of them are good at what they do—both professionals. They’ll keep their heads on straight.” Jobe was even more bewildered. Gatenby says this project’s success rides on Jobe’s facilitation skills. The finance manager appears to want off this project team. The design engineer and operations manager admit they detest each other Lar03342_ch11_374-417.indd Page 415 1/30/10 2:59:53 PM user-f501Lar03342_ch11_374-417.indd Page 415 1/30/10 2:59:53 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 416 Chapter 11 Managing Project Teams and cannot work together. And the human resources manager, having worked on projects with Perry and Rankins before, expects a rosy working relationship and anticipates no problems. Jobe had a second meeting with Gatenby. Before discussing the design of the team-building sessions, he asked questions to learn what Gatenby thought about the ability of team members to work together. Gatenby admitted that there has been very bad blood between Perry and Rankins, but added, “That’s why we hired you. It’s your job to make sure that the history between those two doesn’t interfere with Project Abu Dhabi’s success. It’s your job to get them to work well together. Get it done.” Their dialogue toward the end of this meeting progressed as follows: Jobe: “Why do you expect Rankins and Perry to work well together, given their history? What incentives do they have to do so?” Gatenby: “As you should know, FEL requires formal goal setting between project managers and functional managers at the beginning of each project. I’ve already done this with Bruder, Stonebreaker, Perry, and Rankins. Perry and Rankins have explicit goals stating they must work well together and cooperate with each other.” Jobe: “What happens if they do not meet these goals?” Gatenby: “I’ve already discussed this with top management. If it appears to me after two months that things are not working out between Perry and Rankins, FEL will fire Rankins.” Jobe: “Does Perry know this?” Gatenby: “Yes.” 1. Evaluate the criteria FEL uses to assign managers to project teams. What effi- ciencies do these criteria create? What are the resulting problems? 2. Why is it even more important that project team members work well together on international projects such as Project Abu Dhabi? 3. Discuss the dilemma that Jobe now faces. 4. What should Jobe recommend to Gatenby? Lar03342_ch11_374-417.indd Page 416 1/30/10 2:59:53 PM user-f501Lar03342_ch11_374-417.indd Page 416 1/30/10 2:59:53 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 This page intentionally left blank C H A P T E R T W E L V E Outsourcing: Managing Interorganizational Relations 418 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Outsourcing: Managing Interorganizational Relations Outsourcing Project Work Best Practices in Outsourcing Project Work The Art of Negotiating A Note on Managing Customer Relations Summary Appendix 12.1: Contract Management Lar03342_ch12_418-451.indd Page 418 2/3/10 11:54:37 AM user-f498Lar03342_ch12_418-451.indd Page 418 2/3/10 11:54:37 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 . . . being a good partner has become a key corporate asset. I call it a company’s collaborative advantage. In the global economy, a well- developed ability to create and sustain fruitful collaborations gives companies a significant competitive leg up. —Rosabeth Moss Kanter, Harvard Business School professor It is rare in today’s flat world to find important projects that are being completed to- tally in-house. Outsourcing or contracting significant segments of project work to other companies is commonplace. For example, nine states attempting to unify the accounting of all their state agencies did not have the internal resources to imple- ment such a large project. Hence, project teams were formed consisting of personnel from software, hardware, and accounting firms to implement the projects. Small high-tech firms outsource research to determine what features customers value in new products they are developing. Even industry giants such as Microsoft and Intel commonly hire independent firms to test new products they are developing. Contracting project work has long been the norm in the construction industry, where firms hire general contractors who, in turn, hire and manage cadres of sub- contractors to create new buildings and structures. For example, the Chunnel project, which created a transportation tunnel between France and England, in- volved more than 250 organizations. Contracting is not limited to large projects. For example, an insurance company worked with an outside contractor to develop an answering service that directs customers to specific departments and employ- ees. The trend for the future suggests that more and more projects will involve working with people from different organizations. This chapter extends the previous two chapters’ discussion of building and manag- ing relations by focusing specifically on issues surrounding working with people from other organizations to complete a project. First, the advantages and disadvantages of outsourcing project work are introduced. This is followed by a discussion of best prac- tices used by firms to outsource and collaborate with each other on projects. The fo- cus then shifts to the art of negotiating, which is at the heart of effective collaboration. Negotiating skills and techniques for resolving disagreements and reaching optimal solutions are then presented. The chapter closes with a brief note on managing cus- tomer relations. In addition, an appendix on contract management is included to augment our discussion of how organizations work together on projects. Outsourcing Project Work The term outsourcing has traditionally been applied to the transferring of busi- ness functions or processes (e.g., customer support, IT, accounting) to other, often foreign companies. For example, when you call your Internet provider to solve a technical problem you are likely to talk to a technician in Bangalore, India, or Bucharest, Romania. Outsourcing is now being applied to contracting significant 419 Lar03342_ch12_418-451.indd Page 419 2/2/10 11:33:06 AM user-f499Lar03342_ch12_418-451.indd Page 419 2/2/10 11:33:06 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 420 Chapter 12 Outsourcing: Managing Interorganizational Relations chunks of project work. For example, HP and Dell work closely with hard drive manufacturers to develop next-generation laptops. Toyota and DaimlerChrysler collaborate with suppliers to develop new automobile platforms. The shift toward outsourcing is readily apparent in the film industry. During the golden era of Hollywood, huge, vertically integrated corporations made movies. Stu- dios such as MGM, Warner Brothers, and 20th Century–Fox owned large movie lots and employed thousands of full-time specialists—set designers, camera people, film editors, and directors. Star actors like Humphrey Bogart and Marilyn Monroe were signed to exclusive studio contracts for a set number of films (e.g., six films over three years). Today, most movies are made by a collection of individuals and small compa- nies who come together to make films project-by-project. This structure allows each project to be staffed with the talent most suited to its demands rather than choosing from only those people the studio employs. This same approach is being applied to the creation of new products and services. For example, see Figure 12.1. Figure 12.1 depicts a situation in which a zero-gravity reclining chair is being developed. The genesis for the chair comes from a mechanical engineer who devel- oped the idea in her garage. The inventor negotiates a contract with a catalog firm to develop and manufacture the chair. The catalog company in turn creates a proj- ect team of manufacturers, suppliers, and marketing firms to create the new chair. Each participant adds requisite expertise to the project. The catalog firm brings its brand name and distribution channels to the project. Tool and die firms provide customized parts which are delivered to a manufacturing firm that will produce the chair. Marketing firms refine the design, develop packaging, and test market potential names. A project manager is assigned by the catalog firm to work with the inventor and the other parties to complete the project. Many outsourced projects operate in a virtual environment in which people are linked by computers, faxes, computer-aided design systems, and video teleconfer- encing. They rarely, if ever, see one another face-to-face. See the Snapshot from Marketing firm Tool & die firms Advertising firm Parts suppliers Manufacturer Project manager Catalog company Inventor Legal firm Reclining chair FIGURE 12.1 Reclining Chair Project Lar03342_ch12_418-451.indd Page 420 1/29/10 6:46:07 PM user-f498Lar03342_ch12_418-451.indd Page 420 1/29/10 6:46:07 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 421 Practice: Silicon Valley Tandoori for an example of how companies train their people to work with contractors in India. On other projects, participants from dif- ferent organizations work closely together, for example, at a construction site or in shared office space. In either case, people come and go as services are needed, much as in a matrix structure, but they are not formal members of one organiza- tion, just technical experts who form a temporary alliance with an organization, fulfill their contractual obligations, and then move on to the next project. The advantages of outsourcing project work are many: 1. Cost reduction. Companies can secure competitive prices for contracted ser- vices, especially if the work can be outsourced offshore. Furthermore, overhead costs are dramatically cut since the company no longer has to internally main- tain the contracted services. 2. Faster project completion. Not only can work be done more cheaply, but it can also be done faster. Competitive pricing means more resources for the dollar. For example, you can hire three Indian software engineers for the price of one American software engineer. Furthermore, outsourcing can provide access to equipment that can accelerate completion of project tasks. For example, by contracting a backhoe operater you are able to accomplish in four hours what it would take a landscaping crew four days to complete. 3. High level of expertise. A high level of expertise and technology can be brought to bear on the project. A company no longer has to keep up with technological advances. Instead, it can focus on developing its core competencies and hire firms with the know-how to work on relevant segments of the project. 4. Flexibility. Organizations are no longer constrained by their own resources but can pursue a wide range of projects by combining their resources with talents of other companies. Small companies can instantly go global by working with foreign partners. (In August 2004) Intel software manager Connie Martin arrived for work and received a new identity. She was handed some fake ru- pees and a nametag that read “Rekha Gupta,” and was told that from now she hailed from a northern Indian trading family. For the next eight hours, she hit books, studying subtle dietary differences between Jainism and Hinduism, Indian political history and Bollywood movies. At the end of the day, she was given a test on it all, which she aced. A North Carolina native, Martin is a graduate of “Working with India,” a training class that Intel began offering to em- ployees in 2002. With so much work being outsourced to India, other high-tech companies like Adaptec, AMD, Intuit, and Rockwell Automation have instituted similar training courses. According to Ashok Mathur, an associate at Charis Intercultural (which runs Intel’s Indian cultural training pro- gram), the biggest problems addressed by the classes are communications breakdowns around conflict. Sometimes S N A P S H O T F R O M P R A C T I C E Silicon Valley Tandoori* Indian workers “make promises they can’t keep to maintain harmony, but then they’ll run into problems at the end of a project,” Mathur says. That’s what happened at Adaptec, a Milpitas, Calif., maker of memory hardware, where managers requested Indian cul- tural training after a major chip manufacturing project ran more than a month late. “My gut feeling was that our Indian engineers didn’t understand the sense of urgency,” says David Sommers, Adaptec’s vice president of engineering. After em- ployees received training—which included everything from lessons on communications styles (“yes” doesn’t always mean yes) to tips on how to distinguish first and last names in vari- ous clans—Adaptec‘s project got back on schedule. “Things became more predictable, with fewer problems that I could attribute to cultural differences,” Sommers says. * R. Rosmarin, “Mountain View Masala: High-Tech Firms Are Turning to Indian Cultural Training to Boost Performance,” Business 2.0, March 1, 2005. Lar03342_ch12_418-451.indd Page 421 1/29/10 6:46:08 PM user-f498Lar03342_ch12_418-451.indd Page 421 1/29/10 6:46:08 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 422 Chapter 12 Outsourcing: Managing Interorganizational Relations The disadvantages of outsourcing project work are less well documented: 1. Coordination breakdowns. Coordination of professionals from different organi- zations can be challenging, especially if the project work requires close collabo- ration and mutual adjustment. Breakdowns are exacerbated by physical separation with people working in different buildings, different cities, if not dif- ferent countries. 2. Loss of control. There is potential loss of control over the project. The core team depends on other organizations that they have no direct authority over. While long-term survival of participating organizations depends on perfor- mance, a project may falter when one partner fails to deliver. 3. Conflict. Projects are more prone to interpersonal conflict since the different participants do not share the same values, priorities, and culture. Trust, which is essential to project success, can be difficult to forge when interactions are lim- ited and people come from different organizations. 4. Security issues. Depending on the nature of the project, trade and business se- crets may be revealed. This can be problematic if the contractor also works for your competitor. Confidentiality is another concern and companies have to be very careful when outsourcing processes like payroll, medical transcriptions, and insurance information. Few people disagree that reducing costs is the primary motive behind outsourc- ing project work. However, recent industry polls indicate a shift away from simply nailing the best low-cost deal to securing services from companies that provide the best value in terms of both cost and performance. Performance is not limited to simply the quality of specific work but also ability to collaborate and work together. Companies are doing their homework to determine “Can we work with these people?” SATT Control (SC) is a Swedish electronics firm that sells electronic products and control systems worldwide. It has 550 employees in Sweden and about the same number abroad. So how does SC successfully bid against such electronic gi- ants as ABB, Siemens, and Hewlett-Packard on major con- tracts for equipment that the company has never sold before? In the words of Hedberg and his coauthors, SC does so by act- ing as system integrator. In this role SC recruits a contracting syndicate by preparing a system description and dividing the system into various subsystems with each potential partner bidding for a part of the system. SC’s ability to describe the system and divide it into subsystems that can be outsourced are two of its core competencies. Another core competence at SC is project management. After the company has received an order for a project, one of the first actions taken is to work with the customer to develop S N A P S H O T F R O M P R A C T I C E Competing Against the Giants* clear specification of functions. While time consuming, this process is critical to be successful. The first step is to spec- ify what the system is supposed to do, before deciding how it is to be done. This is commonly referred to as designing sys- tem architecture. It is crucial that the specifications are cor- rect at the outset otherwise errors reappear all down the line. SC works hard at developing a common agreement among all the partners as to what the basic concept of the project is. SC is also adroit at establishing a collaborative atmosphere among all the partners. The key is instilling a sense of “what is good for you is good for me.” This comes from a history of treating each other with mutual respect and drafting contracts that share risks not isolate risks. * B. Hedberg, G. Dahlgren, J. Hansson, and N-G. Olve, Virtual Organi- zations and Beyond (New York: Wiley, 1997), pp. 82–84. Lar03342_ch12_418-451.indd Page 422 1/29/10 6:46:09 PM user-f498Lar03342_ch12_418-451.indd Page 422 1/29/10 6:46:09 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 423 Best Practices in Outsourcing Project Work This section describes some of the best practices we have observed being used by firms that excel in project management (see Figure 12.2). Although the list is by no means comprehensive, it reflects strategies used by organizations with extensive outsourcing experience. These practices reveal an underlying theme in how firms approach contracted work on projects. Instead of the traditional master–slave re- lationship between owner and provider or buyer and seller, all parties work to- gether as partners sharing the ultimate goal of a successful project. See the Snapshot from Practice: Competing Against the Giants for an example of how a small firm leverages this approach to succeed in a very competitive industry. Differences between the traditional approach and the partnering approach to managing contracted relationships are summarized in Table 12.1. Partnering requires more than a simple hand-shake. It typically entails a significant commitment of time and energy to forge and sustain collaborative relations among all parties. This com- mitment is reflected in the seven best practices which will be discussed next. Well-Defined Requirements and Procedures Convincing people from different professions, organizations, and cultures to work together is difficult. If expectations and requirements are fuzzy or open to debate, this is even harder. Successful firms are very careful in selecting the work to be out- sourced. They often choose to contract only work with clearly defined deliverables with measurable outcomes. For example, contractors hire electric firms to install heating and air-conditioning systems, electronic firms use design firms to fabricate enclosures for their products, and software development teams outsource the test- ing of versions of their programs. In all of these cases, the technical requirements are spelled out in detail. Even so, communicating requirements can be trouble- some, especially with foreign providers (see the Snapshot from Practice: Four Strategies for Communicating with Outsourcers), and extra care has to be taken to ensure that expectations are understood. Not only do requirements have to be spelled out, but the different firms’ project management systems need to be integrated. Common procedures and terminol- ogy need to be established so that different parties can work together. This can be problematic when you have firms with more advanced project management sys- tems working with less developed organizations. Surprisingly, this often is the case when U.S. firms outsource software work to India. We have heard reports that Indian providers are shocked at how unsystematic their U.S. counterparts are in their approach to managing software projects. • Well-defined requirements and procedures. • Extensive training and team-building activities. • Well-established conflict management processes in place. • Frequent review and status updates. • Co-location when needed. • Fair and incentive-laden contracts. • Long-term outsourcing relationships. FIGURE 12.2 Best Practices in Outsourcing Project Work Lar03342_ch12_418-451.indd Page 423 1/29/10 6:46:09 PM user-f498Lar03342_ch12_418-451.indd Page 423 1/29/10 6:46:09 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 424 Chapter 12 Outsourcing: Managing Interorganizational Relations The best companies address this issue up front instead of waiting for problems to emerge. First they assess “fit” between providers’ project management methods and their own project management system. This is a prime consideration in choos- ing vendors. Work requirements and deliverables are spelled out in detail in the procurement process. They invest significant time and energy to establishing proj- ect communication systems to support effective collaboration. Finally, whenever you work with other organizations on projects, security is an important issue. Security extends beyond competitive secrets and technol- ogy to include access to information systems. Firms have to establish robust safeguards to prevent information access and the introduction of viruses due to less secure provider systems. Information technology security is an additional cost and risk that needs to be addressed up front before outsourcing project work. Extensive Training and Team-Building Activities Too often managers become preoccupied with the plans and technical challenges of the project and assume that people issues will work themselves out over time. Smart firms recognize that people issues are as important, if not more important than technical issues. They train their personnel to work effectively with people from other organizations and countries. This training is pervasive. It is not limited to management but involves all the people, at all levels, who interact with and are dependent upon outsourcers. Whether in a general class on negotiation or a spe- cific one on working with Chinese programmers, team members are provided with TABLE 12.1 Key Differences Between Partnering and Traditional Approaches to Managing Contracted Relationships Partnering Approach Mutual trust forms the basis for strong working relationships. Shared goals and objectives ensure common direction. Joint project team exists with high level of interaction. Open communications avoid misdirection and bolster effective working relationships. Long-term commitment provides the opportunity to attain continuous improvement. Objective critique is geared to candid assessment of performance. Access to each other’s organization resources is available. Total company involvement requires commitment from CEO to team members. Integration of administrative systems equipment takes place. Risk is shared jointly among the partners, which encourages innovation and continuous improvement. Traditional Approach Suspicion and distrust; each party is wary of the motives for actions by the other. Each party’s goals and objectives, while similar, are geared to what is best for them. Independent project teams; teams are spatially separated with managed interactions. Communications are structured and guarded. Single project contracting is normal. Objectivity is limited due to fear of reprisal and lack of continuous improvement opportunity. Access is limited with structured procedures and self-preservation taking priority over total optimization. Involvement is normally limited to project- level personnel. Duplication and/or translation takes place with attendant costs and delays. Risk is transferred to the other party. Lar03342_ch12_418-451.indd Page 424 1/29/10 6:46:09 PM user-f498Lar03342_ch12_418-451.indd Page 424 1/29/10 6:46:09 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 425 a theoretical understanding of the barriers to collaboration as well as the skills and procedures to be successful. The training is augmented by interorganizational team-building sessions de- signed to forge healthy relationships before the project begins. Team-building workshops involve the key players from the different firms, for example, engineers, architects, lawyers, specialists, and other staff. In many cases, firms find it useful to hire an outside consultant to design and facilitate the sessions. Such a consul- tant is typically well-versed in interorganizational team building and can provide an impartial perspective to the workshop. The length and design of the team-building sessions will depend on the experi- ence, commitment, and skill level of the participants. For example, one project, in which the owner and the contractors were relatively inexperienced at working to- gether, utilized a two-day workshop. The first day was devoted to ice-breaking ac- tivities and establishing the rationale behind partnering. The conceptual foundation was supported by exercises and minilectures on teamwork, synergy, Dr. Adam Kolawa offers four strategies for overcoming poor communication with off- shore project partners. STRATEGY 1: RECOGNIZE CULTURAL DIFFERENCES Realize that not everyone you communicate with shares your assumptions. What is obvious to you is not necessarily obvious to your partner. This is especially true with foreign outsourcers. As an American, you likely assume that laws are generally obeyed. Believe it or not, that’s generally not true in most of the world, where laws are guidelines that are not necessarily fol- lowed. This can lead to major communication problems! You think if you write a contract, everybody is going to adhere to it. For many people, a contract is merely a suggestion. STRATEGY 2: CHOOSE THE RIGHT WORDS When you explain your requirements to an outsourcer, word choice is critical. For many outsourcers, English is still a for- eign language—even in India, where both outsourcing and the English language are common. No matter how prevalent English has become, your outsourcer might have a basic understanding of each word you utter yet be not completely clear on the exact meaning of the message you’re trying to convey. This is why you should speak in a direct manner using short sentences made of basic, simple words. STRATEGY 3: CONFIRM YOUR REQUIREMENTS You should take the following steps to confirm that the out- sourcer thoroughly understands your requirements: 1. Document your requirements. Follow up your conversa- tions in writing. Commit your requirements to paper for the S N A P S H O T F R O M P R A C T I C E Four Strategies for Communicating with Outsourcers* outsourcer. Many people understand written language better than spoken language, probably because they have more time to process the message. 2. Insist your outsourcer re-document your requirements. Leave nothing to chance. Require outsourcers to write the requirements in their own words. If outsourcers cannot re- lay to you what you explained to them, then they didn’t understand. 3. Request a prototype. After the requirements are written, ask the outsourcer to create a prototype for you. This is a safety net to ensure that your wants and needs are posi- tively understood. Ask the provider to sketch what you want your final product to look like or build a quick, simple program that reflects how the final product will look. STRATEGY 4: SET DEADLINES Another important cultural difference relates to schedules and deadlines. To most Americans, a deadline is a set completion date. In many other cultures, a deadline is a suggestion that maybe something will be finished by that indicated date. To ensure that outsourced work is completed on time it is impera- tive to add a penalty clause to your contract or enforce late fees. Although these strategies were directed toward working with foreign outsourcers, you would be surprised to find how many project managers use them when working with their American counterparts! * Adam Kolawa, “Four Strategies for Communicating with Outsourcers,” Enterprise Systems Journal at www.esj.com, accessed September 13, 2005. Lar03342_ch12_418-451.indd Page 425 1/29/10 6:46:10 PM user-f498Lar03342_ch12_418-451.indd Page 425 1/29/10 6:46:10 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 www.esj.com 426 Chapter 12 Outsourcing: Managing Interorganizational Relations win/win, and constructive feedback. The second day began by examining the problems and barriers that prevented collaboration in the past. Representatives from the different organizations were separated and each asked the following: • What actions do the other groups engage in that create problems for us? • What actions do we engage in that we think create problems for them? • What recommendations would we make to improve the situation? The groups shared their responses and asked questions on points needing clarifi- cation. Agreements and disparities in the lists were noted and specific problems were identified. Once problem areas were noted, each group was assigned the task of identifying its specific interests and goals for the project. Goals were shared across groups, and special attention was devoted to establishing what goals they had in common. Recognition of shared goals is critical for transforming the dif- ferent groups into a cohesive team. The team-building sessions often culminate with the creation of a partnering charter signed by all of the participants. This charter states their common goals for the project as well as the procedures that will be used to achieve these goals (see Figure 12.3 for an example of the first page of a project charter). Well-Established Conflict Management Processes in Place Conflict is inevitable on a project and, as pointed out in the previous chapter, dis- agreements handled effectively can elevate performance. Dysfunctional conflict, however, can catch fire and severely undermine project success. Outsourced proj- ects are susceptible to conflicts since people are unaccustomed to working together and have different values and perspectives. Successful firms invest significant time and energy up front in establishing the “rules of engagement” so that disagree- ments are handled constructively. Escalation is the primary control mechanism for dealing with and resolving problems. The basic principle is that problems should be resolved at the lowest level within a set time limit (say, 24 hours), or they are “escalated” to the next level of management. If so, the principals have the same time limit to resolve the prob- lem, or it gets passed on to the next higher level. No action is not an option. Nor can one participant force concessions from the other by simply delaying the deci- sion. There is no shame in pushing significant problems up the hierarchy; at the same time, managers should be quick to point out to subordinates those problems or questions that they should have been able to resolve on their own. If possible, key personnel from the respective organizations are brought together to discuss potential problems and responses. This is usually part of a coordinated series of team-building activities discussed earlier. Particular attention is devoted to establishing the change management control system where problems often erupt. People who are dependent on each other try to identify potential problems that may occur and agree in advance how they should be resolved. See the Snapshot from Practice: “Partnering” a Flu Shot for Projects for the benefits of doing this. Finally, principled negotiation is the norm for resolving problems and reaching agreements. This approach, which emphasizes collaborative problem solving, is discussed in detail later in this chapter. Frequent Review and Status Updates Project managers and other key personnel from all involved organizations meet on a regular basis to review and assess project performance. Collaborating as Lar03342_ch12_418-451.indd Page 426 1/29/10 6:46:10 PM user-f498Lar03342_ch12_418-451.indd Page 426 1/29/10 6:46:10 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 FIGURE 12.3 Project Partnering Charter 427 428 Chapter 12 Outsourcing: Managing Interorganizational Relations Before starting a bond-financed school con- struction project, Ohio does what a theater company does before opening night—it holds a dress rehearsal. Led by Cleveland-based Proj- ect Management Consultants, state and local school officials, construction managers, and architects get together before build- ing begins to figure out how to talk to each other and how to han- dle problems. Each party discusses problems that have occurred in the past and collectively they problem solve ways for prevent- ing them from occurring on the current project. Consultants help participants develop a set of guidelines for working together. Just as a theatrical dress rehearsal can allow a company to find and fix glitches before they ruin a show, preconstruc- tion partnering can find early solutions to problems before they become lawsuits. For example, during the discussions it becomes apparent that different parties are interpreting a key requirement differently. Instead of waiting for this difference to escalate into a major problem, the parties reach a shared understanding before work begins. S N A P S H O T F R O M P R A C T I C E “Partnering” a Flu Shot for Projects* “This works because traditionally everyone does their own work on a project, behind their own walls,” said Jeffrey Applebaum, a construction lawyer and managing director of Project Management Consultants, a wholly owned subsidiary of the law firm of Thompson, Hine, & Flory. “We’re taking down the walls. This is more efficient.” “We couldn’t be more pleased with this process,” said Randy Fischer, executive director of the Ohio School Facilities Commission, which distributes state money to school con- struction projects. “We are currently administering $3 billion of construction, and we don’t have any major disputes.” Crystal Canan, chief of contract administration for the com- mission, offered a medical metaphor, comparing partnering to a “flu shot” that will prevent the debilitating effects of litiga- tion, work stoppages, and communication breakdowns. “Every building construction project is a candidate for the flu,” Canan said. “We see partnering as a vaccination.” * Mary Wisneiski, “Partnering Used to Curb Costs in Ohio School Construction,” Bond Buyer, 11/22/2000, 334 (31023) 3/4p, 2bw. partners is considered a legitimate project priority which is assessed along with time, cost, and performance. Teamwork, communication, and timely problem res- olution are evaluated. This provides a forum for identifying problems not only with the project but also with working relationships so that they can be resolved quickly and appropriately. More and more companies are using online surveys to collect data from all project participants about the quality of working relations (see Figure 12.4 for a partial exam- ple). With this data one can gauge the “pulse” of the project and identify issues that need to be addressed. Comparison of survey responses period by period permits track- ing areas of improvement and potential problems. In some cases, follow-up team- building sessions are used to focus on specific problems and recharge collaboration. Finally, when the time to celebrate a significant milestone arrives, no matter who is responsible, all parties gather if possible to celebrate the success. This rein- forces a common purpose and project identity. It also establishes positive momen- tum going into the next phase of the project. Co-Location When Needed One of the best ways to overcome interorganizational friction is to have people from each organization working side by side on the project. Smart companies rent or make available the necessary accommodations so that all key project personnel can work collectively together. This allows the high degree of face-to-face interaction needed to coordinate activities, solve difficult problems, and form a common bond. This is especially relevant for complex projects in which close collaboration from different parties is required to be successful. For example, the U.S government pro- vides housing and common office space for all key contractors responsible for devel- oping disaster response plans. Lar03342_ch12_418-451.indd Page 428 1/29/10 6:46:11 PM user-f498Lar03342_ch12_418-451.indd Page 428 1/29/10 6:46:11 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 429 Our experience tells us that co-location is critical and well worth the added ex- pense and inconvenience. When creating this is not practically possible, the travel budget for the project should contain ample funds to support timely travel to dif- ferent organizations. Co-location is less relevant for independent work that does not require ongoing coordination between professionals from different organizations. This would be the case if you are outsourcing discrete, independent deliverables like beta testing or a marketing campaign. Here normal channels of communication can handle the coordination issues. Fair and Incentive-Laden Contracts When negotiating contracts the goal is to reach a fair deal for all involved. Man- agers recognize that cohesion and cooperation is undermined if one party feels he or she is being unfairly treated by others. They also realize that negotiating the best deal in terms of price can come back to haunt them with shoddy work and change order gouging. Performance-based contracts, in which significant incentives are established based on priorities of the project, are becoming increasingly popular. For exam- ple, if time is critical, then contractors accrue payoffs for beating deadlines; if scope is critical, then bonuses are issued for exceeding performance expectations. At the same time contractors are held accountable with penalty clauses for failure to perform up to standard, meet deadlines, and/or control costs. More specific Evaluation of partnering process: attitudes, teamwork, process. (Collected separately from owner and contractor participants, compared, and aggregated.) 1. Communications between the owner/contractor personnel are 1 2 3 4 5 Difficult, guarded Not evident or inconsistent Ignored Cool, detached, unresponsive, removed Personal issues Easy, open, up front Obvious and consistent Attacked promptly Genuine, unreserved, complete Treated as project problems 2. Top management support of partnering process is 3. Problems, issues, or concerns are 4. Cooperation between owner and contractor personnel is 5. Responses to problems, issues, or concerns frequently become 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 FIGURE 12.4 Sample Online Survey Lar03342_ch12_418-451.indd Page 429 1/29/10 6:46:11 PM user-f498Lar03342_ch12_418-451.indd Page 429 1/29/10 6:46:11 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 430 Chapter 12 Outsourcing: Managing Interorganizational Relations information about different types of contracts is presented in this chapter’s appen- dix on contract management. Companies recognize that contracts can discourage continuous improvement and innovation. Instead of trying some new, promising technique that may reduce costs, contractors will avoid the risks and apply tried and true methods to meet contracted requirements. Companies that treat contractors as partners consider continuous improvement as a joint effort to eliminate waste and pursue opportunities for cost savings. Risks as well as benefits are typically shared 50/50 between the principals, with the owner adhering to a fast-track review of proposed changes. How the U.S. Department of Defense reaps the benefits of continuous improvement through value engineering is highlighted in the Snapshot from Practice: Value Engineering Awards. Long-Term Outsourcing Relationships Many companies recognize that major benefits can be enjoyed when outsourcing arrangements extend across multiple projects and are long term. For example, Corning and Toyota are among the many firms that have forged a network of long-term strategic partnerships with their suppliers. A recent study indicates that As part of an effort to cut costs the United States Department of Defense (DoD) issues annual Value Engineering Awards. Value engineering is a systematic process to ana- lyze functions to identify actions to reduce cost, increase quality, and improve mission capabilities across the entire spectrum of DoD systems, processes, and organizations. The Value Engineering Awards Program is an acknowl- edgment of outstanding achievements and encourages additional projects to improve in-house and contractor productivity. In 2005 a team of contractors led by Northrop Grumman Corporation received a value-engineering achievement award from the U.S. Air Force for implementing innovative changes to the 1.6 billion intercontinental ballistic missile (ICBM) guid- ance replacement program that will result in a projected five- year savings of $32.9 million. “The Air Force’s desire to keep costs low on the guidance replacement program contract and Northrop Grumman’s de- sire to enhance contract incentive performance dovetail into a mutually beneficial effort to decrease production costs,” said John Clay, vice president and general manager of the ICBM prime integration project at Northrop Grumman’s Mission Sys- tems sector. “The changes we’ve made in partnership with the Air Force and our subcontractor, The Boeing Company, realize the goals of all parties.” To achieve the high level of savings, Northrop Grumman eliminated the need for expensive external shields to protect critical guidance system parts from nuclear environments. The S N A P S H O T F R O M P R A C T I C E U.S. Department of Defense’s Value Engineering Awards* critical material used in the shields was difficult to work with and cost approximately $90,000 per unit. Instead the Northrop Grumman project team chose to improve the chassis construction of two components—the missile-guidance set control and the missile-guidance computer—with a rugged coating, thus eliminating the need for external shields, which reduces production costs and eliminates the need for multiple shield inspections. The total cost savings is projected at $32.9 for 348 systems. The changes will save the Air Force two hours per system Inspection and two hours per system deployment over the remaining life of Minuteman III. * http://www.irconnect.com/noc/press/pages/news_releases. html?d=86128. Photo by Sgt. Ken Hammond, U.S. Air Force. Lar03342_ch12_418-451.indd Page 430 1/29/10 6:46:11 PM user-f498Lar03342_ch12_418-451.indd Page 430 1/29/10 6:46:11 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 http://www.irconnect.com/noc/press/pages/news_releases.html?d=86128 http://www.irconnect.com/noc/press/pages/news_releases.html?d=86128 Chapter 12 Outsourcing: Managing Interorganizational Relations 431 the average large corporation is involved in around 30 alliances today versus fewer than 3 in the early 1990s. Among the many advantages for establishing a long- term partnership are the following: • Reduced administrative costs—The costs associated with bidding and selecting a contractor are eliminated. Contract administration costs are reduced as part- ners become knowledgeable of their counterpart’s legal concerns. • More efficient utilization of resources—Contractors have a known forecast of work while owners are able to concentrate their workforce on core businesses and avoid the demanding swings of project support. • Improved communication—As partners gain experience with each other, they develop a common language and perspective, which reduces misunderstanding and enhances collaboration. • Improved innovation—The partners are able to discuss innovation and associ- ated risks in a more open manner and share risks and rewards fairly. • Improved performance—Over time partners become more familiar with each other’s standards and expectations and are able to apply lessons learned from previous projects to current projects. Working as partners is a conscious effort on the part of management to form collaborative relationships with personnel from different organizations to com- plete a project. For outsourcing to work, the individuals involved need to be effec- tive negotiators capable of merging interests and discovering solutions to problems that contribute to the project. The next section addresses some of the key skills and techniques associated with effective negotiation. The Art of Negotiating Effective negotiating is critical to successful collaboration. All it takes is one key problem to explode to convert a sense of “we” into “us versus them.” At the same time, negotiating is pervasive through all aspects of project management work. Project managers must negotiate support and funding from top management. They must negotiate staff and technical input from functional managers. They must coordinate with other project managers and negotiate project priorities and commitments. They must negotiate within their project team to determine assign- ments, deadlines, standards, and priorities. Project managers must negotiate prices and standards with vendors and suppliers. A firm understanding of the negotiat- ing process, skills, and tactics is essential to project success. Many people approach negotiating as if it is a competitive contest. Each negotia- tor is out to win as much as he or she can for his or her side. Success is measured by how much is gained compared with the other party. While this may be applicable when negotiating the sale of a house, it is not true for project management. Project management is not a contest! First, the people working on the project, whether they represent different companies or departments within the same organization, are not enemies or competitors but rather allies or partners. They have formed a temporary alliance to complete a project. For this alliance to work requires a certain degree of trust, cooperation, and honesty. Second, although the parties within this alliance may have different priorities and standards, they are bound by the success of the project. If conflicts escalate to the point where negotiations break down and the project comes to a halt, then everyone loses. Third, unlike bartering with a street vendor, the people involved on project work have to continue to work together. Lar03342_ch12_418-451.indd Page 431 1/29/10 6:46:12 PM user-f498Lar03342_ch12_418-451.indd Page 431 1/29/10 6:46:12 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 432 Chapter 12 Outsourcing: Managing Interorganizational Relations Therefore, it behooves them to resolve disagreements in a way that contributes to the long-term effectiveness of their working relationship. Finally, as pointed out in the previous chapter, conflict on a project can be good. When dealt with effectively it can lead to innovation, better decisions, and more creative problem solving. Project managers accept this noncompetitive view of negotiation and realize that negotiation is essentially a two-part process: The first part deals with reach- ing an agreement; the second part is the implementation of that agreement. It is the implementation phase, not the agreement itself, that determines the success of negotiations. All too often, managers reach an agreement with someone only to find out later that they failed to do what they agreed to do or that their actual response fell far short of expectations. Experienced project managers recognize that implementation is based on satisfaction not only with the outcome but also with the process by which the agreement was reached. If someone feels bullied or tricked into doing something, this feeling will invariably be reflected by half- hearted performance. Veteran project managers do the best they can to merge individual interests with what is best for the project and come up with effective solutions to problems. Fisher and Ury from the Harvard Negotiation Project champion an approach to negotiating that embodies these goals. It emphasizes developing win/win solutions while protecting yourself against those who would take advantage of your forth- rightness. Their approach is called principled negotiation and is based on four key points listed in Table 12.2 and discussed in the following sections. TABLE 12.2 Principled Negotiation 1. Separate the people from the problem 2. Focus on interests, not positions 3. Invent options for mutual gain 4. When possible, use objective criteria 1. Separate the People from the Problem Too often personal relations become entangled with the substantive issues under consideration. Instead of attacking the problem(s), people attack each other. Once people feel attacked or threatened their energy naturally goes to defending them- selves, and not to solving the problem. The key, then, is to focus on the problem—not the other person—during the negotiation. Avoid personalizing the negotiation and framing the negotiation as a contest. Instead, try to keep the focus on the problem to be resolved. In Fisher and Ury’s words: Be hard on the problem, soft on the people. By keeping the focus on the issues and not the personalities, negotiators are better able to let the other person blow off steam. On important problems it is not uncommon for people to become upset, frustrated, and angry. However, one an- gry attack produces an angry counterattack, and the discussion quickly escalates into a heated argument, an emotional chain reaction. In some cases people use anger as a means of intimidating and forcing conces- sions because the other person wishes to preserve the relationship. When people become emotional, negotiators should keep a cool head and remember the old German proverb, “Let anger fly out the window.” In other words, in the face of an emotional outburst, imagine opening a window and letting the heat of the anger out the window. Avoid taking things personally, and redirect personal attacks back to the question at hand. Don’t react to the emotional outburst, but try to find the issues that triggered it. Skilled negotiators keep their cool under stressful Lar03342_ch12_418-451.indd Page 432 1/29/10 6:46:12 PM user-f498Lar03342_ch12_418-451.indd Page 432 1/29/10 6:46:12 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 433 times and, at the same time, build a bond with others by empathizing and ac- knowledging common sources of frustration and anger. While it is important to separate the people from the problem during actual ne- gotiations, it is beneficial to have a friendly rapport with the other person prior to negotiating. Friendly rapport is consistent with the social network tenet introduced in Chapter 10 of building a relationship before you need it. Reduce the likelihood of misunderstandings and getting off on the wrong foot by having a history of inter- acting in a friendly, responsive manner with the other person. If, in the past, the re- lationship has been marked by healthy give-and-take, in which both parties have demonstrated a willingness to accommodate the interests of the other, then neither individual is likely to adopt an immediate win/lose perspective. Furthermore, a posi- tive relationship adds a common interest beyond the specific points of contention. Not only do both parties want to reach an agreement that suits their individual in- terests, but they also want to do so in a manner that preserves their relationship. Each is therefore more likely to seek solutions that are mutually beneficial. 2. Focus on Interests, Not Positions Negotiations often stall when people focus on positions: I’m willing to pay $10,000. No, it will cost $15,000. I need it done by Monday. That’s impossible, we can’t have it ready until Wednesday. While such interchanges are common during preliminary discussions, managers must prevent this initial posturing from becoming polarized. When such positions are stated, attacked, and then defended, each party figuratively begins to draw a line he or she will not cross. This line creates a win/lose scenario in which someone has to lose by crossing the line in order to reach an agreement. As such, the nego- tiations can become a war of wills, with concessions being seen as a loss of face. The key is to focus on the interests behind your positions (what you are trying to achieve) and separate these goals from your ego as best you can. Not only should you be driven by your interests, but you should try to identify the interests of the other party. Ask why it will cost so much or why it can’t be done by Monday. At the same time, make your own interests come alive. Don’t just say that it is critical that it be done by Monday; explain what will happen if it isn’t done by Monday. Sometimes when the true interests of both parties are revealed, there is no basis for conflict. Take, for example, the Monday versus Wednesday argument. This argu- ment could apply to a scenario involving a project manager and the production manager of a small, local firm that was contracted to produce prototypes of a new generation of computer mouse. The project manager needs the prototypes on Monday to demonstrate to a users’ focus group. The production manager said it would be impossible. The project manager said this would be embarrassing because mar- keting had spent a lot of time and effort setting up this demonstration. The produc- tion manager again denied the request and added that he already had to schedule overtime to meet the Wednesday delivery date. However, when the project manager revealed that the purpose of the focus group was to gauge consumers’ reactions to the color and shape of the new devices, not the finished product, the conflict disap- peared. The production manager told the project manager that she could pick up the samples today if she wanted because production had an excess supply of shells. When focusing on interests, it is important to practice the communication habit: Seek first to understand, then to be understood. This involves what Stephen Covey Lar03342_ch12_418-451.indd Page 433 1/29/10 6:46:12 PM user-f498Lar03342_ch12_418-451.indd Page 433 1/29/10 6:46:12 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 434 Chapter 12 Outsourcing: Managing Interorganizational Relations calls empathetic listening, which allows a person to fully understand another per- son’s frame of reference—not only what that person is saying but also how he or she feels. Covey asserts that people have an inherent need to be understood. He goes on to observe that satisfied needs do not motivate human behavior, only unsatisfied needs do. People try to go to sleep when they are tired, not when they are rested. The key point is that until people believe they are being understood, they will repeat their points and reformulate their arguments. If, on the other hand, you satisfy this need by seeking first to understand, then the other party is free to understand your interests and focus directly on the issues at hand. Seeking to understand requires discipline and compassion. Instead of responding to the other person by asserting your agenda, respond by summarizing both the facts and feelings behind what the other person has said and checking the accuracy of comprehension. 3. Invent Options for Mutual Gain Once the individuals involved have identified their interests, then they can explore options for mutual gain. This is not easy. Stressful negotiations inhibit creativity and free exchange. What is required is collaborative brainstorming in which peo- ple work together to solve the problem in a way that will lead to a win/win sce- nario. The key to brainstorming is separating the inventing from the deciding. Begin by taking 15 minutes to generate as many options as possible. No matter how outlandish any option is, it should not be subject to criticism or immediate rejection. People should feed off the ideas of others to generate new ideas. When all the possible options are exhausted, then sort through the ideas that were gener- ated to focus on those with the greatest possibilities. Clarifying interests and exploring mutual options create the opportunity for dovetailing interests. Dovetailing means one person identifies options that are of low cost to them but of high interest to the other party. This is only possible if each party knows what the other’s needs are. For example, in negotiating price with a parts supplier, a project manager learned from the discussion that the supplier was in a cash flow squeeze after purchasing a very expensive fabrication machine. Needed cash was the primary reason the supplier had taken such a rigid position on price. During the brainstorming session, one of the options presented was to prepay for the order instead of the usual payment on delivery arrangement. Both parties seized on this option and reached an amicable agreement in which the project man- ager would pay the supplier for the entire job in advance in exchange for a faster turnaround time and a significant price reduction. Such opportunities for win/win agreements are often overlooked because the negotiators become fixated on solving their problems and not on opportunities to solve the other person’s problems. 4. When Possible, Use Objective Criteria Most established industries and professions have developed standards and rules to help deal with common areas of dispute. Both buyers and sellers rely on the blue book to establish price parameters for a used car. The construction industry has build- ing codes and fair practice policies to resolve proof of quality and safe work proce- dures. The legal profession uses precedents to adjudicate claims of wrongdoing. Whenever possible, you should insist on using external, objective criteria to set- tle disagreements. For example, a disagreement arose between a regional airlines firm and the independent accounting team entrusted with preparing the annual fi- nancial statement. The airline firm had made a significant investment by leasing several used airplanes from a larger airline. The dispute involved whether this lease Lar03342_ch12_418-451.indd Page 434 1/29/10 6:46:13 PM user-f498Lar03342_ch12_418-451.indd Page 434 1/29/10 6:46:13 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 435 should be classified as an operating or capital lease. This was important to the air- line because if the purchase was classified as an operating lease, then the associated debt would not have to be recorded in the financial statement. However, if the pur- chase was classified as a capital lease, then the debt would be factored into the fi- nancial statement and the debt/equity ratio would be much less attractive to stockholders and would-be investors. The two parties resolved this dispute by de- ferring to formulas established by the Financial Accounting Standards Board. As it turns out the accounting team was correct, but, by deferring to objective stan- dards, they were able to deflect the disappointment of the airline managers away from the accounting team and preserve a professional relationship with that firm. Dealing with Unreasonable People Most people working on projects realize that in the long run it is beneficial to work toward mutually satisfying solutions. Still, occasionally you encounter someone who has a dominant win/lose attitude about life and will be difficult to deal with. Fisher and Ury recommend that you use negotiation jujitsu when dealing with such a per- son. That is, when the other person begins to push, don’t push back. As in the mar- tial arts, avoid pitting your strengths against another’s directly; instead use your skill to step aside and turn that person’s strength to your ends. When someone adamantly sets forth a position, neither reject it nor accept it. Treat it as a possible option and then look for the interests behind it. Instead of defending your ideas, invite criticism and advice. Ask why it’s a bad idea and discover the other’s underlying interest. Those who use negotiation jujitsu rely on two primary weapons. They ask ques- tions instead of making statements. Questions allow for interests to surface and do not provide the opponent with something to attack. The second weapon is si- lence. If the other person makes an unreasonable proposal or attacks you person- ally, just sit there and don’t say a word. Wait for the other party to break the stalemate by answering your question or coming up with a new suggestion. The best defense against unreasonable, win/lose negotiators is having what Fisher and Ury call a strong BATNA (best alternative to a negotiated agreement). They point out that people try to reach an agreement to produce something better than the result of not negotiating with that person. What those results would be the true benchmark for determining whether you should accept an agreement. A strong BATNA gives you the power to walk away and say, “No deal unless we work toward a win/win scenario.” Your BATNA reflects how dependent you are on the other party. If you are negotiating price and delivery dates and can choose from a number of reputable suppliers, then you have a strong BATNA. If on the other hand there is only one vendor who can supply you with specific, critical material on time, then you have a weak BATNA. Under these circumstances you may be forced to concede to the vendor’s demands. At the same time, you should begin to explore ways of increasing your BATNA for future negotiations. This can be done by reducing your dependency on that supplier. Begin to find substitutable material or negoti- ate better lead times with other vendors. Negotiating is an art. There are many intangibles involved. This section has re- viewed some time-tested principles of effective negotiating based on the ground- breaking work of Fisher and Ury. Given the significance of negotiating, you are encouraged to read their book as well as others on negotiating. In addition, attending training workshops can provide an opportunity to practice these skills. You should also take advantage of day-to-day interactions to sharpen negotiating acumen. Lar03342_ch12_418-451.indd Page 435 2/2/10 11:39:47 AM user-f499Lar03342_ch12_418-451.indd Page 435 2/2/10 11:39:47 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 436 Chapter 12 Outsourcing: Managing Interorganizational Relations A Note on Managing Customer Relations In Chapter 4 it was emphasized that ultimate success is not determined by whether the project was completed on time, within budget, or according to specifications, but whether the customer is satisfied with what has been accomplished. Customer satisfaction is the bottom line. Bad news travels faster and farther than good news. For every happy customer who shares his satisfaction regarding a particular prod- uct or service with another person, a dissatisfied customer is likely to share her dissatisfaction with eight other people. Project managers need to cultivate positive working relations with clients to preserve their reputations. Customer satisfaction is a complex phenomenon. One simple but useful way of viewing customer satisfaction is in terms of met expectations. According to this model, customer satisfaction is a function of the extent to which perceived perfor- mance (or outcome) exceeds expectations. Mathematically, this relationship can be represented as the ratio between perceived performance and expected performance (see Figure 12.5). When performance falls short of expectations (ratio , 1), the cus- tomer is dissatisfied. If the performance matches expectations (ratio 5 1), the customer is satisfied. If the performance exceeds expectations (ratio . 1), the customer is very satisfied or even delighted. High customer satisfaction is the goal of most projects. However, profitability is another major concern. Exceeding expectations typically entails additional costs. For example, completing a construction project two weeks ahead of sched- ule may involve significant overtime expenses. Similarly, exceeding reliability re- quirements for a new electronic component may involve considerably more design and debugging effort. Under most circumstances, the most profitable arrangement occurs when the customer’s expectations are only slightly exceeded. Returning to the mathematical model, with all other things being equal, one should strive for a satisfaction ratio of 1.05, not 1.5! The met-expectations model of customer satisfaction highlights the point that whether a client is dissatisfied or delighted with a project is not based on hard facts and objective data but on perceptions and expectations. For example, a customer may be dissatisfied with a project that was completed ahead of schedule and under budget if he thought the work was poor quality and that his fears and concerns were not adequately addressed. Conversely, a customer may be very satisfied with a project that was over budget and behind schedule if she felt the project team pro- tected her interests and did the best job possible under adverse circumstances. Project managers must be skilled at managing customer expectations and percep- tions. Too often they deal with these expectations after the fact when they try to alle- viate a client’s dissatisfaction by carefully explaining why the project cost more or took longer than planned. A more proactive approach is to begin to shape the proper expectations up front and accept that this is an ongoing process throughout the life of a project. Project managers need to direct their attention both to the customer’s base expectations, the standard by which perceived performance will be evaluated, and to the customer’s perceptions of actual performance. The ultimate goal is to educate clients so that they can make a valid judgment as to project performance. FIGURE 12.5 The Met-Expectations Model of Customer Satisfaction 0.90 Perceived performance 1.10 5 ––––––––––––––––––– 5 Dissatisfied Expected performance Very satisfied Lar03342_ch12_418-451.indd Page 436 1/29/10 6:46:13 PM user-f498Lar03342_ch12_418-451.indd Page 436 1/29/10 6:46:13 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 437 Managing customer expectations begins during the preliminary project approval phase of negotiations. It is important to avoid the temptation to oversell the virtues of a project to win approval because this may create unrealistic expectations that may be too difficult, if not impossible, to achieve. At the same time, project propo- nents have been known to lower customer expectations by underselling projects. If the estimated completion time is 10 to 12 weeks, they will promise to have the project completed within 12 to 14 weeks, therefore increasing the chances of exceeding customer expectations by getting the project completed early. Once the project is authorized, the project manager and team need to work closely with the client organization to develop a well-defined project scope state- ment that clearly states the objectives, parameters, and limits of the project work. The project scope statement is essential to establishing customer expectations re- garding the project. It is critical that all parties are in agreement as to what is to be accomplished and that people are reading as best they can from the same page. It is also important to share significant risks that might disrupt project execution. Customers do not like surprises, and if they are aware in advance of potential problems they are much more likely to be accepting of the consequences. Once the project is initiated it is important to keep customers abreast of project progress. The days when you would simply take orders from customers and tell them to return when the project is done are over. More and more organizations and their project managers are treating their customers as de facto members of the project team and are actively involving them in key aspects of project work. In the case of consulting assignments project managers sometimes morph into a member of the client organization (see Research Highlight: IT Project Managers). Project managers need to keep customers informed of project developments so that customers can make adjustments in their own plans. When circumstances dic- tate changing the scope or priorities of the project, project managers need to be quick to spell out as best they can the implications of these changes to the custom- ers so that they can make an informed choice. Active customer involvement allows customers to naturally adjust their expectations in accordance with the decisions and events that transpire on a project, while at the same time, the customer’s pres- ence keeps the project team focused on the customer’s objectives for the project. Active customer involvement also provides a firmer basis for assessing project performance. The customer not only sees the results of the project but also acquires glimpses of the effort and actions that produced those results. Naturally project managers want to make sure these glimpses reflect favorably on their project teams, so they exercise extra care that customer interactions are handled in a competent and professional manner. In some respects, customer perceptions of performance are shaped more by how well the project team deals with adversity than by actual performance. Project managers can impress customers with how diligently they deal with unexpected problems and setbacks. Likewise, industry analysts have noted that customer dissatisfaction can be transformed into customer satisfaction by quickly correcting mistakes and being extremely responsive to customer concerns. Managing customer relations on a project is a broad topic; we have only high- lighted some of the central issues involved. This brief segment concludes with two words of advice passed on by veteran project managers: Speak with one voice. Nothing erodes confidence in a project more than for a customer to receive conflicting messages from different project members. The project manager should remind team members of this fact and work with them to ensure that appropriate information is shared with customers. Lar03342_ch12_418-451.indd Page 437 1/29/10 6:46:13 PM user-f498Lar03342_ch12_418-451.indd Page 437 1/29/10 6:46:13 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 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 mas- tered 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 resolv- ing 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 Summary Project Manager Roles Challenges Strategies Entrepreneur Navigate unfamiliar surroundings Use persuasion to influence others Politician Understand two diverse cultures Align with the powerful individuals (parent and client organization) Friend Determine the important Identify common interests and relationships to build and experiences to bridge a sustain outside the team itself friendship with the client Marketer Understand the strategic Align new ideas/proposals with objectives of the client the strategic objectives of the organization client organization Coach Motivate client team members Provide challenging tasks to without formal authority build the skills of the team members TABLE 12.3 Project Roles, Challenges, and Strategies Webber and Torti studied the multiple roles proj- ect managers play on IT projects. Based on a comprehensive set of interviews with project managers and clients in three different information- technology service organizations, they identified five key roles critical to successfully implement IT projects in client organizations: entrepreneur, politician, friend, marketer, and coach. They are described in part in Table 12.3. Webber and Torti observed that instead of maintaining a clearly defined relationship with the client, project managers become part of the client organization. They report that proj- ect managers attempt to “dress like the client, act like the cli- ent, and participate in the client organization’s activities (i.e., social gatherings, blood drives, etc.).” They become such an integral part of their existence that many client employees, over the course of time, forget that the project manager is not an employee of the client organization. This helps establish a degree of trust essential to effective collaboration. * S. S. Webber, and M. T. Torti, “Project Managers Doubling as Client Account Executives,” Academy of Management Executive, Vol. 18, No. 1, pp. 60–71, 2004. Research Highlight IT Project Managers Doubling as Client Account Executives* Speak the language of the customer. Too often project members respond to customer inquiries with technical jargon that exceeds the customer’s vocabu- lary. Project managers and members need to describe problems, trade-offs, and solutions in ways that the customer can understand. 438 Lar03342_ch12_418-451.indd Page 438 1/29/10 6:46:14 PM user-f498Lar03342_ch12_418-451.indd Page 438 1/29/10 6:46:14 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 439 the benefits of forming long-term alliances with each other on projects. The ulti- mate 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 compet- itive game and work toward collaborative solutions to problems. They accomplish this by separating people from the problem, focusing on interests and not posi- tions, inventing options for mutual gain, and relying on objective criteria when- ever 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. Customer satisfaction is the litmus test for project success. Project managers need to take a proactive approach to managing customer expectations and percep- tions. They need to actively involve customers in key decisions and keep them abreast of important developments. Active customer involvement keeps the proj- ect team focused on the objectives of the project and reduces misunderstandings and dissatisfaction. Key Terms Best alternative to a negotiated agreement (BATNA), 435 Co-location, 428 Escalation, 426 Met-expectations model, 436 Outsourcing, 419 Partnering charter, 426 Principled negotiation, 432 1. Why do firms outsource project work? 2. What are the best practices used by firms to outsource project work? 3. What does the term “escalate” refer to, and why is it essential to project success? 4. Why is the principled negotiation approach recommended for negotiating agree- ments on projects? 5. What does the acronym BATNA refer to, and why is it important to being a successful negotiator? 6. How can a project manager influence customer expectations and perceptions? Review Questions 1. Break into groups of four to five students. Assign half of the groups the role of Owner and the other half the role of Contractor. Owners: After saving for many years you are about to hire a contractor to build your “dream home.” What are your objectives for this project? What concerns or issues do you have about working with a general contractor to build your home? Contractors: You specialize in building customized homes. You are about to meet with prospective owners to begin to negotiate a contract for building their “dream home.” What are your objectives for this project? What concerns or issues do you have about working with the owners to build their home? Each Owner group meets with another Contractor group and shares their ob- jectives, concerns, and issues. Identify what objectives, issues, and concerns you have in common and which ones are unique. Discuss how you could work together to realize your objec- tives. What would be the keys to working as partners on this project? Exercises Lar03342_ch12_418-451.indd Page 439 2/23/10 7:44:48 PM user-f497Lar03342_ch12_418-451.indd Page 439 2/23/10 7:44:48 PM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:20 2. Enter “outsourcing” in an Internet search engine and browse different Web sites. Who appears to be interested in outsourcing? What are the advantages of outsourcing? What are the disadvantages? Does outsourcing mean the same thing to different people? What are future trends in outsourcing? 3. Break into four groups and review the instructions for “Get the most you can” exercise provided by your teacher. Complete the exercise. What was your initial strategy? Did it change? If so, why? What does this exercise tell you about our ability to collaborate with each other? 440 Chapter 12 Outsourcing: Managing Interorganizational Relations Cowan, C., C. F. Gray, and E. W. Larson, “Project Partnering,” Project Manage- ment Journal, Vol. 12, No. 4, December 1992, pp. 5–15. Covey, S. R., The Seven Habits of Highly Effective People (New York: Simon and Schuster, 1990). DiDonato, L. S., “Contract Disputes: Alternatives for Dispute Resolution (Part 1),” PM Network, May 1993, pp. 19–23. Drexler, J. A., and E. W. Larson, “Partnering: Why Project Owner-Contractor Relationships Change,” Journal of Construction Engineering and Management, Vol. 126, No. 4, July/August 2000, pp. 293–397. Dyer, S., Partner Your Project (Warwickshire, UK: Pendulum Pub., 1997). Economy, P., Business Negotiating Basics (Burr Ridge, IL: Irwin Professional Publishing, 1994). Fisher, R., and W. Ury, Getting to Yes: Negotiating Agreement without Giving In, 2nd ed. (New York: Penguin Books, 1991). Hedberg, B., G. Dahlgren, J. Hansson, and N. Olve, Virtual Organizations and Beyond (New York: Wiley, 1997). Hoang, H., and F. T. Rothaermel, “The Effect of General and Partner-Specific Alliance Experience on Joint R&D Project Performance,” Academy of Manage- ment Journal, Vol. 48, No. 2, 2005, pp. 332–45. Kanter, R. M., “Collaborative Advantage: The Art of Alliances,” Harvard Business Review, July–August 1994, pp. 92–113. Kezsbom, D. S., D. L. Schilling, and K. A. Edward, Dynamic Project Manage- ment (New York: Wiley, 1989). Larson, E. W., “Project Partnering: Results of a Study of 280 Construction Projects,” Journal of Management Engineering, Vol. 11, No. 2, March/April 1995, pp. 30–35. Larson, E. W., “Partnering on Construction Projects: A Study of the Relation- ship between Partnering Activities and Project Success,” IEEE Transactions in Engineering Management, Vol. 44, No. 2, May 1997, pp. 188–95. Larson, E. W., and J. A. Drexler, “Barriers to Project Partnering: Report from the Firing Line,” Project Management Journal, Vol. 28, No. 1, March 1997, pp. 46–52. Magenau, J. M., and J. K. Pinto, “Power, Influence, and Negotiation in Project Management,” in The Wiley Guide to Managing Projects, P. W. G. Morris and J. K. Pinto (Eds.), (New York: Wiley, 2004), pp. 1033–60. Nambisan, S., “Designing Virtual Customer Environments for New Product Development: Toward a Theory,” Academy of Management Review, Vol. 27, No. 3, 2002, pp. 392–413. References Lar03342_ch12_418-451.indd Page 440 2/2/10 11:40:04 AM user-f499Lar03342_ch12_418-451.indd Page 440 2/2/10 11:40:04 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile Nissen, M. E., “Procurement: Process Overview and Emerging Project Manage- ment Techniques,” in The Wiley Guide to Managing Projects, P. W. G. Morris and J. K. Pinto (Eds.), (New York: Wiley, 2004), pp. 643–54. Quinn, R. E., S. R. Faerman, M. P. Thompson, and M. R. McGrath, Becoming a Master Manager: A Competency Framework (New York: Wiley, 1990). Schultzel, H. J. and V. P. Unruh, Successful Partnering: Fundamentals for Project Owners and Contractors (New York: Wiley, 1996). Shell, G. R., Bargaining for Advantage: Negotiation Strategies for Reasonable People (New York: Penguin, 2000). Chapter 12 Outsourcing: Managing Interorganizational Relations 441 The Accounting Software Installation Project Sitting in her office, Karin Chung is reviewing the past four months of the large corporate accounting software installation project she has been managing. Every- thing seemed so well planned before the project started. Each company division had a task force that provided input into the proposed installation along with potential problems. All the different divisions had been trained and briefed on exactly how their division would interface and use the forthcoming accounting software. All six contractors, which included one of the Big Five consulting companies, assisted in developing the work breakdown structure—costs, specifi- cations, time. Karin hired a consultant to conduct a one-day “partnering” workshop attended by the major accounting heads, a member of each task force group, and key repre- sentatives from each of the contractors. During the workshop, several different team-building exercises were used to illustrate the importance of collaboration and effective communication. Everyone laughed when Karin fell into an imagi- nary acid pit during a human bridge-building exercise. The workshop ended on an upbeat note with everyone signing a partnering charter that expressed their com- mitment to working together as partners to complete the project. TWO MONTHS LATER One task force member came to Karin to complain that the contractor dealing with billing would not listen to his concerns about problems that could occur in the Virginia division when billings are consolidated. The contractor had told him, the task force member, he had bigger problems than consolidation of billing in the Virginia division. Karin replied, “You can settle the problem with the contractor. Go to him and explain how serious your problem is and that it will have to be set- tled before the project is completed.” Later in the week in the lunchroom she overheard one consulting contractor bad-mouthing the work of another—“never on time, interface coding not tested.” In the hallway the same day an accounting department supervisor told her that tests showed the new software will never be compatible with the Georgia division’s accounting practices. While concerned, Karin considered these problems typical of the kind she had encountered on other smaller software projects. Case Lar03342_ch12_418-451.indd Page 441 2/23/10 7:45:05 PM user-f497Lar03342_ch12_418-451.indd Page 441 2/23/10 7:45:05 PM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/23:02:10/MHBR165:20 442 Chapter 12 Outsourcing: Managing Interorganizational Relations FOUR MONTHS LATER The project seemed to be falling apart. What happened to the positive attitude fos- tered at the team-building workshop? One contractor wrote a formal letter com- plaining that another contractor was sitting on a coding decision that was delaying their work. The letter went on: “We cannot be held responsible or liable for delays caused by others.” The project was already two months behind, so problems were becoming very real and serious. Karin finally decided to call a meeting of all par- ties to the project and partnering agreement. She began by asking for problems people were encountering while working on the project. Although participants were reluctant to be first for fear of being per- ceived as a complainer, it was not long before accusations and tempers flared out of control. It was always some group complaining about another group. Several participants complained that others were sitting on decisions that resulted in their work being held up. One consultant said, “It is impossible to tell who’s in charge of what.” Another participant complained that although the group met separately on small problems, it never met as a total group to assess new risk situations that developed. Karin felt the meeting had degenerated into an unrecoverable situation. Com- mitment to the project and partnering appeared to be waning. She quickly decided to stop the meeting and cool things down. She spoke to the project stakeholders: “It is clear that we have some serious problems, and the project is in jeopardy. The project must get back on track, and the backbiting must stop. I want each of us to come to a meeting Friday morning with concrete suggestions of what it will take to get the project back on track and specific actions of how we can make it hap- pen. We need to recognize our mutual interdependence and bring our relation- ships with each other back to a win/win environment. When we do get things back on track, we need to figure out how to stay on track.” 1. Why does this attempt at project partnering appear to be failing? 2. If you were Karin, what would you do to get this project back on track? 3. What action would you take to keep the project on track? Buxton Hall Chad Cromwell, head of university housing, gazed up at the tower at Buxton Hall and smiled as he walked toward the landmark building. Buxton Hall was built in 1927 as a residential complex for over 350 students at Pacifica State University. At the time Buxton was the tallest building on cam- pus, and its tower had a panoramic view of the athletic fields and coastal range. Buxton quickly became a focal point at Pacifica State. Students perched on the tower dominated the campus during the annual spring water fight with their huge slingshots and catapults. The first intranet on the Pacific coast was created at Buxton that linked students’ computers and allowed them to share printers. Around the 1970s, some student artists began the tradition of painting their room doors. Whether a Rolling Stones logo or Bugs Bunny on a skateboard, Case Lar03342_ch12_418-451.indd Page 442 1/29/10 6:46:15 PM user-f498Lar03342_ch12_418-451.indd Page 442 1/29/10 6:46:15 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 443 these colorful doors were an artistic legacy that caught the attention of students and faculty. Buxton Hall served as a residence hall for the university for many years, but time was not kind to the stately building. Leaks destroyed plaster in the interior. Wiring and plumbing became outdated and so dangerous that the building was deemed unsafe. Buxton Hall’s doors were closed to students and windows boarded up at the end of the 1996 spring quarter. For 10 years Buxton sat silent and over time became a symbol of the general decline of Pacifica State. Now thanks to state bonds and generous contributions, Buxton Hall was about to be reopened after a $20 million renovation. 18 MONTHS AGO Chad and key representatives from university facilities were engaged in the second of a two-day partnering workshop. Also in attendance were managers from Craw- ford Construction, the chief contractor for the Buxton renovation project, as well as several key subcontractors and architects from the firm of Legacy West. Dur- ing the first day a consultant ran them through a series of team-building and com- munication exercises that accentuated the importance of open communication, principle negotiation, and win/win thinking. Today’s session began with the “proj- ect from hell” exercise, with each group describing the worst project they had ever worked on. Chad was surprised that the people from Crawford and Legacy West descriptions were very similar to his own. For example, each group talked about how frustrating it was when changes were made without proper consultation or costs were hidden until it was too late to do anything about them. This was fol- lowed by a discussion of the best project they had ever worked on. The consultant then asked the groups which of the two they wanted the Buxton project to be. A genuine sense of common purpose emerged, and everyone became actively en- gaged in spelling out in specific terms how they wanted to work together. The ses- sion concluded with all of the participants signing a partnering charter followed by a picnic and a friendly softball game. 12 MONTHS AGO Chad was on his way, with Nick Bolas, to meet Dat Nguyen, the Crawford Project Manager, on the third floor at Buxton tower. Dat had contacted him to discuss a problem with the tile work in one of the communal bathrooms. Dat’s people had completed the work, but Nick, who was a Pacifica facilities manager, refused to sign off on it claiming that it was not up to spec. After a 24-hour impasse, the Crawford foreman exercised the escalation clause in partnering agreement and passed the issue up to management’s level to be resolved. Dat and Chad inspected the work. While both agreed that the job could have been prettier, it did meet specification and Chad told Nick to sign off on it. Chad met Dat again later in the day at the weekly Buxton status report meet- ing. The meeting kicked off with a brief review of what had been accomplished during the past week. Discussion centered on the removal of elm trees. Alternative strategies for dealing with the city inspector, who had a reputation of being a stickler for details, were considered. The project was two weeks behind sched- ule, which is an important issue since it was imperative that the building be ready for students to move in at the 2008 fall term. The project was also on a very tight budget, and the management reserve had to be carefully administered. Lar03342_ch12_418-451.indd Page 443 2/2/10 11:40:16 AM user-f499Lar03342_ch12_418-451.indd Page 443 2/2/10 11:40:16 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 444 Chapter 12 Outsourcing: Managing Interorganizational Relations Renovation of existing buildings was always a bit of a gamble, since you never knew what you would find once you began tearing down walls. Fortunately, only small amounts of asbestos were found, but rot was much more severe than anticipated. The meeting included a partnering assessment. The results of a Web survey filled out by all the principals were distributed. The results revealed a dip in the ratings between the Crawford foremen and university officials regarding timely collaboration and effective problem solving. One of Chad’s people said that the primary source of frustration was Crawford foremen failing to respond to e-mail and telephone messages. Dat asked for the names of his people and said he would talk to each of them. The Crawford foremen complained that the uni- versity officials were being too nit-picky. “We don’t have the time or money to do A1 work on everything,” argued a foreman. Chad told Dat and his people that he would talk to facilities guys and ask them to focus on what is really important. 6 MONTHS AGO The project status report meeting started on time. Crawford had been able to make up for lost time, and it now looked like the building would open on time. Chad was glad to see that the partnering assessment had been positive and steady over the past month. The big issue was the surge in costs consuming all but $50,000 of management reserve. With six months to go everyone knew that this would not cover all the change orders needed to have the building ready. After all, there was already $24,000 worth of change orders pending. Chad looked across the table and saw nothing but grim faces. Then one of the Crawford foremen proposed postponing treating all of the exterior walls. “Instead of cleaning and preserving the entire brick building, let’s only do the front entrance and the North and South walls that the public sees. We can just refurbish the interior court walls as well as the West side. This would be ade- quate for at least eight years, in which time money should be available to com- plete the job.” At first Chad didn’t like this idea, but eventually he realized that this was the only way they could have the building ready for the students. Friendly arguments broke out over which exterior segments needed the full treatment and which ones didn’t. The whole team ended up touring the outside of the building identifying what kind of work needed to be done. In the end, only 70 percent of exterior brick walls were reconditioned according to plan with a savings of over $250,000. While this boost to the reserve would still make things tight everyone felt that they now had a fighting chance to complete the project on time. TODAY As Chad mingled with a glass of champagne, no one talked about the walls that still needed to be refurbished—tonight was a night to celebrate. All of the major participants and their spouses were at the party, and the university was hosting a five-course meal at the top of the tower. During the toasts, jokes were exchanged and stories told about the ghosts in the west wing and the discovery of a dead skunk in the south basement. Everyone talked about how proud they felt about bringing back to life the grand old building. More than one person mentioned that Lar03342_ch12_418-451.indd Page 444 1/29/10 6:46:16 PM user-f498Lar03342_ch12_418-451.indd Page 444 1/29/10 6:46:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 445 Goldrush Electronics Negotiation Exercise OBJECTIVE The purpose of this case is to provide you with an opportunity to practice negotiations. PROCEDURE STEP 1 The class is divided into four groups, each comprising the project management group for one of four projects at Goldrush Electronics. STEP 2 Read the Goldrush Electronics “Background Information” section given below. Then read the instructions for the project you represent. Soon you will meet with the management of the other projects to exchange personnel. Plan how you want to conduct those meetings. BACKGROUND INFORMATION Goldrush Electronics (GE) produces a range of electronic products. GE has a strong commitment to project management. GE operates as a projectized organi- zation with each project organized as a fully dedicated team. The compensation system is based on a 40 1 30 1 30 formula. Forty percent is based on your base salary, 30 percent on your project performance, and 30 percent on overall perfor- mance of the firm. Four new product development projects have been authorized. They are code named: Alpha, Beta, Theta, and Zeta. The preliminary assignment of personnel is listed below. You are assigned to represent the management of one of these projects. The policy at GE is that once preliminary assignments are made project man- agers are free to exchange personnel as long as both parties agree to the transac- tion. You will have the opportunity to adjust your team by negotiating with other project managers. Case this was much more satisfying than tearing down an old relic and constructing a new building. The president of the university concluded the festivities by thanking everyone for their hard work and proclaiming that Buxton would become a bright, shining icon for Pacifica State. 1. How successful was this project? 2. What best practices were evident in the case? How did they contribute to proj- ect objectives? Lar03342_ch12_418-451.indd Page 445 1/29/10 6:46:16 PM user-f498Lar03342_ch12_418-451.indd Page 445 1/29/10 6:46:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 446 Chapter 12 Outsourcing: Managing Interorganizational Relations Alpha Project Software Engineer Hardware Engineer Design Engineer Jill Cameron Mitch John Chandra Marsha Beta Project Software Engineer Hardware Engineer Design Engineer Jake Casey Mike Jennifer Craig Maria Theta Project Software Engineer Hardware Engineer Design Engineer Jack Chuck Monika Johan Cheryl Mark Zeta Project Software Engineer Hardware Engineer Design Engineer Jeff Carlos Max Juwoo Chad Maile Personnel may be traded for one or more other personnel. STEP 3 Meet and negotiate with the other project managers. STEP 4 Individual project scores are totaled and posted. STEP 5 DISCUSSION QUESTIONS 1. What was your initial strategy before starting the actual negotiations? How did you view the other groups? 2. Did your initial strategy change once negotiations began? If so, how and why? 3. What could top management at GE have done to make it easier to reach agree- ment with the other groups? Appendix 12.1 Contract Management Since most outsourced work on projects is contractual in nature, this appendix discusses the different kinds of contracts that are used, their strengths and weak- nesses, and how contracts shape the motives and expectations of different partici- pants. Contract management is a key element of any project procurement Lar03342_ch12_418-451.indd Page 446 1/29/10 6:46:16 PM user-f498Lar03342_ch12_418-451.indd Page 446 1/29/10 6:46:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 447 management system. It is beyond the scope of this book to describe this system. However, the basic processes are listed here to put contract management and re- lated topics like Request for Proposal (RFP) (see Appendix 2.1) in perspective. Six main steps comprise procurement management: • Planning purchases and acquisitions involves determining what to procure, when, and how. This entails the classic build-versus-buy analysis as well as determination of the type of contract to use. • Planning contracting involves describing the requirements for products or ser- vices desired from outsourcing and identifying potential suppliers or sellers. Outputs include procurement documents such as a (RFP) as well as selection criteria. • Requesting seller responses involves obtaining information, quotes, bids, or pro- posals from sellers and providers. The main outputs of this process include a qualified sellers list and specific proposals. • Selecting sellers involves choosing from potential suppliers through a process of evaluating potential providers and negotiating a contract. • Administering the contract involves managing the relationship with the selected seller or provider. • Closing the contract involves completion and settlement of the contract. Most companies have purchasing departments that specialize in procurement. Of- ten purchasing agents will be assigned to project teams and they work with other team members to come up with optimum solutions for the project. Even if project teams are not directly involved in contract negotiations and the decision to out- source project work, it is important that the team understand the procurement process and the nature of different kinds of contracts. CONTRACTS A contract is a formal agreement between two parties wherein one party (the con- tractor) obligates itself to perform a service and the other party (the client) obli- gates itself to do something in return, usually in the form of a payment to the contractor. For example, an insurance firm contracted with a consulting firm to reprogram segments of their information system to conform to MS Seven. A contract is more than just an agreement between parties. A contract is a codi- fication of the private law, which governs the relationship between the parties to it. It defines the responsibilities, spells out the conditions of its operations, defines the rights of the parties in relationship to each other, and grants remedies to a party if the other party breaches its obligations. A contract attempts to spell out in specific terms the transactional obligations of the parties involved as well as contingencies associated with the execution of the contract. An ambiguous or in- consistent contract is difficult to understand and enforce. There are essentially two different kinds of contracts. The first is the “fixed- price” contract in which a price is agreed upon in advance and remains fixed as long as there are no changes to scope or provisions of the agreement. The second is a “cost-plus” contract in which the contractor is reimbursed for all or some of the expenses incurred during the performance of the contract. Unlike the fixed- price contract, the final price is not known until the project is completed. Within these two types of contracts, several variations exist. Lar03342_ch12_418-451.indd Page 447 1/29/10 6:46:16 PM user-f498Lar03342_ch12_418-451.indd Page 447 1/29/10 6:46:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 448 Chapter 12 Outsourcing: Managing Interorganizational Relations FIXED-PRICE CONTRACTS Under a fixed-price (FP) or lump-sum agreement, the contractor agrees to per- form all work specified in the contract at a fixed price. Clients are able to get a minimum price by putting out the contract to competitive bid. Advertising an in- vitation for bid (IFB) that lists customer requirements usually results in low bids. Prospective contractors can obtain IFB notices through various channels. In the case of large business organizations and government agencies, potential contrac- tors can request to be included on the bidder’s list in the area of interest. In other cases, IFBs can be found by scanning appropriate industry media such as newspa- pers, trade journals, and Web sites. In many cases, the owner can put restrictions on potential bidders, such as requiring that they be ISO 9000 certified. With fixed-price contract bids, the contractor has to be very careful in estimat- ing target cost and completion schedule because once agreed upon, the price can- not be adjusted. If contractors overestimate the target cost in the bidding stage, they may lose the contract to a lower-priced competitor; if the estimate is too low, they may win the job but make little or no profit. Fixed-price contracts are preferred by both owners and contractors when the scope of the project is well defined with predictable costs and low implementation risks. Such might be the case for producing parts or components to specifications, executing training programs, or orchestrating a banquet. With fixed-price contracts, clients do not have to be concerned with project costs and can focus on monitoring work progress and performance specifications. Likewise, contractors prefer fixed- price contracts because the client is less likely to request changes or additions to the contract. Fewer potential changes reduce project uncertainty and allow the contrac- tors to more efficiently manage their resources across multiple projects. The disadvantage of a fixed-price contract for owners is that it is more difficult and more costly to prepare. To be effective, design specifications need to be spelled out in sufficient detail to leave little doubt as to what is to be achieved. Because the contractor’s profit is determined by the difference between the bid and the actual costs, there is some incentive for contractors to use cheaper quality materials, perform marginal workmanship, or extend the completion date to reduce costs. The client can counteract these by stipulating rigid end-item specifications and completion date and by supervising work. In many cases, the client will hire a consultant who is an expert in the field to oversee the contractor’s work and protect the client’s interest. The primary disadvantage of a fixed-price contract for contractors is that they run the risk of underestimating. If the project gets into serious trouble, cost over- runs may make the project unprofitable, and, in some cases, may lead to bank- ruptcy. To avoid this, contractors have to invest significant time and money to ensure that their estimates are accurate. Contracts with long lead times such as construction and production projects may include escalation provisions that protect the contractor against external cost increases in materials, labor rates, or overhead expenses. For example, the price may be tied to an inflation index, so it can be adjusted to sudden increases in labor and material prices, or it may be redetermined as costs become known. A variety of redetermination contracts are used. Some establish a ceiling price for a contract and permit only downward adjustments, others permit upward and downward adjustments; some establish one readjustment period at the end of the project, others use more than one period. Redetermination contracts are appropriate where engineering and design efforts are difficult to estimate or when final price cannot be estimated for lack of accurate cost data. Lar03342_ch12_418-451.indd Page 448 1/29/10 6:46:17 PM user-f498Lar03342_ch12_418-451.indd Page 448 1/29/10 6:46:17 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 449 While, in principle, redetermination contracts are used to make appropriate ad- justments in cost uncertainties, they are prone to abuse. A contractor may win an initial low bid contract, initiate the contracted work, and then “discover” that the costs are much higher than expected. The contractor can take advantage of rede- termination provisions and a client’s ignorance to justify increasing the actual cost of the contract. The contract evolves into a cost-plus contract. To alleviate some of the disadvantages of a fixed-price contract while maintain- ing some certainty as to final cost, many fixed-price contracts contain incentive clauses designed to motivate contractors to reduce costs and improve efficiency. For example, a contractor negotiates to perform the work for a target price based on a target cost and a target profit. A maximum price and maximum profit are also established. If the total cost ends up being less than the target cost, the con- tractor makes a higher profit up to the profit maximum. If there is a cost overrun, the contractor absorbs some of the overrun until a profit floor is reached. Profit is determined according to a formula based on a cost-sharing ratio (CSR). A CSR of 75/25, for example, indicates that for every dollar spent above target costs, the client pays 75 cents and the contractor pays 25 cents. This provi- sion motivates contractors to keep costs low since they pay 25 cents on every dol- lar spent above the expected cost and earn 25 cents more on every dollar saved below the expected cost. Fixed-price incentive contracts tend to be used for long- duration projects with fairly predictable cost estimates. The key is being able to negotiate a reasonable target cost estimate. Unscrupulous contractors have been known to take advantage of the ignorance of the client to negotiate an unrealisti- cally high target cost and use performance incentives to achieve excessive profits. COST-PLUS CONTRACTS Under a cost-plus contract the contractor is reimbursed for all direct allowable costs (materials, labor, travel) plus an additional fee to cover overhead and profit. This fee is negotiated in advance and usually involves a percentage of the total costs. On small projects this kind of contract comes under the rubric “time and materials contract” in which the client agrees to reimburse the contractor for labor cost and materials. Labor costs are based on an hourly or daily rate, which in- cludes direct and indirect costs as well as profit. The contractor is responsible for documenting labor and materials costs. Unlike fixed-price contracts, cost-plus contracts put the burden of risk on the cli- ent. The contract does not indicate what the project is going to cost until the end of the project. Contractors are supposed to make the best effort to fulfill the specific technical requirements of the contract but cannot be held liable, in spite of their best efforts, if the work is not produced within the estimated cost and time frame. These contracts are often criticized because there is little formal incentive for the contrac- tors to control costs or finish on time because they get paid regardless of the final cost. The major factor motivating contractors to control costs and schedule is the effect overruns have on their reputation and their ability to secure future business. The inherent weakness of cost-plus contracts has been compensated for by a variety of incentive clauses directed at providing incentives to contractors to con- trol costs, maintain performance, and avoid schedule overruns. Contractors are reimbursed for costs, but instead of the fee being fixed, it is based on an incentive formula and subject to additional provisions. This is very similar to fixed-price in- centive contracts, but instead of being based on a target cost, the fee is based on actual cost, using a cost-sharing formula. Lar03342_ch12_418-451.indd Page 449 2/2/10 11:40:33 AM user-f499Lar03342_ch12_418-451.indd Page 449 2/2/10 11:40:33 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 450 Chapter 12 Outsourcing: Managing Interorganizational Relations Most contracts are concerned with the negotiated cost of the project. However, given the importance of speed and timing in today’s business world, more and more contracts involve clauses concerning completion dates. To some extent schedule incentives provide some cost-control measures because schedule slippage typically but not always involves cost overruns. Schedule incentives/penalties are stipulated depending on the significance of time to completion for the owner. For example, the contract involving the construction of a new baseball stadium is likely to contain stiff penalties if the stadium is not ready for opening day of the season. Conversely, time-constrained projects in which the number one priority is getting the project completed as soon as possible are likely to include attractive incentives for completing the project early. A good example of this can be seen in the Northridge Earthquake Snapshot from Practice (Chapter 9) in which the construction firm pulled out all the stops to restore the damaged highway system 74 days ahead of schedule. The firm re- ceived a $14.8 million bonus for these efforts! Figure A12.1 summarizes the spectrum of risk to the buyer and supplier for different kinds of contracts. Buyers have the lowest risk with firm fixed-price con- tracts because they know exactly what they will need to pay the supplier. Buyers have the most risk with cost-plus percentage of cost contracts because they do not know in advance what the suppliers’ costs will be and suppliers may be motivated to increase costs. From the suppliers’ perspective, the cost-plus contract offers the least risk and the firm fixed-price contract entails the most risk. CONTRACT CHANGE CONTROL SYSTEM A contract change control system defines the process by which the contract may be modified. It includes the paperwork, tracking systems, dispute resolution proce- dures, and approval levels necessary for authorizing changes. There are a number of reasons a contract may need to be changed. Clients may wish to alter the original design or scope of the project once the project is initiated. This is quite common as the project moves from concept to reality. For example, an owner may wish to add windows after inspecting the partially completed homesite. Market changes may dictate adding new features or increasing the performance requirements of equip- ment. Declining financial resources may dictate that the owner cut back on the scope of the project. The contractor may initiate changes in the contract in response FIGURE A12.1 Contract Type versus Risk High High Low Low CPPC Cost-plus percentage of cost CPIF Cost-plus incentive fee FFP Firm fixed-price FPI Fixed-price incentive BUYER RISK SELLER RISK Lar03342_ch12_418-451.indd Page 450 1/29/10 6:46:17 PM user-f498Lar03342_ch12_418-451.indd Page 450 1/29/10 6:46:17 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 Chapter 12 Outsourcing: Managing Interorganizational Relations 451 to unforeseen legitimate problems. A building contractor may need to renegotiate the contract in the face of excessive groundwater or the lack of availability of speci- fied materials. In some cases, external forces may dictate contract changes, such as a need to comply with new safety standards mandated by the federal government. There need to be formal, agreed-upon procedures for initiating changes in the original contract. Contract change orders are subject to abuse. Contractors some- times take advantage of owners’ ignorance to inflate the costs of changes to re- coup profit lost from a low bid. Conversely, owners have been known to “get back” at contractors by delaying approval of contract changes, thus delaying proj- ect work and increasing the costs to the contractor. All parties need to agree upon the rules and procedures for initiating and making changes in the original terms of the contract in advance. CONTRACT MANAGEMENT IN PERSPECTIVE Contract management is not an exact science. For decades, the federal government has been trying to develop a more effective contract administration system. Despite their best efforts, abuses are repeatedly exposed in the news media. The situation is similar to trying to take a wrinkle out of an Oriental rug. Efforts to eliminate a wrin- kle in one part of the rug invariably create a wrinkle in another part. Likewise, each new revision in government procurement procedures appears to generate a new loophole that can be exploited. There is no perfect contract management system. Given the inherent uncertainty involved in most project work, no contract can han- dle all the issues that emerge. Formal contracts cannot replace or eliminate the need to develop effective working relationships between the parties involved that are based on mutual goals, trust, and cooperation. For this reason, the earlier discussion of best practices, in outsourcing and effective negotiating is very important. APPENDIX REVIEW QUESTIONS 1. What are the fundamental differences between fixed-price and cost-plus contracts? 2. For what kinds of projects would you recommend that a fixed-price contract be used? For what kinds of projects would you recommend that a cost-plus con- tract be used? APPENDIX REFERENCES Angus, R. B., N. A. Gundersen, and T. P. Cullinane, Planning, Performing, and Controlling Projects (Upper Saddle River, NJ: Prentice Hall, 2003). Cavendish, J., and M. Martin, Negotiating and Contracting for Project Management (Upper Darby, PA: Project Management Institute, 1982). Fleming, Q. W., Project Procurement Management: Contracting, Subcontracting, Teaming (Tustin, CA: FMC Press, 2003). Fraser, J., Professional Project Proposals (Aldershot, U.K.: Gower/Ashgate, 1995). Lowe, D., “Contract Management” in The Wiley Guide to Managing Projects, P. W. G. Morris and J. K. Pinto (Eds.), (New York: Wiley, 2004), pp. 678–707. Schwalbe, K., Information Technology Project Management, 4th ed. (Boston: Thomson Course Technology, 2006). Worthington, M. M., and L. P. Goldsman, Contracting with the Federal Government, 4th ed. (New York: Wiley, 1998). Lar03342_ch12_418-451.indd Page 451 1/29/10 6:46:17 PM user-f498Lar03342_ch12_418-451.indd Page 451 1/29/10 6:46:17 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/JANUARY 2010/29:01:10/MHBR165:Larson:208 C H A P T E R T H I R T E E N Progress and Performance Measurement and Evaluation 452 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Progress and Performance Measurement and Evaluation Structure of a Project Monitoring Information System The Project Control Process Monitoring Time Performance Development of an Earned Value Cost/Schedule System Developing a Status Report: A Hypothetical Example Indexes to Monitor Progress Forecasting Final Project Cost Other Control Issues Summary Appendix 13.1: The Application of Additional Earned Value Rules Appendix 13.2: Obtaining Project Performance Information from MS Project Lar03342_ch13_452-503.indd Page 452 2/3/10 11:55:48 AM user-f498Lar03342_ch13_452-503.indd Page 452 2/3/10 11:55:48 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 How does a project get one year late? . . . One day at a time. —Frederick P. Brooks, The Mythical Man Month, p. 153 Evaluation and control are part of every project manager’s job. Control by “wandering around” and/or “involvement” can overcome most problems in small projects. But large projects need some form of formal control. Control holds people accountable, prevents small problems from mushrooming into large problems, and keeps focus. Except for accounting controls, project control is not performed well in most organizations. Control is one of the most neglected areas of project management. Unfortunately, it is not uncommon to find resis- tance to control processes. In essence, those who minimize the importance of control are passing up a great opportunity to be effective managers and, per- haps, allow the organization to gain a competitive edge. Neglecting control in organizations with multiple projects is even more serious. For effective control, the project manager needs a single information system to collect data and report progress on cost, schedule, and specifications. The general structure of such a system is discussed next. Structure of a Project Monitoring Information System A project monitoring system involves determining what data to collect; how, when, and who will collect the data; analysis of the data; and reporting current progress. What Data Are Collected? Data collected are determined by which metrics will be used for project control. Typical key data collected are actual activity duration times, resource usage and rates, and actual costs, which are compared against planned times, resources, and budgets. Since a major portion of the monitoring system focuses on cost/schedule concerns, it is crucial to provide the project manager and stakeholders with data to answer questions such as: • What is the current status of the project in terms of schedule and cost? • How much will it cost to complete the project? • When will the project be completed? • Are there potential problems that need to be addressed now? • What, who, and where are the causes for cost or schedule overruns? • What did we get for the dollars spent? • If there is a cost overrun midway in the project, can we forecast the overrun at completion? The performance metrics you need to collect should support answering these ques- tions. Examples of specific metrics and tools for collecting data will be discussed in detail later in this chapter. 453 Lar03342_ch13_452-503.indd Page 453 2/1/10 4:52:32 PM user-f498Lar03342_ch13_452-503.indd Page 453 2/1/10 4:52:32 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 454 Chapter 13 Progress and Performance Measurement and Evaluation Collecting Data and Analysis With the determination of what data are collected, the next step is to establish who, when, and how the data will be assembled. Will the data be collected by the project team, contractor, independent cost engineers, project manager? Or will the data be derived electronically from some form of surrogate data such as cash flow, machine hours, labor hours, or materials in place? Should the reporting period be one hour, one day, one week, or what? Is there a central repository for the data collected and is someone responsible for its dissemination? Electronic means of collecting data have vastly improved data assembly, analy- sis, and dissemination. Numerous software vendors have programs and tools to analyze your customized collected data and present it in a form that facilitates monitoring the project, identifying sources of problems, and updating your plan. Reports and Reporting First, who gets the progress reports? We have already sug- gested that different stakeholders and levels of management need different kinds of project information. Senior management’s major interests are usually, “Are we on time and within budget? If not, what corrective action is taking place?” Likewise, an IT manager working on the project is concerned primarily about her deliverable and specific work packages. The reports should be designed for the right audience. Typically, project progress reports are designed and communicated in written or oral form. A common topic format for progress reports follows: • Progress since last report • Current status of project 1. Schedule 2. Cost 3. Scope • Cumulative trends • Problems and issues since last report 1. Actions and resolution of earlier problems 2. New variances and problems identified • Corrective action planned Given the structure of your information system and the nature of its outputs, we can use the system to interface and facilitate the project control process. These interfaces need to be relevant and seamless if control is to be effective. The Project Control Process Control is the process of comparing actual performance against plan to identify devia- tions, evaluate possible alternative courses of actions, and take appropriate corrective action. The project control steps for measuring and evaluating project perfor- mance are presented below. 1. Setting a baseline plan. 2. Measuring progress and performance. 3. Comparing plan against actual. 4. Taking action. Each of the control steps is described in the following paragraphs. Lar03342_ch13_452-503.indd Page 454 2/2/10 10:57:52 AM user-f499Lar03342_ch13_452-503.indd Page 454 2/2/10 10:57:52 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile Chapter 13 Progress and Performance Measurement and Evaluation 455 Step 1: Setting a Baseline Plan The baseline plan provides us with the elements for measuring performance. The baseline is derived from the cost and duration information found in the work breakdown structure (WBS) database and time-sequence data from the network and resource scheduling decisions. From the WBS the project resource schedule is used to time-phase all work, resources, and budgets into a baseline plan. See Chapter 8. Step 2: Measuring Progress and Performance Time and budgets are quantitative measures of performance that readily fit into the integrated information system. Qualitative measures such as meeting customer technical specifications and product function are most frequently de- termined by on-site inspection or actual use. This chapter is limited to quanti- tative measures of time and budget. Measurement of time performance is relatively easy and obvious. That is, is the critical path early, on schedule, or late; is the slack of near-critical paths decreasing to cause new critical activi- ties? Measuring performance against budget (e.g., money, units in place, labor hours) is more difficult and is not simply a case of comparing actual versus budget. Earned value is necessary to provide a realistic estimate of performance against a time-phased budget. Earned value (EV) is defined as the budgeted cost of the work performed. Step 3: Comparing Plan against Actual Because plans seldom materialize as expected, it becomes imperative to measure deviations from plan to determine if action is necessary. Periodic monitoring and measuring the status of the project allow for comparisons of actual versus ex- pected plans. It is crucial that the timing of status reports be frequent enough to allow for early detection of variations from plan and early correction of causes. Usually status reports should take place every one to four weeks to be useful and allow for proactive correction. Step 4: Taking Action If deviations from plans are significant, corrective action will be needed to bring the project back in line with the original or revised plan. In some cases, conditions or scope can change, which, in turn, will require a change in the baseline plan to recognize new information. The remainder of this chapter describes and illustrates monitoring systems, tools, and components to support managing and controlling projects. Several of the tools you developed in the planning and scheduling chapters now serve as in- put to your information system for monitoring performance. Monitoring time performance is discussed first, followed by cost performance. Monitoring Time Performance A major goal of progress reporting is to catch any negative variances from plan as early as possible to determine if corrective action is necessary. Fortunately, monitoring schedule performance is relatively easy. The project network schedule, derived from the WBS/OBS, serves as the baseline to compare against actual performance. Lar03342_ch13_452-503.indd Page 455 2/5/10 10:14:09 AM user-f499Lar03342_ch13_452-503.indd Page 455 2/5/10 10:14:09 AM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 456 Chapter 13 Progress and Performance Measurement and Evaluation Gantt charts (bar charts) and control charts are the typical tools used for com- municating project schedule status. As suggested in Chapter 6, the Gantt chart is the most favored, used, and understandable. This kind of chart is commonly referred to as a tracking Gantt chart. Gantt and control charts serve well as a means for tracking and trending schedule performance. Their easy-to-understand visual formats make them favorite tools for communicating project schedule status—especially to top management, who do not usually have time for details. Adding actual and revised time estimates to the Gantt chart gives a quick overview of project status on the report date. Tracking Gantt Chart Figure 13.1 presents a baseline Gantt chart and a tracking Gantt chart for a proj- ect at the end of period 6. The solid bar below the original schedule bar represents the actual start and finish times for completed activities or any portion of an activity completed (see activities A, B, C, D, and E). For example, the actual start time for activity C is period 2; the actual finish time is period 5; the actual dura- tion is three time units, rather than four scheduled time periods. Activities in pro- cess show the actual start time; the extended bar represents the expected remaining duration (see activities D and E). The remaining duration for activities D and E are shown with the hatched bar. Activity F, which has not started, shows a revised estimated actual start (9) and finish time (13). Note how activities can have durations that differ from the original schedule, as in activities C, D, and E. Either the activity is complete and the actual is known, or new information suggests the estimate of time be revised and reflected FIGURE 13.1 Baseline Gantt Chart Legend Baseline duration Actual completed Slack A Tracking Gantt Chart Showing Status—thro ugh Period 6 Baseline Gantt Chart Today Remaining duration F E D C B 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 A F E D C B 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Lar03342_ch13_452-503.indd Page 456 2/1/10 4:52:33 PM user-f498Lar03342_ch13_452-503.indd Page 456 2/1/10 4:52:33 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 457 in the status report. Activity D’s revised duration results in an expected delay in the start of activity F. The project is now estimated to be completed one period later than planned. Although sometimes the Gantt chart does not show depen- dencies, when it is used with a network, the dependencies are easily identified if tracing is needed. Control Chart This chart is another tool used to monitor past project schedule performance and current performance and to estimate future schedule trends. Figure 13.2 depicts a project control chart. The chart is used to plot the difference between the sched- uled time on the critical path at the report date with the actual point on the critical path. Although Figure 13.2 shows the project was behind early in the project, the plot suggests corrective action brought the project back on track. If the trend is sustained, the project will come in ahead of schedule. Because the activity sched- uled times represent average durations, four observations trending in one direction indicate there is a very high probability that there is an identifiable cause. The cause should be located and action taken if necessary. Control chart trends are very useful for giving warning of potential problems so appropriate action can be taken if necessary. Control charts are also frequently used to monitor progress toward milestones, which mark events and as such have zero duration. Milestones are significant proj- ect events that mark major accomplishments. To be effective, milestones need to be concrete, specific, measurable events. Milestones must be easily identifiable by all project stakeholders—for example, product testing complete. Critical merge activities are good candidates for milestones. Control charts very similar to the ex- ample shown in Figure 13.2 are often used to record and communicate project progress toward a milestone. Schedule slippage of one day seldom receives a great deal of attention. However, one day here and another there soon add up to large delay problems. It is well FIGURE 13.2 Project Schedule Control Chart Time periods 0 1 2 3 4 5 6 Reporting period 7 8 9 10 11 12 13 20 15 10 5 0 –5 –10 –15 –20 Today Ahead of schedule Behind schedule Schedule outlook Lar03342_ch13_452-503.indd Page 457 2/1/10 4:52:35 PM user-f498Lar03342_ch13_452-503.indd Page 457 2/1/10 4:52:35 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 458 Chapter 13 Progress and Performance Measurement and Evaluation known that once work gets behind, it has a tendency to stay behind because it is difficult to make up. Examples of causes of schedule slippage are unreliable time estimates, minor redesign, scope creep, and unavailable resources. Using slack early in a path may create a problem for someone responsible for a later activity; flexibil- ity and potential opportunities are reduced. For these reasons, having frequent and clearly defined monitoring points for work packages can significantly improve the chances of catching schedule slippage early. Early detection reduces the chance of small delays growing to large ones and thereby reducing opportunities for corrective action to get back on schedule. See Snapshot from Practice: Status Reports at Microsoft. Development of an Earned Value Cost/Schedule System Earned value is not new; although its initial use was in military contracts, in recent years the private sector has come to depend on the system for managing multiple and large projects. The original earned value cost/schedule system was pioneered by the U.S. Depart- ment of Defense (DOD) in the 1960s. It is probably safe to say project managers in every major country are using some form of the system. The system is being used on internal projects in the manufacturing, pharmaceutical, and high-tech industries. For example, organizations such as EDS, NCR, Levi Strauss, Tektronics, and Disney have used earned value systems to track projects. The basic framework of the earned value system is withstanding the test of time. Most project management software in- cludes the original framework; many systems have added industry-specific variations S N A P S H O T F R O M P R A C T I C E Status Reports at Microsoft* When Bill Gates was in charge of Microsoft, project teams sent reports each month to top executives, as well as to the managers of all related projects. The status reports were brief and had a standard format. Gates read most of them quickly, and spotted potential delays, or changes he did not want. He especially looked for schedule slips, cutting too many product features, or the need to change a specification. Gates usually responded to the relevant managers or developers directly by electronic mail. Status reports are an important mechanism for communicating between top management and projects. As Gates explained: “I get all the status reports. Right now there might be a hun- dred active projects. . . . [The status reports] contain the sched- ule, including milestones dates, and any change in spec, and any comments about ‘Hey, we can’t hire enough people,’ or ‘Jeez, if this OLE (Object Linking and Embedding) 2 Mac release isn’t done, we’re just going to have to totally slip.’ . . . They know [their report] goes up to all the people who manage all the other groups that they have dependencies with. So if they don’t raise it in the status re- port and then two months later they say something, that’s a breakdown in communi- cation. . . . The internal group is totally copied on those things, so it’s sort of the consensus of the group.” * From Microsoft Secrets: The World’s Most Powerful Software Company Creates Technology. Copyright © 1995 by Michael A. Cusumano and Richard W. Selby. © AP Photo/Keystone, Alessandro della Valle Lar03342_ch13_452-503.indd Page 458 3/4/10 2:44:07 AM user-f497Lar03342_ch13_452-503.indd Page 458 3/4/10 2:44:07 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 Chapter 13 Progress and Performance Measurement and Evaluation 459 to more precisely track progress and costs. This chapter presents the “generic” core of an integrated cost/schedule information system. The earned value system starts with the time-phased costs that provide the proj- ect budget baseline, which is called the planned budgeted value of the work sched- uled (PV). Given this time-phased baseline, comparisons are made with actual and planned schedule and costs using earned value. The earned value approach provides the missing links not found in conventional cost-budget systems. At any point in time, a status report can be developed for the project. The earned value cost/schedule system uses several acronyms and equations for analysis. Table 13.1 presents a glossary of these acronyms. You will need this glossary as a reference. In recent years acronyms have been shortened to be more phoneti- cally friendly. This movement is reflected in material from the Project Management Institute, in project management software, and by most practitioners. This text edi- tion follows the recent trend. The acronyms found in brackets represent the older acronyms, which are often found in software programs. To the uninitiated, the terms used in practice appear horrendous and intimidating. However, once a few basic terms are understood, the intimidation index will evaporate. Following five careful steps ensures that the cost/schedule system is integrated. These steps are outlined here. Steps 1, 2, and 3 are accomplished in the planning stage. Steps 4 and 5 are sequentially accomplished during the execution stage of the project. 1. Define the work using a WBS. This step involves developing documents that in- clude the following information (see Chapters 4 and 5): a. Scope. b. Work packages. c. Deliverables. d. Organization units. e. Resources. f. Budgets for each work package. EV Earned value for a task is simply the percent complete times its original budget. Stated differently, EV is the percent of the original budget that has been earned by actual work completed. [The older acronym for this value was BCWP—budgeted cost of the work performed.] PV The planned time-phased baseline of the value of the work scheduled. An approved cost estimate of the resources scheduled in a time-phased cumulative baseline [BCWS—budgeted cost of the work scheduled]. AC Actual cost of the work completed. The sum of the costs incurred in accomplishing work. [ACWP—actual cost of the work performed]. CV Cost variance is the difference between the earned value and the actual costs for the work completed to date where CV 5 EV 2 AC. SV Schedule variance is the difference between the earned value and the baseline line to date where SV 5 EV 2 PV. BAC Budgeted cost at completion. The total budgeted cost of the baseline or project cost accounts. EAC Estimated cost at completion. ETC Estimated cost to complete remaining work. VAC Cost variance at completion. VAC indicates expected actual over- or underrun cost at completion. TABLE 13.1 Glossary of Terms Lar03342_ch13_452-503.indd Page 459 2/1/10 4:52:39 PM user-f498Lar03342_ch13_452-503.indd Page 459 2/1/10 4:52:39 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 460 Chapter 13 Progress and Performance Measurement and Evaluation 2. Develop work and resource schedule. a. Schedule resources to activities (see Chapter 8). b. Time-phase work packages into a network. 3. Develop a time-phase budget using work packages included in an activity. The cu- mulative values of these budgets will become the baseline and will be called the planned budgeted cost of the work scheduled (PV). The sum should equal the budgeted amounts for all the work packages in the cost accounts (see Chapter 8). 4. At the work package level, collect the actual costs for the work performed. These costs will be called the actual cost of the work completed (AC). Collect percent complete and multiply this times the original budget amount for the value of the work actually completed. These values will be called earned value (EV). 5. Compute the schedule variance (SV 5 EV 2 PV) and cost variance (CV 5 EV 2 AC). Prepare hierarchical status reports for each level of management—from work package manager to customer or project manager. The reports should also include project rollups by organization unit and deliverables. In addition, actual time performance should be checked against the project network schedule. Figure 13.3 presents a schematic overview of the integrated information system, which includes the techniques and systems presented in earlier chapters. Those who have tenaciously labored through the early chapters can smile! Steps 1 and 2 are already carefully developed. Observe that control data can be traced backward to specific deliverables and organization unit responsible. The major reasons for creating a baseline are to monitor and report progress and to estimate cash flow. Therefore, it is crucial to integrate the baseline with the performance measurement system. Costs are placed (time-phased) in the baseline exactly as managers expect them to be “earned.” This approach facilitates tracking costs to their point of origin. In practice, the integration is accomplished by using the same rules in assigning costs to the baseline as those used to measure progress FIGURE 13.3 Project Management Information System Overview Scope Deliverables WBS O rg an iz at io n O B S Database Work packages Time Resources Labor Materials Support effort Budgets Responsibilities Performance standards Plan, schedule baseline Control Time, cost, and specifications by Deliverables and Organization Lar03342_ch13_452-503.indd Page 460 2/1/10 4:52:39 PM user-f498Lar03342_ch13_452-503.indd Page 460 2/1/10 4:52:39 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 461 using earned value. You may find several rules in practice, but percent complete is the workhorse most commonly used. Someone familiar with each task estimates what percent of the task has been completed or how much of the task remains. Percent Complete Rule This rule is the heart of any earned value system. The best method for assigning costs to the baseline under this rule is to establish frequent checkpoints over the duration of the work package and assign completion percentages in dollar terms. For example, units completed could be used to assign baseline costs and later to measure progress. Units might be lines of code, hours, drawings completed, cubic yards of concrete in place, workdays, prototypes complete, etc. This approach to percent complete adds “objectivity” to the subjective observation approaches of- ten used. When measuring percent complete in the monitoring phase of the proj- ect, it is common to limit the amount earned to 80 or 90 percent until the work package is 100 percent complete. What Costs Are Included in Baselines? The baseline (PV) is the sum of the cost accounts, and each cost account is the sum of the work packages in the cost account. Three direct costs are typically in- cluded in baselines—labor, equipment, and materials. The reason: these are direct costs the project manager can control. Overhead costs and profit are typically added later by accounting processes. Most work packages should be discrete, of short time span, and have measurable outputs. If materials and/or equipment are a significant portion of the cost of work packages, they can be budgeted in sepa- rate work packages and cost accounts. Methods of Variance Analysis Generally the method for measuring accomplishments centers on two key computations: 1. Comparing earned value with the expected schedule value. 2. Comparing earned value with the actual costs. These comparisons can be made at the project level or down to the cost account level. Project status can be determined for the latest period, all periods to date, and estimated to the end of the project. Assessing the current status of a project using the earned value cost/schedule system requires three data elements—planned cost of the work scheduled (PV), budgeted cost of the work completed (EV), and actual cost of the work completed (AC). From these data the schedule variance (SV) and cost variance (CV) are computed each reporting period. A positive variance indicates a desirable condi- tion, while a negative variance suggests problems or changes that have taken place. Cost variance tells us if the work accomplished costs more or less than was planned at any point over the life of the project. If labor and materials have not been separated, cost variance should be reviewed carefully to isolate the cause to either labor or materials—or to both. Schedule variance presents an overall assessment of all work packages in the project scheduled to date. It is important to note schedule variance contains no critical path information. Schedule variance measures progress in dollars rather than time units. Therefore, it is unlikely that any translation of dollars to time will yield accurate information telling if any milestone or critical path is early, on time, Lar03342_ch13_452-503.indd Page 461 2/1/10 4:52:41 PM user-f498Lar03342_ch13_452-503.indd Page 461 2/1/10 4:52:41 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 462 Chapter 13 Progress and Performance Measurement and Evaluation or late (even if the project occurs exactly as planned). The only accurate method for determining the true time progress of the project is to compare the project network schedule against the actual network schedule to measure if the project is on time (refer to Figure 13.1). However, SV is very useful in assessing the direction all the work in the project is taking—after 20 or more percent of the project has been completed. Figure 13.4 presents a sample cost/schedule graph with variances identified for a project at the current status report date. Note the graph also focuses on what re- mains to be accomplished and any favorable or unfavorable trends. The “today” label marks the report date (time period 25) of where the project has been and where it is going. Because our system is hierarchical, graphs of the same form can be developed for different levels of management. In Figure 13.4 the top line repre- sents the actual costs (AC) incurred for the project work to date. The middle line is the baseline (PV) and ends at the scheduled project duration (45). The bottom line is the budgeted value of the work actually completed to date (EV) or the earned value. The dotted line extending the actual costs from the report date to the new estimated completion date represents revised estimates of expected actual costs; that is, additional information suggests the costs at completion of the proj- ect will differ from what was planned. Note that the project duration has been extended and the variance at completion (VAC) is negative (BAC 2 EAC). Another interpretation of the graph uses percentages. At the end of period 25, 75 percent of the work was scheduled to be accomplished. At the end of period 25, the value of the work accomplished is 50 percent. The actual cost of the work completed to date is $340, or 85 percent of the total project budget. The graph suggests the project will have about a 18 percent cost overrun and be five time units late. The current status of the project shows the cost variance (CV) to be 10 20 30 Today Scheduled end Project duration 40 50 125% 100% 85% 75% 50% 25% $500 AC actual cost PV baseline EV earned value BAC EAC CV SV $400 $340 $300 $200 $100 FIGURE 13.4 Cost/Schedule Graph Lar03342_ch13_452-503.indd Page 462 2/1/10 4:52:42 PM user-f498Lar03342_ch13_452-503.indd Page 462 2/1/10 4:52:42 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 463 over budget by $140 (EV 2 AC 5 200 2 340 5 2140). The schedule variance (SV) is negative $100 (EV 2 PV 5 200 2 300 5 2100), which suggests the project is behind schedule. Before moving to an example, consult Figure 13.5 to practice interpreting the outcomes of cost/schedule graphs. Remember, PV is your baseline and anchor point. Developing a Status Report: A Hypothetical Example Working through an example demonstrates how the baseline serves as the anchor from which the project can be monitored using earned value techniques. Assumptions Because the process becomes geometrically complex with the addition of project detail, some simplifying assumptions are made in the example to more easily dem- onstrate the process: 1. Assume each cost account has only one work package, and each cost account will be represented as an activity on the network. 2. The project network early start times will serve as the basis for assigning the baseline values. 3. From the moment work on an activity task begins, some actual costs will be in- curred each period until the activity is completed. Baseline Development Figure 13.6 (Work Breakdown Structure with Cost Accounts) depicts a simple work breakdown structure (WBS/OBS) for the Digital Camera example. There are six deliverables (Design Specifications, Shell & Power, Memory/Software, Zoom System, Assemble, and Test), and five responsible departments (Design, Shell, Storage, Zoom, and Assembly). The total for all the cost accounts (CA) is $320,000, which represents the total project cost. Figure 13.7, derived from the WBS, pre- sents a planning Gantt chart for the Digital Camera project. The planned project duration is 11 time units. This project information is used to time-phase the project FIGURE 13.5 Earned-Value Review Exercise $ Time AC PV EV SV = negative CV = negative $ Time AC PV EV SV = positive CV = positive $ Time AC PV EV SV = positive CV = negative $ Time AC PV EV SV = negative CV = positive Lar03342_ch13_452-503.indd Page 463 2/1/10 4:52:44 PM user-f498Lar03342_ch13_452-503.indd Page 463 2/1/10 4:52:44 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 464 Chapter 13 Progress and Performance Measurement and Evaluation $3 20 Digital Camera Prototype: Design/Build Project $320 (000) Design Specifications $20 Shell & Power $15 Memory/ Software $100 Zoom System $35 Assemble $120 Test $30 Zoom $35 Shell $15 Storage $100 CA 1–1 $20 CA 2–2 $15 CA 3– 3 $100 CA 4–4 $35 CA 5–5 $120 CA 6–5 $30 O B S Design $20 Assembly $150 FIGURE 13.6 Work Breakdown Structure with Cost Accounts Legend Baseline duration Slack A F E D C B Design Spec's Test Assemble Zoom System Memory/Software Shell & Power 0 1 2 3 4 5 6 7 8 9 10 11 FIGURE 13.7 Digital Camera Prototype Project Baseline Gantt Chart budget baseline. Figure 13.8 (Project Baseline Budget) presents a worksheet with an early start baseline developed with costs assigned. They are assigned “exactly” as managers plan to monitor and measure schedule and cost performance. Development of the Status Report A status report is analogous to a camera snapshot of a project at a specific point in time. The status report uses earned value to measure schedule and cost perfor- mance. Measuring earned value begins at the work package level. Work packages are in one of three conditions on a report date: 1. Not yet started. 2. Finished. 3. In-process or partially complete. Lar03342_ch13_452-503.indd Page 464 2/1/10 4:52:45 PM user-f498Lar03342_ch13_452-503.indd Page 464 2/1/10 4:52:45 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 465 Earned values for the first two conditions present no difficulties. Work packages that are not yet started earn zero percent of the PV (budget). Packages that are completed earn 100 percent of their PV. In-process packages apply the percent complete rule to the PV baseline to measure earned value (EV). In our camera example we will only use the percent complete rule to measure progress. Table 13.2 presents the completed, separate status reports of the Digital Cam- era Prototype project for periods 1 through 7. Each period percent complete and actual cost were gathered for each task from staff in the field. The schedule and cost variance are computed for each task and the project to date. For example, the status in period 1 shows only Task A (Design Specifications) is in process and it is 50 percent complete and actual cost for the task is 10. The planned value at the end of period 1 for Task A is 10 (see Figure 13.8). The cost and schedule variance are both zero, which indicates the project is on budget and schedule. By the end of period 3, Task A is finished. Task B (Shell & Power) is 33 percent complete and AC is 10; Task C is 20 percent complete and AC is 30; and D is 60 percent com- plete and AC is 20. Again, from Figure 13.8 at the end of period 3, we can see that the PV for Task A is 20 (10 1 10 5 20), for Task B is 5, for Task C is 20, and for Task D is 15. At the end of period 3 it is becoming clear the actual cost (AC) is ex- ceeding the value of the work completed (EV). The cost variance (see Table 13.2) for the project at the end of period 3 is negative 24. Schedule variance is positive 6, which suggests the project may be ahead of schedule. It is important to note that since earned values are computed from costs (or sometimes labor hours or other metrics), the relationship of costs to time is not one-for-one. For example, it is possible to have a negative SV variance when the project is actually ahead on the critical path. Therefore, it is important to remem- ber, SV is in dollars and is not an accurate measure of time; however, it is a fairly good indicator of the status of the whole project in terms of being ahead or behind schedule after the project is over 20 percent complete. Only the project network, or Tracking Gantt chart, and actual work completed can give an accu- rate assessment of schedule performance down to the work package level. By studying the separate status reports for periods 5 through 7, you can see the project will be over budget and behind schedule. By period 7 Tasks A, B, and D are finished, but all are over budget—negative 10, 5, and 25. Task C (Memory/Soft- ware) is 90 percent complete. Task E is late and hasn’t started because Task C is not yet completed. The result is that, at the end of period 7, the digital camera project is over budget $70,000, with a schedule budget over $40,000. ES LF SL Time period Baseline budget needsSchedule information Total PV 1 2 3 4 5 6 7 8 9 10 ACT/ WP DUR 0 0A 2 2 2B 2 2 0C 4 2 1D 3 6 0E 3 9 2 6 6 6 9 11 0 20 15 100 35 120 30F 2 10 Total PV by period Cumulative PV by period 20 60 110 150 170 200 240 290 300 320 10 10 40 50 40 20 30 40 50 10 20 10 10 5 10 20 30 30 20 15 10 10 30 40 50 10 20 0 11 FIGURE 13.8 Digital Camera Prototype Project Baseline Budget ($000) Lar03342_ch13_452-503.indd Page 465 2/1/10 4:52:49 PM user-f498Lar03342_ch13_452-503.indd Page 465 2/1/10 4:52:49 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 466 Chapter 13 Progress and Performance Measurement and Evaluation TABLE 13.2 Digital Camera Prototype Status Reports: Periods 1–7 Cost Variance CV 5 EV 2 AC Schedule Variance SV 5 EV 2 PV Status Report: Ending Period 1 Task %Complete EV AC PV CV SV A 50% 10 10 10 0 0 Cumulative Totals 10 10 10 0 0 Status Report: Ending Period 2 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 Cumulative Totals 20 30 20 210 0 Status Report: Ending Period 3 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 B 33% 5 10 5 25 0 C 20% 20 30 20 210 0 D 60% 21 20 15 11 16 Cumulative Totals 66 90 60 224 16 Status Report: Ending Period 4 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 B Finished 15 20 15 25 0 C 50% 50 70 50 220 0 D 80% 28 30 25 22 13 Comulative Totals 113 150 110 237 13 Status Report: Ending Period 5 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 B Finished 15 20 15 25 0 C 60% 60 100 80 240 220 D 80% 28 50 35 222 27 Cumulative Totals 123 200 150 277 227 Status Report: Ending Period 6 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 B Finished 15 20 15 25 0 C 80% 80 110 100 230 220 D Finished 35 60 35 225 0 Cumulative Totals 150 220 170 270 220 Status Report: Ending Period 7 Task %Complete EV AC PV CV SV A Finished 20 30 20 210 0 B Finished 15 20 15 25 0 C 90% 90 120 100 230 210 D Finished 35 60 35 225 0 E 0% 0 0 30 0 230 F 0% 0 0 0 0 0 Cumulative Totals 160 230 200 270 240 Lar03342_ch13_452-503.indd Page 466 2/1/10 4:52:51 PM user-f498Lar03342_ch13_452-503.indd Page 466 2/1/10 4:52:51 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 467 Figure 13.9 shows the graphed results of all the status reports through period 7. This graph represents the data from Table 13.2. The cumulative actual costs (AC) to date and the earned value budgeted costs to date (EV) are plotted against the original project baseline (PV). The cumulative AC to date is $230; the cumulative EV to date is $160. Given these cumulative values, the cost variance (CV 5 EV 2 AC) is negative $70 (160 2 230 5 270). The schedule variance (SV 5 EV 2 PV) is negative $40 (160 2 200 5 240). Again, recall that only the project network or Tracking Gantt chart can give an accurate assessment of schedule performance down to the work package level. A Tracking Gantt bar chart for the Digital Camera Prototype is shown in Figure 13.10. From this figure you can see Task C (Memory/Software), which had an original duration of 4 time units, now is expected to require 6 time units. This delay of 2 time units for Task C will also delay Tasks E and F two time units and result in the project being late 2 time periods. 40 360 320 280 240 200 160 120 80 10 0 2 3 4 5 6 7 8 9 10 11 12 PV EV AC Today SV � �40 CV � �70 Time periods D ol la rs FIGURE 13.9 Digital Camera Prototype Summary Graph ($000) A F E D C B Design Spec's Test Assemble Zoom System Memory/Software Shell & Power 0 1 2 3 4 5 6 7 8 9 10 14131211 Today Legend Baseline duration Actual completed Slack Remaining duration FIGURE 13.10 Digital Camera Project-Tracking Gantt Chart Showing Status—Through Period 7 Lar03342_ch13_452-503.indd Page 467 2/1/10 4:52:51 PM user-f498Lar03342_ch13_452-503.indd Page 467 2/1/10 4:52:51 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 468 Chapter 13 Progress and Performance Measurement and Evaluation Figure 13.11 shows an oversimplified project rollup at the end of period 7. The rollup is by deliverables and organization units. For example, the Memory/Software deliverable has an SV of $ 210 and a CV of 230. The responsible “Storage” de- partment should have an explanation for these variances. Similarly, the assembly department, which is responsible for the Assemble and Test deliverables, has an SV of $ 230 due to the delay of Task C (see Figure 13.10). Most deliverables look unfavorable on schedule and cost variance. In more complex projects, the crosstabs of cost accounts by deliverables and or- ganization units can be very revealing and more profound. This example contains the basics for developing a status report, baseline development, and measuring schedule and cost variance. In our example, performance analysis had only one level above the cost account level. Because all data are derived from the detailed da- tabase, it is relatively easy to determine progress status at all levels of the work and organization breakdown structures. Fortunately, this same current database can provide additional views of the current status of the project and forecast costs at the completion of the project. Approaches for deriving additional information from the database are presented next. S V = –4 0 C V = –7 0 O B S SV = –40 CV = –70 Digital Camera Prototype: Design/Build Project CA 1–1 SV = 20 – 20 = 0 CV = 20 – 30 = –10 CA 2–2 SV = 15 – 15 = 0 CV = 15 – 20 = –5 CA 3 – 3 SV = 90 – 100 = –10 CV = 90 – 120 = – 30 CA 4–4 SV = 35 – 35 = 0 CV = 35 – 60 = –25 CA 5–5 SV = 0 – 30 = – 30 CV = 0 – 0 = 0 CA 6–5 SV = 0 – 0 = 0 CV = 0 – 0 = 0 Design Specifications SV = 0 CV = –10 Shell & Power SV = 0 CV = –5 Memory/ Software SV = –10 CV = – 30 Zoom System SV = 0 CV = –25 Assemble SV = – 30 CV = 0 Test SV = 0 CV = 0 Design SV = 0 CV = –10 Assembly SV = – 30 CV = 0 Zoom SV = 0 CV = –25 Storage SV = –10 CV = – 30 Shell SV = 0 CV = –5 FIGURE 13.11 Project Rollup End Period 7 ($000) Lar03342_ch13_452-503.indd Page 468 2/1/10 4:52:54 PM user-f498Lar03342_ch13_452-503.indd Page 468 2/1/10 4:52:54 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 469 To the uninitiated, a caveat is in order. In practice budgets may not be expressed in total dollars for an activity. Frequently, budgets are time-phased for materials and labor separately for more effective control over costs. Another common ap- proach used in practice is to use labor hours in place of dollars in the earned value system. Later, labor hours are converted to dollars. The use of labor hours in the earned value system is the modus operandi for most construction work. Labor hours are easy to understand and are often the way many time and cost estimates are developed. Most earned value software easily accommodates the use of labor hours for development of cost estimates. Indexes to Monitor Progress Practitioners sometimes prefer to use schedule and cost indexes over the absolute values of SV and CV, because indexes can be considered efficiency ratios. Graphed indexes over the project life cycle can be very illuminating and useful. The trends are easily identified for deliverables and the whole project. Indexes are typically used at the cost account level and above. In practice, the database is also used to develop indexes that allow the project manager and cus- tomer to view progress from several angles. An index of 1.00 (100 percent) indicates progress is as planned. An index greater than 1.00 shows progress is better than expected. An index less than 1.00 suggests progress is poorer than planned and deserves attention. Table 13.3 presents the interpretation of the indexes. Performance Indexes There are two indexes of performance efficiency. The first index measures cost ef- ficiency of the work accomplished to date: (Data from Table 13.2) Cost performance index (CPI) 5 EV/AC 5 160/230 5 .696 or .70 The CPI of .696 shows that $.70 worth of work planned to date has been com- pleted for each $1.00 actually spent—an unfavorable situation indeed. The CPI is the most accepted and used index. It has been tested over time and found to be the most accurate, reliable, and stable. The second index is a measure of scheduling efficiency to date: Scheduling performance index (SPI) 5 EV/PV 5 160/200 5 .80 The schedule index indicates $.80 worth of work has been accomplished for each $1.00 worth of scheduled work to date. Figure 13.12 shows the indexes plotted for our example project through period 7. This figure is another example of graphs used in practice. Project Percent Complete Indexes Two project percent complete indexes are used, depending on your judgment of which one is most representative of your project. The first index assumes the original TABLE 13.3 Interpretation of Indexes Index Cost (CPI) Schedule (SPI) .1.00 Under cost Ahead of schedule 51.00 On cost On schedule ,1.00 Over cost Behind schedule Lar03342_ch13_452-503.indd Page 469 2/1/10 4:52:56 PM user-f498Lar03342_ch13_452-503.indd Page 469 2/1/10 4:52:56 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 470 Chapter 13 Progress and Performance Measurement and Evaluation budget of work complete is the most reliable information to measure project percent complete. The second index assumes the actual costs-to-date and expected cost at completion are the most reliable for measuring project percent complete. These in- dexes compare the to-date progress to the end of the project. The implications under- lying use of these indexes are that conditions will not change, no improvement or action will be taken, and the information in the database is accurate. The first index looks at percent complete in terms of budget amounts: Percent complete index PCIB 5 EV/BAC 5 160/320 5 .50 (50%) This PCIB indicates the work accomplished represents 50 percent of the total budgeted (BAC) dollars to date. Observe that this calculation does not include ac- tual costs incurred. Because actual dollars spent do not guarantee project prog- ress, this index is favored by many project managers when there is a high level of confidence in the original budget estimates. The second index views percent complete in terms of actual dollars spent to accomplish the work to date and the actual expected dollars for the completed project (EAC). For example, at the end of period 7 the staff re-estimates that the EAC will be 575 instead of 320. The application of this view is written as Percent complete index PCIC 5 AC/EAC 5 230/575 5 .40 (40%) Some managers favor this index because it contains actual and revised estimates that include newer, more complete information. These two views of percent complete present alternative views of the “real” percent complete. These percents may be quite different as shown above. (Note: The PCIC index was not plotted in Figure 13.12. The new figures for EAC would be derived each period by estimators in the field.) 0 0 1 2 3 4 5 6 7 .10 .20 .30 .40 .50 .60 .70 .80 SPI � .80 CPI � .70 PCIB � .50 .90 1.00 1.20 1.10 Time periods In de x FIGURE 13.12 Indexes Periods 1–7 Lar03342_ch13_452-503.indd Page 470 2/1/10 4:52:56 PM user-f498Lar03342_ch13_452-503.indd Page 470 2/1/10 4:52:56 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 471 Technical Performance Measurement Measuring technical performance is as important as measuring schedule and cost performance. Although technical performance is often assumed, the oppo- site can be true. The ramifications of poor technical performance frequently are more profound—something works or it doesn’t if technical specifications are not adhered to. Assessing technical performance of a system, facility, or product is often accomplished by examining the documents found in the scope statement and/ or work package documentation. These documents should specify criteria and tolerance limits against which performance can be measured. For example, the technical performance of a software project suffered because the feature of “drag and drop” was deleted in the final product. Conversely, the prototype of an experimental car exceeded the miles per gallon technical specification and, thus, its technical performance. Frequently tests are conducted on differ- ent performance dimensions. These tests become an integral part of the project schedule. It is very difficult to specify how to measure technical performance because it depends on the nature of the project. Suffice it to say, measuring technical perfor- mance must be done. Technical performance is frequently where quality control processes are needed and used. Project managers must be creative in finding ways to control this very important area. Software for Project Cost/Schedule Systems Software developers have created sophisticated schedule/cost systems for projects that track and report budget, actual, earned, committed, and index values. These values can be labor hours, materials, and/or dollars. This information supports cost and schedule progress, performance measurements, and cash flow manage- ment. Recall from Chapter 5 that budget, actual, and committed dollars usually run in different time frames (see Figure 5.6). A typical computer-generated status report includes the following information outputs: 1. Schedule variance (EV 2 PV) by cost account and WBS and OBS. 2. Cost variance (EV 2 AC) by cost account and WBS and OBS. 3. Indexes—total percent complete and performance index. 4. Cumulative actual total cost to date (AC). 5. Expected costs at completion (EAC). 6. Paid and unpaid commitments. The variety of software packages, with their features and constant updating, is too extensive for inclusion in this text. Software developers and vendors have done a superb job of providing software to meet the information needs of most project managers. Differences among software in the last decade have centered on im- proving “friendliness” and output that is clear and easy to understand. Anyone who understands the concepts and tools presented in Chapters 4, 5, 6, 8, and 13 should have little trouble understanding the output of any of the popular project management software packages. Additional Earned Value Rules Although the percent complete rule is the most-used method of assigning bud- gets to baselines and for cost control, there are additional rules that are very Lar03342_ch13_452-503.indd Page 471 2/1/10 4:52:58 PM user-f498Lar03342_ch13_452-503.indd Page 471 2/1/10 4:52:58 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 472 Chapter 13 Progress and Performance Measurement and Evaluation useful for reducing the overhead costs of collecting detailed data on percent complete of individual work packages. (An additional advantage of these rules, of course, is that they remove the often subjective judgments of the contractors or estimators as to how much work has actually been completed.) The first two rules are typically used for short-duration activities and/or small-cost activities. The third rule uses gates before the total budgeted value of an activity can be claimed. • 0/100 rule. This rule assumes credit is earned for having performed the work once it is completed. Hence, 100 percent of the budget is earned when the work package is completed. This rule is used for work packages having very short durations. • 50/50 rule. This approach allows 50 percent of the value of the work package budget to be earned when it is started and 50 percent to be earned when the package is completed. This rule is popular for work packages of short duration and small total costs. • Percent complete with weighted monitoring gates. This more recent rule uses subjective estimated percent complete in combination with hard, tangible monitoring points. This method works well on long-duration activities that can be broken into short, discrete work packages of no more than one or two report periods. These discrete packages limit the subjective estimated values. For example, assume a long-duration activity with a total budget of $500. The activity is cut into three sequentially discrete packages with monitoring gates representing 30, 50, and 100 percent of the total budget. The earned amount at each monitoring gate cannot exceed $150, $250, and $500. These hard monitoring points serve as a check on overly optimistic estimates. Notice the only information needed for the first two rules is that the work pack- age has started and the package has been completed. For those who wish to ex- plore the application of these two rules, or who are studying for certification, Appendix 13.1 presents two exercises that apply these rules along with the percent complete rule. The third rule is frequently used to authorize progress payments to contractors. This rule supports careful tracking and control of payments; it discourages pay- ment to contractors for work not yet completed. (See Fleming and Koppelman for an excellent discussion of applying earned value rules.) Forecasting Final Project Cost There are basically two methods used to revise estimates of future project costs. In many cases both methods are used on specific segments of the project. The result is confusion of terms in texts, in software, and among practitioners in the field. We have chosen to note the differences between the methods. The first method allows experts in the field to change original baseline dura- tions and costs because new information tells them the original estimates are not accurate. We have used EACre to represent revisions made by experts and practi- tioners associated with the project. The revisions from project experts are almost always used on smaller projects. Lar03342_ch13_452-503.indd Page 472 2/1/10 4:52:59 PM user-f498Lar03342_ch13_452-503.indd Page 472 2/1/10 4:52:59 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 473 The equation for calculating revised estimated cost at completion (EACre) is as follows: EACre 5 AC 1 ETCre where EACre 5 revised estimated cost at completion. AC 5 cumulative actual cost of work completed to date. ETCre 5 revised estimated cost to complete remaining work. A second method is used in large projects where the original budget is less reliable. This method uses the actual costs to date plus an efficiency index (CPI 5 EV/AC) applied to the remaining project work. When the estimate for completion uses the CPI as the basis for forecasting cost at completion, we use the acronym EACf. The equation is presented here. The equation for this forecasting model (EACf) is as follows: EACf 5 ETC 1 AC ETC 5 Work remaining CPI 5 BAC 2 EV EV/AC where EACf 5 estimated total cost at completion. ETC 5 estimated cost to complete remaining work. AC 5 cumulative actual cost of work completed to date. CPI 5 cumulative cost index to date. BAC 5 total budget of the baseline. EV 5 cumulative budgeted cost of work completed to date. The following information is available from our earlier example; the estimate cost at completion (EACf) is computed as follows: Total baseline budget (BAC) for the project $320 Cumulative earned value (EV) to date $160 Cumulative actual cost (AC) to date $230 EACf 5 320 2 160 160/230 1 230 5 160 .7 1 230 5 229 1 230 EACf 5 459 The final project projected cost forecast is $459,000 versus $320,000 originally planned. Another popular index is the To Complete Performance Index (TCPI), which is useful as a supplement to the estimate at complete (EACf) computation. This ratio measures the amount of value each remaining dollar in the budget must earn to stay within the budget. The index is computed for the Digital Camera project at the end of period 7. TCPI 5 BAC 2 EV BAC 2 AC 5 320 2 160 320 2 230 5 160 90 5 1.78 Lar03342_ch13_452-503.indd Page 473 2/2/10 10:58:53 AM user-f499Lar03342_ch13_452-503.indd Page 473 2/2/10 10:58:53 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 474 Chapter 13 Progress and Performance Measurement and Evaluation The index of 1.78 indicates that each remaining dollar in the budget must earn $1.78 in value. There is more work to be done than there is budget left. Clearly, it would be tough to increase productivity that much to make budget. The work to be done will have to be reduced or you will have to accept running over budget. If the TCPI is less than 1.00, you should be able to complete the project without using all of the remaining budget. A ratio of less than 1.00 opens the possibility of other opportunities such as improving quality, increasing profit, or expanding scope. Research data indicate that on large projects that are more than 15 percent complete, the model performs well with an error of less than 10 percent. This model can also be used for WBS and OBS cost accounts that have been used to forecast remaining and total costs. It is important to note that this model as- sumes conditions will not change, the cost database is reliable, EV and AC are cumulative, and past project progress is representative of future progress. This objective forecast represents a good starting point or benchmark that manage- ment can use to compare other forecasts that include other conditions and sub- jective judgments. Exhibit 13.1 presents an abridged monthly status report similar to one used by a project organization. The form is used for all projects in their project portfolio. (Note that the schedule variance of 2$22,176 does not translate directly to days. The 25 days were derived from the network schedule.) Project number: 163 Project manager: Connor Gage Project priority now: 4 Status as of: April 1, 2010 Earned value figures: PV EV AC SV CV BAC 588,240 566,064 596,800 222,176 230,736 1,051,200 EAC VAC EACf CPI PCIB PCIC 1,090,640 239,440 1,107,469 .95 .538 .547 Project description: A computer-controlled conveyor belt that will move and position items on the belt with accuracy of less than one millimeter. Status summary: The project is approximately 25 days behind schedule. The project has a cost variance of ($30,736). Explanations: The schedule variance has moved from noncritical activities to those on the criti- cal path. Integration first phase, scheduled to start 3/26, is now expected to start 4/19, which means it is approximately 25 days behind schedule. This delay is traced to the loss of the second design team which made it impossible to start utilities documentation on 2/27 as planned. This loss illustrates the effect of losing valuable resources on the project. The cost variance to date is largely due to a design change that cost $21,000. Major changes since last report: The major change was loss of one design team to the project. Total cost of approved design changes: $21,000. Most of this amount is attributed to the improved design of the serial I/O drivers. Projected cost at completion: EACf is estimated to be $1,107,469. This represents an overrun of $56,269, given a CPI of .95. The CPI of .95 causes the forecast to be greater than the VAC 2$39,440. Risk watch: Nothing suggests the risk level of any segments has changed. EXHIBIT 13.1 Monthly Status Report 2010 Lar03342_ch13_452-503.indd Page 474 2/1/10 4:53:03 PM user-f498Lar03342_ch13_452-503.indd Page 474 2/1/10 4:53:03 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 475 Another summary report is shown in the Snapshot from Practice: Trojan Decommissioning Project. Compare the differences in format. Other Control Issues Scope Creep Large changes in scope are easily identified. It is the “minor refinements” that eventually build to be major scope changes that can cause problems. These small refinements are known in the field as scope creep. For example, the customer of a software developer requested small changes in the development of a custom accounting software package. After several minor refinements, it became apparent the changes represented a significant enlargement of the original project scope. The result was an unhappy customer and a development firm that lost money and reputation. Although scope changes are usually viewed negatively, there are situations when scope changes result in positive rewards. Scope changes can represent significant opportunities. In product development environments, adding a small feature to a product can result in a huge competitive advantage. A small change in the produc- tion process may get the product to market one month early or reduce product cost. Scope creep is common early in projects—especially in new-product develop- ment projects. Customer requirements for additional features, new technology, poor design assumptions, etc., all manifest pressures for scope changes. Frequently these changes are small and go unnoticed until time delays or cost overruns are observed. Scope creep affects the organization, project team, and project suppli- ers. Scope changes alter the organization’s cash flow requirements in the form of S N A P S H O T F R O M P R A C T I C E Trojan Decommissioning Project Portland General Electric Company has been charged with decommissioning the Trojan Nuclear Plant. This is a long and complex proj- ect extending over two decades. The first seg- ment of the project of moving the used reactors to a storage location is complete and was awarded the Project of the Year, 2000, by the Project Management Institute (PMI). The remainder of the project— decontamination of the remaining structures and waste—is ongoing. The Exhibit 13.2 on page 476 shows their earned value status report through December 2000. This report measures schedule and cost performance for monitoring the project. The report also serves as a basis for funding for rate filings with the Public Utilities Commission. The SPI (0.94) suggests the project schedule is falling be- hind. Resolving issues with a major vendor and solutions for technical problems should solve these delay problems. The CPI (1.14) for the project is positive. Some of this good cost Brendan McDermid/EPA/Landov. performance is attributed to partnering and incentive arrange- ments with vendors and labor unions. Interview with Michael B. Lackey, general manager, Trojan, PGE (September 2001). Lar03342_ch13_452-503.indd Page 475 2/2/10 11:26:27 AM user-f499Lar03342_ch13_452-503.indd Page 475 2/2/10 11:26:27 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile Cost/Budget Performance Decommissioning Cumulative Costs Nominal Year Dollars Portland General Electric Co.-Trojan Nuclear Plant Report Run: 23-Jan-01 8:13 A.M. Report Number: DECT005 Page: 1 of 1 Dec 2000 Year-to-Date YTD Description PV EV AC PV EV AC EV-AC PV EV/AC EV/PV ISFSI 193,014 182,573 162,579 3,655,677 3,586,411 3,263,995 322,416 3,655,677 1.10 0.98 RVAIR 0 0 0 0 0 399 (399) 0 0.00 0.00 Equip removal—AB/FB 79,083 79,649 73,899 497,197 504,975 308,461 196,514 497,197 1.64 1.02 Equip removal—other 0 0 0 0 (36,822) 519 (37,341) 0 0.00 0.00 Embed piping—AB/FB 3,884 0 2,118 532,275 540,232 515,235 24,997 532,275 1.05 1.01 Embed piping—other 0 0 3,439 175,401 210,875 79,235 131,640 175,401 2.66 1.20 Surface decon—AB/FB 29,935 23,274 21,456 1,266,685 1,293,315 1,171,712 121,603 1,266,665 1.10 1.02 Surface decon—other 2,875 2 11,005 308,085 199,853 251,265 (51,412) 308,085 0.80 0.65 Surface decon—containment 680,502 435,657 474,427 5,271,889 4,950,528 4,823,338 127,190 5,271,889 1.03 0.94 Radwaste disposal 884,873 453,032 (28,675) 10,680,118 8,276,616 10,807,916 (2,531,300) 10,880,118 0.77 0.77 Final survey 58,238 57,985 27,091 780,990 780,990 700,942 80,048 780,990 1.11 1.00 Nonradiological areas 92,837 91,956 58,538 2,471,281 2,376,123 834,643 1,541,480 2,471,281 2.85 0.96 Staffing 714,806 714,509 468,858 9,947,775 9,947,775 8,241,383 1,706,392 9,947,775 1.21 1.00 ISFSI—Long-term ops 85,026 85,028 19,173 2,004,398 2,004,398 337,206 1,667,192 2,004,398 5.94 1.00 Labor loadings 258,289 258,289 240,229 3,216,194 3,216,194 2,755,604 460,590 3,216,194 1.17 1.00 Material loadings 17,910 17,910 (95,128) 211,454 211,454 136,973 74,481 211,454 1.54 1.00 Corporate governance 153,689 228,499 228,521 1,814,523 1,814,523 1,814,520 3 1,814,523 1.00 1.00 Undistributable costs 431,840 401,720 242,724 5,541,679 5,575,879 4,007,732 1,567,947 5,541,679 1.39 1.01 Total decommissioning 3,688,481 3,008,081 1,905,084 48,375,399 45,453,119 40,051,079 5,402,040 48,375,399 1.13 0.94 Total (less ISFSI and RVAIR) 3,493,467 2,845,508 1,743,485 44,719,720 41,886,710 36,788,680 5,080,024 44,719,720 1.14 0.94 Variance 2000 CPI SPI EXHIBIT 13.2 476 fewer or additional resources, which may also affect other projects. Frequent changes eventually wear down team motivation and cohesiveness. Clear team goals are altered, become less focused, and cease being the focal point for team ac- tion. Starting over again is annoying and demoralizing to the project team because it disrupts project rhythm and lowers productivity. Project suppliers resent fre- quent changes because they represent higher costs and have the same effect on their team as on the project team. The key to managing scope creep is change management. One project manager of an architectural firm related that scope creep was the biggest risk his firm faced in projects. The best defense against scope creep is a well-defined scope statement. Poor scope statements are one of the major causes of scope creep. A second defense against scope creep is stating what the project is not, which can avoid misinterpretations later. (Chapter 7 discusses the process. See Figure 7.9 to review key variables to document in project changes.) First, the original base- line must be well defined and agreed upon with the project customer. Before the project begins, it is imperative that clear procedures be in place for authorizing and documenting scope changes by the customer or project team. If a scope change is necessary, the impact on the baseline should be clearly documented—for example, cost, time, dependencies, specifications, responsibilities, etc. Finally, the scope change must be quickly added to the original baseline to reflect the change in budget and schedule; these changes and their impacts need to be communicated to all project stakeholders. Baseline Changes Changes during the life cycle of projects are inevitable and will occur. Some changes can be very beneficial to project outcomes; changes having a negative impact are the ones we wish to avoid. Careful project definition can minimize the need for changes. The price for poor project definition can be changes that result in cost overruns, late schedules, low morale, and loss of control. Change comes from external sources or from within. Externally, for example, the customer may request changes that were not included in the original scope statement and that will require significant changes to the project and thus to the baseline. Or the government may render requirements that were not a part of the original plan and that require a revision of the project scope. Internally, stakeholders may identify unforeseen problems or improvements that change the scope of the project. In rare cases scope changes can come from several sources. For example, the Denver International Airport automatic baggage handling system was an after- thought supported by several project stakeholders that included the Denver city government, consultants, and at least one airline customer. The additional $2 billion in costs were staggering, and the airport opening was delayed 16 months. If this automatic baggage scope change had been in the original plan, costs would have been only a fraction of the overrun costs, and delays would have been reduced significantly. Any changes in scope or the baseline should be recorded by the change management system that was set in place during risk control planning. (See Chapter 7.) Generally, project managers monitor scope changes very carefully. They should allow scope changes only if it is clear that the project will fail without the change, the project will be improved significantly with the change, or the customer wants it and will pay for it. This statement is an exaggeration, but it sets the tone for approaching baseline changes. The effect of the change on the scope and baseline Chapter 13 Progress and Performance Measurement and Evaluation 477 Lar03342_ch13_452-503.indd Page 477 2/1/10 4:53:07 PM user-f498Lar03342_ch13_452-503.indd Page 477 2/1/10 4:53:07 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 478 Chapter 13 Progress and Performance Measurement and Evaluation should be accepted and signed off by the project customer. Figure 13.13 depicts the cost impact of a scope change on the baseline at a point in time—“today.” Line A represents a scope change that results in an increase in cost. Line B repre- sents a scope change that decreases cost. Quickly recording scope changes to the baseline keeps the computed earned values valid. Failure to do so results in mis- leading cost and schedule variances. Care should be taken to not use baseline changes to disguise poor performance on past or current work. A common signal of this type of baseline change is a constantly revised baseline that seems to match results. Practitioners call this a “rubber baseline” because it stretches to match results. Most changes will not re- sult in serious scope changes and should be absorbed as positive or negative vari- ances. Retroactive changes for work already accomplished should not be allowed. Transfer of money among cost accounts should not be allowed after the work is complete. Unforeseen changes can be handled through the contingency reserve. The project manager typically makes this decision. In some large projects, a part- nering “change review team,” made up of members of the project and customer teams, makes all decisions on project changes. The Costs and Problems of Data Acquisition Data acquisition is time consuming and costly. The Snapshot from Practice: A Pseudo-Earned Value Percent Complete Approach captures some of the frequent issues surrounding resistance to data collection of percent complete for earned value systems. Similar pseudo-percent complete systems have been used by others. Such pseudo-percent complete approaches appear to work well in multiproject en- vironments that include several small and medium-sized projects. Assuming a one-week reporting period, care needs to be taken to develop work packages with a duration of about one week long so problems are identified quickly. For large projects, there is no substitute for using a percent complete system that depends on data collected through observation at clearly defined monitoring points. In some cases data exist but are not sent to the stakeholders who need informa- tion relating to project progress. Clearly, if the information does not reach the right people in a timely manner, you can expect serious problems. Your communication FIGURE 13.13 Scope Changes to a Baseline C os t Time Today Original baseline New baseline B cost decrease New baseline A cost increase Lar03342_ch13_452-503.indd Page 478 2/1/10 4:53:07 PM user-f498Lar03342_ch13_452-503.indd Page 478 2/1/10 4:53:07 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 479 plan developed in the project planning stage can greatly mitigate this problem by mapping out the flow of information and keeping stakeholders informed on all aspects of project progress and issues. See Figure 13.14 for an internal communi- cation plan for a WiFi Project. The information developed in this chapter contrib- utes significant data to support your communication plan and ensures correct dissemination of the data. S N A P S H O T F R O M P R A C T I C E A Pseudo-Earned Value Percent Complete Approach A consultant for the U.S. Forest Service sug- gested the use of earned value to monitor the 50-plus timber sale projects taking place con- currently in the district. As projects were completed, new ones were started. Earned value was tried for approximately nine months. After a nine-month trial, the pro- cess was to be reviewed by a task force. The task force con- cluded the earned value system provided good information for monitoring and forecasting project progress; however, the costs and problems of collecting timely percent complete data were unacceptable because there were no funds available to collect such data. The level of detail dilemma was discussed, but no sugges- tions satisfied the problem. The discussion recognized that too little data fail to offer good control, while excessive re- porting requires paperwork and people, which are costly. The task force concluded progress and performance could be measured using a pseudo-version of percent complete while not giving up much accuracy for the total project. This modi- fied approach to percent complete required that very large work packages (about 3 to 5 percent of all work packages in a project) be divided into smaller work packages for closer control and identification of problems sooner. It was decid- ed work packages of about a week’s duration would be ideal. The pseudo-version required only a telephone call and “yes/no” answers to one of the following questions to assign percent complete: Has work on the work package started? No 5 0% Working on the package? Yes 5 50% Is the work package completed? Yes 5 100% Data for the pseudo-earned value percent complete system was collected for all 50-plus projects by an intern working fewer than eight hours each week. FIGURE 13.14 Conference Center WiFi Project Communication Plan What Information When? Mode? Responsible? Recipient? Milestone report Bimonthly E-mail Project office Senior management Time/cost report Weekly E-mail Project office Staff and customer Risk report Weekly E-mail Project office Staff and customer Issues Weekly E-mail Anyone Staff and customer Team meeting times Weekly Meeting Project manager Staff and customer Outsourcing performance Bimonthly Meeting Project manager Project office, staff, and customer Change requests Anytime Document Project manager, Project office, staff, customer, design and customer Stage gate decisions Monthly Meeting Project office Senior management 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. Con- trol 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 get- ting back on budget and schedule. The integrated cost/schedule model provides the Summary Lar03342_ch13_452-503.indd Page 479 2/1/10 4:53:09 PM user-f498Lar03342_ch13_452-503.indd Page 479 2/1/10 4:53:09 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 480 Chapter 13 Progress and Performance Measurement and Evaluation 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 organi- zation 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. Key Terms 1. How does a Tracking Gantt chart help communicate project progress? 2. How does earned value give a clearer picture of project schedule and cost status than a simple plan versus actual system? 3. Schedule variance (SV) is in dollars and does not directly represent time. Why is it still useful? 4. How would a project manager use the CPI? 5. What are the differences between BAC and EAC? 6. Why is it important for project managers to resist changes to the project baseline? Under what conditions would a project manager make changes to a baseline? When would a project manager not allow changes to a baseline? Review Questions Baseline budget, 464 Budget at completion (BAC), 459 Control chart, 457 Cost performance index (CPI), 469 Cost variance (CV), 459 Earned value (EV), 455 Estimated cost at completion—Forecasted (EACf), 473 Estimated cost at completion—Revised estimates (EACre), 472 Percent complete index—budget costs (PCIB), 470 Percent complete index—actual costs (PCIC), 470 Schedule performance index (SPI), 469 Schedule variance (SV), 459 Scope creep, 475 To complete performace index (TCPI), 473 Tracking Gantt chart, 456 Variance at completion (VAC), 459 1. In month 9 the following project information is available: actual cost is $2,000, earned value is $2,100, and planned cost is $2,400. Compute the SV and CV for the project. 2. On day 51 a project has an earned value of $600, an actual cost of $650, and a planned cost of $560. Compute the SV, CV, and CPI for the project. What is your assessment of the project on day 51? Exercises Lar03342_ch13_452-503.indd Page 480 2/5/10 10:14:43 AM user-f499Lar03342_ch13_452-503.indd Page 480 2/5/10 10:14:43 AM user-f499/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:208/Users/user-f499/Desktop/Temp Work/February-2010/05:02:10/MHBR165:LARSON:2 Chapter 13 Progress and Performance Measurement and Evaluation 481 ES LF SL Project baseline (PV) (in $) Budget (PV) 1 2 3 4 5 6 7 8 10 129 11 13 14 Task DUR 0 02 2 06 2 2 200 400 600 500 100 400 400 400 400 3005 8 04 7 23 12 2 8 9 12 12 15 0 400 200200 2400 200 200 200600 600 1500 1600 900 300 200400 600 200 200 400 1000 700 700 500 900 800 600 400 400 200 100 200 400 800 1800 2500 3200 3700 4600 5400 6000 6400 6800 7000 7100 300 200 100 300 7400 3 Period PV total Cumulative PV total A B C D E F 0 15 3. Given the project network and baseline information below, complete the form to develop a status report for the project at the end of period 4 and the end of period 8. From the data you have collected and computed for periods 4 and 8, what information are you prepared to tell the customer about the status of the project at the end of period 8? End of Period 4 Task Actual % Complete EV AC PV CV SV A Finished —— 300 400 —— —— B 50% —— 1000 800 —— —— C 33% —— 500 600 —— —— D 0% —— 0 —— —— —— E 0% —— —— —— —— —— Cumulative Totals —— —— —— —— —— F12 0 15 0 12 153 A0 0 2 0 2 22 D8 0 12 0 8 124 E7 2 10 2 9 123 C2 2 7 2 4 95 B2 0 8 0 2 86 LEGEND ES ID EF SL SL LS DUR LF Lar03342_ch13_452-503.indd Page 481 2/2/10 10:59:31 AM user-f499Lar03342_ch13_452-503.indd Page 481 2/2/10 10:59:31 AM user-f499 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile End of Period 8 Task Actual % Complete EV AC PV CV SV A Finished —— 300 400 —— —— B Finished —— 2200 2400 —— —— C Finished —— 1500 1500 —— —— D 25% —— 300 0 —— —— E 33% —— 300 —— —— —— F 0% —— 0 —— —— —— Cumulative Totals —— —— —— —— —— 482 Chapter 13 Progress and Performance Measurement and Evaluation LEGEND ES ID EF SL SL LS DUR LF F10 0 0 12 10 122 A0 1 4 1 1 54 C4 2 8 2 6 104 E5 2 8 2 7 103 D5 0 10 0 5 105B0 0 5 0 0 55 * The solution to this exercise can be found in Appendix 1. 4.* Given the following project network, baseline, and status information, develop status reports for periods 2, 4, 6, 8 and complete the performance indexes table. Calculate the EACf and the VACf. Based on your data, what is your assessment of the current status of the project? At completion? Budget ($000) 1 2 3 4 5 6 7 8 109 11 ID 40 1010 32 48 18 28 40 18 14 18 14 20 26 22 26 2 6 20 20 20 20 18 32 50 64 84 110 132 158 160 166 186 206 Total Cumulative A B C D E F 0 206 1010 48 4 8 12 12 12 12 6 2 2 8 8 12 2 6 8 12 Lar03342_ch13_452-503.indd Page 482 2/9/10 9:52:56 AM user-f498Lar03342_ch13_452-503.indd Page 482 2/9/10 9:52:56 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 Status Report: Ending Period 2 ($000) Task % Complete EV AC PV CV SV A 75% —— 25 —— —— —— B 50% —— 12 —— —— —— Cumulative Totals —— 37 —— —— —— Status Report: Ending Period 4 ($000) Task % Complete EV AC PV CV SV A 100% —— 35 —— —— —— B 100% —— 24 —— —— —— Cumulative Totals —— 59 —— —— —— Status Report: Ending Period 6 ($000) Task % Complete EV AC PV CV SV A 100% —— 35 —— —— —— B 100% —— 24 —— —— —— C 75% —— 24 —— —— —— D 0% —— 0 —— —— —— E 50% —— 10 —— —— —— Cumulative Totals —— 93 —— —— —— Status Report: Ending Period 8 ($000) Task % Complete EV AC PV CV SV A 100% —— 35 —— —— —— B 100% —— 24 —— —— —— C 100% —— 32 —— —— —— D 33% —— 20 —— —— —— E 100% —— 20 —— —— —— Cumulative Totals —— 93 —— —— —— Performance Indexes Summary Period EV AC PV SPI CPI PCI-B 2 —— —— —— —— —— —— 4 —— —— —— —— —— —— 6 —— —— —— —— —— —— 8 —— —— —— —— —— —— EACf 5 VACf 5 Chapter 13 Progress and Performance Measurement and Evaluation 483 Lar03342_ch13_452-503.indd Page 483 2/9/10 10:57:48 AM user-f498Lar03342_ch13_452-503.indd Page 483 2/9/10 10:57:48 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 5. Given the following project network, baseline, and status information, develop status reports for periods 1–4 and complete the project summary graph (or a similar one). Report the final SV, CV, CPI, and PCIB. Based on your data, what is your assessment of the current status of the project? At completion? 484 Chapter 13 Progress and Performance Measurement and Evaluation ES ID LEGEND EF SL SL LS DUR LF 75 0 0 6 5 61 62 0 5 0 2 53 42 1 4 1 3 52 30 0 2 0 0 22 10 1 2 1 1 32 20 0 3 0 0 33 53 0 5 0 3 52 ES LF SL Time period Baseline budget needs ($ 000) Schedule information Total PV 1 2 3 4 5 6 ACT/ WP DUR 0 11 2 0 02 3 0 03 2 2 14 2 3 05 2 2 5 3 3 2 5 5 5 6 0 0 12 15 8 6 10 9 5 6 7 3 1 11 Total PV by period Cumulative PV by period 30 41 53 60 65 11 19 11 12 7 5 4 3 4 8 7 3 3 4 3 6 3 3 5 4 5 0 Lar03342_ch13_452-503.indd Page 484 2/1/10 4:53:16 PM user-f498Lar03342_ch13_452-503.indd Page 484 2/1/10 4:53:16 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Status Report: Ending Period 1 ($000) Task %Complete EV AC PV CV SV 1 50% —— 6 4 —— —— 2 40% —— 8 3 —— —— 3 25% —— 3 —— —— —— Cumulative Totals —— 17 —— —— —— Status Report: Ending Period 2 ($000) Task %Complete EV AC PV CV SV 1 Finished —— 13 —— —— —— 2 80% —— 14 —— —— —— 3 75% —— 8 —— —— —— Cumulative Totals —— 35 —— —— —— Status Report: Ending Period 3 ($000) Task %Complete EV AC PV CV SV 1 Finished 12 13 —— —— —— 2 80% —— 15 —— —— —— 3 Finished —— 10 —— —— —— 4 50% —— 4 —— —— —— 5 0% —— 0 —— —— —— 6 33.3% —— 4 —— —— —— Cumulative Totals —— —— —— —— —— Status Report: Ending Period 4 ($000) Task %Complete EV AC PV CV SV 1 Finished 12 13 —— —— —— 2 Finished 15 18 —— —— —— 3 Finished —— 10 —— —— —— 4 Finished —— 8 —— —— —— 5 30% —— 3 —— —— —— 6 66.7% —— 8 —— —— —— 7 0% —— 0 —— —— —— Cumulative Totals —— —— —— —— —— Chapter 13 Progress and Performance Measurement and Evaluation 485 10 0 10 70 60 40 50 20 30 2 3 4 5 6 7 8 PV Summary Graph Time periods In de x Lar03342_ch13_452-503.indd Page 485 2/1/10 4:53:20 PM user-f498Lar03342_ch13_452-503.indd Page 485 2/1/10 4:53:20 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 6. The following labor hours data have been collected for a nanotechnology proj- ect for periods 1 through 6. Compute the SV, CV, SPI, and CPI for each period. Plot the EV and the AC on the summary graph provided (or a similar one). Plot the SPI, CPI, and PCIB on the index graph provided (or a similar one). What is your assessment of the project at the end of period 6? 486 Chapter 13 Progress and Performance Measurement and Evaluation ES ID Legend EF SL SL LS DUR LF 7 2 6 4 5 4 4 5 2 2 3 6 1 2 ACT/ WP DUR ES Schedule information LF SL TotalPV 1 2 0 2 0 20 1 2 3 4 5 6 7 Baseline budget needs–l abor hours (00) Time period 8 9 10 11 12 13 2 2 2 7 3 24 3 6 2 11 3 30 4 5 2 7 0 25 5 4 4 11 3 16 6 4 7 11 0 20 7 2 11 13 0 10 0 1010 816 55 10 3 2 5 1010 2 2 1 4 4 4 4 5 5 6 4 5 5 10 31 23 16 9 7 14 5 610 5 54 20 51 74 90 99 106 120 125 131 135 140 14510 Total PV by period Cumulative PV by period 14 Lar03342_ch13_452-503.indd Page 486 2/1/10 4:53:22 PM user-f498Lar03342_ch13_452-503.indd Page 486 2/1/10 4:53:22 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Status Report: Ending Period 1 Task %Complete EV AC PV CV SV 1 50% —— 500 1000 —— —— Cumulative Totals —— 500 1000 —— —— Status Report: Ending Period 2 Task %Complete EV AC PV CV SV 1 Finished —— 1500 2000 —— —— Cumulative Totals —— 1500 2000 —— —— Status Report: Ending Period 3 Task %Complete EV AC PV CV SV 1 Finished 2000 1500 2000 —— —— 2 0% —— 0 —— —— —— 3 10% —— 200 —— —— —— 4 20% —— 500 —— —— —— Cumulative Totals —— 2200 —— —— —— Status Report: Ending Period 4 Task %Complete EV AC PV CV SV 1 Finished 2000 1500 2000 —— —— 2 50% —— 1000 —— —— —— 3 30% —— 800 —— —— —— 4 40% —— 1500 —— —— —— Cumulative Totals —— 4800 —— —— —— Status Report: Ending Period 5 Task %Complete EV AC PV CV SV 1 Finished 2000 1500 2000 —— —— 2 Finished —— 2000 —— —— —— 3 50% —— 800 —— —— —— 4 60% —— 1500 —— —— —— 5 25% —— 400 —— —— —— Cumulative Totals —— 6200 —— —— —— Status Report: Ending Period 6 Task %Complete EV AC PV CV SV 1 Finished 2000 1500 2000 —— —— 2 Finished —— 2000 —— —— —— 3 80% —— 2100 —— —— —— 4 80% —— 1800 —— —— —— 5 50% —— 600 —— —— —— Cumulative Totals —— 8000 —— —— —— Chapter 13 Progress and Performance Measurement and Evaluation 487 Lar03342_ch13_452-503.indd Page 487 2/1/10 4:53:26 PM user-f498Lar03342_ch13_452-503.indd Page 487 2/1/10 4:53:26 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Period SPI CPI PCIB 1 —— —— —— 2 —— —— —— 3 —— —— —— 4 —— —— —— 5 —— —— —— 6 —— —— —— 488 Chapter 13 Progress and Performance Measurement and Evaluation SPI 5 EV/PV CPI 5 EV/AC PCIB 5 EV/BAC La bo r ho ur s 10 0 2 3 4 5 6 7 8 9 10 11 12 13 14 15 4000 2000 6000 8000 10000 12000 14000 16000 Time periods PV Summary Graph 0 10 2 3 4 Time periods 5 6 7 .20 .40 .60 .80 In de x 1.00 1.20 1.40 1.60 1.80 2.00 2.20 Indexes Periods 1–6 Lar03342_ch13_452-503.indd Page 488 2/1/10 4:53:26 PM user-f498Lar03342_ch13_452-503.indd Page 488 2/1/10 4:53:26 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 7. The following data have been collected for a British health care IT project for two-week reporting periods 2 through 12. Compute the SV, CV, SPI, and CPI for each period. Plot the EV and the AC on the summary graph provided. Plot the SPI, CPI, and PCIB on the index graph provided. (You may use your own graphs.) What is your assessment of the project at the end of period 12? Chapter 13 Progress and Performance Measurement and Evaluation 489 ES ID Legend EF SL SL LS DUR LF 68 2 16 2 10 188 818 0 22 0 18 224 24 2 12 2 6 148 714 0 18 0 14 184 10 0 4 0 0 44 34 0 10 0 4 106 510 0 14 0 10 144 44 2 8 2 6 104 Baseline (PV) ($00) 2 4 6 8 10 12 14 16 2018 2020 4 4 4 4 30 35 35 50 30 10 10 20 20 20 10 10 10 15 10 10 5 10 10 10 10 10 20 10 20 10 4 8 38 73 108 158 188 208 218 238 248 Period PV total Cumulative PV total ES 0 4 4 4 10 8 14 18 LF 4 14 10 10 14 18 18 22 SL 0 2 0 2 0 2 0 0 PV ($00) 8 40 30 20 40 60 20 30 DUR 4 8 6 4 4 8 4 4 Task 1 2 3 4 5 6 7 8 0 22 Status Report: Ending Period 2 ($00) Task %Complete EV AC PV CV SV 1 50% —— 4 —— —— —— Cumulative Totals —— 4 —— —— —— Lar03342_ch13_452-503.indd Page 489 2/1/10 4:53:30 PM user-f498Lar03342_ch13_452-503.indd Page 489 2/1/10 4:53:30 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Status Report: Ending Period 4 ($00) Task %Complete EV AC PV CV SV 1 Finished —— 10 —— —— —— Cumulative Totals —— 10 —— —— —— Status Report: Ending Period 6 ($00) Task %Complete EV AC PV CV SV 1 Finished —— 10 —— —— —— 2 25% —— 15 —— —— —— 3 33% —— 12 —— —— —— 4 0% —— 0 —— —— —— Cumulative Totals —— 37 —— —— —— Status Report: Ending Period 8 ($00) Task %Complete EV AC PV CV SV 1 Finished —— 10 —— —— —— 2 30% —— 20 —— —— —— 3 60% —— 25 —— —— —— 4 0% —— 0 —— —— —— Cumulative Totals —— 55 —— —— —— Status Report: Ending Period 10 ($00) Task %Complete EV AC PV CV SV 1 Finished —— 10 —— —— —— 2 60% —— 30 —— —— —— 3 Finished —— 40 —— —— —— 4 50% —— 20 —— —— —— 5 0% —— 0 —— —— —— 6 30% —— 24 —— —— —— Cumulative Totals —— 124 —— —— —— Status Report: Ending Period 12 ($00) Task %Complete EV AC PV CV SV 1 Finished —— 10 —— —— —— 2 Finished —— 50 —— —— —— 3 Finished —— 40 —— —— —— 4 Finished —— 40 —— —— —— 5 50% —— 30 —— —— —— 6 50% 40 —— —— —— Cumulative Totals —— 210 —— —— —— 490 Chapter 13 Progress and Performance Measurement and Evaluation Period SPI CPI PCIB 2 —— —— —— 4 —— —— —— 6 —— —— —— 8 —— —— —— 10 —— —— —— 12 —— —— —— SPI 5 EV/PV CPI 5 EV/AC PCIB 5 EV/BAC Lar03342_ch13_452-503.indd Page 490 2/1/10 4:53:34 PM user-f498Lar03342_ch13_452-503.indd Page 490 2/1/10 4:53:34 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 491 20 0 4 6 8 10 12 14 16 18 20 22 24 40 20 60 80 120 160 100 140 180 200 220 240 260 PV Summary Graph Time periods D ol la rs 0 20 4 6 8 10 12 14 .20 .40 .60 .80 1.00 1.20 1.40 1.60 Indexes Periods 2–12 Time periods In de x 8.* Part A. You are in charge of the Aurora Project. Given the following pro ject network, baseline, and status information, develop status reports for periods 1–8 and complete the performance indexes table. Calculate the EACf and VACf. Based on your data, what is the current status of the project? At completion? A0 0 2 0 0 22 B2 0 5 0 2 53 C2 0 5 0 2 53 ES ID EF SL SL LS DUR LF H11 0 13 0 11 132 D5 0 7 0 5 72 F7 1 10 1 8 113 E7 0 9 0 7 92 G9 0 11 0 9 112 Legend * The solution to this exercise can be found in Appendix 1. Lar03342_ch13_452-503.indd Page 491 2/9/10 10:05:58 AM user-f498Lar03342_ch13_452-503.indd Page 491 2/9/10 10:05:58 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 492 Chapter 13 Progress and Performance Measurement and Evaluation Status Report: Ending Period 1 ($000) Task % Complete EV AC PV CV SV A 25% —— 50 —— —— —— Cumulative Totals —— 50 —— —— —— Status Report: Ending Period 2 ($000) Task % Complete EV AC PV CV SV A 50% —— 100 —— —— —— Cumulative Totals —— —— —— —— —— Status Report: Ending Period 3 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 0% —— 0 —— —— —— C 0% —— 0 —— —— —— Cumulative Totals —— —— —— —— —— Status Report: Ending Period 4 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 60% —— 100 —— —— —— C 50% —— 200 —— —— —— Cumulative Totals —— 500 —— —— —— Budget ($000) 1 2 3 4 5 6 7 8 109 11 ID 100 5050 250 450 200 300 300 50 50 250 200 250 100 100 300 150 300 50 100 50 100 350 550 800 900 1000 1300 1450 1750 1800 1900 Total Cumulative 2000 100 100 A B C D E F 200 100 G 200H 0 2000 50 100 100 100 200 100 100 50 150 150 50 100 150 150150 1312 Lar03342_ch13_452-503.indd Page 492 2/9/10 10:10:27 AM user-f498Lar03342_ch13_452-503.indd Page 492 2/9/10 10:10:27 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 Status Report: Ending Period 5 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 100% —— 200 —— —— —— C 100% —— 400 —— —— —— Cumulative Totals —— 800 —— —— —— Status Report: Ending Period 6 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 100% —— 200 —— —— —— C 100% —— 400 —— —— —— D 75% —— 100 —— —— —— Cumulative Totals —— 900 —— —— —— Status Report: Ending Period 7 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 100% —— 200 —— —— —— C 100% —— 400 —— —— —— D 100% —— 150 —— —— —— E 20% —— 100 —— —— —— F 5% —— 50 —— —— —— Cumulative Totals —— 1100 —— —— —— Status Report: Ending Period 8 ($000) Task % Complete EV AC PV CV SV A 100% —— 200 —— —— —— B 100% —— 200 —— —— —— C 100% —— 400 —— —— —— D 100% —— 150 —— —— —— E 100% —— 350 —— —— —— F 10% —— 100 —— —— —— Cumulative Totals —— 1400 —— —— —— Performance Indexes Summary Period EV AC PV SPI CPI PCI-B 1 —— —— —— —— —— —— 2 —— —— —— —— —— —— 3 —— —— —— —— —— —— 4 —— —— —— —— —— —— 5 —— —— —— —— —— —— 6 —— —— —— —— —— —— 7 —— —— —— —— —— —— 8 —— —— —— —— —— —— EACf 5 VACf 5 Chapter 13 Progress and Performance Measurement and Evaluation 493 Lar03342_ch13_452-503.indd Page 493 2/9/10 10:14:20 AM user-f498Lar03342_ch13_452-503.indd Page 493 2/9/10 10:14:20 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 References Abramovici, A., “Controlling Scope Creep,” PM Network, Vol. 14, No. 1, Janu- ary 2000, pp. 44–48. Anbari, F. T., “Earned Value Project Management Method and Extensions,” Project Management Journal, Vol. 34, No. 4, December 2003, pp. 12–22. Brandon, D. M. Jr., “Implementing Earned Value Easily and Effectively,” Project Management Journal, Vol. 29, No. 3, June 1998, pp. 11–17. Fleming, Q., and Joel M. Koppelman, Earned Value Project Management, 3rd ed. Newton Square, PA: (Project Management Institute, 2006). Kerzner, H., “Strategic Planning for a Project Office,” Project Management Jour- nal, Vol. 34, No. 2, June 2003, pp. 13–25. Webb, A., Using Earned Value: A Project Manager’s Guide, (Aldershot, UK: Gower Publishing Co., 2003). 494 Chapter 13 Progress and Performance Measurement and Evaluation Scanner Project You have been serving as Electroscan’s project manager and are now well along in the project. Develop a narrative status report for the board of directors of the chain store that discusses the status of the project to date and at completion. Be as specific as you can using numbers given and those you might develop. Remem- ber, your audience is not familiar with the jargon used by project managers and computer software personnel; therefore, some explanation may be necessary. Your report will be evaluated on your detailed use of the data, your total per- spective of the current status and future status of the project, and your recom- mended changes (if any). Case Part B. You have met with your Aurora project team and they have provided you with the following revised estimates for the remainder of the project: • Activity F will be completed at the end of period 12 at a total cost of 500. • Activity G will be completed at the end of period 10 at a total cost of 150. • Activity H will be completed at the end of period 14 at a total cost of 200. Calculate the EACre and VACre. Based on the revised estimates, what is the ex- pected status of the project in terms of cost and schedule? Between the VACf and the VACre, which one would you have the greatest confidence in? EACre 5 VACre5 Lar03342_ch13_452-503.indd Page 494 2/2/10 4:21:59 PM user-f498Lar03342_ch13_452-503.indd Page 494 2/2/10 4:21:59 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 495 Electroscan, Inc. 555 Acorn Street, Suite 5 Boston, Massachusetts Scanner project H 1.0 Hardware H 1.1 H 1.2 H 1.3 H 1.4 H 1.5 H 1.6 H 1.7 Hardware specifications (DS) Hardware design (DS) Hardware documentation (DOC) Prototypes (PD) Test prototypes (T) Order circuit boards (PD) Preproduction models (PD) OP 1.0 Operating system OP 1.2 Drivers OP 1.3 Code software OP 1.2.1 Disk drivers (DEV) OP 1.2.2 I/O drivers (DEV) OP 1.3.1 Code software (C) OP 1.3.2 Document software (DOC) OP 1.3.3 Code interfaces (C) OP 1.3.4 Beta test software (T) OP 1.1 Kernel specifications (DS) U 1.0 Utilities U 1.1 U 1.2 U 1.3 U 1.4 U 1.5 Utilities specifications (DS) Routine utilities (DEV) Complex utilities (DEV) Utilities documentation (DOC) Beta test utilities (T) S 1.0 System integration S 1.1 S 1.2 S 1.3 S 1.4 S 1.5 Architecture decisions (DS) Integration hard/soft (DEV) System hard/software test (T) Project documentation (DOC) Integration acceptance testing (T) 1103 213 15 25 8 40 30 25 100 431 97 336 60 37 200 42 96 30 15 274 15 35 150 20 40 153 8 75 20 12 30 915 260 20 30 10 40 30 30 100 330 70 240 40 30 100 50 60 30 20 200 20 20 100 20 40 125 10 50 20 15 30 – 81 16 5 5 1 0 0 5 0 –46 –21 – 30 –15 –6 –20 5 –15 0 5 –40 5 –15 – 30 0 0 –11 2 –15 0 2 0 –25 –4 0 0 –4 0 0 0 0 –45 10 –55 5 5 –10 –15 – 30 0 0 21 0 0 30 – 9 0 3 0 5 0 –2 0 476 72 15 25 5 2 0 25 0 196 76 105 45 31 40 25 40 0 15 148 15 35 90 8 0 60 7 45 0 8 0 395 88 20 30 6 2 0 30 0 150 55 75 30 25 20 30 25 0 20 108 20 20 60 8 0 49 9 30 0 10 0 420 92 20 30 10 2 0 30 0 195 45 130 25 20 30 45 55 0 20 87 20 20 30 17 0 46 9 25 0 12 0 Name PV EV AC SV CV BAC EACf 29 In-store Scanner Project (thousands of dollars) Actual Progress as of January 1 Appendix 13.1 The Application of Additional Earned Value Rules The following example and exercises are designed to provide practice in applying the following three earned value rules: • Percent complete rule • 0/100 rule • 50/50 rule See the chapter for an explanation of each of these rules. SIMPLIFYING ASSUMPTIONS The same simplifying assumptions used for the chapter example and exercises will also be used here. 1. Assume each cost account has only one work package, and each cost account will be represented as an activity on the network. Lar03342_ch13_452-503.indd Page 495 2/1/10 4:53:44 PM user-f498Lar03342_ch13_452-503.indd Page 495 2/1/10 4:53:44 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 496 Chapter 13 Progress and Performance Measurement and Evaluation 2. The project network early start times will serve as the basis for assigning the baseline values. 3. Except when the 0/100 rule or 50/50 rule is used, baseline values will be as- signed linearly, unless stated differently. (Note: In practice estimated costs should be applied “exactly” as they are expected to occur so measures of sched- ule and cost performance are useful and reliable.) 4. For purposes of demonstrating the examples, from the moment work on an ac- tivity begins, some actual costs will be incurred each period until the activity is completed. 5. When the 0/100 rule is used, the total cost for the activity is placed in the base- line on the early finish date. 6. When the 50/50 rule is used, 50 percent of the total cost is placed in the baseline on the early start date and 50 percent on the early finish date. APPENDIX EXERCISES 1. Given the information provided for development of a product warranty proj- ect for periods 1 through 7, compute the SV, CV, SPI, and CPI for each pe- riod. Plot the EV and the AC on the PV graph provided. Explain to the owner your assessment of the project at the end of period 7 and the future expected status of the project at completion. Figure A13.1A presents the project net- work. Figure A13.1B presents the project baseline noting those activities using the 0/100 (rule 3) and 50/50 (rule 2) rules. For example, activity 1 uses rule 3, the 0/100 rule. Although the early start time is period 0, the budget is not placed in the time-phased baseline until period 2 when the activity is planned to be finished (EF). This same procedure has been used to assign costs for activities 2 and 7. Activities 2 and 7 use the 50/50 rule. Thus, 50 percent of the budget for each activity is assigned on its respective early start date (time period 2 for activity 2 and period 11 for activity 7) and 50 percent for their respective finish dates. Remember, when assigning earned value as the project is being implemented, if an activity actually starts early or late, the earned values must shift with the actual times. For example, if activity 7 actually starts in period 12 rather than 11, the 50 percent is not earned until period 12. ES ID Legend EF SL SL LS DUR LF 711 0 14 0 11 143 66 3 8 3 9 112 57 0 11 0 7 114 42 1 6 1 3 74 22 6 5 6 8 113 32 0 7 0 2 75 10 0 2 0 0 22 FIGURE A13.1A Lar03342_ch13_452-503.indd Page 496 2/1/10 4:53:46 PM user-f498Lar03342_ch13_452-503.indd Page 496 2/1/10 4:53:46 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 DUR SL Time period Baseline budget needsSchedule information Total PV 1 2 3 4 5 6 7 8 10 129 11 13 EV Rule ACT/ WP 2 01 3 62 5 0 9 6 6 6 8 2 5 5 33 4 14 4 05 2 3 9 9 6 6 20 10 10 30 20 16 4 44 4 18 3 ES 0 2 2 2 7 6 11 LF 2 11 7 7 11 11 14 0 8 0 6 27 8 21 11 12 13 4 4 4 4 0 4 0 6 33 41 62 73 85 98 102 106 110 114 114 118 4 4 6 7 Total PV by period Cumulative PV by period 3 2 1 1 1 1 2 0 14 Rule 1 � %complete 2 � 50 ⁄ 50 3 � 0 ⁄ 100 FIGURE A13.1B Status Report: Ending Period 1 Task %Complete EV AC PV CV SV 1 0% —— 3 0 —— —— Cumulative Totals —— 3 0 —— —— Status Report: Ending Period 2 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— Cumulative Totals 6 5 —— —— —— Status Report: Ending Period 3 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— 2 0% —— 5 —— —— —— 3 30% —— 7 —— —— —— 4 25% —— 5 —— —— —— Cumulative Totals —— 22 —— —— —— Status Report: Ending Period 4 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— 2 0% —— 7 —— —— —— 3 50% —— 10 —— —— —— 4 50% —— 8 —— —— —— Cumulative Totals —— 30 —— —— —— Status Report: Ending Period 5 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— 2 50% —— 8 —— —— —— 3 60% —— 12 —— —— —— 4 70% —— 10 —— —— —— Cumulative Totals —— 35 —— —— —— Lar03342_ch13_452-503.indd Page 497 2/1/10 4:53:48 PM user-f498Lar03342_ch13_452-503.indd Page 497 2/1/10 4:53:48 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 498 Chapter 13 Progress and Performance Measurement and Evaluation Status Report: Ending Period 6 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— 2 50% —— 10 —— —— —— 3 80% —— 16 —— —— —— 4 Finished —— 15 —— —— —— Cumulative Totals —— 46 —— —— —— Status Report: Ending Period 7 Task %Complete EV AC PV CV SV 1 Finished 6 5 —— —— —— 2 Finished —— 14 —— —— —— 3 Finished —— 20 —— —— —— 4 Finished —— 15 —— —— —— 5 0% —— 0 —— —— —— 6 50% —— 9 —— —— —— Cumulative Totals —— 63 —— —— —— Period SPI CPI PCIB 1 —— —— —— 2 —— —— —— 3 —— —— —— 4 —— —— —— 5 —— —— —— 6 —— —— —— 7 —— —— —— SPI 5 EV/PV CPI 5 EV/AC PCIB 5 EV/BAC 10 0 10 120 110 100 90 80 70 60 50 40 30 20 2 3 4 5 6 7 8 9 10 11 12 13 14 PV Time periods D ol la rs FIGURE A13.1C 0 10 2 3 4 Time periods 5 6 7 .20 .40 .60 .80 In de x 1.00 1.20 1.40 1.60 CPI � SPI � PCIB � 1.80 2.00 2.20 FIGURE A13.1D Lar03342_ch13_452-503.indd Page 498 2/1/10 4:53:50 PM user-f498Lar03342_ch13_452-503.indd Page 498 2/1/10 4:53:50 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 499 FIGURE A13.2A ES ID Legend EF SL SL LS DUR LF 77 0 10 0 7 103 64 0 7 0 4 73 43 2 5 2 5 72 30 0 4 0 0 44 10 2 3 2 2 53 20 1 2 1 1 32 52 1 6 1 3 74 2. Given the information provided for development of a catalog product return process for periods 1 through 5, assign the PV values (using the rules) to de- velop a baseline for the project. Compute the SV, CV, SPI, and CPI for each pe- riod. Explain to the owner your assessment of the project at the end of period 5 and the future expected status of the project at the completion. FIGURE A13.2B DUR Time period Baseline budget needsSchedule information Total PV 1 2 3 4 5 6 7 8 109 EV Rule ACT/ WP 31 22 43 24 45 3 30 20 30 10 40 30 3 ES 0 0 0 3 2 4 7 SL 2 1 0 2 1 0 0 LF 5 3 4 7 7 7 10 60 6 7 Total PV by period Cumulative PV by period 2 3 2 3 2 1 1 0 Rule 1 � %complete 2 � 50 50 3 � 0 100 Status Report: Ending Period 1 Task %Complete EV AC PV CV SV 1 40% —— 8 —— —— —— 2 0% —— 12 —— —— —— 3 30% —— 10 —— —— —— Cumulative Totals —— 30 —— —— —— Lar03342_ch13_452-503.indd Page 499 2/3/10 11:56:14 AM user-f498Lar03342_ch13_452-503.indd Page 499 2/3/10 11:56:14 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 500 Chapter 13 Progress and Performance Measurement and Evaluation Status Report: Ending Period 2 Task %Complete EV AC PV CV SV 1 80% —— 20 —— —— —— 2 Finished —— 18 —— —— —— 3 50% —— 12 —— —— —— Cumulative Totals —— 50 —— —— —— Status Report: Ending Period 3 Task %Complete EV AC PV CV SV 1 Finished —— 27 —— —— —— 2 Finished —— 18 —— —— —— 3 70% —— 15 —— —— —— 4 0% —— 5 —— —— —— 5 30% —— 8 —— —— —— Cumulative Totals —— 73 —— —— —— Status Report: Ending Period 4 Task %Complete EV AC PV CV SV 1 Finished —— 27 —— —— —— 2 Finished —— 18 —— —— —— 3 Finished —— 22 —— —— —— 4 0% —— 7 —— —— —— 5 60% —— 22 —— —— —— Cumulative Totals —— 96 —— —— —— Status Report: Ending Period 5 Task %Complete EV AC PV CV SV 1 Finished —— 27 —— —— —— 2 Finished —— 18 —— —— —— 3 Finished —— 22 —— —— —— 4 Finished —— 8 —— —— —— 5 70% —— 24 —— —— —— 6 30% —— 10 —— —— —— Cumulative Totals —— 109 —— —— —— 10 0 30 240 210 180 150 120 D ol la rs 90 60 2 3 4 5 6 7 8 9 10 11 12 PV Time periods FIGURE A13.2C Lar03342_ch13_452-503.indd Page 500 2/1/10 4:53:56 PM user-f498Lar03342_ch13_452-503.indd Page 500 2/1/10 4:53:56 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 501 SPI 5 EV/PV CPI 5 EV/AC PCIB 5 EV/BAC Appendix 13.2 Obtaining Project Performance Information from MS Project The objective of this appendix is to illustrate how one can obtain the performance information discussed in Chapter 13 from MS Project 2007. One of the great strengths of MS Project is its flexibility. The software provides numerous options for entering, calculating, and presenting project information. Flexibility is also the software’s greatest weakness in that there are so many options that working with the software can be frustrating and confusing. The intent here is to keep it simple and present basic steps for obtaining performance information. Students with more ambitious agendas are advised to work with the software tutorial or consult one of many instructional books on the market. For purposes of this exercise we will use the Digital Camera project, which was introduced in Chapter 13. In this scenario the project started as planned on March 1 and today’s date is March 7. We have received the following information on the work completed to date: Design Spec.s took 2 days to complete at a total cost of $20. Shell & Power took 3 days to complete at a total cost of $25. Memory/Software is in progress with 4 days completed and two days remain- ing. Cost to date is $100. Zoom System took 2 days to complete at a cost of $25. All tasks started on time. STEP 1 ENTERING PROGRESS INFORMATION We enter this progress information in the TRACKING TABLE from the GANTT CHART VIEW c TABLE c TRACKING: Period SPI CPI PCIB 1 —— —— —— 2 —— —— —— 3 —— —— —— 4 —— —— —— 5 —— —— —— TABLE A13.2A Tracking Table ID Task Name Act. Start Act. Finish % Comp . Act. Dur. Rem. Dur. Act. Cost Act. Work 1 Digital Camera Prototype 3/1 NA 61% 6.72 days 4.28 days $170.00 272 hrs 2 Design Spec.s 3/1 3/2 100% 2 days 0 days $20.00 32 hrs 3 Shell & Power 3/3 3/7 100% 3 days 0 days $25.00 40 hrs 4 Memory/Software 3/3 NA 67% 4 days 2 days $100.00 160 hrs 5 Zoom System 3/3 3/4 100% 2 days 0 days $25.00 40 hrs 6 Assemble NA NA 0% 0 days 3 days $0.00 0 hrs 7 Test NA NA 0% 0 days 2 days $0.00 0 hrs Lar03342_ch13_452-503.indd Page 501 2/1/10 4:53:59 PM user-f498Lar03342_ch13_452-503.indd Page 501 2/1/10 4:53:59 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 502 Chapter 13 Progress and Performance Measurement and Evaluation When you scale this table to 80 percent you can obtain all the basic CV, SV and VAC information on one convenient page. Note: Older versions of MS Project use the old acronyms: BCWS 5 PV BCWP 5 EV ACWP 5 AC and the EAC is calculated using the CPI and is what the text refers to as EACf. STEP 3 ACCESSING CPI INFORMATION To obtain additional cost information such as CPI and TCPI click from the GANTT CHART view click TABLE c MORE TABLES c EARNED VALUE COST INDICATORS, which will display the following information: TABLE A13.2B Earned Value Table ID Task Name PV EV AC SV CV EAC BAC VAC 2 Design Spec.s $20.00 $20.00 $20.00 $0.00 $0.00 $20.00 $20.00 $0.00 3 Shell & Power $15.00 $15.00 $25.00 $0.00 ($10.00) $25.00 $15.00 ($10.00) 4 Memory/Software $100.00 $70.00 $100.00 ($30.00) ($30.00) $153.85 $100.00 ($53.85) 5 Zoom System $35.00 $35.00 $25.00 $0.00 $10.00 $25.00 $35.00 $10.00 6 Assemble $0.00 $0.00 $0.00 $0.00 $0.00 $120.00 $120.00 $0.00 7 Test $0.00 $0.00 $0.00 $0.00 $0.00 $30.00 $30.00 $0.00 $170.00 $140.00 $170.00 ($30.00) ($30.00) $373.85 $320.00 ($53.85) Note that the software automatically calculates the percent complete and ac- tual finish, cost, and work. In some cases you will have to override these calcula- tions if they are inconsistent with what actually happened. Be sure to check to make sure the information in this table is displayed the way you want it to be. The final step is to enter the current status date (March 7). You do so by click- ing PROJECT c PROJECT INFORMATION and inserting the date into the status date window. STEP 2 ACCESSING PROGRESS INFORMATION MS Project provides a number of different options for obtaining progress informa- tion. The most basic information can be obtained from REPORT c REPORTS c COSTS c EARNED VALUE. TABLE A13.2C Earned Value Cost Indicators Table ID Task Name PV EV CV CV% CPI BAC EAC VAC TCPI 1 Digital Camera Prototype $170.00 $140.00 ($30.00) 221% 0.82 $320.00 $373.85 ($53.85) 1.2 2 Design Spec.s $20.00 $20.00 $0.00 0% 1 $20.00 $20.00 $0.00 3 Shell & Power $15.00 $15.00 ($10.00) 266% 0.6 $15.00 $25.00 ($10.00) 4 Memory/Software $100.00 $70.00 ($30.00) 242% 0.7 $100.00 $153.85 ($53.85) 5 Zoom System $35.00 $35.00 $10.00 28% 1.4 $35.00 $25.00 $10.00 6 Assemble $0.00 $0.00 $0.00 0% 0 $120.00 $120.00 $0.00 7 Test $0.00 $0.00 $0.00 0% 0 $30.00 $30.00 $0.00 Lar03342_ch13_452-503.indd Page 502 2/9/10 10:15:02 AM user-f498Lar03342_ch13_452-503.indd Page 502 2/9/10 10:15:02 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 Chapter 13 Progress and Performance Measurement and Evaluation 503 TABLE A13.2D Earned Value Schedule Indicators Table ID Task Name PV EV SV SV% SPI 1 Digital Camera Prototype $170.00 $140.00 ($30.00) 218% 0.82 2 Design Spec.s $20.00 $20.00 $0.00 0% 1 3 Shell & Power $15.00 $15.00 $0.00 0% 1 4 Memory/Software $100.00 $70.00 ($30.00) 230% 0.7 5 Zoom System $35.00 $35.00 $0.00 0% 1 6 Assemble $0.00 $0.00 $0.00 0% 0 7 Test $0.00 $0.00 $0.00 0% 0 STEP 4 ACCESSING SPI INFORMATION To obtain additional schedule information such as SPI from the GANTT CHART view, click TABLE c MORE TABLES c EARNED VALUE SCHEDULE INDICATORS, which will display the following information: STEP 5 CREATING A TRACKING GANTT CHART You can create a Tracking Gantt Chart like the one presented on page 456 by simply clicking VIEW c TRACKING GANTT Tracking Gantt Chart Digital Camera Project ID Task Name March 6 March 13 1 Digital Camera Prototype Design Spec.s M T W T F S S M T W T F S S M WT 0% 0% Shell & Power Memory/Software Zoom System Assemble Test 2 3 4 5 6 7 100% 67% 61% 100% 100% FIGURE A13.2E Tracking Gantt Chart Lar03342_ch13_452-503.indd Page 503 2/1/10 4:53:59 PM user-f498Lar03342_ch13_452-503.indd Page 503 2/1/10 4:53:59 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 C H A P T E R F O U R T E E N Project Closure 504 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Project Closure Types of Project Closure Wrap-up Closure Activities Post-Implementation Evaluation Retrospectives Summary Appendix 14.1: Project Closeout Checklist Appendix 14.2: Euro Conversion Lar03342_ch14_504-530.indd Page 504 2/3/10 12:37:15 PM user-f498Lar03342_ch14_504-530.indd Page 504 2/3/10 12:37:15 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 Those who cannot remember the past are condemned to relive it. —George Santayana, 1863–1952 Every project comes to an end eventually. But how many project participants get excited about closing out a project? The deliverables are complete. Ownership is ready to be transferred. Everyone’s focus is what’s next—hopefully a new, exciting project. Carefully managing the closure phase is as important as any other phase of the project. Observation tells us that organizations that manage closure and re- view well prosper. Those who don’t tend to have projects that drag on forever and repeat the same mistakes over and over. Closing out a project includes a daunting number of tasks. In the past and on small projects the project manager was responsible for seeing all tasks and loose ends were completed and signed off. This is no longer true. In today’s project- driven organizations that have many projects occurring simultaneously, the re- sponsibility for completing closure tasks has been parsed among the project manager, project teams, project office, an oversight “review committee,” and an independent retrospective facilitator. Many tasks overlap, occur simultaneously, and require coordination and cooperation among these stakeholders. The three major deliverables for project closure are described below (see Figure 14.1): 1. Wrapping up the project. The major wrap-up task is to ensure the project is approved and accepted by the customer. Other wrap-up activities include closing accounts, paying bills, reassigning equipment and personnel, finding new opportunities for project staff, closing facilities, and the final report. Checklists are used extensively to ensure tasks are not overlooked. In many organizations, the lion’s share of closure tasks are largely done by the project office in coordination with the project manager. The final report writing is usu- ally assigned to one project office staff member, who assembles input from all 505 Project archives/database Facilitator Managing Utilization Team Retrospectives Facilities Customer Vendors Report Wrap-up closure activities Project closure deliverables Team evaluation Individual evaluations Performance evaluation FIGURE 14.1 Project Closure and Review Deliverables Lar03342_ch14_504-530.indd Page 505 2/4/10 9:13:48 PM user-f498Lar03342_ch14_504-530.indd Page 505 2/4/10 9:13:48 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 506 Chapter 14 Project Closure stakeholders. In smaller organizations and projects, these closure activities are left to the project manager and team. 2. Evaluation of performance and management of the project. Evaluation includes team, individual team members, and project manager performance. Vendors and the customer may provide external input. Evaluation of the major players provides important information for the future. 3. Retrospectives. Retrospectives of lessons learned are designed to improve per- formance on current and future projects. Today, most retrospectives are the re- sponsibility of an independent facilitator. The facilitator also provides major input to the closure report that will include lessons learned. These post-project reviews should be held with the team to catch any missing issues or gaps. This chapter begins with the recognition that projects are shut down for many rea- sons. Not all projects end with a clear “Finished” and are turned over to a cus- tomer. Regardless of the conditions for ending a project, the general process of closure is similar, though the endings may differ significantly. Wrap-up closure tasks are noted first. These tasks represent all the tasks that must be “cleaned up” before the project is terminated. Evaluation of project performance is next. Fi- nally, lessons learned or retrospective methods are examined in detail. Types of Project Closure On some projects the end may not be as clear as would be hoped. Although the scope statement may define a clear ending for a project, the actual ending may or may not correspond. Fortunately, a majority of projects are blessed with a well- defined ending. Regular project reviews will identify projects having endings dif- ferent from plans. The different types of closure are identified here: Normal The most common circumstance for project closure is simply a com- pleted project. For many development projects, the end involves handing off the final design to production and the creation of a new product or service line. For other internal IT projects, such as system upgrades or creation of new inventory control systems, the end occurs when the output is incorporated into ongoing op- erations. Some modifications in scope, cost, and schedule probably occurred dur- ing implementation. Premature For a few projects, the project may be completed early with some parts of the project eliminated. For example, in a new product development proj- ect, a marketing manager may insist on production models before testing: Give the new product to me now, the way it is. Early entry into the market will mean big profits! I know we can sell a bazzillion of these. If we don’t do it now, the opportunity is lost! The pressure is on to finish the project and send it to production. Before succumb- ing to this form of pressure, the implications and risks associated with this decision should be carefully reviewed and assessed by senior management and all stakehold- ers. Too frequently, the benefits are illusory, dangerous, and carry large risks. Perpetual Some projects never seem to end. The major characteristic of this kind of project is constant “add-ons,” suggesting a poorly conceived project scope. At some point the review group should recommend methods for bringing final closure to this type of project or the initiation of another project. For example, adding a new feature to an old project could replace a segment of a project that appears to be perpetual. Lar03342_ch14_504-530.indd Page 506 2/1/10 10:15:16 PM user-f498Lar03342_ch14_504-530.indd Page 506 2/1/10 10:15:16 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 507 Failed Project Failed projects are usually easy to identify and easy for a review group to close down. However, every effort should be made to communicate the technical (or other) reasons for termination of the project; in any event project participants should not be left with an embarrassing stigma of working on a project that failed. Many projects will fail because of circumstances beyond the control of the project team. See Snapshot from Practice: Project Canceled. Changed Priority Organizations’ priorities often change and strategy shifts di- rections. For example, during the 2008–10 financial crisis organizations shifted their focus from money-making projects to cost savings projects. The oversight group continually revises project selection priorities to reflect changes in organiza- tional direction. Projects in process may need to be altered or canceled. Thus, a project may start with a high priority but see its rank erode or crash during its project life cycle as conditions change. When priorities change, projects in process may need to be altered or canceled. Different types of project termination present unique issues. Some adjustments to generic closure processes may be necessary to accommodate the type of project termination you face. Wrap-up Closure Activities The major challenges for the project manager and team members are over. Getting the project manager and project participants to wrap up the odds and ends necessary to fully complete a project is often difficult. It’s like the party is over—now who wants to help clean up? Much of work is mundane and tedious. Motivation can be the chief challenge. For example, accounting for equipment and completing final reports are perceived as dull administrative tasks by project professionals who are action-oriented individuals. The project manager’s challenge is to keep the project team focused on the remaining project activities and delivery to the customer until the project is complete. Communicating a closure and review plan and schedule early Germany is the major crossroad for Europe’s international commercial trucks. The German government felt the need to have international trucks (over 12 tons) using their road infra- structure assist in paying for the road maintenance and addi- tional new infrastructure. The project objectives were clear—a new electronic truck toll-collection system that ensures accu- rate charges and easy fee collection across German, Swiss, and Austrian highways by August 31, 2003. The technology re- lied on global positioning systems (GPS), telecommunications, and software to record miles and charges, without using toll booths along the highways. Several problems sabotaged the project. Time-to-market deadlines were impossible to meet. Delayed launch dates were caused by technical problems with truck tracking units and software that failed to function as expected. Interface commu- nication with public and private stakeholders failed. As a result, S N A P S H O T F R O M P R A C T I C E Project Canceled* the August 2003 deadline was never met. The revised Novem- ber 2003 deadline was not met. Finally, in March 2004 the German government pulled the plug and canceled the project. The cancellation of the project had serious impacts on other governmental programs. The shortfall of not receiving the revenue from the new toll system is estimated at $1.6 bil- lion. Some of those revenues were destined for a high-speed maglev train in Munich and other infrastructure projects. Lessons learned reveal that lack of project management knowledge was evident. More importantly, failure to identify and assess the impact of schedule and complex technology risks re- sulted in the death of the project. Perhaps a simpler, cheaper microwave system recommended by the Swiss and Austrians to be operational by 2005 would have sufficed. See http://www.toll- collect.de/frontend/HomepageVP.do: Jsessionid-F840E12142D. * “Case Analysis: Taking a Toll,” PM Network, Vol. 18, No. 3, March, 2004, p. 1. Lar03342_ch14_504-530.indd Page 507 2/2/10 3:38:14 PM user-f498Lar03342_ch14_504-530.indd Page 507 2/2/10 3:38:14 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 http://www.tollcollect.de/frontend/HomepageVP.do http://www.tollcollect.de/frontend/HomepageVP.do 508 Chapter 14 Project Closure allows the project team to (1) accept the psychological fact the project will end and (2) prepare to move on. The ideal scenario is to have the team member’s next assignment ready when project completion is announced. Project managers need to be careful to maintain their enthusiasm for completing the project and hold people accountable to deadlines, which are prone to slip during the waning stages of the project. Implementing the closure process includes several wrap-up activities. Many organizations develop lengthy lists for closing projects as they gain experience. These are very helpful and ensure nothing is overlooked. Implementing closedown includes the following six major activities: 1. Getting delivery acceptance from the customer. 2. Shutting down resources and releasing to new uses. 3. Reassigning project team members. 4. Closing accounts and seeing all bills are paid. 5. Delivering the project to the customer. 6. Creating a final report. Administering the details of closing out a project can be intimidating. Some organizations have checklists of over 100 wrap-up tasks! These checklists deal with closure details such as facilities, teams, staff, customer, vendors, and the project itself. A partial administrative closure checklist is shown below in Table 14.1. Getting delivery acceptance by the customer is a major and critical closure ac- tivity. Delivery of some projects to the customer is straight forward. Others are TABLE 14.1 Wrap-up Closure Checklist Completed? Task Yes/No Team 1 Has a schedule for reducing project staff been developed and accepted? 2 Has staff been released or notified of new assignments? 3 Have performance reviews for team members been conducted? 4 Has staff been offered outplacement services and career counseling activities? Vendors/contractors 5 Have performance reviews for all vendors been conducted? 6 Have project accounts been finalized and all billing closed? Customer/Users 7 Has the customer signed-off on the delivered product? 8 Has an in-depth project review and evaluation interview with the customer been conducted? 9 Have the users been interviewed to assess their satisfaction with the deliverables? With the project team? With vendors? With training? With support? With maintenance? Equipment and facilities 10 Have project resources been transferred to other projects? 11 Have rental or lease equipment agreements been closed out? 12 Has the date for the closure review been set and stakeholders notified? Attach comments or links on any tasks you feel need explanation. Lar03342_ch14_504-530.indd Page 508 2/2/10 3:38:16 PM user-f498Lar03342_ch14_504-530.indd Page 508 2/2/10 3:38:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 509 more complex and difficult. Ideally there should be no surprises. This requires a well-defined scope and an effective change management system with active cus- tomer involvement. User involvement is critical to acceptance (See Snapshot from Practice: New Ball Goes Flat in the NBA). The conditions for completing and transferring the project should be set before the project begins. A completed software program is a good example of the need to work out the details in advance. If the user has problems using the software, will the customer withhold final payments? Who is responsible for supporting and training the user? If these conditions are not clearly defined up front, getting de- livery acceptance can be troublesome. Another delivery tactic (briefly mentioned in Chapter 7) for a project that has been outsourced is known as build, own, operate, and transfer (BOOT). In this type of project the contractor builds, owns, and operates the project deliv- erable for a set period of time. For example, Haliburton will operate a hydro- electric plant for six months before turning over operations to their Indian counterparts. During this time all the bugs are worked out and conditions for delivery are satisfied. Again, note the delivery conditions need to be carefully On October 31, 2006, the National Basketball Association (NBA) opened its 57th season with new official game balls. The new ball, manufactured by Spalding, featured a new design and a new material that together was believed to offer better grip, feel, and consistency than the previous leather ball. The material is microfiber composite with moisture man- agement that provides superior grip and feel throughout the course of a game. Additionally, the new composite material eliminates the need for a break-in period, which is necessary for the current leather ball, and achieves consistency from ball to ball. The NBA and Spalding subjected the ball to a rigorous evaluation process that included laboratory and on-court test- ing process. Every NBA team received the new ball and had the opportunity to use it in practice. The ball was also tested in the NBA summer development league. At the press conference announcing the shift from leather to microfiber balls, NBA commissioner David Stern pro- nounced “The advancement that Spalding has made to the new game ball ensures that the best basketball players in the world will be playing with the best basketball in the world.” Animal rights advocates applauded the shift from leather to microfiber. Such was not the case for the players who would actually use the new ball. Grumblings emerged immedi- ately when training camps opened in October. Washington Wizards guard Gilbert Arenas said the new basketball gets slippery when it comes in contact even with small amounts of S N A P S H O T F R O M P R A C T I C E New Ball Goes Flat in the NBA* sweat. Then Miami Heat center Shaquille O’Neil said “it feels like one of those cheap balls that you buy at a toy store.” Some players, including league MVP Steve Nash, began complaining that the new ball was producing small cuts on their hands, “It’s awful, (the friction burns) its like an irritant . . . sometimes I even have to tape my fingers in practice.” Per- haps LeBron James from the Cleveland Cavaliers best summed up the players attitudes toward the NBA’s introduction of the new ball when he said “You can change the dress code, you can make our shorts shorter, but when you take our basketball away from us, that not a transition we handle.” On December 1, 2006, four weeks into the season the NBA players union filed an unfair labor practice suit because the league management switched to the new ball without consult- ing the players. Ten days later, the NBA announced that they would revert back to the old leather ball beginning January 1st 2007. In a terse statement, Commissioner David Stern said “Our player’s response to this particular composite ball has been overwhelmingly negative and we are acting accordingly.” The failure to check with the players (the end-users) and get buy-in for the new basketball was loudly criticized by the press. “How they could actually even get it that far and not have run it by the players is just an amazing, amazing exercise in ineptitude.” Rob Frankel, a Los Angeles–based branding expert told Bloomberg News. * “NBA Introduces New Game Ball”, www.nba.com/news, posted 6-28-2006; Howard Bloom, “The NBA- uneventful 2006 II,” Sports Business News, www.sportsbixnews.blogspot.com. 12-30-2006. Lar03342_ch14_504-530.indd Page 509 2/1/10 10:15:17 PM user-f498Lar03342_ch14_504-530.indd Page 509 2/1/10 10:15:17 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 www.nba.com/news www.sportsbixnews.blogspot.com 510 Chapter 14 Project Closure set up before the project begins; if not, wrap-up activities can develop a life of their own. Releasing the project team typically occurs gradually during the closure phase. For some people, termination of their responsible activities ends before the proj- ect is delivered to the customer or user. Reassignment for these participants needs to take place well before the final finish date. For the remaining team members (full or part time), termination may result in a new project or returning to their functional job. Sometimes, on product development efforts, team members will be assigned to operations positions and play an activity role in the production of the new product. For contract people it may mean the end of their assignment to this project; in some cases there may be follow-up work or user support possiblities. A small number of part-time participants may be recommended to the user organi- zation to train or operate new equipment or systems. Since many work invoices are not submitted until after the project is officially over, closing out contracts is often messy and filled with untied ends. For example, it is improbable all invoices have been finalized, billed, and paid. Further, when contrac- tors are used, there is a need to verify that all the contracted work has been done. Keeping contract records, such as progress reports, invoices, change records, and payment records, is important should a compliance or lawsuit occur. Too often in the haste to meet deadlines, paperwork and record keeping gets short changed, only to create major headaches when it comes time for final documentation. There are many more wrap-up activities; it is important to complete all of them. Experience has proved time and again that not doing all the little cleanup tasks well will create problems later. Two other examples of closure checklists are shown in this chapter: Appendix 14.1 presents an example used by the state of Virgina and Appendix 14.2 presents an abridged closure checklist for the Euro Conversion project. The final wrap-up activity of closure that provides a clear signal that the project is truly over is submission of the final project report. Creating the Final Report The final project report summarizes project performance and provides useful in- formation for continuous improvement. Although the final report will be custom- ized to your project and organization, the content of the final report typically includes the following topics: executive summary, review and analysis, recommen- dations, lessons learned, and appendix. Executive Summary This summary simply highlights the key findings and facts relating to the project implementation. For example, the project goals for the cus- tomer were met, or not. Are stakeholders satisfied that their strategic intents have been met? What has been user reaction to quality of the deliverables? Are the proj- ect deliverables being used as intended and providing the expected benefits? Final time, cost, and scope performances are listed. Any major problems encountered and addressed are noted. Key lessons learned are identified. Review and Analysis Data are collected to record the project history, management performance, and lessons learned to improve future projects. Analysis examines in detail the underlying causes of problems, issues, and successes. The analysis section includes succinct, factual review statements of the project—for example, project mission and objectives, procedures and systems used, and organizational resources used. It is common to collect data from the organizational view and from the team Lar03342_ch14_504-530.indd Page 510 2/1/10 10:15:18 PM user-f498Lar03342_ch14_504-530.indd Page 510 2/1/10 10:15:18 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 511 view. The project office or closure facilitators often use questionnaires and surveys to pick up on issues and events that need to be examined further. For example, “Was the organizational culture supportive and correct for this type of project? Why? Why not?” Or, “Did the team have adequate access to organizational resources— people, budget, support groups, equipment?” The project office also provides proj- ect schedules, cost comparisons, scope data, and other needed data to tell the story of performance. This information is used to create a final project report. Recommendations Usually, review recommendations represent major improve- ment actions that should take place. They are often technical in nature and focus on solutions to problems that surfaced. For example, to avoid rework, the report for a construction project recommended shifting to more resilient building mate- rial. In other cases, they may include terminating or sustaining vendor or contrac- tor relationships. Lessons Learned Perhaps lessons learned are the most valuable contribution of the closure process. Given the process evaluation and input from the stakeholder meetings, lessons learned should be succinctly and clearly set out. Stress the need to help others in future projects. In practice, new project teams studying past project reports similar to the project they are about to start have found past review reports very useful. Team members will frequently remark later, “The recommendations were good, but the ‘lessons learned’ section really helped us avoid many pitfalls and made our project implementation smoother.” It is for precisely this reason that les- sons learned in the form of project retrospectives have taken on greater prominence in the field and warrant an extended discussion at the end of this chapter. See Snapshot from Practice: Lessons Learned from Katrina. Appendix The appendix may include backup data or details of analysis that would allow others to follow up if they wished. It should not be a dumping ground used for filler; only critical pertinent information should be attached. Post-Implementation Evaluation The purpose of project evaluation is to assess how well the project team, team members, and project manager performed. Team Evaluation Evaluation of performance is essential to encourage changes in behavior and to support individual career development and continuous improvement through or- ganizational learning. Evaluation implies measurement against specific criteria. Experience corroborates that before commencement of a project, the stage must be set so expectations, standards, supportive organizational culture, and con- straints are in place; if not, the effectiveness of the evaluation process will suffer. In a macro sense, the evidence today suggests that performance evaluation is not done well. See Research Highlight: Measures of Team Performance. The ma- jor reasons cited by practitioners are twofold: 1. Evaluations of individuals are still left to supervisors of the team member’s home department. 2. Typical measures of team performance center on time, cost, and specifications. Lar03342_ch14_504-530.indd Page 511 2/4/10 9:13:51 PM user-f498Lar03342_ch14_504-530.indd Page 511 2/4/10 9:13:51 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 512 Chapter 14 Project Closure Most organizations do not go beyond these measures, although they are important and critical. Organizations should consider evaluating the team-building process, effective- ness of group decision and problem-solving processes, group cohesion, trust among team members, and quality of information exchanged. Measurement of customer and user satisfaction with project deliverables (i.e., the project results) is often missed com- pletely. Yet, project success depends significantly on satisfying these two very important groups. The quality of the deliverables is the responsibility of the team. Before an evaluation of the project team can be effective and useful, a minimum core of conditions needs to be in place before the project begins (see Chapter 11). Some typical conditions are listed here in the form of questions: 1. Do standards for measuring performance exist? (You can’t manage what you can’t measure.) Are the goals clear for the team and individuals? Challenging? Attainable? Lead to positive consequences? 2. Are individual and team responsibilities and performance standards known by all team members? On August 25, 2005, winds of 145 miles per hours and rains covered 80 percent of New Orleans with some areas under 20 feet of water. Hurricane Katrina dispersed havoc on every corner of New Orleans. In its trail it left over 1,300 people dead in Louisiana and Mississippi. Katrina will long be remembered as the costliest and most deadly hurricane ever recorded in the United States. Response came from many different groups from within the country and from other countries. Katrina also drew the largest response of The National Guard to a national emergency in his- tory. Governors from every state sent National Guard troops to support and assist the state of Mississippi. By September 8, 51,000 troops were responding to the emergency. Many other nonprofit groups offered help in a variety of ways—food, shel- ter, financial, health care, and transportation. Groups that con- tributed support have reviewed their efforts to see what lessons learned can be used to improve future emergency efforts. The results of the review of The National Guard efforts follow here: Three of the key lessons from The National Guard retro- spective are described. • Lack of equipment was one of the biggest problems— especially communication equipment. Ability to communi- cate among the many different support groups (e.g., civilian and military) was thwarted by incompatible systems or simple lack of availablity. Action Item: $1.3 billion has been authorized for new equip- ment that is compatible across major emergency groups. • Lack of protocols and standardization of reports, graphics, and communication caused delays and poor coordination among the many support groups. S N A P S H O T F R O M P R A C T I C E Lessons Learned from Katrina* Action Item: A single standard protocol for all states is now being applied. • The National Guard is under state control. Guard troops in- tegrated quickly into the host-state command structures and cooperation ensued. Action Item: Maintain status quo Because Guard soldiers are controlled by the states, they were empowered to enforce civil laws, something federal troops are prohibited from doing, except under the provisions of the insurrection laws. Fortunately, coordination and cooperation among state and federal troop command work reasonably well. However, the federal agencies (e.g., Home- land Security) need to incorporate the Guard into planning and preparation for the federal response to catastrophic disasters. Lessons learned from the Katrina disaster are not limited to the military. Almost every agency and support group, such as individuals, communities, churches, and other groups, have devel- oped lessons learned from their project response experience. For example, the Red Cross and state guard have better plans for handling thousands of people problems involving shelter, evacuation, and medical assistance. These lessons learned from Katrina are ready to go and should be enormously helpful in future hurricane situations. * Les A. Melnyk, “Katrina Lessons Learned,” Soldiers Magazine, June 20, 2006 and “Lessons Learned from Katrina: Preparing Your Institution for a Catastrophic Event.” Federal Deposit Insurance Corporation is the source of this information. 1/20/08 Lar03342_ch14_504-530.indd Page 512 2/2/10 3:38:16 PM user-f498Lar03342_ch14_504-530.indd Page 512 2/2/10 3:38:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 3. Are team rewards adequate? Do they send a clear signal that senior manage- ment believes that the synergy of teams is important? 4. Is a clear career path for successful project managers in place? 5. Is the team empowered to manage short-term difficulties? 6. Is there a relatively high level of trust emanating from the organizational culture? 7. Team evaluation should go beyond time, cost, and specifications. Are there criteria beyond the constraint criteria? Creation of project deliverables would be a good place to start. The “characteristics of highly effective teams” from Chapter 11 can easily be adapted as measurements of team performance. The “in-place conditions” will support any evaluation approach for teams and their members. In practice, the actual team evaluation process takes many forms—especially when evaluation goes beyond time, budget, and specifications. The typical mecha- nism for evaluation of teams is a survey administered by a consultant, a staff member from the human resources department, or through computer e-mail. The survey is normally restricted to team members, but in some cases, other proj- ect stakeholders interacting with the team may be included in the survey. An example of a partial survey is found in Table 14.2. After the results are tabulated, the team meets with the facilitator and/or senior management, and the results are reviewed. This session is comparable to the team-building sessions described in Chapter 11, except that the focus is on using the survey results to assess the development of the team, its strengths and weaknesses, and the lessons that can be applied to future If team evaluation is not done well in practice, how bad is it? Joseph Fusco surveyed 1,667 project managers representing 134 different projects. Fifty- two percent of the respondents indicated their team received no collective evaluation of their team performance. Of the 22 percent who indi- cated their team was evaluated, further probing found their evaluation was informal, lasting little more than 20 minutes. This apparent lack of team evaluation practices may be sending the wrong signal. Individual team members can slough off poor team performance by relying on the old saying, “I did my job.” Strong team evaluation practices need to emphasize team members are “in this together,” while minimizing individual per- formance. Nearly every company in Fusco’s survey lacked an effective project management reward system. * Joseph Fusco, “Better Policies Provide the Key to Implementing Project Management,” Project Management Journal , Vol. 28, No. 3, September 1997, p. 38. Research Highlight Measures of Team Performance* Disagree Agree Using the scale below, assess each statement. 1. The team shared a sense of common purpose, and each member was willing to work toward achieving project objectives. 1 2 3 4 5 2. Respect was shown for other points of view. Differences of opinion were encouraged and freely expressed. 1 2 3 4 5 3. All interaction among team members occurred in a comfortable, supportive atmosphere. 1 2 3 4 5 TABLE 14.2 Sample Team Evaluation and Feedback Survey 513 Lar03342_ch14_504-530.indd Page 513 2/1/10 10:15:18 PM user-f498Lar03342_ch14_504-530.indd Page 513 2/1/10 10:15:18 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 514 Chapter 14 Project Closure project work. The results of team evaluation surveys are helpful in changing behavior to better support team communication, the team approach, and continu- ous improvement of team performance. Individual, Team Member, and Project Manager Performance Reviews Organizations vary in the extent to which their project managers are actively involved in the appraisal process of team members. In organizations where projects are managed within a functional organization, the team member’s area manager, not the project manager, is responsible for assessing performance. The area manager may solicit the project manager’s opinion of the individual’s performance on a specific project; this will be factored into the individual’s overall performance. In a balanced matrix, the project manager and the area manager jointly evaluate an individual’s performance. In project matrix and project organizations in which the lion’s share of the individual’s work is project related, the project manager is responsible for apprais- ing individual performance. One process that appears to be gaining wider acceptance is the multirater appraisal or “360-degree feedback,” which involves soliciting feed- back concerning team members’ performance from all the people their work affects. This would include not only project and area managers, but also peers, subordinates, and even customers. See Snapshot from Practice: The 360-Degree Feedback. Performance appraisals generally fulfill two important functions. The first is developmental in nature: the focus is on identifying individual strengths and weaknesses and developing action plans for improving performance. The second More and more companies are discarding the traditional superior-subordinate perfor- mance feedback process and replacing it with 360-degree feedback systems. The 360-degree feedback approach gathers behavioral observations from many sources within the organization and includes employee self- assessment. The individual completes the same structured evaluation process that superiors, project team members, peers and, in many cases, external customers use to evaluate a per- formance. Survey questionnaires, augmented by a few open- ended questions, are typically used to gather information. Summary results are compared against organizational strat- egies, values, and business objectives. The feedback is commu- nicated to the individual with the assistance of the company’s human resource department or an outside consultant. The tech- nique is used by a growing number of firms including General Electric, AT&T, Mobil Oil, Nabisco, Hewlett-Packard, and Warner-Lambert. The objective of the 360-degree process is to identify areas for individual improvement. When anonymous feedback solic- ited from others is compared with the individual’s self-evalua- tions, the individual may form a more realistic picture of her strengths and weaknesses. This may prompt behavioral change if the weaknesses identified were previously unknown to the individual. Such appears to be the case for Jerry Wallace, S N A P S H O T F R O M P R A C T I C E The 360-Degree Feedback* an up-and-coming manager at General Motors. “The strongest message I got was that I need to delegate more,” he says, “I thought I’d been doing it. But I need to do it more and sooner. My people are saying, ’Turn me loose.’” Many firms obtain feedback from internal and external project customers. For example, a client may evaluate a proj- ect manager or member of the project team according to, “How effectively does the individual get things done without creating unnecessary adversarial relationships?” Incorporat- ing customer feedback in the evaluation process underscores collaboration and the importance of client expectations in determining project success. William J. Miller, a program director at Du Pont, helped install a 360-degree feedback system for 80 scientists and support people. “A high or low score didn’t predict a scien- tist’s ability to invent Teflon,” says Miller. “But what feedback did was really improve the ability of people to work in teams. Their regard for others and behaviors that were damaging and self-centered are what changed.” * Brian O’Reilly, “360 Feedback Can Change Your Life,” Fortune, October, 17, 1994, pp. 93–100; Robert Hoffman, “Ten Reasons You Should Be Using 360 Degree Feedback,” HR Magazine, April 1995, pp. 82–85; Dick Cochran, “Finally, a Way to Completely Measure Project Manager Performance,” PM Network, September 2000, pp. 75–80. Lar03342_ch14_504-530.indd Page 514 2/1/10 10:15:20 PM user-f498Lar03342_ch14_504-530.indd Page 514 2/1/10 10:15:20 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 515 is evaluative and involves assessing how well the person has performed in order to determine salary or merit adjustments. These two functions are not compatible. Employees, in their eagerness to find out how much pay they will receive, tend to tune out constructive feedback on how they can improve their performance. Likewise, managers tend to be more concerned with justifying their decision than engaging in a meaningful discussion on how the employee can improve his or her performance. It is difficult to be both a coach and a judge. As a result, several experts on performance appraisal systems recommend that organizations separate performance reviews, which focus on individual improvement, and pay reviews, which allocate the distribution of rewards. In some matrix organizations, project managers conduct the performance re- views, while area managers are responsible for pay reviews. In other cases, perfor- mance reviews are part of the project closure process, and pay reviews are the primary objective of the annual performance appraisal. Other organizations avoid this dilemma by allocating only group rewards for project work and providing an- nual awards for individual performance. The remaining discussion is directed at reviews designed to improve performance because pay reviews are often outside the jurisdiction of the project manager. Individual Reviews Organizations employ a wide range of methods to review individual performance on a project. In general, review methods of individual performance center on the technical and social skills brought to the project and team. Some organizations rely simply on an informal discussion between the project manager and the project member. Other organizations require project managers to submit written evalua- tions that describe and assess an individual’s performance on a project. Many or- ganizations use rating scales similar to the team evaluation survey in which the project manager rates the individual according to a certain scale (i.e., from 1 to 5) on a number of relevant performance dimensions (i.e., teamwork, customer rela- tions). Some organizations augment these rating schemes with behaviorally an- chored descriptions of what constitutes a 1 rating, a 2 rating, and so forth. Each method has its strengths and weaknesses, and, unfortunately, in many organiza- tions the appraisal systems were designed to support mainstream operations and not unique project work. The bottom line is that project managers have to use as best they can the performance review system mandated by their organization. Regardless of the method, the project manager needs to sit down with each team member and discuss his or her performance. Here are some general tips for conducting performance reviews: • Always begin the process by asking the individual to evaluate his or her contri- butions to the project. First, this approach may yield valuable information that you were not aware of. Second, the approach may provide an early warning for situations in which there is disparity in assessments. Finally, this method re- duces the judgmental nature of the discussion. • Avoid, when possible, drawing comparisons with other team members; rather, assess the individual in terms of established standards and expectations. Com- parisons tend to undermine cohesion and divert attention away from what the individual needs to do to improve performance. • When you have to be critical, focus the criticism on specific examples of behav- ior rather than on the individual personally. Describe in specific terms how the behavior affected the project. Lar03342_ch14_504-530.indd Page 515 2/1/10 10:15:20 PM user-f498Lar03342_ch14_504-530.indd Page 515 2/1/10 10:15:20 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 516 Chapter 14 Project Closure • Be consistent and fair in your treatment of all team members. Nothing breeds resentment more than if, through the grapevine, individuals feel they are being held to a different standard than are other project members. • Treat the review as only one point in an ongoing process. Use it to reach an agreement as to how the individual can improve his or her performance. Both managers and subordinates may dread a formal performance review. Neither side feels comfortable with the evaluative nature of the discussion and the poten- tial for misunderstanding and hurt feelings. Much of this anxiety can be alleviated if the project manager is doing her job well. Project managers should be con- stantly giving team members feedback throughout the project so that individual team members can have a pretty good idea how well they have performed and how the manager feels before the formal meeting. Post-project angst can be avoided if pre-project expectations are discussed before the project and regularly reenforced during project performance. While in many cases the same process that is applied to reviewing the perfor- mance of team members is applied to evaluating the project manager, many orga- nizations augment this process, given the importance of the position to their organization. This is where conducting the 360-degree review is becoming more popular. In project-driven organizations, the project office typically will be re- sponsible for collecting information on a specific project manager from customers, vendors, team members, peers, and other managers. This approach has tremen- dous promise for developing more effective project managers. In addition to performance reviews, data are collected for project retrospec- tives, which can present situations that may influence performance. In these situa- tions performance evaluations should recognize and note the unusual situation. Retrospectives Why Retrospectives? Lessons learned represent an analysis carried out during and shortly after the proj- ect life cycle; they attempt to capture positive and negative project learning. That is, “what worked and what didn’t?” Lessons learned (postmortems, post-project re- view, or whatever name you choose to use) have long been part of project manage- ment. Peter Senge’s The Fifth Discipline: The Art and Practice of the Learning Organization drew attention to institutionalizing organizational learning. Although the past processes have been useful for closure and lessons learned, sadly their real value has not been exploited. Large, multinational companies with projects spread across the globe have been disappointed in their failure to effectively mine lessons learned. Smaller organizations observed, they too were not reaping the golden rewards of lessons learned. The same mistakes continue year after year. In the words of one executive: “Lessons learned are worth their weight in gold. I do not under- stand why we don’t do a better job nurturing, dispersing, and implementing lessons learned.” The processes for capturing lessons learned continue to evolve, but there are still many barriers to effectively mining the lessons learned that have been identi- fied by practitioners. A few of the most ubiquitous barriers are noted here. • The most common reason given for not creating lessons learned is lack of time. • Most lessons learned are captured when the project is complete; teams get little direction or support after the lessons are reported. Lar03342_ch14_504-530.indd Page 516 2/4/10 9:13:51 PM user-f498Lar03342_ch14_504-530.indd Page 516 2/4/10 9:13:51 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 517 • Lessons learned often degenerate into blame sessions that became emotionally damaging. • Lessons learned are not being used across different locations. • Lessons learned while implementing the project are seldom used to improve the remaining work in the project. • Too often the lessons learned are not used in future projects because the organizational culture fails to recognize the value of learning. What is needed to overcome these barriers is a methodology and management philosophy to ensure lessons learned are identified, utilized, and become a sig- nificant part of the project management organizational culture. The keys are to turn lessons learned into actions taken and to have someone own the lesson. One effort that appears to address the barriers and offer a solution is retrospectives. The military has long used retrospectives to improve their operations (e.g., after each maneuver). Retrospectives have emerged as a strong process and manage- ment philosophy used by project-driven organizations around the world to mine the gold that lessons learned can provide. Retrospectives are championed by Norman Kerth in his text Project Retrospectives. A retrospective is a methodo- logy that analyzes a past project event to determine what worked and what didn’t, develops lessons learned, and creates an action plan that ensures lessons learned are used to improve management of future projects. The major goals of retro- spectives are to reuse solutions and stop repetitive mistakes across the organization. Retrospectives methodology has several embedded, distinguishing characteris- tics to ensure its effectiveness and value: • Uses an independent facilitator. • Includes a minimum of three in-process learning gates during the project life cycle. • Has an owner. • Develops a repository that is easy to use. • Mandates a discipline that ensures retrospectives are used. Initiating the Retrospective Review The review process depends primarily on organization size and project size. Every effort should be made to make the project review a normal process rather than a surprise notice. In small organizations and projects where face-to-face contact at all levels is prevalent, the closure may be informal and only represent another staff meeting. But even in these environments the content of a formal project review should be examined and covered with notes made of the lessons learned. In some organizations, review initiation comes from a formal project review group or can be automatic. For example, in the latter case, all projects are reviewed at specific stages in the project life cycle—perhaps when a project is 10 to 20 percent com- plete in time or money, 50 percent complete, and after completion. In most other multiproject organizations, reviews (called stage gates) are planned for the com- pletion of major milestones. The review is not linked to percent complete. Mile- stones are binary; either you have reached requirements completion or you have not. Regardless of how reviews are set up, they should be set up in the project planning stage—before the project begins. Lar03342_ch14_504-530.indd Page 517 2/1/10 10:15:20 PM user-f498Lar03342_ch14_504-530.indd Page 517 2/1/10 10:15:20 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 518 Chapter 14 Project Closure Use of an Independent Facilitator The retrospective methodology uses an independent facilitator to collect and implement lessons learned to improve management of current and future projects. A project facilitator is a guide who leads the project team through an analysis of project activities that went well, what needs improvement, and development of a follow-up action plan with goals and accountability. Selection of a Facilitator Characteristics of a Facilitator Any project review starts with staffing. That is, who will facilitate the review and be accountable for conducting it? Perhaps nothing influences the success of project review more than the selection of the closure facilitator. Selection of the facilitator should not be a random selection from the project office! The key requirement in selection of the facilitator is independence. It is imperative that the closure facilita- tor possess the following characteristics, at a minimum: 1. No direct involvement or direct interest in the project. 2. Perceived as impartial and fair. 3. Respect of senior management and other project stakeholders. 4. Willingness to listen. 5. Independence and authority to report review results without fear of recrimina- tions from special interests. 6. Perceived as having the best interests of the organization in making decisions. 7. Broad-based experience in the organization or industry. Other review participants should have similar characteristics even if they are se- lected for their special expertise. Roles of a Facilitator There are good reasons for using an independent facilitator. Lessons learned exer- cises can have negative consequences. The exercise can degenerate into a griping session that places blame. Word of the negative consequences travels fast and re- sults in poor, guarded participation. The focus fails to stay on causes and improv- ing future performance. The facilitator needs to be careful to avoid blame and allow stakeholders to feel safe to provide input. A trained independent facilitator is often capable of gleaning information that would not be forthcoming to the project manager. Project participants report they are far more willing to attend and contribute to a lessons learned session run by an independent facilitator who can eliminate most political aspects in gathering lessons learned. The facilitator can deliver bad news to the project sponsor or se- nior management without recriminations. For example, since it is never pleasant for the project manager to deliver bad or potentially bad news to senior manage- ment or the project owner, many people wait until it is too late. In one project the facilitator received information and was able to give senior management a heads- up that there was a better than 60 percent risk of a delay of new, self-controlled, diesel railcars from a vendor having financial difficulties. Action was taken and money was loaned to the railcar company to avoid delay. In the words of one project manager, “The facilitator takes the monkey off my back.” For this and other reasons, many organizations use an independent Lar03342_ch14_504-530.indd Page 518 2/9/10 10:18:22 AM user-f498Lar03342_ch14_504-530.indd Page 518 2/9/10 10:18:22 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 Chapter 14 Project Closure 519 retrospective facilitator to manage the retrospective process. Team members may be intimidated when the project manager or senior management attends team meetings. A recognized facilitator can elicit a 360-degree view/input from all stake- holders to create a richer, fuller picture of project issues and successes. The key criterion for selecting a project facilitator is that the facilitator has an independent and unbiased relationship to the project. Nike, Intel, Portland General Electric, Conway trucking, and various state governments use trained independent facilita- tors for lessons learned on large projects. Managing a Retrospective Having a facilitator available at the start of a project is preferred. The retrospec- tive approach stresses gathering lessons learned during project execution and us- ing them to change remaining work. Experience tells us memories fade as time passes; people leave the project. If lessons learned are not captured early, they may be lost. Catching lessons midway in the project life cycle allows for changing the way the remaining work is performed. (Some practitioners call this process “cor- recting course while the project is in flight.”) Most retrospective methods use a minimum of three gates during the project life cycle to collect lessons learned that can be used to self correct the remainder of project execution. See Figure 14.2 for a flow chart of the collection of lessons learned. It is critical to have a separate repository or library where reports and lessons learned are accessible and easy to retrieve. Your authors have encountered more than one organization that does a nice job of creating a closure report, but the report is placed in someone’s bottom drawer or file cabinet, never to be seen again. This is truly a big mistake! The lessons learned are often the single best informa- tion a project manager or team can use in planning a future project. Repeatedly, project managers tell stories of how lessons learned “saved their lives” by allowing them to avoid a pitfall. Presentations at organization meetings or conferences encourage others to use and develop lessons learned. It also provides a chance to shine. The responsibility for maintaining a repository for lessons learned and FIGURE 14.2 Retrospectives Process Retro gate 1 Retro gate 2 End gate Project plan Project life cycle Retrospectives library Retro 1 Retro 2 Retro 3 Retro n Organizational learning culture Lar03342_ch14_504-530.indd Page 519 2/3/10 11:57:11 AM user-f498Lar03342_ch14_504-530.indd Page 519 2/3/10 11:57:11 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 encouraging its use is normally the responsibility of the project office or oversight committee. See Research Highlight: CHAOS: Software Projects. Overseeing a Post-Project Retrospective In the past, lessons learned were primarily collected from a post-project survey. Someone reviewed the answers, summarized the results, and filed the document. In retrospective methodology, the facilitator uses several questionnaires as a start- ing point to conduct the post-project retrospective. These surveys often offer clues to unrecognized deeper problems. A facilitator relates that clues to areas needing improvement are often found by checking the changes running through the proj- ect’s change management system. These hard data can point directly to areas that hold potential for improvement. In some cases the data direct the facilitator to the area where a problem was solved. 520 The Standish Group International is a market re- search and advisory firm specializing in mission- critical software and electronic commerce. They have conducted and published extensive re- search on the success and failure of software development/application projects. Their research, code name “CHAOS,” shows that a staggering 31 percent of software projects will be canceled before they are ever com- pleted. In addition, 53 percent of projects will cost 189 percent of their original estimates. In terms of success, on the aver- age only 16 percent of software projects are completed on time and within budget. In larger companies, the success rate is much worse—9 percent. The Standish Group estimated that in 1995 American companies and government agencies spent $81 billion for canceled software projects. The CHAOS research is based on “key findings” from re- search surveys and personal interviews. The respondents were information technology (IT) executive managers. The sample included large, medium, and small companies across major industry segments, for example, banking; securities; manufacturing; retail; wholesale; health care; insurance service; and local, state, and federal organizations. The total sample size was 365 respondents and represented 8,380 projects. Based on an in-depth comparison of successful versus unsuccessful software projects, the Standish Group created a success potential chart that identifies key factors associ- ated with project success. The success criteria were weighted based on the input from the surveyed IT managers. The most important criterion, “user involvement,” was given 19 success points, while the least important, “hard-working, focused staff,” was given 3 success points. The following chart lists the criteria in order of importance: * Used by permission of the Standish Group International, Inc., 196 Old Town House Rd., West Yarmouth, MA 02673. The CHAOS report was updated in 2001 and 2009. Although improvement was noted (e.g., cost overruns were reduced to 145 percent), the magnitude of the core problems remains the same. Research Highlight Chaos: Software Projects* Success Criteria Points 1. User involvement 19 2. Executive management support 16 3. Clear statement of requirements 15 4. Proper planning 11 5. Realistic expectations 10 6. Smaller project milestones 9 7. Competent staff 8 8. Project team ownership 6 9. Clear vision and objectives 3 10. Hard-working, focused staff 3 Total 100 Lar03342_ch14_504-530.indd Page 520 2/2/10 3:38:16 PM user-f498Lar03342_ch14_504-530.indd Page 520 2/2/10 3:38:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 521 Process and Methods Review Process review begins with a review of the strategic intent of the project, selection criteria, project charter, project objectives, project scope, and acceptance criteria. This starting point reinforces and clarifies the business case for the project and the final project deliverables. Additional data gathering for process review is initiated through a questionnaire that is distributed to all major project stakeholders for re- sponses. Some typical questions used are shown in Table 14.3. Although this ques- tionnaire has some areas of omission, it can be used to initiate developing a questionnaire for your project. Organizational Review One of the themes of this text is that project performance is strongly influenced by organizational culture. It is therefore important to assess what fundamental orga- nizational culture properties affect project successes and failures or become a hin- drance to project teams. Again, survey questionnaires are easy, quick, and inexpensive to develop and collect data. Table 14.4, Organizational Culture Re- view, shows a partial organizational survey found in practice. It is rare that important problems or successes will not show up in answers to a well-developed questionnaire. TABLE 14.3 Project Process Review Questionnaire Item Comments 1. Were the project objectives and strategic intent of the project clearly and explicitly communicated? 2. Were the objectives and strategy in alignment? 3. Were the stakeholders identified and included in the planning? 4. Were project resources adequate for this project? 5. Were people with the right skill sets assigned to this project? 6. Were time estimates reasonable and achievable? 7. Were the risks for the project appropriately identified and assessed before the project started? 8. Were the processes and practices appropriate for this type of project? Should projects of similar size and type use these systems? Why/why not? 9. Did outside contractors perform as expected? Explain. 10. Were communication methods appropriate and adequate among all stakeholders? Explain. 11. Is the customer satisfied with the project product? 12. Are the customers using the project deliverables as intended? Are they satisfied? 13. Were the project objectives met? 14. Are the stakeholders satisfied their strategic intents have been met? 15. Has the customer or sponsor accepted a formal statement that the terms of the project charter and scope have been met? 16. Were schedule, budget, and scope standards met? 17. Is there any one important area that needs to be reviewed and improved upon? Can you identify the cause? Lar03342_ch14_504-530.indd Page 521 2/2/10 3:38:17 PM user-f498Lar03342_ch14_504-530.indd Page 521 2/2/10 3:38:17 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 522 Chapter 14 Project Closure With survey information in hand, the facilitator then visits one-on-one with project team members, the project manager, and other stakeholders to dive deeper into cause-effect impacts. Fundamentally, the attempt is to isolate “the lack of x resulted in y.” It is important to stay with the big lessons. For example, the facili- tator might ask team members, “What was the biggest pain point in the project?” From these discussions the facilitator synthesizes collective wisdom. Armed with the information gleaned from one-on-one sessions and other sources, the facilitator leads a team retrospective session. This session first reviews the facilitator’s report and attempts to add key information. In fact, one of the roles of the facilitator is to lead the team in exploring new ways for solving a prob- lem. Once the team reaches consensus of the key retrospective(s), the team devel- ops and documents an action plan for improving future projects. Each retrospective should have at least one lesson that will improve current or future projects. One person needs to be assigned “owner” of the lesson learned and serve as the go-to person for more information. If possible, the facilitator should get senior manage- ment’s commitment to implement the lesson. An additional task of a facilitator is a review of the archived lessons to identify any trends across similar projects. For example, are there affinities between prob- lems and successes among many projects? Have resources been inadequate? Has senior management visibly supported mining lessons learned? What fundamental organizational culture dimensions affect project successes and failures or become a hindrance to project teams? In a conversation with one project office manager, she related that a facilitator found that the same problem across most multicountry projects had been occur- ring for over four years! It is difficult to believe no one picked up on such an obvious problem on so many projects. In this organization, U.S. managers were too focused on schedules, performance, and the bottom line; they neglected to establish a personal relationship with their foreign counterparts—e.g., the coun- terpart’s key interests, family, holiday celebrations, and many other cultural aspects. Relationships were often strained and performance suffered. The result was that the project participants in each country are now required to attend a TABLE 14.4 Organizational Culture Review Questionnaire Item Comments 1. Was the organizational culture supportive for this type of project? 2. Was senior management support adequate? 3. Were people with the right skills assigned to this project? 4. Did the project office help or hinder management of the project? Explain. 5. Did the team have access to organizational resources (people, funds, equipment)? 6. Was training for this project adequate? Explain. 7. Were lessons learned from earlier projects useful? Why? Where? 8. Did the project have a clear link to organizational objectives? Explain. 9. Was project staff properly reassigned? 10. Was the Human Resources Office helpful in finding new assignments? Comment. Lar03342_ch14_504-530.indd Page 522 2/1/10 10:15:24 PM user-f498Lar03342_ch14_504-530.indd Page 522 2/1/10 10:15:24 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 523 culture awareness class of the country of their counterparts to learn of customs, culture, and mores. Results improved dramatically. Utilization of Retrospectives Each retrospective is assigned an owner, typically a team member who is very in- terested in and familiar with the retrospective. This team member/owner will serve as the contact point for anyone needing information (expertise, contacts, tem- plates, etc.) relating to the retrospective. Another task of the retrospective facilitator is to guarantee there is a clear process to ensure retrospectives are used to improve management of future proj- ects. Where retrospective methodology is used, some organizations mandate that the team of a new project review the retrospectives of similar projects. This mandate is one tactic that ensures that the most significant lessons are institu- tionalized. There is no excuse for not using past best practices and avoiding past mistakes. If the project managers before your project had completed retrospec- tives more effectively, your project might have avoided many mistakes. Of course, a requirement is archiving the lessons in a repository/library. But beyond a retro- spective lessons learned library, a simple, easy to use, consistent format is neces- sary to ensure that information is easily found, used, and updated over time. A blog can be used to receive user comments on how helpful the retrospective is in improving a process or product. Archiving Retrospectives If retrospectives are to be used, it is critical to have a repository where reports and retrospective/lessons learned are accessible and easily retrieved. This is usually done using a Web site or other electronic means. For example, a round table of project office directors estimated that among their group of companies, 60–70 per- cent of their projects are global and virtual; all use some version of a Web-based system to collaborate and archive learning (e.g., Basecamp, SharePoint, Net Meeting, Voice Over IP). The responsibility for maintaining a repository for retrospectives and encouraging their use is normally the responsibility of the project office or oversight committee. Encouraging use of the repository depends on the ease of searching for information that is relevant to your project. Utilizing the information is defeated if information is difficult to find. For example, one project manager reported to your authors, “There are so many lessons learned items in the retrospectives library, I can’t find information that applies to my project.” This manager either wasn’t interested in learning from others or the archive was poorly arranged. At a minimum the repository should classify projects by type or characteristics. Each project review is categorized because there are differences in the way projects with different characteristics are managed and handled in an organization. A pro- spective project manager of a software coding project will have little interest in the construction of a clean room or recycling of inkjet reservoirs for printers. A pro- spective project manager of a small project will not be as interested in a computer project planning and control system as a project manager who is going to manage a very large project. The classification of projects by characteristics allows pro- spective readers, teams, and project managers to be selective in the search and use of report content. Lar03342_ch14_504-530.indd Page 523 2/1/10 10:15:24 PM user-f498Lar03342_ch14_504-530.indd Page 523 2/1/10 10:15:24 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 524 Chapter 14 Project Closure One repository search engine uses the following classification scheme to allow prospective project stakeholders to start their search for information related to their prospective project: • Project type—e.g., development, marketing, systems, construction. • Size—monetary. • Number of staff. • Technology level—low, medium, high, new. • Strategic or support. Other classifications relevant to the organization could be included to drill further in search of projects that match the features of the prospective project. For exam- ple, another classification system indexes retrospectives by issues and problems. Celebration A final wrap-up activity for the facilitator is the project closure cele- bration. An upbeat, festive celebration brings closure to the enjoyable experiences everyone has had and the need to say good-bye. Celebration is an opportunity to recognize the effort project stakeholders contributed. Even if the project did not reach its objectives, recognize the effort and goals that were achieved. If the proj- ect was a success, invite everyone who in some way contributed to project success. Thank the team and each one individually. The spirit of the celebration should be one in which the stakeholders are thanked for a job well done and leave with a good feeling of accomplishment and success. Concluding Retrospective Notes The retrospective methodology is more inclusive and disciplined than past lessons learned approaches. The impetus for its success has been accompanied by greater recognition of the real value of lessons learned in improving the management of projects. For example, Intel, which has project teams dispersed over 290 locations in 45 countries, has found using trained facilitators to be highly effective in mining and using retrospectives. Intel continues to train 15 new facilitators each year. Retrospective methodology is now standard operating procedure in many project- driven organizations. The lessons learned are often the single best source of infor- mation a project manager or team can use in planning their next project. Retrospectives are a main change agent for developing best project-management practices across the organization. Retrospective methodology is one positive step toward ensuring lessons learned are developed and implemented. The goals of project closure are to complete the project and to improve perfor- mance of future projects. Implementing closure and review has three major clo- sure 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 experi- ence 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. Summary Lar03342_ch14_504-530.indd Page 524 2/1/10 10:15:25 PM user-f498Lar03342_ch14_504-530.indd Page 524 2/1/10 10:15:25 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 525 Key Terms Lessons learned, 516 Performance review, 514 Project closure, 505 Project evaluation, 511 Project facilitator, 518 Retrospective, 517 Team evaluation, 511 360-degree review, 516 1. How does the project closure review differ from the performance measurement control system discussed in Chapter 13? 2. What major information would you expect to find in a project review? 3. Why is it difficult to perform a truly independent, objective review? 4. Comment on the following statement: “We cannot afford to terminate the proj- ect now. We have already spent more than 50 percent of the project budget.” 5. Why should you separate performance reviews from pay reviews? How do you do this? 6. Advocates of retrospective methodology claim there are distinguishing charac- teristics that increase its value over past lessons learned methods. What are they? How does each characteristic enhance project closure and review? Review Questions Exercises 1. Consider a course that you recently completed. Perform a review of the course (the course represents a project and the course syllabus represents the project plan). 2. Imagine you are conducting a review of the International Space Station proj- ect. Research press coverage and the Internet to collect information on the cur- rent status of the project. What are the successes and failures to date? What forecasts would you make about the completion of the project, and why? What recommendations would you make to top management of the program, and why? 3. Interview a project manager who works for an organization that implements multiple projects. Ask the manager what kind of closure procedures are used to complete a project and whether lessons learned are used. 4. What are some of the lessons learned from a recent project in your organiza- tion? Was a retrospective done? What action plans were generated to improve processes as a result of the project? References Anonymous, “Annual Survey of Business Improvement Architects,” Toronto, Canada, in PM Network, “Deliverables,” Vol. 21, No. 4, April, 2007, p. 18. Cochran, D., “Finally, a Way to Completely Measure Project Manager Perfor- mance,” PM Network, September 2000, pp. 75–80. Cooke-Davies, T., “Project Management Closeout Management: More than Simply Saying Good Bye and Moving On,” in J. Knutson (Ed.), Project Manage- ment for Business Processionals, John Wiley and Sons, Indianapolis, IN 2001, pp. 200–14. Fretty, P., “Why Do Projects Really Fail?” PM Network, March 2006, pp. 45–48. Gobeli, D., and E. W. Larson, “Barriers Affecting Project Success,” in 1986 Proceedings Project Management Institute: Measuring Success (Upper Darby, PA: Project Management Institute, 1986), pp. 22–29. Hoffman, R., “Ten Reasons You Should Be Using 360 Degree Feedback,” HR Magazine, April, 1995, pp. 82–85. Lar03342_ch14_504-530.indd Page 525 2/4/10 9:13:52 PM user-f498Lar03342_ch14_504-530.indd Page 525 2/4/10 9:13:52 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 Jedd, Marcia, “Standing Guard,” PM Network, Vol. 21, No. 1, January 2007, pp. 73–77. Kendrick, Tom, Identifying and Managing Project Risk, 2nd ed. ANACOM, New York, NY 2009. Kerth, Norman L., Project Retrospectives: A Handbook for Team Reviews, (New York: Dorset House 2001). Kwak, Y. H., and C. W. Ibbs, “Calculating Project Management’s Return on Investment,” Project Management Journal, Vol. 31, No. 2 March 2000, pp. 38–47. Ladika, S., “By Focusing on Lessons Learned, Project Managers Can Avoid Repeating the Same Old Mistakes,” PM Network, Vol. 22, No. 2 February, 2008, pp. 75–77. Lavell, Debra, and Russ Martinelli, “Program and Project Retrospectives: An Introduction,” PM World Today, Vol. 10, No 1 January 2008, p. 1. Marlin, Mark “Implementing an Effective Lessons Learned Process in a Global Project Environment,” PM World Today, Vol. 10, No. 11 November 2008, pp. 1–6. Pippett, D. D., and J. F. Peters, “Team Building and Project Management: How Are We Doing?” Project Management Journal, Vol. 26, No. 4 December 1995, pp. 29–37. Royer, I., “Why Bad Projects Are So Hard to Kill,” Harvard Business Review, February 2003, pp. 49–56. Senge, P., The Fifth Discipline: The Art and Practice of the Learning Organiza- tion, Doubleday, New York 1990). Wheatly, M., “Over the Bar,” PM Network, Vol. 17, No. 1 January 2003, pp. 40–45. Yates, J. K. and S. Aniftos, “ISO 9000 Series of Quality Standards and the E/C Industry,” Project Management Journal, Vol. 28, No. 2 June 1997, pp. 21–31. Zaitz, Les, “Rail Car Deal Snags Tri Met for Millions,” Oregonian, December 14, 2008, p. 1, and January 7, 2009, p. D4. Appendix 14.1 Project Closeout Checklist Section 5: Project Closeout Project Closeout Transition Checklist Provide basic information about the project including: Project Title—The proper name used to identify this project; Project Working Title—The working name or acronym that will be used for the project; Proponent Secretary—The Secretary to whom the proponent agency is assigned or the Secretary that is sponsoring an enterprise project; Proponent Agency—The agency that will 526 Chapter 14 Project Closure Lar03342_ch14_504-530.indd Page 526 2/2/10 3:38:17 PM user-f498Lar03342_ch14_504-530.indd Page 526 2/2/10 3:38:17 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 14 Project Closure 527 be responsible for the management of the project; Prepared by—The person(s) preparing this document; Date/Control Number—The date the checklist is finalized and the change or configu- ration item control number assigned. Project Title: Project Working Title: Proponent Secretary: Proponent Agency: Prepared by: Date/Control Number: Complete the Status and Comments columns. In the Status column indicate: Yes, if the item has been addressed and completed; No, if the item has not been addressed, or is incomplete; N/A, if the item is not applicable to this project. Provide comments or describe the plan to resolve the item in the last column. Comments/Plan Item Status to Resolve 1 1.1 2 3 3.1 4 4.1 5 Have all the product or service deliverables been accepted by the customer? Are there contingencies or conditions related to the acceptance? If so, de- scribe in the Comments. Has the project been evaluated against each performance goal established in the project performance plan? Has the actual cost of the project been tallied and compared to the approved cost baseline? Have all approved changes to the cost baseline been identified and their impact on the project documented? Have the actual milestone completion dates been compared to the approved schedule? Have all approved changes to the schedule baseline been identified and their impact on the project documented? Have all approved changes to the project scope been identified and their impact on the performance, cost, and schedule baselines documented? (Continued) Lar03342_ch14_504-530.indd Page 527 2/2/10 3:38:17 PM user-f498Lar03342_ch14_504-530.indd Page 527 2/2/10 3:38:17 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 528 Chapter 14 Project Closure Signatures The signatures of the people below relay an understanding that the key elements within the Closeout Phase section are complete and the project has been formally closed. Comments/Plan Item Status to Resolve 6 6.1 6.2 6.3 7 8 9 10 10.1 Has operations management formally accepted responsibility for operating and maintaining the product(s) or service(s) delivered by the project? Has the documentation relating to operation and maintenance of the product(s) or service(s) been delivered to, and accepted by, operations management? Has training and knowledge transfer of the operations organization been completed? Does the projected annual cost to operate and maintain the product(s) or service(s) differ from the estimate provided in the project proposal? If so, note and explain the difference in the Comments column. Have the resources used by the project been transferred to other units within the organization? Has the project documentation been archived or otherwise disposed as described in the project plan? Have the lessons learned been documented in accordance with the Commonwealth Project Management guideline? Has the date for the post-implementation review been set? Has the person or unit responsible for conducting the post-implementation review been identified? Source: http://www.vita.virginia.gov/projects/cpm/cpmDocs/CPMG-SEC5-Final Position/Title Name Date Phone Number Lar03342_ch14_504-530.indd Page 528 2/2/10 3:38:18 PM user-f498Lar03342_ch14_504-530.indd Page 528 2/2/10 3:38:18 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 http://www.vita.virginia.gov/projects/cpm/cpmDocs/CPMG-SEC5-Final Chapter 14 Project Closure 529 Appendix 14.2 Euro Conversion—Project Closure Checklist Document finance department acceptance Customer training in Euro software Archive all Schedules/actuals Budgets/actual costs Changes Close out all accounts with vendors Close out all work orders Close out partner accounts Reassign project staff Evaluation of Vendors Staff members Final report and lessons learned meeting Lessons learned archive to database tribute awards 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 16/12 28/12 31/12 31/12 31/12 31/12 31/12 31/12 16/12 31/12 31/12 4/1 10/1 Due date Project Euro Conversion Hans Kramer Finance Department 12 December XXProject manager Person responsible Notes Hans Joan Maeyke Maeyke Maeyke Guido Mayo Guido Sophie Mayo Sophie Hans Maeyke Sophie Train all departments before conversion Use standard questionnaire for vendors Have HR department develop and administer Send notice to all stakeholders Contact IS department Notify all stakeholders Customer Completion date Lar03342_ch14_504-530.indd Page 529 2/1/10 10:15:26 PM user-f498Lar03342_ch14_504-530.indd Page 529 2/1/10 10:15:26 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 530 Chapter 14 Project Closure Maximum Megahertz Project Olaf Gundersen, the CEO of Wireless Telecom Company, is in a quandary. Last year he accepted the Maximum Megahertz Project suggested by six up-and- coming young R&D corporate stars. Although Olaf did not truly understand the technical importance of the project, the creators of the project needed only $600,000, so it seemed like a good risk. Now the group is asking for $800,000 more and a six-month extension on a project that is already four months behind. However, the team feels confident they can turn things around. The project manager and project team feel that if they hang in there a little longer they will be able to overcome the roadblocks they are encountering—especially those that reduce power, increase speed, and use a new technology battery. Other managers familiar with the project hint that the power pack problem might be solved, but “the battery problem will never be solved.” Olaf believes he is locked into this project; his gut feeling tells him the project will never materialize, and he should get out. John, his human resource manager, suggested bringing in a consultant to axe the project. Olaf decided to call his friend Dawn O’Connor, the CEO of an accounting software company. He asked her, “What do you do when project costs and dead- lines escalate drastically? How do you handle doubtful projects?” Her response was, “Let another project manager look at the project. Ask: ‘If you took over this project tomorrow, could you achieve the required results, given the extended time and additional money?’ If the answer is no, I call my top management team together and have them review the doubtful project in relation to other projects in our project portfolio.” Olaf feels this is good advice. Unfortunately, the Maximum Megahertz Project is not an isolated example. Over the last five years there have been three projects that were never completed. “We just seemed to pour more money into them, even though we had a pretty good idea the projects were dying. The cost of those projects was high; those resources could have been better used on other projects.” Olaf wonders, “Do we ever learn from our mistakes? How can we develop a process that catches errant projects early? More importantly, how do we ease a project manager and team off an errant project without embarrassment?” Olaf certainly does not want to lose the six bright stars on the Maximum Megahertz Project. Olaf is contemplating how his growing telecommunications company should deal with the problem of identifying projects that should be terminated early, how to allow good managers to make mistakes without public embarrassment, and how they all can learn from their mistakes. Give Olaf a plan of action for the future that attacks the problem. Be specific and provide examples that relate to Wireless Telecom Company. Case Lar03342_ch14_504-530.indd Page 530 2/1/10 10:15:27 PM user-f498Lar03342_ch14_504-530.indd Page 530 2/1/10 10:15:27 PM user-f498 /Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/01:02_evening/MHBR165:Larson:208 Epilogue 531 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 With Chapter 14 the project life cycle is complete. You have been exposed to the core elements of project management. We have consciously tried to incorporate a blend of socialcultural and process practices required to successfully manage any project. These best practices are transferable across industries. Your understanding of these chapters should enhance your ability to make a positive contribution in any project environment. The supplemental chapters that follow expand on the core by covering interna- tional project management, oversight, and Agile methods. • Chapter 15. Explores different international environments in which you may have to manage a project. In large high technology firms we estimate that 60–90 percent of their projects are virtual and across many cultures. If you find yourself new in this environment, the international chapter is an excellent primer on the types of conditions and issues you may encounter in an international project. • Chapter 16. Oversight of managing projects is growing and evolving. Depending on the degree of oversight, oversight will set the operating environment in which you manage your project. • Chapter 17. Agile methodology is used in complex projects (e.g., software and new innovation products) where the final design requirements are not known and evolve as the project is implemented. The methodology breaks requirements into small functional pieces that allow rapid response to change. Agile embraces flexi- bility, change, small teams, and owner involvement. Familiarity and understanding these different operating environments should give you confidence to enter and manage your project. We encourage you to read these chap- ters to increase your overall understanding of project management. Chapter 18 presents thoughts on career paths. You may find them useful as you consider your future. Lar03342_epilogue_531.indd Page 531 2/3/10 12:32:54 PM user-f498Lar03342_epilogue_531.indd Page 531 2/3/10 12:32:54 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 C H A P T E R F I F T E E N International Projects 532 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 International Projects Environmental Factors Project Site Selection Cross-Cultural Considerations: A Closer Look Selection and Training for International Projects Summary Lar03342_ch15_532-563.indd Page 532 2/3/10 12:33:29 PM user-f498Lar03342_ch15_532-563.indd Page 532 2/3/10 12:33:29 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 The principal benefit of living abroad is that it enables us to get glimpses of ourselves as others see us and to realize that others’ views are more accurate than ours. Progress begins with grasping the truth about our- selves, however unpleasant it may be. —Russel Ackoff, The Wharton School, University of Pennsylvania Projects are frequently classified as domestic, overseas, foreign, or global. A domestic project is one performed in its native country for a resident firm (a con- struction firm building a bridge in its state). An overseas project is one executed in a foreign country for a native firm (a Swedish company building a truck fac- tory in the United States for their native company). A foreign project is executed in a foreign country for a foreign firm (a U.S. firm developing an information system in Malaysia for Malaysian banks). A global project consists of teams formed from professionals spanning multiple countries, continents, and cultures with their work integrated for the entire enterprise (e.g., multinational enterprise developing a global distribution system). Global teams are a crisscross of func- tions, work locale, markets, culture, and products. Today, these distinctions become blurred as the world economy and organizations become more integrated. This chapter targets the international project manager who must resettle in a foreign environment to manage the project. The chapter also includes useful infor- mation for project professionals working overseas as well as those working on vir- tual projects involving colleagues from different countries. There is no generally accepted framework or road map for project managers given international assignments. These project managers typically face a difficult set of problems—for example, absence from home, friends, and sometimes fam- ily; personal risks; missed career opportunities; foreign language, culture, and laws; adverse conditions. Of course there are positives—for example, increased income, increased responsibilities, career opportunities, foreign travel, new life- time friends. How the international project manager adapts and approaches problems encountered in the host country often determines the success or failure of a project. This chapter focuses on four major issues surrounding the management of international projects. First, major environmental factors that impact project selection and implementation are briefly highlighted. Second, an example of how organizations decide where to expand globally is provided. Third, the challenge of working in a strange and foreign culture is addressed. Finally, how companies select and train professionals for international projects is discussed. Although by no means comprehensive, this chapter attempts to provide a solid understand- ing of the major issues and challenges confronting the international project manager. 533 Lar03342_ch15_532-563.indd Page 533 2/1/10 4:26:41 PM user-f497Lar03342_ch15_532-563.indd Page 533 2/1/10 4:26:41 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 534 Chapter 15 International Projects Environmental Factors The major challenge international project managers face is the reality that what works at home may not work in a foreign environment. Too often project manag- ers impose practices, assumed to be superior, from their home country on host- country nationals without questioning applicability to the new environment. Although there are similarities between domestic and international projects, it is a fact that good management practices vary across nations and cultures. It is these differences that can turn an international project into a nightmare. If potential international project managers have a keen awareness of differences in the host country’s environment from their own domestic environment, dangers and obstacles of the global project can be reduced or avoided. There are several basic factors in the host country’s environment that may alter how projects will be implemented: legal/political, security, geographical, economic, infrastructure, and culture (see Figure 15.1). Legal/Political Expatriate project managers should operate within the laws and regulations of the host country. Political stability and local laws strongly influence how projects will be implemented. Typically, these laws favor protection of local workers, suppliers, and environment. For example, how much control will be imposed from govern- ment agencies? What is the attitude of federal and state bureaucracies toward regulations and approval policies that can cause project delays? How much govern- ment interference or support can one expect? For example, an expatriate project manager based in Ho Chi Minh City observed: There is a common saying among the barflies about doing business in Vietnam: “The government interprets the law for its friends, and applies the law to strangers.” Vietnam is no place for strangers to do business. The foreign investment law is tailored to approve investments based on the government’s view of how a company and its project will fur- ther certain economic and social objectives. The constraints imposed by national and local laws need to be identified and adhered to. Are local ecological laws restrictive? Will manufacturing a new prod- uct in a computer chip plant require exporting toxic waste materials? What are the pollution standards? How will labor laws affect the use of indigenous workers to FIGURE 15.1 Environmental Factors Affecting International Projects Culture Geography Security Infrastructure Legal/politicalEconomic Lar03342_ch15_532-563.indd Page 534 2/1/10 4:26:41 PM user-f497Lar03342_ch15_532-563.indd Page 534 2/1/10 4:26:41 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 535 complete the project? Given laws that affect business vary widely across countries, qualified legal assistance is essential. Government corruption is a very real part of international business. In China various forms of obligatory “profit sharing” with city officials in the Hainan prov- ince have been reported. Employment of relatives, donations, and other “favors” are an expected cost of doing business in that region. The Wall Street Journal reports that Russia has become a nation in which corruption is both pervasive and arbitrary: “Without the structure the Communist Party provided, people did not know whom to pay and many anarchistic bribe collectors stepped up with their hands out.” Political stability is another key factor in deciding to implement a project in a foreign country. What are the chances that there will be a change in the party in power during the project? Are the tax provisions and government regulations sta- ble or subject to change with the winds of political change? How are laws made, and what is the past record of fairness? How are labor unions treated in the politi- cal realm? Does labor unrest exist? Is there a chance for a coup d’état? Contin- gency plans need to be established to respond to emergencies. Security International terrorism is a fact of life in today’s world. Tim Daniel, chief operat- ing officer of International SOS Assistance, Inc., reported that the number of his firm’s clients doubled after September 11th. SOS is a security firm that specializes in evacuating expatriates from dangerous situations around the world. The com- pany cites PricewaterhouseCoopers, Nortel Networks Corp., and Citigroup among its clients. While the 9/11 attacks magnified the fact that Americans are vulnerable to ter- rorism at home, they also heightened security concerns for working abroad. For example, after September 11th, several American firms canceled or scaled back projects in potential hotspots such as Somalia and the Philippines. Others reported increased pressures from expatriates who wanted to return home with their fami- lies. On May 7, 2009, the Nobel Peace Prize-winning relief agency Médecins Sans Frontières (Doctors Without Borders) reduced emergency projects in northwest Pakistan due to clashes between government forces and Taliban fighters. Crime is another factor. The growing presence of the Russian Mafia has dis- couraged many foreign firms from setting up operations in the former Soviet Union. Kidnapping of American professionals is also a very real threat in many parts of the world. Security nationally involves the capacity of a country’s military and police forces to prevent and respond to attacks. In many foreign countries, American firms will have to augment the countries’ security system. For example, it is com- mon practice to hire tribal bodyguards in such places as Angola and Uzbekistan. Another real cost associated with international terrorism is the ease of commerce across borders. Heightened security measures have created border congestions that have expanded the time and cost of moving personnel, materials, and equip- ment across countries. These constraints need to be factored into the budget and schedule of projects. Risk management is always a vital part of project management. It plays an even bigger role in managing projects overseas. For example, Strohl Systems Group, a global leader in recovery-planning software and services, includes the following among the questions it uses to evaluate vulnerability to terrorism: Have Lar03342_ch15_532-563.indd Page 535 2/1/10 4:26:43 PM user-f497Lar03342_ch15_532-563.indd Page 535 2/1/10 4:26:43 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 536 Chapter 15 International Projects you included possible terrorist targets (facilities and personnel) in your hazard and vulnerability analysis? Have you conducted a counterterrorism exercise com- plete with law enforcement, fire, medical, and emergency management participa- tion? What should your organization’s policy be on negotiating with a person threatening a terrorist act? Managing projects in a dangerous world is a tough assignment. Security pre- cautions are major cost considerations not only in dollars and cents, but also in the psychological well-being of personnel sent abroad. Effective risk management is critical to success. Geography One factor that is often underestimated until project personnel actually arrive at a foreign destination is the geography of the country. Imagine what it is like to deplane from a modern aircraft and encounter the 105-degree heat and 90 per- cent humidity of Jakarta, Indonesia, or three feet of fresh snow and 222 degree temperatures in Kokkla, Finland. Whether it is the wind, the rain, the heat, the jungle, or the desert, more than one project manager has asserted that their greatest challenge was overcoming the “elements.” Mother Nature cannot be ignored. The planning and implementation of a project must take into account the impact the country’s geography will have on the project. For example, a salvage operation off the coast of Greenland can only be scheduled one month out of the year because the waterway is frozen over during the remainder of the year. Construction projects in Southeast Asia have to accommodate the monsoon season when rainfall can be as high as 50 inches per month. Geography does not just affect outdoor projects. It can have an indirect effect on “indoor” projects. For example, one information systems specialist reported that his performance on a project in northern Sweden declined due to sleep deprivation. He attributed his problems to the 20 hours of daylight this part of the world experiences dur- ing summer months. Finally, extreme weather conditions can make extraordi- nary demands on equipment. Projects can grind to a halt because of equipment breakdown under the brunt of the elements. Working under extreme conditions typically requires special equipment, which increases the costs and complexity of the project. Before beginning a project in a foreign land, project planners and managers need to study carefully the unique characteristics of the geography of that coun- try. They need to factor into project plans and schedules such items as climate, seasons, altitude, and natural geographical obstacles. See the Snapshot from Practice: The Filming of Apocalypse Now for an example of a poorly planned endeavor in the Philippines. Economic How business is conducted in the host country can influence project success. Basic economic factors in foreign countries and regions influence choices of site selec- tion and how business will be conducted for potential projects. The gross domestic product (GDP) of a country suggests the level of development of a country. A fal- tering economy may indicate fewer sources of capital funding. For example, Lar03342_ch15_532-563.indd Page 536 2/11/10 1:01:18 PM user-f498Lar03342_ch15_532-563.indd Page 536 2/11/10 1:01:18 PM user-f498 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Chapter 15 International Projects 537 changes in protectionist strategies of a host country, such as import quotas and tariffs, can quickly alter the viability of projects. Other factors such as balance of payments, currency fluctuations, hyperinflation, population growth, education level of workforce, and market size can influence project choices and operations. For example, the economic downturn in Southeast Asia during the late 1990s saw local economies in Thailand, Malaysia, and Indonesia being devastated by infla- tion rates in excess of 60 percent. A company can protect against currency fluctua- tions by hedging or tying costs to a strong currency such as the U.S. dollar, British pound, or Euro. Still, the social upheaval caused by such dramatic economic events cannot be underestimated. Bartering is a form of compensation that is still used by some countries and or- ganizations. For example, one project in Africa was paid in goat skins. The goat skins were eventually sold to an Italian manufacturer of gloves. Another project along the Caspian Sea was paid for in oil. There is a small group of firms that spe- cialize in bartering for project contractors. These intermediaries charge a commis- sion to sell the bartered goods (e.g., oil) for the contractor. However, dealing with commodities can be a risky enterprise. Skills, educational level, and labor supply prevalent in a host country can deter- mine the choice of a project site. Is project selection driven by low wage levels or In February 1976, Francis Ford Coppola took his Hollywood film crew to the Philippines to shoot Apocalypse Now, a film adaptation of Joseph Conrad’s Heart of Darkness within the context of the Vietnam conflict. The Philippines was cho- sen because the terrain was similar to Vietnam’s, and the government was willing to rent its helicopter force for the movie. At the time, the U.S. military was unwilling to cooper- ate on a film about Vietnam. An additional advantage was cheap labor. Coppola was able to hire more than 300 laborers at $1 to $3 per day to construct elaborate production sets, including an impressive Cambodian temple. Apocalypse Now was scheduled for 16 weeks of shooting at a budget of $12 to $14 million. Months earlier, George Lucas, of Star Wars fame, warned Coppola against filming the movie in the Philippines. He said, “It’s one thing to go over there for three weeks with five people and scrounge some footage with the Filipino Army, but if you go over there with a big Hollywood produc- tion, the longer you stay the more in danger you are of getting sucked into the swamp.” His words turned out to be prophetic. A civil war was going on between government forces and communist rebels. Shooting was repeatedly interrupted because the Philippine military ordered their helicopter S N A P S H O T F R O M P R A C T I C E The Filming of Apocalypse Now* pilots to leave the set and fly to the mountains to fight the rebels. In May 1976, a typhoon struck the Philippine Islands, de- stroying most of the movie sets. The film team was forced to shut down production and returned to the United States for two months. The lead character was played by Martin Sheen, who suffered a serious heart attack under the stress and heat of the filming and had to return to the United States. Coppola scrambled to film the scenes that did not require Sheen, but eventually production came to a standstill until Sheen’s return nine weeks later. The entire project proved to be a traumatic experience for Coppola, who had enjoyed Academy Award success with his previous Godfather movies. “There were times when I thought I was going to die, literally, from the inability to move the problems I had. I would go to bed at four in the morning in a cold sweat.” Film production ended in May 1977 after more than 200 days of shooting. The final cost was about $30 million. To date, Apocalypse Now has earned more than $150 million through- out the world. * Hearts of Darkness: A Filmmaker’s Apocalypse (Paramount Pictures, 1991). Lar03342_ch15_532-563.indd Page 537 2/11/10 1:11:29 PM user-f498Lar03342_ch15_532-563.indd Page 537 2/11/10 1:11:29 PM user-f498 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 538 Chapter 15 International Projects availability of technically skilled talent? For example, you can hire three computer programmers in Ukraine for the price of one programmer in the United States. Conversely, many high-tech companies are willing to endure the additional ex- pense of setting up joint projects in Switzerland and Germany to take advantage of their engineering prowess. Infrastructure Infrastructure refers to a country or community’s ability to provide the services required for a project. Infrastructure needs for a project could be communication, transportation, power, technology, and education systems. For example, develop- ing an electric steel plant to be near a major market requires a reliable supply of electric power. If reliable power is not sufficient, other alternatives need to be con- sidered. Software projects across borders are common today; however, they depend on reliable telecommunication networks. These networks simplify and facilitate project coordination and management among project stakeholders in different locations. If the project depends on a high ratio of vendor suppliers, good roads, and other transportation modes such as air and seaports, a good infrastructure will be imperative. An example of a project that failed to take into account the needs and infra- structure of the host nation involved a U.S. company that was awarded the contract for building a hospital in an African nation. The local African officials wanted a “low-tech” health care facility that would take local traditions into consideration. Because their relatives generally accompanied patients, space had to be provided for them, too. Electricity was not reliably supplied, and it was doubtful whether well-educated doctors would want to spend careers away from the city. Therefore, the locals wanted a hospital for basic care with minimum technology. The construction company doing the building, on the other hand, had a preconceived notion of what a hospital should be and was not going to be accused of building a second-rate facility. It built a modern hospital that could have stood in any U.S. city. The building was completed; however, even after several years it was not used because the electricity was not sufficient, the air- conditioning could not be used, and doctors refused to live in the rural area. Organizations need to consider the needs of the families of personnel they send overseas. Will the facilities and living conditions for the expatriate families place an undue hardship on families? Will schooling for children be available? The wel- fare and comfort of expatriate families play an important role in retaining good project managers and promoting their peak performance. Culture Visiting project managers must accept and respect the customs, values, philoso- phies, and social standards of their host country. Global managers recognize that if the customs and social cultural dimensions of the host country are not accom- modated, projects will not succeed. Too many project audits and final reports of international projects reflect challenges and problems linked to cultural differences. For most project managers, the biggest difference in managing an international project is operating in a national culture where things are done differently. For example, most developed nations use the same project management techniques (CPM, risk analysis, trade-off analysis). However, how activity work is performed can be very different in the host country. Lar03342_ch15_532-563.indd Page 538 2/1/10 4:26:44 PM user-f497Lar03342_ch15_532-563.indd Page 538 2/1/10 4:26:44 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 539 Will English be the operating language, or will the project manager need to be fluent in the foreign language? Will translation services be available and suffi- cient? Communication problems—because of language differences—often become a major problem in carrying out even simple tasks. Although the use of translators can help tremendously, their use does not solve the communication problem completely because something is lost in translation. For example, con- sider the disastrous consequences of differences in interpretations and expecta- tions between the Brazilians and Americans highlighted in the Snapshot from Practice: River of Doubt. After his crushing election defeat in 1912 as a third-party candidate, former president Theodore (“Teddy”) Roosevelt set his sights on a grand adventure, the first descent of an unmapped rapids-choked tributary of the Amazon aptly titled the “River of Doubt.” Together with Brazil’s most famous explorer, Candido Mariano da Silva Rondon, Roosevelt accomplished a feat that belongs in the annals of great expeditions. Along the way, Roosevelt and his men faced an unbeliev- able series of hardships, losing their canoes and supplies to crushing whitewater rapids, and enduring starvation, Indian attacks, disease, drowning, and even murder within their ranks. Candice Millard brings alive these extraordinary events in her nonfiction thriller The River of Doubt. While her account details the ill-fated journey it also reveals insights into interna- tional project management as it describes the collaboration between the American and Brazilian cohorts. While each party ultimately earned the respect and admiration of the other, fric- tion between the two parties simmered from the outset. One source of consternation was the amount of supplies and luggage that the Americans required for the journey. Warned that the luggage requirements of the former president and his party would be extensive, the Brazilian commodore Rondon ordered 110 mules and 17 pack oxen to be used for the expedition’s over- land journey across the Brazilian highland to the great river. Surely, he felt, this would be more than necessary for such a trip. The Brazilians were astounded by the sheer volume of baggage that was unloaded from Roosevelt’s ship, the Vandycks. There were mountains of crates: guns and ammuni- tion, chairs and tables, tents and cots, equipment for collect- ing and preserving specimens, surveying the river, and cooking meals. An exhausted stevedore elicited a roar of laughter from the onlooking crowd when he announced, “Nothing lacking but the piano!” Rather than risk embarrassment by telling Roosevelt that they were not prepared to take so much luggage, Rondon scrambled to find additional animals. Extra oxen and mules S N A P S H O T F R O M P R A C T I C E River of Doubt* were located, but they were far from tame. Loaded with sup- plies, the oxen would buck and throw off the packs. The expe- dition was delayed as gauchos (South American cowboys) endeavored to “break” the animals as quickly as possible. Within days of finally setting off across the vast highlands, Roosevelt and his men began to experience the harsh realities that were to plague the expedition. After crossing a bone- strewn graveyard of oxen and mules that had starved to death or been eaten during previous expeditions, they were stunned by the sight of unopened supply crates, all clearly marked “Roosevelt South American Expedition.” The pack animals, still making their weary away across the plateau ahead of the them, had begun bucking off their heavy loads! As the officers rode slowly past the boxes, they wondered what they were leaving behind and how precious it might be- come in the months ahead. Little did they know how true those fears would be. * Candice Millard, The River of Doubt (New York: Doubleday), 2005. © Fotomas/Topham/The Image Works Lar03342_ch15_532-563.indd Page 539 3/3/10 11:51:39 PM user-f497Lar03342_ch15_532-563.indd Page 539 3/3/10 11:51:39 PM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/22:02:10/TDN/MHBR165:LARSON/Users/user-f497/Desktop/Tempwork/Fabuary 2010/22:02:10/TDN/MHBR165:LARSON 540 Chapter 15 International Projects Will religious factors influence the project? For example, religious factors touched the spouse of a Scandinavian project manager responsible for building a water desalination plant from sea water in a Middle East country. She was re- stricted to the living compound for families of foreign guest workers. Going out- side the compound to a nearby city meant covering her head, arms, and legs and being accompanied by another woman or, preferably, a man. A physical alterca- tion in the city concerning her clothing was traumatic for her. She left the country and returned home. Her husband requested a transfer back home three months later. The loss of the original project manager from the project required the as- signed project manager to establish relationships with the project team and host country’s nationals to get the project moving smoothly again. Not only do project managers have to adapt to the culture of the host country, but often-times overseas projects require working with people from different coun- tries. For example, on a light rail project in the Philippines, an American firm was hired to oversee the interests of local real estate companies who were funding the project. The American project manager had to work with Czech representatives who were providing the rail equipment, Japanese engineers responsible for build- ing the rail, Australian bankers who were providing additional financing, an Indian firm that were the principal architects, as well as the native Filipinos. Of all the factors, working within a multicultural environment is most often the greatest challenge for project managers. It will be dealt with in detail later in this chapter. Project Site Selection As the project manager studies the factors contributing to site selection, he will see that inherent in all of these factors is the risk level senior management and di- rectors are willing to accept for the potential rewards of a successful international project. One approach for the project manager to digest, clarify, and understand the factors leading to the selection of a specific project is to use a risk matrix simi- lar to those found in Chapter 7. The major difference lies in the selection of the risk factors for different project sites. Figure 15.2 presents a truncated matrix for project site selection of the con- struction of a laser printer factory in Singapore, India, or Ireland. In this example, Singapore India Ireland 5 3 5 4 4 4 4 3 5 4 3 5 4 3 5 3 Po litic al sta bili ty Wo rke r s kill , s up ply Cu ltu re co mp ati bili ty Inf ras tru ctu re Go ve rnm en t s up po rt Pro du ct- to- ma rke t ad va nta ge 3 5 Score legend 5 = excellent 3 = acceptable 1 = poor FIGURE 15.2 Assessment Matrix Project Site Selection Lar03342_ch15_532-563.indd Page 540 2/1/10 4:26:45 PM user-f497Lar03342_ch15_532-563.indd Page 540 2/1/10 4:26:45 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 541 political stability, worker skill and supply, culture compatibility, infrastructure, government support, and product-to-market advantage were the major assess- ment factors. Each project site is compared against each factor. Figure 15.3 depicts a further breakdown of the infrastructure evaluation factor. In this example, transportation, educated workforce, utilities, telecommunications, and vendor suppliers are considered important to evaluating the infrastructure for each site. The scores given in Figure 15.3 are used to assign values to the infrastructure fac- tor of the assessment matrix, Figure 15.2. In this project, Ireland was the choice. Clearly, Singapore and Ireland were very close in terms of infrastructure and several other factors. However, the major assessment factor of using Ireland to access the EEC (product-to-market advantage) turned the decision. Given the macro economic factors, the firm’s strategic posture toward global projects, and the major considerations for selecting this project, it is imperative the project manager quickly become sensitized to the foreign cultural factors that can spell project success or failure. Cross-Cultural Considerations: A Closer Look The concept of culture was introduced in Chapter 3 as referring to the unique personality of a particular firm. More specifically, culture was defined as a sys- tem of shared norms, beliefs, values, and customs that bind people together, creating shared meaning and a unique identity. Culture is a concept created for descriptive purposes and depends on the group that is the focus of attention. For example, within a global context culture can refer to certain regions (i.e., Europeans, Arabs), to specific nations (i.e., French, Thai), or to certain ethnic or religious groups (i.e., Kurds, African-Americans). This chapter looks at national cultures; we freely recognize that many cultural characteristics are borderless and that there is considerable variation within any one country. Still, national cultures provide a useful anchor for understanding different habits, customs, and values around the world. Right or wrong, Americans have a reputation for not being able to work effec- tively in foreign cultures. (When we use the term “American,” we are referring to people from the United States; we apologize to our friends in Canada and Central and South America.) In the 1960s, the term “Ugly American” encapsulated the FIGURE 15.3 Evaluation Matrix Breakdown for Infrastructure Singapore India Ireland 5 3 5 4 4 4 5 4 5 5 4 5 4 2 5 Tra ns po rta tio n Ed uc ate d w ork for ce Uti litie s Te lec om mu nic ati on s Ve nd or su pp lier s Score legend 5 = excellent 3 = acceptable 1 = poor Lar03342_ch15_532-563.indd Page 541 2/1/10 4:26:47 PM user-f497Lar03342_ch15_532-563.indd Page 541 2/1/10 4:26:47 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 542 Chapter 15 International Projects apparent indifference of Americans to native cultures when working or traveling abroad. Americans are often criticized for being parochial; that is, they view the world solely through their own eyes and perspectives. People with a parochial perspective do not recognize that other people have different ways of living and working effectively. American parochial attitudes probably reflect the huge domestic market of the United States, the geographic isolation of the United States, and the reality that English is becoming the international business language in many parts of the world. It is important that Americans working on international projects anticipate cultural differences. Take, for example, a project manager from a large North American construction company who was given responsibility to select a site for the design and construction of a large fish-processing plant in a West African coun- try. The manager assessed potential sites according to the availability of reliable power, closeness to transportation, nearness to the river for access of fishing boats from the Atlantic Ocean, proximity to main markets, and availability of housing and people for employment. After evaluating alternative sites, the project manager chose the optimum location. Just prior to requesting bids from local contractors for some of the site preparation, the manager discovered, in talking to the contrac- tors, that the site was located on ground considered sacred by the local people, who believed this site was the place where their gods resided. None of the local people upon whom the project manager was depending for staff would ever consider working there! The project manager quickly revised his choice and relocated the site. In this case, he was lucky that the cultural gaffe was discovered prior to con- struction. Too often these errors are realized only after a project is completed. Some argue that Americans have become less parochial. International travel, immigration, movies, and the popularity of such international events as the Olym- pics have made more Americans sensitive to cultural differences. While Americans may be more worldly, there is still a tendency for them to believe that American cultural values and ways of doing things are superior to all others. This ethnocen- tric perspective is reflected in wanting to conduct business only on their terms and stereotyping other countries as lazy, corrupt, or inefficient. Americans need to make a serious effort to appreciate other ways of approaching work and problems in other countries. Finally, American project managers have earned a reputation abroad for being very good at understanding technology but not good at understanding people. As one Indonesian engineer put it, “Americans are great at solving technical prob- lems, but they tend to ignore the people factor.” For example, Americans tend to underestimate the importance that relationship building plays in conducting busi- ness in other countries. Americans have a tendency to want to get down to work and let friendships evolve in the course of their work. In most other cultures just the opposite is true. Before a foreigner works with you, he wants to get to know you as a person. Trust is not established by credentials but rather evolves from personal interaction. Business deals often require a lengthy and elaborate court- ship. For example, it may take five to eight meetings before Arab managers are even willing to discuss business details. Adjustments Two of the biggest adjustments Americans typically have to make in working abroad are adapting to the general pace of life and the punctuality of people. In Lar03342_ch15_532-563.indd Page 542 2/1/10 4:26:49 PM user-f497Lar03342_ch15_532-563.indd Page 542 2/1/10 4:26:49 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Anthropologists Kluckhohn and Strodtbeck assert that cultural variations reflect how differ- ent societies have responded to common issues or problems throughout time (see Figure 15.4). Five of the issues featured in their comparative framework are discussed here. • Relationship nature—This issue reflects how people relate to the natural world around them and to the supernatural. Should people dominate their environment, live in har- mony with it, or be subjugated to it? North Americans gen- erally strive to harness nature’s forces and change them as they need. Other societies, as in India, strive to live in harmony with nature. Still other societies see themselves at the mercy of physical forces and/or subject to the will of a supreme being. Life in this context is viewed as pre- determined, preordained, or an exercise in chance. • Time orientation—Does the culture focus on the past, present, or future? For example, many European countries focus on the past and emphasize maintaining tradition. North Americans, on the other hand, are less concerned with tradition and tend to focus on the present and near future. Paradoxically, Japanese society, while rich with tradition, has a much longer time horizon. • Activity orientation—This issue refers to a desirable focus of behavior. Some cultures emphasize “being” or living in the moment. This orientation stresses experiencing life and seeking immediate gratification. Other cultures em- phasize “doing” and emphasize postponing immediate gratification for greater accomplishment. A third alterna- tive is the “control” orientation, where people restrain their desires by detaching themselves from objects. The activity dimension affects how people approach work and leisure and the extent to which work-related concerns pervade their lives. It is reflected in the age-old question, “Do we live to work or work to live?” • Basic nature of people—Does a culture view people as good, evil, or some mix of these two? In many Third World countries, people see themselves as basically honest and trustworthy. Conversely, some Mediterranean cultures have been characterized as taking a rather evil view of human nature. North Americans are somewhere in be- tween. They see people as basically good but stay on guard so as not to be taken advantage of. • Relationships among people—This issue concerns the responsibility one has for others. Americans, for instance, tend to be highly individualistic and believe everyone should take care of him- or herself. In contrast, many Asian societies emphasize concern for the group or com- munity he or she is a member of. A third variation is hierar- chical, which is similar to the group except that in these societies groups are hierarchically ranked, and member- ship is essentially stable over time. This is a characteristic of aristocratic societies and caste systems. The Kluckhohn and Strodtbeck framework provides a basis for a deeper understanding of cultural differences. At the same time, they warn that not all members of a culture practice the same behavior all the time, and, as in the United States, there is likely to be considerable variation within a given culture. * F. Kluckhohn and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961). Research Highlight Cross-Cultural Orientations* FIGURE 15.4 Kluckhohn- Strodtbeck’s Cross- Cultural Framework Note: The line indicates where the United States tends to fall along these issues. Cultural issue Relationship to nature Time orientation Activity orientation Nature of people Relationships among people Variations Domination Past Being Good Individualist Harmony Present Doing Evil Group Subjugation Future Controlling Mixed Hierarchical 543 Lar03342_ch15_532-563.indd Page 543 2/1/10 4:26:49 PM user-f497Lar03342_ch15_532-563.indd Page 543 2/1/10 4:26:49 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v America “time is money,” and a premium is placed on working quickly. Other cultures do not share Americans’ sense of urgency and are accustomed to a much slower pace of life. They can’t understand why Americans are always in such a hurry. Punctuality varies across cultures. For example, Americans will generally tolerate someone being 5 to 10 minutes late. In contrast, among Peruvians, the period before an apology or explanation for being late is expected might be 45 minutes to an hour! While working on multicultural projects, managers sometimes encounter ethical dilemmas that are culturally bound. For example, the 1999 Olympic site selection scandal featured the sordid details of committee members peddling their votes for a wide range of gifts (i.e., university scholarships for their children, extravagant trips). In many societies such “bribes” or “tributes” are expected and the only way to conduct meaningful business. Moreover, many cultures will not grant a female project manager the same respect they will a male project manager. Should U.S. management increase project risk or violate its own sex-discrimination policy? 544 The Hofstede framework grew from a study of 88,000 people working in IBM subsidiaries in 50 countries and 3 multicountry regions. Based on responses to a 32-item questionnaire, Dutch social scientist Geert Hofstede developed differ- ent dimensions for examining cultures: 1. Individualism versus collectivism. Identifies whether a culture holds individuals or the group responsible for each member’s welfare. 2. Power distance. Describes the degree to which a cul- ture accepts status and power differences among its members. 3. Uncertainty avoidance. Identifies a culture’s willingness to accept uncertainty and ambiguity about the future. 4. Masculinity-femininity. Describes the degree to which the culture emphasizes competitive and achievement- oriented behavior or displays concerns for relationships. Figure 15.5 shows how he ranked selected countries according to collectivism-individualism and power distance. Wealth appears to influence both factors. Power distance is correlated with income inequality in a country while individual- ism is correlated with national wealth (Per Capita Gross Na- tional Product). As a result high power distance and collectivism are often found together, as are low power distance and individ- ualism. This can affect decision making on project teams. For example, while the high collectivism may lead a project team in Thailand to operate consensually, the high power distance may cause decisions to be heavily influenced by the desires of the project manager. Conversely, a similar team operating in more individualistic and low power distance such as Great Britain or America might make decisions with more open debate includ- ing challenging the preferences of the project manager. * G. Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations, 2nd Edition (Thousand Oaks, CA: Sage Publications, 2001). http://www.geerthofstede.nl Research Highlight Hofstede Framework* FIGURE 15.5 Sample Country Clusters on Hofstede’s Dimensions of Individualism- Collectivism and Power Distance Collectivism Individualism Israel, Finland, Germany, Ireland, New Zealand, Canada, Great Britain, United States Low power distance Columbia, Peru, Thailand, Singapore, Mexico, Turkey, Indonesia Spain, South Africa, France, Italy, Belgium High power distance Lar03342_ch15_532-563.indd Page 544 2/2/10 4:43:45 PM user-f498Lar03342_ch15_532-563.indd Page 544 2/2/10 4:43:45 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 http://www.geerthofstede.nl Chapter 15 International Projects 545 These cultural differences are just the tip of the iceberg. There are numerous “How to Do Business in . . .” books written by people who have traveled and worked abroad. Although these books may lack rigor, they typically do a good job of identifying local customs and common mistakes made by outsiders. On the other hand, anthropologists have made significant contributions to our under- standing of why and how the cultures of societies are different (see the accompa- nying Research Highlights). Students of international project management are encouraged to study these works to gain a deeper understanding of the root causes of cultural diversity. So what can be said to prepare people to work on international projects? The world is too diverse to do justice in one chapter to all the cultural variations managers are likely to encounter when working on international projects. Instead, a sample of some of these differences will be highlighted by discussing working on projects in four different countries: Mexico, France, Saudi Arabia, and China. We apologize to our readers outside the United States because briefings are presented from the viewpoint of a U.S. project manager working in these countries. Still, in an effort not to be too ethnocentric, we present a fifth scenario for foreign project managers assigned to working in the United States. Although by no means exhaustive, these briefings provide a taste of what it is like to work in and with people from these countries. Working in Mexico America developed historically in an environment where it was important for strangers to be able to get along, interact, and do business. On the American fron- tier almost everyone was a stranger, and people had to both cooperate and keep their distance. The New England Yankee sentiment that “Good fences make good neighbors” expresses this American cultural value well. Conversely, Mexico devel- oped historically in an environment where the only people to trust were family and close friends—and by extension, people who were known to those whom you knew well. As a consequence, personal relationships dominate all aspects of Mexican business. While Americans are generally taught not to do business with friends, Mexicans and other Latin Americans are taught to do business with no one but friends. The significance of personal relationships has created a compadre system in which Mexicans are obligated to give preference to relatives and friends when hiring, contracting, procuring, and sharing business opportunities. North Americans often complain that such practices contribute to inefficiency in Mexican firms. While this may or may not be the case, efficiency is prized by Americans, while Mexicans place a higher value on friendship. Mexicans tend to perceive Americans as being “cold.” They also believe that most Americans look down on them. Among the most effective things an American can do to prevent being seen as a typical Gringo is to take the time and effort in the beginning of a working relationship to really get to know Mexican counter- parts. Because family is all-important to Mexicans, a good way for developing a personal relationship is exchanging information about each other’s family. Mexicans will often gauge people’s trustworthiness by the loyalty and attention they devote to their family. The mañana syndrome reflects another cultural difference between Americans and Mexicans. Mexicans have a different concept of time than Americans do. Mexicans feel confined and pressured when given deadlines; they prefer open-ended schedules. Lar03342_ch15_532-563.indd Page 545 2/1/10 4:26:53 PM user-f497Lar03342_ch15_532-563.indd Page 545 2/1/10 4:26:53 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 546 Chapter 15 International Projects They generally consider individuals to be more important than sticking to a schedule. If a friend drops in at work, most Mexicans will stop and talk, regard- less of how long it takes, and even if chatting makes their work late. This some- times contributes to the erroneous perception that Mexicans lack a work ethic. Quite the contrary; given a minimal incentive, Mexicans can be quite industrious and ambitious. Finally, as in many other cultures, Mexicans do not share Americans’ confi- dence that they control their own destiny. While Americans are taught, “When the going gets tough, the tough get going,” Mexicans are taught, “Taking action without knowing what is expected or wanted can have dangerous consequences.” Mexicans tend to be more cautious and want to spend more time discussing risks and potential problems that Americans might dismiss as improbable or irrelevant. Other useful guidelines for working with Mexicans on projects include the following: 1. Americans tend to be impersonal and practical when making arguments; Mexicans can be very passionate and emotional when arguing. They enjoy a lively debate. 2. Where Americans tend to use meetings as the place to work things out publicly, Mexicans tend to see meetings as the place where persons with authority ratify what has been decided during informal private discussions. 3. While Mexicans can be emotional, they tend to shy away from any sort of di- rect confrontation or criticism. A long silence often indicates displeasure or disagreement. 4. Speech in Mexico is often indirect. People rarely say no directly but are more likely to respond by saying maybe (quizas), or by saying “I will think about it” or chang- ing the subject. Yes (si) is more likely to mean “I understand you” than “yes.” 5. Titles are extremely important in Mexico and are always used when a person is introducing him- or herself or being introduced. Pay as much attention to re- membering a person’s title as to remembering his or her name. Today, with NAFTA and increased international business activity in Mexico, old traditions are disappearing. American managers report that cultural differences are less evident in northern Mexico where many multinational firms operate. Here hora americana (American time) rather than hora mexicana tends to be used when dealing with foreigners. Project managers should devote up-front effort to under- standing how much older mores of Mexican culture apply to their project. Working in France Some Americans consider the French the most difficult to work with among Europeans. This feeling probably stems from a reflection of the French culture, which is quite different from that in the United States. In France, one’s social class is very important. Social interactions are con- strained by class standing, and during their lifetimes most French people do not encounter much change in social status. Unlike an American, who through hard work and success can move from the lowest economic stratum to the highest, a successful French person might, at best, climb one or two rungs up the social lad- der. Additionally, the French are very status conscious and like to provide signs of this status, such as knowledge of literature and arts; a well-designed, tastefully decorated house; and a high level of education. Lar03342_ch15_532-563.indd Page 546 2/1/10 4:26:54 PM user-f497Lar03342_ch15_532-563.indd Page 546 2/1/10 4:26:54 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 547 The French tend to admire or be fascinated with people who disagree with them; in contrast, Americans are more attracted to those who agree with them. As a result, the French are accustomed to conflict and, during negotiations, accept the fact that some positions are irreconcilable and must be accepted as such. Americans, on the other hand, tend to believe that conflicts can be resolved if both parties make an extra effort and are willing to compromise. Also, the French often determine a per- son’s trustworthiness based on their first-hand, personal evaluation of the individual’s character. Americans, in contrast, tend to evaluate a person’s trustworthiness on the basis of past achievements and other people’s evaluations. The French are often accused of lacking an intense work ethic. For example, many French workers frown on overtime and on average they have one of the lon- gest vacations in the world (four to five weeks annually). On the other hand, the French enjoy a reputation for productive work, a result of the French tradition of craftsmanship. This tradition places a greater premium on quality rather than on getting things accomplished quickly. Most French organizations tend to be highly centralized with rigid structures. As a result, it usually takes longer to carry out decisions. Because this arrangement is quite different from the more decentralized organizations in the United States, many U.S. project managers find the bureaucratic red tape a source of considerable frustration. In countries like the United States, a great deal of motivation is derived from professional accomplishments. The French do not tend to share this same view of work. While they admire American industriousness, they believe that quality of life is what really matters. As a result they attach much greater importance to lei- sure time, and many are unwilling to sacrifice the enjoyment of life for a dedica- tion to project work. Cautions to remember with the French include these: 1. The French value punctuality. It is very important to be on time for meetings and social occasions. 2. Great importance is placed on neatness and taste. When interacting with French businesspeople, pay close attention to your own professional appearance and appear cultured and sophisticated. 3. The French can be very difficult to negotiate with. Often, they ignore facts, no matter how convincing they may be. They can be quite secretive about their po- sition. It is difficult to obtain information from them, even in support for their position. Patience is essential for negotiating with them. 4. French managers tend to see their work as an intellectual exercise. They do not share the American view of management as an interpersonally demanding ex- ercise, where plans have to be constantly “sold” upward and downward using personal skills. 5. The French generally consider managers to be experts. They expect managers to give precise answers to work-related questions. To preserve their reputation, some French managers act as if they know the answers to questions even when they don’t. Working in Saudi Arabia Project management has a long tradition in Saudi Arabia and other Arab countries. Financed by oil money, European and American firms have contributed greatly to the modernization of Arab countries. Despite this tradition, foreigners often find Lar03342_ch15_532-563.indd Page 547 2/1/10 4:26:54 PM user-f497Lar03342_ch15_532-563.indd Page 547 2/1/10 4:26:54 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 548 Chapter 15 International Projects it very hard to work on projects in Saudi Arabia. A number of cultural differences can be cited for this difficulty. One is the Arabian view of time. In North America, it is common to use the cliché, “The early bird gets the worm.” In Saudi Arabia, a favorite expression is, “Bukra insha Allah,” which means, “Tomorrow if God wills,” an expression that reflects the Saudis’ approach to time. Unlike Westerners, who believe they control their own time, Arabs believe that Allah controls time. As a result, when Saudis commit themselves to a date in the future and fail to show up, there is no guilt or concern on their part because they have no control over time in the first place. In planning future events with Arabs, it pays to hold lead time to a week or less, because other factors may intervene or take precedence. An associated cultural belief is that destiny depends more on the will of a su- preme being than on the behavior of individuals. A higher power dictates the out- come of important events, so individual action is of little consequence. As a result, progress or the lack of progress on a project is considered more a question of fate than effort. This leads Saudis to rely less on detailed plans and schedules to com- plete projects than Americans do. Another important cultural contrast between Saudi Arabians and Americans is emotion and logic. Saudis often act on the basis of emotion; in contrast, those in an Anglo culture are taught to act on logic. During negotiations, it is important not only to share the facts but also to make emotional appeals that demonstrate your suggestion is the right thing to do. Saudis also make use of elaborate and ritualized forms of greetings and leave- takings. A businessperson may wait far past the assigned meeting time before being admitted to a Saudi office. Once there, the individual may find a host of others present; one-on-one meetings are rare. Moreover, during the meeting there may be continuous interruptions. Visitors arrive and begin talking to the host, and messengers may come in and go out on a regular basis. The business- person is expected to take all this activity as perfectly normal and to remain composed and ready to continue discussions as soon as the host is prepared to do so. Initial meetings are typically used to get to know the other party. Business- related discussions may not occur until the third or fourth meeting. Business meetings typically conclude with an offer of coffee or tea. This is a sign that the meeting is over and that future meetings, if there are to be any, should now be arranged. Saudis attach a great deal of importance to status and rank. When meeting with them, defer to the senior person. It is also important never to criticize or be- rate anyone publicly. This causes the individual to lose face; the same is true for the person who makes these comments. Mutual respect is expected at all times. Other useful guidelines for working in an Arab culture such as Saudi Arabia include the following: 1. It is important never to display feelings of superiority because this makes the other party feel inferior. No matter how well someone does something, the individual should let the action speak for itself and not brag or draw attention to himself. 2. A lot of what gets done is a result of going through administrative channels in the country. It is often difficult to sidestep a lot of this red tape, and efforts to do so can be regarded as disrespect for legal and governmental institutions. Lar03342_ch15_532-563.indd Page 548 2/1/10 4:26:54 PM user-f497Lar03342_ch15_532-563.indd Page 548 2/1/10 4:26:54 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 549 3. Connections are extremely important in conducting business. More important people get fast service from less important people. Close relatives take absolute priority; non-relatives are kept waiting. 4. Patience is critical to the success of business negotiations. Time for delibera- tions should be built into all negotiations to prevent a person from giving away too much in an effort to reach a quick settlement. 5. Important decisions are usually made in person and not by correspondence or telephone. While Saudis seek counsel from many people, the ultimate power to make a decision rests with the person at the top, and this individual relies heav- ily on personal impressions, trust, and rapport. Working in China In recent years the People’s Republic of China (PRC, or China, for short) has moved away from isolation to encourage more business with the rest of the world. While China holds tremendous promise, many Western firms have found working on projects in China to be a long, grueling process that often results in failure. One of the primary reasons for problems is the failure to appreciate Chinese culture. Chinese society, like those of Japan and Korea, is influenced by the teachings of Confucius (551–478 B.C.). Unlike America, which relies on legal institutions to regulate behavior, in Confucian societies the primary deterrent against improper or illegal behavior is shame or loss of face. Face is more than simply reputation. There is a Chinese saying that, “Face is like the bark of a tree; without its bark, the tree dies.” Loss of face not only brings shame to individuals but also to family members. A member’s actions can cause shame for the entire family, hampering that family from working effectively in Chinese society. In China, “whom you know is more important than what you know.” The term guanxi refers to personal connections with appropriate authorities or indi- viduals. China observers argue that guanxi is critical for working with the Chinese. Chinese are raised to distrust strangers, especially foreigners. Trust is transmitted via guanxi. That is, a trusted business associate of yours must pass you along to his trusted business associates. Many outsiders criticize guanxi, considering it to be like nepotism where decisions are made regarding contracts or problems based on family ties or connections instead of an objective assess- ment of ability. Many believe that the quickest way to build guanxi relationships is through tendering favors. Gift-giving, entertainment at lavish banquets, questionable payments, and overseas trips are common. While Westerners see this as nothing short of bribery, the Chinese consider it essential for good business. Another common method for outsiders to acquire guanxi is by hiring local intermediar- ies, who use their connections to create contacts with Chinese officials and businesspeople. In dealing with the Chinese, you must realize they are a collective society in which people pride themselves on being a member of a group. For this reason, you should never single out a Chinese for specific praise because this is likely to embarrass the individual in front of his peers. At the same time, you should avoid the use of “I” because it conveys that the speaker is drawing attention to himself or herself. Lar03342_ch15_532-563.indd Page 549 2/1/10 4:26:54 PM user-f497Lar03342_ch15_532-563.indd Page 549 2/1/10 4:26:54 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 550 Chapter 15 International Projects Chinese do not appreciate loud, boisterous behavior, and when speaking to each other they maintain a greater physical distance than is typical in America. Other cautions include the following: 1. Once the Chinese decide who and what is best, they tend to stick to their deci- sions. So while they may be slow in formulating a plan, once they get started they make good progress. 2. Reciprocity is important in negotiations. If Chinese give concessions, they expect some in return. 3. The Chinese tend to be less animated than Americans. They avoid open displays of affection and physical contact; they are more reticent and reserved than Americans. 4. The Chinese place less value on the significance of time and often get Americans to concede concessions by stalling. 5. In Confucian societies those in position of power and authority are obligated to assist the disadvantaged. In return they gain face and a good reputation. For more insights on Chinese culture see the Snapshot from Practice: Project Management X-Files. Working in the United States In the world of international projects, professionals from other countries will come to the United States to manage projects. To them, the United States is a for- eign assignment. They will have to adapt their management style to the new envi- ronment they find in the States. Immigration has made the United States a melting pot of diverse cultures. While many are quick to point out the differences between North and South, Silicon Valley and Wall Street, social anthropologists have identified certain cultural characteris- tics that shape how many Americans conduct business and manage projects. Mainstream Americans are motivated by achievement and accomplishment. Their identity and, to a certain extent, their self-worth are measured by what they have achieved. Foreigners are often astounded by the material wealth accumulated by Americans and the modern conveniences most Americans enjoy. They are also quick to point out that Americans appear too busy to truly enjoy what they have achieved. Americans tend to idolize the self-made person who rises from poverty and ad- versity to become rich and successful. Most Americans have a strong belief that they can influence and create their future, that with hard work and initiative, they can achieve whatever they set out to do. Self-determination and pragmatism dom- inate their approach to business. Although Americans like to set precise objectives, they view planning as a means and not an end. They value flexibility and are willing to deviate from plans and improvise if they believe change will lead to accomplishment. Obstacles on a project are to be overcome, not worked around. Americans think they can accom- plish just about anything, given time, money, and technology. Americans fought a revolution and subsequent wars to preserve their concept of democracy, so they resent too much control or interference, especially by governments. While more an ideal than practice, there is deep-rooted belief in American management philosophy that those people who will be affected by decisions should be involved in making decisions. Many foreign businesspeople Lar03342_ch15_532-563.indd Page 550 2/1/10 4:26:55 PM user-f497Lar03342_ch15_532-563.indd Page 550 2/1/10 4:26:55 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 551 are surprised at the amount of autonomy and decision-making authority granted to subordinates. Foreign personnel have to learn to interact with American profes- sionals below their rank in their own organizations. Businesspeople from different African, Asian, and Latin American countries are amazed and often somewhat distressed at the rapid pace of America. “Getting things done” is an American characteristic. Americans are very time-conscious and efficient. They expect meetings to start on time. They tinker with gadgets and technological systems, always searching for easier, better, more efficient ways of accomplishing things. American professionals are often relentless in pursuing project objectives and expect that behavior of others also. Americans in play or business generally are quite competitive, reflecting their desire to achieve and succeed. Although the American culture contains contradic- tory messages about the importance of success (i.e., “It’s not whether you win or Americans tend to discount the significance of luck and believe that good fortune is gener- ally a result of hard work. In other cultures, luck takes on greater significance and has supernatural ramifications. For example, in many Asian cultures certain numbers are considered lucky, while others are unlucky. In Hong Kong the numbers 7, 3, and especially 8 (which sounds like the word for prosperity) are considered lucky, while the number 4 is considered unlucky (because it is pronounced like the word “death”). Hong Kong businesspeo- ple go to great lengths to avoid the number 4. For example, there is no fourth floor in office and hotel buildings. Business executives have been known to reject ideal sites in heavily congested Hong Kong because the address would contain the number 4. They pay premium prices for suitable sites contain- ing addresses with the lucky numbers. Likewise, Hong Kong business managers avoid scheduling important events on the fourth day of each month and prefer to arrange critical meet- ings on the eighth day. Hong Kong is also a place where the ancient art of Feng shui (literally “wind water”) is practiced. This involves mak- ing sure a site and buildings are aligned in harmony with the earth’s energy forces so that the location will be propitious. Feng shui practitioners are often called in on construction projects to make sure that the building is aligned correctly on the site. In some cases, the technical design of the building is changed to conform to the recommendations of such experts. Similarly, Feng shui experts have been known to be called in when projects are experiencing problems. Their recommendations may include repositioning the project manager’s desk or hanging up mirrors to deflect the flow of unharmonious influences away from the building or site of the project. S N A P S H O T F R O M P R A C T I C E Project Management X-Files In cultures where luck is believed to play a role in busi- ness, people who discount luck may not only insult the luck seekers, they may risk being thought negligent in not paying enough attention to what is viewed as a legitimate business concern. © Rob Brimson/Taxi/Getty Images Lar03342_ch15_532-563.indd Page 551 3/4/10 1:48:55 AM user-f497Lar03342_ch15_532-563.indd Page 551 3/4/10 1:48:55 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 552 Chapter 15 International Projects lose but how you play the game” versus “nice guys finish last”), winning and being number one are clearly valued in American society. Foreigners are often surprised at how aggressively Americans approach business with adversarial attitudes toward competitors and a desire to not just meet but to exceed project goals and objectives. Other guidelines and cautions for working with Americans on projects include: 1. More than half of U.S. women work outside the home; females have consider- able opportunity for personal and professional growth, guaranteed by law. It is not uncommon to find women in key project positions. Female professionals expect to be treated as equals. Behavior tolerated in other countries would be subject to harassment laws in the States. 2. In the United States, gifts are rarely brought by visitors in a business situation. 3. Americans tend to be quite friendly and open when first meeting someone. Foreigners often mistake this strong “come-on” for the beginning of a strong reciprocal friendship. This is in contrast to many other cultures where there is more initial reserve in interpersonal relations, especially with strangers. For many foreigners, the American comes on too strong, too soon, and then fails to follow up with the implicitly promised friendship. 4. Although in comparison to the rest of the world Americans tend to be informal in greeting and dress, they are a noncontact culture (e.g., they avoid embracing in public usually) and Americans maintain certain physical/psychological distance with others (e.g., about two feet) in conversations. 5. American decision making is results oriented. Decisions tend to be based on facts and expected outcomes, not social impact. Summary Comments about Working in Different Cultures These briefings underscore the complexity of working on international projects. It is common practice to rely on intermediaries—often natives who are foreign educated—to bridge the gap between cultures. These intermediaries perform a variety of functions. They act as translators. They use their social connections to expedite transactions and protect the project against undue interference. They are used to sidestep the touchy bribery/gift dilemma (see the Dealing with Customs Snapshot from Practice). They serve as cultural guides, helping outsiders under- stand and interpret the foreign culture. In today’s world, there are a growing number of consulting firms that perform these functions by helping foreign clients work on projects in their country. The international briefings also highlight the importance of project managers doing their homework and becoming familiar with the customs and habits of the host country they are going to be working in. As far as possible, the project should be managed in such a way that local-country norms and customs are honored. However, there are limits to the extent to which you should accommodate foreign cultures. Going native is generally not an alternative. After all, it took a Russian his entire life to learn how to be a Russian. It would be foolish to think an outsider could learn to be one in six months, two years, or perhaps ever. The remainder of this chapter focuses on the selection and training of project personnel for international projects. But before these issues are discussed, this section concludes with a discussion of the phenomenon of culture shock, which can have a profound effect on a foreigner’s performance on a project in a strange culture. Lar03342_ch15_532-563.indd Page 552 2/2/10 4:43:48 PM user-f498Lar03342_ch15_532-563.indd Page 552 2/2/10 4:43:48 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 15 International Projects 553 Culture Shock My first few weeks in Chiang Mai [Thailand] were filled with excitement. I was excited about the challenge of building a waste treatment plant in a foreign country. I was fascinated with Thai customs and traditions, the smells and sights of the night market. Soon I noticed a distinct change in my attitude and behavior. I started having problems sleeping and lacked energy. I became irritable at work, frustrated by how long things took to accomplish, and how I couldn’t seem to get anything accomplished. I started staying up late at night watching CNN in my hotel room. This engineer is experiencing what many would call “culture shock.” Culture shock is a natural psychological disorientation that most people suffer when they move into a culture different from their own. The culture shock cycle has four stages (see Figure 15.6): 1. Honeymoon—You start your overseas assignment with a sense of excitement. The new and the unusual are welcomed. At first it is amusing not to understand or be understood. Soon a sense of frustration begins to set in. Will corruption influence the project? Bribes are illegal in the United States, but in some countries they are the usual way to do busi- ness. For example, one American project manager in a foreign country requested that a shipment of critical project equipment be sent “overnight rush.” Two days later, inquiries to the sender confirmed the materials had been delivered to the nearby airport. Further inquiries to the port found the shipment “waiting to pass customs.” Locals quickly informed the American that money paid to the chief customs inspector would expedite clearance. The American project manager’s response was, “I will not S N A P S H O T F R O M P R A C T I C E Dealing with Customs be held hostage. Bribes are illegal!” Two more days of call- ing government officials did not move the shipment from customs. The manager related his problem to a friendly businessman of the host nation at a social affair. The local businessman said he would see if he could help. The shipment arrived the next morning at 10:00 A.M. The American called his local business friend and thanked him profusely. “I owe you one.” “No,” replied the local. “You owe me a $50 dinner when I visit you in the States.” The use of an intermediary in such situations may be the only avenue available to a manager to reduce the stress and personal conflict with the U.S. value system. FIGURE 15.6 Culture Shock Cycle Mood High Honeymoon Irritability and hostility Gradual adjustment Adaptation Months in foreign culture Low Lar03342_ch15_532-563.indd Page 553 2/1/10 4:26:57 PM user-f497Lar03342_ch15_532-563.indd Page 553 2/1/10 4:26:57 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 554 Chapter 15 International Projects 2. Irritability and hostility—Your initial enthusiasm is exhausted, and you begin to notice that differences are greater than you first imagined. You become frustrated by your inability to get things done as you are accustomed to. You begin to lose confidence in your abilities to communicate and work effectively in the different culture. 3. Gradual adjustment—You begin to overcome your sense of isolation and figure out how to get things done in the new culture. You acquire a new perspective of what is possible and regain confidence in your ability to work in the culture. 4. Adaptation—You recover from your sense of psychological disorientation and begin to function and communicate in the new culture. Culture shock is not a disease but a natural response to immersing yourself in a new environment. Culture shock results from a breakdown in your selective per- ception and effective interpretation system. At a subliminal level, your senses are being bombarded by a wide variety of strange sounds, sights, and smells. At the same time, the normal assumptions you are accustomed to using in your home culture to interpret perceptions and to communicate intentions no longer apply. When this happens, whether in a business context or in normal attempts to social- ize, confusion and frustration set in. The natives’ behavior does not seem to make sense, and, even more importantly, your behavior does not produce expected results. Frustration occurs because you are used to being competent in such situa- tions and now find you are unable to operate effectively. Culture shock is generally considered a positive sign that the professional is becoming involved in the new culture instead of remaining isolated in an expatriate ghetto. The significant question is how best to manage culture shock, not how to avoid it. The key appears to be managing the stress associated with culture shock. Stress-related culture shock takes many forms: disappointment, frustration, withdrawal, anxiety, and physiological responses such as fatigue, sleeplessness, and headaches. Stress is induced by the senses being overwhelmed by foreign stimuli and the inability to function effectively in a strange land. Stress is exacerbated when one encounters disturbing situations that, as a foreigner, are neither under- stood nor condoned. For example, many North Americans are appalled by the poverty and hunger in many underdeveloped countries. Coping with Culture Shock There are a wide range of stress management techniques for coping with culture shock. One method does not necessarily work any better than another; success de- pends on the particular individual and situation involved. Some people engage in regular physical exercise programs, some practice meditation and relaxation exer- cises, and others find it healthy to keep a journal. Many effective international managers create “stability zones.” They spend most of their time immersed in the foreign culture but then briefly retreat into an environment—a stability zone—that closely recreates home. For example, when one of the authors was living in Kraków, Poland, with his family, they would rou- tinely go to the Polish movie houses to see American movies with Polish subtitles. The two hours spent hearing English and seeing a familiar environment on the screen had a soothing effect on everyone. On the project, managers can reduce the stress caused by culture shock by rec- ognizing it and modifying their expectations and behavior accordingly. They can redefine priorities and develop more realistic expectations as to what is possible. Lar03342_ch15_532-563.indd Page 554 2/1/10 4:26:57 PM user-f497Lar03342_ch15_532-563.indd Page 554 2/1/10 4:26:57 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 555 They can focus their limited energy on only the most important tasks and relish small accomplishments. After three to six months, depending on the individual and assignment, most people come up from their culture shock “low” and begin living a more normal life in the foreign country. They talk to acquaintances from the host country and experienced outsiders from their own culture to find out how to behave and what to expect. Little by little they learn how to make sense of the new environment. They figure out when “yes” means “yes” and when it means “maybe” and when it means “no.” They begin to master the language so that they can make themselves understood in day-to-day conversations. The vast majority of people eventually make the adjustment, although for some people it can take much longer than three to six months. A smaller number never recover, and their international experience turns into a nightmare. Some exhibit severe stress symptoms (e.g., alcoholism, drug abuse, nervous breakdown) and must return home before finishing their assignment. Professionals can use project work as a bridge until they adjust to their new en- vironment. Unfortunately, spouses who do not work do not have this advantage. When spouses are left to cope with the strange environment on their own, they of- ten have a much more difficult time overcoming culture shock. The effect on spouses cannot be underestimated. The number one reason expatriate managers return home is that their spouses failed to adjust to the new environment. Project professionals working overseas accept that they are in a difficult situa- tion and that they will not act as effectively as they did at home, especially in the initial stages. They recognize the need for good stress management techniques, including stability zones. They also recognize that it is not an individual problem and invest extra time and energy to help their spouses and families manage the transition. At the same time, they appreciate that their colleagues are experiencing similar problems and are sensitive to their needs. They work together to manage the stress and pull out of a culture shock low as quickly as possible. It is somewhat ironic, but people who work on projects overseas experience culture shock twice. Many professionals experience the same kind of disorienta- tion and stress when they return home, although it is usually less severe. For some, their current job has less responsibility and is boring compared with the challenge of their overseas assignment. For others, they have problems adjusting to changes made in the home organization while they were gone. This can be compounded by financial shock when the salary and fringe benefits they became accustomed to in the foreign assignment are now lost, and adjusting to a lower standard of living is difficult. It typically takes six months to a year before managers operate again at full effectiveness after a lengthy foreign assignment. Selection and Training for International Projects When professionals are selected for overseas projects and they do not work out, the overall costs can be staggering. Not only does the project experience a serious setback, but the reputation of the firm is damaged in the region. This is why many firms have developed formal screening procedures to help ensure the careful selec- tion of personnel for international projects. Organizations examine a number of characteristics to determine whether an individual is suitable for overseas work. They may look for work experience with cultures other than one’s own, previous overseas travel, good physical and emotional health, a knowledge of a host Lar03342_ch15_532-563.indd Page 555 2/1/10 4:26:58 PM user-f497Lar03342_ch15_532-563.indd Page 555 2/1/10 4:26:58 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 556 Chapter 15 International Projects nation’s language, and even recent immigration background or heritage. Prospec- tive candidates and their family members are often interviewed by trained psy- chologists, who assess their ability to adapt and function in the new culture. While there is growing appreciation for screening people for foreign assign- ments, the number one reason for selection is that the personnel assigned are the best people available for the technical challenges of the project. Technical know-how takes precedence over cross-cultural sensitivity or experience. As a consequence, training is critical to fill in the cultural gaps and prepare individuals to work in a foreign land. Training varies widely, depending on the individual, company, nature of the project, and cultures to work with. Project professionals assigned to foreign coun- tries should have a minimal understanding of the following areas: • Religion. • Dress codes. • Education system. • Holidays—national and religious. • Daily eating patterns. • Family life. • Business protocols. • Social etiquette. • Equal opportunity. An example of a short-term training program is the one developed by Under- writer Laboratories, Inc., to train staff who travel to Japan to work with clients on projects. The program is designed around a series of mini-lectures that cover topics ranging from how to handle introductions to the proper way to exchange gifts to the correct way of interpreting Japanese social and business behavior. The two- day program consists of lectures, case studies, role plays, language practice, and a short test on cultural terminology; it concludes with a 90-minute question-and- answer period. At the end of the program, participants have a fundamental under- standing of how to communicate with the Japanese. More importantly, they know the types of information they lack and how to go about learning more to become effective intercultural communicators. Other training programs are more extensive. For example, Peace Corps volun- teers undergo an intense two- to four-month training program in their country of service. The training includes classes on the history and traditions of the country, intensive language instruction, and cross-cultural training as well as home-stays with local families. Many companies outsource training to one of the many firms specializing in overseas and intercultural training. Figure 15.7 attempts to link the length and type of training with the cultural fluency required to successfully complete the project. Three different learning ap- proaches are highlighted: 1. The “information-giving” approach—the learning of information or skills from a lecture-type orientation. 2. The “affective” approach—the learning of information/skills that raise the affective responses on the part of the trainee and result in cultural insights. 3. The “behavioral/experiential” approach—variant of the affective approach technique that provides the trainee with realistic simulations or scenarios. Lar03342_ch15_532-563.indd Page 556 2/2/10 4:43:49 PM user-f498Lar03342_ch15_532-563.indd Page 556 2/2/10 4:43:49 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 15 International Projects 557 According to this framework, the length and level of training would depend on the degree of cultural fluency required to be successful. In general, the longer the person is expected to work in the foreign country, the more intensive the training should be. Length of stay should not be the only consideration; high levels of cultural fluency, and therefore more extensive training, may be required to perform short-term, intense projects. In addition, location is important. Work- ing in Australia will likely require less cultural fluency than working on a project in Pakistan. While English is rapidly becoming the international language for business in many parts of the world, you should not underestimate the value of being able to speak the language of the host country. At a minimum you should be able to exchange basic pleasantries in the native tongue. Most foreigners consider this a sign of respect, and even if you stumble they appreciate the effort. In many situations translators are used to facilitate communication. While time-consuming, this is the only way to communicate with non-English-speaking personnel. Be careful in the selection of translators, and do not just assume they are competent. For example, one of the authors enlisted the help of a Polish trans- lator to conduct a meeting with some Polish managers. After the meeting the translator, who taught English at a local university, asked if the author “had good time.” I responded that I felt things went well. The translator repeated her question. Puzzled, I reaffirmed that I felt things went well. After the interchange was repeated several times, the translator finally grabbed my wrist, pointed at my watch, and asked again if I “had good time?” Doubts arose concerning the accu- racy of the meeting translation! FIGURE 15.7 Relationship between Length and Rigor of Training and Cultural Fluency Required LENGTH OF TRAINING 1–2 months+ 1–4 weeks Less than a week Cross-cultural training approach Experiential Approach Assessment center Field experiences Simulations Extensive language training Affective Approach Culture assimilator training Role-playing Cases Culture shock: Stress reduction training Moderate language training Information-giving Approach Area briefings Cultural briefings Films/books Use of interpreters “Survival-level” language training HighModerate Degree of cultural fluency Low 1–3 years2–12 months1 month or less High Level of Rigor Low Length of stay Lar03342_ch15_532-563.indd Page 557 2/1/10 4:26:58 PM user-f497Lar03342_ch15_532-563.indd Page 557 2/1/10 4:26:58 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 558 Chapter 15 International Projects The number of international projects continues to increase, and nothing on the horizon suggests things will change in the new millennium. More and more project managers will be needed to implement international projects. There are few guidelines for the fledgling international project manager. Preparing for international projects can be enhanced through training. As a general back- ground, potential international project managers can benefit from a basic interna- tional business course that sensitizes them to the forces of change in the global economy and to cultural differences. Learning a foreign language is also strongly recommended. Further training specific to the host country is a very useful preproject en- deavor. The length and type of training usually depend on the duration of the project manager’s assignment. Review Figure 15.7. Still, self-learning, on-the-job training, and experience are the best teachers for international project managers. Preparing for a specific international project requires serious preproject home- work. Understanding the motivation of the firm in selecting the project and its site provides important insights. What basic political, geographic, economic, and infrastructure factors were key considerations? How will they impact the imple- mentation of the project? Finally, preparation and understanding the cultural differences of the host country go a long way toward making positive first impressions with the nationals and managing the project. International projects have distinct personalities. All people are not the same. Differences within and among countries and cultures are numerous and complex. Project managers need to accept these differences and treat them as real—or live with the consequences. What works at home may not work in the foreign country. Americans are regarded as friendly by our neighbors in the global village, but Americans are also noted to be insensitive to differences in local cultures and customs and awkward in our use of languages other than English. Although most attention in foreign projects is focused on technical efforts and their cost, the project must be carried out within the environment of the country’s social customs, work practices, government controls, and religious beliefs. In most cultures, sincerity and flexibility will pay off. Summary Key Terms Cross-cultural orientations 543 Culture 538 Culture shock 554 Infrastructure 538 1. How do environmental factors affect project implementation? 2. What role do local intermediaries play in helping an outsider complete a project? 3. Why is it important to honor the customs and traditions of a country when working on an international project? 4. What is culture shock? What can you do to reduce the negative effects of culture shock? 5. How should you go about preparing yourself for an international project? Review Questions Lar03342_ch15_532-563.indd Page 558 2/11/10 1:01:56 PM user-f498Lar03342_ch15_532-563.indd Page 558 2/11/10 1:01:56 PM user-f498 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Chapter 15 International Projects 559 1. Interview someone who has worked or lived in a foreign country for more than six months. a. What was his experience with culture shock? b. What did he learn about the culture of the country he lived in? c. What advice would he give to someone who would be working on a project in that country? 2. Try as best you can to apply the Kluckhohn-Strodtbeck cross-cultural frame- work to the four countries discussed in this chapter: Mexico, France, Saudi Arabia, and China. Where do you think these countries lie on each of the cul- tural issues? 3. Place in order the following countries in terms of what you would think would be the least to most corrupt: United States, Denmark, Saudi Arabia, Russia, Australia, Hong Kong, Nepal, China, Kenya, Indonesia, Botswana, Greece, Chile. Use an Internet search engine to find the most recent International Corrup- tions Perceptions Index (CPI) released by the Berlin-based organization Trans- parency International. a. Check your predictions with the Index. b. How well did you do? What countries surprised you? Why? Exercises Ackoff, R. L., Ackoff’s Fables: Irreverent Reflections on Business and Bureaucracy (New York: Wiley, 1991), p. 221. Alder, N., International Dimensions of Organizational Behavior, 2nd ed. (Boston: PWS-Kent Publishing, 1991). Borsuk, R., “In Indonesia, a Twist on Spreading the Wealth: Decentralization of Power Multiplies Opportunities for Bribery, Corruption,” The Wall Street Journal, January 29, 2003, p. A16. Contingency Planning and Management.com, “Strohl Systems Offers Terrorism Readiness Questionnaire,” September 24, 2001. Deneire, M., and M. Segalla, “Mr. Christian Pierret, Secretary of State for Industry (1997–2002), on French Perspectives on Organizational Leadership and Management,” Academy of Management Executive, 16 (4) November 2002, pp. 25–30. Doh, J. P., P. Rodriguez, K. Uhlenbruck, J. Collins, and L. Eden, “Coping with Corruption in Foreign Markets,” Academy of Management Executive, 17 (3) August 2003, pp. 114–27. Graham, J. L., and N. M. Lam, “The Chinese Negotiation,” Harvard Business Review, October 1, 2003, pp. 82–91. Graham, S., “Relief Agency Suspends Afghan Operations,” www.guardian.co.uk, June 3, 2004. Hallowell, R., D. Bowen, and C. I. Knoop, “Four Seasons Goes to Paris,” Academy of Management Executive, 16 (4) November 2002, pp. 7–24. Henry, W. L., and J. J. DiStefano, International Project Management, 2nd ed. (Boston: PWS-Kent Publishing, 1992). Hodgetts, R. M., and F. Luthans, International Management: Culture, Strategy, and Behavior, 5th ed. (Boston: McGraw-Hill/Irwin, 2003). References Lar03342_ch15_532-563.indd Page 559 2/1/10 4:27:00 PM user-f497Lar03342_ch15_532-563.indd Page 559 2/1/10 4:27:00 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v www.guardian.co.uk Hofstede, G., Cultures Consequences: International Difference in Work-Related Values (Beverly Hills, CA: Sage Publishing, 1980). Hooker, J., Working across Cultures (Stanford, CA: Stanford Business Books, 2003). Kluckhohn, F., and F. L. Strodtbeck, Variations in Value Orientations (Evanston, IL: Row, Peterson, 1961). Krane, J., “Intelligence Companies Help Overseas Business Travelers,” The Cincinnati Enquirer, April 2, 2002, website. Kras, E., Management in Two Cultures: Bridging the Gap between U.S. and Mexican Managers, rev. ed. (Yarmouth, ME: Intercultural Press, 1995). Lieberthal, K., and G. Lieberthal, “The Great Transition,” Harvard Business Review, October 1, 2003, pp. 71–81. Mendenhall, M. E., E. Dunbar, and G. R. Oddou, “Expatriate Selection, Training, and Career-Pathing: A Review and Critique,” Human Resource Management, 26 (3) Fall 1987, pp. 331–45. Milosevic, D. Z., “Echoes of the Silent Language of Project Management,” Project Management Journal, 30 (1) March 1999, pp. 27–39. Ricks, D. A., Blunders in International Business (London: Blackwell, 2000). Saunders, C., C. Van Slyke, and D. R. Vogel “My Time or Yours? Managing Time Visions in Global Virtual Teams,” Academy of Management Executive, 18 (1) 2004, pp. 19–31. Scown, M. J., “Managers Journal: Barstool Advice for the Vietnam Investor,” Asian Wall Street Journal, July 15, 1993. Tung, R. L., “Expatriate Assignments: Enhancing Success and Minimizing Failure,” Academy of Management Executive, 1 (2) 1987, pp. 117–26. Yeung I., and R. L. Tung, “Achieving Business Success in Confucian Societies: The Importance of Guanxi (Connections),” Organizational Dynamics, 25 (2) Autumn 1996, pp. 54–65. 560 Chapter 15 International Projects AMEX, Hungary Michael Thomas shouted, “Sasha, Tor-Tor, we’ve got to go! Our driver is waiting for us.” Thomas’s two daughters were fighting over who would get the last orange for lunch that day. Victoria (“Tor-Tor”) prevailed as she grabbed the orange and ran out the door to the Mercedes Benz waiting for them. The fighting continued in the back seat as they drove toward the city of Budapest, Hungary. Thomas fi- nally turned around and grabbed the orange and proclaimed that he would have it for lunch. The back seat became deadly silent as they made their way to the American International School of Budapest. After dropping the girls off at the school, Thomas was driven to his office in the Belvéros area of Budapest. Thomas worked for AMEX Petroleum and had been sent to Budapest four months earlier to set up business operations in central Hungary. His job was to establish 10 to 14 gas stations in the region by purchasing existing stations, building new ones, or negotiating franchise arrangements with Case Lar03342_ch15_532-563.indd Page 560 2/1/10 4:27:00 PM user-f497Lar03342_ch15_532-563.indd Page 560 2/1/10 4:27:00 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 561 existing owners of stations. Thomas jumped at this project. He realized that his career at AMEX was going nowhere in the United States, and if he were going to realize his ambitions, it would be in the “wild, wild east” of the former Soviet empire. Besides, Thomas’s mother was Hungarian, and he could speak the lan- guage. At least he thought he could until he arrived in Budapest and realized that he had greatly exaggerated his competence. As he entered the partially refurbished offices of AMEX, he noticed that only three of his staff were present. No one knew where Miklos was, while Margit reported that she would not be at work today because she had to stay at home to take care of her sick mother. Thomas asked Béla why the workmen weren’t present to work on finishing the office. Béla informed him that the work had to be halted until they received approval from the city historian. Budapest, anxious to preserve its historical heritage, required that all building renovations be approved by the city historian. When Thomas asked Béla how long it would take, Béla responded, “Who knows—days, weeks, maybe even months.” Thomas muttered “great” to himself and turned his attention to the morning business. He was scheduled to interview prospective employees who would act as station managers and staff personnel. The interview with Ferenc Erkel was typical of the many interviews he held that morning. Erkel was a neatly dressed, 42-year-old, unemployed professional who could speak limited English. He had a masters degree in international economics and had worked for 12 years in the state-owned Institute for Foreign Trade. Since being laid off two years ago, he has been working as a taxicab driver. When asked about his work at the Institute, Erkel smiled sheepishly and said that he pushed paper and spent most of the time playing cards with his colleagues. To date Thomas had hired 16 employees. Four quit within three days on the job, and six were let go after a trial period for being absent from work, failing to perform duties, or showing a lack of initiative. Thomas thought that at this rate it would take him over a year just to hire his staff. Thomas took a break from the interview schedule to scan the Budapest Business Journal, an English newspaper that covered business news in Hungary. Two items caught his eye. One article was on the growing threat of the Ukrainian Mafia in Hungary, which detailed extortion attempts in Budapest. The second story was that inflation had risen to 32 percent. This last item disturbed Thomas because at the time only one out of every five Hungarian families owned a car. AMEX’s strategy in Hungary depended on a boom in first-time car owners. Thomas collected his things and popped a few aspirin for the headache he was de- veloping. He walked several blocks to the Kispipa restaurant where he had a supper meeting with Hungarian businessman Zoltán Kodaly. He had met Kodaly briefly at a reception sponsored by the U.S. consulate for American and Hungarian business- people. Kodaly reportedly owned three gas stations that Thomas was interested in. Thomas waited, sipping bottled water for 25 minutes. Kodaly appeared with a young lady who could not have been older than 19. As it turned out Kodaly had brought his daughter Annia, who was a university student, to act as translator. While Thomas made an attempt to speak in Hungarian at first, Kodaly insisted that they use Annia to translate. After ordering the house specialty, szekelygulas, Thomas immediately got down to business. He told Kodaly that AMEX was willing to make two offers to him. They would like to either purchase two of his stations at a price of $150,000 each, or they could work out a franchise agreement. Thomas said AMEX was not inter- ested in the third station located near Klinikak because it would be too expensive Lar03342_ch15_532-563.indd Page 561 2/1/10 4:27:01 PM user-f497Lar03342_ch15_532-563.indd Page 561 2/1/10 4:27:01 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v 562 Chapter 15 International Projects to modernize the equipment. Annia translated, and as far as Thomas could tell she was doing a pretty good job. At first Kodaly did not respond and simply engaged in side conversations with Annia and exchanged pleasantries with people who came by. Thomas became frustrated and reiterated his offer. Eventually Kodaly asked what he meant by franchising, and Thomas tried to use the local McDonald’s as an example of how it worked. He mentioned that Kodaly would still own the stations, but he would have to pay a franchisee fee, share profits with AMEX, and adhere to AMEX procedures and practices. In exchange, AMEX would provide petroleum and funds to renovate the stations to meet AMEX standards. Toward the end of the meal Kodaly asked what would happen to the people who worked at the stations. Thomas asserted that according to his calculation the stations were over-staffed by 70 percent and that to make a profit, at least 15 workers would have to be let go. This statement was greeted with silence. Kodaly then turned the conversation to soccer and asked Thomas if it was true that in America girls play “football.” Thomas said that both of his daughters played AYSO soccer in America and hoped to play in Hungary. Kodaly said girls don’t play football in Hungary and that Annia was an accomplished volleyball player. Thomas pressed Kodaly for a response to his offer, but Kodaly rose and thanked Thomas for the meal. He said he would think about his offer and get back in touch with him. Thomas left the Kispipa wondering if he would ever see Kodaly again. He returned to his office where an urgent message was waiting from Tibor. Tibor was responsible for retrofitting the first station Thomas had purchased for AMEX. The new tanks had not arrived from Vienna, and the construction crew had spent the day doing nothing. After several phone calls he found out that the tanks were being held at the border by customs. This irritated him because he had been assured by local officials that everything had been taken care of. He asked his secretary to schedule an appointment with the Hungarian trade office as soon as possible. At the end of the day he checked his e-mail from the States. There was a mes- sage from headquarters asking about the status of the project. By this time he had hoped to have his office staffed and up and running and at least three stations secured. So far he had only one-third of his staff, his office was in shambles, and only one station was being retrofitted. Thomas decided to wait until tomorrow to respond to the e-mail. Before returning home Thomas stopped off at the English Pub, a favorite hang- out for expats in Budapest. There he met Jan Krovert, who worked for a Dutch company that was building a large discount retail store on the outskirts of Badapest. Thomas and Krovert often talked about being “strangers in a strange land” at the pub. Thomas talked about the interviews and how he could just see in their eyes that they didn’t have the drive or initiative to be successful. Krovert responded that Hungary has high unemployment but a shortage of motivated workers. Krovert confided that he no longer interviewed anyone over the age of 30, claiming that what fire they had in their bellies was burned out after years of working in state- run companies. 1. What are the issues confronting Thomas in this case? 2. How well is Thomas dealing with these issues? 3. What suggestions would you have for Thomas in managing this project? Lar03342_ch15_532-563.indd Page 562 2/1/10 4:27:01 PM user-f497Lar03342_ch15_532-563.indd Page 562 2/1/10 4:27:01 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v Chapter 15 International Projects 563 Ghost Stories On December 26, 2004, an earthquake reaching 9.1 on the Richter scale triggered a series of devastating tsunamis off the coast of Indonesia. They spread through- out the Indian Ocean, killing large numbers of people and inundating coastal communities across South and Southeast Asia, including parts of Indonesia, Sri Lanka, India, and Thailand. The 2004 Asian tsunami was one of the deadliest catastrophes in modern history, with more than 220,000 lives lost. Nils Lofgrin, who had managed several construction projects in Australia and New Guinea, was sent by his construction firm to restore a five-star resort along the Andaman coast in southern Thailand that had been ravaged by this tsunami. Casualties at the resort included 12 staff and 37 guests. This was Nils’s first assign- ment in Thailand. Nils flew down and toured the site. His assessment of the damage was that it was not as severe as feared. The basic infrastructure was intact but debris needed to be cleared and the resort refurbished. He reported back to headquarters that with a bit of luck he should have the resort up and running in a matter of months. Little did he realize how soon he would regret making such a promise. The problems began immediately when he was unable to recruit workers to help clean up the mess at the resort. The Burmese migrant workers who comprised a significant portion of the workforce in this region had fled into the hills out of growing fears of being arrested and deported. Even when he offered double wages he was not able to recruit many Thais. At first he attributed their reluctance to the shock caused by the devastation of the tsunami. Everyone he met seemed to know someone who had died or even worse had just disappeared. But he soon realized there was more going on than just shock. Nils was at a restaurant having a lunch with a Thai friend when an animated discussion broke out among some Thai patrons nearby. He asked his friend what was going on. The friend said someone was telling the story of a local taxi driver who had picked up three foreign tourists and was driving them to Kata Beach when he looked around and found his cab empty. Another told the story of a local family whose telephone rings constantly through the day and night. When answered, the voices of missing friends and relatives cry out for help. Nils sank in his chair when he began to realize that no one wanted to work for him because prospective workers believed that the region and his resort are haunted by ghosts. 1. What options are available to Nils? 2. What would you do and why? Case Lar03342_ch15_532-563.indd Page 563 2/1/10 4:27:01 PM user-f497Lar03342_ch15_532-563.indd Page 563 2/1/10 4:27:01 PM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:vyn/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/mhbr165:larson:v C H A P T E R S I X T E E N Oversight 564 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Oversight Project Oversight Organization Project Management in the Long Run Summary Lar03342_ch16_564-581.indd Page 564 2/3/10 12:34:03 PM user-f498Lar03342_ch16_564-581.indd Page 564 2/3/10 12:34:03 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 Without continual growth and progress, such words as achievement and success have no meaning. —Benjamin Franklin Project Oversight In the last few years the paradigm shift to project oversight/governance has been profound. Project oversight can be defined as a set of principles and processes to guide and improve the management of projects. The intent is to ensure projects meet the needs of the organization through standards, procedures, accountability, effi- cient allocation of resources, and continuous improvement in the management of projects. A second purpose is to support the project manager. We estimate over 95 percent of project-driven organizations have been implementing some form of oversight for several years. Progress has been rapid and steady. The typical activi- ties of project oversight cover two dimensions: organization and project. Here are some of the major oversight activities used in practice: At the Organization Level • Project selection. • Portfolio management. • Improving the way all projects are managed over time. • Assessing and elevating the maturity level of the organization’s project manage- ment system. • Using the balanced scorecard approach to review progress on strategic priorities. At the Project Level • Review projects’ objectives. • Decide on issues raised by the project manager such as resource needs and escalation. • Track and assist the project to resolve bottlenecks. • Review status reports from the project manager. • Audit and review lessons learned. • Authorize any major deviations from the original scope. • Cancel the project. All of these activities are designed to bring consistency, structure, accountability, and improvement to the management of projects. Today, project oversight, through an executive committee, oversight group, or a project office, covers every aspect of managing projects in the organization. 565 Lar03342_ch16_564-581.indd Page 565 2/4/10 9:14:32 PM user-f498Lar03342_ch16_564-581.indd Page 565 2/4/10 9:14:32 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 566 Chapter 16 Oversight Importance of Oversight to the Project Manager What does this solid paradigm shift mean to a project manager who is normally in charge of only one or two projects? Four things. First, in almost all cases oversight is interested in supporting and helping the project manager where needed. This is an improvement over the past. Second, the oversight function determines the en- vironment in which the project manager will implement his or her project. This can affect the management of a project in a positive or negative manner. Third, depending on the size and complexity of the project, methods used to hold the project manager responsible and accountable will influence how performance is measured. Finally, the project manager, who is responsible for day-to-day man- agement, will probably be reporting to this oversight group at predetermined phases in the project. In short, project oversight supports project management at the organization and project levels. As a project manager you need to be aware of how these oversight activities can and will influence management of your projects. A short description of each of these oversight activities follows. Portfolio Project Management When project effort moves from tactical to strategic, project selection, project pro- cesses, and resources are brought under one system known as portfolio project management. Remember from Chapter 2 that portfolio management integrates projects with current priorities, strategic thrust, and overall allocation of scarce organization resources. Here is a typical definition: Portfolio project management is the centralized management of projects to ensure that the allocation of resources to projects is directed toward projects that contribute the greatest value to organization goals. Project portfolio management supports management of multiple projects in a co- ordinated way to obtain the benefits not available from managing them individu- ally. The development of portfolio project management is complemented by the movement to use project management offices. Project Office Most project-driven organizations have set up project offices. The appearance of a project office frequently follows the implementation of project portfolio manage- ment efforts. The project office is now used as the vehicle to support and manage oversight activities. Here is one definition: The project office (PO) is the unit responsible for the continued support of consis- tent application of selection criteria, standards, and processes; training of and general assistance to project managers; and continued improvement and use of best practices. The project office frequently includes project portfolio management. Project port- folios and project offices both result in an integration function for planning and control. The PO also supports the integration of the processes of managing proj- ects within the social/cultural environment of the organization. High-tech firms such as Hewlett-Packard (HP), International Business Machines (IBM), and Dell all use project offices to coordinate projects and to ensure best practices are being used to manage projects. For example, HP has project offices in Europe/Middle Lar03342_ch16_564-581.indd Page 566 2/1/10 11:54:11 PM user-f501Lar03342_ch16_564-581.indd Page 566 2/1/10 11:54:11 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 16 Oversight 567 S N A P S H O T F R O M P R A C T I C E The Project Office* As more and more companies embrace project management as a critical vehicle for realizing corporate objectives, they are creating centralized project offices (POs) to oversee and improve the management of projects. PO functions vary widely by organization and need. In some cases, they serve as a simple clearinghouse for project management information. In other cases, they recruit, train, and assign managers to specific projects. As POs mature and evolve over time, they become full-service providers of project management expertise within a firm. The different services POs may provide include the following: • Creating and maintaining the internal project management information system. • Recruiting and selecting project managers both within and outside the organization. • Establishing standardized project planning and reporting methodologies. • Training personnel in project management techniques and tools. • Auditing ongoing and recently completed projects. • Developing comprehensive risk management programs. • Providing in-house project management consulting and mentoring services. • Maintaining an internal project management library con- taining critical documents, including project plans, funding papers, test plans, audit reports, and so forth. • Establishing and benchmarking best practices in project management. • Maintaining and tracking the portfolio of projects within an organization. A good example of how project offices evolve is the global project office (GPO) at Citibank’s Global Corporate Bank. GPO originated at the grassroots level within the small world of Oper- ations and Technology for Global Cash Management. Committed to bringing order to the chaos of managing projects, GPO insti- tuted training programs and professional project manage- ment practices on a very small scale. Soon the success of GPO-supported projects caught the eye of upper management. Within three years the department was expanded to offer a full range of PO services across Citibank’s entire banking operation. GPO’s mission is to establish project management as a core competency throughout the entire Citibank organization. * T. R. Block and J. D. Frame, “Today’s Project Office: Gauging Attitudes,” PM Network, August 2001; W. Gradante and D. Gardner, “Managing Projects from the Future, Not from the Past,” Proceedings of the 29th Annual Project Management Institute 1998 Seminars and Symposium (Newtown Square, PA: Project Management Institute, 1998), pp. 289–94. East, Americas, Asia Pacific, and Japan with several others planned. Because projects are used to implement strategy, HP has created a new position—vice pres- ident of project offices. Project offices ensure a consistent approach to all projects in all locations. See Snapshot from Practice: The Project Office. Figures 16.1 and 16.2 provide an example of a report the project office provides senior management of an international organization. Note that such a report re- quires a standard format for all projects. Figure 16.1 depicts a project portfolio cost summary report developed for top management. Figure 16.2 presents the same summary for project schedules. Additional detailed information for any spe- cific highlighted project—such as the project schedule, cost status report, project team—is only a double click away. For example, the Smart Card project in the European Economic Community (EEC) appears to be behind schedule. The cause Lar03342_ch16_564-581.indd Page 567 2/1/10 11:54:11 PM user-f501Lar03342_ch16_564-581.indd Page 567 2/1/10 11:54:11 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 568 Chapter 16 Oversight can be identified by “drilling down” to the project schedule, WBS, resources, or issues. Standard project formats such as these provide a wealth of information in multiproject organizations. Project offices are known to result in positive benefits such as the following: • They serve as a bridge between senior management and project managers. • They support integration of all project management processes from selection through project closure and lessons learned. • Through training they support the movement of the organization to a higher level of project management maturity. The growth in the application of portfolio project management and project offices will continue. Portfolio management and project offices strongly influ- ence how a project manager will manage his or her respective project. A more recent oversight activity has been the quick implementation of phase gate reviews. Phase Gate Methodology Phase gates provide an in-depth review of individual projects at specific phases in the project life cycle. These reviews cover assessments to continue or kill the project, reassess resource allocation, reassess prioritization, and evaluate execution progress, FIGURE 16.1 Project Portfolio Cost Summary Report for Top Management Lar03342_ch16_564-581.indd Page 568 2/1/10 11:54:12 PM user-f501Lar03342_ch16_564-581.indd Page 568 2/1/10 11:54:12 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 16 Oversight 569 as well as strategic alignment decisions. The phase review process serves the organization by having gatekeepers (usually selected from several areas of the firm) perform the review. The phase gate process is also designed to support the project manager on decisions and other issues such as escalation and resource needs. The idea of phase gate methodology fits effortlessly into the oversight function of the project office. Phase gate methodology was originally developed for product development, but the application of the methodology has grown beyond new product development to include all projects in the portfolio. One study by Morris and Jamieson showed 85 percent of those surveyed use phase review gates, while 85 percent who did not thought they should. The original Stage-Gate™ model was pioneered by Robert G. Cooper several decades ago to improve management of new product development. The original model incorporates five stages: preliminary investigation, detailed investigation, development, testing and validation, and full production and market launch. Stages precede gates and represent information developed to enable gatekeepers to make the right decision at the next gate. These decision points at each gate are known as go, kill, hold, or recycle decisions. Given the information developed for each stage, the gatekeepers (the oversight team) can decide to continue with the project, abort the project, or revise/recycle. Today, variations of the original model are being used across all industries to help manage project portfolios. These variations are not limited to new product development. The number of stages and gates varies. But the idea of oversight FIGURE 16.2 Project Portfolio Schedule Summary Report for Project Schedules Lar03342_ch16_564-581.indd Page 569 2/1/10 11:54:15 PM user-f501Lar03342_ch16_564-581.indd Page 569 2/1/10 11:54:15 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 570 Chapter 16 Oversight review several times throughout the project life cycle appears in all models. Each gate check will always, at a minimum, check the project against alignment with current strategic goals. Phase gate methodology has appeal because it provides a clean-cut, structured process that can be consistently applied across all projects in the portfolio. Dis- tinct review stages and go/kill gates comprise this oversight function. The major goals for phase gating are to ensure oversight and support for the project manager and the project team, to direct organization resources toward strategic goals, and to reduce the number of projects that do not support the forward direction of the organization. A multiproject organization having employees spread across many time zones that does not use some form of phase review methodology is rare. For example, companies such as 3M, General Motors, Northern Telecom, DuPont, Intel, Hewlett-Packard, and Dell all use some form of phase gating to manage projects. The phase gate review process can be defined as a structured process to review, evaluate, and document outcomes in each project phase and to provide management with information to guide resource deployment toward strategic goals. This oversight activity begins with project selection and tracking the project life cycle through closure and lessons learned. Phase gates need to occur at consistent points in the project life cycle so each project encounters similar gates at predefined authoriza- tion points. The phase review process may appear similar to the project audit discussed in an earlier chapter. Some overlap does occur, but the focus here is more inte- grated and holistic. Individual projects are reviewed as part of a total portfolio. For example, have strategic priorities changed the importance of the project? If the priorities of the organization have changed, a project that is executing on time, on budget, and meeting the project goals may have to be “killed.” Phase review takes place at each phase from project selection through lessons learned as opposed to the audit, which often takes place at the end of the project. Phase gating provides a larger perspective to managing multiple projects in a project portfolio. Gatekeepers first focus on organization needs, with individual project needs second. Figure 16.3 is a flow diagram of an abridged, generic variation of phase gate methodology that has application across all types of projects. Another practice used during the implementation phase is to create gates at significant milestones. The decision gates focus on go/kill decisions based on major questions such as those shown in Gates 1 and 2 below (see the “Pull the Plug” reference). At a mini- mum each gate should include three components: 1. Required deliverables (e.g., project goals, progress, variances). 2. Gate criteria and specific outputs (e.g., adjusting project scope, schedule). 3. A clear yes/no decision on whether to go ahead. The criteria for all of the gates during the project are selected before the start of the project. The value of phase gating methods rests firmly on having enough information to support the gate decision. Significant amounts of support data must be gath- ered to answer critical gate questions. Using the best practices shown in earlier chapters will prepare you to easily answer critical gate questions. Frequent ques- tions from practice for each gate are presented here. Lar03342_ch16_564-581.indd Page 570 2/4/10 9:14:33 PM user-f498Lar03342_ch16_564-581.indd Page 570 2/4/10 9:14:33 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 Chapter 16 Oversight 571 Gate 1: Proposal Decision • What business problem does the proposed project solve? • Does this project align with our strategic direction? • What type of project is this? Strategic, organization maintenance, “must,” etc.? • Should the project be considered? This proposal phase answers a fundamental question: Is the project a good idea and does it solve a business problem or issue? Basically, anyone can propose a proj- ect. However, the proposal should provide enough key information to allow an oversight team to decide if the proposal should be considered further. For example, the information might include the business problem the proposed project will solve, the urgency of the project, and clear, relevant project objectives. Gate 1 provides information at a minimal expenditure of cost and resources and in a short time, so the project can be reevaluated more thoroughly if it is perceived to have merits. Phase 1 Proposal Phase 3 Implementation plan Phase 2 Screening and selection Phase 4 Progress evaluation Phase 6 Postproject review and lessons learned Gate 1 Gate 2 Gate 3 Gate 4 Gate 5 Gate 6 Phase 5 Closure Phase = Information Gate = Go/Kill Decision FIGURE 16.3 Abridged Generic Phase Gate Process Diagram Lar03342_ch16_564-581.indd Page 571 2/1/10 11:54:17 PM user-f501Lar03342_ch16_564-581.indd Page 571 2/1/10 11:54:17 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 572 Chapter 16 Oversight Gate 2: Screening and Selection Decision • Is the sponsor identified and supportive? • Should this project be selected and implemented? • How does the project support the organization strategy and goals? • Is it important to implement this project now? Why? • What is the impact or risk of not doing this project? • What are the project’s ROI and/or nonfinancial benefits? • How does the project fit our skills and culture? • What metrics will be used to measure progress? Success? • What are the major risks for this project? • Will this project be implemented internally or outsourced? • Will our business culture support this project? • How long and how large is this project? The screening and selection review includes a thorough analysis based on selection criteria. The gating group uses weighted scoring model criteria, which typically in- clude project risks, costs, resource needs, urgency, financial analysis, benefits, iden- tified sponsor, and other criteria found in selection models. Many information requirements for Gate 2 are discussed in detail in Chapter 2 (see project selection section) and should answer most of the decision criteria for this phase review. Gate 3: Implementation Plan Decision • Are the project scope, tasks, milestones and deliverables, and gates established and acceptable? • Are the resources needed identified and available? • Are tasks sequenced and is a time-phased budget established? • Are appropriate performance metrics in place for tracking the project? • Are project risks identified and is how they will be managed clearly stated? • Are all stakeholders identified? • Is the stakeholder communication plan complete and appropriate? • Is a formal change management system in place? • Are accountability metrics in place and is responsibility assigned? The implementation plan review information should include the planning docu- ment developed in earlier chapters. For example, what are the specific goals for the project and what are the major deliverables (scope)? What tasks will be performed to complete the deliverables (WBS)? How are tasks sequenced (network)? When will the tasks be performed (schedule)? What resources are needed to complete the tasks (resource schedule)? What are the estimated costs for the tasks (time-phased budget)? What and how will performance be measured (variance metrics)? How will information be collected and distributed (communication plan)? What and how will project risks be identified and handled (risk plan)? What vendors will be used for procurement? Gate 4: Progress Evaluation Decision • Is the project still aligned with business requirements? • Are activities completed according to the project plan? Lar03342_ch16_564-581.indd Page 572 2/2/10 7:20:10 PM user-f498Lar03342_ch16_564-581.indd Page 572 2/2/10 7:20:10 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 16 Oversight 573 • Are the technical requirements of the project being met? • Are contractors meeting defined performance requirements? • Are there urgent corrective actions that must be done quickly? • Are time, costs, and scope performances within acceptable limits? • Have the project objectives changed? • What risks can be retired? Your progress evaluation review covers the control activities of tracking progress, identifying variances from your plan, and taking corrective action. A major chunk of the data requirements for the phase review are simply measures against the project plan. Tracking progress and identifying variances against scope, time, bud- get, and control of changes and identified risks are easily accomplished using available software (see Chapters 7 and 13). For example, if the project is not going according to plan, your risk assessment plan may help you decide an action to be taken. Beyond these quantitative measures, there are always “issues” that deserve attention. Moreover, project priority must be checked against strategy to deter- mine whether this measure is still valid. If not, a change in scope or killing the project may be necessary. Don Kingsberry, director of HP’s Global Program Management Office, describes HP’s progress phase review succinctly: “We have 42 health checks on current projects. We look at risks, issues, critical path analysis, resource analysis, sponsorship, alignment with strategy, earned value metrics, dependency, and other factors impacting the triple constraints of project manage- ment: time, cost, and scope.” (See Boyer for more on HP’s efforts.) Gate 5: Closure • Did the project deliver the business outcomes? Were the metrics and benefits used to justify the project met? • Were project scope objectives met? • Were project cost and schedule met? • Are contracts closed out? • Are the end users satisfied? • Have staff been recognized and reassigned? • Was the organization culture right for this type of project? • Was senior management support adequate? • Were the right people assigned to the project? • Were project risks identified and assessed realistically? • Did technology overextend our competencies? • How will the project be delivered? The closure and lessons learned activities closely follow the closure activities found in the audit chapter. Some organizations have wrapped phases 5 and 6—closure, post project review and lessons learned—into a single gate. Gate 6: Lessons Learned • Have we identified what went wrong and what contributed to success? • Have changes to improve delivery of future projects been communicated and archived? • Has an owner of each retrospective been identified? Lar03342_ch16_564-581.indd Page 573 2/9/10 10:21:38 AM user-f498Lar03342_ch16_564-581.indd Page 573 2/9/10 10:21:38 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 574 Chapter 16 Oversight • What hindered or contributed to delivering the expected ROI or business outcomes? • Can others learn from this experience? • What changes in scope or quality were made? • Who will be responsible for archiving the lessons learned? The questions shown above for each phase only touch the surface of those found in practice. Some are formalized, others very porous and less structured, but all phase review models are designed to check management of a project from selection to lessons learned. Key benefits of using phase gating are: • Provides excellent training for functional staff who serve on oversight review groups. • Encourages a larger perspective and role of projects within the organization. • Is a clear-cut process, easily understood, and applicable to all projects in a portfolio. • Provides a structured process for a project office to follow on all projects. • Eliminates poor value projects. • Supports faster decision making with predefined deliverables for each gate. See Snapshot from Practice: Phase Gate Side Benefits for a project manager’s opinion on the benefits of phase gating. Another key oversight function is benchmarking your project management maturity against others in your industry. Organization Project Management in the Long Run Organization Project Management Maturity Individual audits and phase gate reviews can yield valuable lessons that team members can apply to future project work. A more encompassing look, from an organizationwide point of view, uses a project maturity model that strives for a One manager from a high-tech firm related to your authors that “phase-gating is the best thing that has ever happened to [his] firm— better than apple pie. We rotate middle man- agers to serve on the project oversight committee to give them as much exposure as possible.” Serving on the oversight com- mittee has great rewards for the organization and individual. The following relates the core of his conversation: First, the process itself gets everyone on the same menu. Everyone is constantly reminded of the strategic vision of the firm and how the project supports the vision. Second, serving on a review or oversight committee provides a more holistic insight that creates more understanding and tolerance of S N A P S H O T F R O M P R A C T I C E Phase Gate Side Benefits changes that need to occur. Serving on the oversight commit- tee is the cheapest, most rewarding training vehicle we have ever had. Best of all, the training lasts and the learned holistic view is transferred to others. The cost of serving on the over- sight committee is near zero. Members are more likely to sup- port and help see a project through to a speedy, successful completion. Next, using the phased approach limits scope creep, which has been a constant issue in all our projects. Finally, the bottom line is that the number of useless projects has practically disappeared—pet projects are out in the open, resources are used more efficiently, and most projects come in on time and within budget. Phase gating has changed the whole culture of our firm and the way projects are managed. Lar03342_ch16_564-581.indd Page 574 2/1/10 11:54:18 PM user-f501Lar03342_ch16_564-581.indd Page 574 2/1/10 11:54:18 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 16 Oversight 575 never-ending goal to continuously improve the management of projects. It is well established that project-driven companies with higher maturity levels are more successful in managing projects than those lacking project maturity programs. Project maturity has become a competitive edge. Companies are increasingly us- ing outsourcing or external contractors and RFPs (Request for proposals) to look for contractors that have reached high maturity levels. Harold Kerzner, a project management consultant and professor, eloquently states why a company should pursue maturity: Given the fact that many executives today view their company as a stream of projects, project management permeates the entire organization, mandating that maturity is nec- essary. So only those companies that want to stay in business and remain competitive should pursue maturity. The alternative is rather unpleasant. (Quoted in Mueller) The purposes of all maturity models, and many are available, are to enable organizations to assess their progress in implementing the best practices in their industry and continuously move to improvement. It is important to understand that the model does not ensure success; it serves only as a measuring stick and an indicator of progress. The term maturity model was coined in the late 1980s from a research study by the United States government and the Software Engineering Institute (SEI) at Carnegie Mellon University. The government wanted a tool to predict successful software development by contractors. The outcome of this research was the Capability Maturity Model (CMM). The model focuses on guiding and assessing organizations in implementing concrete best practices of managing software development projects. Since its development, the model is used across all industries. One newer model has received a great deal of publicity. In January 2004, after eight years of development, the Project Management Institute (PMI) rolled out its second version of the Organizational Project Management Maturity Model. The latest ver- sion is called OPM3 (See www.pmi.org/opm3). Typically, these models are divided into a continuum of growth levels: initial, repeatable, defined, managed, and optimized. Figure 16.4 presents our version, which borrows liberally from other models. FIGURE 16.4 Project Management Maturity Model Time Ad hoc project mgmt. Formal application of project mgmt. Institutionalization of project mgmt. Management of project mgmt. system Optimization of project mgmt. system Level 1 Level 2 Level 3 Level 4 Level 5 Lar03342_ch16_564-581.indd Page 575 2/1/10 11:54:19 PM user-f501Lar03342_ch16_564-581.indd Page 575 2/1/10 11:54:19 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 www.pmi.org/opm3 576 Chapter 16 Oversight Level 1: Ad Hoc Project Management No consistent project management pro- cess is in place. How a project is managed depends upon the individuals involved. Characteristics of this level include: • No formal project selection system exists—projects are done because people decide to use them or because a high-ranking manager orders them done. • How any one project is managed varies by individual and thus is unpredictable. • No investment is made in project management training. • Working on projects is a struggle because it goes against the grain of estab- lished policies and procedures. Level 2: Formal Application of Project Management The organization applies es- tablished project management procedures and techniques. This level is often marked by tension between project managers and line managers who need to rede- fine their roles. Features of this level include: • Standard approaches to managing projects, including scope statements, WBS, and activity lists, are used. • Quality emphasis is on the product or outcome of the project and is inspected instead of built in. • The organization is moving in the direction of a stronger matrix with project managers and line managers working out their respective roles. • Recognition of the need for cost control, not just scope and time management, is growing. • No formal project priority selection system is established. • Limited training in project management is provided. Level 3: Institutionalization of Project Management An organizationwide proj- ect management system, tailored to specific needs of the organization with the flexibility to adapt the process to unique characteristics of the project, is estab- lished. Characteristics of this level include: • An established process for managing projects is evident by planning templates, status report systems, and checklists for each stage of the project life cycle. • Formal criteria are used to select projects. • Project management is integrated with quality management and concurrent engineering. • Project teams try to build in quality, not simply inspect it. • The organization is moving toward a team-based reward system to recognize project execution. • Risk assessment derived from WBS and technical analyses and customer input is in place. • The organization offers expanded training in project management. • Time-phased budgets are used to measure and monitor performance based on earned value analysis. • A specific change control system for requirements, cost, and schedule is devel- oped for each project, and a work authorization system is in place. • Project audits tend to be performed only when a project fails. Lar03342_ch16_564-581.indd Page 576 2/9/10 10:22:49 AM user-f498Lar03342_ch16_564-581.indd Page 576 2/9/10 10:22:49 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/09:02/MHBR165:Larson:208 Chapter 16 Oversight 577 Level 4: Management of Project Management System The organization develops a system for managing multiple projects that are aligned with strategic goals of the organization. Characteristics of this level include: • Portfolio project management is practiced; projects are selected based on resource capacity and contribution to strategic goals. • A project priority system is established. • Project work is integrated with ongoing operations. • Quality improvement initiatives are designed to improve both the quality of the project management process and the quality of specific products and services. • Benchmarking is used to identify opportunities for improvement. • The organization has established a Project Management Office or Center for Excellence. • Project audits are performed on all significant projects and lessons learned are recorded and used on subsequent projects. • An integrative information system is established for tracking resource usage and performance of all significant projects. See Snapshot from Practice: Acer Attacks Costly Delays. In today’s rapidly changing world, the risk of failing to develop new products for the market on time is the difference between success and failure. The Mobile Systems Unit (MSU) of Taiwan computer maker Acer, which produces computer note- books, operates under extreme time-to-market pressures. By 1998 MSU development cycles had shrunk to eight months. Still, missing the market introduction window by only one month on any given model eliminated the unit’s profit potential for that model. MSU did a companywide analysis into the causes of costly delays in their projects. They discovered that schedule vari- ance was a function of multiple causes. Vendors would occa- sionally not deliver sufficient volumes of a promised new component on time. Major customers such as IBM would change their requirements. Design problems with the mother- board would cause additional design loops. Negotiations among multiple parties might change internal specifications. Administrative pressure on engineers and insufficiently documented procedures led to shortcuts in testing, causing major rework at a more costly stage. Acer attacked the multiple causes on multiple fronts. First, MSU management created resource buffers in the form of slack capacity by canceling two projects that were already delayed. This wasn’t easy, because one was to be a show- piece, top-of-the-line model, and the decision to kill it was hotly contested. MSU then concentrated on improving S N A P S H O T F R O M P R A C T I C E Acer Attacks Costly Delays* documentation of operating procedures in order to increase testing coverage and facilitate the training of young engineers. Those steps reduced the number of correction loops during product development and improved the quality of the compa- ny’s manufacturing ramp-up. Acer also concentrated the re- sponsibility of product specifications in one group, thereby reducing negotiation loops and internally caused specification changes. Over the next two years, MSU more than doubled its sales and gained significant market share. * B. Einhorn, “Acer’s About Face,” BusinessWeek (International Edition), April 23, 2000. © Tom Wagner/Corbis Lar03342_ch16_564-581.indd Page 577 3/4/10 1:52:00 AM user-f497Lar03342_ch16_564-581.indd Page 577 3/4/10 1:52:00 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 578 Chapter 16 Oversight Level 5: Optimization of Project Management System The focus is on continu- ous improvement through incremental advancements of existing practices and by innovations using new technologies and methods. Features include: • A project management information system is fine-tuned; specific and aggregate information is provided to different stakeholders. • An informal culture that values improvement drives the organization, not policies and procedures. • There is greater flexibility in adapting the project management process to demands of a specific project. Progress from one level to the next will not occur overnight. The Software Engineering Institute estimates the following median times for movement: • Maturity level 1 to 2 is 22 months. • Maturity level 2 to 3 is 29 months. • Maturity level 3 to 4 is 25 months. • Maturity level 4 to 5 is 13 months. Why does it take so long? One reason is simply organizational inertia. It is difficult for social organizations to institute significant changes while at the same time maintaining business efficacy. “How do we find time to change when we are so busy just keeping our heads above water?” A second significant reason is that one cannot leapfrog past any one level. Just as a child cannot avoid the trials and tribulations of being a teenager, people within an organization have to work through the unique challenges and problems of each level to get to the next level. Learning of this magnitude naturally takes time and cannot be avoided by using quick fixes or simple remedies. Our best-guess estimates are that most companies are in the throes of moving from level 2 to level 3 and that fewer than 10 percent of those firms that actively practice project management are at either level 4 or 5. Remember, project maturity is not an end; project maturity is a never-ending process of continuous improve- ment. An additional view of the success of the projects you have selected over time is discussed next. The Balanced Scorecard Model Project priority selection models select which actions (projects) best support organi- zational strategy. The balanced scorecard model differs from selection models by reviewing projects over a longer horizon—5 to 10 years after the project is imple- mented. It is more “macro” in perspective than project selection models. This model measures the results of major activities taken to support the overall vision, mission, and goals of the organization. It helps answer two questions: Did we select the right projects? Did the projects contribute to long-range strategic direction of the firm? American Express, the U.S. Department of Transportation, ExxonMobil, Kaiser Permanente, National Semiconductor, and others are known to be using their own customized models of the balanced scorecard. (See Kaplan and Norton.) The scorecard model limits measures of performance to goals in four main areas: customer, internal, innovation and learning, and financial measures. For example, a performance measure for a customer might be industry ranking for sales, quality, or on-time projects. Internal measures that influence employees’ actions could mean time to market or reduction of design time to final product. Lar03342_ch16_564-581.indd Page 578 2/2/10 7:20:10 PM user-f498Lar03342_ch16_564-581.indd Page 578 2/2/10 7:20:10 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 16 Oversight 579 Innovation and learning measures frequently deal with process and product innovation and improvement. For example, the percentage of sales or profit from new products is often used as a performance goal and measure. Project improve- ment savings from partnering agreements are another example of an innovation and learning measure. Finally, financial measures such as ROI, cash flow, and projects on budget reflect improvement and actions that contribute value to the bottom line. These four perspectives and performance measures keep vision and strategy at the forefront of employees’ actions. The basic assumption underlying the balanced scorecard model is that people will take the necessary actions to improve the performance of the organization on the given measures and goals. The balanced scorecard model and priority selection models should never conflict with each other. If a conflict exists, both models should be reviewed and conflicts elimi- nated. When both models are used in project-driven organizations, focus on vision, strategy, and implementation are reinforced. Both models encourage employees to determine the actions needed to improve performance. Oversight practices are directed to improving the way the organization manages all projects. Oversight or governance in multiproject organizations supports the trend of integration over the last three decades. Centralization of project manage- ment activities became imperative as projects became more numerous and became the means to implement organization strategy. Project portfolios and project offices serve to gain centralized control over all projects in the organization. The multiproject environment also assists as an impetus for phase gate checks at several points over the project life cycle. Benchmarking your project management matu- rity quickly surfaced as large organizations realized the amount of organization resources devoted to projects and the importance of projects to meeting competi- tion. The need for assessing the long-run value of selected projects over several years continues to increase each year. The balance score card methodology appears to be meeting this need. Succinctly, the major goals of project oversight are to en- sure the effective allocation of organization resources and to improve the manage- ment of projects. Oversight activities continue to be adopted by most organizations participating in the global economy. Oversight activities are not limited to only large organizations; oversight activities continue to move down the size ladder to smaller organizations where successful project management can be a significant competitive edge. How projects are managed in your organization will depend heavily on the level of project oversight and maturity. As oversight continues to evolve, you will need to view your job as a project manager from a broader, top-down view of project management in your organization and even in the total field of project management. Summary Key Terms Balanced scorecard, 578 Oversight, 565 Phase gating, 570 Portfolio management, 566 Project management maturity, 574 Project office (PO), 566 Lar03342_ch16_564-581.indd Page 579 2/4/10 9:56:58 PM user-f498Lar03342_ch16_564-581.indd Page 579 2/4/10 9:56:58 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 580 Chapter 16 Oversight 1. What are the major economic forces that serve as an impetus for using oversight/ governance tools and processes? 2. The Super Web Design president asked you to justify present and future oversight activities. Answer her request. 3. What are the three major advantages to an organization using a maturity model? 4. “We aren’t big enough to have a project office, but we need the discipline of project management methods and standards.” What advice would you give the CEO of this organization? Justify. 5. Explain to a fellow student the major benefits of project management oversight to the organization. Review Questions 1. Reread the “Day in a Life” case in Chapter 1. How would you assess her effec- tiveness now that you have studied project management? What part of Rachel’s experience contributes to her success? Exercise Anonymous 2, “Pull the Plug,” PM Network, Vol. 20, No. 6 June 2006, pp. 39–42. Baker, B., “The Nominees Are . . . ,” PM Network, Vol. 18, No. 6 June 2004, p. 23. Boyer, C., “Make Profit Your Priority,” PM Network, Vol. 17, No. 10 October, 2003, p. 40. Cooper, R. G., Product Leadership: Creating and Launching Superior New Products (Cambridge, MA: Perseus Publishing, 2000). Cooper, R. G., S. J. Edgett, and E. J. Kleinschmidt, Portfolio Management for New Products (Reading, MA: Addison-Wesley, 1998). Ibbs, C. W., and Y. H. Kwak, “Assessing Project Maturity,” Project Management Journal, Vol. 31, No. 1, March 2000, pp. 32–43. Kaplan, R. S., and D. Norton, “The Balanced Scorecard—Measures that Drive Performance,” Harvard Business Review, January–February 1992, pp. 73–79. Note: A CD simulation is available from Harvard Customer Service, Product 8387. This interactive simulation provides hands-on experience for learning more about the method. Morris, P. W., and A. Jamieson, “Moving from Corporate Strategy to Project Strategy,” Project Management Journal, Vol. 36, No. 4. December 2005, pp. 5–18. Mueller, E., “Maturity, Do or Die?” PM Network, Vol. 20, No. 2 February 2006, p. 32. Norrie, J., and D. H. T. Walker, “A Balanced Scorecard Approach to Project Management Leadership,” Project Management Journal, Vol. 35, No. 4, December 2004, pp. 47–56. “Pull the Plug,” PM Network, Vol. 20, No. 6 June 2006, pp. 39–42. Rover, I., “Why Bad Projects Are So Hard to Kill,” Harvard Business Review, February 2003, pp. 49–56. Stewart, W. E., “Balanced Scorecard for Projects,” Project Management Journal, Vol. 32, No. 1 March 2001, pp. 38–47. (2000 International Student Paper Award Winner.) References Lar03342_ch16_564-581.indd Page 580 2/1/10 11:54:21 PM user-f501Lar03342_ch16_564-581.indd Page 580 2/1/10 11:54:21 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 Chapter 16 Oversight 581 Don’t Tell Me What You Have Done. Tell Me What You Are Going to Do The firm has been merged with a larger firm carrying a similar product line of in- formation technology consumer and industry products. One major goal of the merger was to save costs by eliminating duplication and improving management. Weeks before the merger, Lauren (not her real name) had just been promoted to project office director of the smaller firm. She assumed her position would be ab- sorbed into the project office of the large firm. Mentally, Lauren was prepared to start job hunting. Maybe she should change careers and go back to a job that used her bachelor’s degree in political science. Two weeks after the merger was final- ized, others, including herself, received a letter to report for an interview with the new company senior management “conversion” vice president. Lauren spent three days gathering materials to substantiate all of her past accomplishments, to dem- onstrate her management skills, and to show her potential value to the new firm. When the big day came, Lauren entered the office of the interviewer with approxi- mately nine inches of substantiating material. She was prepared! The first few minutes were spent explaining her past roles in the firm, the new project office, and other niceties. She explained to the VP she had all of the mate- rials with her to back up her statements and he could take them if he wished. He replied, “I am not as interested in your past accomplishments as I am in your pos- sible future accomplishments. Here is the need. Projects eat up about 40 percent of our yearly expenses. We need to cut 10 million off those expenses. In five min- utes tell me how you will do it and how it will be verified.” Her last statement at the end of four minutes was: “I can give you five million within the next year. Ten million is too big a stretch.” His retort was, “Lauren, can you get five in six months?” (Gulp.) “I’m pretty sure I can.” “Congratulations, Lauren, you are now the new project office director of this continental division.” In 500 words or less, write what you believe Lauren could have used as key points to get the position. Case Lar03342_ch16_564-581.indd Page 581 2/1/10 11:54:21 PM user-f501Lar03342_ch16_564-581.indd Page 581 2/1/10 11:54:21 PM user-f501/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:208/Users/user-f501/Desktop/Tempwork/JANUARY 2010/30-01-10/MHBR165:Larson:2 C H A P T E R S E V E N T E E N An Introduction to Agile Project Management 582 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 An Introduction to Agile Project Management Traditional versus Agile Methods Agile PM Agile PM in Action: Scrum Applying Agile PM to Large Projects Limitations and Concerns Summary Lar03342_ch17_582-601.indd Page 582 2/3/10 12:34:34 PM user-f498Lar03342_ch17_582-601.indd Page 582 2/3/10 12:34:34 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 We know less about the project today than at any time in the future. —Chet Hendrickson As project management entered the new millennium, many professionals recog- nized that one-size fits all project management methods did not meet their needs. This recognition was especially true for those working on software and product development projects in which the end product is not well defined and evolves over time. This project environment requires flexibility and the ability to manage changes as more information and learning take place. Enter Agile Project Management (Agile PM). Instead of attempting to plan the entire project up front, Agile PM relies on incremental, iterative development cycles to complete projects. Ken Schwaber uses the analogy of building a house to explain the difference between incremental, iterative development and traditional project management. The traditional approach would be that the buyers could not move into the house until the entire house is completed. The iterative approach would build the house room by room. The plumbing, electrical, and infrastructure would be built for the most important room (i.e., kitchen) first and then extended to each room as it was constructed. Each time a room is completed, the builders and the buyers would assess progress and make adjustments. In some cases, the buyers would realize that they didn’t need that extra room they felt they had to have. In other cases, they would add features they didn’t realize they needed to have. Ultimately the house is built to fit the customer’s wishes. Agile PM is ideal for exploratory projects in which requirements need to be dis- covered and new technology tested. It focuses on active collaboration between the project team and customer representatives, breaking projects into small functional pieces, and adapting to changing requirements. While iterative development prin- ciples have been around for some time, it is only recently that agile methodologies have taken root within the project management profession. In this chapter the core principles of Agile PM are discussed and compared with traditional project management methods. A specific agile methodology called Scrum is used to describe these principles in action. The chapter concludes with a discussion of limitations and concerns. The goal is not to provide a comprehen- sive account of all the methods associated with Agile PM but to provide a primer on how agile works. Traditional versus Agile Methods Traditional approaches to project management concentrate firmly on thorough planning up front. The rationale is that if you plan, execute your plan, and take corrective action on deviations from plan, you have a high probability of success. Once the project scope has been firmly established, every detail of the project is defined through the WBS. Most problems and risks are identified and assessed before the project begins. Estimates are made, resources assigned, 583 Lar03342_ch17_582-601.indd Page 583 2/2/10 9:03:49 PM user-f498Lar03342_ch17_582-601.indd Page 583 2/2/10 9:03:49 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 584 Chapter 17 An Introduction to Agile Project Management adjustments made, and ultimately a baseline schedule and budget are created. Control of the project is a comparison of plan versus actual and corrective action to get back on plan. Traditional project management requires a fairly high degree of predictability to be effective. For plans to be useful managers have to have a firm idea on what is to be accomplished and how to do it. For example, when it comes to building a bridge across a river, engineers can draw upon proven technology and design principles to plan and execute the project. Not all projects enjoy such certainty. Figure 17.1 speaks to this issue and is often used to support the use of Agile PM. Project uncertainty varies according to the extent the project scope is known and stable and the technology to be used is known and proven. Many projects, like the bridge example, as well as other construction projects, events, product exten- sions, marketing campaigns, and so forth have well-established scopes and use proven technology that provides a degree of predictability for effective planning. However, when the project scope and/or technology are not fully known, things become much less predictable. For example, software development projects, which are notorious for coming in late and over budget, typically involve many different customers with different needs. These needs frequently change and are often diffi- cult to articulate. In many cases, customers only begin to understand what they actually desire when they are provided with someone’s impression of what they want. Under these conditions it would be difficult if not futile to develop a detailed list of scope requirements at project launch. Technology can be another source of unpredictability. For example, a develop- ment team charged with designing the next generation electric car may know they are to build a car that seats four adults comfortably and travels over 200 miles before being charged, but they may not know if the battery technology exists to power such a vehicle. Again it would be very difficult to develop a reliable sched- ule when such questions exist. The key point is that traditional PM techniques were developed to operate in the predictable zone where the scope of the project is fairly well defined and FIGURE 17.1 Project Uncertainty Unknown UnknownTechnology(How) Project scope (What) Known & stable Predictable Unpredictable Lar03342_ch17_582-601.indd Page 584 2/2/10 8:10:13 PM user-f498Lar03342_ch17_582-601.indd Page 584 2/2/10 8:10:13 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 585 technology to be used is established. Agile lives in the unpredictable zone. Agile PM represents a fundamental shift away from the traditional plan-driven project management approach by adopting a more experimental and adaptive approach to managing projects. Projects evolve rather than are executed. Some of the differences between Agile PM and traditional project management are displayed in Table 17.1. Agile PM Fundamentally, Agile PM is related to the rolling wave planning and scheduling project methodology (see Chapter 5). That is, the final project design is not known in great detail and is continuously developed through a series of incremental itera- tions over time. Iterations are short time frames (“time boxes”) that typically last from one to four weeks. The goal of each iteration is to develop a workable prod- uct that satisfies one or more desired product features to demonstrate to the cus- tomer and other key stakeholders. At the end of each iteration, stakeholders and customers review progress and re-evaluate priorities to ensure alignment with cus- tomer needs and company goals. Adjustments are made and a different iterative cycle begins. Each new iteration subsumes the work of the previous iterations and adds new capabilities to the evolving product (see Figure 17.2) to produce a next, Traditional Agile Design up front Continuous design Fixed scope Flexible scope Deliverables Features/requirements Freeze design as early as Freeze design as late as possible possible Low uncertainty High uncertainty Avoid change Embrace change Low customer interaction High customer interaction Conventional project teams Self-organized project teams TABLE 17.1 Traditional Project Management versus Agile Project Management FIGURE 17.2 Iterative, Incremental Product Development Project initiation Iteration 1 Iteration 2 Iteration 3 Iteration 4 Iteration 5 Closeout New product: Customeracceptance Lar03342_ch17_582-601.indd Page 585 2/2/10 8:10:13 PM user-f498Lar03342_ch17_582-601.indd Page 585 2/2/10 8:10:13 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 586 Chapter 17 An Introduction to Agile Project Management expanded version of the product See the Snapshot from Practice: IDEO for an example of iterative development in action. Iterative development processes provide the following important advantages: • Continuous integration, verification, and validation of the evolving product. • Frequent demonstration of progress to increase the likelihood that the end product will satisfy customer needs. • Early detection of defects and problems. There is growing evidence that iterative and evolutionary development is superior to traditional plan-driven project management when it comes to creat- ing new products (See Research Highlight: Product Development Practices that Work.) S N A P S H O T F R O M P R A C T I C E IDEO: Masters of Design* IDEO, headquartered in Palo Alto, California, is one of the premier design firms in the world. They are responsible for a wide range of prod- uct innovations including the first Apple mouse, Head’s Airflow Tennis Racket, Zyliss Salad Spinner, and Nokia N-Gage Smart phones. IDEO’s many clients include Pepsi-Cola, 3M, Logitech, Nike, and HBO. IDEO has won more of the BusinessWeek/IDSA Industrial Design Excellence Awards than any other firm. IDEO’s approach to product design relies heavily on an it- erative development process in which product prototypes are used to explore and further refine product ideas. CEO Tim Brown states that the goal of prototyping “is to learn about the strengths and weaknesses of the idea and identify new direc- tions that the prototype might take.” For example, IDEO worked with Procter and Gamble to de- velop a new Crest toothpaste tube. The challenge was to im- prove the traditional screw-on cap, which always gets gunked up with toothpaste. IDEO’s first solution was a pop-on, pop-off cap. However, when designers created rough prototypes and watched people use them, they quickly noticed that users kept trying to unscrew the cap even though they were told how it worked. The designers concluded that the action was a well, ingrained habit that would probably be impossible to break. So they came up with a hybrid: a twist-off cap that had a short thread but would still be easy to clean. Focused prototyping resolves critical problems one by one. Brown recommends that prototypes should only take as much time and effort needed to generate useful feedback and evolve an idea. For example, IDEO was working on a chair for Vecta, a high-end office furniture manufacturer. The project had evolved to the point where the height adjustment lever that tilted with the chair became critical. The team didn’t build the whole chair or even the tilt mechanism. They just built the little lever and its interface with the tilt mechanism. It took only a couple of hours. When finished the prototype quickly demon- strated that the principle would work. “It doesn’t matter how clever you are, your first idea about something is never right” Brown says, “so the great value of prototyping—and prototyping quickly and inexpensively—is that you learn about the idea and make it better.” * J. M. Pethokoukis, “The Deans of Design: From the Computer Mouse to the Newest Swiffer, IDEO is the Firm behind the Scenes,” U.S. News & World Report, Posted 9-24-2008; Brown, T. “Design Thinking,” Harvard Business Review, June 2008, pp. 84–95. © Mark Richards/PhotoEdit Lar03342_ch17_582-601.indd Page 586 3/4/10 1:56:06 AM user-f497Lar03342_ch17_582-601.indd Page 586 3/4/10 1:56:06 AM user-f497 /Users/user-f497/Desktop/MHBR165/Users/user-f497/Desktop/MHBR165 It should be noted that Agile PM is not one set method, but a family of meth- ods designed to respond to the challenges of unpredictable projects. A few of the more popular ones are listed here: Scrum RUP (Rational Unified Process) Extreme Programming (XP) Crystal Clear Agile Modeling Dynamic Systems Development Method (DSDM) Lean Development Rapid Product Development (RPD) While each of these methods has unique elements and applications, most are based on the following Agile principles: • Focus on customer value—Employ business-driven prioritizations of require- ments and features. • Iterative and incremental delivery—Create a flow of value to customers by “chunking” project delivery into small, functioning increments. • Experimentation and adaptation—Test assumptions early and build working prototypes to solicit customer feedback and refine product requirements. • Self-organization—Team members decide amongst themselves who and what should be done. • Continuous improvement—Teams reflect, learn, and adapt to change; work informs the plan. The Agile methodology known as “Scrum” will be used to illustrate how these core principles are put into action. Alan MacCormack and his colleagues at Harvard Business School conducted a two-year in-depth study of 29 software projects to answer the ques- tion: “Does evolutionary development, rather than the waterfall model, result in better suc- cess?” The waterfall model is the name used in the software industry for the traditional approach to project management in which a process breakdown structure (PBS) is used to first define all the requirements up front and then initiate a design, build, integrate, test, deploy sequence. Conversely, evolutionary development is an iterative approach in which customers test early versions of the software and requirements emerge and are refined after each demonstra- tion. The study concluded: . . . our research suggests a clear agenda for managers: Get a low-functionality version of the product into customer’s hands at the earliest possible stage and thereafter adopt an iterative approach to adding functionality. The study identified several practices that were statisti- cally correlated with the most successful projects: 1. An iterative life cycle with early release of the evolving product to stakeholders for review and feedback. 2. Daily incorporation of new software and rapid feedback on design changes. 3. A team with a broad-based experience in shipping multiple projects. MacCormack asserts that uncertainty on software projects dictates short “microprojects”—down to level of features. This is not limited to just software projects but to any new product endeavor where uncertainty is high and the need for customer feedback and refinement is critical to success. * A. MacCormack, “Product-Development Practices that Work: How Internet Companies Build Software,” MIT Sloan Management Review, 42(2), 2001, pp. 75–84. Research Highlight Product Development Practices that Work* 587 Lar03342_ch17_582-601.indd Page 587 2/2/10 8:10:14 PM user-f498Lar03342_ch17_582-601.indd Page 587 2/2/10 8:10:14 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 588 Chapter 17 An Introduction to Agile Project Management Agile PM in Action: Scrum Scrum can be traced back to the work of Hirotaka Takeuchi and Ikujiro Nonaka who in 1986 described a new holistic approach in new commercial product devel- opment efforts. They compare this approach of a cross-functional team collabo- rating to develop a new product to rugby, where the whole team “tries to go the distance as a unit, passing the ball back and forth.” The scrum metaphor has been expanded and refined into a fairly prescriptive framework that has enjoyed success on high-tech and software development projects (see Snapshot from Practice Soul Searching). Scrum, like other Agile methods, begins with a high-level scope definition and ballpark time and cost estimates for the project. The scope and cost estimates should be complete enough that management is comfortable with the estimates. The theory is that since requirements evolve over time, detailed up-front planning will be wasted. In place of a product WBS, Scrum uses product features as deliverables. A feature is defined as a piece of a product that delivers some useful functionality to a customer. In the case of a software project, a feature may be a bank customer being able to change her PIN. In the case of a high-tech product, it may be 3G wireless access. Features are prioritized by their perceived highest value. The project team tackles the highest, feasible priority features first. Priorities are re-evaluated after each itera- tion. Iterations are called sprints and should last no longer than four weeks. The goal of each sprint is to produce fully functional features. This forces the team to tackle tough decisions early in order to create a workable demo. Specific features are created according to four distinct phases: analysis, design, build, and test (see Figure 17.3). Each feature can be thought of as a mini-project. The first phase is analysis and review of functional requirements that will be needed to complete the feature. The team commits to meet these requirements. The second phase is the development of a design that meets the requirements of the feature. The third phase is to build the feature so that it is functional. Finally, the feature is tested and documented. At the end of each sprint, features are dem- onstrated. Within this sprint framework, Scrum relies on specific roles, meetings, and documents/logs to manage the project. FIGURE 17.3 Scrum Development Process Build Analysis Selected features Prioritized feature log Test Design Demonstration of functional featuresIteration Daily scrum meeting Sprint 3--4 weeks Lar03342_ch17_582-601.indd Page 588 2/2/10 8:10:14 PM user-f498Lar03342_ch17_582-601.indd Page 588 2/2/10 8:10:14 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 589 Roles and Responsibilities There are three key roles to the scrum process: Product owner, development team, and scrum master. Product Owner This person acts on behalf of customers to represent their interests. They are responsible for ensuring that the development team focuses their efforts on developing a product that will fulfill the business objective of the project. The prod- uct owner establishes the initial list of product features and prioritizes them in the product backlog. The product owner negotiates sprint goals and backlog items with the development team. The product owner has the option to change features and pri- orities at the end of each sprint if desired. However, no changes should be made once a sprint has started. The product owner is the final arbiter on requirements questions and is empowered to accept or reject each product increment. The product owner ultimately decides whether the project is completed. Product owners are the keeper of the product vision and watch dog on the return on investment. Development Team The team is responsible for delivering the product. A team is typically made up of five to nine people with cross-functional skill sets. There are no designated roles or titles; people take on different responsibilities depending on the nature of the work. The team is self organizing in the sense they decide both who and how the work is to be accomplished. Team members should be co-located so S N A P S H O T F R O M P R A C T I C E Soul Searching after 9/11* Over 2,792 lives were lost in the collapse of the World Trade Center (WTC) on September 11, 2001. While rescuers labored night and day to recover the bodies, a small team of Michigan software engineers set about salvaging their identities. New York City hired Gene Codes, the Ann Arbor, Michigan, bioinformatics company, to reinvent the science of DNA mass identification by creating software that would inventory and match the victims’ remains and reunite them with their fami- lies. They were to do so as soon as possible with no errors. Ex- perts predicted that the violence of the collapse and the intense heat of the fires meant that at best 25 percent of the victims would be identified. Gene Codes hired William Wake, an independent software coach, to work with their team of eight software engineers on the project. Wake introduced the team to Agile PM. Under Wake’s guidance an environment of intense interaction and communication was created within the programming team by scheduling frequent releases, tempered by constant testing, and feedback from its users. Testing was done, before, during, and after the code was written to ensure the same bugs (errors) didn’t surface twice. At the end of each week’s iteration, the staff held a retro- spective. They listed things that worked well and what needed improvement on fluorescent pink, green, and yellow Post-It notes, transforming the entire wall into a case of art imitating life. Under “Worked Well,” a note said, “Figured out how to use debug form on a wrapped test class.” One square under the “Needs Improvement” category merely read, “I’m tired.” Whether out of patriotism or professionalism, the team routinely arrived each day at 7:00 A.M. and worked till midnight. Engineers like Dave Relyea just wanted to help. “We thought about the victims, the families, and the people at the Office of the Chief Medical Examiner working around the clock. What they were going through made us feel like we could never work hard enough.” The product of their labor was the Mass Fatality Identifi- cation System (M-FISys) that contained more than 164,000 lines of code. M-FISys linked all the information in the identification project: 11,641 swab samples from 7,166 family members; 7,681 personal effects (i.e., toothbrushes, hair brushes) and the results of the three types of DNA tests; and nearly 20,000 human remains. The chance of false match was less than 1 in 3.58 million. In the end, with the help of M-FISys, the New York Medical examiner was able to identify 1,521 of the 2,792 people who perished in the WTC disaster. * Melissa Krause, “Soul Searching” Bio-ITworld. Accessed on 3/10/2008 at http://www.bio-itworld.com/archive/091103/soul.html. Lar03342_ch17_582-601.indd Page 589 2/12/10 12:28:45 AM user-f499Lar03342_ch17_582-601.indd Page 589 2/12/10 12:28:45 AM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:20 http://www.bio-itworld.com/archive/091103/soul.html 590 Chapter 17 An Introduction to Agile Project Management that intense face-to-face collaboration occurs. They are responsible for the achieving commitments they make at the sprint planning and sprint review meetings. Scrum Master (aka Project Manager) The Scrum master facilitates the scrum process and resolves impediments at the team and organization level. The Scrum master is not the leader of the team (the team leads itself!) but acts as a buffer between the team and outside interference. They have no formal authority. Instead, they are responsible for making sure that the Scrum process is adhered to. They help the product owner with planning and try to keep the team energized. The Scrum master serves more as a coach than a manager. Scrum Meetings Scrum uses a series of coordinated meetings to manage the development process (see Figure 17.4). Sprint Planning At the start of each sprint, the product owner and development team negotiate which product backlog items the team will attempt this sprint. The product owner is responsible for identifying which features are most important, and the team is responsible for determining what is possible within the sprint. If it is im- possible to complete a certain key item within four weeks, the team works with the product owner to break the feature down into doable pieces. All committed items are recorded in a product backlog. The team uses this backlog to prioritize specific work to be done and assign initial responsibilities. These tasks are recorded in the sprint backlog. Once the meeting has adjourned the goals for the Sprint cannot be changed. Daily Scrum The heartbeat of an Agile project is the daily meetings which are com- monly referred to as the “Scrum.” Each work day at the same time and place, team members stand in a circle and take turns answering the following key questions: 1. What have you done since the last Scrum? 2. What will you do between now and the next Scrum? 3. What is getting in the way (blocks) you from performing your work as effectively as possible? The Scrum, which typically lasts 15 minutes, is held next to a whiteboard, at which time all tasks and blocks are recorded. The Scrum master erases blocks once they have been removed. The meetings must start on time. A late fine (i.e., $1) collected by the Scrum master and donated to charity, is a popular rule. The meeting is limited to just those three core questions. Members stand to create a sense of urgency. Immedi- ately afterwards, specific members may meet to resolve issues that surfaced. FIGURE 17.4 Scrum Meetings Sprint planning meeting Sprint review meetings Daily scrum meeting 24 hour Sprint retrospective meetings Lar03342_ch17_582-601.indd Page 590 2/2/10 8:10:14 PM user-f498Lar03342_ch17_582-601.indd Page 590 2/2/10 8:10:14 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 591 The value of the Scrum is that it creates a daily mechanism to quickly inform the team about the state of the project. It sustains a sense of team identity that encourages openness and resolution of problems in real time. Having everyone report what they plan to do for that day generates a social promise to the group, thereby building accountability. Notice again that the team is self-managed. The Scrum master does not assign daily tasks to team members; the team decides amongst themselves. The Scrum master role is to see that the Scrum is running correctly. They are not “master” of the team but rather “master” of the process. Sprint Review At the end of each sprint, the team demonstrates the actual work product increments they have built to the product owner and other relevant stake- holders. Feedback is solicited from the product owner and other relevant stake- holders. The product owner declares which items are “done” and which items need further work and are returned to the product backlog. The team can take this op- portunity to suggest improvements and new features for the product owner to ac- cept or reject. The sprint review meeting is an opportunity to examine and adapt the product as it emerges and iteratively refine key requirements. Such refinements will be the subject of the next sprint planning meeting. Sprint Retrospective The purpose of the retrospective meeting is to reflect on how well the previous sprint went and identify specific actions that can improve future sprints. The Scrum master typically facilitates this meeting and the team decides which changes will be made in how they work together for the next sprint. The retrospective reflects Scrum’s commitment to continuous improvement and the value it places on improving not only products but team interactions. Product and Sprint Backlogs Each project has a product backlog and a sprint backlog. The product owner con- trols the product backlog and the team controls the sprint backlog. The product backlog is the customer’s prioritized list of key features desired when the project is completed. Only the product owner can change the product backlog and its prior- ities. The product backlog usually defines each feature and estimates of time, cost, and work remaining. By observing the feature completion rate (called the “burn rate”); the product owner can estimate the finish date and consider the trade-off of adding or reducing features. See Figure 17.5 for a partial product backlog for a software project. FIGURE 17.5 Partial Product Backlog A 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 2 1 3 5 4 100 160 80 40 120 Complete Complete Started Not started Started 90 180 12 B C D E F G Phone-In Prescription Software Project Product Backlog ID Product Customer Information Insurance Information Drug Information Doctor Information Inventory status Priority Status Estimate Hours Actual Hours Lar03342_ch17_582-601.indd Page 591 2/2/10 8:10:15 PM user-f498Lar03342_ch17_582-601.indd Page 591 2/2/10 8:10:15 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 592 Chapter 17 An Introduction to Agile Project Management The sprint backlog is developed and controlled by the team. It represents the amount of work the team commits to complete during the next sprint. The sprint backlog lists the tasks (activities) that must be completed to deliver a functional feature or segment of a feature. The sprint backlog also serves as a status docu- ment by listing the person responsible for each task, remaining hours of work, and recording the task as finished, in process, or not yet started. See Figure 17.6 for a partial example of a sprint backlog. Scrum does not use any of the conventional project management tools like Gantt charts or network diagrams. Instead it relies on the daily scrums and the active involvement of the product owner to manage work flow. Risk is mitigated by short developmental cycles and rigorous testing. Applying Agile PM to Large Projects Scrum and most other Agile methods are ideally suited for distinct projects that can be completed by a small, five to nine person team. Agile methods can be used on larger scale projects in which several teams are working on different features at the same time. In practice this condition is called “scaling.” The chief challenge with scaling is integration—making sure that the different features being created work in harmony with each other. There are no easy solutions to the integration challenge. Significant up-front planning is required to manage the interdependences of different features that will be developed. This is called “staging” and often is the subject of the first develop- ment iteration. Here protocols and roles for coordinating efforts and assuring compatibility are established. This is supported by establishing a clear product vision so that trade-off decisions are consistent at the local team level. Agile advocates recommend creating a hub structure (see Figure 17.7) with overlapping roles and responsibilities to manage large projects. There are several feature development teams. A separate integration and build team is formed con- sisting of part-time members of each feature team. This team tackles the sticky integration issue through testing and establishing requirements for the feature teams. To coordinate the multiteam structure a central project team is created consisting of a higher level project manager, a product manager (who represents the interests of the customer), and the leads (“project managers”) from the feature development teams. The project management team provides coordination and fa- cilitates project decision making. Their role is to steer rather than command the FIGURE 17.6 Partial Sprint Backlog A 1 2 3 4 5 6 7 8 9 10 11 Drug categories Generics Branded Design drug inventory system Code inventory availability Code manufacture order Integrate all inventory systems EL CE MC LE 0 32 32 16 X X X 40 4 RT CG AL 0 0 8 X X X X X X X X X X 16 32 24 12 13 14 15 16 B C D E F G H I Phone-In Prescription Drug Project Sprint Backlog Sprint Description Responsible Defined Tested AcceptedRemaining Hours Actual Hours In Progress Lar03342_ch17_582-601.indd Page 592 2/10/10 7:45:55 AM user-f498Lar03342_ch17_582-601.indd Page 592 2/10/10 7:45:55 AM user-f498 /Users/user-f498/Desktop/MHBR165:Larson:208/Users/user-f498/Desktop/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 593 other teams. Teams may be real, virtual, or a combination. The entire system re- quires a spirit of collaboration to work. Limitations and Concerns Agile methods in the software industry grew at a grass roots level. Many engineers saw traditional plan-driven project management as stifling effective development with too much emphasis on processes and documentation and not enough on creativity and experimentation. Early on there was a rebellious tone to the Agile movement, so much so, that several of the key founders published an Agile Manifesto (see Snapshot from Practice on Agile Alliance). The manifesto affirmed a different set of values than those currently being applied by management to projects they were working on. The revolutionary nature of Agile is reflected in the story one IT manager told the authors about her efforts at using Agile PM. She worked for a large, multina- tional high-tech firm that had spent five years rigidly institutionalizing a set of traditional project management policies and procedures. Despite their best efforts, her department consistently completed projects behind schedule with several can- cellations. Out of desperation she started secretly using Agile methods to complete software projects. By using Agile PM her project teams were able to not only meet but beat project schedules—a rarity within her company. When top management confronted her for not conforming to procedure, she pointed to her recent success rate to defend being left alone. Ultimately management couldn’t argue with suc- cess, and she was allowed to expand her efforts. Agile PM does not satisfy top management’s need for budget, scope, and sched- ule control. Remember the new house analogy. The buyers got exactly what they wanted but did not know how much it would cost. Nor did they know how long it would take or even what it would look like when it was done. While ballpark estimates are provided, Agile methods by their very nature do not provide the FIGURE 17.7 Hub Project Management Structure Project mgr Central project management team Product mgr Team leads Feature development teams A-Z Team leads Integration & build team Lar03342_ch17_582-601.indd Page 593 2/2/10 8:10:15 PM user-f498Lar03342_ch17_582-601.indd Page 593 2/2/10 8:10:15 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 594 Chapter 17 An Introduction to Agile Project Management detail estimates of time and costs that management likes. No matter how realistic “it depends” is, management as well as customers are accustomed to working with a greater level of certainty than Agile provides. In response to the financial con- cerns, many organizations establish “ceilings,” which is the maximum budget that should not be exceeded in the development of a given product or service. Even if management totally buys into the value of Agile PM, one cannot sim- ply install it into an organization over night, it needs to evolve over time. Many of the Agile principles, including self-organizing teams and intense collaboration, are incompatible with corporate cultures. For example, the principle of self-organizing teams, in which members decide who should do what, regardless of rank or title, contradicts command and control structures. Likewise, intense collaboration is not for everyone. One Agile manager confessed that she had to let several of her top engineers go because their lone-wolf personalities were not compatible with collaboration. Most companies report gradual introduction of Agile project man- agement. For example, Siemens Medical Systems started with one Scrum team in 2004, then 10 Scrum teams in 2005, 70 teams in 2006, and over 97 teams in 2007. As noted earlier, Agile methods appear to work best on small projects that re- quire only five to nine dedicated team members to complete the work. Here face- to-face communication replaces time-consuming documentation and informal coordination supplants top-down control. Although some companies have suc- cessfully applied Agile PM to large projects, others have struggled with the scaling challenge. Too often coordination requirements undermine the adaptability of small teams, which is a chief strength of Agile PM. Companies that enjoy success on large projects tend to have had a strong history of using Agile on smaller projects, and Agile principles are part of their product development culture. S N A P S H O T F R O M P R A C T I C E Agile Alliance On February 11–13, 2001, at The Lodge at Snowbird ski resort in the Wasatch mountains of Utah, 17 representatives of various new software methodologies (such as Extreme Programming, Scrum, Adaptive Software Development, and Crystal Clear) met to discuss the need for lighter alternatives to the traditional, documentation-driven project management methodology. They were united by a desire to free themselves of Dilbert manifestations of make-work and arcane policies and spark a revolution in the software industry. By the end of two days they formed the Agile Alliance to champion change and published a manifesto that declared four core values: • Individuals and interactions over processes and tools. • Working software over comprehensive documentation. • Customer collaboration over contract negotiation. • Responding to change over following a plan. These four values were expanded upon by a set of 12 guid- ing principles. These principles included: • Deliver working software frequently, from a couple of weeks to a couple of months, with a preference to the shorter timescale. • Businesspeople and developers must work together daily throughout the project. • Build projects around motivated individuals. Give them the environment and support they need, and trust them to get the job done. • The most efficient and effective method of conveying infor- mation to and within a development team is face-to-face conversation. • Working software is the primary measure of progress. • Simplicity—the art of maximizing the amount of work not done—is essential. To find the other six guiding principles and a wealth of information on Agile PM, log onto the Agile Alliance Web site at: http://www.agilealliance.org/ Lar03342_ch17_582-601.indd Page 594 2/12/10 12:28:51 AM user-f499Lar03342_ch17_582-601.indd Page 594 2/12/10 12:28:51 AM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:20 http://www.agilealliance.org/ Chapter 17 An Introduction to Agile Project Management 595 Agile requires active customer involvement. Involvement comes in different shapes and forms. Designating an internal person to act as a product owner to represent the interests of customers is relatively easy. Soliciting the active partici- pation of external customers can be more problematic. Even though there is consistent evidence that customer participation enhances project success, not all customers want to be that actively involved. Many are simply too busy. Others believe that they hired the project team so they would not have to be involved. Securing the cooperation of customers to devote the requisite time to support Agile PM is a common source of frustration in the field. Agile PM frameworks, like Scrum, are used exclusively to complete software development projects from beginning to end. Other companies are using Agile PM only during the early exploratory phase of a project. Agile PM is used to develop critical breakthrough technology or define essential features. Once the features and technology are known then traditional project management is applied to complete the project. Key Terms Agile PM 583 Feature 588 Iterative incremental development (IID) 585 Product backlog 591 Product owner 589 Scaling 592 Scrum master 590 Scrum meeting 590 Self-organizing team 589 Sprint backlog 592 1. Why is the traditional project management approach less effective when project scope and technology are not well known? 2. What is iterative incremental development? Why is it useful for developing new products? 3. What are the advantages of Agile PM? What are the disadvantages of Agile PM? 4. What similarities and differences exist between a traditional project manager and a Scrum master? Review Questions Summary Agile project management has emerged as a response to the challenges of manag- ing projects with loosely defined scopes and high levels of uncertainty. Agile relies on an iterative development process in which the scope of the project evolves over time. Development teams create feature; driven working products at the end of each development cycle. Active customer involvement is used to guide this pro- cess. Here are some of the key advantages of Agile methods: • Work is divided into smaller and smaller chunks that are more easily scheduled and controlled. • Collaboration between the customer and designers is increased leading to solid change control. • Methods demand that features be tested and functional when completed. Agile PM is still evolving. While much of the attention in this chapter has been devoted to software development, Agile PM is being successfully applied to a wide range of unpredictable projects. New methods and approaches will continue to be developed and adapted to meet the specific needs of projects. Stay tuned. Lar03342_ch17_582-601.indd Page 595 2/12/10 12:28:56 AM user-f499Lar03342_ch17_582-601.indd Page 595 2/12/10 12:28:56 AM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:20 596 Chapter 17 An Introduction to Agile Project Management 1. Break into small groups and identify at least two real-life examples of projects in which: a. The scope and technology are well known. b. The scope is well known but the technology is less well known. c. The scope is not well known but the technology is known. d. Neither the scope nor the technology is well known. 2. Break into small groups and discuss the following question: What organizational, group, individual, and project factors do you think would promote the successful adoption of Agile PM methodologies like Scrum? Why? 3. Use a project you are currently working on to hold a Scrum meeting according to the guidelines on pages 590–591. Designate one member to act as the Scrum master and hold a standing meeting that lasts no longer than 15 minutes. As- sess the value of such meetings? 4. Below are four mini-cases from practice. Break into small groups and (1) analyze the case and (2) provide five recommendations for the IT department. Project A You’ve just taken over a project from another project manager and have come back from a very uncomfortable meeting with your business sponsor. In the meet- ing, the sponsor told you how dissatisfied he is with the project’s performance to date and that he’s getting ready to pull the plug on the project entirely. Deadlines keep slipping, the application isn’t complete, and the sponsor feels like he can’t get in touch with anyone to give him an update on the project’s status and progress. From conversations with your project team, you learn that requirements still haven’t been finalized, and the team is waiting for input before being able to proceed on several key parts of the application. Despite that, they’ve been able to push forward in other areas, and are quite proud of the work they’ve done. How- ever, they haven’t had a chance to show it to the sponsor. To complicate matters further, your boss has made it clear that this project must be completed on schedule, because he needs the resources for another project. What do you do? What impact do your decisions have on the project’s cost, schedule, and performance? Project B Your project team has finished gathering the requirements and developing the solution design. Your team is broken into two main groups: The first group consists of the project manager, business analysts, and management and is located in the United States. The second group consists of the development and QA teams and they are located in India. The WBS was developed based on estimates from the teams in India. The development team agreed to provide daily updates to you about progress against the WBS to make sure that the project’s milestones are going to be met. However, by the time the development team got close to the first milestone, it became obvious that they were behind even though their daily updates indicated that they are on track. In addition, the team adopted a different design approach than the one agreed upon at the beginning of the project. Exercises 5. What are the differences between a self-organizing team and a conventional project team? 6. Why is it difficult to apply Agile PM to large scale projects? Lar03342_ch17_582-601.indd Page 596 2/2/10 8:10:16 PM user-f498Lar03342_ch17_582-601.indd Page 596 2/2/10 8:10:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 The lack of meaningful updates from the development team along with a dif- ferent design track has jeopardized the whole project by rendering the whole plan obsolete. Your team is now at risk of not delivering the project. What do you do? What is the impact to cost, schedule, and performance? Project C You have just taken over as the program manager of a large program with multiple tracks and a go-live scheduled in three months. At the first meeting with the proj- ect sponsors and key stakeholders, you find out that the business requirements are not complete and in some cases not started, project scope is not realistic to meet the upcoming go-live and overall the project teams are confused due to lack of communication and understanding of priorities. What do you do? What impact do your decisions have on the project’s cost, schedule, and performance? Project D You’ve just been assigned to take over a new project from an outgoing project manager. The project is a high-visibility project that is using a development meth- odology that is new to you and to your company. In your transition meetings with the outgoing project manager, he assures you that development is complete, and all you have to do is shepherd the project through acceptance testing and release. As a result, several project team members were released as scheduled. The acceptance testing does not go as smoothly as planned. The application has more defects than anticipated, and some core functionality is not able to be tested. The project team doesn’t feel like they are getting the direction they need to continue moving forward, and the business sponsor has asked you when he can expect to test application functionality you didn’t know is in scope. In addition, your project’s deadline is rapidly approaching, and interproject dependencies make it unlikely that you will be able to push your launch date. What do you do? What impact do your decisions have on cost, schedule, and performance? Boulter, M. Smart Client Architecture and Design Guide (Microsoft Press, 2004). Decarlo, D., eXtreme Project Management (Jossey-Bass, 2004). Faris, R., and I. Abdelshafi, “Project Management and Agile: Perfect Fit,” 2006 PMI Global Congress Proceedings, Seattle, Washington. Griffiths, M., Using Agile Principles Alongside: A Guide to the Project Management Body of Knowledge, PMI Global Proceedings, Anaheim, California, 2004. Highsmith, J., Agile Project Management, (Boston: Addison Wesley, 2004). Hildebrand, C., Full Speed Ahead, PM Network, Vol. 21, No. 10 October 2007. pp. 36–41. James, M., “Scrum” (Download PDF @ http://refcardz.dzone.com/ on 5/18/2009), 2009. Kruchten, Philippe, The Rational Unified Process: An Introduction, Third Edtion. (Upper Saddle River, NJ: Pearson Education, 2004). Larman, Craig, Agile & Iterative Development: A Manager’s Guide, (Boston: Addison-Wesley, 2004). McConnel, S., Rapid Development: Taming Wild Software Schedules, (Redmond, WA: Microsoft Press, 1996). References Chapter 17 An Introduction to Agile Project Management 597 Lar03342_ch17_582-601.indd Page 597 2/2/10 8:10:16 PM user-f498Lar03342_ch17_582-601.indd Page 597 2/2/10 8:10:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 http://refcardz.dzone.com/ Introducing Scrum at P2P PART A Kendra Hua had worked for six years as a software engineer in the IT department at Point 2 Point (P2P), a large freight moving company. She liked her job and the people she worked with. While she did some maintenance work, she worked primarily on projects, usually full time. Her work covered a wide range of projects including system upgrades, inventory control, GPS tracking, billing, and customer databases. These projects were typically able to meet project requirements but were consistently late. Within the IT department it was common practice for a betting pool to emerge regarding completion dates. The rule of thumb was to take the original schedule and multiply it by 1.5 and start guessing from then on. Management decided to try to turn things around by changing the way P2P completed IT projects. Instead of the traditional waterfall approach in which all the requirements were defined up front, the IT department was to start using Agile project management, and more specifically Scrum, to complete their projects. Kendra had just been assigned to the Big Foot project, which involved develop- ing a system for monitoring P2P’s carbon footprint. To prepare for this project, Kendra and her entire team of software engineers would attend a two-day Scrum workshop. Everyone was given a book on Scrum to prepare themselves for the workshop. At first Kendra was overwhelmed by terminology—Scrum master, sprints, product manager, sprint logs, and so forth. She questioned the rugby metaphor, since the only thing she knew about the sport was that one of her ex-boyfriends in college would come back to the dorm inebriated and bloodied after a match. And why was the project manager called a master? It seemed demeaning to her. Still, she had heard some good things about Scrum from a friend who was using it in another com- pany. He claimed it gave programmers more freedom to do their work, and work at a faster pace. So she approached the two-day workshop with an open mind. The workshop was facilitated by a trainer who was well versed in the world of software development. Participants included her other five team members as well as Prem Gupta, a veteran project manager who would now assume the role of Scrum master, and Isaac Smith, who would act as the product manager representing the in- terests of the customers. At first everyone gave Prem a hard time, by bowing to him, pleading “master, master, master . . .” The facilitator quickly corrected them by say- ing he was not their master but rather master of the Scrum process. The facilitator went on to emphasize that they would work as a self-organizing team. Kendra Case 598 Chapter 17 An Introduction to Agile Project Management Schwaber, K., Agile Project Management with Scrum (Redmond, WA: Microsoft Press, 2004). Takeuchi, H., and I. Nonaka, “The New Product Development Game,” Harvard Business Review, January–February 1986. Worthen, B., “Try Software on Workers First, Fix It Later,” The Wall Street Journal, September 25, 2007, pp. B1 and B4. Lar03342_ch17_582-601.indd Page 598 2/2/10 8:10:16 PM user-f498Lar03342_ch17_582-601.indd Page 598 2/2/10 8:10:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 599 wasn’t exactly sure what that meant, but she felt it had something to do with the team managing itself, not Prem. The workshop covered all the basic Scrum tools, concepts, and roles. Everyone got to practice the process by completing a simulated project involving the creation of a new board game. Kendra liked the idea of the standing Scrum meeting, since most of her meetings at P2P took way too long. She also liked having the product manager who was the ultimate decider on features and when work was completed. Everyone laughed at the “only one neck to wring” analogy that the facilitator used to describe this role. Overall she thought the process had promise and she was excited about trying it out on the Big Foot project. The Big Foot project was estimated to be completed after five sprints with each sprint lasting four weeks. THE FIRST SPRINT The first sprint planning meeting went pretty much by the book. Isaac had done his homework and came to the meeting with a comprehensive list of features the software needed to provide. There was healthy discussion, and Isaac amended the list to include some features that the team felt was necessary. The afternoon ses- sion featured Isaac, the product owner, prioritizing the features in the product backlog with feedback from the team. The final segment was devoted to the team deciding among themselves which high priority features they would commit to build within the four-week sprint. Prem did a good job of reminding the team that they were expected to build a fully functional feature. This tempered the team’s enthusiasm, and in the end a challenging but doable set of features was assigned to the sprint backlog for the first sprint. The first couple of daily Scrum meetings were a bit awkward as members were careful not to step on each others’ toes. One of the first impediments identi- fied was not having a shared understanding of how a self-organizing team worked. Prem kept emphasizing that it was up to the team to decide who does what and when. Then one morning it just suddenly clicked and members came forward claiming work they felt needed to be done. After that the daily scrums took on a life of their own, interrupted only when a member had to do five push-ups for every minute late. The pace of work picked up, and there was a shared enthusiasm as tasks and ultimately functional features were completed in rapid fashion. Kendra worked side by side with the other software engineers to solve problems and share what they had learned. Occasionally Isaac would be called into the project room to answer questions about specific features and be shown work in progress. By the time of the first sprint review meeting, the team was able to demonstrate all but one of the designated features to Isaac and even three more that were not on the initial hit list. The team got some useful feedback not only from Isaac but also from a couple of the end users he brought with him. Eighty percent of the features were proclaimed done by Isaac while the others needed only slight modifications. Everyone agreed that the next Sprint review would even be more successful. The sprint retrospective meeting was refreshing as members spoke candidly about both the good and the bad. Everyone agreed that the team needed to do a better job at documentation. Issues regarding fairness and spreading both the fun work and the tough work among the entire team was brought to the surface. Kendra was impressed by how everyone focused on what was best for the project not just themselves. Lar03342_ch17_582-601.indd Page 599 2/2/10 8:10:16 PM user-f498Lar03342_ch17_582-601.indd Page 599 2/2/10 8:10:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 600 Chapter 17 An Introduction to Agile Project Management THE SECOND SPRINT The second sprint meeting went well. The features that needed rework after the first sprint review meeting were at the top of the backlog and Isaac made appro- priate adjustments in priorities and a couple of new features that were discovered during the sprint review meeting were added. The meeting convened with the team confident that they would be able to complete the work they had committed to. Project work progressed quickly over the next week. Kendra felt pressure to accomplish what she said she would at the daily Scrum. At the same time, she felt a tremendous amount of satisfaction reporting work done. The entire team seemed energized. Then one day everything came to a standstill over a sticky inte- gration problem. The team struggled over the next three days trying to solve the problem until at the next Scrum. Prem stepped forward saying “I think you should do this . . .” He then proceeded to outline a specific method for solving the prob- lem, even assigning specific tasks to each team member. During the next two days Prem went back and forth between team members coordinating their work and solving problems. While there was some grumbling within the team, his solution worked, and Kendra was grateful to get back on track. From then on Prem took a more active role in daily Scrum meetings, often having the final say as to the work agenda for that day. The meetings took on a dif- ferent tone as members waited for Prem to speak first. Isaac was absent from the project room during this time as he was visiting sites that would be using the new software. Still features were being completed and Kendra was happy with its prog- ress. Then one day Isaac showed up at the morning Scrum meeting. He had just gotten back and had fresh information he wanted to introduce into the project. He had rewritten the product log and added several new, high priority features and eliminated a few of the features that the team had been working on. He wanted the team to shift their efforts and complete the new features by the end of the sprint. The team was shocked because one of the principles they had been taught is that you don’t change course midway through a sprint. Prem did his best to explain this to Isaac, but he was insistent. He kept saying that these changes had to be made, otherwise much of the sprint output would be a waste of time. He kept repeating that the team needed to be flexible, “After all isn’t that what the Agile approach is all about.” The meeting came to an impasse until Prem came forward with a com- promise. The team would agree to do the new work, but the sprint needed to be extended by two weeks. Everyone agreed and Kendra went back to work. Up till the end of the second sprint, Prem continued to direct project work. When it came for the sprint review meeting four of the five new features were completed as well as most of the original features. However, the feature demon- strations did not go well. Isaac and several of the end users that were present were critical of the user friendliness of several of the completed features. Kendra and other team members defended their work by saying, “Why didn’t you tell us you wanted it to perform that way?” Prem did his best to keep the meeting under con- trol, but the team had little to say when an important feature simply did not work. In the end, only half of the features were accepted as being done. Kendra walked out of the sprint review discouraged. Tomorrow morning was the sprint retrospective meeting. She had a lot on her mind, but wasn’t sure what she should say or how to say it at the meeting. 1. How well is Scrum working? 2. What are the issues confronting the Big Foot project? Lar03342_ch17_582-601.indd Page 600 2/2/10 8:10:16 PM user-f498Lar03342_ch17_582-601.indd Page 600 2/2/10 8:10:16 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 17 An Introduction to Agile Project Management 601 3. Assume you are Kendra. What would you want to say at the retrospective? How would you say it? 4. What improvements or changes need to be made? PART B Prem opened the retrospective by saying he had gotten a call from his boss and she was not happy with the progress. Prem said that he and the team were under the gun to get back on track. The list of things that went well during the second sprint was short and when it came time to discuss improvements there was an awkward silence. Kendra spoke up and began by saying she had gone back and reviewed the Scrum book. She went on to say that she thought the whole idea behind Scrum was that the team was to work to solve their own problems and it wasn’t Prem’s role to play task master. A couple of other team members mur- mured agreement. Prem became defensive and said if he had not intervened it would have taken days for the team to solve the problem. Another member said he thought it was a mistake allowing Isaac to change the sprint commitments. Prem agreed that in principle that was true, but said some- times you have to bend the rules to do what is right. He admonished the team by saying that they had to practice being more agile. The retrospective ended with few specific recommendations other than that in order to get back on track, Prem felt he would have to get even more involved in the execution of the project. The subsequent sprint 3 planning meeting was more of a formality. Isaac updated the product backlog with revised priorities and Prem signed off for the team as to what they would commit to. There was little interaction between the team and Isaac except seeking clarification on performance requirements for specific features. The team met under Prem’s leadership for their daily Scrums. Sometimes the Scrums went beyond the normal 15 minutes as Prem reviewed progress and described in detail what needed to be done that day. Isaac would occasionally show up, change priorities, review work and answer questions. Kendra worked hard on her assignments and often received praise from Prem for work well done. One evening when the team got together for a few beers and sushi, one of the team members pulled out a spreadsheet and asked who wanted to make the first bet on when they thought the project would be done. After several sprints, Isaac finally signed off on the last feature and declared the project completed. A collective “yahoo” sprang from the team. After the meet- ing Kendra went around collecting money from each of her teammates—she had predicted that the project would take 12 weeks longer than planned. 1. How would you assess P2P effort at introducing Scrum? 2. What challenges does an organization face when adopting an Agile approach like Scrum? 3. What could P2P have done to enhance success? Lar03342_ch17_582-601.indd Page 601 2/2/10 8:10:17 PM user-f498Lar03342_ch17_582-601.indd Page 601 2/2/10 8:10:17 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 C H A P T E R E I G H T E E N Project Management Career Paths 602 Project networks 6 Managing risk 7 Monitoring progress 13 Teams 11 Outsourcing 12 Leadership 10 Strategy 2 Introduction 1 Organization 3 Schedule resources & costs 8 Inter natio nal proje cts 15 18 Oversig ht Agile PM Career paths 17 16 Project closure 14 Estimate 5 Reducing duration 9 Define project 4 Project Management Career Paths Career Paths Temporary Assignments Pursuing a Career Professional Training and Certification Gaining Visibility Mentors Success in Key Projects Summary Lar03342_ch18_602-610.indd Page 602 2/3/10 12:35:08 PM user-f498Lar03342_ch18_602-610.indd Page 602 2/3/10 12:35:08 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 Eighty percent of success is showing up. —Woody Allen This chapter discusses basic issues regarding a career in project management. One point to remember is that pursuing a career in project management does not nec- essarily mean you will ever have the title of project manager. Yes, there are grow- ing numbers of fields in which project manager is a career path, but there are many more jobs in which project management is not a title but a job requirement. This underscores a major advantage to being good at managing projects; and that is the basic project management methodology you have been exposed to in this text is transferable across most businesses and professions. Think back to the Snapshots from Practice contained in the different chapters. They were not limited to one or two industries or professions, but rather entailed a smorgasboard of industries and professions! So, whether you are interested in a formal career in project management or just see managing projects as being important for your aspirations, this chapter provides advice for further developing your project man- agement skills and know-how. Career Paths There is no set career path for becoming a project manager. Career avenues vary from industry to industry, organization to organization, and from profession to profession. What can be said is that advancement occurs incrementally. You don’t simply graduate and become a project manager. As in other careers, you have to work your way up to the position. For example, in project-based organizations such as construction firms, you may begin by working on several projects as an assistant engineer, then take an assignment as a project analyst. From there you are promoted to principal engineer, advance to assistant project manager, assume the role of project manager over a small project, and then continue to bigger, riskier projects. In other organizations, project management careers run parallel with functional advancement with many crossovers. For example, at Intel a man- agement information systems (MIS) specialist might start his career as a designer, then take an assignment as a project specialist, later work as a project manager, and then return to a functional position as head of a department or as a product manager. See the Rod Gwinn Snapshot from Practice for an example of how a former student launched a career in project management. Other people find that their project management responsibilities expand as they move up the organization’s hierarchy. For example, a former marketing student began her career as an assistant buyer for a large retail company. She then became area sales manager at a specific store and became involved on a part-time basis in a series of projects, acting as a facilitator of focus groups. She was pro- moted to buyer and eventually became a store manager. In her current position, she coordinates a variety of projects ranging from improving the sales acumen of 603 Lar03342_ch18_602-610.indd Page 603 2/2/10 8:55:47 PM user-f498Lar03342_ch18_602-610.indd Page 603 2/2/10 8:55:47 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 604 Chapter 18 Project Management Career Paths her salesforce to altering the physical layout of the store. Although the title of project manager does not appear in her job description, more than 50 percent of her work involves managing projects. Temporary Assignments One aspect of project managing that is unique is the temporary nature of assign- ments. With line appointments, promotions are for the most part permanent and there is a natural, hierarchical progression to positions with greater authority and responsibility. In the example of the former marketing student, she progressed from assistant buyer to sales manager to buyer to store manager. Only under very unusual circumstances would she regress to being a buyer. Conversely, tenure is rarely granted to project managers. Once the project is completed, the manager may return to his previous department, even to a lesser position. Or, depending on the projects available, he may be assigned to manage a more or less significant project. Future work depends on what projects are available at the time the indi- vidual is available and how well the last project went. A promising career can be derailed by one unsuccessful project. S N A P S H O T F R O M P R A C T I C E Rod Gwinn 1988–2002 Information Technology Professional 2002–2006 B.S. Business Administration– Oregon State University 2005–2006 Project Management Intern–Symantec Inc. 2006–2008 IT Manager–ECOS Consulting 2008–Pres IT Project Manager–State of Oregon Over the years I have worked on, and managed, many technol- ogy projects. Some of these went well, others did not. In retro- spect, I see that the projects that went smoothly were the ones that were well organized and had some sort of a plan to follow. I did not realize at the time how much project manage- ment played a role in even the smallest IT project. After working in the IT field for almost 20 years, I decided it was time to head back to college to finish my elusive degree. In my junior year, our MIS class took on a project to assist Symantec Corporation with a small development project. This allowed me to directly utilize the skills I had acquired during my early career, plus my learning experiences from the Col- lege of Business. One of the outcomes of this project was that the representative from Symantec mentioned an intern pro- gram that may be of interest to us. As we were nearing our summer break, I pursued the op- portunity at Symantec. I started as an intern shortly before the end of my junior year, and worked with them through the end of 2005. This proved to be a tremendous opportunity. I was directly working on IT projects for one of the largest software organizations in the world. I was exposed to their very formal process for project management and had the chance to apply my recent classroom experience in a meaningful way. After graduation, I ac- cepted a position at ECOS, a small environmental con- sulting company, where I applied my newly devel- oped skills to help shape their technology strategic plan. I continued to explore opportu- nities in project management and was made aware of a position with the state of Oregon that seemed to be a very good fit for my experience and education. In April 2008, I accepted the position of enhancement project manager. My primary responsibility was to oversee the enhancement phase (Version 1.5) of the new MMIS (Medicaid Management Information System). I am very satisfied to have a new career path, as an IT project manager, which allows me to utilize both my past experiences and my re- cent education. One of the things I enjoy most about this type of work is the sense of accomplishment in delivering a project that is useful, usable, and meets, or even exceeds, expectations. Lar03342_ch18_602-610.indd Page 604 2/2/10 8:55:47 PM user-f498Lar03342_ch18_602-610.indd Page 604 2/2/10 8:55:47 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 18 Project Management Career Paths 605 Pursuing a Career If you are considering pursuing a career in project management, you should first find out what specific project job opportunities exist in your company. You should talk to people in project management positions and find out how they got to where they are and what advice they can give you. Because career paths, as noted earlier, vary from organization to organization, you need to be attuned to the unique pathways within your company. For example, retail companies naturally assign marketing managers to projects. Electronics firms, on the other hand, typi- cally assign engineers to be project leads. Once you have concluded that you wish to pursue a career in project manage- ment, or see project management as an avenue for advancement, you need to share your aspirations with your immediate superior. Your superior can champion your ambitions, sanction additional training in project management, and assign imme- diate work that will contribute to your project skill base. Professional Training and Certification Most project managers have never received formal training in project manage- ment. They mastered the job through on-the-job training, buttressed by occa- sional workshops on specific project topics such as project scheduling or negotiating contracts. It wasn’t until recently that universities started offering courses on project management outside of schools of engineering; to date there are only a handful of degree programs in project management. Regardless of your level of training you will likely need to supplement your education. Many large companies have in-house training programs on project management. For example, at one time, Hewlett-Packard had more than 32 training modules in its project management curriculum, which is organized around five levels of experience: project team, new project manager, project manager, experienced project manager, and manager of project managers. Take advantage of profes- sional workshops, which can cover a range of specific project management tools and topics. Continued education should not be restricted to project man- agement. Many technical professionals return to universities to complete an MBA or take night classes in management to expand their general business background. Many professionals find it beneficial to join the Project Management Insti- tute (PMI). Membership entitles you to subscriptions to PMI publications including the academic Project Management Journal and the PM Network, a trade magazine. PMI sponsors workshops and national forums on project man- agement. When you join PMI you also become a member of one of the more than 300 local chapters across North America. PMI also has local chapters in over 60 countries across the globe. These chapters meet on a monthly basis and provide project professionals with opportunities to network and learn from each other. In addition, PMI, as part of its effort to advance the profession, certifies mastery of project manager competencies through a formal examination that covers the entire body of knowledge of project management. Two of the most popular certifications are Certified Associate in Project Management (CAPM) and Project Management Professional (PMP). The CAPM is designed for young Lar03342_ch18_602-610.indd Page 605 2/4/10 9:15:25 PM user-f498Lar03342_ch18_602-610.indd Page 605 2/4/10 9:15:25 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 606 Chapter 18 Project Management Career Paths professionals getting started in the field while PMP is restricted to seasoned veterans with significant project management experience (see Table 18.1). Most students, by taking a formal class in project management at the university level, qualify to sit for the CAPM exam. Both the CAPM and PMP exams are based on the official Project Management Body of Knowledge (PMBOK) pub- lished by PMI. There are several “prep” books available to assist students in taking the examinations. These books provide useful tips as well as practice exams. Passing the exam and being certified as either a CAPM or PMP is a clearly visi- ble way to signal your competence and interest. See the Ginger Butler Snapshot from Practice for an example of how one former student used the CAPM to launch a career in project management. Gaining Visibility As you accumulate knowledge and techniques, you need to apply them to your im- mediate job situation. Most people’s jobs entail some form of project work, whether realizing a mandated objective or simply figuring out ways to improve the quality of performance. Gantt charts, responsibility matrixes, CPM networks, and other proj- ect management tools can be used to plan and implement these endeavors. It may also be wise to look outside the workplace for opportunities to develop project man- agement skills. Active involvement in your local community can provide numerous opportunities to manage projects. Organizing a local soccer tournament, managing a charitable fund-raising event, or coordinating the renovation of the neighborhood park can allow you to practice project management. Furthermore, given the volun- teer nature of most of these projects, they can provide you with an excellent training ground to sharpen your ability to exercise influence without formal authority. Regardless of how competent and worthy you are, your project management skills must be visible to others for them to be recognized. Many project managers’ careers began by volunteering for task forces and small projects. Ideally you should select task forces and projects that allow you access to higher-ups and other departments within your organization, providing you with opportunities to develop contacts. This was certainly true for a former student of ours named Bob who escaped the trenches of a large corporation by volunteering to lead the organization’s annual United Way campaign. While an important cause, directing the United Way campaign was generally given to someone who was expendable. This was true for TABLE 18.1 PMI Certification Requirements CAPM PMP Full Name: Certified Associate in Project Management Professional Project Management Project Role: Contributes to project team Leads and directs project teams Eligibility High school diploma/global High school diploma/global Requirements: equivalent AND 1,500 hours equivalent experience OR 23 hours project 5 years project management experience management education 35 hours project management education OR Bachelor’s degree/global equivalent 3 years project management experience 35 hours project management education Exam Information: 3 hours; 150 multiple-choice 4 hours; 200 multiple-choice questions questions Lar03342_ch18_602-610.indd Page 606 2/2/10 8:55:48 PM user-f498Lar03342_ch18_602-610.indd Page 606 2/2/10 8:55:48 PM user-f498 /Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/02:02_evening/MHBR165:Larson:208 Chapter 18 Project Management Career Paths 607 Bob whose career had bottomed out. Bob took advantage of the United Way task force to show off his project management skills. Through recruiting key participants, establishing a shared vision, managing milestones, and contagious enthusiasm the campaign was a resounding success shattering previous records. Bob’s efforts caught the attention of top management, and he was rewarded with more project work. Mentors In pursuing your ambition you should continually be on the lookout for a mentor. Most fast-track managers acknowledge that mentors played a significant role in their advancement. Mentors are typically superiors who take a special interest in you and your career. They use their clout to champion your ambitions and act as a personal coach, teaching you “the ropes to skip and the ropes to know.” This special treatment does not come without a price. Mentors typically require fervent S N A P S H O T F R O M P R A C T I C E Ginger Butler 2000 B.S. Business Administration 2000-07 Software Analyst 2007 Master Business Administration (MBA) CAPM PMI Project Man- agement Certification 2007 Project Manager 2008 Director Project Management Office 2009 Vice President, Products & Operations After 10 years of bookkeeping, I decided to return to college to complete a bachelor’s degree in business administration– management information systems. It was in my junior year that I took a project management (PM) course. I was impressed with how PM methods can break down the most complicated projects into steps that could then be turned into processes that would likely result in successful projects. The next seven years were spent as a software analyst. Time and time again, I could see the need for effective PM in our software develop- ment shop. Slowly, I started to apply what I had learned and began to realize how useful project management tools and techniques were to getting things done. I knew that I needed to learn more. I was contemplating whether to take a project management course to acquire PM certification or make a bolder move and earn an MBA. I made the decision to earn the MBA and, once again, had the oppor- tunity to take an advanced course in PM. Before I graduated, I orchestrated a PM certification prep course in which I and 11 other graduate students ultimately earned their certification. One week after graduation, I took a project management position at Avant Assessment. PM certification was a require- ment for the job. Avant Assessment (founded in 2001) designs, develops, and delivers four-skill language profi- ciency assessments that are standards-based, vali- dated, and delivered in a Web environment. The company embraced the science of PM and pro- vided an amazing opportu- nity for me to make a significant impact as a project manager. Within two years, I was promoted to director of our PM of- fice. From there I was able to create cohesive and effective processes in our production department and have repeated the process development suc- cesses in our products department. Recently, I was promoted to director of operations. This is a direct result of what I have been able to accomplish with the education and continued learning about project management. By coupling the MBA with PM, I was prepared to take on sig- nificant challenges and produce tactical, operational, and strategic improvements within and across departments. Granted, I was in the right place at the right time to get such a great opportunity at Avant Assessment. This company is an in- novative thinking, action-oriented company that has been very rewarding to work for. Avant recognizes and encourages per- sonal and professional growth and development. Thanks to the spark of interest found years ago in project management, and to Avant Assessment for igniting a passion for improv- ment, my career has skyrocketed. Lar03342_ch18_602-610.indd Page 607 2/4/10 9:15:26 PM user-f498Lar03342_ch18_602-610.indd Page 607 2/4/10 9:15:26 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 608 Chapter 18 Project Management Career Paths loyalty and superior performance; after all, the mentor’s reputation rests on your performance. How do you find a mentor? Most people say it just happens. But it doesn’t happen to everyone. Mentors typically seek A1 workers, not C workers, and you must make your abilities known to others. Many organizations have instituted formal mentoring programs in which expe- rienced project managers are assigned to promising young managers. Although the relationship may not evolve to the personal level experienced with an informal mentor, designated mentors play a very similar role in coaching and championing one’s professional progress. You should take advantage of this opportunity to learn as much as you can from these seasoned veterans. Since much project work is temporary and contractual in nature, it is important to develop professional contacts that may lead to future work. Attending confer- ences, trade fairs, and workshops provides good opportunities to “network” and develop social connections that might precipitate project assignments. These social/professional networks can provide a safety net for project work during times of downsizing and layoffs. Success in Key Projects Ultimately your goal is to accumulate a portfolio of project management experi- ences that broaden your skill base and reputation. Early on you should choose, when possible, projects with the greatest learning opportunities. Pick projects more for the quality of the people working on them than for the scope of the proj- ects. There is no better way to learn how to be an effective project manager than by watching one at work. Keep a diary of your observations and review and refine lessons learned. Later, as your confidence and competency grow, you should try to get involved in projects that will enhance your reputation within the firm. Remem- ber the comments about customer satisfaction. You want to exceed your superior’s expectations. Avoid run-of-the-mill projects or assignments. Seek high-profile projects that have some risks and tangible payoffs. At the same time, be careful to be involved in projects commensurate with your abilities. Finally, despite your efforts you may find that you are not making satisfactory progress toward your career goals. If this is your appraisal, you may wish to seri- ously consider moving to a different company or even a different industry that might provide more project management opportunities. Hopefully, you have managed to accumulate sufficient project management experience to aid in your job search. One advantage of project work over general management is that it is typically easier to highlight and “sell” your accomplishments. Summary It is rare to find a job or a career path that would not benefit from being good at managing projects. Students starting their careers should take advantage of every opportunity to continue to develop and expand their project management skills. They should volunteer to work on task forces, take advantage of training oppor- tunities, and apply project management tools and techniques to their work. They should signal to their superiors their interest in project management and garner project assignments. Over time they should accumulate a portfolio of project management experiences that establishes their skill base and reputation as some- one who gets things done quickly and done right. Lar03342_ch18_602-610.indd Page 608 2/3/10 12:45:16 PM user-f498Lar03342_ch18_602-610.indd Page 608 2/3/10 12:45:16 PM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/03:02/MHBR165:Larson:208 Chapter 18 Project Management Career Paths 609 As you pursue your career we leave you two suggestions as a project manager: 1. Maintain a sense of the big picture. Engage regularly in what some have called “helicopter management,” which means expand your perspective beyond immediate concerns and assess how the project fits in the larger scheme of things. Project managers need to constantly assess how the project fulfills the mission and strategy of the firm, how the project is affecting the rest of the organization, whether the expectations of stakeholders are changing, and what key project interfaces have to be managed. 2. Remember that successful project management is essentially a balancing act. Project managers need to balance the soft (people) side of project management with the hard (technical) side, the demands of top management with the needs of team members, short-term gain with long-term need, and so forth. Key Terms CAPM, 605 Mentor, 607 PMP, 605 1. Why are project management knowledge and skills transferable across indus- tries? Professions? 2. Is there a set career path in project management? Explain. 3. How can a mentor help someone pursue a career in project management? Review Questions 1. Interview someone who has worked as a project manager or project manage- ment professional. a. How did they get started in the field? b. How has their career progressed? c. What advice would they give someone wishing to pursue a career in project management? 2. Interview someone who works in a field you are interested in pursuing. a. How did they get started in the field? b. How important is project management in the field? In their current job? c. What advice would they give someone wishing to pursue a career in their field? 3. Use an Internet job search engine (e.g., Monster.com) and search for jobs in the field of project management. What did this search reveal about a. the demand for project managers? b. the importance of certification? c. different industries looking for project managers? Exercises Ferrazzi, K., and T. Rhaz, Never Eat Alone: And Other Secrets to Success, One Relationship at a Time (New York: Broadway Business, 2005). Lientz, B. P., and K. P. Rea, Project Management for the 21st Century (San Diego: Academic Press, 1995). Martin, P., and K. Tate, Getting Started in Project Management (New York: Wiley, 2004). References Lar03342_ch18_602-610.indd Page 609 2/4/10 9:57:30 PM user-f498Lar03342_ch18_602-610.indd Page 609 2/4/10 9:57:30 PM user-f498 /Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/04:02_evening/MHBR165:Larson:208 This page intentionally left blank 611 A P P E N D I X O N E Solutions to Selected Exercises Chapter 2 2-2. Payback 5 Investment/Annual Savings Project Alpha: $150,000/$40,000 5 3.75 years Project Beta: $200,000/$50,000 5 4.0 years Project Alpha is the better payback. 2-5. The only project SIMSOX should consider is Voyagers. Each of the other two projects would not satisfy the high rate of return SIMSOX expects from its projects. Project: Dust Devils Year Inflows Outflows Net flow Discount Factor NPV 0 500,000 (500,000) 1.00 (500,000) 1 50,000 50,000 0.81 40,500 2 250,000 250,000 0.66 165,000 3 350,000 350,000 0.54 189,000 Total: $(105,500) If calculated in EXCEL: $(106,020) Project: Ospry Year Inflows Outflows Net flow Discount Factor NPV 0 250,000 (250,000) 1.00 (250,000) 1 75,000 75,000 0.81 60,750 2 75,000 75,000 0.66 49,500 3 75,000 75,000 0.54 40,500 4 50,000 50,000 0.44 22,000 Total: $(77,250) If calculated in EXCEL: $(77,302) Lar03342_app1_611-624.indd Page 611 2/3/10 8:10:19 PM user-f498Lar03342_app1_611-624.indd Page 611 2/3/10 8:10:19 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 612 Appendix 1 Solutions to Selected Exercises Project: Yoyagers Year Inflows Outflows Net flow Discount Factor NPV 0 75,000 (75,000) 1.00 (75,000) 1 15,000 15,000 0.81 12,150 2 25,000 25,000 0.66 16,500 3 50,000 50,000 0.54 27,000 4 50,000 50,000 0.44 22,000 5 150,000 150,000 0.36 54,000 Total: $(56,650) If calculated in EXCEL: $(55,714) Chapter 6 6-3. Activity C is a burst activity. Activity G is a merge activity. A Identify topic Group Term Paper B Research topic C Draft paper D Edit paper G Final draft F References E Create graphics Lar03342_app1_611-624.indd Page 612 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 612 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 Appendix 1 Solutions to Selected Exercises 613 ID Legend DUR ES SL LS Description EF LF 30 10 5 35 15 25 115 120 125 135 145 140 130 130 C 30 5 0 5 Traffic design 35 35 F 15 115 15 130 Illumination CP = A, C, E, G, J 130 145 G 30 115 0 115 Drainage 145 145 H 25 115 5 120 Landscape 140 145 D 5 5 25 30 Lot layout 10 35 J 10 145 0 145 Bid proposal 155 155 A 5 0 0 0 Survey 5 5 E 80 35 0 35 Approve design 115 115 B 20 5 10 15 Soils report 25 35 I 20 115 10 125 Signing 135 145PARK AND RIDE DESIGN 6-11. A 1 1 0 B 61 D 119 0 2 119 5 61 0 0 0 1 Identify topic Research topic C 96 3 96 0 Draftpaper E 10 11 9 110 1 Creategraphics G 12 12 11 111 0 Finaldraft F 10 11 9 110 1 References Edit paper ID Legend DUR ES SL LS Description EF LF Group Term Paper 0 1 2 3 4 5 6 7 8 9 10 11 12 Identify topic Research topic Draft paper Edit paper Create graphics References Final draft 6-13. Lar03342_app1_611-624.indd Page 613 2/4/10 10:47:49 AM user-f498Lar03342_app1_611-624.indd Page 613 2/4/10 10:47:49 AM user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop 614 Appendix 1 Solutions to Selected Exercises 6-20. C 10 10 2 8 F 22 22 15 15 0 0 7 I 4 D 11 119 G 4 J 7 B 95 6 11 15 6 4 E 2 H 5 K 3 A 20 0 0 0 0 0 2 2 2 LAG 5 LAG 7 LAG 4 The only activities that have the start or finish on the critical path are E and K LAG 10 LAG 8 LAG 8 LAG 5 LAG 109 27 27 0 0 32 32 6 15 17 0 17 2 2 0 0 0 0 0 0 11 25 25 32 3211 15 15 22 11 33 37 11 26 32 37 40 5 0 40 ID Legend DUR ES SL SL LS EF LF Lar03342_app1_611-624.indd Page 614 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 614 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 Appendix 1 Solutions to Selected Exercises 615 Chapter 8 8-4. DUR ES PLAN RESOURCE SCHEDULE LF SL 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15RES 4 5 4 5 3 2 ID A B C D E F 0 0 5 5 9 12 5 5 9 12 12 14 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 X 2 X X XX X X 2 2 2 2 2 2 2 2 0 0 2 0 0 Resources scheduled 3Resources available 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 2 2 2 2 ID DURLS SL LF ES EF Legend SL Resource 1 2 2 1 2 2 A 4 0 4 11 1 5 1 B 5 0 5 00 0 5 2 C 4 4 8 22 6 10 2 D 5 5 10 00 5 10 1 F 2 10 12 00 10 12 2 E 3 5 8 22 7 10 2 Use the following heuristics: Minimum slack Smallest duration Lowest identification number Lar03342_app1_611-624.indd Page 615 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 615 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 616 Appendix 1 Solutions to Selected Exercises 8-7. You should not spend time planning how you are going to spend your bonus. The schedule will take 16 days. DUR ES LF SL 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18RES 2 1 3 1 2 3 2 2 2 2 0 5 2 6 2 7 9 1 1 1 12 2 2 14 2 6 5 7 9 12 14 16 0 0 2 0 0 0 0 0 0 ID A B C D E F G H Resources scheduled 2Resources available 2 2 2 2 2 2 2 22 2 2 2 2 2 2 2 2 2 2 2 2 2 2 12 1 1 2 2 2 2 2 2 2 2 2 1 2 2 A 2 0 2 00 0 2 2 B 1 2 3 22 4 5 2 C 3 2 5 00 2 5 2 D RESOURCE SCHEDULE PLAN 1 5 6 00 5 6 2 E 2 6 8 00 6 8 2 F 3 6 9 11 7 10 1 Use the following heuristics: Minimum slack Smallest duration Lowest identification number G 2 8 10 00 8 10 2 H 2 10 12 00 10 12 2 ID DURLS SL LF ES EF Legend SL Resource 2 2 2 2 2 2 2 Lar03342_app1_611-624.indd Page 616 2/6/10 9:37:16 AM user-f498Lar03342_app1_611-624.indd Page 616 2/6/10 9:37:16 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/06:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/06:02/MHBR165:Larson:208 Appendix 1 Solutions to Selected Exercises 617 8-10. 0 1 2 3 4 5 6 7 8 9 10 11 12Bu dg et ID A B C D E F Total Cumulative 40 10 10 10 10 32 8 4 8 84 48 12 12 12 12 18 6 2 2 2 6 28 8 8 12 40 206 18 14 18 14 20 26 22 26 2 6 20 20 20 20 18 32 50 64 84 110 132 158 160 166 186 206 A 4 0 4 11 1 5 B 5 0 5 00 0 5 C 4 4 8 22 6 10 D 5 5 10 00 5 10 F 2 10 12 00 10 12 E 3 5 8 22 7 10 Cost by Week A B C D E F 10 8 12 6 8 20 10 4 12 2 8 20 10 8 12 2 12 10 4 12 2 8 6 ID DURLS SL LF ES EF Legend SL Lar03342_app1_611-624.indd Page 617 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 617 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 618 Appendix 1 Solutions to Selected Exercises Chapter 9 9-2. A 1X A 1X B D B 3 D 2X F C 3X EC E 3 3 3 F 2X 3X 2X 2X Total direct cost: 1,210 Activities changed: F 90 Total direct cost: 1,340 Activities changed: D 60 E 70 TIME: 9 TIME: 8 C FA 1X A 1X A 1X B DB D B 3 D 3 F C 3X EC E 4 E 4 4 33 3 3 3 F 3 Normal TIME: 12 3X 3 3 Total direct cost: 1,000 Total direct cost: 1,050 Activities changed: C 50 Total direct cost: 1,120 Activities changed: E 70 TIME: 11 TIME: 10 Normal Normal Maximum Crash Activity Time Cost Crash Time Cost A 1 100 0 0 B 3 150 2 100 C 4 200 1 50 D 3 200 1 60 E 4 200 2 70 F 3 150 1 90 Lar03342_app1_611-624.indd Page 618 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 618 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 Appendix 1 Solutions to Selected Exercises 619 9-8. Normal Normal Maximum Crash Activity Time Cost Crash Time Cost A 3 150 0 0 B 4 200 2 100 C 3 250 1 60 D 4 200 1 40 E 2 250 0 0 F 3 200 2 30 G 2 250 1 20 H 4 300 2 60 I 2 200 1 200 D IA 3X A 3X C GB H B 4 D 3X F 3 E 2X G 2 I C 3 H 4 24 F 3 3 E 2X 4 2 4 2 Total direct cost: 2040 CP=A+B+D+H+I Activities changed: Normal time: CP=A+B+D+H+I 17 Time: D 16 Total direct cost: 2000 Lar03342_app1_611-624.indd Page 619 2/3/10 8:10:20 PM user-f498Lar03342_app1_611-624.indd Page 619 2/3/10 8:10:20 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 620 Appendix 1 Solutions to Selected Exercises D IA 3X A 3X C GB H B 4 D 3X F 3 E 2X G 2 I C 3 H 3X 24 F 3 3 E 2X 3 2 2X 2 Total direct cost: 2160 CP=A+B+D+H+I Activities changed: Time: CP=A+B+D+H+I 15 Time: H 14 Total direct cost: 2100 A+B+F+G+I Activities changed: H D I 3X A 3X C H B 3X D 3X F 3 E 2X G 2 I C 3 H 3X F 3 3 E 2X 2X 2 2X 1X Total direct costs: 2460 CP=A+B+D+H+I Activities changed: Time: CP=A+B+D+H+I A+B+F+G+I 13 Time: I 12 Total direct costs: 2260 A+B+F+G+I Activities changed: B G 2 A B 3X Lar03342_app1_611-624.indd Page 620 2/10/10 3:37:44 PM user-f497Lar03342_app1_611-624.indd Page 620 2/10/10 3:37:44 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile Appendix 1 Solutions to Selected Exercises 621 Chapter 13 13-4. Status Report: Ending Period 2 ($000) Task % Complete EV AC PV CV SV A 75% 30 25 20 5 10 B 50% 16 12 12 4 4 Cumulative Totals 46 37 32 9 14 Status Report: Ending Period 4 ($000) Task % Complete EV AC PV CV SV A 100% 40 35 40 5 0 B 100% 32 24 24 8 8 Cumulative Totals 72 59 64 13 8 Status Report: Ending Period 6 ($000) Task % Complete EV AC PV CV SV A 100% 40 35 40 5 0 B 100% 32 24 32 8 0 C 75% 36 24 24 12 12 D 0% 0 0 6 0 26 E 50% 14 10 8 4 6 Cumulative Totals 122 93 110 29 12 Status Report: Ending Period 8 ($000) Task % Complete EV AC PV CV SV A 100% 40 35 40 5 0 B 100% 32 24 32 8 0 C 100% 48 32 48 16 0 D 33% 6 20 10 214 24 E 100% 28 20 28 8 0 Cumulative Totals 154 131 158 23 24 Duration Direct Cost Indirect Cost Total Cost 17 2000 1500 3500 16 2040 1450 3490 15 2100 1400 3500 14 2160 1350 3560 13 2260 1300 3660 12 2460 1250 3860 The optimum time cost schedule would be 16 weeks at a cost of $3490. Lar03342_app1_611-624.indd Page 621 2/10/10 3:37:51 PM user-f497Lar03342_app1_611-624.indd Page 621 2/10/10 3:37:51 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefile 622 Appendix 1 Solutions to Selected Exercises Performance Indixes Summary ($000) Period EV AC PV SPI CPI PCIB 2 46 37 32 1.44 1.24 22% 4 72 59 64 1.13 1.22 35% 6 122 93 110 1.11 1.31 59% 8 154 131 158 .97 1.18 75% Forecast Costs at Completion EACf 5 1BAC 2 EV2 1EV/AC2 1 AC 5 1206 2 1542 1154/1312 1 131 5 175 VACf 5 BAC 2 EACf VACf 5 206 2 175 VACf 5 31 At the end of the 8th period three-quarters of the project has been completed at a savings of $23,000. If the project continues to get $1.18 worth of work for each dollar spent the project will be $31,000 under budget at completion. The project appears to be slightly behind of schedule. 13-8. Part A Status Report: Ending Period 1 ($000) Task % Complete EV AC PV CV SV A 25% 25 50 50 225 225 Cumulative Totals 25 50 50 225 225 Status Report: Ending Period 2 ($000) Task % Complete EV AC PV CV SV A 50% 50 100 100 250 250 Cumulative Totals 50 100 100 250 250 Status Report: Ending Period 3 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 0% 0 0 100 0 2100 C 0% 0 0 150 0 2150 Cumulative Totals 100 200 350 2100 2250 Lar03342_app1_611-624.indd Page 622 2/10/10 7:03:24 PM user-f497Lar03342_app1_611-624.indd Page 622 2/10/10 7:03:24 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Appendix 1 Solutions to Selected Exercises 623 Status Report: Ending Period 4 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 60% 150 100 150 50 0 C 50% 225 200 300 25 275 Cumulative Totals 475 500 550 225 275 Status Report: Ending Period 5 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 100% 250 200 250 50 0 C 100% 450 400 450 50 0 Cumulative Totals 800 800 800 0 0 Status Report: Ending Period 6 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 100% 250 200 250 50 0 C 100% 450 400 450 50 0 D 75% 150 100 100 50 50 Cumulative Totals 950 900 900 50 50 Status Report: Ending Period 7 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 100% 250 200 250 50 0 C 100% 450 400 450 50 0 D 100% 200 150 200 50 0 E 20% 60 100 0 40 60 F 5% 15 50 0 235 15 Cumulative Totals 1075 1100 1000 225 75 Status Report: Ending Period 8 ($000) Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 100% 250 200 250 50 0 C 100% 450 400 450 50 0 D 100% 200 150 200 50 0 E 100% 300 350 200 250 100 F 10% 30 100 100 270 270 Cumulative Totals 1330 1400 1300 270 30 Lar03342_app1_611-624.indd Page 623 2/3/10 8:10:21 PM user-f498Lar03342_app1_611-624.indd Page 623 2/3/10 8:10:21 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 624 Appendix 1 Solutions to Selected Exercises Performance Indixes Summary ($000) Period EV AC PV SPI CPI PCIB 1 25 50 50 .50 .50 2% 2 50 100 100 .50 .50 3% 3 100 200 350 .29 .50 5% 4 475 500 550 .86 .95 24% 5 800 800 800 1.00 1.00 40% 6 950 900 900 1.06 1.06 48% 7 1075 1100 1000 1.08 .98 54% 8 1330 1400 1300 1.02 .95 67% EACf 5 1BAC 2 EV2 1EV/AC2 1 AC VACf 5 BAC 2 EACf 2105 5 12000 2 13302 11330/14002 1 1400 2105 5 2000 2 2105 With two-thirds of the project completed the forecast is that the project will be $105,000 over budget at completion. 13-8 Part B. Revised Estimates: Ending Period 14 Task % Complete EV AC PV CV SV A 100% 100 200 100 2100 0 B 100% 250 200 250 50 0 C 100% 450 400 450 50 0 D 100% 200 150 200 50 0 E 100% 300 350 300 250 0 F 100% 300 500 300 2200 0 G 100% 200 150 200 50 0 H 100% 200 200 200 0 0 Cumulative Totals 2000 2150 2000 2150 0 EACre 5 AC 1 ETCre 2150 5 1400 1 750 VACre 5 BAC 2 EACre 2150 5 2000 2 2150 Revised Estimates indicate that the project will be one period behind schedule and $150,000 over budget. Lar03342_app1_611-624.indd Page 624 2/3/10 8:10:21 PM user-f498Lar03342_app1_611-624.indd Page 624 2/3/10 8:10:21 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 625 A P P E N D I X T W O Computer Project Exercises In developing the exercises, trade-offs had to be made to enrich the learning experience. One of the major problems students initially encounter is data and detail overload. This reduces their ability to identify project and data problems and to compare alternatives. Although the project found in the exercises is real, it has been reduced and detail has been eliminated many times to concentrate on applying project management principles and understanding linkages. In addition, other simplifying assumptions have been made so that students and instructors can trace problems and discuss outcomes. These assumptions detract from reality, but they keep the focus on the objectives of the exercises and reduce student frustration with software intricacies. Moving from these exercises to real projects is primarily one of increasing detail. The simplifying assumptions are given below (make sure they are included in “default,” “preferences,” and/or “options” sections of the software used): The POM1 Project* Big Kola Company has been concerned that specialized fruit drinks have been eroding their cola market. The CEO mandates that “If you can’t beat them, join them.” Grape juice was the first product that was successful after an advertising blitz claiming the antitoxin benefits. Lately, competition is compressing grape juice margins and profits. Months of additional market surveys and focus groups have resulted in three potential high-margin drinks: cranberry, blueberry, and pomegranate. All these choices represent antitoxins. The decision is to produce the pomegranate drink that has many health claims. For example, the relative ability of these juices to eliminate harmful free radicals (antitoxins) is 71 percent for pome- granate, 33 percent for blueberry, and 20 percent for cranberry (Technion Institute of Technology). The market potential appears very attractive and should have a higher profit margin than the other potential juice products. Another appeal for pomegranate juice is its familiarity in the Middle East and Asia. The Priority Matrix for the POM1 Project is: Time Scope Cost Constrain X Enhance X Accept X * Cliff Gray, Erik Larson, & Pinyarat Sirisomboonsuk, doctoral candidate at Rawls College of Business, Texas Tech University. Lar03342_app2_625-641.indd Page 625 2/3/10 9:06:02 PM user-f498Lar03342_app2_625-641.indd Page 625 2/3/10 9:06:02 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 626 Appendix 2 Computer Project Exercises Connor Gage, the project manager, has formed his project team and the members have come up with the following work breakdown structure. 1.0 POM1Project 1.1 R&D product development 1.1.1 Need survey 1.1.2 Set product specs 1.1.3 Shelf life report 1.1.4 Nutrition report 1.2 Secure fruit suppliers 1.3 Initial Production 1.3.1 Equipment rehab 1.3.2 Production trials 1.3.3 Quality trials 1.3.4 Quality metrics 1.3.5 Quality training 1.4 Distribution 1.4.1 Market testing 1.4.2 Package design 1.4.3 Select distributors 1.5 Legal 1.5.1 Complete FDA certification 1.5.2 Register trademark 1.6 Prepare product launch Part 1 1. Develop the WBS outline using the software available (save your file). 2. Use this file and the information provided below to create a project schedule. 3. The following holidays are observed: January 1, Martin Luther King Day (third Monday in January), Memorial Day (last Monday in May), July 4th, Labor Day (first Monday in September), Thanksgiving Day (4th Thursday in November), December 25 and 26. 4. If a holiday falls on a Saturday then Friday will be given as an extra day off, and if it falls on a Sunday then Monday will be given off. 5. The project team works eight-hour days, Monday through Friday. 6. The project will begin on January 3, 2012. 7. Based on this schedule, submit a memo that answers the following questions: a. When is the project estimated to be completed? How many working days will it take? b. What is the critical path? c. Which activity has the most total slack? d. How sensitive is this network? e. Identify two sensible milestones and explain your choice. Lar03342_app2_625-641.indd Page 626 2/9/10 2:06:19 AM user-f499Lar03342_app2_625-641.indd Page 626 2/9/10 2:06:19 AM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:20 Appendix 2 Computer Project Exercises 627 Include the following (one page) printouts: • A Gantt chart. • A network diagram highlighting the critical path. • A schedule table reporting ES, LS, EF, LF, and slack for each activity. Hints: Change the timescale to months and weeks. The estimated duration of the project is 135 days. Remember: Save your files for future exercises! The following information has been derived from the WBS. Note that the activity number is what appears in the software with the complete WBS entered. #* Activity Duration Predecessor(s) 3 Need survey 20 None 4 Set product specs 15 3 5 Shelf life report 10 4 6 Nutrition report 5 4 7 Select fruit suppliers 20 5, 6 9 Equipment rehab 30 4 10 Production trials 15 7, 9 11 Quality trials 20 10 12 Quality metrics 5 11 13 Quality training 15 12 15 Market testing 30 5, 6 16 Package design 15 15 17 Select distributors 25 5, 6 19 Complete FDA certification 15 7, 15 20 Register trademark 5 7, 15 21 Prepare product launch 15 13, 16, 17, 19FS 1 25 days, 20FS 1 15 days FS = Finish to Start lag Part 2 Remember the old saying, “A project plan is not a schedule until resources are committed.” This exercise illustrates this sometime subtle, but important point. Using your files from Part 1, input resources and their costs if you have not al- ready done so. All information is found in Tables A2.1 and A2.2. Prepare a memo that addresses the following questions: 1. Which if any of the resources are overallocated? 2. Assume that the project is time constrained and try to resolve any overallocation problems by leveling within slack. What happens? 3. What is the impact of leveling within slack on the sensitivity of the network? Include a Gantt chart with the schedule table after leveling within slack. 4. Assume the project is resource constrained and resolve any overallocation problems by leveling outside of slack. What happens? Lar03342_app2_625-641.indd Page 627 2/3/10 9:06:03 PM user-f498Lar03342_app2_625-641.indd Page 627 2/3/10 9:06:03 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 628 Appendix 2 Computer Project Exercises Include a Gantt chart with the schedule table after leveling outside of slack. Note: No splitting of activities is allowed. Note: No partial assignments (i.e., 50 percent). All resources must be assigned 100 percent. Part 3 Top management has accepted the July 19th completion schedule created at the end of Part 2. Prepare a brief memo that addresses the following questions: 1. How much will the project cost? What is the most expensive activity? 2. What does the cash flow statement tell you about how costs are distributed over the life span of the project? Include a monthly cash flow for the project. Once you are confident that you have the final schedule, save the file as a base- line. Hint: Save a backup file just in case without baseline! Activity Resources Need survey MRKT (500%) Set product specs R&D (400%), MRKT (200%) Shelf life report R&D (300%) Nutrition report R&D (300%) Select fruit suppliers PURCH (100%) Equipment rehab ENG (1,000%), PROD (2,000%) Production trials PROD (1,500%), PURCH (100%), ENG (1,000%) Quality trials QUAL (300%), PROD (500%) Quality metrics QUAL (300%), PROD (100%) Quality training QUAL (300%), PROD (1,500%) Market testing MRKT (500%) Package design DESIGN (300%), MRKT (100%) Select distributors MRKT (500%) Complete FDA certification LEGAL (300%) Register trademark LEGAL (300%) Prepare product launch QUAL (300%), PURCH (200%), PROD (1,500%), MRKT (500%), ENG (500%), R&D (100%) TABLE A2.2 Resources Availability and Pay Rates Resource Abbrev Available Hourly rate Marketing staff MRKT 5 $ 80/hr R&D R&D 5 $ 80/hr Engineering ENG 10 $100/hr Purchasing PURCH 2 $ 60/hr Quality engineers QUAL 3 $ 80/hr Designers DESIGN 3 $ 60/hr Legal staff LEGAL 3 $120/hr Production PROD 20 $ 60/hr TABLE A2.1 Resource Assignments Lar03342_app2_625-641.indd Page 628 2/2/10 12:54:22 AM user-f497Lar03342_app2_625-641.indd Page 628 2/2/10 12:54:22 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 629 Part 4 A Assume that today is March 31, 2012, and Table A2.3 contains the tracking infor- mation for the project up till now. Enter this information into your saved baseline file and prepare a status report for the first three months of the POM1 project. Your status report should also address the following questions: 1. How is the project progressing in terms of cost and schedule? 2. What activities have gone well? What activities have not gone well? 3. What do the PCIB and PCIC indicate in terms of how much of the project has been accomplished to date? 4. What is the forecasted cost at completion (EACf)? What is the predicted VACf? 5. Report and interpret the TCPI for the project at this point in time. 6. What is the estimated date of completion? 7. How well is the project doing in terms of its priorities? Try to present the above information in a form worthy of consideration by top management. Include an Earned Value table and a Tracking Gantt Chart. Note: Insert March 31, 2012, as the status date in the Project Information box. Part 4 B Assume that today is May 31, 2012, and Table A2.4 contains the tracking infor- mation for the project up till now. Enter this information into your saved baseline file and prepare a status report for the POM1 project. Your status report should address the following questions: 1. How is the project progressing in terms of cost and schedule? 2. What activities have gone well? What activities have not gone well? 3. What do the PCIB and PCIC indicate in terms of how much of the project has been accomplished to date? 4. What is the forecasted cost at completion (EACf)? What is the predicted VACf? 5. Report and interpret the TCPI for the project at this point in time. 6. What is the estimated date of completion? 7. How well is the project doing in terms of its priorities? Try to present the above information in a form worthy of consideration by top management. Include an Earned Value table and a Tracking Gantt Chart. Note: Insert May 31, 2012, as the status date in the Project Information box. Activity Actual Start Actual Finish Actual Duration Remaining Duration Need survey 1/3/12 2/2/12 22 0 Set product specs 2/3/12 2/28/12 18 0 Shelf life report 2/29/12 3/13/12 10 0 Nutrition report 3/14/12 3/19/12 4 0 Equipment rehab 2/29/12 23 12 TABLE A2.3 Status Report March 31, 2012 Lar03342_app2_625-641.indd Page 629 2/3/10 9:06:03 PM user-f498Lar03342_app2_625-641.indd Page 629 2/3/10 9:06:03 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 630 Appendix 2 Computer Project Exercises Blue Zuma Project The ARC Company specializes in developing and selling a wide range of high-quality scooters. Sales representatives report that there is a growing demand for racing scooters. ARC’s president, Robin Lane, is excited about the possibilities and predicts that one day these kinds of razor scooters will be featured in X-Game events. ARC is a small company and uses a strong matrix to optimally utilize limited manpower. The Project Priority Matrix for the Blue Zuma Project is: Time Scope Cost Constrain X Enhance X Accept X Part 1 You are a member of a project team assigned to develop the new razor scooter code named “Blue Zuma.” Table A2.5 contains the information necessary to cre- ate a project schedule. For the purpose of this case assume the following: 1. The project begins January 2, 2008. 2. The following holidays are observed: January 1, Memorial Day (last Monday in May), July 4th, Labor Day (first Monday in September), Thanksgiving Day (4th Thursday in November), December 25 and 26. 3. If a holiday falls on a Saturday, then Friday will be given as an extra day off, and if it falls on a Sunday, then Monday will be given as a day off. 4. The project team works eight-hour days, Monday through Friday. Construct a network schedule for this project and prepare a memo that answers the following questions: 1. When is the project estimated to be completed? How long will the project take? 2. What is the critical path for the project? Activity Actual Start Actual Finish Actual Duration Remaining Duration Need survey 1/3/12 2/2/12 22 0 Set product specs 2/3/12 2/28/12 18 0 Shelf life report 2/29/12 3/13/12 10 0 Nutrition report 3/14/12 3/19/12 4 0 Select fruit suppliers 4/3/12 4/30/12 20 0 Equipment rehab 2/29/12 4/11/12 31 0 Production trials 4/17/12 5/4/12 14 0 Quality trials 5/7/12 5/31/12 18 0 Market testing 4/4/12 5/9/12 26 0 Package design 5/10/12 5/25/12 12 0 Select distributors 5/28/12 4 18 Complete FDA certification 5/11/12 5/31/12 14 0 TABLE A2.4 Status Report May 31, 2012 Lar03342_app2_625-641.indd Page 630 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 630 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 631 3. Which activity has the greatest amount of slack? 4. How sensitive is this network? 5. Identify two sensible milestones and explain your choices. 6. Compare the advantages/disadvantages of displaying the schedule as a network versus a Gantt chart. Include the following printouts: • A Gantt chart. • A network diagram highlighting the critical path. • A schedule table reporting ES, LS, EF, LF, and slack for each activity. Part 2 The following personnel have been assigned to the Blue Zuma project team: • 4 marketing specialists • 4 design engineers • 4 development engineers • 4 industrial engineers • 1 purchasing agent Use the file from Part 1 and the information contained in Tables A2.5 and A2.6 to assign resources to the project schedule. ID Task Name Duration Predecessors Resources 1 Product development project 2 Market analysis 25 days Marketing (4) 3 Product design 40 days 2 Marketing (1) Design (4) Development (2) Industrial (1) Purchasing (1) 4 Manufacturing study 20 days 2 Industrial (4) Development (2) 5 Product design selection 10 days 3,4 Marketing (2) Design (3) Development (2) Industrial (2) Purchasing (.25) 6 Detailed marketing plan 15 days 5 Marketing (4) 7 Manufacturing process 30 days 5 Design (1) Development (2) Industrial (4) 8 Detailed product design 50 days 5 Marketing (2) Design (4) Development (2) Industrial (2) Purchasing (.25) 9 Test prototype 10 days 8 Design (3) Development (2) 10 Finalized product design 25 days 7,9 Marketing (2) Design (3) Development (3) Industrial (2) 11 Order components 7 days 10 Purchasing (1) 12 Order production equipment 14 days 10 Purchasing (1) 13 Install production equipment 35 days 11F-S 1 20 days, 12F-S 1 40 days Development (3) Industrial (4) Design (1) 14 Celebrate 1 day 6,13 Development (4) Industrial (4) Design (4) Marketing (4) Purchasing (1) TABLE A2.5 Blue Zuma Project Lar03342_app2_625-641.indd Page 631 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 631 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 632 Appendix 2 Computer Project Exercises Part A Prepare a memo that addresses the following questions: 1. Which if any of the resources are overallocated? 2. Which activities involve overallocated resources? 3. Assume that the project is time constrained and try to resolve any overalloca- tion problems by leveling within slack. What happens? 4. What is the impact of leveling within slack on the sensitivity of the network? Include a Gantt chart with the schedule table after leveling within slack. Part B Prepare a memo that addresses the following questions: 1. Assume that the project is resource constrained and no additional personnel are available. How long will the project take given the resources assigned? (Hint: Undo leveling performed in Part A before answering this question.) Note: No splitting of activities is allowed. 2. How does the new duration compare with the estimated completion date gener- ated from Part 1? What does this tell you about the impact resources can have on a schedule? Include a Gantt chart with a schedule table depicting the resource-constrained schedule. Part 3 Top management is not happy with the resource-constrained schedule generated at the end of Part 2. Robin Lane, the president, has promised retailers that pro- duction of the new scooters would start on February 1, 2009. 1. What options are available to meet this new deadline if the project is not re- source constrained? 2. What options are available to meet this deadline if the project is resource constrained? Dewey Martin, director of product development, has managed to make the fol- lowing personnel available to work on specific activities on the project. Since there is an acute shortage of personnel at ARC he requests that you only use ad- ditional manpower that will help meet the new deadline. Your objective is to de- velop a schedule which will satisfy the deadline with minimum additional resource usage. The available personnel and impact on activity duration are presented in Table A2.7. Resource $/hour Number Available Marketing specialist $60 4 Design engineer $90 4 Development engineer $80 4 Industrial engineer $70 4 Purchasing agent $50 1 TABLE A2.6 Blue Zuma Project Resources Lar03342_app2_625-641.indd Page 632 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 632 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 633 Prepare a memo that addresses the following questions: 1. Which additional personnel assignments would you choose to complete the project before the February 1st deadline? Explain your choices as well as the reasons for not choosing other options. 2. How have these changes affected the sensitivity of the network? Include a Gantt chart with a schedule table presenting the new schedule. Note: You cannot go back and relevel resources. These new resources are only available for the stated specific tasks according to the schedule created at the end of Part 2. Part 4 Robin Lane and top management have approved the schedule generated at the end of Part 3. Save the file containing this schedule as a baseline schedule. Prepare a memo that addresses the following questions: 1. How much is the project estimated to cost? 2. What activity is estimated to cost the most to complete? 3. What resource commands the greatest total cost? 4. During which month of the project are the highest and lowest costs expected to occur? What are those costs? 5. What likely costs are not contained in this budget? Include a table containing the estimated costs for each activity and a cash flow schedule for each month of the project. Part 5 Today’s date is August 16, 2008. Table A2.8 summarizes the information regard- ing activities accomplished to date. Robin Lane has requested a written status report for the Blue Zuma project. 1. Your status report should include a table containing the PV, EV, AC, BAC, EAC, SV, CV, and CPI for each activity and the whole project. The report should also address the following questions: Activity Additional Resources Revised Duration Estimates Detailed marketing plan Marketing (2) 10 days Detailed product design Design (1) Development (1) 42 days Install production equipment Industrial (1) Development (1) 27 days TABLE A2.7 Blue Zuma Project Crashing Options Pay rates for additional personnel: Marketing, $70/hour; Design, $100/hour; Development, $90/hour; and Industrial, $80/hour. Activity Start Date Finish Date Actual Duration Remaining Duration Market analysis 1/2/08 2/1/08 23 Product design 2/4/08 3/20/08 34 Manufacturing study 3/21/08 4/22/08 23 Product design selection 4/23/08 5/13/08 15 Manufacturing process 8/1/08 11 25 Detailed product design 5/14/08 7/31/08 55 Test prototype 8/1/08 8/15/08 11 TABLE A2.8 Blue Zuma Project Update Lar03342_app2_625-641.indd Page 633 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 633 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 634 Appendix 2 Computer Project Exercises a. How is the project progressing in terms of cost and schedule? b. What activities have gone well? What activities have not gone well? c. What do the PCIB and PCIC indicate in terms of how much of the project has been accomplished to date? d. What is the forecasted cost at completion (EACf)? What is the predicted VACf? e. Report and interpret the TCPI for the project at this point in time. f. What is the estimated date of completion? g. How well is the project doing in terms of its priorities? Try to present the above information in a form worthy of consideration by top management. Include a tracking Gantt chart with your report. Note: Enter August 15 as the status report date since you are preparing your re- port on the 16th. 2. While preparing your report you receive a phone call from Jim Keltner, a fellow project manager. He is calling to see if one of the industrial engineers assigned to your project would be available to work on his project from August 22 to 27, 2008. What would you tell him? Part 6 Robin Lane has authorized using Management Reserves to expedite the shipping of components at an additional cost of $50,000. She has asked you to update completion and cost estimates for the Blue Zuma project. Table A2.9 presents the revised estimates generated by the Blue Zuma project team. Based on this new information prepare a memo that answers the following questions: 1. When will the project be completed? How does this compare with the baseline completion date? 2. What is the new estimated cost at completion (EAC)? What is the new VAC? How does this compare with VAC based on the EACf generated in Part 5? Which of the two VACs would you have the greatest confidence in and why? 3. How do you think Robin will react given the priorities for this project? Include a tracking Gantt with a cost table for the estimated completion schedule. Activity Start Date Finish Date Actual Duration Market analysis 1/2/08 2/1/08 23 Product design 2/4/08 3/20/08 34 Manufacturing study 3/21/08 4/22/08 23 Product design selection 4/23/08 5/13/08 15 Detailed marketing plan 10/28/08 11/24/08 20 Manufacturing process 8/1/08 9/18/06 34 Detailed product design 5/14/08 7/31/08 55 Test prototype 8/1/08 8/15/08 11 Finalized product design 9/19/08 10/16/08 20 Order components 10/31/08 11/6/08 5 Order production equipment * 10/17/08 11/3/08 12 Install production equipment 12/9/08 1/22/09 30 Celebrate 1/23/09 1/23/09 1 TABLE A2.9 Blue Zuma Project Revised Estimates to Completion * Add $50,000 expediting costs. Lar03342_app2_625-641.indd Page 634 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 634 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 635 Conveyor Belt Project Part 1 Project Description The new computer-controlled conveyor belt is an exciting project that moves and positions items on the conveyor belt within ,1 millimeter. The project will pro- duce a new system for future installations, and for replacement of those in the field, at a low cost. The computer-controlled conveyor belt has the potential to be a critical unit in 30 percent of the systems installed in factories. The new system is also easier to update with future technologies. The Project Priority Matrix for the Conveyor Belt Project (CBP) is: Time Scope Cost Constrain X Enhance X Accept X Table A2.10 has been developed for you to use in completing the project exercises. Assignment Develop the WBS outline using the software available to you. Question Does this information (WBS) allow you to define any milestones of the project? Why or why not? What are they? Remember: Save your file for future exercises! Conveyor Belt Project Hardware Hardware specifications Hardware design Hardware documentation Prototypes Order circuit boards Assemble preproduction models Operating system Kernel specifications Drivers Disk drivers Serial I/O drivers Memory management Operating system documentation Network interface Utilities Utilities specifications Routine utilities Complex utilities Utilities documentation Shell System integration Architectural decisions Integration first phase System hard/software test Project documentation Integration acceptance testing TABLE A2.10 Conveyor Belt Project; WBS Lar03342_app2_625-641.indd Page 635 2/2/10 12:54:23 AM user-f497Lar03342_app2_625-641.indd Page 635 2/2/10 12:54:23 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 636 Appendix 2 Computer Project Exercises Part 2 Use your file from Part 1 and the information provided below to complete this exercise. (See Table A2.11.) 1. Each work package will represent an activity. 2. The project begins January 4, 2010. 3. The following holidays are observed: January 1, Memorial Day (last Monday in May), July 4th, Labor Day (first Monday in September), Thanksgiving Day (4th Thursday in November), December 25 and 26. 4. If a holiday falls on a Saturday then Friday will be given as an extra day off, and if it falls on a Sunday, then Monday will be given as a day off. 5. The project teams work eight-hour days, Monday through Friday. Warning: Experience has taught students to frequently make separate backup files for each exercise. The software is never as friendly as users expect! Construct a network schedule for the conveyor belt project and prepare a memo that addresses the following questions: 1. When is the project estimated to be completed? How long will the project take? 2. What is the critical path(s) for the project? 3. Which activity has the greatest amount of slack? 4. How sensitive is this network? 5. Identify two sensible milestones and explain your choices. 6. Compare the advantages/disadvantages of displaying the schedule as a network versus a Gantt chart. Activity Description Resource Duration (days) Preceding Activity 1 Architectural decisions Design 25 — 2 Hardware specifications Development, design 50 1 3 Kernel specifications Design 20 1 4 Utilities specifications Development, design 15 1 5 Hardware design Design, development 70 2 6 Disk drivers Assembly, development 100 3 7 Memory management Development 90 3 8 Operating system documentation Design, documentation 25 3 9 Routine utilities Development 60 4 10 Complex utilities Development 80 4 11 Utilities documentation Documentation, design 20 4 12 Hardware documentation Documentation, design 30 5 13 Integration first phase Assembly, development 50 6,7,8,9,10,11,12 14 Prototypes Assembly, development 80 13 15 Serial I/O drivers Development 130 13 16 System hard/software test Assembly 25 14,15 17 Order circuit boards Purchasing 5 16 18 Network interface Development 90 16 19 Shell Development 60 16 20 Project documentation Documentation, development 50 16 21 Assemble preproduction models Assembly, development 30 17F-S, lag 50 days 22 Integrated acceptance testing Assembly, development 60 18,19,20,21 TABLE A2.11 Conveyor Belt Project; Schedule Lar03342_app2_625-641.indd Page 636 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 636 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 637 Include the following printouts: • A Gantt chart. • A network diagram highlighting the critical path. • A schedule table reporting. ES, LS, EF, LF, and slack for each activity. Hint: the project should be completed in 530 days. Remember: Save your file for future exercises! Part 3 Remember the old saying, “A project plan is not a schedule until resources are committed.” This exercise illustrates this subtle, but very important, difference. Part A Using your files from Part 2 input resources and their costs if you have not already done so. All information is found in Tables A2.11 and A2.12. Prepare a memo that addresses the following questions: 1. Which if any of the resources are overallocated? 2. Assume that the project is time constrained and try to resolve any overalloca- tion problems by leveling within slack. What happens? 3. What is the impact of leveling within slack on the sensitivity of the network? Include a Gantt chart with the schedule table after leveling within slack. 4. Assume the project is resource constrained and resolve any overallocation prob- lems by leveling outside of slack. What happens? What are the managerial implications? 5. What options are available at this point in time? Include a Gantt chart with the schedule table after leveling outside of slack. Note: No splitting of activities is allowed. Note: No partial assignments (i.e., 50 percent). All resources must be assigned 100 percent. Part B When you show the resource-constrained network to top management, they are visibly shaken. After some explanation and negotiation they make the following compromise with you: • The project must be completed no later than February 2, 2012 (530 days). • You may assign two additional development teams. Name Group Cost ($/hr) Design R&D (2 teams) $100 Development R&D (2 teams) 70 Documentation R&D (1 team) 60 Assembly/test R&D (1 team) 70 Purchasing Procurement (1 team) 40 TABLE A2.12 Organization Resources Lar03342_app2_625-641.indd Page 637 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 637 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 638 Appendix 2 Computer Project Exercises • If this does not suffice, you may hire other development teams from the out- side. Hire as few external teams as possible because they cost $50 more per hour than your inside development people. Internal Development Add as many development units (teams) as needed to stay within the 530 days. If you need more than two internal development units, then hire as few external teams as necessary. Select the cheapest possibility! Change as few activities as pos- sible. It is recommended you keep work packages which require cooperation of several organizational units inside your company. You decide how best to do this. Hint: Undo leveling prior to adding new resources. Once you have obtained a schedule that meets the time and resource constraints, prepare a memo that addresses the following questions: 1. What changes did you make and why? 2. How long will the project take? 3. How did these changes affect the sensitivity of the network? Include a Gantt chart with a schedule table presenting the new schedule. Part 4 Based on the file created at the end of Part 3, prepare a memo that addresses the following questions: 1. How much will the project cost? 2. What does the cash flow statement tell you about how costs are distributed over the life span of the project? Include a monthly cash flow and a cost table for the project. Once you are confident that you have the final schedule, save the file as a baseline. Hint: Save a backup file just in case without baseline! Part 5 Prepare status reports for each of the first four quarters of the project given the information provided here. This requires saving your resource schedule as a base- line and inserting the appropriate status report date in the program. Assume that no work has been completed on the day of the status report. Your status report should include a table containing the PV, EV, AC, BAC, EAC, SV, CV, and CPI for each activity and the whole project. The report should also address the following questions: 1. How is the project progressing in terms of cost and schedule? 2. What activities have gone well? What activities have not gone well? 3. What do the PCIB and PCIC indicate in terms of how much of the project has been accomplished to date? 4. What is the forecasted cost at completion (EACf)? What is the predicted VACf? 5. Report and interpret the TCPI for the project at this point in time. 6. What is the estimated date of completion? 7. How well is the project doing in terms of its priorities? Lar03342_app2_625-641.indd Page 638 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 638 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 639 Try to present the above information in a form worthy of consideration by top management. Include a Tracking Gantt chart with each report. First Quarter, April 1, 2010 Table A2.13 summarizes the information regarding activities accomplished to date. Be sure to save your file after each quarterly report and use it to build the next report! Second Quarter, July 1, 2010 Table A2.14 summarizes the information regarding activities accomplished since the last report. Third Quarter, October 1, 2010 Table A2.15 summarizes the information regarding activities accomplished since the last report. Fourth Quarter, January 1, 2011 Table A2.12 summarizes the information regarding activities accomplished since the last report. Actual Remaining Activity Start Date Finish Date Duration Duration Hardware specifications 2/9/10 37 8 Kernel specifications 2/8/10 3/12/10 25 0 Disk drivers 3/15/10 13 87 Memory management 3/15/10 13 77 Op. systems documentation 3/15/10 13 7 Utilities specifications 3/8/10 3/29/10 16 0 Complex utilities 3/30/10 2 85 Architectural decisions 1/4/10 2/5/10 25 0 TABLE A2.13 April 1, 2010 Actual Remaining Activity Start Date Finish Date Duration Duration Hardware specifications 2/9/10 4/12/10 45 0 Hardware design 4/13/10 56 11 Kernel specifications 2/8/10 3/12/10 25 0 Disk drivers 3/15/10 77 33 Memory management 3/15/10 77 19 Op. systems documentation 3/15/10 4/16/10 25 0 Utilities specifications 3/8/10 3/29/10 16 0 Routine utilities* 4/26/10 47 18 Complex utilities 3/30/10 66 25 Utilities documentation 5/3/10 6/2/10 22 0 Architectural decisions 1/4/10 2/5/10 25 0 TABLE A2.14 July 1, 2010 * The project manager for the external development team that was hired to perform routine utilities reported that due to commitments to other clients they would be able to start on that activity 4/26/10. Lar03342_app2_625-641.indd Page 639 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 639 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 640 Appendix 2 Computer Project Exercises Part 6 You have received revised estimates for the remaining activities at the end of the fourth quarter: • Prototypes will be completed on 3/8/11. • Serial I/O drivers will be completed on 6/30/11. • System hardware/software test will start on 7/1/11 and take 25 days. • Order circuit boards will start on 8/8/11 and take 5 days. • Assemble preproduction model will begin on 10/14/11 and take 18 days. • Project documentation is expected to start on 8/8/11 and will take 55 days. • Network interface is expected to start on 8/8/11 and will take 99 days. • Shell is expected to start on 8/8/11 and will take 55 days. • Integrated acceptance testing is expected to start on 12/29/11 and will take 54 days. Actual Remaining Activity Start Date Finish Date Duration Duration Hardware specifications 2/9/10 4/12/10 45 0 Hardware design 4/13/10 7/16/10 67 0 Hardware documentation 7/19/10 8/24/10 27 0 Kernel specifications 2/8/10 3/12/10 25 0 Disk drivers 3/15/10 8/17/10 110 0 Memory management 3/15/10 7/30/10 98 0 Op. systems documentation 3/15/10 4/16/10 25 0 Utilities specifications 3/8/10 3/29/10 16 0 Routine utilities 4/26/10 7/27/10 65 0 Complex utilities 3/30/10 8/11/10 95 0 Utilities documentation 5/3/10 6/2/10 22 0 Architectural decisions 1/4/10 2/5/10 25 0 Integration 1st phase 8/25/10 26 24 TABLE A2.15 October 1, 2010 Actual Remaining Activity Start Date Finish Date Duration Duration Hardware specifications 2/9/10 4/12/10 45 0 Hardware design 4/13/10 7/16/10 67 0 Hardware documentation 7/19/10 8/24/10 27 0 Prototypes 11/11/10 34 44 Kernel specifications 2/8/10 3/12/10 25 0 Disk drivers 3/15/10 8/17/10 110 0 Serial I/O drivers 11/11/10 34 119 Memory management 3/15/10 7/30/10 98 0 Op. systems documentation 3/15/10 4/16/10 25 0 Utilities specifications 3/8/10 3/29/10 16 0 Routine utilities 4/26/10 7/27/10 65 0 Complex utilities 3/30/10 8/11/10 95 0 Utilities documentation 5/3/10 6/2/10 22 0 Architectural decisions 1/4/10 2/5/10 25 0 Integration 1st phase 8/25/10 11/10/10 55 0 TABLE A2.16 January 1, 2011 Lar03342_app2_625-641.indd Page 640 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 640 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Appendix 2 Computer Project Exercises 641 Prepare a memo that addresses the following questions: 1. What is the new EAC for the project? How long should the project take given these revised estimates? 2. How happy will top management be with these forecasts given the priorities of the project? 3. What recommendations would you make? Include a revised schedule, a Tracking Gantt chart, and cost table with your memo. Lar03342_app2_625-641.indd Page 641 2/2/10 12:54:24 AM user-f497Lar03342_app2_625-641.indd Page 641 2/2/10 12:54:24 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 G L O S S A R Y A activity Task(s) of the project that consumes time while people/equipment either work or wait. activity duration Estimate of time (hours, days, weeks, months, etc.) necessary to complete a project task. actual cost of the work completed (AC) The sum of the cost incurred in accomplishing work. Previously this was called the actual cost of the work performed (ACWP). actual cost of the work performed (ACWP) Actual cost of the work performed in a given time period. The sum of the costs incurred in accomplishing work. Agile Project Management (Agile PM) A family of in- cremental, iterative development methods for completing projects. analysis Data are collected to record the project history, management performance, and lessons learned to improve future projects. Analysis examines in detail the underlying causes of problems, issues, and successes. AOA Activity-on-arrow method for drawing project networks. The activity is shown as an arrow. AON Activity-on-node method for drawing project networks. The activity is on the node (rectangle). apportionment method Costs allocated to a specific seg- ment of a project by using a percentage of planned total cost—for example, framing a house might use 25 percent of the total cost, or coding a teaching module 40 percent of total cost. avoiding risk Elimination of the risk cause before the project begins. B backward pass The method used to compute the late start and finish times for each activity in the project network. balanced matrix A matrix structure in which the project manager and functional managers share roughly equal authority over the project. The project manager decides what needs to be done; functional managers are con- cerned with how it will be accomplished. balanced scorecard method Model that measures the long-run results of major program activities in four areas—customer, internal, innovation and learning, and financial. bar chart A graphic presentation of project activities de- picted as a time-scaled bar line (also called a Gantt chart). baseline A concrete document and commitment; it repre- sents the first real plan with cost, schedule, and resource allocation. The planned cost and schedule performance are used to measure actual cost and schedule performance. Serves as an anchor point for measuring performance. BATNA Best alternative to a negotiated agreement. Strong or weak BATNA indicates your power to negoti- ate with the other party. bottom-up estimates Detailed estimates of work pack- ages usually made by those who are most familiar with the task (also called micro estimates). brainstorming Generating as many ideas/solutions as possible without critical judgment. budget at completion (BAC) Budgeted cost at comple- tion. The total budgeted cost of the baseline or project cost accounts. budget reserve Reserve setup to cover identified risks that may occur and influence baseline tasks or costs. These reserves are typically controlled by the project manager and the project team. See management reserve. budgeted cost of the work performed (BCWP) The value for completed work measured in terms of the planned budget for the work. The earned value or original bud- geted cost for work actually completed. build-own-operate-transfer (BOOT) A risk management provision in which the prime contractor not only builds the facility, but also takes over ownership until its opera- tion capacity has been proven before final transfer of ownership to the client. burst activity An activity that has more than one activ- ity immediately following it. C capability maturity model (CMM) A framework which describes the evolutionary stages of project management systems. change control The process of documenting, reviewing, accepting or rejecting change, and documenting any change to the project baseline. change management system A defined process for autho- rizing and documenting changes in the scope of a project. 642 Lar03342_glo_642-650.indd Page 642 2/2/10 1:07:39 AM user-f497Lar03342_glo_642-650.indd Page 642 2/2/10 1:07:39 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Glossary 643 chart of accounts A hierarchical numbering system used to identify tasks, deliverables, and organizational respon- sibility in the work breakdown structure. co-location A situation in which project members includ- ing those from different organizations work together in the same location. communication plan A plan that defines information to be collected and distributed to stakeholders based on their requirements. concurrent engineering or simultaneous engineering Cross- functional teamwork in new-product development projects that provides product design, quality engineering, and manufacturing process engineering all at the same time. consensus decision making Reaching a decision that all involved parties basically agree with and support. contingency fund See contingency reserve. contingency plan A plan that covers possible identified project risks that may materialize over the life of the project. contingency reserve Usually an amount of money or time set aside to cover identified and unforeseen project risks. contract A formal agreement between two parties wherein one party (the contractor) obligates itself to perform a service and the other party (the client) obli- gates itself to do something in return, usually in the form of a payment to the contractor. cost account A control point of one or more work packages used to plan, schedule, and control the project. The sum of all the project cost accounts represents the total cost of the project. cost performance index (CPI) The ratio of work per- formed to actual costs (EV/AC). cost-plus contract A contract in which the contractor is reimbursed for all direct allowable costs (materials, labor, travel) plus an additional fee to cover overhead and profit. cost variance (CV) The difference between EV and AC (CV 5 EV 2 AC). Tells if the work accomplished cost more or less than was planned at any point over the life of the project. crash cost The direct cost of completing an activity in its crash time. crash point The most a project activity time can realisti- cally be compressed with the resources available to the organization. crashing Shortening an activity or project. crash time The shortest time an activity can be com- pleted (assuming a reasonable level of resources). critical path The longest activity path(s) through the network. The critical path can be distinguished by identi- fying the collection of activities that all have the same minimum slack. critical path method (CPM) A scheduling method based on the estimates of time required to complete activities on the critical path. The method computes early, late, and slack times for each activity in the network. It establishes a planned project duration, if one is not imposed on the project. culture The totality of socially transmitted behavior patterns, beliefs, institutions, and all other products of human work and thought characteristic of a community or country. culture shock A natural psychological disorientation that most people suffer when they move to a culture dif- ferent from their own. D daily Scrum meeting A short status meeting held daily by each team during which the team members synchronize their work and progress as well as report any impediments for removal by the Scrum master. dedicated project team An organizational structure in which all of the resources needed to accomplish a project are assigned full time to the project. deliverable A major product or result that must be fin- ished to complete the project. Delphi Technique A group method to predict future events—e.g., time, cost. direct costs Costs that are clearly charged to a specific work package—usually labor, materials, or equipment. dummy activity An activity that does not consume time; it is represented on the AOA network as a dashed line. A dummy activity is used to ensure a unique identification number for parallel activities and used to maintain dependencies among activities on the project network. duration (DUR) The time needed to complete an activ- ity, a path, or a project. dysfunctional conflict Disagreement that does not im- prove project performance. E early finish (EF) The earliest an activity can finish if all its preceding activities are finished by their early finish times (EF 5 ES 1 DUR). Lar03342_glo_642-650.indd Page 643 2/2/10 1:07:40 AM user-f497Lar03342_glo_642-650.indd Page 643 2/2/10 1:07:40 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 644 Glossary early start (ES) The earliest an activity can start. It is the largest early finish of all its immediate predecessors (ES 5 EF 2 DUR). earned value (EV) The physical work accomplished plus the authorized budget for this work. Previously this was called the budgeted cost of work performed (BCWP). emotional intelligence (EQ) The ability or skill to per- ceive, assess, and manage the emotions of one’s self and others. escalation A control mechanism for resolving problems in which people at the lowest appropriate level attempt to resolve a problem within a set time limit or the problem is “escalated” to the next level of management. estimated cost at completion (EAC) The sum of actual costs to date plus revised estimated costs for the work remaining in the WBS. The text uses EACre to represent revisions made by experts and practitioners associated with the project. A second method is used in large projects where the original budget is less reliable. This method uses the actual costs to date plus an efficiency index (CPI 5 EV/AC) applied to the remaining project work. When the estimate for completion uses the CPI as the basis for forecasting cost at completion, we use the acronym EACf, where EACf 5 estimated costs at completion. Includes costs to date plus revised estimated costs for the work remaining. (Uses formula to compute EAC.) ETCf Estimated cost to complete (uses formula to com- pute estimates). ETCre Estimated cost to complete (uses expert estimates). event A point in time when an activity(s) is started or completed. It does not consume time. F failure mode and effects analysis (FMEA) Each potential risk is assessed in terms of severity of impact, probability of the event occurring, and ease of detection. fast-tracking Accelerating project completion typically by rearranging the network schedule and using start-to- start lags. feature A piece of a product that delivers some useful functionality to a customer. fixed-price or “lump sum” contract A contract in which the contractor agrees to perform all the work specified in the contract at a predetermined, fixed price. float See slack. forecasted estimated cost to complete (ETCf) Estimated total cost of a project based on CPI. Uses formula to compute estimates. forward pass The method for determining the early start and finish times for each activity in the project network. free slack The maximum amount of time an activity can be delayed from its early start (ES) without affecting the early start (ES) of any activity immediately following it. function points Points derived from past software proj- ects to estimate project time and cost, given specific features of the project. functional conflict Disagreement that contributes to the objectives of the project. functional manager A manager responsible for activities in a specialized department or function (e.g., engineering, marketing, finance). functional organization A hierarchical organizational structure in which departments represent individual disci- plines such as engineering, marketing, purchasing. G Gantt chart See bar chart. going native Adopting the customs, values, and preroga- tives of a foreign culture. Golden Rule Do unto others as you would wish them to do unto you. groupthink A tendency of members in highly cohesive groups to lose their critical evaluative capabilities. H hammock activity A special-purpose, aggregate activity that identifies the use of fixed resources or costs over a segment of the project—e.g., a consultant. Derives its duration from the time span between other activities. heuristic A rule of thumb used to make decisions. Fre- quently found in scheduling projects. For example, sched- ule critical activities first, then schedule activities with the shortest duration. I implementation gap The lack of consensus between the goals set by top management and those independently set by lower levels of management. This lack of consensus leads to confusion and poor allocation of organization resources. Lar03342_glo_642-650.indd Page 644 2/6/10 9:37:35 AM user-f498Lar03342_glo_642-650.indd Page 644 2/6/10 9:37:35 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/06:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/06:02/MHBR165:Larson:208 Glossary 645 incremental, iterative development (IID) A cyclical devel- opment process in which a project gradually evolves over time. indirect costs Costs that cannot be traced to a particular project or work package. infrastructure Basic services (i.e., communication, trans- portation, power) needed to support project completion. in-process project audit Project audits early in projects that allow for corrective changes if they are needed on the audited project or others in progress. insensitive network A network in which the critical path is likely to remain stable during the life of the project. inspiration-related currencies Influence based on inspi- ration (opportunity to do good, be the best, etc.). international project A project that includes tasks that will be completed in different countries. ISO 9000 A set of standards governing the require- ments for documentation of a quality program. J joint evaluation A process in which different parties in- volved in a project evaluate how well they work together. L lag The amount of time between the end of one activity and the start of another. A duration assigned to the ac- tivity dependency. The minimum amount of time a de- pendent activity must be delayed to begin or end. lag relationship The relationship between the start and/ or finish of a project activity and the start and/or finish of another activity. The most common lag relationships are (1) finish-to-start, (2) finish-to-finish, (3) start-to- start, and (4) start-to-finish. late finish (LF) The latest an activity can finish and not delay a following activity (LF 5 LS 1 DUR). late start (LS) The latest an activity can start and not delay a following activity. It is the largest late finish (LF) of all activities immediately preceding it (LS 5 LF 2 DUR). law of reciprocity People are obligated to grant a favor comparable to the one they received. leading by example Exhibiting the behaviors you want to see in others. learning curves A mathematical curve used to predict a pattern of time reduction as a task is performed over and over. leveling Techniques used to examine a project for an unbalanced use of resources, and for resolving resource over-allocations. M management by wandering around (MBWA) A manage- ment style in which managers spend the majority of their time outside their offices interacting with key people. management reserve A percentage of the total project budget reserved for contingencies. The fund exists to cover unforeseen, new problems—not unnecessary over- runs. The reserve is designed to reduce the risk of project delays. Management reserves are typically controlled by the project owner or project manager. See budget reserve. matrix Any organizational structure in which the proj- ect manager shares responsibility with the functional managers for assigning priorities and for directing the work of individuals assigned to the project. maturity model A model used to assess project manage- ment practices against others in the same industry and to guide and continuously strive to improve the manage- ment of projects. Most maturity models recognize levels of maturity so organizations can gauge their relative maturity against others in their industry. mentor Typically a more experienced manager who acts as a personal coach and champions a person’s ambitions. merge activity An activity that has more than one activ- ity immediately preceding it. met-expectations model Customer satisfaction is a func- tion of the extent to which perceived performance ex- ceeds expectations. milestone An event that represents significant, identifi- able accomplishment toward the project’s completion. mitigating risk Action taken to either reduce the likeli- hood that a risk will occur and/or the impact the risk will have on the project. Monte Carlo simulation A method of simulating project activity durations using probabilities. The method identi- fies the percentage of times, activities, and paths that are critical over thousands of simulations. N negative reinforcement A motivational technique in which negative stimuli are removed once desired behavior is exhibited. Lar03342_glo_642-650.indd Page 645 2/3/10 3:42:23 PM user-f498Lar03342_glo_642-650.indd Page 645 2/3/10 3:42:23 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 646 Glossary net present value (NPV) A minimum desired rate of return discount (e.g., 15 percent) is used to compute present value of all future cash inflows and outflows. network A logic diagram arranged in a prescribed format (e.g., AOA or AON) consisting of activities, sequences, interrelationships, and dependencies. network organization An alliance of several organiza- tions created for the purpose of creating products and services for customers. network sensitivity The likelihood that the critical path will change on a project. nominal group technique (NGT) A structured problem- solving process in which members privately rank-order preferred solutions. O objective An end you seek to create or acquire. Should be specific, measurable, realistic, assignable, and include a time frame for accomplishment. organization breakdown structure (OBS) A structure used to assign responsibility for work packages. organizational culture A system of shared norms, beliefs, values, and assumptions held by an organization’s members. organizational currencies A set of currencies used as a medium of exchange within organizations to influence behavior. organizational politics Actions by individuals or groups of individuals to acquire, develop, and use power and other resources to obtain preferred out- comes when there is uncertainty or disagreement over choices. outsourcing Contracting for the use of external sources (skills) to assist in implementing a project. overhead costs Typically organization costs that are not directly linked to a specific project. These costs cover general expenses such as upper management, legal, mar- ket promotion, and accounting. Overhead costs are usu- ally charged per unit of time or as a percentage of labor or material costs. oversight A set of principles and processes to guide and improve the management of projects. The intent is to en- sure projects meet the needs of the organization through standards, procedures, accountability, efficient allocation of resources, and continuous improvement in the man- agement of projects. P padding estimates Adding a safety factor to a time or cost estimate to ensure the estimate is met when the project is executed. parallel activity One or more activities that can be carried on concurrently or simultaneously. partnering See project partnering. partnering charter A formal document that states common goals as well as cooperative procedures used to achieved these goals which is signed by all parties working on a project. path A sequence of connected activities. payback method The time it takes to pay back the project investment (investment/net annual savings). The method does not consider the time value of money or the life of the investment. performance review In general, all review methods of individual performance center on the technical and social skills brought to the project and team. These reviews stress personal improvement and are frequently used for salary and promotion decisions. personal-related currencies Influence based on enhanc- ing another person’s self-esteem. phase estimating This estimating method begins with a macro estimate for the project and then refines estimates for phases of the project as it is implemented. phase gating A structured process to review, evaluate, and document outcomes at each project phase and to provide management with information to guide resource deployment toward strategic goals. phase project delivery Delivering useful parts of a project in phases instead of when the project is entirely completed. planned value (PV) The planned time-phased baseline of the value of the work scheduled. Previously this was called budgeted cost of work scheduled (BCWS). plan of record The current official plan for the project in terms of scope, budget, and schedule. portfolio management Centralized selection and management of a portfolio of projects to ensure that allocation of resources is directed and balanced toward the strategic focus of the organization. position-related currencies Influence based on the ability to enhance someone else’s position within an organization. Lar03342_glo_642-650.indd Page 646 2/2/10 1:07:40 AM user-f497Lar03342_glo_642-650.indd Page 646 2/2/10 1:07:40 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Glossary 647 positive synergy A characteristic of high-performance teams in which group performance is greater than the sum of individual contributions. precedence diagram method A method used to construct a project network that uses nodes (e.g., a rectangle) to represent activities and connecting arrows to indicate dependencies. principled negotiation A process of negotiation that aims to achieve win/win results. priority matrix A matrix that is set up before the project begins that establishes which criterion among cost, time, and scope will be enhanced, constrained, or accepted. priority system The process used to select projects. The system uses selected criteria for evaluating and selecting projects that are strongly linked to higher-level strategies and objectives. priority team The group (sometimes the project office) responsible for selecting, overseeing, and updating proj- ect priority selection criteria. proactive Working within your sphere of influence to accomplish something. process breakdown structure (PBS) A phase-oriented grouping of project activities that defines the total scope of the project. Each descending level represents an in- creasingly detailed description of project work. product backlog A prioritized list of project require- ments with estimated time to turn them into complete product functionality. product owner The person responsible for managing the product backlog in Scrum so as to maximize the value of the project. The product owner represents all stakeholders. project A temporary endeavor undertaken to create a unique product, service, or result. project audit report A report that includes classification of the project, analysis of information gathered, recom- mendations, lessons learned, and an appendix of backup information. project charter A document that authorizes the project manager to initiate and lead a project. project closure All of the activities of shutting down a project. The major activities are evaluation of project goals and performance, developing lessons learned, releasing resources, and preparing a final report. project cost—duration graph A graph that plots project cost against time; it includes direct, indirect, and total cost for a project over a relevant range of time. project evaluation The process of assessing, verifying, and documenting project results. project facilitator A guide who leads the project team through an analysis of project activities that went well, what needs improvement, and development of a follow- up action plan with goals and accountability. project interfaces The intersections between a project and other groups of people both within and outside the organization. projectitis A social phenomenon in which project members exhibit inappropriately intense loyalty to the project. projectized organization A multi-project organization in which project managers have full authority to assign priorities and direct the work of persons assigned to their project. project kick off meeting Typically the first meeting of the project team. project life cycle The stages found in all projects— definition, planning, execution, and delivery. project management The application of knowledge, skills, tools, and techniques to project activities to meet the project requirements. Project Management Professional (PMP) An individual who has met specific education and experience require- ments set forth by the Project Management Institute, has agreed to adhere to a code of professional conduct, and has passed an examination designed to objectively assess and measure project management knowledge. In addition, a PMP must satisfy continuing certification requirements or lose the certification. project office (PO) A centralized unit within an organi- zation or department that oversees and improves the management of projects. project oversight See oversight. project manager The individual responsible for managing a project. project organization An organizational structure in which core work is accomplished by project teams. project partnering A nonbinding method of trans- forming contractual relationships into a cohesive, cooperative project team with a single set of goals and established procedures for resolving disputes in a timely manner. project portfolio Group of projects that have been selected for implementation balanced by project type, risk, and ranking by selected criteria. Lar03342_glo_642-650.indd Page 647 2/2/10 1:07:40 AM user-f497Lar03342_glo_642-650.indd Page 647 2/2/10 1:07:40 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 648 Glossary project screening matrix A matrix used to assess and compare the relative value of projects being considered for implementation. project sponsor Typically a high-ranking manager who champions and supports a project. project vision An image of what the project will accomplish. R ratio (parametric) methods Uses the ratio of past actual costs for similar work to estimate the cost for a potential project. This macro method of forecasting cost does not provide a sound basis for project cost control since it does not recognize differences among projects. relationship-related currencies Influence based on friendship. resource Any person, groups, skill, equipment or mate- rial used to accomplish a task, work package, or activity. resource-constrained project A project that assumes resources are limited (fixed) and therefore time is variable. resource profile A chart showing the usage of a resource in a project over time. It is common to try to reduce the peak of the resource usage by leveling or smoothing, thereby improving the utilization of the resource. responsibility matrix A matrix whose intersection point shows the relationship between an activity (work package) and the person/group responsible for its completion. retrospective A methodology that analyzes a past proj- ect event to determine what worked and what didn’t, develops lessons learned, and creates an action plan that ensures lessons learned are used to improve management of future projects. revised estimated cost to complete (ETCre) Estimated total cost based on revised estimates made by experts and actual costs to date. risk The chance that an undesirable project event will occur and the consequences of all its possible outcomes. risk breakdown structure (RBS) A hierarchical depic- tion of the identified project risks arranged by risk cate- gory and subcategory that identifies the various areas and causes of potential risks. risk profile A list of questions that addresses traditional areas of uncertainty on a project. risk severity matrix A tool used to assess the impact of risks on a project. S “sacred cow” A project that is a favorite of a powerful management figure who is usually the champion for the project. scaling Adapting Agile PM to large, multi-team projects. scenario planning A structured process of thinking about future possible environments that would have po- tential high impact to disrupt the way you do business, and then developing potential strategies to compete in these altered environments. schedule performance index (SPI) The ratio of work performed to work scheduled (EV/PV). schedule variance (SV) The difference between the planned dollar value of the work actually completed and the value of the work scheduled to be completed at a given point in time (SV 5 EV 2 PV). Schedule variance contains no critical path information. scope creep The tendency for the scope of a project to expand once it has started. scope statement A definition of the end result or mis- sion of a project. Scope statements typically include proj- ect objectives, deliverables, milestones, specifications, and limits and exclusions. Scrum An incremental, iterative development approach to managing projects with a well-defined set of roles and processes. Scrum master The person responsible for the Scrum process and its correct application. self-organizing team A semi-autonomous team that manages itself. sensitivity of a network The likelihood that the critical path(s) will change once the project begins to be implemented. sharing risk Allocating proportions of risk to different parties. slack (SL) Time an activity can be delayed before it becomes critical. social network building The process of identifying and building cooperative relationships with key people. sociotechnical perspective A focus on the interaction between tools/methods and people. splitting A scheduling technique in which work is inter- rupted on one activity and the resource is assigned to another activity for a period of time, then reassigned to work on the original activity. Lar03342_glo_642-650.indd Page 648 2/2/10 1:07:40 AM user-f497Lar03342_glo_642-650.indd Page 648 2/2/10 1:07:40 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 Glossary 649 sprint A fixed period of time during which a Scrum teams works to turn the product backlog it has selected into an increment of product functionality. sprint backlog A list of tasks that defines a Scrum team’s work for a sprint. Each task identifies those responsible for doing the work and the estimated amount of work remaining on the task on any given day during the sprint. sprint planning meeting A Scrum meeting divided into two segments. During the first segment the product owner presents the highest priority product backlog to the team. The team and product owner collaborate to determine how much of the product backlog it can turn into functionality during the upcoming sprint. During the second segment, the team plans how it will meet his commitment by detailing its work as a plan in the sprint backlog. sprint retrospective meeting A Scrum meeting in which the team discusses the just concluded sprint and determines what could be changed that might make the next sprint more enjoyable and productive. sprint review meeting A Scrum meeting in which the team demonstrates to the product owner and any other interested parties what it was able to accomplish during the sprint. stakeholders Individuals and organizations that are ac- tively involved in the project, or whose interests may be positively or negatively affected as a result of project exe- cution or completion. They may also exert influence over the project and its results. strong matrix A matrix structure in which the project manager has primary control over project activities and functional managers support project work. systems thinking A holistic approach to viewing prob- lems that emphasizes understanding the interactions among different problem factors. T task See activity. task-related currencies Influence based, helping someone else do their work. team-building A process designed to improve the per- formance of a team. team evaluation Evaluating the performance of the project team using a minimum core of conditions in place before the project began. Evaluation practices should emphasize the team as a whole, while minimizing individual performance. team rituals Ceremonial actions that reinforce team identity and values. template method Use of a prepared form to develop project networks, costs, and time estimates. 360-degree feedback A multirater appraisal system based on performance information that is gathered from multiple sources (superiors, peers, subordinates, customers). time and cost databases Collection of actual versus estimated times and costs of work packages over many projects that are used for estimating new project tasks and their expected possible error. time buffer A contingency amount of time for an activity to cover uncertainty—for example, availability of a key resource or merge event. time-constrained project A project that assumes time is fixed and, if resources are needed, they will be added. time-phased baseline A cost baseline that is derived from the WBS and project schedule. The budgeted costs are distributed to mirror the project schedule. time-phased budgets Planned costs that are broken down by distinct time periods (e.g., $5,000 per week) for a work package, as opposed to a budget for a whole job/project (6 months for a total of $130,000). Time phasing allows better cost control by measuring the actual rate of expenditure versus the planned expenditure rate over small pieces of the project. total slack (TS) The amount of time an activity can be delayed and not affect the project duration (TS 5 LS 2 ES or LF 2 EF). Tracking Gantt A Gantt chart that compares planned versus actual schedule information. transferring risk Shifting responsibility for a risk to another party. triple constraint The competing demands of time, cost, and scope. These constraints frequently represent trade- off decisions to be dealt with by the project manager and/or sponsor. top-down estimates Rough estimates that use surrogates to estimate project time and cost (also called macro estimates). V variance at completion (VAC) Indicates expected actual cost over- or underrun at completion (VAC 5 BAC 2 EAC). Lar03342_glo_642-650.indd Page 649 2/3/10 3:42:41 PM user-f498Lar03342_glo_642-650.indd Page 649 2/3/10 3:42:41 PM user-f498 /Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208/Users/user-f498/Desktop/03:02_evening/MHBR165:Larson:208 650 Glossary virtual project team Spatially separated project team whose members are unable to communicate face to face. Communication is usually by electronic means. W weak matrix A matrix structure in which functional managers have primary control over project activities and the project manager coordinates project work. work breakdown structure (WBS) A hierarchical method that successively subdivides the work of the project into smaller detail. work package A task at the lowest level of the WBS. Responsibility for the package should be assigned to one person and, if possible, limited to 80 hours of work. Lar03342_glo_642-650.indd Page 650 2/2/10 1:07:41 AM user-f497Lar03342_glo_642-650.indd Page 650 2/2/10 1:07:41 AM user-f497/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 651651 A C R O N Y M S AC Actual cost of work completed ACWP Actual cost of work performed AOA Activity-on-arrow AON Activity-on-node BAC Budget at completion BATNA Best alternative to a negotiated agreement BCWP Budgeted cost of work performed BCWS Budgeted cost of work scheduled BOOT Build-own-operate-transfer CAPM Certified Associate in Project Management CCPM Critical-chain approach to project planning and management CPI Cost performance index CPM Critical path method CV Cost variance DUR Duration EAC Estimate at completion (with revised cost estimates) EF Early finish EQ Emotional intelligence ES Early start ETC Estimate to complete EV Earned value FAC Forecast at completion FF Free float IFB Invitation for bid KISS Keep it simple, stupid LF Late finish LS Late start MBWA Management by wandering around NIH Not invented here NPV Net present value OBS Organization breakdown structure PCI Percent complete index PCIB Percent complete index—budget costs PCIC Percent complete index—actual costs PDM Precedence diagramming method PERT Project evaluation review technique PO Project office PMP Project Management Professional PV Planned value of work scheduled RBS Risk breakdown structure RM Responsibility matrix SL Slack SPI Schedule performance index SV Schedule variance TCPI To complete performance index VAC Variance at completion WBS Work breakdown structure Lar03342_acr_651.indd Page 651 2/2/10 1:09:18 AM user-f497Lar03342_acr_651.indd Page 651 2/2/10 1:09:18 AM user-f497 /Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:208/Users/user-f497/Desktop/Tempwork/Fabuary 2010/01:02:10/MHBR165:larson:2 652 P R O J E C T M A N A G E M E N T E Q U A T I O N S PCIB 5 EV BAC CV 5 EV 2 AC CPI 5 EV AC EACf 5 1BAC 2 EV 2 a EV AC b 1 AC EACre 5 AC 1 ETCre te 5 a 1 4m 1 b 6 ste 5 a b 2 a 6 b TCPI 5 1BAC 2 EV 2 1BAC 2 AC 2 PCIC 5 AC EAC SV 5 EV 2 PV SPI 5 EV PV VACf 5 BAC 2 EACf VACre 5 BAC 2 EACre sTE 5 2gs2te Z 5 TS 2 TE 2gs2te Lar03342_eqa_652.indd Page 652 2/2/10 11:46:06 AM user-f498Lar03342_eqa_652.indd Page 652 2/2/10 11:46:06 AM user-f498 /Users/user-f498/Desktop/TEMPWORK/February 2010/02:02/MHBR165:Larson:208/Users/user-f498/Desktop/TEMPWORK/February 2010/02:02/MHBR165:Larson:208 653 Index Page numbers followed by n refer to notes. A Abdel-Hamid, T., 329 Abdelshafi, Ibrahim, 597 Abramavici, A., 494 Abrashoff, D. M., 365 Accept, 107, 227 Acer, 577 Ackoff, Russel L., 533, 559 Activities ambassador, 352 in backward pass, 168–169, 172–173 beta distribution, 242 burst, 160, 162, 168–169 calendar dates for, 174–177 concurrent, 161, 162 crashing, 314–315, 319–320 critical, 157 definition, 158, 160 dependencies among, 161 determining slack, 169–171 dummy, 177, 200–202, 207 duration of, 242–243 in forward pass, 166–168, 172–173 and free slack, 171–172 guard, 352 hammock, 183 identification number, 161 laddering, 177 level of detail for, 173 merge, 160, 457 numbering of, 174 parallel, 160, 162, 200, 207, 254, 298 predecessor, 161 pseudo, 177 relationships for, 161 restructuring, 310–311 shortening of, 314–318 splitting, 270–271 standard deviation for, 243 successor, 161 task coordinator, 352 Activity graph, 315 Activity-on-arrow versus activity-on-node, 160, 207 backward pass, 205–206 building blocks, 200 computer-generated, 206–207 description, 199–200 design of, 200–202 forward pass, 202–204 fundamentals of, 201 summary on, 207 Activity-on-node versus activity-on-arrow, 160, 207 backward pass, 205–206 computer-generated, 206–207 description, 199–200 design of, 200–202 forward pass, 202–204 fundamentals of, 201 laddering in, 177 lag relationships, 178–182 summary on, 207 Activity orientation, 543 Actual cost of work completed, 459, 460 Actual costs, 462 Adams, A. M., 236 Adaptation, 587 Adaptation stage of culture shock, 554 Adaptec, 421 Ad hoc project management, 576 Ad hoc task forces, 380 Adjourning stage of teams, 378 Adjustments, cultural, 542–545 Adjustment stage of culture shock, 554 Administrative costs, 143–144, 431 Administrative support groups, 342 Advanced development projects, 78–79 Advanced Micro Devices (AMD), 421 Affective approach to learning, 556–557 Agile Alliance, 594 Agile Manifesto, 593 Agile project management, 531, 582–601 case, 598–601 for DNA mass identification, 589 focus of, 583 iterations, 585–586 for large projects, 592–593 limitations and concerns, 593–595 popular method, 587 principles, 587 process breakdown structure, 587 product backlog, 591 and project uncertainty, 584 revolutionary nature of, 593 scaling, 592 scrum meetings daily, 590–591 planning, 590 retrospectives, 591 for review, 591 scrum process, 588–592 development team, 589–590 features as deliverables, 588–589 phases, 588 Agile project management—Cont. product owner role, 589 scrum master, 590 for software development, 595 sprint backlog, 592 staging phase, 592 and top management, 593–594 versus traditional methods, 583–585 Ahmadi, R., 329 Alder, N., 559 Allen, Roger F., 101n Allen, Stephen D., 101n Allen, Woody, 603 Alternatives evaluation of, 30 generating, 394 ALTO computer project, 34 Ambassador activities, 352 Ambition, 381 American Express, 578 Americans cultural characteristics, 544, 550–552 guidelines for working with, 552 “Ugly American” reputation, 541–542 working in China, 549–550 working in France, 546–547 working in Mexico, 545–546 working in Saudi Arabia, 547–549 Analysis of project, 510–511 Anand, V., 365 Anbari, F. T., 494 Ancona, D. G., 352, 365 Angus, R. B, 451 Aniftos, S., 526 Antarctic expedition, 353 AOA; see Activity-on-arrow AON; see Activity-on-node Apocalypse Now, 537 Apple, Inc., 26–27, 28 Applebaum, Jeffrey, 428 Apple iPhone, 5, 306 Apple iPod, 30 Apple Macintosh, 72 Apportion estimating methods, 135 Arab cultures, 547–549 Arbitrating conflict, 398 Archiving retrospectives, 523–524 Arrow, Kenneth J., 293 Arrows, 158, 161, 163 Arthur Andersen, 356, 357 Asea Brown Boveri (ABB), 422 Ashforth, B. E., 365 Ashley, D. B., 123 Lar03342_ndx_653-671.indd Page 653 2/22/10 1:57:56 PM user-f497Lar03342_ndx_653-671.indd Page 653 2/22/10 1:57:56 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 654 Index Athens Olympic Games, 376 Atkinson, W., 236 AT&T, 23, 65, 136, 514 Audits; see Monitoring; Retrospectives Availability, 381 Avant Assessment, 607 Avoiding risk, 220–221 B Backward pass/latest times in activity-on-arrow method, 205–206 in activity-on-node method, 205 with lags, 181–182 questions answered by, 165 rules for, 168 using information from, 172–173 Badaracco, J. L., Jr., 365 Baker, B., 236, 365, 580 Baker, B. M., 329 Baker, W. E., 365 Balanced matrix, 74, 76–77 Balanced scorecard model, 578–579 Bandwagon effect, 134 Bank of America, 136 Bar charts, 174, 456; see also Gantt charts Bard, J. F., 366 Barnes, M., 149 Barrett, Craig, R., 25 Bartering, 537 Baseline, 462 budget, 253, 275–280, 459 changes, 476–478 costs included in, 461 development, 463–464 reasons for creating, 460–461 rubber, 478 time-phased, 275–280 Baseline Gantt chart, 456 Baseline plan, 455 BATNA (best alternative to a negotiated agreement), 435 Baxter, Jerry B., 308 Bedeian, A. G., 236 Behavioral/experiential approach to learning, 556–557 Behavioral standards, 81 Benko, C., 19, 53 Bennis, Warren, 365 Berkun, S., 408 Best alternative to a negotiated agreement; see BATNA Best-case scenario, 311 Best practices in outsourcing, 419, 423–431 in risk identification, 215 Beta distribution, 242 Beyer, J. M., 90 Bigelow, D., 54 Black, J. H., 153 Blackberry Storm, 306 Block, T. R., 89 Boeing Company, 146, 226, 301, 430 Bogart, Humphrey, 420 Bonar, Robert, 12 Booz, Allen and Hamilton, 242 Borsuk, R., 559 Bottlenecks, 274, 296 Bottom-up estimating; see Estimating/Estimates Boulter, Mark, 597 Bowen, D., 559 Bowen, H. K., 89 Boyer, C., 54, 573, 580 Bradberry, T., 365 Bradford, David L., 345, 365 Brainstorming, 322–323, 394, 434 Brandon, D. M., Jr., 494 Bread and butter projects, 49 Breashears, David, 225 Bribery, 544, 553, 554 British Foreign Service, 405 Brooks, Frederick P., Jr., 309, 329, 453 Brown, Gordon, 111 Brown, Larry, 376 Brown, S., 90 Brown, Tim, 586 Brucker, P., 293 Bryant, Kobe, 376 Budget ceilings, 594 Budget cuts, 226 Budgeted cost at completion, 459 Budgeted cost of work schedule, 459 Budget estimates, 128 Budget reserves, 228 Budgets baseline, 253, 275–280, 459 going over, 107 percent complete index, 470 as performance measures, 455 time-phased, 158–159, 272, 275–280, 469 Buffers feeder, 297, 300 management of, 301 project, 297 resource, 297, 300 as slack, 300 and splitting activities, 301 time, 297 Build-own-operate-transfer provisions, 222, 509 Bureaucratic bypass syndrome, 404 Burgess, A. R., 293 Burst activity, 160, 162, 168–169 Burst event, 200 Business analysis, 31 Business model change, 31–32 Business perspective, 361 Business survival, 305–307 Butler, Ginger, 606, 607 Buyer risk, 450 C C. C. Myers, Inc., 308 Cabanis-Brewin, J., 361, 365 Caldwell, D. F., 91, 352, 365 Calendar dates, 174–177 Calhoun, Chad, 312 California Department of Transportation, 308 Callaway Golf Equipment, 104 Cameron, K. S., 90 Canan, Crystal, 428 Canceled projects, 507 Capacity Maturity Model, 575 Capacity overload, 35 Carbon emissions reduction, 31 Career paths accumulating experience, 608 characteristics of, 603–604 examples, 604, 607 in functional organizations, 67 gaining visibility, 606–607 job opportunities, 605 mentors, 607–608 temporary assignments, 604 training and certification, 605–606 Carlton, J., 72, 90 Carr, M. J., 236 Carrier Transicold, 224 Cascading of objectives, 29 Cases Accounting Software Installation Project, 441–442 Advantage Energy Technology Data Center Migration, Part A, 196–197 Advantage Energy Technology Data Center Migration, Part B, 248–251 Ajax Project, 411–423 Alaska Fly-Fishing Expedition, 237–238 AMEX, Hungary, 560–563 Buxton Hall, 442–445 CC Dilemma, 302–303 Cerberus Corporation, 371–373 A Day in the Life, 19–21 Don’t Tell Me What You Have Done, 581 Film Prioritization, 56–60 Franklin Equipment, Ltd., 413–416 Ghost Stories, 563 Goldrush Electronics Negotiation Exercise, 445–446 Greendale Stadium, 198–199 Hector Gaming Company, 55–56 International Capital Inc., Part A, 247–248 Lar03342_ndx_653-671.indd Page 654 2/22/10 1:57:57 PM user-f497Lar03342_ndx_653-671.indd Page 654 2/22/10 1:57:57 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 655 Cases—Cont. International Capital Inc., Part B, 330 Introducing Scrum at P2P, 598–601 Kerzner Office Equipment, 409–411 Manchester United Soccer Club, 124–125 Maximum Megahertz Project, 530 Moss and McAdams Accounting Firm, 92–94 Nightingale Project—A, 333–334 Nightingale Project—B, 334–335 The “Now” Wedding—Part A, 335–337 The “Now” Wedding—Part B, 337 ORION Systems (A), 94–99 ORION Systems (B), 97–99 Peak LAN Project, 239–240 Power Train Ltd., 293–295 Scanner Project, 494–495 Sharp Printing, AG, 149–151 Silver Fiddle Construction, 238–239 Tom Bray, 370–371 Western Evergreen State University, 122 Western Oceanographic Institute, 366–370 Whitbread World Sailboat Race, 330–332 XSU Spring Concert, 240–242 Casey, W., 78, 90 Cash bonuses, 392 Cavendish, J., 451 Cell phone wars, 306 Centralization of project management, 13 Certification of project managers, 605–606 Certified Associate in Project Management, 4, 605–606 Change contract management, 230–233 Change decisions, 384 Change management, 477 Change management system benefits of, 233 change request forms, 231–232 definition, 231 project impact assessment, 231 purpose, 231 Change review team, 478 Channel Tunnel, 419 Channel Tunnel Rail Link, 111 Chaos research, 520 CHAOS Summary 2009, 4 Chaparral Steel, 78–79, 86 Charnes, A., 293 Chatman, J., 91 Checklist models, 39–40 Chermack, T. J., 54 Chevrolet volt, 9 Chief information officers, 16 Chilmeran, A. H., 123 China government corruption, 535 working in, 549–550 Chrysler Corporation, 180 Chudoba, K. M., 408 Cisco Systems, 8 Citigroup, 535 Clark, K. B., 89 Clay, John, 430 Cleland, D. L., 408 Closure stage of projects; see Project closure Coady, Gerry, 41 Cochran, Dick, 514, 525 Cohen, A. R., 345, 365 Cohen, D., 54 Cohen, D. J., 19 Cohen, Shlomo, 94n Colangelo, Jerry, 376 Collectivism, 544 Collins, J. C., 90, 559 Co-location, 388, 428–429 Comaneci, Nadia, 58 Communication; see also Project communication plan improved, 431 open, 424 with outsourcers, 425 in virtual teams, 401 Compadre system, 545 Competence, 359 Competition, 11 in global market, 13 Competitive advantage, 11 of Apple Inc., 28 Compliance projects, 36–37 Compression opportunities, 179 Computer-aided design, 224 Computer-generated networks, 206–207 Computers for developing networks, 174 for resource-constrained scheduling, 264–270 Concurrent activities, 161, 162 Concurrent engineering, 179, 180 Conditional statements, 161 Conference calls, 401, 402 Conflict absence of, 397 dysfunctional, 76, 397, 398 eliminating, 398 functional, 397–398 major sources of, 396–397 means of resolving, 398 in outsourcing, 422 tolerance for, 80 Conflict management, 396–399 in outsourcing, 426 Confucius, 549 Conrad, Joseph, 537 Consensus-building, 394–395 Consensus estimating methods, 133–134 Consistency, 358 Constrain, 106 Constraints equipment, 256–257 legal and political, 534–535 materials, 256 people, 255–256 technical, 254–255 types of, 255–257 Consultants, 399–400 Contingencies, 131 Contingency funding, 227–229 budget reserves, 228 management reserves, 228–229 Contingency planning conditions for implementing, 223 cost risks, 226 definition, 223 example, 223 funding risks, 226 opportunity management, 227 risk response matrix, 223–224 schedule risks, 225–226 technical risks, 224–225 Continuous improvement, 430, 578, 587 Contract change control system, 450–451 Contract management, 446–447 Contractor evaluation template, 62 Contractors, 60–62, 448–451, 575 as stakeholders, 343 Contracts; see also Outsourcing administering, 447 Build-Own-Operate-Transfer provisions, 222 closing out, 447, 510 cost-plus, 61, 447, 449–450 definition, 447 fixed-price, 61, 221–222, 447–449 incentive, 307 incentive clauses, 449 incentive-laden, 429–430 invitation for bid, 448 with long lead times, 448 for outsourcing, 309 penalty clauses, 429 performance-based, 429–430 redetermination, 448 and risk, 450 subcontracting, 309, 322 for time and materials, 449 Control of conflict, 398 from cost, time, and budget estimates, 128 loss of, 422 Lar03342_ndx_653-671.indd Page 655 2/22/10 1:57:57 PM user-f497Lar03342_ndx_653-671.indd Page 655 2/22/10 1:57:57 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 656 Index Control—Cont. means of, 453 in organizations, 80 Control chart, 457–458; see also Gantt charts Controlled Demolition Inc., 221 Control process baseline changes, 477–478 baseline plan, 455 case, 494–495 corrective action, 455 data acquisition costs and problems, 478–479 data collection, 453–454 definition, 454 earned value cost/schedule system, 458–463 costs in baseline, 461 percent complete rule, 461 variance analysis, 461–463 earned value rules, 495–501 forecasting final cost, 472–475 function, 453 indexes to monitor progress additional earned value rules, 471–472 performance indexes, 469 project percent completion, 469–470 software for, 471 technical performance, 471 measuring progress, 455 MS Project use for, 501–503 progress reports, 454 pseudo-earned value percent completion, 479 scope creep, 475–477 status report development assumptions, 463 baseline development, 463–464 completion of report, 464–469 status reports, 455, 458 steps, 454 time performance monitoring control chart, 457–458 Gantt charts, 456–457 Control tower, 78 Conway trucking, 519 Cooke-Davies, T., 525 Cooper, Robert G., 569, 580 Cooper, W. W., 293 Cooperation, 355 Coordination breakdown, 422 Coppola, Francis Ford, 537 Core business analysis, 31 Core competencies, 29 Core project team, 310 Corning Bio, 309 Corning Corporation, 430 Corporate downsizing, 11 Corporate scandals, 356, 357 Cost(s) in baseline, 460–461 of data acquisition, 478–479 direct, 142, 314 of failing to reschedule resources, 254 forecasting, 472–475 general and administrative, 143–144 indirect, 313–314 interaction, 144 of London Olympics of 2012, 111 negotiated, 450 of nuclear power plant, 145 overhead, 142–143 perception of, 143–144 of projects, 313–314 of project teams, 71 time-phased, 253 Cost accounts, 113, 116 Cost estimates; see Estimating/Estimates Cost overruns, 322 Cost performance index, 469 Cost per unit of time, 313, 314 Cost-plus contracts, 61, 447, 449–450 Cost reduction, 421 Cost risks, 226 Cost/schedule graph, 462–463 Cost-sharing ratio, 449 Cost summary report, 568 Cost variance, 459, 460, 461 at completion, 459 Cost vs. time issues, 321–323 brainstorming cost savings, 322–323 cost overruns, 322 customer responsibility, 322 fixed-bid projects, 321 outsourcing, 322 project scope reduction, 322 Coutu, D. L., 408 Covance, 309 Covey, Stephen R., 358, 365, 433–434, 440 Cowan, C., 440 Crash cost, 315 Crashing activities, 314, 319–320 Crashing project duration, 225–226 Crash point, 315 Crash time, 314, 319 Crawford, L., 36, 54 Crear, Jim, 4 Credibility, 381 Crime, 535 Critical-chain project management, 311; see also Resource scheduling Critical path definition, 157, 160 dominant, 321 identification of, 174 and resource allocation, 270 Critical path—Cont. and resource management, 172–173 sensitivity and, 170 and slack, 170 Critical path method, 171, 242, 243 Critical success factors, 86 Critical thinking, whitewash of, 404 Cross-cultural orientations, 43 Cross-functional integration, 71 Cross-functional project teams, 10 Cullinane, T. P., 451 Cultural differences, 425 activity orientation, 543 adjustments to, 542–545 and American reputation, 541–542 anticipating, 542 China, 549–550 concept of culture, 541 cross-cultural orientations, 543 France, 546–547 Hofstede’s framework, 544 and international projects, 541–552 Mexico, 545–546 minimal understanding of, 556 relation to nature, 543 religion, 540 Saudi Arabia, 547–549 significance of luck, 551 time orientation, 543 United States, 550–552 view of people, 543 Culture definition, 541 and international projects, 538–540 language problems, 539 religion factor, 540 Culture shock adaptation stage, 554 causes, 554 coping with, 554–555 definition, 553 gradual adjustment, 554 honeymoon stage, 553 irritability/hostility stage, 554 stress-related, 554 Currencies; see Leadership Currency fluctuations, 537 Customer focus, 11 Customer involvement, 437, 595 Customer relations, management of, 436–438 Customer responsibility, 322 Customers delivery acceptance by, 508–510 review with, 103 as stakeholders, 343 Customer satisfaction, 436 Customer value, 587 Customization, 11 Cusumano, Michael A., 458 Lar03342_ndx_653-671.indd Page 656 2/22/10 1:57:57 PM user-f497Lar03342_ndx_653-671.indd Page 656 2/22/10 1:57:57 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 657 D Dahlgren, G., 422, 440 Daily scrum, 590–591 Dalkey, N. C., 149 Dangler paths, 177 Daniel, Tim, 535 Data collection and analysis, 453–454 costs and problems of acquisition, 478–479 Databases for estimating, 146 Data General Corporation, 390 Davies, Douglas, 222 Deadlines, 425 imposed, 307 payoffs for beating, 429 time to market, 507 Deal, T. E., 90 Decarlo, Doug, 597 De Castro, Edson, 390 Decision making; see also Estimating/ Estimates; Group decision making Delphi method, 134 orchestrating, 393–395 at project meetings, 383–385 on time reduction, 320–321 Decision trees, 219 Dedicated project teams, 77, 78; see also Project teams definition, 69 internal strife, 71–72 and parent organization, 69–70 and project duration, 310 Skunk Works, 70 strengths, 70–71 weaknesses, 71–72 Defining stage of projects, 7 Dehler, G. E., 366 De Laat, P. B., 90 Delbecq, Andrew, 405 Deliverables, 60–62 features as, 588–589 identifying, 109 in project scope, 103 Delivering projects, 7 Delivery acceptance, 508–510 Delivery stage, conflicts over, 397 Dell Children’s Medical Center, 11–13 Dell Inc., 13, 566, 570 Deloitte Consulting, 33 Delphi method, 134 DeMarco, T., 329, 408 DeMarie, S., 409 Demeulemeester, E. L., 293, 303 Deneire, M., 559 Department of Defense, 3, 226, 430, 458 Department of Transportation, 578 Dependencies, mapping, 347–349 Descamps, J. P., 24, 54 Design flaws, 144 Developing Products in Half the Time (Smith & Reinertsen), 224 Development team, 589–590 Dexter, Susan, 309 DiDonato, L. S., 440 Diffusion Group, Inc., 306 Digital Equipment Corporation, 390 Dinsmore, P. C., 365 Direct costs, 142, 314 of crash times, 314–315 Direct overhead costs, 142–143 Direct pressure, 404 Discount rate, 38 Dissemination modes, 120 DiStefano, J. J., 559 DNA mass fatality identification, 589 Doctors Without Borders, 535 Doh, J. P., 559 Domestic projects, 533 Doran, G. T., 29, 54 Dovetailing interests, 434 Downsizing, 11 Drexel, A., 293 Drexler, John A., Jr., 413n, 440 Dropped baton, 296 Drummond, Erin, 312 Dummy activities, 177, 200–202, 207 Dunbar, E., 560 Duncan, David, 356 Duncan, J., 236 DuPont Corporation, 136, 570 Dvir, D., 91, 303 Dworatschek, S., 90 Dyer, S., 440 Dysfunctional conflict, 76, 397, 398, 426 E Early event time, 203–204 Early finish time, 166–170 Earned value, 278, 459 computing, 465 and data costs, 479 definition, 455 of work packages, 465 Earned value/cost schedule system, 458–463 costs in baseline, 461 origin of, 458 percent complete rule, 461 reasons for baseline, 460–461 software for, 458–459 steps, 459–460 terminology, 459 time-phased costs, 459 variance analysis, 461–463 Earned value rules, 471–472 50/50 rule, 472 percent complete with weighted monitoring gates, 472 simplifying assumptions, 495–496 0/100 rule, 472 East Asian financial crisis, 537 Eastman Kodak, 146 Economic factors in international projects, 536–538 ECOS, 604 EDAW Consortium, 111 Eden, L., 559 Edgett, S. J., 580 Education, for project managers, 605–606 Edward, K. A., 440 Edwards, Cliff, 25 Efficiency index, 473 Efficient methods, 130 Einhorn, B., 577 Eisenhardt, K. R., 90 Electronic bulletin boards, 401 Electronic data collection, 454 Electronic Data System (EDS), 458 Ellipsus Systems, AB, 222 E-mail, 401, 402 Emergency projects, 36–37 Emerson, Ralph Waldo, 305 Emhjellenm, K., 149 Emotional intelligence, 361 Emotional Intelligence (Goleman), 361 Empathy, 361 Endurance, 353 Energy, 381 English language, 425 Englund, R. L., 90 Enhance, 106, 227 Enron Corporation, 356, 357 Entrepreneurial culture, 85 Environmental factors for international projects, 534–540 Environmental issues, 11 green hospital, 12 and scenario planning, 31 Equipment, as resource constraint, 256–257 Escalation, 426 Estimated cost at completion, 459, 472–473 Estimated cost to complete, 459 Estimating/Estimates accuracy, 127–128, 140 in agile project management, 593–594 bottom-up, 127, 141 parametric procedures, 138 template methods, 137 versus top-down, 131–132, 141 case, 149–151 to compensate for uncertainty, 220 Lar03342_ndx_653-671.indd Page 657 2/22/10 1:57:57 PM user-f497Lar03342_ndx_653-671.indd Page 657 2/22/10 1:57:57 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 658 Index Estimating/Estimates—Cont. complexity, 129 cost of nuclear power plant, 145 in critical-chain approach, 295–297 databases for, 146 definition, 127 factors influencing new technology, 128 nonproject factors, 129 organizational culture, 129 padding estimates, 129 past experience, 128 people factor, 128 planning horizon, 128 project duration, 128 project structure, 128–129 final project costs, 472–475 guidelines based on normal conditions, 130 contingencies, 131 responsibility, 130 risk assessment, 131 task independence, 131 time units, 130–131 using several people, 130 level of detail, 141–142 micro vs. macro methods, 137 phase estimating, 139–141 range estimating, 138–139 reasons for importance for, 146 refining, 144–146 time-phased budget baseline, 275–280 top-down, 127, 141 apportion methods, 135 versus bottom-up, 131–132, 141 consensus method, 133–134 example, 133 function point method, 135–137 learning curves, 137, 151–155 main disadvantage, 137 ratio methods, 134 types of costs, 142–144 and underestimating, 448 Ethical dilemmas, 355 culturally bound, 544 Ethics of leaders, 355–357 and project management, 355–357 European Economic Community, 467–468 European Union, and Microsoft, 36–37 Event, 160 Event nodes, 200 Everest, 225 Exclusions, 103 Executing stage of projects, 8 Executive summary, 510 Expatriate project managers, 534 Expectations, managing, 350 Experience curve, 137 Experimentation, 587 Expertise, 421 Exploit, 227 External environment analysis of, 29–30 responding to changes in, 23 scanning, 48 and scenario planning, 32 External risks, 213 ExxonMobil, 578 F Face-saving, 549 Facilitators characteristics, 518 functions, 518 independence of, 518 roles, 518–519 selection of, 518 Faerman, S. R., 441 Failed projects, 507 Failure Mode and Effects Analysis, 218–219 Faris, Richard, 597 Fast-tracking, 310–311 Faylor, C., 9, 19 Features, in agile PM, 588–589 Federal Housing Authority, 135 Feedback survey, 513 Feeder buffers, 297 Femininity, 544 Fendly, L. G., 293 Feng shui, 551 Ferrazzi, K., 609 Fifth Discipline (Senge), 516 50/50 rule, 472, 495–496 Filipczak, B., 81, 90 Film industry international projects, 537 outsourcing by, 420 Final project report, 510–511 Financial Accounting Standards Board, 435 Financial criteria for project selection inadequacy of, 39 net present value model, 37–39 versus nonfinancial criteria, 39–42 payback model, 37 Financial Solutions Group of Mynd, 350 Finish-to-finish relationship, 181 Finish-to-start relationship, 178, 311 First-line managers, 141 Fischer, Randy, 428 Fisher, R., 432, 435, 440 Five-stage team development model, 377–378 Fixed-bid projects, 321 Fixed-price contracts, 61, 221–222, 447–449 Fleming, Q. W., 451, 472, 494 Flexibility, 67, 76, 360, 421 Flexible work arrangements, 393 Float; see Slack Floyd, S. W., 54 Focus, lack of, 68 Folklore, organizational, 83 Follow-up, 395 Food and Drug Administration, 343 Ford, E. C., 236 Ford Motor Company, 136 Forecasting final cost, 472–475 Foreign environmental factors for international projects, 534–540 Foreign project, 533 Forming stage of teams, 377 Fortune 500 companies, 33 Forward pass in activity-on-arrow method, 202–204 in activity-on-node method, 166–168 with lags, 181–182 questions answered by, 164 rules for, 168 using information from, 172 Foti, R., 36, 54, 408 Frame, David, 387 Frame, J. D., 89, 408 France, working in, 546–547 Frank, L., 54 Frankel, Rob, 509 Franklin, Benjamin, 565 Fraser, J., 451 Free slack, 171–172 Fretty, P., 525 Friedman, Thomas L., 30, 54 Fritz, Robert, 389 Frontier Airlines Holdings, 41 Functional conflict, 397–398 Functional departments, independence of, 33 Functional managers, 73–75, 382 as stakeholders, 342 Functional organizations advantages, 67 disadvantages, 68–69 nature of, 66–67 Function point estimating methods, 135–137 Funding risks, 226 Fusco, James C., 33, 54, 513 G Gabarro, S. J., 365 Gallagher, R. S., 90 Gamble, John E., 104 Lar03342_ndx_653-671.indd Page 658 2/22/10 1:57:58 PM user-f497Lar03342_ndx_653-671.indd Page 658 2/22/10 1:57:58 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 659 Gantt charts, 174, 176, 388, 456–457, 464, 503 Gates, Bill, 458 Geary, L. K., 90 Geeks, 273 Gene Codes, 589 General and administrative costs, 143–144 General Electric, 23, 136, 514 General Electric Appliances, 405 General Motors, 9, 32, 301, 514, 570 Geography, factor in international projects, 536 Gersick, Connie J., 379 Gibson, C. B., 408 Ginter, P. M., 236 Global clock, 403 Global competition, 305 Global forces, 31 Global market, 13 Global project, 533 Global project teams, 533 Global warming, 11 Globerson, S., 124, 366 Goal, The (Goldratt), 295 Goals as global targets, 26 long-range, 29 shared, 424 of strategy, 23 Gobeli, D. H., 90, 91, 102, 123, 525 Going native, 405–406, 552 Gold, Dan, 309 Goldberg, Aaron I., 72, 91 Goldratt, Eliyahu, 295–296, 303 Goldsman, L. P., 451 Goleman, Daniel, 361 Google G-1 phone, 306 Government agencies, 343 Government corruption, 535 Graham, J. L., 559 Graham, R. J., 19, 54, 90 Graham, S., 559 Graves, J., 361, 365 Graves, R., 236 Gray, C. F., 90, 236, 440 Gray, N. S., 149 Green, S. G., 366 Green movement, 31 Greeson, Michael, 306 Griffiths, M., 597 Gross domestic product, 536 Group decision making, 393–395 brainstorming, 394 consensus-building, 394–395 follow-up, 395 generating alternatives, 394 nominal group technique, 405 occasions for, 393 problem identification, 393–394 reaching a decision, 394 Group rewards, 392 Groupthink, 404 Guanxi (personal connections), 549 Guard activities, 352 Gunderson, N. A., 451 Gustafson, D. H., 405 Gwinn, Rod, 604 H Habitat for Humanity, 312 Haliburton, 509 Hallowell, R., 559 Halo effect, 134 Hamburger, D. H., 236 Hamm, Steve, 306 Hammock activities, 183 Hansson, J., 422, 440 Harrison, M. T., 90 Harris Semiconductor, 301 Harry Potter films, 9 Harvard Business School, 587 Harvard Negotiation Project, 432 HBO channel, 586 Heart of Darkness (Conrad), 537 Hedberg, B., 422, 440 Helm, Jane, 54 Hendrickson, A. R., 409 Hendrickson, Chet, 583 Hendrix, K., 124 Henricks, Paul, 309 Henry, W. L., 559 Herroelen, W. S., 293, 303 Heuristics, 260–261 Hewlett-Packard, 13, 65, 136, 349, 400–401, 422, 514, 566–567, 570, 573, 605 High-performing teams building, 380–404 characteristics, 375–377 development conditions, 378–380 Highsmith, Jim, 597 Hildebrand, Carol, 597 Hill, L. A., 365 Hoang, H., 440 Hobbs, B., 36, 54, 77, 90 Hobday, M., 90 Hodgetts, R. M., 559 Hoffman, Robert, 514, 525 Hofstede, Geert, 544, 560 Holloway, C. A., 89 Honeymoon stage of culture shock, 553 Hooker, J., 560 Hostility stage of culture shock, 554 Hulett, D. T., 236 Human Genomic Sciences, 9 Human resources, 255–256 Hurdle rate, for ROI, 39 Hurowicz, L., 293 Hutchens, G., 54 Hyron, Michele, 111 I Iacocca, Lee, 34 Ibbs, C. W., 329, 526, 580 IBM, 31, 32, 87, 136, 146, 309, 566 IBM Global Services, 402 Identity, sense of, 80 IDEO, 586 Illogical loop, 173 Illusion of invulnerability, 404 Impact scales, 216–217 Implementation gap narrowing, 35 nature of, 32–33 Implementation plan, 572 Imposed deadlines, 307 Imposed duration date, 314, 319 Improvement curve, 137 Incentive clauses, 449 Incentive contracts, 307 Incentive-laden contracts, 429–430 Incremental projects, 78–79 In-depth expertise, 67 Indexes for monitoring progress earned value rules, 471–472 percent complete indexes, 469–470 performance indexes, 469 software for, 471 technical performance measurement, 471 India, outsourcing to, 421, 423 Indirect costs, 313–314, 319 Individualism, 544 Individual performance reviews, 514–516 Individual rewards, 392–393 Industrial progress curve, 137 Industry analysis, 31 Inefficient resource utilization, 274 Infighting, 76 Inflation, 226 Inflation index, 448 Influence by building trust, 357–359 forms of, 344–347 Information-giving approach to learning, 556–557 Information needs, 119 Information sources, 119 Information system, coding for WBS, 109–116 Information technology departments, 16 Information technology projects, 3–4, 438 Infrastructure, 528 Ingebretsen, M., 123, 236 Initiative, 381 Lar03342_ndx_653-671.indd Page 659 2/22/10 1:57:58 PM user-f497Lar03342_ndx_653-671.indd Page 659 2/22/10 1:57:58 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 660 Index Innovation, 430, 431 Insensitive project networks, 321 Inspiration-related currencies, 345, 346 Insurance, 222 Integrated logistical support manager, 97 Integration of administrative systems, 424 in agile project management, 592 cross-functional, 71 poor, 68 Integration of projects through portfolio management, 14–15 processes for, 15–16 with strategic plan, 23 with strategy, 13–14 Intel Corporation, 13, 23, 25, 301, 421, 519, 524, 570 Interaction costs, 144 Intermediaries, reliance on, 552 Internal strengths and weaknesses, 29–30 Internal strife, 71–72 International project managers, 533 International projects, 531, 532–563 cases, 560–563 classification of, 533 cross-cultural considerations, 540–555 adjustments, 541–545 anticipating differences, 541 China, 549–550 concept of culture, 540 France, 546–547 Mexico, 545–546 reputation of Americans, 540–541 Saudi Arabia, 547–549 summary comments, 552 United States, 550–552 and culture shock, 553–554 foreign environment factors bribery, 454, 553, 554 culture, 537–539 economic, 536–537 geography, 536 government corruption, 535 infrastructure, 537 legal/political, 534–535 political stability, 535 security, 535–536 main issues surrounding, 533 recruitment and training for, 555–557 reliance on intermediaries, 552 site selection, 539–540 International SOS Assistance, inc., 535 International truck toll-collection system, 507 Interorganizational team-building, 425 Into the Air (Krakauer), 225 Intuit, 421 Invitation to bid, 448 Irix Pharmaceuticals, 309 Irritability stage of culture shock, 554 Iteration, 585–586, 588 Iterative and incremental delivery, 587 Iterative development processes, 586 Iterative project management, 583 J Jackman, J. Richard, 408 Jago, A. G., 409 James, Lebron, 376, 509 James, M., 597 Jamieson, A., 55, 569, 580 Janis, I. L., 404, 408 Jassawalla, A. R., 90 Java language, 222 Jedd, Marcia, 526 Jeffrey, R., 149 Jelen, F. C., 153 Jensen, M. C., 409 Jet Propulsion Laboratory, 382 Jha, Sanjay, 9 Job assignments, 393 Job opportunities, 605 Jobs, Steven, 26–27, 28, 72 Johnson, C. L., 90 Johnson, Clarence L. “Kelly,” 70 Johnson, Magic, 376 Johnson, R. E., 54 Joint project teams, 424 Jones, C., 149 Jordan, Michael, 376 Joshi, M., 365 K Kaiser Permanente, 578 Kalaritis, Panos, 309 Kanter, Rosabeth Moss, 419, 440 Kaplan, R. E., 365 Kaplan, Robert S., 54, 578, 580 Katrina, Hurricane, 512 Katz, D M., 123 Katz, Ralph, 389, 408 Katzenbach, Jon R., 388, 408 Kay, J., 9, 19 Kellebrew, J. B., 293 Kendrick, Tom, 526 Kennedy, A. A., 90 Kenny, J., 54 Kerth, Norman L., 517, 526 Kerzner, Harold, 5n, 19, 90, 123, 494, 575 Kezsbom, D. S., 440 Khang, D. B., 329 Kharbanda, O. P., 54, 127n, 145, 149 Kidd, Jason, 376 Kidder, Tracy, 390, 408 King, J. B., 366 Kingsbury, Don, 573 Kipling, Rudyard, 157 Kirk, Dorothy, 350, 366 Kirkman, B. L., 408 Kjellberg, Rikard, 222 Kleinschmidt, E. J., 580 Kluckhohn, F., 543, 560 Knight Ridder, 388 Knoepfel, H., 90 Knoop, C. I., 559 Knowledge explosion, 11 Knutson, J., 525 Kolawa, Adam, 425 Konda, S. L., 236 Koppelman, Joel M., 472, 494 Korean Midland Power Company, 9 Korte, R. F., 54 Kotter, John P., 340, 366 Kouzes, J. M., 366 Krakauer, Jon, 225 Krane, J., 560 Kras, E., 560 Krause, Melissa, 589 Krisher, T., 9, 19 Krupp, Goran, 225 Krutchen, Philippe, 597 Kryzewski, Mike, 376 Kwak, Y. H., 526, 580 L Labor costs, 449 Lackey, Michael B., 475 Laddering, 177 Ladika, S., 526 Lags combinations of relationships, 181 definition, 178 finish-to-finish, 181 finish-to-start, 178 forward and backward pass, 181–182 legitimacy of, 178 reasons for, 178 start-to-finish, 181 start-to-start, 178–179 Lam, N. M., 559 Lansing, Alfred, 353 Large projects, 592–593 Larkowski, K., 19 Larman, Craig, 597 Larson, Erik W., 19, 90, 91, 102, 123, 366, 440, 525 Larsson, U., 91 Laslo, Z., 91 Late finish time, 168–170 Late start time, 168–169 Lavell, Debra, 524, 526 Law of reciprocity, 344 Lawrence, P. R., 91 Lar03342_ndx_653-671.indd Page 660 2/22/10 1:57:58 PM user-f497Lar03342_ndx_653-671.indd Page 660 2/22/10 1:57:58 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 661 Leach, L. P., 303 Leadership, 338–373 building trust, 357–359 cases, 366–373 characteristics, 339–340 character traits, 358 competence, 359 definition, 340 forms of influence, 344–347 inspiration-related currencies, 345, 346–347 personal-related currencies, 345, 347 position-related currencies, 345, 346 relationship-related currencies, 345, 347 task-related currencies, 345, 346 leading by example cooperation, 355 ethics, 355 priorities, 354 problem solving, 355 standards of performance, 355 urgency, 354 versus managing, 339–340 project manager traits, 359–362 social network building management by wandering around, 349–350 managing upward relations, 350–352 mapping dependencies, 347–349 Leadership in Energy and Environmental Design certification, 12 Leading at the Edge (Perkins), 353 Leading by example; see Leadership Learning, approaches to, 556–557 Learning curves, 137, 151–155 cumulative values, 154 unit values, 152 Least-cost method, 318 Leavitt, H. J., 405, 408 Lechler, T., 91 Lee, S. A., 329 Legal factors, in international projects, 534–535 Leifer, R., 54 Lerner, Mathew, 309 Lessons learned, 511, 512, 516–517, 519–520, 573–574 Letters of commendation, 393 Leus, R., 303 Leveling technique, 257–259, 267–270 Levine, H. A., 236, 303 Levi Strauss and Company, 458 Lewis, J. P., 123 Lewis, M. W., 366 Lewis, R., 149 Li, M. I., 329 Lieberthal, G., 560 Lieberthal, K., 560 Lientz, B. P., 609 Lilly, Bonnie, 312 Limited resource schedule, 270 Limits of scope, 103 Lindberg, Mike, 133 Linearity assumption, 319 Linear responsibility chart, 117 Linetz, B. P., 408 Lipman-Blumen, J., 405, 408 Lister, T., 408 Lockheed Martin, 69–70, 212–213 Loew, D., 451 Logic errors, 173 Logitech, 586 Loizeaux, Mark, 221 London Olympics of 2012, 110–111 Long-range goals, 29 Long-term commitment, 424 Long-term outsourcing relationships, 430–431 Lonza Biologies, 309 Looping, 161, 173 Lorsch, Jay W., 91 Low, G. C., 149 Low-priority projects, 395 Luby, R. E., 123 Lucas, George, 537 Lucent Technologies, 301 Luck, 551 Lunar Energy, 9 Luthans, Fred, 559 M MacCormack, Alan, 587 MacIntyre, D., 54 MacIntyre, Jeff, 33 Mackey, J., 303 Macro estimating methods, 137 Madnick, S., 329 Magenau, J. M., 440 Magne, E., 149 Maier, N. R. F., 408 Majchrzak, A., 91 Management; see also Leadership; Project managers of expectations, 350 and level of detail, 140–141 prioritizing by, 46–47 of programs, 6 of stakeholders, 340–344 of upward relations, 350–352 Management by wandering around, 349–350, 393 Management focus, 80 Management reserves, 228–229 Managing Martians (Shirley & Merton), 382 Mañana syndrome, 545–546 Mantel, S. K., 366 Mapping dependencies, 347–349 Marlin, Mark, 526 Marriott Corporation, 405 Mars Climate Orbiter, 212–213 Mars Exploration Program, 382 Marthur, Ashok, 421 Martin, Connie, 421 Martin, M., 451 Martin, P., 609 Martinelli, Russ, 524, 526 Masculinity, 544 Mass Fatality Identification System, 589 Master plan chart, 96 Materials, as resource constraint, 256 Matheson, David, 49 Matheson, Jim, 49, 54 Matrix organizations, 72–77, 78, 86 balanced form, 74 chains of command, 72–73 comparison of forms, 76–77 differences in application, 73 dysfunctional conflict, 76 easier post-project transition, 76 efficiency of, 75 evolution of, 77 flexibility, 76 infighting, 76 performance evaluation, 514 project focus, 75 purpose, 73 slow decision making, 76 stressful environment, 76 strong form, 74–75 weak form, 73–74 Mattel, Inc., 386 Maturity model, 575 Maznevski, M. L., 408 MBA degree, 605, 607 McConnel, Steve, 597 McDermott, C. M., 54 McDougall, Lorna, 356 McFarlan, F. W., 19, 53 McGrath, M. R., 441 McLeod, G., 149 McPherson, S. O., 408 Means vs. end orientation, 80 Mediating conflict, 398 Melnyk, Les A., 512 Member identity, 79 Ménard, P., 77, 90 Mendelhall, M. E., 560 Menon, R., 236 Mentors, 507–508 Merge activity, 160, 457 Merge event, 200 Merritt, G. M., 236 Merton, Donella, 382 Met expectations, 436 Mexico, working in, 545–546 Lar03342_ndx_653-671.indd Page 661 2/22/10 1:57:58 PM user-f497Lar03342_ndx_653-671.indd Page 661 2/22/10 1:57:58 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 662 Index Micro estimating methods, 137 Microsoft Corporation, 31, 36–37, 81, 107, 458 Microsoft Excel, 37–38 Microsoft Office, 138 Microsoft Project, 264, 385, 501–503 Middle managers, 33, 141 Milestones, 103, 397, 457, 524 Millard, Candice, 539 Miller, J., 70, 91 Miller, William J., 514 Milosevic, D. Z., 54, 149, 560 Mission statements, 26–28 Mitigating risk, 219–220 Mobil Oil, 514 Mohring, R., 293 Monarch, I., 236 Mongeau, Stuart, 237n Monitoring; see also Control process; Performance evaluation indexes for, 469–471 periodic, 455 progress toward milestones, 457 scope changes, 477–478 structure of system for, 453–454 of time performance, 455–458 Monnakau, 312 Monroe, Marilyn, 420 Morris, P. W. G., 55, 91, 440, 441, 451, 569, 580 Motivation, weak, 68 Motorola, Inc., 9 Mott, Fred, 388 Mount Everest, 225 Mueller, E., 575, 580 Multiple projects, 177 Multiproject environment, 11–13, 34–35 Multiproject resource schedules, 273–275 bottlenecks, 274 inefficient resource utilization, 274 outsourcing, 274–275 prioritizing, 274 project queue system, 274 schedule slippage, 274 temporary workers for, 275 Multitasking, 34–35 excessive, 296 Multiteam structure, 592–593 Multi-weighted scoring models, 40–42 Murch, R., 123 Must-do projects, 36 Mutual gain, 434 Mutual trust, 424 N Nabisco, 514 Nambisan, S., 440 Nash, Steve, 509 National Aeronautics and Space Administration, 212–213 National Audit Office (UK), 111 National Basketball Association, 310, 509 National Semiconductor, 578 Nature, relation to, 543 NCR, 458 NEC, 23 Negative reinforcement, 392 Negative stereotypes of outsiders, 404 Negative synergy, 375 Negotiated costs, 450 Negotiations BATNA option, 435 case, 445–446 contracts in, 429–430 focus on interests, 433–434 in France, 547 mutual gain options, 434 nature of, 431–432 noncompetitive view of, 432 objective criteria in, 434–435 people separate from problem, 432–433 preliminary project approval, 437 principled, 432 and unreasonable people, 435 Nellenbach, Joanita M., 16 Net present value analysis, 219 Net present value model, 37–39 Network computation process; see Project networks Network logic errors, 173 Networks, law of reciprocity, 344 Newbold, R. C., 303 Newmann, L., 293 New product development, 11, 180, 569 holistic approach, 588 New-product teams, 352 Nike, Inc., 519, 586 Nintendo Wii, 8 Nissen, M. E., 441 Nodes, 158, 161, 174 Nofziner, B., 366 Nokia, 222, 306, 586 Nominal group technique, 405 Nonaka, Ikujiro, 598 Nonfinancial criteria for project selection checklist models, 39–40 multi-weighted scoring models, 40–42 strategic reasons, 39 Nonproject factors in estimating, 129 Noreen, E., 303 Normal conditions, 130 inapplicable, 144 Normal project closure, 506 Normal time, 314–315 Norming stage of teams, 378 Norms, 82 of project teams, 385 of virtual teams, 403 Norrie, J., 580 Nortel Networks Corporation, 535 North American Free Trade Agreement, 546 Northern Telecom, 570 Northridge earthquake, 308, 450 Northrup Grumman, 430 Norton, David P., 54, 578, 580 Not-invented-here culture, 380 Novell, Inc., 273 O Oakland A’s, 8 Objective criteria in negotiations, 434–435 Objective critique, 424 Objectives cascading of, 29 characteristics of, 29 for London Olympics, 110–111 long-range, 29 must vs. want, 45 of projects, 5 as specific targets, 26 strategy formulation to reach, 29–30 Occupational Safety and Health Administration, 343 O’Connor, G. C., 54 Oddou, G. R., 560 Ohio School Facilities Commission, 428 Olson, E. M., 91 Olve, N.-G., 422, 440 Olympic Delivery Authority, 110–111 Olympic Games, Athens, 376 Olympic Games of 2012, 110–111 O’Neal, Shaquille, 509 On-the-job training, 605 Open communication, 424 Openness, 358 Open-systems focus, 80 Operational projects, 36–37 Opportunities, 29–30 Opportunity management, 227 Optimists, 361 Oregon Health Sciences University, 133 O’Reilly, Brian, 514 O’Reilly, C. A., 91 Organizational culture, 65 and agile project management, 594 cost/time estimates, 129 and counterculture, 82 and critical-chain project management, 302 critical success factors, 86 definition, 79 diagnosis worksheet, 82 entrepreneurial, 85 Lar03342_ndx_653-671.indd Page 662 2/22/10 1:57:59 PM user-f497Lar03342_ndx_653-671.indd Page 662 2/22/10 1:57:59 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 663 Organizational culture—Cont. functions management legitimization, 81 sense of identity, 80 social order, 81 standards of behavior, 81 identifying characteristics, 82–84 implications for organizing projects, 84–87 key dimensions, 79–80 optimal, 84 and progress review, 521–523 and project management structure, 79 strong vs. weak, 82 subcultures, 82, 84 Organizational mission, 26–28 Organizational restructuring, 11 Organizational review, 521–523 Organizational strategy; see Strategy Organizational structure cases, 92–99 dedicated project teams in, 69–72 functional organizations, 66–69 matrix, 72–77 relative effectiveness, 77 Organization breakdown structure definition, 109 integrated with WBS, 112–114, 115 purpose, 113 Organization politics, 33–34 Organization project management maturity, 574–578 ad hoc management, 576 formal application, 576 institutionalization, 576 management of system, 577 newer model, 575 optimization, 578 origin of model, 575 purposes, 575 Organizations basis for promotion within, 83–84 customer focus, 11 downsizing, 11 interactions within, 83–84 knowledge explosion, 11 in multiproject environment, 11–13, 34–35 objectives of, 29 oversight at level of, 565 physical characteristics, 83–84 and project uniqueness, 66 reports and statements of, 83–84 request for proposals, 43–44 right management structure for, 77 scenario planning by, 30–32 stories and folklore, 83–84 strategy disconnect, 33 strategy/project alignment, 23–24 Organizations—Cont. SWOT analysis, 30 triple bottom line, 11 Osmundsen, P., 149 Outsourcing, 11, 418–451 advantages cost reduction, 421 faster completion, 421 flexibility, 421 high level of expertise, 421 cases, 441–446 co-location, 428–429 communication strategies, 425 conflict management, 426 contract management, 446–451 contracts, 309 customer relations, 436–428 disadvantages conflict, 422 coordination breakdowns, 422 loss of control, 422 security issues, 422 entire projects, 322 extensive training, 424–426 by film industry, 420 incentive-laden contracts, 429–430 to India, 421, 423 long-term relationships, 430–431 negotiations in, 431–435 partnering vs. traditional, 424 project activities, 322 of project work, 309 resource allocation problems, 274–275 review and status updates, 426–428 by SATT Control, 422 team-building activities, 424–426 traditional meaning of, 419–420 in virtual environment, 420–421 well-defined requirements/procedures, 423–424 Overallocation problem, 264–267 Overall schedule slippage, 274 Overhead costs, 142–143 Overseas projects, 533 Oversight, 531, 564–581 balanced scorecard model, 578–579 case, 581 definition, 565 importance to project managers, 566 organizational level, 565 organization project management maturity, 574–578 phase gate methodology, 568–574 portfolio project management, 566 project level, 565 project offices, 566–568 Overtime, 309–310 Ownership, 400 lack of, 68 Oysters, 49 P Padding estimates, 129 Parallel activities, 160, 161, 162, 200, 207, 254, 298 Parallel method, 260–264 Parametric techniques, 134, 138 Pareto’s Law, 24 Parkinson’s law, 296 Partnering charter, 426, 427 Partnerships benefits of, 431 charter for, 426, 427 communication within, 425 evaluation of process, 429 long-term relationships, 430–431 for outsourcing, 424 reaching shared understanding, 428 versus traditional relationships, 424 Past experience estimates, 128 Path, 160 Patheon Inc., 309 Patterson, J. H., 293 Pavlik, A., 236 Payback model, 37 Peace Corps, 556 Pearls, 49 Peck, W., 78, 90 Peel, D., 123 Pelhokoukis, J. N., 586 Penalty clauses, 429 People basic nature of, 543 factor in estimating, 128 relationships among, 543 as resource constraint, 255–256 PepsiCo, 586 Percent complete indexes, 469–470 Percent complete rule, 461 Percent complete with weighted monitoring gates, 472 Performance-based contracts, 429–430 Performance evaluation; see also Control process balanced scorecard model, 578–579 conditions for, 512–513 feedback survey, 513 problems with, 511–512 in project closure, 506 functions, 514–515 individual reviews, 515–516 team evaluation, 511–514 technical, 471 360-degree feedback, 514 time and budgets, 455 using MS Project, 501–503 Performance improvement, 431 Performance indexes, 469 To Complete Performance Index, 473–474 Lar03342_ndx_653-671.indd Page 663 2/22/10 1:57:59 PM user-f497Lar03342_ndx_653-671.indd Page 663 2/22/10 1:57:59 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 664 Index Performance metrics, 453 Performance specifications, 107 Performance standards, 355 Performing stage of teams, 378 Perkins, Dennis, 353 Perpetual projects, 506 Perrow, L. A., 329 Personal integrity, 360 Personal-related currencies, 345, 347 PERT methodology, 138, 219, 242–247 Per unit of time costs, 313, 314 Pesch, E., 293 Peters, J. F., 526 Peters, L. S., 54 Peters, Lawrence H., 366, 390 Peters, T., 19, 366, 408 Peters, Tom, 375 Pettegrew, A. M., 91 Phase estimating, 139–140 Phase gate methodology, 568–574 appeal of, 570 closure, 573 components, 570 decision gates, 570 definition of process, 570 implementation plan, 572 key benefits, 574 lessons learned, 573–574 origins, 569 progress evaluation decision, 572–573 proposal decision, 571 purpose, 568–569 selection decision/criteria, 572 side benefits, 574 variations, 569–570 Pinto, Jeffrey K., 54, 91, 123, 127n, 145, 149, 236, 366, 440, 441, 451 Pippett, D. D., 526 Pitagorsky, G., 124 Pixar Studios, 27 Planned value, 278 Planning conflicts over, 396 contracting, 447 decisions, 384 deviation from, 455 purchases and acquisitions, 447 stage of products, 7 Planning and control systems, 30 Planning horizon, 128 Platform projects, 78–79 PM Network, 605 Poli, M., 91 Political connections, 381 Political factors, in international projects, 534–535 Political stability, 535 Popsicle stunt, 212 Porras, J. I., 90 Portfolio management system balancing risk and project type, 48–49 classification of projects, 36–39 definition, 566 financial criteria, 37–39 implementation gap, 32–33 for integration of projects, 14–15 major functions, 14–15 management of, 47–49 multitasking, 34–35 nonfinancial criteria, 39–42 organization politics, 33–34 prioritizing proposals, 46–47 priority team responsibilities, 48 project offices, 566–568 ranking proposals, 44–47 resource conflicts, 34–35 selection criteria, 37–39 financial, 37–39 nonfinancial, 39–42 senior management inputs, 48 solicitation of proposals, 43–44 Portland General Electric Company, 475, 519 Position-related currencies, 345, 346 Positive synergy, 375 Posner, B. Z., 123, 366 Post-it stickers, 165 Post-project transition difficult, 72 easier, 76 easy, 67 Powell, M., 91 Power distance, 544 Precedence diagram method, 161 Predecessor activities, 161 Premature project closure, 506 Pressman, R. S., 149 Price, M., 54 Price protection, 226 PricewaterhouseCoopers, 535 Primavera, 385 Principled negotiation, 432 Pringle, David, 222 Priorities of leaders, 354 Prioritization balanced scorecard model, 578–579 case, 56–60 changes in, 108 criteria for, 106–107 enforcing, 48 establishing priorities, 106–108 and multitasking, 34–35 in multiproject resource schedules, 274 overlooking, 33 and project closure, 507 project/strategy fit, 42 responsibility for, 46–47 of risks, 218 Prioritization—Cont. selecting a model for, 43 single-project system, 35 varying with projects, 107 Priority analysis, 47 Priority matrix, 106–108 Priority selection models, 578 Priority team, 48 Pritchard, C. L., 236 Proactive managers, 360 Probability analysis, 219 Problem identification, 394 Problem solving, 354–355 Problem solving ability, 381 Procedures, well-defined, 423–424 Process breakdown structure, 587 Process review, 521 Procrastination, 296 Procter & Gamble, 586 Procurement contract management, 447 requirements, 423–424 Product backlog, 591 Product complexity, 11 Product design, 586 Production manager, 97 Product life cycle, 10–11, 32–33 Product owner, 589 Profit determination, 449 Program evaluation and review technique, case, 247–251 Program management, 6 Programs vs. projects, 6–7 Progress evaluation decision, 572–573 Progress reports, 454 Project(s); see also International projects advanced development, 78–79 amount of spending on, 3 canceled, 507 characteristics, 5–6 classification of, 36–39, 42 defined objectives, 5 definition, 5 evaluation of, 6 versus everyday work, 6 failed, 507 failure rate, 4 fit with strategy, 42 fixed-bid, 321 implementing strategy through, 30 implications of organizational culture, 84–87 incremental, 78–79 integration of, 13–16 large, 592–593 low-priority, 395 managing vs. leading, 339–340 in multiproject environment, 11–13 outsourcing, 322 oversight at level of, 565 Lar03342_ndx_653-671.indd Page 664 2/22/10 1:57:59 PM user-f497Lar03342_ndx_653-671.indd Page 664 2/22/10 1:57:59 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 665 Project(s)—Cont. platform, 78–79 versus programs, 6 in project portfolio matrix, 49 prototype experimentation, 223 relation to strategy, 23–24 requests for proposal, 60–62 resource-constrained, 257, 259–264 right management structure for, 77–79 risks analysis, 45, 48–49 sacred cows, 33–34 small, 12–13 stages of development, 7 time-constrained, 257–259 timing of tasks, 9 types of costs, 142–144 Project buffer, 297 Project changes, 15 Project charter, 105 Project closure, 7, 504–530 case, 530 celebration, 524 changed priority, 507 checklist for, 526–529 failed projects, 507 final report analysis, 510–511 appendix, 511 executive summary, 510 lessons learned, 511 recommendations, 511 major deliverables, 505–506 normal, 506 perpetual, 506 in phase gate methodology, 573 post-implementation evaluation individual reviews, 515–516 performance reviews, 514–516 team evaluation, 511–514 premature, 506 retrospectives archiving, 523–524 concluding notes, 524 independent facilitators, 518–519 initiating review, 517 lessons learned, 516–517 managing, 519–520 overseeing, 520–523 utilization, 523 wrap-up activities, 507–511 checklist, 508 closing out contracts, 510 getting delivery acceptance, 508–510 major activities, 508 releasing project team, 510 Project closure checklist, 526–529 Project communication plan advantage of, 120 core questions for, 119 dissemination modes, 120 example, 120 importance of establishing, 121 information needs, 119 information sources, 119 purpose, 119 responsibility and timing, 120 stakeholder analysis, 119 Project completion, faster, 421 Project control; see Control process Project cost baseline, 275–280 Project-cost duration graph choice of activities to crash, 319–320 crash times, 319 determining activities to shorten, 314–316 example, 316–318 explanation of costs, 313–314 linearity assumption, 319 time reduction decisions, 320–321 using, 318–319 Project costs; see Budgets; Costs; Estimating/Estimates Project culture, 84, 87 Project cycle time reduction, 23 Project definition, 100–125 case, 124–125 communication plan, 119–121 conflicts over, 396 establishing priorities, 106–109 project scope, 102–106 responsibility matrices, 116–118 work breakdown structure, 101 codified for information system, 114–116 creating, 108–113 development, 109–113 integrating with organization, 113–114 Project design, 215 flaws, 144 iterations, 585–586 Project duration, 305–337; see also Project cost-duration graph accelerating completion, 307–312 adding resources, 308–309 compromising quality, 311 core project team, 310 critical-chain management, 295–302, 311 doing it twice, 310 fast-tracking, 310–311 imposed deadlines, 307 outsourcing, 309 reducing project scope, 311 resources constrained, 310–311 resources not constrained, 308–310 scheduling overtime, 309–310 Project duration—Cont. cases, 330–337 cell phone wars, 306 choice of activities to crash, 319–320 in concept phases, 307 cost issues brainstorming cost savings, 322–323 cost overruns, 322 customer responsibility, 322 fixed-bid projects, 321 outsourcing, 322 scope reduction, 322 cost risks, 226 and cost/time estimates, 128 crashing, 225–226 crash times, 319 imposed, 314 least-cost method for reducing, 318 linearity assumption, 319 normal time, 314 Northbridge earthquake recovery, 308 PERT simulation, 242–246 from project network, 157 rationale for reducing business survival, 305–307 global competition, 305 imposed delays, 307 incentive contracts, 307 overhead costs, 307 resource usage during, 254 shortening activities, 314–318 and task duration, 142 time buffers, 297 time reduction decisions, 320–321 Project evaluation and review technique; see PERT Project focus, strong, 73 Projectitis, 72, 404 Projectized organization, 70 Project life cycle baseline change, 477–478 conflict intensity over, 396 phase estimating for, 139–140 and product life cycle, 10–11 review during stages of, 517 stages, 7–10 Project management; see also Agile project management; Outsourcing; Oversight ad hoc, 576 agile vs. traditional, 583–585 careers in, 602–609 centralization of processes, 13 and ethics, 355–357 formal application of, 576 importance to organizations, 10–13 information technology problems, 3–4 institutionalization of, 576 Lar03342_ndx_653-671.indd Page 665 2/22/10 1:57:59 PM user-f497Lar03342_ndx_653-671.indd Page 665 2/22/10 1:57:59 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 666 Index Project management—Cont. integrative approach with portfolio management, 14–15 processes, 15–16 with strategy, 13–14 iterative vs., traditional, 583 maturity models, 574–578 primary functions, 6 range of uses, 3 sociocultural dimension, 15–16 technical dimension, 15–16 transferable skill set, 4 university courses in, 4–5 Project Management Body of Knowledge, 606 Project Management Consultants, 428 Project Management Institute, 3, 4, 5, 475, 575, 605–606 Project Management Journal, 605 Project Management Professional, 4, 605–606 Project management software, 16, 120, 174, 385, 458–459, 471, 594 Project management structure cases, 92–99 and cost/time estimates, 128–129 critical success factors, 86 dedicated project teams, 69–72 factors influencing choice of, 77–78 in functional organizations, 66–69 management of, 577 in matrix organizations, 72–77 optimization of, 578 organizational considerations, 77 and organizational culture, 79 phase gate methodology, 568–574 project considerations, 77–79 and stakeholders, 343 Project managers, 599; see also Leadership assigning work, 272–273 careers as, 603–609 certification of, 4, 605–606 as conductors, 344 conflict management, 396–399 customer relations, 436–438 expatriates, 534 versus functional managers, 73–75 importance of oversight to, 566 international, 533 kinds of occupations, 4 managing trade-offs, 106 in matrix structure, 74–77 and organizational culture, 84 performance reviews, 514–516 priority matrix limits on, 107 and project culture, 16 responsibilities, 340 roles of, 438 scope of duties, 339–340 shared vision, 389–391 Project managers—Cont. skill set, 4 skills of, 16 as stakeholders, 342 supervision by, 5 tasks and responsibilities, 10 and team norms, 385 tensions with top management, 351 traits needed by, 359–362 understanding of strategy, 24 and work breakdown structure, 109–112 Project materials, 256 Project maturity, 574–578 Project meetings in agile project management, 580–591 change decisions, 384 effective use of, 387 first, 383–384 ground rules, 383–384 planning decisions, 384 relationship decisions, 384–385 subsequent, 387 tracking decisions, 384 Project monitoring information system data collection/analysis, 453–454 reports and reporting, 454 Project networks, 157–209 activity numbering, 174 activity-on-arrow versus activity-on-node, 160, 207 backward pass, 205–206 computer-generated, 206–207 description, 199–200 design of, 200–202 forward pass, 202–204 fundamentals of, 201 summary on, 207 activity-on-node versus activity-on-arrow, 160, 207 backward pass, 165, 168–169 determining slack, 169–171 forward pass, 164, 166–168 free slack, 171–172 fundamentals, 161–164 backward pass in activity-on-node method, 168–169 with lags, 181–182 questions answered by, 165 rules for, 168 using information from, 172–173 benefits of, 157–158 calendar dates, 174–177 cases, 196–199 computation process, 164–172 computers for development of, 174 concurrent engineering, 179, 180 constructing, 160–161 critical path, 157 Project networks—Cont. definition, 157 developing, 157 extended techniques hammock activities, 183 laddering, 177 use of lags, 181–182 forward pass in activity-on node method, 166–168 with lags, 181–182 questions answered by, 164 rules for, 168 using information from, 172–173 Gantt charts, 174 insensitive, 321 level of detail for activities, 173 logic errors, 173 multiple starts/multiple projects, 177 Post-it sticker approach, 165 project schedule, 158 rules for developing, 161 sensitivity of, 170, 320–321 technical constraints in, 254–255 terminology, 160 from work breakdown structure, 158–159 work packages, 158–159 Project objective, 102–103 Project offices, 48, 77, 78, 388, 566–568 benefits of, 568 cost summary report, 567–568 services provided by, 567 Project oversight; see Oversight Project plan, 164 Project Platypus, 386 Project portfolio, 14 Project portfolio management system; see Portfolio management system Project portfolio matrix, 49 Project process review questionnaire, 521 Project proposals; see Proposals Project queue system, 274 Project Retrospectives (Kerth), 517 Project review, 7–9; see also Retrospectives Project risk; see Risk entries Project schedule, 62, 158, 164 risks to, 225–226 unforeseen delays, 307 Project scope, 102 in agile PM, 588 changes in, 106, 145 checklist, 102–106 Callaway Golf, 104 deliverables, 103, 105 limits and exclusions, 103, 105 milestones, 103, 105 project objective, 103, 105 review with customer, 102–103, 105 technical requirements, 103, 105 Lar03342_ndx_653-671.indd Page 666 2/22/10 1:58:00 PM user-f497Lar03342_ndx_653-671.indd Page 666 2/22/10 1:58:00 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 667 Project scope—Cont. definition, 102 function, 102 monitoring changes in, 477–478 and project uncertainty, 584 reducing, 311, 322 scope creep, 105, 475–477 Project scope statement, 15, 437 Project screening matrix, 41 Project screening process, 46 Project selection balancing portfolio risk, 48–49 classification of projects, 36–39 financial criteria, 36–39 impact assessment, 46 multiple criteria for, 43 nonfinancial criteria, 39–42 project screening matrix, 41 and project sponsors, 34 questions used in, 40 ranking proposals, 44–48 selection model, 42–43 senior management input, 48 Project site selection assessment matrix, 540 evaluation matrix, 541 in Hong Kong, 551 and host country conditions, 537–538 Project sponsors, 34, 343, 399 Project teams, 3, 374–416; see also Dedicated project teams; Team entries abilities needed on, 381 in agile project management, 589–590, 594 cases, 97–98, 409–416 co-location of members, 388 conducting meetings, 383–387 conflict management, 396–399 dysfunctional conflict, 398–399 functional conflict, 397–398 core, 310 cross-functional, 11 decision making process, 393–395 effective use of meetings, 387 establishing identity, 387–389 five stage development model, 377–378 for global projects, 533 high-performing, 352, 375–377, 380–404 for innovative projects, 390 for London Olympics, 110–111 low-priority projects, 395 managing reward systems, 391–393 for Mars exploration, 382 at Mattel, 386 at Microsoft, 81 for new products, 352 norms of, 385 Project teams—Cont. in outsourcing, 424 pitfalls bureaucratic bypass syndrome, 404 going native, 405–406 groupthink, 404 team infatuation, 405 potential problems in, 378–380 punctuated equilibrium model, 379 reassignment, 510 recruiting, 381–382 rejuvenating, 399–400 relation to parent organization, 86 release after closure, 510 risk identification by, 215 shared vision, 389–391 situational factors affecting development, 378–380 as stakeholders, 341 and synergy, 375–377 at Tallahasse Democrat, 388 team charter, 385 team name, 388 team rituals, 388–389 training of, 424–426 virtual teams, 400–404 and work breakdown structure, 113 Project time; see Estimating/Estimates Project time overruns, 297 Project uncertainty, 584 Project work assignment, 272–273 Promotions, 83–84 Proposals versus available resources, 253 evaluation criteria, 62 in phase gate methodology, 571 prioritization, 46–47 ranking of, 44–47 request for proposal, 43–44, 60–62 sources and solicitation of, 43–44 Prototype experimentation, 223 Prototype/Prototyping, 220, 425, 586 Pseudo activities, 177 Pseudo-earned value, percent complete, 478, 479 Public recognition, 393 Punctuated equilibrium model of group development, 379 Q Qualitative performance measures, 455 Quality compromising, 311 continuous improvement, 430, 578, 582 total quality management, 346 Quality assurance manager, 97 Quantitative performance measures, 455 Quinn, R. E., 90, 441 R Randall, Doug, 55 RAND Corporation, 134 Range estimating, 138–139 Raskin, Paul, 55 Rate of return, 37 Ratio estimating methods, 134 Raz, T., 124 Rea, K. P., 408, 609 Rebello, K., 81, 91 Recognition, 346, 393 Recruiting for international projects, 555–557 team members factors affecting, 381 functional managers and, 382 major considerations, 381–382 in matrix structure, 381 volunteers, 381 Redeployment of resources, 7 Redetermination contracts, 448–449 Reinertsen, D. G., 91, 224, 236, 293, 329 Reinman, R., 236 Rejuvenating project teams, 399–400 Relationship decisions, 384–385 Relationship extensions combinations of lags, 181 finish-to-finish relationship, 180 finish-to-start relationship, 178 hammock activities, 183 laddering, 177 lags, 178–182 start-to-finish relationship, 181 start-to-start relationship, 178–179 Relationship-related currencies, 345, 346–347 Religion, 540 Relyea, Dave, 589 Remington, Kaye, 54 Repository search engine, 524 Request for proposal, 43–44, 60–62 Requesting seller responses, 447 Requirements documenting, 425 well-defined, 423–424 Research in Motion, 306 Resource allocation, 30 assessment of, 271 assumptions, 258 computer solutions, 264–270 by heuristics, 260–261 outsourcing, 274–275 resource-constrained projects, 259–264 time-constrained projects, 257–259 Resource availability, 77 Resource bottlenecks, 274, 296 Resource buffers, 297 Resource conflicts, 34–35 Lar03342_ndx_653-671.indd Page 667 2/22/10 1:58:00 PM user-f497Lar03342_ndx_653-671.indd Page 667 2/22/10 1:58:00 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles 668 Index Resource-constrained projects definition, 257 reducing duration, 310–312 resource allocation, 259–264 Resource-constrained scheduling, 254 computer demonstration, 264–270 impact of, 270 Resource constraints equipment, 256–257 materials, 256 people, 255–256 Resource pool, 78 Resources adding, 308–309 normal level of, 130 Resource scheduling, 252–303 allocation methods, 257–264 assigning project work, 272–273 benefits of, 272 cases, 293–295, 302–303 classification of a problem, 257 computer solutions, 264–270 consequences of failure, 254 critical-chain project approach critics of, 301–302 description, 295 monitoring performance, 301 operation of, 297 and organizational culture, 302 splitting tasks, 301 time estimates, 295–296 versus traditional scheduling, 297–300 users of, 301 leveling/smoothing technique, 257–259 multiproject schedules, 273–275 overview of problem, 253–255 project cost baseline, 279–280 resource-constrained projects, 257, 259–264 resource-constrained scheduling, 254 resource smoothing, 254 with shortages, 272 splitting activities, 270–271 technical constraints, 254–255 time buffers, 297 time-constrained projects, 257–259 time-phased budget creating, 276–280 need for, 275–276 types of constraints, 255–257 Resource sharing, 34–35 Resource shortages, 272 Resource smoothing, 254 Resource usage chart, 264–267 Resource utilization, 257–259, 431 inefficient, 274 Response time, 68 Responsibility for estimating, 130 for risk, 230 Responsibility matrix, 116–118 Retaining risk, 222 Retrospectives in agile project management, 591 archiving, 523–524 concluding notes, 524 independent facilitators, 518–519 initiating review, 517 lessons learned, 516–517 managing, 519–520 methodology, 517 overseeing, 520–523 organizational review, 521–523 process methods review, 521 in project closure, 506, 516–524 utilization of, 523 widespread use of, 517 Return on investment, 38–39, 42 Review, 426–428 Review recommendations, 511 Reward systems, 83–84 cash bonuses, 392 criteria, 80 flexible work arrangements, 393 group rewards, 392 individual rewards, 392–393 job assignments, 393 negative reinforcement, 392 public recognition, 393 vacations, 392 RHI Consulting, 16 Ricks, D. A., 560 Rightsizing, 11 Risk(s) avoiding, 220–221 in contracts, 450 cost, 226 definition, 211 external, 213 funding, 226 identifying and anticipating, 211 potential sources of, 213 reducing impact of, 220 responsibility for, 230 retaining, 222 schedule, 225–226 strategies for mitigating, 219–220 technical, 224–225, 228 transferring, 221–222 of underestimating, 448 weighting of, 218–219 Risk analysis, 45, 48–49 Risk assessment detection difficulty, 217 failure mode and effects analysis, 218–219 impact scales, 216–217 Risk assessment—Cont. levels of probability, 216 probability analysis, 217–219 risk severity matrix, 217–219 scenario analysis, 216–217 Risk breakdown structure, 214–216 Risk event, 211–213 identifying root causes, 220 reducing likelihood of, 220 Risk identification, 213–216 risk breakdown structure, 214–216 risk profiles, 214–216 Risk management, 210–251 cases, 237–242, 247–251 change management systems, 230–233 on climbing Everest, 225 contingency funding, 227–229 contingency planning, 223–227 goal, 211 in international projects, 535–536 and mismanaged control, 212–213 PERT for, 219 proactive approach, 213 process, 211–222 risk assessment, 216–219 risk identification, 213–216 risk response control, 229–230 risk response development, 219–222 risk breakdown structure, 214–216 risk profiles, 214–216 risk register, 229 time buffers, 229 Risk profiles, 214–216, 230 Risk register, 229 Risk response control, 229–230 Risk response development avoiding risk, 220–221 compared to contingency planning, 223 mitigating risk, 219–220 retaining risk, 222 transferring risk, 221–222 Risk response matrix, contingency planning, 223–224 Risk severity matrix, 217–219 Risk sharing, 424 Risk tolerance, 80 Ritti, R. R., 392, 408 River of Doubt (Millard), 539 Rizova, Polly S., 86, 91 Robb, D. J., 366 Rockwell Automation, 421 Rodriguez, P., 559 Roemer, T. R., 329 Rogers, Will, 211 Rondon, Candido Mariano da Silva, 539 Roosevelt, Theodore, 539 Rosen, B., 408 Lar03342_ndx_653-671.indd Page 668 2/22/10 1:58:00 PM user-f497Lar03342_ndx_653-671.indd Page 668 2/22/10 1:58:00 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 669 Rosmarin, R., 421 Ross, Ivy, 386 Rothaermel, F. T., 440 Rothman, C., 9, 19 Rourke, D. L., 149 Rousculp. M. D., 236 Rover, I., 580 Royal Dutch Shell, 31 Royer, I., 526 Rubber baseline, 478 Ruckert, R. A., 91 Russ, Mitchel, 273 Russia, government corruption, 535 Russian Mafia, 535 Ryan, Frank, 133 S Sacred cows, 33–34 Sagan, Sascha, 19 Salter, Chuck, 386 Santayana, George, 505 Sashittal, H. C., 90 SATT Control, 422 Saudi Arabia, working in, 547–549 Saunders, C., 560 Sayles, L. R., 366 Scaling, 592 Scanning, environmental, 48 Scenario analysis, 216–217 Scenario planning business/industry analysis, 31 conclusions on, 32 definition, 31 overview of, 30–31 potential scenarios and impact, 31 potential strategies, 31–32 process, 31 triggers, 32 Schedule incentives/penalties, 450 Schedule risks, 225–226 Schedule slippage, 457–458 Schedule variance, 459, 460, 461–462 Scheduling, performance index, 469 Schein, Edgar, 91 Schilling, D. L., 440 Schmidt, Eric, 273 Schuler, J. R., 236 Schultzel, H. J., 441 Schwaber, Ken, 583, 598 Schwalbe, K., 451 Schwartz, Peter, 55 Scileppi, Greg, 16 Scope, 102 Scope checklist, 102 Scope creep, 105, 475–477 Scope statement, 105 Scouts, 352 Scown, M. J., 560 Scrum; see Agile project management Scrum master, 599 Scrum teams, 594 Sculley, John, 72, 91 Sears Roebuck, 136 Seattle Kingdome demolition, 221 Secret of Success (Rizola), 86 Securities and Exchange Commission, 356 Security in international projects, 535–536 issues in outsourcing, 422 Segalla, M., 559 Segan, S., 9 Selby, Richard W., 458 Selection decision and criteria, 572 Self-awareness, 361 Self-managed teams, 587, 591, 594 Self-motivation, 361 Self-protection, 296 Self-regulation, 361 Seller risk, 450 Sellers, selecting, 447 Senge, Peter M., 366, 408, 516, 526 Sensitivity, 170 of project networks, 320–321 Seven Habits of Highly Effective People (Covey), 358 Shackleton, Ernest, 353 Shanahan, S., 293 Share, 227 Shared vision, 397 Sheen, Martin, 537 Shell, G. R., 441 Shenhar, Aaron, 24, 91, 366, on Shirley, Donna, 382 Shtub, A., 366 Siemens, 422 Siemens Medical Systems, 594 Sikorsky Aircraft Corporation, 226 Singer, Carl A., 402 Single-project priority system, 35 Skillful politician, 361 Skunk Works, 69–70 Slack, 205, 270 versus buffers, 298 determining, 169–171 free, 171–172 reduction, 321 total, 169 Slevin, D. P., 123, 366 Sloan, John, 371n Slush factor, 178 Small projects, 12–13 Smart Card project, 467–468 Smith, Cynthia J., 356 Smith, D., 149, 303 Smith, Douglas K., 388, 408 Smith, M., 90 Smith, P. G., 91, 224, 236, 329 Smoothing, 257–259 Snapple Company, 212 Snowbird ski resort, 594 Snyder, D., 149 Social, technological, environmental, economic, and political (STEEP) forces, 31 Social classes, in France, 546 Social network building management by wandering around, 349–350 managing upward relations, 350–352 mapping dependencies, 347–349 Social order, 81 Social skills, 361 Sociocultural dimension of project management, 15–16 Software; see Project management software Software development projects, 135–137, 595 Software development teams, 81 Software Engineering Institute, 575 Software project cancellation, 520 Solicitation of proposals, 43–44 Sommers, David, 421 Sood, S., 303 Soul of a New Machine (Kidder), 390, 392 Spalding Company, 509 Specifications, reassessing, 311 Speed, as competitive advantage, 11 Splitting tasks, 270–271 Sprint backlog, 592 Sprint planning, 590 Sprint retrospective, 591 Sprint review, 591 Sprints, in agile project management, 588 Squires, Susan E., 356 Srivannaboon, S., 54 Stage Gate model, 569 Staging, 592 Stakeholder analysis, 119 Stakeholders administrative support groups, 342 contractors, 343 customers, 343 definition, 341 and estimating, 131 functional managers, 342 government agencies, 343 management of, 340–344 need for data, 478–479 network of, 342 organizations, 343 project manager interaction with, 350 project managers, 342 project sponsors, 343 project teams, 341 top management, 342–343 Standard deviation, 243 Standards of performance, 355 Lar03342_ndx_653-671.indd Page 669 2/25/10 2:24:35 AM user-f499Lar03342_ndx_653-671.indd Page 669 2/25/10 2:24:35 AM user-f499 /Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208/Users/user-f499/Desktop/Temp Work/Don't Delete Job/MHBR165:Larsen:208 670 Index Standish Group International, 3–4, 520 Start-to-finish relationship, 181 Start-to-start relationship, 178–179, 311 Statements of work, 105 Status reports assumptions, 463 baseline development, 463–464 development of, 464–469 at Microsoft, 458 Status updates, 426–428 Sten, Erik, 133 Stephens, Tom, 9 Stereotyping, 404 Stern, David, 376, 509 Stewart, Thomas A., 19 Stewart, W. E., 580 Storming stage of teams, 377–378 Strategic management process; see also Portfolio management system analyze/formulate strategies, 29–30 at Apple Inc., 28 cases, 55–62 components, 24–26 definition, 24 dimensions, 25–26 implement strategy through projects, 30 at Intel, 25 long-range goals/objectives, 29 review/define organizational mission, 26–27 scenario planning, 30–32 Strategic planning, 13–14, 30–31, 32–33 Strategic projects, 36–37 Strategy critical analysis of, 30 definition, 23 implementation gap, 32–33 project fit with, 42 project manager understanding of, 24 relation to projects, 23–24 to respond to change, 31–32 Strategy disconnect, 33 Strategy formulation, 26, 29–30, 33 Strategy implementation, 13–14, 26, 30, 33 Stressful environment, 76 Stress-related culture shock, 554 Strickland, A. J., 104 Strodtbeck, F. L., 543, 560 Strong matrix, 74–75, 76 Strong organizational culture, 82 Stuckenbruck, L. C., 91 Student syndrome, 296 Subcontracting, 309 Subcontractors, 322 Subculture, 82, 84 Subdeliverables, 109, 112, 113 Subject matter reports, 402 Successor activities, 161 Sun Microsystems, 222, 273 Suris, O., 180 Swahl, W., 123 SWOT analysis, 30 Symantec Corporation, 604 Symons, C. R., 149 Synergy, 375–377 Systems thinker, 360 T Takeuchi, Hirotaka, 598 Talbot, B. F., 293 Tallahasse Democrat, 388 Task coordination activities, 352 Task duration, 142 Task-related currencies, 345 Task-time estimates, 130–131 Task times, 159 Tate, K., 124, 609 Tayler, C., 8 Team-building, 399–400, 424–426 Team charter, 385 Team emphasis, 79 Team identity, 387–389 Team infatuation, 405 Team rituals, 388–389 Team spirit, 405 Team vs. organizational loyalties, 360 Technical constraints, 254–255 Technical contingencies, 228 Technical dimension of project management, 15–16 Technical performance measurement, 471 Technical requirements, 103 Technical risks, 224–225 Technological dependence, 254–255 Technological expertise, 381 limited, 72 Technology, unpredictability, 584 Tektronics, 458 Telephone conferencing, 402 Template estimating method, 137 Temporary assignments, 604 Terrorist attack of 2001, 535, 589 Tesluk, P. E., 408 Testing, 220 Thamhain, H. J., 396, 409 Thompson, A. A., 104 Thompson, Hine and Flory, 428 Thompson, M. P., 441 Thoms, P., 409 Threats, 29–30 360-degree feedback, 514, 519 3M Corporation, 40, 85, 301, 401, 570, 586 Time and materials contract, 449 Time buffers, 229, 297 Time-constrained projects, 450 definition, 257 smoothing demand, 257–259 Time-constrained resource usage, 267 Time estimates; see Estimating/Estimates Time management, 361 Time orientation, 543 Arabian, 548 in Mexico, 545–546 Time performance measurement, 455 Time performance monitoring, 455–456 Time-phased baseline, 459 Time-phased budget baseline creating, 276–280 need for, 275–276 Time-phased budgets, 158–159, 163, 272, 460, 469 Time-phased costs, 253 Time reduction decisions, 320–321 Time to market, 11, 107, 309, 507; see also Project duration Time units, 130–131 Timing of group formation, 379 To Complete Performance Index, 473–474 Top-down estimating; see Estimating/Estimates Top management, 141 and agile project management, 593–594 cost summary report for, 568 estimating by, 133–137 inputs for portfolio management, 48 as stakeholders, 342–343 strategy formulation, 32–33 support by, 351–352 Torti, M. T., 438 Total company involvement, 424 Total quality management, 346 Total quality management projects, 36 Total slack, 169 Townsend, A. M., 409 Toyota Motor Corporation, 430 Tracking decisions, 384 Tracking Gantt charts, 456–457, 467–468, 503 Traditional vs. Agile project management, 583–585 Training for career, 605–606 for international projects, 555–557 on-the-job, 605 of project teams, 424–426 Transferring risk, 221–222 Tributes, 544 Triple bottom line, 11 Trojan Decommissioning Project, 475 Trust building, 357–359 in virtual teams, 401 Tsunami of Dec. 2004, 563 Tuchman, B. W., 409 Tung, R. L., 560 Turne, J. R., 36, 54 Lar03342_ndx_653-671.indd Page 670 2/22/10 1:58:01 PM user-f497Lar03342_ndx_653-671.indd Page 670 2/22/10 1:58:01 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles Index 671 U Ugly American, 541–542 Uhlenbruck, K., 559 Ulrich, F. C., 236 Uncertainty avoidance, 544 Underwriter Laboratories, Inc., 556 United States, working in, 550–552 United States Air Force, 301 United States Basketball Team of 2004, 376 United States Forest Service, 272, 479 United States Golf Association, 104 United States Navy, 61 United States Steel, 31 Unit integration, 80 Unpredictability process uncertainty, 584 of technology, 584 Unruh, V. P., 441 Urgency, 354 Ury, W., 432, 435, 440 U.S. West, 405 V Vacations, 392 Value Engineering Awards, 430 Values, 82 Van de Ven, Andrew H., 405 Van Slyke, C., 560 Variance analysis, 461–463 Variance at completion, 462 Varkonyi, Greg, 376 Vecta, 586 Versatec, 83 Veryzer, R. W., 54 Verzuh, E., 329 Videoconferencing, 401, 402 Virtual environment, 420–421 Virtual project office, 120 Virtual project teams communication patterns, 401–402 definition, 400 developing trust within, 401 example, 400–401 at IBM, 402 management challenges, 401 tips for alleviating problems, 402–404 Vision and functional conflict, 397 of project teams, 389–391 essential qualities, 389 informal emergence of, 391 meetings for, 391 simplicity, 389 Vogel, D. R., 560 Vroom, Victor H., 329, 409 W Wake, William, 589 Walker, C. F., 236 Walker, D. H. T., 580 Walker, Orville C., Jr., 91 Wallace, Jerry, 514 Wall Street Journal, 535 Walt Disney Company, 458 Wando Hoenggen Water Way, 9 Wang, Q., 91 Wang, R., 329 Warner Brothers, 9 Warner-Lambert, 514 WBS; see Work breakdown structure Weak matrix, 73–74, 76 Weak organizational culture, 82 Weather station, 78 Webb, A. P., 365, 494 Webber, S. S., 438 Weighted average activity time, 243 Weighted scoring models, 40–42, 43 Weiler, Ed, 213 Well-defined requirements and procedures, 423–424 Welsh, M. A., 366 West, Tom, 390 Weyerhaeuser Company, 31 What Made Gertie Gallop: Learning from Project Failures (Kharbanda & Pinto), 145 Wheatly, M., 526 Wheelwright, Steven C., 89 White elephants, 49 Whitewash of critical thinking, 404 Whybark, D. Clay, 335n Wiest, J. D., 293 Wilemon, D. L., 396, 409 Willie, C. J., 254, 293 Wilson, Pete, 308 WiMax technology, 25 Win/lose negotiators, 435 Wireless Application Protocol, 222 Wisneiski, Mary, 428 Wolff, Alexander, 376 Woodward, H., 55 Woodworth, B. M., 254, 293 Woolridge, B., 54 Work breakdown structure; see also Estimating/Estimates; Project networks aid for project managers, 109 apportion estimating methods, 135 baseline platform, 455 bottom-up estimating, 132–133 coding for information system, 114–116 creating, 114 definition, 108 development of, 109–113 Work breakdown structure—Cont. for earned value/cost schedule, 459–460 and estimating, 131 function of, 15 hierarchical breakdown, 108, 113 information developed from, 276 integrated with organization, 113–114, 115 level of detail in, 140–141 London Olympics of 2012, 110–111 major groupings, 108–109 for project definition, 101 and project teams, 113 for risk identification, 214 time-phased budget baseline, 276–280 uses of, 112 work packages in, 110–114 Work ethic, in France, 547 Work packages budget reserves for, 228 definition, 110 estimate accuracy, 140 estimating and, 130 functions, 112–113 in project networks, 158–159 in status report, 464–465 versus subdeliverables, 112 task times, 159 time-phased budgets, 272, 278 Work vs. projects, 6 WorldCom, 357 World Trade Center attack, 589 Worthen, Ben, 41, 598 Worthington, M. M., 451 Wrapping up projects, 505–506, 507–511 X Xerox Corporation, 34, 83 Y Yates, J. K., 526 Yeak, William R., 356 Yeung, I., 560 Yin, M., 329 Youker, R., 91 Young, J., 91 Z Zaitz, Les, 526 Zalmanson, E., 303 Zaphiropoulos, Renn, 83 0/100 rule, 495–496 Zimmerman, E., 124 Z values, 144, 245 Lar03342_ndx_653-671.indd Page 671 2/22/10 1:58:01 PM user-f497Lar03342_ndx_653-671.indd Page 671 2/22/10 1:58:01 PM user-f497 /Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles/Volumes/208/MHBR165_1of1/Lar03342/0073403342%0/Lar03342_pagefiles ISBN: 0073403342 Author: Erik W. Larson, Clifford F. Gray Title: Project Management Back endsheets Color: 2 Pages: 2,3 • Microsoft® Project Tutorials: Author Erik Larson’s narrated video tutorials • Video Clips: Learn how project management concepts are applied to real projects • Study Outlines: Guidelines for taking notes • Web Links to Text Web Site and Operations Management Center (OMC): Quick links to the text web site and project management resources. Student CD Content L ev el o f ef fo rt 1. Goals 2. Specifications 3. Tasks 4. Responsibilities 1. Schedules 2. Budgets 3. Resources 4. Risks 5. Staffing 1. Status reports 2. Changes 3. Quality 4. Forecasts 1. Train customer 2. Transfer documents 3. Release resources 4. Evaluation 5. Lessons learned Defining Defining Start Time End Planning Planning Executing Executing Closing Closing Project Life Cycle Technical Scope WBS Schedules Resource allocation Baseline budgets Status reports Sociocultural Leadership Problem solving Teamwork Negotiation Politics Customer expectations The Technical and Sociocultural Dimensions of the Project Management Process Cover Title Page Copyright Contents Preface Chapter 1 Modern Project Management What Is a Project? The Project Life Cycle The Project Manager The Importance of Project Management Project Management Today—An Integrative Approach Integration of Projects with Organizational Strategy Integration of Projects through Portfolio Management Integration of the Process of Implementing Actual Projects Summary Chapter 2 Organization Strategy and Project Selection The Strategic Management Process: An Overview Four Activities of the Strategic Management Process Scenario Planning: A Supplement to Traditional Strategic Planning The Need for an Effective Project Portfolio Management System Problem 1: The Implementation Gap Problem 2: Organization Politics Problem 3: Resource Conflicts and Multitasking A Portfolio Management System Classification of the Project Financial Criteria Nonfinancial Criteria Applying a Selection Model Sources and Solicitation of Project Proposals Ranking Proposals and Selection of Projects Managing the Portfolio System Balancing the Portfolio for Risks and Types of Projects Summary Appendix 2.1: Request for Proposal (RFP) Chapter 3 Organization: Structure and Culture Project Management Structures Organizing Projects within the Functional Organization Organizing Projects as Dedicated Teams Organizing Projects within a Matrix Arrangement Different Matrix Forms What Is the Right Project Management Structure? Organization Considerations Project Considerations Organizational Culture What Is Organizational Culture? Identifying Cultural Characteristics Implications of Organizational Culture for Organizing Projects Summary Chapter 4 Defining the Project Step 1: Defining the Project Scope Employing a Project Scope Checklist Step 2: Establishing Project Priorities Step 3: Creating the Work Breakdown Structure Major Groupings Found in a WBS How WBS Helps the Project Manager WBS Development Step 4: Integrating the WBS with the Organization Step 5: Coding the WBS for the Information System Responsibility Matrices Project Communication Plan Summary Chapter 5 Estimating Project Times and Costs Factors Influencing the Quality of Estimates Estimating Guidelines for Times, Costs, and Resources Top-Down Versus Bottom-Up Estimating Methods for Estimating Project Times and Costs Top-Down Approaches for Estimating Project Times and Costs Bottom-Up Approaches for Estimating Project Times and Costs A Hybrid: Phase Estimating Level of Detail Types of Costs Refining Estimates Creating a Database for Estimating Summary Appendix 5.1: Learning Curves for Estimating Chapter 6 Developing a Project Plan Developing the Project Network From Work Package to Network Constructing a Project Network Terminology Two Approaches Basic Rules to Follow in Developing Project Networks Activity-on-Node (AON) Fundamentals Network Computation Process Forward Pass—Earliest Times Backward Pass—Latest Times Determining Slack (or Float) Free Slack (Float) Using the Forward and Backward Pass Information Level of Detail for Activities Practical Considerations Network Logic Errors Activity Numbering Use of Computers to Develop Networks Calendar Dates Multiple Starts and Multiple Projects Extended Network Techniques to Come Closer to Reality Laddering Use of Lags An Example Using Lag Relationships—The Forward and Backward Pass Hammock Activities Summary Appendix 6.1: Activity-on-Arrow Method Chapter 7 Managing Risk Risk Management Process Step 1: Risk Identification Step 2: Risk Assessment Probability Analysis Step 3: Risk Response Development Mitigating Risk Avoiding Risk Transferring Risk Retaining Risk Contingency Planning Technical Risks Schedule Risks Cost Risks Funding Risks Opportunity Management Contingency Funding and Time Buffers Budget Reserves Management Reserves Time Buffers Step 4: Risk Response Control Change Control Management Summary Appendix 7.1: PERT and PERT Simulation Chapter 8 Scheduling Resources and Costs Overview of the Resource Scheduling Problem Types of Resource Constraints Classification of a Scheduling Problem Resource Allocation Methods Assumptions Time-Constrained Project: Smoothing Resource Demand Resource-Constrained Projects Computer Demonstration of Resource- Constrained Scheduling The Impacts of Resource-Constrained Scheduling Splitting Activities Benefits of Scheduling Resources Assigning Project Work Multiproject Resource Schedules Using the Resource Schedule to Develop a Project Cost Baseline Why a Time-Phased Budget Baseline Is Needed Creating a Time-Phased Budget Summary Appendix 8.1: The Critical-Chain Approach Chapter 9 Reducing Project Duration Rationale for Reducing Project Duration Options for Accelerating Project Completion Options When Resources Are Not Constrained Options When Resources Are Constrained Project Cost–Duration Graph Explanation of Project Costs Constructing a Project Cost–Duration Graph Determining the Activities to Shorten A Simplified Example Practical Considerations Using the Project Cost–Duration Graph Crash Times Linearity Assumption Choice of Activities to Crash Revisited Time Reduction Decisions and Sensitivity What if Cost, Not Time, Is the Issue? Summary Chapter 10 Leadership: Being an Effective Project Manager Managing versus Leading a Project Managing Project Stakeholders Influence as Exchange Task-Related Currencies Position-Related Currencies Inspiration-Related Currencies Relationship-Related Currencies Personal-Related Currencies Social Network Building Mapping Dependencies Management by Wandering Around (MBWA) Managing Upward Relations Leading by Example Ethics and Project Management Building Trust: The Key to Exercising Influence Qualities of an Effective Project Manager Summary Chapter 11 Managing Project Teams The Five-Stage Team Development Model Situational Factors Affecting Team Development Building High-Performance Project Teams Recruiting Project Members Conducting Project Meetings Establishing a Team Identity Creating a Shared Vision Managing Project Reward Systems Orchestrating the Decision-Making Process Managing Conflict within the Project Rejuvenating the Project Team Managing Virtual Project Teams Project Team Pitfalls Groupthink Bureaucratic Bypass Syndrome Team Spirit Becomes Team Infatuation Going Native Summary Chapter 12 Outsourcing: Managing Interorganizational Relations Outsourcing Project Work Best Practices in Outsourcing Project Work Well-Defined Requirements and Procedures Extensive Training and Team-Building Activities Well-Established Conflict Management Processes in Place Frequent Review and Status Updates Co-Location When Needed Fair and Incentive-Laden Contracts Long-Term Outsourcing Relationships The Art of Negotiating 1. Separate the People from the Problem 2. Focus on Interests, Not Positions 3. Invent Options for Mutual Gain 4. When Possible, Use Objective Criteria Dealing with Unreasonable People A Note on Managing Customer Relations Summary Appendix 12.1: Contract Management Chapter 13 Progress and Performance Measurement and Evaluation Structure of a Project Monitoring Information System The Project Control Process Monitoring Time Performance Development of an Earned Value Cost/Schedule System What Costs Are Included in Baselines? Methods of Variance Analysis Developing a Status Report: A Hypothetical Example Assumptions Baseline Development Development of the Status Report Indexes to Monitor Progress Performance Indexes Project Percent Complete Index Technical Performance Measurement Software for Project Cost/Schedule Systems Additional Earned Value Rules Forecasting Final Project Cost Other Control Issues Scope Creep Baseline Changes The Costs and Problems of Data Acquisition Summary Appendix 13.1: The Application of Additional Earned Value Rules Appendix 13.2: Obtaining Project Performance Information from MS Project Chapter 14 Project Closure Types of Project Closure Wrap-up Closure Activities Creating the Final Report Post-Implementation Evaluation Team Evaluation Individual, Team Member, and Project Manager Performance Reviews Retrospectives Why Retrospectives? Initiating the Retrospective Review Use of an Independent Facilitator Roles of a Facilitator Managing a Retrospective Overseeing a Post-Project Retrospective Utilization of Retrospectives Archiving Retrospectives Concluding Retrospective Notes Summary Appendix 14.1: Project Closeout Checklist Appendix 14.2: Euro Conversion—Project Closure Checklist Chapter 15 International Projects Environmental Factors Legal /Political Security Geography Economic Infrastructure Culture Project Site Selection Cross-Cultural Considerations: A Closer Look Adjustments Working in Mexico Working in France Working in Saudi Arabia Working in China Working in the United States Summary Comments about Working in Different Cultures Culture Shock Coping with Culture Shock Selection and Training for International Projects Summary Chapter 16 Oversight Project Oversight Importance of Oversight to the Project Manager Portfolio Project Management Project Office Phase Gate Methodology Organization Project Management in the Long Run Organization Project Management Maturity The Balanced Scorecard Model Summary Chapter 17 An Introduction to Agile Project Management Traditional versus Agile Methods Agile PM Agile PM in Action: Scrum Roles and Responsibilities Scrum Meetings Product and Sprint Backlogs Applying Agile PM to Large Projects Limitations and Concerns Summary Chapter 18 Project Management Career Paths Career Paths Temporary Assignments Pursuing a Career Professional Training and Certification Gaining Visibility Mentors Success in Key Projects Summary Appendix 1: Solutions to Selected Exercises Appendix 2: Computer Project Exercises Glossary Acronyms Project Management Equations Index

Turn in your highest-quality paper
Get a qualified writer to help you with

“ Project Management HW Chapter 6 and Appendix 6.1 ”

Get high-quality paper

Guarantee! All work is written by expert writers!

Still stressed from student homework?

Get quality assistance from academic writers!

Order now