Course Syllabus
Page 1
Course Title
Management 408: The Art & Science of Project Management (2 units)
Fall II 2012
Instructor Information
Name:
Karen L. Higgins, Ph.D.
Office Phone:
760-382-3287
Email:
karen.higgins@cgu.edu
Office Location: B228
Office Hours:
by appointment
Faculty Support: Bernadette Lambeth
Phone: 909-607-7008
Email: bernadette.lambeth@cgu.edu
Location: Upper Level East
Course Schedule
Semester: Fall 2012
Meeting day, time: Mondays 7:00 p.m. to 9:50 p.m.
Course Location: B26
Course Description
Management 408 is a course that will develop the student’s ability to manage projects in today’s multifaceted
world. Students will gain a grounded understanding of the skills, characteristics and actions required of a
successful project manager.
Today’s project leaders must combine the tools and technology of traditional project management with leadership
proficiency that includes communication and people skills as well as a deep understanding of the consequences
of their actions. They must act quickly and flexibly while integrating all facets of project leadership; they must
juggle disparate requirements among multiple stakeholders, maintain excellent relationships with customers, meet
project cost, schedule and performance goals while motivating teams of people. They must reach beyond these
conventional skills to appreciate cause and effects over time so that they can make informed decisions.
To achieve this insight, the course treats project management as both an art and a science. As a science, project
management considers formal systems such as metrics, rewards and traditional tools. As an art it emphasizes
elements such as communication, culture, relationships, trust, and the informal side of the organization. By
integrating art and science, a project manager proactively influences success.
Prerequisites — Classes or Knowledge Required for this Course
Basic familiarity with EXCEL and PowerPoint recommended
Texts and Journal References
Required:
1. Frame, J. D. (2002). The New Project Management: Tools for an Age of Rapid Change, Complexity and Other
nd
Business Realities, 2 edition, SF: Jossey Bass
th
2. Larson, E. & Gray C. (2011). Project management: the managerial process, 5 ed. NY: McGraw-Hill Irwin;
ISBN-10: 0077426924; ISBN-13: 978-0077426927 w/ MS Office Project 2007 CD Trial Version
3. Verzuh, E. (2012). The Fast Forward MBA in Project Management, 4th ed., NJ: Wiley. ISBN 978-1-11807377-3
4. Coursepack [purchase at Huntley Bookstore]. The following articles and cases are included.
rd
a. Kerzner, Harold (2009). Case Study, “Telestar International”, Project Management Case Studies”, 3
edition, NJ: Wiley pp. 502-503
Course Syllabus
Page 2
b. Jeffery, M. & Norton, J. F. (2006). Ariba Implementation at MED-X: Managing Earned Value, Kellogg
School of Management, Case KEL224, pp. 1-15.
c. Lewis, J. P. (1998). Chapter 10, “How to Apply Systems Thinking in Managing Projects”, Mastering
Project Management, NY: McGraw-Hill. pp. 101-108.
d. O’Connor, J. & McDermott, I. (1997). Chapter 1, “What is a system?” pp. 2-5 and Chapter 2, “Thinking in
Circles”, The Art of Systems Thinking: Essential Skills for Creativity and Problem Solving, San Francisco:
HarperCollins, pp. 26-60
e. Higgins, K. (Feb 2011). Management Coordination System Model
f. Nohria, N., Groysberg, B., & Lee, L. (Jul-Aug 2008). “Employee Motivation: A Powerful New Model”,
Harvard Business Review, Reprint R0807G, pp. 1-7
rd
g. Kerzner, H. (2009). “The Reluctant Workers”, Project Management Case Studies, 3 Edition, NJ: Wiley,
pp. 20-21
h. Higgins, K. (Feb 12, 2010). AV-8B Harrier Aircraft, KH-PM-06-002
i. Hurley, R. F. (Sept. 2006). Harvard Business Review, “The Decision to Trust”
j. Wideman, M. (19 April 2007).“The Custom Woodworking Company – Woody 2000 Project
k. Edmondson, Amy et al (2002 & 2003) “Group Process in the Challenger Launch Decision (A), (B) and
(D)”, HBS Case Studies 9-603-068; 9-603-070; 9-603-073
l. Goleman, D. (2006). Emotional Intelligence, 10th Anniversary Edition, NY: Bantam
Chapter 2, “Anatomy of an Emotional Hijacking”, excerpt, pp. 13-21
Chapter 3, “Can Emotions Be Intelligent” and “IQ and Emotional Intelligence: Pure Types”, pp. 42-45
m. Higgins, K. (26 Feb 2011), The National Aeronautics and Space Administration: A Look at Challenger and
Columbia, Case KH-PM-001
n. Shriberg, D. & Shriberg, A. (2011). Excerpt from Chapter 6: Psychology II-Motivation and
th
Communication, in Practicing Leadership: Principles and Applications. 4 ed., NY: Wiley, pp. 117-129
o. Kerzner, Harold (2009). Project Management: A Systems Approach to Planning, Scheduling, and
th
Controlling, 10 Edition, NJ: Wiley
Section 5.16, “Project Management Bottlenecks,” and Section 5.17, “Communication Trap”, pp 243-245
Chapter 8 “Special Topics”, 8.6 “Morality, Ethics, and the Corporate Culture” p. 339-342
rd
p. Kerzner, Harold (2009). “The Trophy Project”, Project Management Case Studies, 3 Ed., NJ: Wiley, pp.
331-333
q. Posner, B.Z. (1987). “What It Takes To Be a Good Project Manager”, in Meredith & Mantel, Project
th
Management: A Managerial Approach, NY: Wiley, 7 edition, 2009, pp. 157-160
r. Senge, Peter (2006). Chapter 4, “The Laws of the Fifth Discipline”, The Fifth Discipline, NY: Currency, pp.
57-67
s. Case for Final Paper, Option B:
rd
Kerzner, H. (2009). “The Blue Spider Project”, Project Management Case Studies, 3 Edition, NJ:
Wiley, pp 301-316
Optional:
th
1. Project Management Institute, A Guide to the Project Management Body of Knowledge, 4 Edition, Newtown
Square, PA: Project Management Institute, 2008. [NOTE: Acronyms and Definitions from this source are
provided in the coursepack]
2. Jeffery, Mark (2006). A&D High Tech (A): Managing Projects for Success. Kellogg School of Management,
KEL156, pp. 1-20 [provided in the coursepack]
3. If you choose to use MS Project, familiarize yourself with it. You may use the Tutorial material on the Sakai
website to assist you with MS Project [2007 version] and with the optional case study A&D High Tech (A):
Managing Projects for Success [Note: Verzuh Chapter 20 also discusses MS Project 2010]
Course Syllabus
Page 3
Course Learning Outcomes
Upon completion of this course, the student will be able to:
1. Understand traditional approaches to project management that emphasize formal processes. The student
will become familiar with project planning and implementation; working with customers and setting
requirements; contract types; cost, schedule and performance metrics; and tools such as work breakdown
structures, cost estimation, PERT/Gantt charts, risk assessments and earned value. The course does not
require the student to use project management software, however students may choose to use MS Project
for the team project. A trial version of MS Project 2007 is included in the Larson book. It is also available in
the computer lab and in the computer room in the Burkle building. To become familiar with MS Project,
students may complete an optional exercise outside class; this exercise is included in the course pack.
2. Analyze and diagnose real life project management problems. The course is highly participative with
examples from complex cases. A team project exercises collaboration and communication skills and provides
a hands-on example of planning and proposing a project. Using case study methodology and a Management
Coordination System (MCS) Model, the student will understand how individual elements of a project interact.
He or she will be able to identify influences that can change outcomes.
3. Develop a systems perspective to understand interdependencies and the long and short term effects of
actions. The student will be able integrate formal processes and tools (the ‘science’ part) with the human,
less tangible part of an organization (the ‘art’ part, e.g. culture, relationships). The student will learn cause
and effect relationships among formal and informal parts of an organization, motivation and goal alignment,
internal characteristics such as trust and commitment, and ultimately performance. The student will recognize
interactions with the external environment, including with customers and other stakeholders.
4. Use a systems perspective to shape a project environment. By using the model to analyze real-life
situations, the student will be able to translate this systems perspective into an actionable knowledge of skills
and actions that can influence long term success.
5. Use improved interpersonal and communication skills.
All project managers require excellent
interpersonal and communication skills. To sharpen these skills, students will form teams to plan a project
and develop a proposal. They will then formally present their proposals to “the customer” in the classroom
setting. In addition, they will have the opportunity to improve interpersonal communication skills through
exercises conducted in a learning environment.
Course Requirements & Assignments:
I. Team Project:
• Project Description: We will split into teams of 4 people maximum. Teams will work together for the first 4
sessions to develop a project proposal in response to the following customer’s “Request for Proposal” [RFP].
This project will familiarize you with traditional project management planning tools and techniques and
exercise your communication skills.
•
Request for Proposal, The Tweeter Project
An established customer has sent out a Request for Proposal to design and build 1100 birdhouses. Your
company has built other products for this customer and you value his continued business, so this will be a
high priority project and you want to please him. You will have an opportunity to interact with the customer
[Session 1] before your final bid.
This customer is expanding her business to include “critter” homes. Currently she sells various small
garden and hobby-related items to clients of all ages. Your customer thinks birdhouses with more than one
entry hole would be attractive to clients. She wants 655 of them to be colorful and appeal to young families
with children and 445 of them to appeal to senior citizens who enjoy bird watching. The birdhouses must last
outdoors in a warm and rainy environment for at least 5 years. The customer is interested in novel and
innovative designs that will appeal to her clientele.
All 1100 birdhouses must be in the customer’s hands in 30 calendar days from the award of the contract
so that she has them available for a previously scheduled product show, thus schedule is a critical factor.
The customer’s facility is 130 miles from your facility. For each day you deliver late, you pay a $300 penalty.
Course Syllabus
Use the following assumptions and list other assumptions you have made.
assumptions will be crucial to ensure a complete understanding of the project.
Page 4
Documenting your
•
Your company has the following personnel available
o 2 craftspersons and 1 designer [shared with other high priority projects]
o 1 administrative and one other support person
o 2 project managers who manage several projects
•
Document your assumptions about productive hours per week, productive days in each week and
productivity rates, i.e. how long does each personnel type take to complete a task. Also document
your assumptions about material lead times and potential risk areas. [Remember, the customer
must believe you!]
•
Burdened labor rates [wages, benefits and overhead] in your company are:
Craftspersons:
$48 / hour, time and a half for >40 hrs/week; double time on weekends
Designers:
$62 / hour, time and a half for >40 hrs/week; double time on weekends
Admin & Support: $42 /hour, time and a half for >40 hrs/week; double time on weekends
Project Managers: $110 / hour, salaried [no overtime]
If you need to outsource for additional support, labor costs an additional 10%
•
You have no inventory and will need to purchase all materials. Make your own assumptions about
cost of material used [order of magnitude is sufficient].
•
You do not need to consider cost of buildings, work-spaces or offices. You have enough equipment
for this project and do not need to purchase any.
•
Proposal Format: Your proposal should include the following elements:
1. Brief description of selected design [1 to 2 slides]
2. Description of how your proposal meets customer requirements [1 slide only]
3. Final WBS [all 3 levels]; you may use a “tree” or a “list” [see Verzuh Chapter 6]
Use a maximum of 3 levels and a graphic block diagram [tree diagram] format
Level 1 should be called “Produce Birdhouses”
Level 2 may have a maximum of 4 tasks
Level 3 may have a maximum of 4 tasks for each Level 2
4. Schedule. Base the schedule on Level 3 WBS tasks and include both a Gantt chart [bar chart; see
Verzuh Ch. 7 pp. 171-175] showing Resource Requirements for each WBS task and a Project Network
chart with critical path [see Larson Chapter 6].
• On the Gantt, show sequence and duration of tasks, overlap and start/stop dates on a graph
depicting “weeks after go-ahead”. Also show personnel resources required [number/type of people
and for how long].
• On the project network chart show the interdependencies and critical path [highlight or put in
bold]. Use the “Activity-on-Node” [AON] format [see Larson Chapter 6, p. 160]. You do not need to
show Earliest Start Time [EST], Earliest Finish Time [EFT], Latest Start Time [LST] and Latest
Finish Time [LFT] on your diagram.
5. Qualitative Risk Analysis. List 3 risks with a single sentence describing how you would manage each risk
[see Frame, “Qualitative Risk Analysis” p. 85]
rd
nd
6. Final cost estimates. Show costs for 3 , 2 and top levels. Add contingency plan costs and profit
nd
after you have computed your top level cost estimate, but do not include as part of the costs for 2 and
rd
3 level tasks. This combined cost is your total bid.
7. Assumptions. Make a complete list of your assumptions for the design, implementation and cost estimate,
including use of in-house personnel or contractors, productivity, type of contract chosen, and special
requirements.
•
Possible Tools to Use for Proposal
The following are suggested computer automated tools but are not required; students may also hand
generate the proposal elements
POWERPOINT or other
Presentation slides
WBS “Tree-diagram format”
Course Syllabus
Page 5
MS PROJECT or Other
WBS “list format”
Gantt Chart [expected durations, critical path, milestone & resource requirements for each task]
Network diagram
EXCEL or Other
Cost Estimation Spreadsheet
Qualitative Risk Analysis
•
Proposal milestones
Session 1, October 29, 2012: Customer Discussion and Coordination
Teams will have an opportunity to discuss questions about the project with “the customer” [instructor]
prior to the final bid. We will use a “contractor forum” format in which all teams hear the same information
simultaneously. Together, teams will negotiate with the customer to determine what type of contract will be
used [e.g. firm fixed price, cost plus incentive fee etc], so make certain you understand benefits and pitfalls of
the various types.
Each student should come to Session 1 with his/her own ideas on the following information:
1. Tasks required to accomplish the project, with estimated duration of each task
2. The number of people needed to complete the task on time and when they will be needed
3. Type of contract you recommend; the customer’s starting position is “firm fixed price”
4. Questions you wish to ask the customer
Session 2, November 5, 2012: Presentation of WBS, Gantt, and Network Charts
Each team will have up a brief time to share its Work Breakdown Structure, Gantt and Network charts
with the rest of the class to get feedback. Hand-written or working copies are acceptable
Session 4, November 19, 2012: Proposal Presentation
Each team will orally present [time limit TBD] its “best and final” proposal to the customer [the instructor
and the rest of the class]. Teams may present proposals electronically as a PowerPoint document [loaded in
class from a memory stick] or may hand out hard copies to the class. All members on your group must have
a speaking part. Your presentation should address each element listed as part of the proposal development.
Please hand in a hard copy at the end of your presentation and include all team members’ names.
Evaluation criteria: The best proposals will clearly and succinctly describe all the required items, so
reduce the “filler information” and go only into enough detail to be understood. After all the presentations are
complete, the customer [instructor and rest of the class] will evaluate the proposals and select the “winning
proposal”.
Weighted criteria for evaluating the proposals during class are:
1) cost (30%)
2) desirability of your design (20%)
3) believability of your assumptions [e.g. productivity rates] (20%)
4) ability to meet the scheduled delivery date (30%)
Course Syllabus
Page 6
II. Earned Value Spreadsheet: Due Session 3, November 12, 2012
Complete the Excel Spreadsheet template for Ariba Implementation at MED-X: Managing Earned Value,
[Spreadsheet template on Sakai website]. Be prepared to answer the following questions:
 Which of the two components are underperforming? How do you know this?
 Are the components of the project within budget? How do you know?
 What can you conclude by looking at the combined earned value data for the project?
 Why did Terry Baker think that the project was going according to plan the entire time?
III. Motivational questionnaire: Due Session 3, November 12, 2012
Complete the “Motivational Questionnaire” in coursepack; consider the questions
1. What motivates you?
2. How do you motivate others?
IV. Case Study for AV-8B: Preparation due Session 5, November 26, 2012
To prepare for Session 5 in-class group exercise, analyze the AV-8B Harrier Case from a systems
perspective. Using the Management Coordination System (MCS) Model to structure your thinking, answer the
questions below. You will discuss your analysis during class in small groups. Each group will select the best
answers and share them with the class. No paper is due for this exercise, but your group discussion will
contribute to your class participation grade.
1. Select three (3) of the following MCS elements. For each element selected, describe one (1) major action
that leadership took to increase success.
a. Formal Systems
b. Informal Systems [culture, relationships...]
c. Communication
d. External Environment [including customers and other external stakeholders]
e. Internal Environment [Pick one: Commitment, Trust, Empowerment or Learning]
f. Goal Alignment [internal]
2. For each of the three actions selected, answer the following
a. Did this action affect individual motivation? If so how?
b. With which other MCS element(s) did it interact?
V. Case Study Paper: Due Session 5, November 26, 2012
Analyze the case study: “The Custom Woodworking Company – Woody 2000 Project”. Write a paper 3
page [max] typewritten and double spaced paper on the case. Please be certain to answer all of the following
questions. Your paper should be well organized and demonstrate a clear thought process. It should include
project management concepts we have studied and can include other thoughts and references. We will discuss
your conclusions in class. You can improve your paper by giving examples to illustrate your points.
1. Name three areas that caused the project to fail and discuss why.
2. When should Ian Leadbetter first have known that the project was in trouble? What could he have done
at that time to reduce risk of failure?
3. Name three success factors that should have been measured during implementation. What tools or
approach would you use to measure these?
4. What were the requirements for the projects?
5. Characterize communication in the company.
6. Describe the culture of the company and how it might have affected the project.
7. What should President Emelia Carpenter do differently on the next project?
Course Syllabus
VI. Leadership Effectiveness Questions: Due Session 7, December 10, 2012
Answer Leadership Effectiveness questions in preparation for in-class exercise.
handed out in Session 6.
Page 7
Questions will be
VII. Final paper: Due December 17, 2012
For the final paper, select option A or B or C and discuss the topic described in the option. The paper
should be 10 pages (max) typewritten and double spaced. It should be well organized and concise and should
reflect your ability to apply project management techniques from a systems perspective. Initially, describe what
you will be discussing and be sure to summarize at the end of the paper. For all options, use the guidance in
the following paragraphs to demonstrate your insight into project management – it will make the difference in your
grade!
(1) Integrate basic project management concepts in your paper. Use course material and/or other external
sources to substantiate the discussion. Provide examples that support your points.
(2) Incorporate a systems perspective. Select a framework to organize your thoughts: a) the Management
Coordination System Model, b) systems thinking principles from O’Connor & McDermott, Chapter 2 or c) your
own framework that will show interrelationships, cause and effects. Using this systems perspective,
describe how leaders’ actions influenced elements inside the project. Include elements such as formal
systems including project management tools; informal systems like culture; motivation; internal and external
communication; requirements and goal alignment; commitment, trust, empowerment and learning; and any
others you may identify. Describe effects of the external environment, as well as influences of leaders’
actions on the external environment [incl. customers and other stakeholders]. Discuss also risks and risk
management.
(3) Describe interactions and cause-effect relationships among the elements listed above. Note unintended
consequences and how actions/ interactions relate to performance success or failure. Discuss short and long
term effects and lags between action and effect. Clarify and illustrate your points with examples.
Option A:
Discuss the philosophy and building blocks for project management in today's
environment. Describe factors you believe are most important and delineate specific examples of what a
project manager can do to create an environment for success. Describe potential pitfalls of a manager’s
actions.
Option B:
Analyze project management in the following case, describing pitfalls, failures and areas of
success. Provide recommendations about how the failures could have been prevented. Ignore questions at
the end of the case. Should you choose this option, the case is included in Session 7 of your coursepack.
rd
Kerzner, Harold, (2009) “The Blue Spider Project”, Project Management Case Studies, 3 ed., NJ: Wiley,
pp 301-316.
Option C:
Write and analyze your own case study based on your experience or knowledge. Provide
background and actual outcomes for this case, and identify the pitfalls and areas of success. Write "lessons
learned" as though you are the project manager. Describe what you would have done to increase success.
Course Syllabus
Page 8
Attendance
Students are encouraged to attend all classes. As a matter of courtesy, if you are unable to attend class, you
must email or phone the Professor before class. If you miss more than one class in a 7-week course or two
classes in a 14-week course, you will be marked as absent for the entire course (no exceptions) and will need to
retake the course.
Scientific and Professional Ethics
The work you do in this course must be your own. Feel free to build on, react to, criticize, and analyze the ideas of
others but, when you do, make it known by referencing your sources. You must explicitly acknowledge when your
work builds on someone else's ideas, including ideas of classmates, professors, and authors you read. If you
ever have questions about drawing the line between others' work and your own, ask the course professor who will
give you guidance.
While we encourage students to form study groups, any piece of individual assessment must be completed
independently. Recycling assignments submitted by students in your class, students in other classes, or students
who have previously taken the class or recycling assignments you find in external sources such as the Internet
will not be tolerated and will automatically receive a grade of zero. You will also face possible expulsion from the
program.
Students with Disabilities
Claremont Graduate University is committed to offering auxiliary aids and services to students with verifiable
disabilities, in compliance with section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with
Disabilities Act of 1990. To ensure that individual needs are addressed, students with disabilities are encouraged
to contact the Dean of Students.
Grading
Quality of your work on in-class exercises and the quality and quantity of contributions in class comprise 30% of
the final grade. Quality will be evaluated from the insightfulness, relevance and clarity of: 1) your comments
during class discussion that are original contributions or build on others’ comments and reflect your understanding
of the assigned material, and 2) completeness, thoroughness and level of participation for in-class exercises.
Participation in all seven sessions is a significant part of the learning process for the course; final grades depend
upon this participation.
The specific grading plan follows:
Class Contribution [including in-class and written exercises]
Team Project [Proposal and Presentation]
Paper on Case Study [Session 5]
Final Paper
30%
20%
10%
40%
Grades for the team project including proposal and oral presentation will depend on the quality and
thoroughness of your proposal and your contribution to the oral presentation.
Grades on the paper for the assigned case study will depend on 1) completeness, relevance and
thoughtfulness of answers, 2) logical organization of analysis and 3) integration of concepts discussed in class.
Grades on the final paper will depend on: 1) demonstrated understanding of basic project management
concepts and a systems perspective that a project manager can use to influence project success, 2)
completeness in addressing the points in the final project description, and 3) demonstration of clear and
organized thought process.
** Please note that preparation is required prior to attending Session 1**
Course Syllabus
Letter Grade
Grade Point
Description
Page 9
Learning Outcome
A
4.0
Complete mastery of course material and
additional insight beyond course material
B
3.0
Complete mastery of course material
Proficient
C
2.0
Gaps in mastery of the course material; not at
level expected by the program
Developing
U
0.0
Unsatisfactory
Ineffective
Insightful
Expectations and Logistics


Class preparation: Students are expected to come to class prepared for discussions of all assignments
Team Participation
o Each student is expected to provide timely inputs to other team members and be a full participant
of the assigned team
o Teams are expected to meet or connect electronically independently outside of class to prepare
assignments
Important Dates
Team Project:
Session 1, October 29, 2012: Customer Discussion and Coordination
Session 2, November 5, 2012: Team presentation of WBS, Gantt, and Network Charts
Session 4, November 19, 2012: Team presentation of proposal
Earned Value Spreadsheet: Session 3, November 12, 2012
Motivational questionnaire: Session 3, November 12, 2012
Case Study preparation for AV-8B: Session 5, November 26, 2012
Case Study Paper: Session 5, November 26, 2012
Leadership Effectiveness Quiz: Preparation for class discussion in Session 7, December 10, 2012
Final paper: Due no later than midnight December 17, 2012. They may be sent via email to
karen.higgins@cgu.edu. Earlier submittals are welcome.
Course Syllabus
Page 10
Course Outline
Session One
Topic
Objectives
Introduction to Project Management
Planning, Customers and Requirements
 Introduce concept and relevance of project management
 Become familiar with Work Breakdown Structures, organizational structures,
schedule and resource planning, & other basic planning tools
 Learn the importance of meeting customer requirements and expectations.
Elicit customer requirements for team project
 Understand basic contract types
 Establish teams for team project
Frame, J. D. (2002). The New Project Management,
Chap 5, “Satisfying Customers: Knowing Who They Are, What They Want, and
When They Are Right or Wrong”, to “Steps for Improving...”, pp. 93-100
Chap 6, “Defining Reqts That Bridge the Customer-Developer Gap”, to “Globus
World ...”, pp. 118-124 AND “The Communication Challenge...”, pp. 130-138.
Chap 12, “Outsourcing in Project Mgmt” to “Invitation for Bid”, pp. 258-268
Jeffery, M. (2006). A&D High Tech (A): Managing Projects for Success. Kellogg School
of Management, KEL156, pp. 1-20 [OPTIONAL to be done outside class]
Assignments
Kerzner, H. (2009). Project Management Case Studies
Case Study, “Telestar International”, pp. 502-503
Larson, E & Gray C. (2011). Project management: The managerial process
Chap 1, “Modern Project Management”, to “The Importance of Project
Management”, pp. 2-10
Chap 3, “Organization: Structure and Culture” to “Org’l Culture”, pp. 64-79
Chap 4, “Defining the Project” to “Project Communication Plan, pp. 100-118
Due Today
Verzuh, E. (2012). The Fast Forward MBA in Project Management,
Chap 1, “Project Management: The Key to Thriving in the New Project-Driven
World” to “Key Concept”, pp. 2-9
Chap 6, “Work Breakdown Structure” to “Planning for Quality”, pp. 132-145
Preparation for proposal: Tasks, duration, people, type of contract, customer questions
Team selection during class
Course Syllabus
Session Two
Topic
Objectives
Assignment
Due Today
Page 11
Traditional Project Management
Scheduling, Cost Estimation, Control and Change
 Understand use of Gantt charts and network diagrams as planning & control tools
 Understand basic approaches of project cost estimation
 Establish foundation for metrics and management control
 Learn when and how to manage change
 Gain feedback on team project WBS, Gantt and network charts
Frame, J. D. (2002). The New Project Management,
Chap 3, “Engaging Change: Knowing When to Embrace, Accept, or Challenge” to
“Rapid-Prototyping Procedure”, pp. 44-59 and “Resisting Change with
Configuration Management” pp. 65-71
Chap 15, “Understanding and Using Performance Metrics: Measuring the Right
Stuff”, pp. 306-326. Skip “Generating Measures”, pp. 317-322
Larson, E & Gray C. (2011). Project management: The managerial process,
Chap 6, “Developing a Project Plan” to “Level of Detail for Activities”, pp. 156-173
Chap 13, “Progress and Performance Measurement and Evaluation” to
“Development of an Earned Value Cost/Schedule System” pp. 452-458
Verzuh, E. (2012). The Fast Forward MBA in Project Management,
Chap 7, “Realistic Scheduling” from “Gantt Charts and Time-Scaled Networks” to
“Planning Step Five”, pp. 171-175
Chap 8, “The Art & Science of Accurate Estimating”, to “Generating the Cash
Flow Schedule” pp. 190-213 [skip pp. 208-211, Fig 8.5 & 8.6]
Case Study, “SAFECO Field; Fast-Tracking a Baseball Stadium”, pp. 250-253
Present team project “in-process” results (WBS, Gantt and Network charts)
Course Syllabus
Session Three
Topic
Objectives
Page 12
Project Management and Systems Thinking
EVM, Systems Thinking, Motivation, Performance & Goal Alignment
 Learn basics of integrating cost and schedule and the application of earned value
management—when and how to use it
 Gain basic understanding of systems thinking applied to project management
 Develop insight into motivation theories and how to motivate project teams,
including goal alignment and shared vision.
 Broaden concept of project performance
Larson, E & Gray C. (2011). Project management: The managerial process
Chap 13, From “Development of an Earned Value Cost/Schedule System” to
“Developing a Status Report…” pp. 458-463 AND from “Indexes to Monitor
Progress” to “Other Control Issues” pp. 469-474
Jeffery, M. & Norton, J. F. (2006). Ariba Implementation at MED-X: Managing Earned
Value, Kellogg School of Management, Case KEL224, pp. 1-15. [Spreadsheet
template on Sakai]
Lewis, J. P. (1998). Mastering Project Management
Chap 10, “How to Apply Systems Thinking in Managing Projects”, pp. 101-108
Assignment
O’Connor, J. & McDermott, I. (1997). The Art of Systems Thinking.
Chap 1, “What is a system?” pp. 2-5
Chap 2, “Thinking in Circles”, pp. 26-60
Higgins, K. (2011). Management Coordination System Model, to “Management
Systems”, pp. 1-9.
Nohria, N., Groysberg, B., Lee, L. (Jul-Aug 2008). “Employee Motivation”, pp. 1-7
Kerzner, H. (2009). “The Reluctant Workers”, Project Management Case Studies
pp. 20-21
Due Today
Kerzner, H. (2009). Project Management: A Systems Approach to Planning, Scheduling,
and Controlling, Chap 5, “Motivational Questionnaire”, pp. 277-283
Complete EVM Excel Spreadsheet template for Ariba Implementation at MED-X and
prepare questions for in-class discussion [see earlier assignment]
Complete Motivational Questionnaire and answer questions
In-class group exercise on EVM
Course Syllabus
Session Four
Topic
Objectives
Assignment
Due Today
Session Five
Topics
Objectives
Assignment
Page 13
Systems perspective in leading a project
Management Systems, Risk Assessment and Team Presentation
 Learn the influence and interaction among leadership, formal and informal systems,
including: roles; organizational structure, policies & procedures; culture &
relationships
 Gain feedback on final team project presentation
 Improve presentation skills
 Learn how to identify and manage risk
Frame, J. D. (2002). The New Project Management.
Chap 4, “Managing Risk: Identifying, Analyzing and Planning Responses,” to “The
Need for Documentation”, pp. 72-87. Skip p. 82.
Higgins, K. (2011). Management Coordination System Model, “Management Systems”,
pp. 10-16.
Team presentations and class evaluation of proposals
Systems perspective in leading a project
Internal and External Environments
 Understand the implications of today’s changing business environment
 Understand internal elements in a project including culture, trust, empowerment,
learning and commitment
 Integrate the art and science of project management using successful case
 Analyze and write a paper for a case study to increase insight about project
management
 Practice writing skills
Higgins, K. (2011). Management Coordination System Model, “Internal Environment,” to
“Management Control System Interactions”, pp. 17-26
Higgins, K. (2010), AV-8B Harrier Aircraft, KH-PM-06-002
Hurley, R. F. (2006). Harvard Business Review, “The Decision to Trust”
Due Today
Wideman, M. (2007), “The Custom Woodworking Company – Woody 2000 Project”
Woody 2000 Case study paper
Written response to AV-8B Harrier case questions for class discussion
Course Syllabus
Session Six
Topics
Objectives
Page 14
When systems perspective is applied
Communication and Systems Applications
 Gain appreciation for the importance of communication in a project
 Improve interpersonal communication skills
 Become familiar with basic feedback loop constructs of systems thinking
 Integrate the art and science of project management using an actual case
 Practice risk assessment
Edmondson, A. et al (2002 & 2003) “Group Process in the Challenger Launch
Decision (A), (B) and (D)”, HBS Case Studies
Goleman, D. (2006). Emotional Intelligence,
Chap 2, “Anatomy of an Emotional Hijacking”, excerpt, pp. 13-21
Chap 3, “Can Emotions Be Intelligent” and “IQ and Emotional Intelligence: Pure
Types”, pp. 42-45
Assignment
Higgins, K. (2011). Management Coordination System Model, “Management Control
System Interactions”, pp. 27-33
Higgins, K. (2011), The National Aeronautics and Space Administration: A Look at
Challenger and Columbia
Due Today
Session Seven
Topics
Objectives
Shriberg, D. & Shriberg, A. (2011). Excerpt from Chapter 6: Psychology II-Motivation and
Communication, in Practicing Leadership: Principles and Applications, pp. 117-129.
No written assignment
Successful project leadership and ethics
Effective leadership
 Understand what makes a successful project manager
 Appreciate the importance of ethics in project management
 Integrate course contents to understand the interdependence of the art and science
parts of project management
Higgins, K. (2011). Management Coordination System Model, “Conclusions”, pp. 34-36
Kerzner, H. (2009). Project Management: A Systems Approach to Planning, Scheduling,
and Controlling,
Chap 5, Section 5.16, “Project Management Bottlenecks,” and Section 5.17,
“Communication Trap”, pp 243-245
Chap 8 “Special Topics”, 8.6 “Morality, Ethics, & the Corp Culture” p. 339-342
Assignment
Kerzner, H. (2009). Project Management Case Studies, Case: “The Trophy Project”, pp.
331-333
Posner, B.Z. (1987), “What It Takes To Be a Good Project Manager”, in Meredith &
Mantel, Project Management:A Managerial Approach, pp. 157-160
Due Today
Senge, Peter (2006). The Fifth Discipline, Chapter 4, “The Laws of the Fifth Discipline”,
pp. 57-67
Response to Leadership Effectiveness Questions