Syllabus for
MGT/437 – Project Management
Group # FLXBSBA02
University of Phoenix
Nashville Campus
Instructor:
Craig A. Stevens
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Instructor:
Course:
Course
Description:
Craig A. Stevens
MGT 437 Flexnet – Project Management
This course examines project management roles and
environments, the project life cycle, and various techniques of work
planning, control, and evaluation for project success.
My goal is to help you create a basic understanding of possibly the
most important tool you will ever place in you toolbox.
TOPICS AND OBJECTIVES
Concept of Project Management
 Recognize the need for project management in
organizational environment.
 Define the roles of a project manager.
 Define the characteristics of a project.
 Identify the life cycles process in project management.
Project Management Process
 Define the steps to develop a project management plan.
 Analyze the relationship among schedules, resources, and
expected outcome.
 Develop a Work Breakdown Structure to achieve expected
project outcome.
 Produce a Gantt chart and network flow diagram to schedule
the completion of work elements.
Resource Allocation
 Define resources as used in project management.
 Apply the theory of constraints to the assignment of project
resources.
 Develop a critical thinking and decision-making process to
respond to changes in schedule, resources, and expected
outcome.
Monitoring Systems and Control
 Develop a monitoring system to control schedule, resources,
and expected outcome.
 Demonstrate evaluation and review techniques of cost
management systems.
 Apply a project termination process to a project plan.
Application and Analysis
 Appraise individual project manager skill set against various
projects in various industries.
 Identify causes associated with project success and failure.
 Produce a completed project management plan.
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Required
Reading
WEB SITE RESOURCES
University of Phoenix Library and Online Collection.
University of Phoenix Materials
(NOTE: This material is found in the back of the module.)
Learning Team Project
Location
NASHVILLE MAIN CAMPUS - MAIN LEARNING CENTER; First
and Last Class.
Online:
Main Newsgroup
This is the main newsgroup for the class. It has read-and-write
access for students and faculty. Post Discussion Questions for
each week in this newsgroup.
Assignments-write-only
This is a write-only newsgroup where the student will post
assignments.
Chat Room Newsgroup
In this newsgroup, you can provide comments not directly related
to the topical threads in the Main Classroom but which you believe
are of interest to the class. These topics could include tales of
personal anecdotes, incidents at work, things you have read, etc.
Communication in this newsgroup does not count toward
participation points. Start here by giving us your bio.
Course-Materials
This newsgroup is write-read for the instructor and read-only for
students. It is where the syllabus, lectures, and other instructional
messages will be posted.
Newsgroups for Learning Teams (you will subscribe to only one):
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With only 5 people in a class you may all select one team or two.
Learning-Team -A
Learning-Team -B
Day and Time
Designated
Weeks
Flex Net
09/18/2004 - 10/16/2004
Required
Texts
Instructor:
Mr. Stevens is an accomplished Engineer, Manager, Artist
(http://www.westbrookstevens.com/craig's_art.htm) in oils and
acrylic and a world-class Business Consultant, Developer and
Speaker on change management and systems improvement. One
of his most outstanding characteristics is his highly creative and
unique big picture approach to business. He has spent over twenty
years managing large complex projects and programs for over 100
different organizations in 25 states.
He has worked in highly technical and competitive environments,
both for commercial and government clients. He has worked with
every level of management and labor in a variety of industries
including: health care, manufacturing, transportation, higher
education, insurance, research and development, waste
management and environmental restoration, construction,
governmental organizations, the restaurant/hotel/motel industry
and international business and product design.
He is currently president of Westbrook Stevens LLC
(http://www.westbrookstevens.com/).
EDUCATION AND TRAINING RELATED:
Served on faculty for Vanderbilt University, Belmont, Trevecca,
University of Phoenix, Nashville State Tech, and UT Knoxville (as
TA) Taught undergraduate, graduate classes and workshops in
Innovation and R&D, Project Management, Change
Management, Manufacturing, Strategic Management, General
Management Principles, Systems, Statistics, Customer Service,
Engineering Economy, and Human Factors Engineering.
The University of Alabama, Huntsville:
PhD Candidate, Engineering Management/Industrial and
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Systems Engineering: Systems Dissertation: Validation of
Organizational Elements Important to the Implementation of
Management Systems, Estimated 2005.
The University of Tennessee, Knoxville:
M.S., Engineering Management/Industrial Engineering: Human
Factors and Information Systems Minor, Capstone Project:
Project Management Tools in Real-estate Development. 1985.
The University of Tennessee, Knoxville:
B.S., Industrial Engineering: Manufacturing Focus, 1983.
Tennessee Technological University, Cookeville:
General Engineering, Lettered in Track (Javelin), Power lifter,
1978-79.
Taught Corporate Workshops for many organizations (AMA, SAIC,
US Army, US DOE, NASA, CNA, etc.) on Strategic Management,
Change Management, Innovations, Ethics, Project/Program
Management (basic, senior, IT, software, etc.), Safety, IT, Seven
Attributes of Excellent Management, Customer Service, Other
Technical Subjects, TQM, and Value Engineering.
Received Corporate Training Courses from, PMI, EDS, SAIC, U.S.
DOE, TQA, AMA, and Lockheed Martin in Project Management
Certification, RCRA, CERCLA, SARA, NEPA, Performance
Based Training, Analysis, Design and Development, Value
Engineering, Environmental Project Management,
Business/Technical Project Management, Proposal Management,
Contracts Management, Marketing Management, Quality
Management (TQM, QA, SQC, CQA, Six Sigma, TQA Examiner,
ISO) Organizational Conflict of Interest, Train the Trainer,
Facilitation, Negotiations, Customer Service, People
Management Skills, Nuclear and Industrial Safety, Program
Management Mentoring Program, and other communications and
management training.
Contact
Information
5632 Montelle Lane, Nashville, TN 37211.
Home Office: (615) 834-8838, Fax: (615) 834-5963
Cell Phone Number (615) 414-7736
Email: castevens@email.uophx.edu
or, business backup
CraigAStevens@westbrookstevens.com
or, personal backup
craigastevens@hotmail.com
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Availability
Course
Standards
Normal working hours are from 8 a.m. to 6 p.m. six days a week. If
you need to contact the instructor outside of these hours, please
use electronic mail or voice mail at his home.
UOP trusts each student to maintain high standards of honesty and
ethical behavior. All assignments submitted in fulfillment of course
requirements must be the students’ own work. All assignments
except those designed as “group” is meant to be individual efforts.
Group work is meant to be equal efforts by all group members. I
assume that students will perform professionally in preparing work
required for this class.
Recap of assigned Individual and Group projects:
Showing breath and depth of knowledge on the subject selected
will be very important in measuring your understanding of Project
Management. I expect you to do research beyond the text for the
course and extend yourself in cognitive thinking. (If you use articles
in your research, provide a copy of the article) In all cases cite
your sources!
All graded papers need to be written and cited as summarized in
the current version of The Little, Brown Compact Handbook..
All class notes or notes sent to personal mailboxes need to be sent
using the instructor’s Outlook Express address (i.e.,
studentname@email.uophx.edu). Notes sent from an external email address will show up in in-boxes; however, they will not be
recognized by the file server for attendance purposes. While web
access to class via https://stu.uophx.edu is possible, keep in mind
that this should be considered short-term, emergency access.
All postings to any meeting in this class are to be considered
CONFIDENTIAL and for consideration and discussion only by
members of this class.
Privacy and Confidentiality in the University of Phoenix
Classroom
One of the highlights of the University of Phoenix academic
experience is that students can draw on the wealth of examples
from their organizations in class discussions and in their written
work. However, it is imperative that students not share information
that is confidential, privileged, or proprietary in nature. Students
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must be mindful of any contracts they have agreed to with their
companies.
Plagiarism
“Plagiarism (from a Latin word for “kidnapper”) is the presentation
of someone else’s ideas or words as your own. Whether deliberate
or accidental, plagiarism is a serious and often punishable offense”
(Aaron, 1998, p. 258).
Please review The Little, Brown Compact Handbook, 4th Revised
Ed., pp. 392-421.
Academic Honesty
Academic honesty is highly valued at the University of Phoenix. You
must always submit work that represents your original words or ideas. If
any words or ideas used in a class posting or assignment submission do
not represent your original words or ideas, you must cite all relevant
sources and make clear the extent to which such sources were used.
Words or ideas that require citation include, but are not limited to, all hard
copy or electronic publications, whether copyrighted or not, and all verbal
or visual communication when the content of such communication clearly
originates from an identifiable source. Please see the University of
Phoenix Catalog for more information about academic honesty, including
consequences of academic dishonesty.
Grading of
Written Work
My primary interest is that you understand the subject of Project
Management. But it is also important that you understand how to
communicate in writing. So every assignment should be treated
as if it is a real business assignment. Every assignment should
have a formal cover letter explaining your goals as if you were
working for a demanding company. The cover letter would then act
as an introduction to your work and become a long-term record of
what was done and why. To make it easier on yourself use the first
letter as a template for the rest of the letters.
Also…All documents should be typed, spell-checked and grammar
checked, submitted double-spaced, and prepared in the proper
APA format required for the program and delivered electronically.
The instructor will use The Little, Brown Compact Handbook (4th
Revised Edition.) for format reference. The attached “Standards
for Written Work” can be used as guide to evaluate and weight the
scoring of papers.
Assignments, both oral and written, will be evaluated on:
 Completion of assigned task (instructions)
 Submission of assigned task on time
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


Grading of
Oral
Presentation
Evidence of sufficient time spent appropriately
Quality of content and research
Presentation of material
Although the facilitator is evaluating your presentation, he is not
your sole audience. Be sure to engage your entire audience, in
this case, your fellow classmates: Appropriate eye contact toward
the audience; ask them questions or ask for their opinions.
Structure your presentation so that you address the following
elements:
1. Motivate: Why is this important?
2. Preview: What specific points/topics are being covered?
3. Discuss: Cover each point/topic with adequate support.
4. Review: What was covered and how it applies.
The attached “Standards for Oral Presentations” can be used to
evaluate and weight the scoring of your presentations.
Attendance /
Participation
UOP courses emphasize group interaction to enhance learning. If
a student is absent, benefits received through class involvement
are lost, as well as, contributions to the Learning Team. Students
are allowed one Workshop absence and one absence for learning
team meetings during the course (course grade may be affected).
All missed assignments must be made up on the next session.
Penalty for late submissions is a 10% reduction in the grade.
Assignments not submitted by or during the next session will
receive zero on that paper.
All papers should be delivered electronically by 12:00 Midnight on
the day it is due.
An instructor cannot issue a grade other than “W” or “WF” to a
student with more than one Workshop absence or Learning Team
meeting. There is no approval for second absences.
Attendance and Participation
Students will be expected to contribute to the class discussion in a
substantive way at least five out of seven days each week and 3
times in any one day. But to be realistic, it is more effective to log
on every day to avoid creating a backlog of material that can very
quickly become overwhelming.
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Participation means posting notes in the main newsgroup that
everyone has access to. Posting elsewhere does not count toward
overall participation in the course. While logging on does
constitute "attendance" on the file server for financial aid and billing
purposes, it does not constitute participation. Students are
"participating" only if their notes can be seen in the main
newsgroup.
As a general rule of thumb, students need to post at least 10-15
substantive notes (Not just "I agree" notes) each week above and
beyond the posting of assignments to be considered for full
participation points. Quantity is important, but the quality of the
notes is even more important.
Learning
Resources
Students are highly encouraged to participate in using the learning
resource center for research and study. The digital library is open
24 hours a day, 7 days a week, and is completely free of charge.
Registration to use the digital library is required.
Teaching /
Learning
Model
This course will incorporate faculty facilitation of theoretical content
knowledge and its applications. The Evidence of a your
achievement of course objectives is the quality of text-based
discussions, individual written work, oral assignments, and team
work. Through the accomplishment of projects, students practice
and refine learned skills and evidence application of knowledge
through product submissions for evaluation and grading.
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Grading
Course policy: A 10% penalty will be assessed for all papers over 24
hours late or incomplete work. Late assignments must be turned in by
the next class date otherwise; the assignment will be graded “0”. No
assignments will be accepted past the last night of the course. An “I”
grade may be issued if requested and approved by the instructor,
before course completion. The “I” must be made up within 5 weeks
and the highest grade possible for those assignments is a “B”.
Grade
95-100
90-94
87-89
84-86
80-83
77-79
74-76
70-73
67-69
64-66
60-63
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A
AB+
B
BC+
C
CD+
D
DF
Quality Points
4.00
3.66
3.33
3.00
2.66
2.33
2.00
1.66
1.33
1.00
0.66
0.00
All written work will be graded according to APA guidelines, as
appropriate for the program. Twenty percent of the grade will be based
on style, content and format including such items as clarity of
communication, sentence and paragraph construction, punctuation,
spelling, and grammar.
Learning
Teams
Students are encouraged to review the course module for instructions
on the governance of Learning Teams, student responsibilities for the
group, and themselves. Students will complete a “Learning Team
Charter” for this course. The “Learning Team Log” is an official
attendance log to document activities and/or performance related
issues. Any Learning Team member that does not contribute may be
graded individually. The log should reflect the lack of contribution or
performance and be agreed upon by the group
Learning teams are an extension of the classes and an essential part
of the academic experience for students. In addition to providing a
supplemental learning environment for mastery of course content,
learning teams also provide students with an opportunity to develop
and refine teamwork skills. Students are expected to ascertain the
location for their learning team meeting each week during the class
session. The instructor must approve the location as appropriate and
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conducive to learning. At the first meeting of the learning team, each
team should create a charter that will be reviewed by the instructor
during the second-class session. Each week, each learning team
must complete a learning team log documenting each member’s
attendance at the learning team meetings. Non-attendance or
attendance for less than the required scheduled time of Learning
Team meetings by any individual student will be considered during
the grading process for that student. Non-attendance at Learning
Team meetings and/or classroom meetings may result in course
withdrawal and a "W" grade being issued. Teams should create one
unified log for the entire team’s activity each week that is signed by
each team member. Two copies of that log should be provided to the
faculty member, so that one copy can be turned in for attendance and
the other copy retained by the faculty member.
Assignments
For reading assignments, supplemental activities, and directions, please
follow the course module. All assignments must be original and prepared
specifically for this class.
ASSIGNMENTS
DUE
POINTS
NETg Project Management Assignment
W1
5
Film Prioritization Case Analysis Assignment
W2
10
NETg WBS Assignment
W3
5
Culture Analysis Paper
W4
10
Problem Identification Paper
W5
10
Final Examination
W5
20
Participation
All
10
Project Introduction
W2
5
Project Task Analysis
W3
5
Resource Allocation
W4
5
Project Evaluation, Reporting, and Termination Paper and
Presentation
W5
15
Individual (70%)
Learning Team (30%)
Total
100
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Week One
ASSIGNMENTS
1. Read the materials listed on the
page for Week One.
2. NETg Project Management Assignment
Using the
page, complete the NETg course 41501, Project
Management: The Fundamentals. Prepare a 350-700-word summary in which
you explain the need for project management and the project planning
process. Integrate the information presented in the NETg course in your
paper. Attach the results page for the NETg course. Be prepared to discuss
this assignment in class.
These assignments are due in Week One.
(PLEASE NOTE: In accordance with the University of Phoenix catalog and
program enrollment agreement, students have agreed to a minimum standard for
Technology Recommendations and Competencies, which includes access to and
competency in Microsoft® Project®. For the purposes of project planning in any
of the University’s undergraduate project management courses, our faculty have
been instructed to utilize Microsoft® Project® as the software of choice in
teaching to the course objectives. In addition, the University has secured a
student rate for purchase of a full version of Microsoft® Project®. Further details
may be found in the left-hand column of the course
web page under
‘Software Offers’.
Furthermore, the University recognizes that Microsoft® Project® is only one
option of project planning software available. Others are also acceptable to use
as long as course requirements are met. Regardless of the project planning
software that you have selected, please make every effort to acquire and
familiarize yourself with it prior to week one of your project management courses.
Faculty will utilize valuable instructional time to focus on teaching to the project
management body of knowledge, not to the project management software.)
ONLINE
1. Respond to the Discussion Questions posted by your instructor.
2. Submit your Weekly Summary.
These assignments are due in Week One.
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Learning Team Assignments
2.
Review the objectives from Week One, and discuss additional insights and
questions that may have arisen.
3.
Project Overview
a) Select a project to complete. It cannot be a project you did in the past, or a
current project in which you are involved. Your selected project must be
large enough in scope and depth to apply the project management
principles and concepts from week to week.
b) You may also use the following example if you obtain instructor approval:
(1) You have decided to build a garage with living quarters. An
architectural plan must be developed and approved by the city
planning commission. You have over one acre of land with a twobedroom ranch house. Your proposal to add this building has already
been approved. You have selected a builder and need to have the
project completed within 90 days, when your mother is due to arrive for
an extended stay.
(2) You know from your builder that you will need to select the following
resources:
a. Plumber
b. Electrician
c. General laborer
d. Another contractor who can prepare the site and lay the foundation.
(3) You will have to plan for others to participate in the design and
approval of the plan, inspections, and furnishings. You will need
approval from the city for every step of this project management plan.
You must plan two inspections for plumbing and electrical work. You
will reserve final payment for services upon completion of stated
objectives.
(4) You will need to stay on top of this plan in order for the structure to be
completed by the time your mother arrives in 90 days.
(5) You are prepared to spend no more than $75,000 for this project.
Part 1: Project Introduction
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b. Discuss the nature of the selected project. Include the plan’s need(s),
objectives (in the form of a Statement of Work), and the approach or
methodology to be used to achieve the objectives. Include a project
organization chart depicting team-member functions and the
organization’s chain of command. List the tasks to be accomplished during
the course of developing the plan. Finally, outline all expected conflicts
that might occur during the implementation of your project, explain why the
conflicts are expected to occur, and the conflict-resolution process that will
be used for each situation. The paper should include the following
components:
1) Background and statement of need
Background and statement of need consists of a description of the
organization, the problem(s) that need to be solved, and the event(s)
that led to the need for a management plan. Discuss the benefits a
successful completion of the plan would have on the organization.
2) Project objectives
Quantify the measurable performance expectations of the plan in order
to determine whether or not it met the planned objectives. Performance
should be defined in terms of product or process specification, total
budget at the completion of the plan, and the timeframe for plan
completion. The stated objectives become exit criteria in determining
whether or not the plan was successful at completion. Identify the
potential risks that would prevent the plan’s objectives from being met
on time and within budget. Present a contingency that would manage
the risks, should they actually occur. The risk mitigation plan should
identify risks and the severity ranking for each risk. For the most
severe risks, a risk mitigation strategy should be developed, including
the triggering event and the responsible party.
3) Project selection criteria
Compare and contrast project selection models. Select a model and
justify the project using criteria defined in the reading material or other
reference sources.
These assignments are due in Week Two.
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Week Two
ASSIGNMENTS
1. Read the materials listed on the
page for Week Two.
1. Film Prioritization Case Analysis (Case 1-1)
Read the Film Prioritization case found in the Week Two Readings, Case
Study for Project Management. Prepare a 1,050-1,750-word case analysis
answering the questions posed by the case. Be sure to compare and
contrast the various project selections criteria used by the organization
presented by the case. Also, justify why the project selected met the
organization’s project selection criteria. In your paper, complete the
Assignment portion of the case evaluating and ranking each proposal.
Defend your decision.
Be prepared to discuss this assignment in class.
2. Pilot’s Stadium Alternative Case Analysis (Case 2-1)
Read the Pilot’s Stadium case found in the Week Two Readings, Case
Study for Project Management. Prepare a 1,050-1,750-word case analysis
answering the questions posed by the case. Be sure to compare and
contrast the various project selections criteria used by the organization
presented by the case. Also, justify why the project selected met the
organization’s project selection criteria. In your paper, answer the
following questions from the case:
a. Will the project be able to be completed by the April 1st deadline? How
long will it take?
b. What is the critical path for the project?
c. Based on the schedule would you recommend that G&E pursue this
contact? Why?
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These assignments are due in Week Two.
ONLINE
1. Respond to the Discussion Questions posted by your instructor.
2. Submit your Weekly Summary.
These assignments are due in Week Two.
17
Learning Team Assignments
1. Review the objectives from Week Two, and discuss additional insights and
questions that may have arisen.
Part 2: Project Task Analysis
The Statement of Work tasks need to be completed first, so that they can be
arranged in the form of a task-flow network, using PERT, or CPM, to illustrate
the earliest completion time, task dependencies, and the critical path. Finally,
scheduled start and completion times should be illustrated on a timeline in the
form of a Gantt chart. The paper should include the following components:
a. Overall Scope and Statement of Work (SOW)
The SOW defines the work that needs to be accomplished in order to
satisfy the objectives. It consists of a list of tasks and their definitions, as
well as what needs to be accomplished, although it does not cite how the
tasks will be accomplished. The SOW is usually integrated into the
contract shared by the organization performing the work and the
organization funding the work. This section needs to describe each of the
tasks, including who is going to complete each task and each task’s
duration.
b. Develop Work Breakdown Structure (WBS)
Develop a WBS to achieve project goals.
c. Task flow network and critical path
Arrange WBS elements in the form of a task-flow network to determine
task dependencies. Determine the critical path, including necessary
resource allocation to achieve project objectives in the appropriate
timeframe. Indicate earliest occurrence times and highlight the critical
path.
d. Project schedule
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Arrange tasks on a timeline arranged by the month. Use a Gantt chart to
illustrate the start and completion dates of each task and consider whether
the tasks can be completed in parallel, or in serial, due to task
dependencies identified in the preceding task-flow network diagram. Add
resources (e.g. equipment, subcontractors, rentals, travel, translation,
documentation, etc.) to Microsoft® Project®.
e. Risk assessment and contingency plan
Identify potential risks to the outcome of your project. Perform a risk
assessment and develop a contingency plan to mitigate risks.
These assignments are due in Week Three.
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Week Three
ASSIGNMENTS
1. Read the materials listed on the
page for Week Three.
2. NETg Work Breakdown Structure (WBS) Assignment
Using the
page, complete the NETg course 72080, Microsoft®
Project 2000®. Develop a project that identifies at least 20 tasks and
subtasks. Then, create a WBS detailing your 20 tasks and subtasks in
Microsoft® Project®. Submit a printed or electronic copy of your WBS. Be
prepared to discuss this assignment in class.
These assignments are due in Week Three.
ONLINE
1. Respond to the Discussion Questions posted by your instructor.
2. Submit your Weekly Summary.
These assignments are due in Week Three.
20
Learning Team Assignments
1. Review the objectives from Week Three, and discuss additional insights and
questions that may have arisen.
Part 3: Resource Allocation
Part 3 of the plan involves generating work packages for functional
organizations. Work-package development begins with a matrix that identifies
the individuals responsible for the completion of each second-level task. A
cost account is formed at the intersection of each task and organizational
element. The total project budget is allocated among the cost accounts, and a
detailed SOW is generated for each account, commensurate with the
assigned budget and schedule for the appropriate WBS tasks. The paper
should include the following components:
a. Project (plan) organization
This section should identify project team members and define their
functions, responsibilities, qualifications, and capabilities, as well as
explain where each team member fits into the organizational structure.
Project organization should also include each member’s reporting
relationship. The individual supervising the project manager should be a
low-level manager in a position to resolve resource allocation issues.
Include a project organization chart to illustrate all of the above
relationships.
b. Task and responsibility matrix
A task/responsibility matrix is a chart that lists SOW tasks on the left and
key project team members on the top of the chart. Each person is
identified as having responsibility for completing one or more tasks. Only
one person can be responsible for each task in order to preserve
accountability. Others can be identified as providing either support or
approval of decisions made.
c. Resource availability matrix
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In Microsoft® Project®, select and print a resource report. Develop a
matrix to check the validity of the cost account budget allocation by
creating a spreadsheet that totals the work package labor hours assigned
to each department by month, and compares the hours to the number of
heads available within the department. For example, if WBS 1.2 requires
480 hours of Skill A in Month N, but the department only has two people
available totaling 320 hours, the project manager will need to revisit the
PERT/CPM and Gantt charts to determine how the resources can be
leveled and still meet project schedule constraints. One option may be to
allow the two people with Skill A to work 20 hours of overtime per week for
Month N; however, the overtime costs would impact budget allocations. In
this case, the project manager might have to reduce the scope in another
area in order to keep the total project within budget. Following completion
of this task, the PERT/CPM and Gantt charts, work packages, and cost
account budget allocation summary may require revision.
d. Time-phased project budget
In Microsoft® Project®, select and print the monthly report that converts
the labor hours from each work package into resource cost. Integrate the
task-responsibility matrix developed in Part 1 with the WBS developed in
Part 2. Identify a work package for each second level WBS. Arrange each
package in the form of a matrix (spreadsheet) that allocates labor hours
along a monthly timeline, agreeing with the Gantt chart developed in Part
2.
e. Cost account budget allocation summary
Develop monthly spreadsheets that provide the conversion of labor hours
from each work package into direct labor costs. Add indirect costs,
material costs, general and administrative costs, and profit. Each
spreadsheet should also provide total monthly cost and prices (price =
cost + profit) of the second-level WBS. Provide a summary spreadsheet
that totals the cost and price of the entire project by budget category.
These assignments are due in Week Four.
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Week Four
ASSIGNMENTS
1. Read the materials listed on the
page for Week Four.
2. Culture Analysis Paper
Select an organization and prepare a 1,400-2,100-word paper in which you
analyze the relationships among organizational culture, project structure, and
project resources. Discuss how projects are selected and structured within
the current organizational culture. Describe the challenges in acquiring
resources to complete the projects and steps the organization takes to assess
risks. Also, make recommendations for improvement. Use documented
research to support your paper. Be prepared to discuss this assignment in
class.
These assignments are due in Week Four.
ONLINE
1. Respond to the Discussion Questions posted by your instructor.
2. Submit your Weekly Summary.
These assignments are due in Week Four.
23
Learning Team Assignments
1. Review the objectives from Week Four, and discuss additional insights and
questions that may have arisen.
Part 4, Project Evaluation, Reporting, and Termination
Part 4 of the Project Management Plan measures project performance
against cost and schedule criteria for each WBS element. This defines how
earned value will be taken during the evaluation stage, and how the results of
the evaluation will be reported, using cost/schedule control systems. Variance
analysis and control methodologies must also be defined. Finally, upon
meeting the project objectives, the method of project termination is discussed.
The paper should include the following components:
a. Performance measurement
Define variables that will be measured, explain how they will be measured,
and explain when they will be measured to determine if the project is
meeting its stated performance objectives. Identify the measurable
objectives as “milestones” on the Gantt chart developed in Part 2.
b. Project evaluation
Compare and contrast various performance measurement systems and
apply to the WBS. Create a monitor and control system to achieve project
goals. Describe how the cost and schedule control system is used to
evaluate the results of the preceding monthly performance measurement
audit. Report the percentage completed for each WBS task, which would
then be converted to the budgeted cost-to-work performed. Compare
actual cost-to-work performed to determine cost variance.
c. Reporting
Explain how the project manager will communicate performance
evaluation results to both management and the customer. Include the
results of the cost and schedule variance analysis, and discuss
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formulating cost/schedule/performance alternatives, forecasting budget
and schedule completion, methods of corrective action taken, and
managing expectations.
d. Conflict-resolution methodologies
Compare and contrast various conflict resolution techniques. Apply these
techniques to solve problems related to your project. Identify potential
conflict areas and develop conflict-resolution methodologies to deal with
these conflicts.
e. Project termination
Describe the method for determining when the project has met its
objectives. Explain the conditions in which the project conditions were met
and provide a contingency plan in case the project conditions change.
Include a project-termination checklist for closing cost accounts,
reassigning personnel, delivering materials purchased under the contract,
and proposing follow-up work in order to obtain future business.
f. Post evaluation and recommendation
Evaluate project outcomes in terms of the triple constraint. Provide a
summary of lessons learned in developing the Project Management Plan,
along with recommendations.
2. Final Project Plan Paper
a. Prepare a 5,250-7,000-word final paper on the project.
b. Submit the Final Project in Microsoft® Word®, Excel®, and Microsoft®
Project® on disk to the instructor.
This assignment is due in Workshop Five.
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ONLINE
1. Final Project Plan Presentation
2. Prepare a presentation using 10-15 Microsoft® PowerPoint® slides to
illustrate your paper.
This assignment is due in Week Five.
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Week Five
ASSIGNMENTS
1. Read the materials listed on the
page for Week Five.
2. Problem Identification Paper
Use the Internet of other resources to research a recent project. Prepare a
1,050-1,750-word paper in which you identify the problems associated with
the project and discuss how project management principles were used to
reach project goals in the face of adversity. Also, analyze any legal and
ethical considerations relative to the project. Provide recommendations on
how results could have been optimized. Be prepared to discuss this
assignment in class.
3. Final Examination
These assignments are due in Week Five.
ONLINE
1.
Respond to the Discussion Questions posted by your instructor.
2.
Submit your Weekly Summary.
These assignments are due in Week Five.
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Written Presentation Guidelines
Group/Individual Name: ___________________________Date: _________
1. Content/Development:
y/n
__ a. All key elements of the assignment are covered in substantive way.
__ b. Content is comprehensive, accurate, and/or persuasive.
__ c. Major points are stated clearly, are supported by specific details, examples, or analysis, and
are organized logically.
__ d. Where appropriate, the paper supports major points with theory relevant to development of
the ideas, and uses the vocabulary of the theory correctly.
__ e. There is integration of theory and practice whereby the writer is able to link theories to
practical experience (i.e., application to the “real world” work setting).
__ f. Research is adequate and timely for the topic.
__ g. The content and purpose of the writing is clear (e.g., Critique, research, sample memo,
business plan, etc.).
2. Organization:
y/n
__ a. The structure of the paper is clear and easy to follow.
__ b. The paper’s organization emphasizes the central theme or purpose and is directed toward
the appropriate audience.
__ c. Ideas flow in a logical sequence.
__ d. The introduction provides sufficient background on the topic and previews major points.
__ e. Paragraph transitions are present and logical, and maintain the flow of thought throughout
the paper.
__ f. The conclusion is logical and flows from the body of the paper.
__ g. The conclusion reviews the major points.
3. Format:
y/n
__ a. The paper, including citations and reference page, follow program guidelines for format.
__ b. The paper is laid out effectively and uses reader-friendly aids (e.g., section summaries,
tables of contents, indices, appendices, etc.) when appropriate.
__ c. The paper utilizes references appropriately.
__ d. Headings, the use of italics, etc., aid the readability of the paper.
__ e, The paper is neat, with attention given to format requirements.
4. Grammar/Punctuation/Spelling:
y/n
__ a. Rules of grammar, usage, and punctuation are followed.
__ b. Spelling is correct.
5. Readability/Style:
y/n
__ a. Sentences are complete, clear, and concise.
__ b. Sentences are well constructed, with consistently strong, varied structure.
__ c. Sentence transitions are present and maintain the flow of thought.
__ d. Words used are precise and unambiguous.
__ e. The tone is appropriate for the content and assignment.
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Oral Presentation Guidelines
Group/Individual Name: _________________________________Date: _________
1. Content of Presentations:
y/n
__ a. Content of presentation clearly follows the written paper on which it is based (if applicable).
__ b. The topic is relevant and addresses the specifications of the assignment.
__ c. The content presented is comprehensive, accurate, and believable.
__ d. Key points are noted and presented logically.
2. Organization/Structure:
y/n
__ a. Presentation is well organized, clear, and effectively structured.
__ b. If this is a group presentation, it is integrated rather than a disjointed series of individual
presentations.
__ c. Topic is researched adequately.
__ d. Presentation sequence includes the following elements:
__ Motivate: Why is this important to your audience?
__ Preview: What specific points/topics are going to be covered?
__ Discuss: cover each point/topic with adequate support.
__ Review: this is what we covered and here’s how you may apply it.
3. Style/Presentation:
y/n
__ a. Non-verbal gestures are appropriate to the purpose of the presentation and flow of ideas.
__ b. Confidence and knowledge of content are evident.
__ c. Audience is engaged, when appropriate, in a professional manner.
__ d. Delivery time is used well. Presentation is not rushed.
__ e. Speaker adheres to the time limit.
4. Effective Use of Visual Aids:
y/n
__ a. Visual aids are clear and effective.
__ b. Visual aids contribute to a focused and integrated presentation.
5. Questions/Comments:
y/n
__ a. Audience feedback is solicited.
__ b. Audience questions are effectively addressed and correctly answered.
University Grade Definitions and Criteria:
A= Clearly stands out as an excellent performer. Has unusually sharp insight
into material and initiates thoughtful questions. Sees many sides of an issue.
Articulates well and writes logically and clearly. Integrates ideas previously
learned from this and other disciplines; anticipates next steps in progression of
ideas. Example: “A” work should be of such a nature that it could be put on
reserve for all students to review and emulate. The “A” student is, in fact, an
example for others to follow.
B= Grasps subject matter at a level considered to be good to very good.
Participates actively in class discussion. Writes well. In on-ground
environments, speaks well. Accomplishes more than the minimum
requirements. Produces high quality work. Example: “B” work indicates a high
quality of performance and is given in recognition for solid work; a “B” should be
considered a high grade.
C= Demonstrates a satisfactory comprehension of the subject matter.
Accomplishes only the minimum requirements, and displays little or no initiative.
Communicates orally (on-ground environments) and in writing at an acceptable
level for a college student. Has an acceptable understanding of all basic
concepts. Example: “C” work represents average work. A student receiving a
“C” has met the requirements, including deadlines, of the course.
D= Quality and quantity of work is below average and barely acceptable.
Example: “D” work is passing by a slim margin.
F= Quality and quantity of work is unacceptable. Academic credit is not earned
for an F. Example: “F” work does not qualify the student to progress to a more
advanced level of course work.