FACILITATOR’S
GUIDE
Project Management
For Public Health Professionals
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
Sustainable Management Development Program
Division of Public Health Systems and Workforce Development
Center for Global Health
U.S. Centers for Disease Control and Prevention
http://www.cdc.gov/globalhealth/SMDP/
Revised January 2011
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

CONTENTS | iii
Project Management for Public Health Professionals
CONTENTS
Project Management
v
Sustainable Management Development Program ................................................................... v
Acknowledgements .................................................................................................................. v
Course Overview
vi
About this Facilitators Guide ................................................................................................... vi
Target Audience ...................................................................................................................... vi
Learning Objectives................................................................................................................. vi
Materials and Equipment ........................................................................................................vii
Workshop Schedule ............................................................................................................... viii
Classroom Preparation Checklist ............................................................................................ ix
Resources
x
Internet Sites ............................................................................................................................ x
Further Reading ....................................................................................................................... x
Text Books .............................................................................................................................. xi
Instruction Notes
xiii
Icon Glossary ......................................................................................................................... xiii
Course Instruction
1
Day One ................................................................................................................................... 1
Day Two ................................................................................................................................. 40
Appendices ............................................................................................................................. 75
APPENDIX A Project Workplan ............................................................................................. 76
APPENDIX B Unforeseen Events .......................................................................................... 79
APPENDIX C Review Activity ................................................................................................ 83
APPENDIX D Review Activity Answer Key ............................................................................ 89
APPENDIX E Case Study ...................................................................................................... 93
APPENDIX F Sample Calendar ............................................................................................. 95
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Project Management
Sustainable Management Development Program
SMDP partners with ministries of health, educational institutions, and
nongovernmental organizations in developing countries to promote
organizational excellence in public health by strengthening leadership and
management capacity. SMDP’s goal is to improve the effectiveness of the
public health sector in developing countries by


Empowering local officials with better leadership, management, and
decision-making skills
Stimulating creativity and innovation among local health personnel to
improve public health service delivery
Acknowledgements
Greer, M., The Manager's Pocket Guide to Project Management. Amherst,
MA: HRD Press, 1999.
Heerkens, G. R., Project Management. New York McGraw Hill, 2002.
Dr. Monica Musenero Masanza African Field Epidemiology Network
(AFENET), Kampala, Uganda.
Dr. David Mukonga African Field Epidemiology Network (AFENET),
Kampala, Uganda.
Posner, B. Z., What it Takes to be a Good Project Manager, Project
Management Journal 18, No. 1 March 1987.
Project Management Institute, Project Management Institute Practice
Standard for Work Breakdown Structures. Project Management Institute;
October 2001.
Dr Sharon Weir and the MEASURE Evaluation Project at the University of
North Carolina’s Carolina Population Center, Chapel Hill, North Carolina.
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ОТОБРАЖАТЬСЯ. | v
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Course Overview
About this Facilitators Guide
This guide is designed to provide you with the materials and direction to
successfully deliver the Project Management course in a classroom
environment. It assumes you, the instructor, have functional proficiency in
the subject matter.
This guide includes notes for you to say and do during the class, as well
as materials to help you prepare and conclude the course. Use the
Resources section of this guide for further research into the topic.
Please read the description of the target audience carefully, as well as the
learning objectives. By correctly positioning the course you can set
reasonable expectations for the participants.
Target Audience
This course is designed for supervisors working in health services, typically
at district-level. It is expected that they have responsibilities in managing
or overseeing health projects. This course could also benefit members of
project management teams. There are no prerequisites to this course.
Learning Objectives
When participants complete this course they will be able to:

Write a project workplan

Generate a work breakdown structure

Develop a network diagram and schedule

Track and manage the project

Close-out and conduct post project reviews to ensure
continuous learning
vi | ABOUT THIS FACILITATOR’S GUIDE
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Materials and Equipment
MATERIALS
EQUIPMENT
For the Instructor:
 Sticky notes (such as Post-It®)
 Flip chart paper
 Masking tape
 Cards of unforeseen events
For the Instructor:
 Personal computer
 LCD projector
For the Participant:
 Project Management Participant
Workbook
For the Participant:
 None required
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Workshop Schedule
TIMES
Morning
9:00 – 12:30
Afternoon
1:30 – 5:30
DAY 1
 Welcome -15 min
 Icebreaker -10 min
 Workshop Introduction 5 min
 Introduction to Project
Management - 20 min
 The Project
Management Method 10 min
 Initiate & Define: Step 1
-20 min
 Exercise 1 -40 min
 Summary: Initiate &
Define -5 min









Review of Day 1 -30 min
Plan: Step 4 -20 min
Plan: Step 5 -10 min
Team Expectations -10
min
Exercise 4 -60 min
Plan: Step 6 -15 min
Exercise 5 -20 min
Plan: Step 7 -10 min
Exercise 6 -15 min
 Summary: Plan -5 min
 Implement & Control:
Step 8 -10 min
 Implement & Control:
Step 9 -10 min
 Exercise 7 -20 min
 Summary: Implement &
Control -5 min
 Close: Step 10 -15 min
 Summary: Close -5 min
 Workshop Conclusion -20
min
Note timings are approximate and should be verified during classroom preparation. Be
sure to allot time for breaks.
viii | WORKSHOP SCHEDULE





DAY 2
Plan: Step 2 -20 min
Exercise 2 -60 min
Plan: Step 3 -30 min
Exercise 3 -60 min
Summary of Day 1 -10
min
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Classroom Preparation Checklist
TASK

Obtain & test projector & personal computer
Obtain flip charts & markers: 1 for every 4-5 participants
Copy participant materials. For each participant:
- Participant Workbook
- Project Workplan Template (Appendix A)
- Case Study (if desired. See instruction notes)
(Appendix E)
- Project Calendar (See Appendix F for an example)
Record each task on slide 23 (Let’s have a party!) on large sticky
notes
Print and cut up unforeseen events (Appendix B)
Print and cut up review questions (Appendix C)
Obtain & test PowerPoint® file: project_management_smdp.ppt
Arrange tables for groups of 5
Provide a flip chart, markers and easel for each table
Provide sticky notes at each table
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Resources
Internet Sites
Project Management Institute
http://www.pmi.org/Pages/default.aspx
World Health Organization Management for Health Services Delivery
http://www.who.int/management/en/
Further Reading
DeWeaver, M. F. and Gillespie, L. C., Real-World Project Management: New
Approaches for Adapting to Change and Uncertainty. New York: Quality
Resources, 1997.
Dinsmore, P. C., Human Factors in Project Management. New York:
AMACOM, 1990.
Frame, J. Davidson, Managing Projects in Organizations: How to Make the Best
Use of Time, Techniques, and People. San Francisco: Jossey-Bass, 1995.
Greer, M., The Project Manager's Partner: A Step-by-Step Guide to Project
Management. Amherst, MA: HRD Press, 1996.
Greer, M., The Manager's Pocket Guide to Project Management. Amherst, MA:
HRD Press, 1999.
Lewis, J. P., Fundamentals of Project Management. New York: AMACOM,
1997.
Lock, D., Project Management (Sixth Edition). New York: Wiley, 1996.
Project Management Institute, Project Management Institute Practice
Standard for Work Breakdown Structures. Project Management Institute;
October 2001.
Project Management Institute Standards Committee, A Guide to the Project
Management Body of Knowledge (PMBOK). Upper Darby, PA: Project
Management Institute, 1994.
x | TEXT BOOKS
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Stuckenbruck, L. C. and Marshall, D., Team Building for Project Managers.
Upper Darby, PA: Project Management Institute, 1985 [3rd printing,
1990].
Stuckenbruck, L. C. (Ed.), The Implementation of Project Management: The
Professional's Handbook. Upper Darby.
Wysocki, R. K. et al., Building Effective Project Teams. New York: Wiley,
2001.
Text Books
Heerkens, G. R., Project Management. New York McGraw Hill, 2002.
Martin, P., Getting Started in Project Management. New York: John Wiley &
Sons, 2001.
Martin, P., Project Management Memory Jogger™. GOAL, 1997.
Wysocki, R. K. et al., Effective Project Management, 3rd Edition. New York:
Wiley, 2003.
INTERNET SITES | xi
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xii | TEXT BOOKS
PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Instruction Notes
The following notes refer to slides in the PowerPoint presentation:
Project_Management_SMDP.ppt. Suggested actions and script for the instructor
are located in the Script/Key Points section of each slide. Also included
are references to the slide number and page number in the participant
workbook, as well as instructions on when and how to use the exercises.
Use these materials as you prepare for your session and to guide you
during the workshop. Be sure to refer participants to the appropriate page
number in their workbook throughout the session.
Script for the facilitator to SAY is written like this.
Instructions for the facilitator to DO are written like this.
Icon Glossary
Slide
Image
SPECIFIC SLIDE FOR USE DURING THE EXPLANATION
FLIPCHART USE
SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY
SMALL GROUP EXERCISE
QUESTION FOR FACILITATOR TO ASK PARTICIPANTS
VIDEO PRESENTATION
INTERNET SITES | xiii
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
Course Instruction
Day One
Workshop Introduction
Expected Time: 30 minutes
Project Management for the Public Health
Professional
WORKBOOK CLOSED
15 MINUTES
SCRIPT/KEY POINTS

Welcome class and introduce yourself.

Introduce any dignitaries.

Have participants introduce themselves and their expectations for
the workshop.

Explain any housekeeping, such as break times, fire drill, and
restroom location.

Explain their workbook: they will use it to complete exercises and
take notes.

Copies of PowerPoint slides are not needed and should not be
given out.

Conduct icebreaker as follows.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Icebreaker
WORKBOOK CLOSED
10 MINUTES
SCRIPT/KEY POINTS

You have all managed a project, whether you know it or not. In today’s
session we will introduce methods and tools to help you more
effectively manage public health projects

Divide the class into 3 groups.

Instruct the groups to do the following:
1. Elect or appoint a project manager and a secretary.
2. Get your group into a line, in order by birthday MONTH
and DAY.
3. You have 3 minutes to complete these tasks. Your group
will then report on your progress and whether or not you
completed it on time.

Begin the “project” and time the students. Give them no more
than 3 minutes

Spend 5 minutes reviewing this exercise as a class.

How was this like a real project?
Suggested answer: Many people working together, the tasks were
divided, there was a start/end time

How was this different from a real project?
Suggested answer: team wasn’t selected based on the required task,
the project manager is usually not elected; project did not support a
broader goal.
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LEARNING OBJECTIVES
WORKBOOK PAGE: vii
5 MINUTES
SCRIPT/KEY POINTS

Read objectives from the slide.
Session Overview
WORKBOOK PAGE: viii
SCRIPT/KEY POINTS

In this session, we will first give an introduction to projects and project
management. Then we will talk about the phases of a project, including
project initiation, and planning. We will also spend time on project
implementation, monitoring and closing the project.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Introduction to Project Management
Expected Time: 20 minutes
What is a Project?
WORKBOOK PAGE: 1
SCRIPT/KEY POINTS

The word “project” can mean different things to different people, so let’s
define what we mean by it.

A project is a set of activities focused on achieving a specific goal. In
addition, all of the activities related to the common goal need to be
coordinated so that they are completed between the start and end
dates of the project and within budget. Finally, a project is unique, that
is, it is one of a kind. What does that mean? The easiest way to explain
how a project is unique is to compare it to a “program.” A program is
similar to a project, except that it often uses an existing process and
duplicates it over and over again – like an assembly line. A project, on
the other hand, is created using a process that is used only once. As a
result, your end-product will be unique. Building a skyscraper is an
example of a project.

How is this different from a program?
A project is a temporary endeavor undertaken to create a unique
product or service.
A program is a coordinated effort in a specific subject area that forms a
fundamental part of the mission of an organization to improve public
health.
In the course of your public health career, you may also have to
understand what a process is. A process is an on-going and repetitive
series of actions within an organization that uses inputs to achieve an
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
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output.
Therefore, a program can contain many projects and processes. For
example, the WHO Millennium Development Goals is a program,
composed of ongoing processes and special projects.

Why does this matter?
It matters because managing programs and projects present different
types of challenges. For example, since projects are temporary, it is
common for the project manager to lead a team that does not actually
report to him. This can create some personnel and supervision
challenges.
Guess the P
WORKBOOK PAGE: 1
SCRIPT/KEY POINTS

Ask the class whether the items on the list are programs, projects,
or processes. They can record their ideas in the workbook.

Conduct Brazil MOH Cardiovascular Prevention: program
Test a patient for HIV: process
Investigate a salmonella outbreak in Accra, Ghana: project
Provide anti retroviral treatment in a community: process
Conduct local youth tobacco prevention: program
Conduct a national nutrition and behavior survey in Vietnam in
October 2009: project
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Characteristics of a Project
WORKBOOK PAGE: 2
SCRIPT/KEY POINTS

The primary role of the project manager is to manage the time, cost,
and quality of the project—or the schedule, budget, and deliverables. It
is important for the project manager, who may not have functional
authority over team members, to recognize that the real key to project
management is focusing the team on the 3 critical issues.

Time, cost and quality/scope create a constraint on the project
manager because a change in one of these elements will require a
trade-off with one or both of the others. For example, if you take more
time to complete the project than planned, then you will probably use
human resources to work during the extra time needed.

Similarly, if you, as a project manager, are asked to reduce the time or
increase the quality requirements of the project, the overall costs of the
project may need to be increased in order to meet this request.

You may be on projects where one of these requirements is fixed. For
example, you may have a fixed amount of money from a donor, or you
must implement a new policy by January 1. In these types of
circumstances, the other two requirements must be carefully monitored
in order to achieve the project’s goals. In the case of a fixed amount of
money, if the project is taking longer to complete than expected, you
may need to the project’s scope or quality may need to be adjusted.

As a project manager you will need to balance three requirements:
time; cost; and quality (or scope.) These three factors work together to
produce the desired result.
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Purpose of Project Management
WORKBOOK PAGE: 2
SCRIPT/KEY POINTS

Many projects fail because they are not well planned. Even small
projects, projects with a small budget or a short time frame, should
consider key elements before they are carried out.

What do you think are benefits of project management? Write your
ideas in your book.
Successful Projects Have Some Things in
Common
WORKBOOK PAGE: 2
SCRIPT/KEY POINTS

Effective project management gives a clear vision of the project
including what needs to be done, the standards to which it should be
carried out, who will do it, when, how much it will cost, and the funder.

When planning a project, remember these critical factors for the
success of the project:
•
Clearly defined & achievable objectives set realistic expectations
and ensure that all participants in the project understand their
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
role in its success
•
Effective leadership helps cross functional teams communicate
effectively and share the same vision
•
A plan that manages and measures progress is discussed and
designed at the beginning of the project, before the work gets
underway. This helps reduce the number of surprises and helps
projects stay on track.
•
Management commitment and support are vital to a project’s
success. This support can help when there are disagreements
among stakeholders or when difficult decisions must be made,
such as reallocating resources.
•
The agreement of stakeholders on the project’s goals may be
easy or difficult to obtain: sometimes, with large or complex
projects, stakeholders may have different understanding of the
project’s goals, and it is up to the project manager to identify and
resolve the differences.
•
Continuous communications within the project team, and with
project stakeholders and donors helps everyone involved remain
clear about the project activities, and progress toward
achievement of objectives
•
Some stakeholders may be keenly interested in all project
details, and may even offer technical recommendations. Other
stakeholders may only be interested in occasional updates of
progress. When the role of each stakeholders is made clear
early in the project, the appropriate level of involvement can be
included in the project’s plan.
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Project Manager Skills
WORKBOOK PAGE: 3
SCRIPT/KEY POINTS

What skills are needed to be a successful project manager?

Have the class discuss this question. Prompt if needed with clues from
this slide.

Click to summarize important skills
(the class may have also thought of other skills):

Planning: You will learn planning skills throughout this workshop

Technical: experience, project knowledge

People:
Communication: listening, persuading, negotiating
Organizational: planning, goal-setting, analyzing
Team building: empathy, motivation, team spirit
Leadership: sets example, energetic, vision, delegates, positive
attitude
Coping: flexibility, creativity, patience, persistence

Which of these skills do you think are most important? You may be
surprised to learn that the literature has indicated that technical skills
aren’t as important as other management skills. Therefore, when you
take the lead position on your project as Project Manager, you will
need to demonstrate the following skills: planning, communication,
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
leadership, technical prowess, and conflict resolution.
Posner, BZ, “What it Takes to be a Good Project Manager,” Project Management Journal
18,
No. 1 (March 1987).

These are all summarized in your workbook on page 3.

This workshop will focus particularly on the planning and
communication parts of project management.
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Project Management Method
Expected Time: 10 minutes
Project Management Method
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Here is a diagram representing the steps of project management. We
will talk about all of these steps in more detail, but let’s start with this to
give you an overview of the main stages of project management.

First, we initiate and define the project when we define the purpose and
scope of the project. We do this by establishing a project statement,
developing goals, objectives, and indicators, and outlining the main
steps of the project.

Next, we begin planning the details of a project. We define the project
activities through a tool called the Word Breakdown Structure. Then
we determine which activities are dependent upon other tasks, helping
us put the required activities in sequence. We can then develop a
schedule with set deadlines, create a resource plan to include supplies
and personnel needed and who will be responsible for each task, and
we develop a budget to meet these needs. A project management plan
also needs to address ways to deal possible risks or problems that
occur, and it must include a plan for communicating progress, needs,
and activities with project stakeholders.

Next we implement the project. In other words we will actually begin
the planned work. You can imagine that not all steps in a project are
completely sequential: some portions of the project may continue in the
planning stage while others are implemented, but for this workshop we
will progress through the project management method in a linear
fashion.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS

Next we monitor and control activities of the project. We will measure
how well we are doing that work. We use progress indicators keep
track of the project and manage changes.

Finally, we close out the project. We can use a final evaluation to
document the experience and knowledge to improve the project or
future projects.

Now, we’ll talk about each of these stages in more detail.
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ЗДЕСЬ ОТОБРАЖАТЬСЯ.
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Initiate and Define Stage
Expected Time: 65 minutes
Step 1: Select Project and Define Scope
WORKBOOK PAGE: 5
SCRIPT/KEY POINTS

Distribute the project workplan template Appendix A.

Now, let’s talk about the first stage of project management. The very
first step is to select the project and define its scope.

In order to do this, you:
•
Describe the project
•
Define goals, objectives and indicators
•
Outline main steps

All of these and more will go into the project workplan, which is a
document that summarizes all the key components of a project. This is
the document that we just distributed, which you will use for the case
study.

Let’s go over each of these individually.
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It Begins with a Description
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS

A project is an activity that is undertaken to address a public health
problem. Before you can begin planning the details you must be able to
describe the project and how it addresses a particular health problem.

Clear identification of the problem will drive the project’s scope. The
scope of the project is important because it defines the boundaries. It
can answer the question “When are we done?” You may be surprised
at how frequently team members of the same project have different
answers to this question!

The project description is a short paragraph describing what needs to
be done, why it needs to be done and by what date the work must be
finished. It is an important step, which defines the project by
characterizing it and showing its context and boundaries. It gives the
basis of the project and ensures its focus.
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Example Project Description
WORKBOOK PAGE: 6-7
SCRIPT/KEY POINTS

Now let’s look at a project description using an example of a behavioral
study. The description answers the questions what, why, when & who

You can find a summary of the project on page 7 of your workbook. We
will use this example throughout our course. This project is being
developed to systematically identify locations where people meet new
sexual partners and/or needle-sharing partners and describe the social
and sexual characteristics of the areas identified for the purpose of
AIDS prevention. It uses a rapid assessment tool to monitor and
improve AIDS prevention program coverage in areas where HIV
transmission is most likely to occur.

You also include the beneficiary of the project. This underscores the
value of the project background section. In the background you identify
a problem for which this project is a solution. Who will receive the
product or services of your work?

Additional information about the example
Priorities for Local AIDS Control Efforts (PLACE) was developed to systematically
identify locations where people meet new sexual partners and/or needle-sharing
partners and describe the social and sexual characteristics of the areas identified for
the purpose of AIDS prevention. It is a rapid assessment tool to monitor and improve
AIDS prevention program coverage in areas where HIV transmission is most likely to
occur.
Dr Sharon Weir and the MEASURE Evaluation Project at the University of North
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Carolina’s Carolina Population Center developed the PLACE method. There are 5
steps to PLACE:
1. Prepare a PLACE strategy (get ethical approval, map priority prevention
areas). Priority prevention areas (PPAs) are areas where HIV is most likely to
be transmitted in the future and may include districts with a large number of
mobile populations, seasonal workers, ‘red-light’ districts, and areas with
poor economies, among others.
2. Identify venues where people meet new sexual and needle-sharing partners
(within the previously identified PPAs). This requires the interviewing of
community informants. Trained interviewers ask approximately 400
community members to name venues and events where people meet new
sexual partners and venues where drug injectors socialize (using Form A).
Community informants include taxi drivers, truck drivers, workers in stores
selling alcohol, teachers, hairdressers, health club patrons, government/city
officials including police, officials of community-based organizations, sex
workers, bar tenders, and restaurant patrons. A site could be a street, bar,
brothel, dance club, tattoo parlor, church, shopping area, restaurant, or
other establishment.
3. Visit, map, and characterize all venues reported. Interviewers visit the
venues, conduct on-site interviews about each venue and use global
positioning systems (GPS) devices to map each venue.
4. Characterize people who socialize at the venues. Interviewers socialize at
the venues and ask 960 individuals at 40 venues about their sexual behavior
and exposure to AIDS prevention programs (using Form B).
5. Use the results to improve AIDS prevention programs in the area. This
method has been shown to successfully identify sites where people with
high rates of new sexual partnerships can be reached for prevention
programs in South Africa, Burkina Faso, India, Mexico, Tanzania, Uganda,
Kazakhstan, and Jamaica.
The PLACE Key Informant Questionnaire asks community informants to list sites
where they know people go to meet new sexual partners. No identifying information
will be collected and the questionnaire is anonymous. If informants agreed to
participate, they will be provided with a 1-page fact sheet about the study and the
interviewer(s) will review the fact sheet with the participant. After reviewing the
fact sheet, interviewers will write the participant’s responses on the
questionnaire.
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Project Definition: Goals
WORKBOOK PAGE: 6
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
A project is usually developed to achieve a new objective, improve a
process or solve a public health problem. A well defined problem
statement can be included in the background section to help explain
the purpose of the project.

After this is articulated you can define the goal of the project: how your
project will address the problem. To do this, write 1-2 sentences
answering the questions we just discussed.

For example, we know transmission of HIV is a public health problem
among intravenous drug users. The goal of our project could be to
systematically identify locations where people meet new sexual
partners and describe the social and sexual characteristics of the areas
identified for the purpose of AIDS prevention.

This can lead us to defining specific objectives for reaching those
goals, and deliverables (or indicators) that can be used to measure the
objectives.
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Define Project Objectives
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS

The goal describes what you are trying to achieve. The objectives
describe how you intend to achieve your goal.

So we must define the objectives of the project. Based on the goal of
the project, what specifically will be achieved by the end of the project?
This objective must also be measurable, achievable, realistic, and timescaled.

Depending on the project, you could have many objectives for a
specific goal, or only one.
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Define Project Deliverables
WORKBOOK PAGE: 6
SCRIPT/KEY POINTS

Now, how will we know that we have accomplished these objectives?

After we have outlined the objectives, we need to decide what we will
produce or deliver to reach these objectives. Project Deliverables are
specific products or services the project will deliver, e.g. a process
design, a product, delivery of a service) These are the tangible results
of the project. These deliverables are measurable in terms of the three
main project requirements: time; cost; and quality. Think of them as
measurements for success in each of these areas. Each objective may
have 1 to 3 deliverables.

In our example, one of our objectives was, to determine where people
meet new sexual and needle-sharing partners in the PPAs through
community informant interviews

To satisfy this objective our deliverables might include:
•
Map of places where people meet new sexual and needlesharing partners
•
Completed data collection
•
Summary report.

These deliverables examples would be measurable and indicate our
achievement of desired quality, or scope. We would also want to
measure whether we were able to deliver on time and under budget.

When the objectives and deliverables begin to take shape, you may
already be identifying who you need on your team. It is not too early to
begin having team meetings and communications. It is important to set
the expectations for how you will work together and begin to build a
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feeling of trust and camaraderie. A project kick-off meeting, to
introduce all the members to each other and establish roles and
responsibilities is a great beginning to a successful working
relationship.

How have you identified and formed work teams in the past?
Project Stakeholders
WORKBOOK PAGE: 8
SCRIPT/KEY POINTS

People other than team members are also important to the success of
the project. These people are often called stakeholders. What is a
stakeholder? Stakeholders are individuals, groups, or institutions likely
to be affected by a proposed project (either negatively or positively), or
those who can affect the outcome of the project.

In public health, stakeholders may include suppliers, employees, and
the wider community, including family and friends, funding agents,
regulators, departments of health, nongovernmental organizations
(NGO), politicians, and other interest groups, including those who
prepare the technical standards.

At the beginning of a project you have an idea of some of your
stakeholders. As you plan the project you will identify additional
stakeholders and develop a plan to communicate with them. At this
stage of the project it is important to recognize the organizations or
people who have an interest in the success of your project. They can
help you define the scope, timeline and deliverables, and may even
have a say in the budget.
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Project Workplan
WORKBOOK PAGE: 12-13
SCRIPT/KEY POINTS

The first deliverable of your project is the project workplan. The project
workplan is a collaboratively written document that initiates and defines
the project for both internal and external stakeholders.

In creating the project workplan, the team will define what the project
is, why it is being done, how it relates to other projects within the
organization, what are the expected objectives or outcomes, and the
limits to the project (what is within and beyond the scope of this specific
effort). The work you have already done today will form the basis of the
project workplan.

Even small projects-those with small budget, scope or time frame,
should have some form of a project workplan.

Key representatives for the writing, review, and/or approval of the
project workplan include members of the project team, members of
your organization, and key stakeholders outside of your organization.

The project workplan, and the process of creating it, helps build team
commitment to the project, and creates expectations of what the
project will achieve. The project manager must ensure that all team
members participate in writing the project workplan and that all
important stakeholders review and accept the project workplan’s terms.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Case Study
SCRIPT/KEY POINTS

Important: It is recommended that participants bring an actual
project idea to work on in class. If this is not possible, a case
study is provided in Appendix E. Other support materials for the
case study, such as suggested answers for each exercise, are in
this facilitators guide.

We are going to use a case study to practice project planning
throughout this session. This case study is based on actual work begun
in 2007, which is being led by the Africa Field Epidemiology Network
(AFENET). You will use this scenario throughout the workshop to
complete exercises and practice your new skills.

Thanks to Dr. Monica Musenero Masanza and Dr. David Mukonga for
generously sharing their project materials.
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Exercise 1 Project Workplan
40 minutes
WORKBOOK PAGE: 10-11
SCRIPT/KEY POINTS

Break the class into groups of 4-5. Distribute the case study
(Appendix E) if desired.

Based on the scenario, complete exercise 1 on page 11 in your
workbook. Guidelines for completing each section are in the template
on page 10 and 11 of your workbook. You have 30 minutes

Debrief the activity for 10 minutes..

Suggested answers (answers may vary but should support the
project statement):
Question 2
Background: A novel subtype of avian influenza A has already been
detected in several countries. There have been some cases of severe
human infection with evidence of limited person to person
transmission. WHO has raised the pandemic alert level to stage 4.
WHO released guidelines for the investigation of novel influenza A
cases and for pandemic containment.
Description:
Through engagement of multi-sectoral partners (animal health, human
health, defense, education etc. ) develop, exercise/revise and complete
a first draft of a pandemic influenza plan to detect and respond to
influenza among animals and humans. This plan should address the
core capacities necessary to meet with the revised WHO International
Health Regulations (2005). The project will begin in 1 month, with initial
draft exercised and revised by December of next year.
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Objectives:
Strengthen national surveillance capacity for novel influenza A
subtypes and other pathogens with pandemic potential
Support community awareness & education about the transmission of
novel influenza A viruses from animals to humans
Deliverables:
National assessment of existing novel influenza and pandemic early
warning systems
National communication network that connects all teams and
stakeholders
A network of sensitized health care providers who can recognize and
report pandemic early warning trigger criteria.
A trigger reporting, alert and response mechanism exists to meet core
capacities of IHR (2005)
Stakeholder consultations workshops
Community engagement strategy on health education
Community awareness workshops
Stakeholders: Epidemiologists, veterinarians, public health
laboratorians, ministry of agriculture, ministry of defense/emergency
situations, ministry of education, ministry of commerce, local health
leaders, community leaders, religious leaders, health care
administrators, ministry of transportation, border health authorities,
WHO
Assumptions: sufficient technical support, skilled and trained
epidemiologic and clinical staff in country, access to computers and
software for data analysis, adequate laboratory supplies and reagents,
availability of community leaders.
Required Resources: Project team members: project manager,
laboratorian, veterinarian, epidemiologist, health educator,
communications specialist, municipality representative, clinical
specialist.
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Question 3
It could be argued that people skills are the most important at this
stage, since agreements on project expectations and timelines will
have to be negotiated. Technical is likely the least important skill, if the
project manager has access to technical experts.

Which sections of this workplan do you think are needed even for the
smallest projects?

Facilitate a short discussion. For very small projects, when the
team and stakeholders are well established, the team members,
stakeholders and staffing requirements may not need to be listed
explicitly.

On the other hand, it’s never too early to begin to build
camaraderie within the team, especially if the team members are
drawn from different organizations. Consider having a ‘kickoff’
meeting with your team, and make an effort to welcome new
members as they come on board.
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Summary – Initiate and Define
5 minutes
WORKBOOK PAGE: 12
SCRIPT/KEY POINTS

Now that you are familiar with the initiate and define stage, have you
ever worked on a project when this stage was skipped and the project
manager went directly to the planning stage? What were the
consequences?

What do you think are the most important things to keep in mind during
this stage?

Does anyone have any questions about this stage before we proceed?

Take a moment to think about the qualities of a project manager that
are most important at this stage. Circle your ideas in your workbook,
and add others that you think of.
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Plan Stage
Expected Time: 3 hours
Plan the Project
20 minutes
WORKBOOK PAGE: 13
SCRIPT/KEY POINTS

After we have defined the scope of the project we begin to plan the
project. Thorough and thoughtful planning can help reduce surprises
and increase the probability of your project’s success

The major steps in the planning process are shown on this slide.

Depending on the size of your project, each of these steps can vary.
For example, for a very large project, you may have a very complex
communications plan. However, for any size project, as the project
manager you should review each of these steps and determine the
appropriate amount of planning.
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Step 2: Define Project Activities
WORKBOOK PAGE: 13
SCRIPT/KEY POINTS

The first step of planning is to outline the components needed to
achieve the objectives. These are based on the deliverables that were
identified in the initiation stage.

In our example of implementing conducting a behavioral study our
deliverables include a map of places where people meet new sexual
and needle-sharing partners, completed data collection, and a
summary report.
Note that these activity blocks are the major activities or products that
result from the project.
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Step 2: Define Project Activities
Work Breakdown Structure
WORKBOOK PAGE: 14
SCRIPT/KEY POINTS

Defining project activities is facilitated by developing the Work
Breakdown Structure (WBS).

The Work Breakdown Structure is the project manager’s most useful
project management tool. The WBS serves as the basis for all of the
other project management tools, including scheduling, network
analysis, budgeting, and controlling.

The Work Breakdown Structure organizes and defines what work must
be done to successfully implement your intervention design. You will
create a WBS by dividing your project into logical, manageable work
segments that can be easily tracked by the project manager.

Using the WBS tool, you break down the work that needs to be done
into increasingly smaller work units to be managed. The objective is to
identify all the project activities that need to be completed for the
project.


Turn to page 15 of your workbook for specific steps on creating a work
breakdown structure.
You break down the work into smaller units by asking yourself “How?”

Walk through the example on page 16 of the participant workbook.

Generally, record tasks that take at least one day to complete.
However, if a task requires a specific skill, it is best to keep it separate
regardless of the time required, so the appropriate person is assigned
to it. For example, if you need to contract an information technology
specialist to set up a database for your project, record that task
regardless of how long it takes.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
With the completed WBS, the team should ask itself the following
question:
If we complete all of these activities, will the project achieve its goal?
If the answer is no, you have forgotten to include essential project
activities.
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Behavior Study WBS
WORKBOOK PAGE: 15
SCRIPT/KEY POINTS

We will go through an abbreviated example of a work breakdown
structure. We can only present a limited amount of information on the
slide; in reality there would be many more steps than are shown here.
However, this example will give you an idea of how to put a work
breakdown structure together.

The main steps for data collection are to conduct interviews, receive
approval and develop a database. How do you conduct the interviews?
Some of the tasks are to recruit & train the staff and provide
equipment. How do you recruit & train staff? One of the tasks is to
develop an interview process so that you can train the staff on it.
How do you obtain approval? One of the tasks is to complete the IRB
process. These are examples to show that by asking “how?” you can
identify what needs to be done.

How detailed should the Work Breakdown Structure get? I.E., how
many levels of subtasks do you need? It depends. It doesn’t have to
be the same level for every activity or task. Break it down until it’s
specific enough that you can identify who will do the work.

Note that you are not worried about the order of the tasks right now.
You are just identifying all the tasks that are required.

At this point you can also estimate how long the project will take, by
estimating the time for each task. You can record the estimated time in
the box for each task. Time is generally measured in terms of days.
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
How could the WBS help you develop a realistic budget?
Can discover what it really takes to complete a deliverable, including
identifying required resources that may not have been apparent.
Exercise 2 Create a Work Breakdown
Structure
60 minutes
WORKBOOK PAGE: 16-17
SCRIPT/KEY POINTS

Use your answers from the previous exercises to create a work
breakdown structure for the case study. Use a piece of flip chart paper,
sticky notes and markers.

You have 45 minutes. A representative from your group will explain
your results.

Circulate around the room to resolve questions and help
participants define activities. Caution against creating an
unnecessary level of detail. Remind them that as project manager
you are responsible for addressing and monitoring every task, so
it is in your best interest to document as few tasks as possible. Do
not allow the activity to become a discussion of scientific practice
or the public health issues themselves: guide the participants to
focus on the management aspect of the project.

Spend 15 minutes debriefing the activity by having a
representative explain their diagram. Focus the debrief on the
tasks themselves, and be sure that they are articulated in
increasingly greater detail.

Details of the WBS will depend on the deliverables that were
chosen.

There may be confusion over what is a ‘deliverable’ versus a ‘task’
versus a ‘subtask.’ If this occurs, point out that there is no rule for
this: the breakdown is based on the project itself, and the levels
are called whatever the team agrees upon (or the project manager
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determines). For example delivering a training event can be a
project in itself, or it could be a deliverable or task within a larger
project.

If the exercise has been particularly animated, or if there have
been difficulties in resolving conflicts, be sure to include time to
discuss question 6 of the exercise.

Have participants draw a completed WBS in their workbook, page
19 for future reference.
Step 3: Determine Task Dependencies
WORKBOOK PAGE: 18
SCRIPT/KEY POINTS

Before you can schedule these activities, you will need to define the
order of the various elements (main steps, activities, tasks) and their
dependencies and links. Ask yourself: which elements start first?
What elements need to be completed before moving on to the next
ones? Which elements can overlap?

In our project, for example, it would be impossible to train the interview
staff before we recruited them. In other words, training the interviewers
is dependent on the recruiting them.

One of the most powerful project management tools is the network
diagram. Using the tasks from your WBS, you will layout a road map of
the sequence or order in which these activities will be implemented. In
doing this, you will identify the type of dependencies to completing the
specific tasks, as well as areas where many tasks can be occurring
simultaneously because there is no dependency between them.

Dependencies are those logical relationships between tasks where one
task cannot start before another is finished. For example, you cannot
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drive a car before putting the key in the ignition. While dependencies
can be very complex, we will focus on the simple relationship of a
finish-to-start dependency, meaning tasks that must finish before
another one can begin.

By recording both the duration of each task, and the dependencies
from one task to another, the project manager can identify how long a
project will actually take to complete.

Turn to page 20 of your workbook for specific steps on creating a
network diagram, as well as an example.
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Let’s Have a Party!
WORKBOOK PAGE: 18
SCRIPT/KEY POINTS

Have sticky notes with party tasks (slide 23) prepared and
available.

Let’s go through an example together. You are going to help me create
a network diagram for a party.

Place Start Project sticky note at far left of a piece of flip chart
paper or a whiteboard. Place Begin party! sticky note to the side.

Have the class guide you through creating a network diagram.
Follow their instructions exactly, making sure to not assume
dependencies or parallel tasks. Using a marker, have the class
direct you in drawing the arrows to connect the tasks. When you
are finished, place the Begin party! Sticky note at the far right to
complete the project.
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Party Planning Network Flow Diagram
WORKBOOK PAGE: 18
SCRIPT/KEY POINTS

Here’s an example of a network diagram for planning the party. How
close does it match our answer?

Note that in a real project you will not measure time in terms of
minutes. Who remembers the most common unit of measurement that
is used in project planning, which we discussed when we created a
WBS?
Answer: Days
Behavior Study Example
WORKBOOK PAGE: 18
SCRIPT/KEY POINTS

This is a diagram of how sequencing activities might work in our
example of the interviewer staff portion of our study. Some tasks that
must be accomplished are listed on the diagram in the order that they
must occur, just as we arranged our tasks for our party. We have
connected activities with arrows, to show which activities are
dependent upon others. For example, we cannot determine the
location or print the materials until we’ve designed the workshop.
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Exercise 3 Create a Network Diagram
60 minutes
WORKBOOK PAGE: 19
SCRIPT/KEY POINTS



Distribute sticky notes to all groups. Have masking tape available
so participants can display their diagrams on the wall.
Use your answers from the work breakdown structure to create a
network diagram. In the interest of time, choose one deliverable from
your project. Use a piece of flip chart paper and markers.
You have 45 minutes. A representative from your group will explain
your results.

As you create the diagram you may identify tasks that you had
forgotten in your WBS. Feel free to make adjustments and add/delete
tasks as needed.

Circulate around the room to answer questions and ensure that
the exercise is completed on time. Help the groups identify tasks
that can be done in parallel.

Answers will depend on the results of previous exercises. Debrief
the activity by having groups circulate around the room visiting
each display. Have a representative from each group briefly
describe his diagram.
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The Art of the Sticky Note
WORKBOOK PAGE: 22
SCRIPT/KEY POINTS

On page 19 of your workbook, draw a large box representing a sticky
note. I will draw an example on the board which you can record in your
book.
As we have seen, sticky notes are invaluable for describing the tasks
required in a project. You can use sticky notes for more than this. In
fact there is a common method for describing many parts of a project
within the boxes of a network diagram, and sticky notes can help you
with this too.

Draw a box on the board as seen below.
Task Begin Date
Duration
Task End Date
Put the task name here

Explain the 4 parts of the sticky note as described above.

Begin with the task name, then the begin date and duration. Use
an example

If the task begins on March 12 and takes 2 days, what is the end date?

Allow 2-3 responses. Some will say March 14, others may say
March 13.

The end date is March 13. Project management standards assume
work begins at the beginning of the start date, and ends at the end of
day of the completion date. So a task that takes 2 days will take all day
March 12 and 13. This will help you when you create your Gantt chart.
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Summary of Day One
10 minutes
WORKBOOK PAGE 4
SCRIPT/KEY POINTS

Summarize the day by reviewing the major sections of the day.

We started today with a small project—who can tell me what it was?
Answer: Putting ourselves in order by birthday.

We learned some basics of projects and project management, and the
project management method. We completed the Initiate & Define
stage, and began the Plan stage, completing steps 2 and 3.

What are the key points that you learned today? What have you
learned that you plan to use on your job?

Tomorrow we will complete the plan stage, then continue with
implement, monitor & control and finish the day with closing a project.
Any questions or comments before we adjourn?
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PROJECT MANAGEMENT FOR PUBLIC HEALTH PROFESSIONALS
Day Two
Review of Day One
Expected Time: 30 minutes
Project Management
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Today we will begin with a review of yesterday’s activities. Then we will
continue with the planning stage of project management. After lunch
we will use the case study to complete the implement, monitor &
control and close stages of project management.
Day 1 Review
WORKBOOK PAGE: viii
SCRIPT/KEY POINTS

Let’s begin with a review of yesterday.
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Day 1 Review
25 Minutes
WORKBOOK PAGE: vii
SCRIPT/KEY POINTS

Remember our learning objectives for this workshop. Which of these
learning objectives have we accomplished?
Answer: Objectives 1-3

Let’s conduct a short activity to see how we are doing.

Follow instructions for Class Review Activity, Appendix C. Allow
20 minutes.
Project Management Method
WORKBOOK PAGE: 4
SCRIPT/KEY POINTS

Here is our diagram, to help us stay on track. If you don’t have any
questions we can begin today with Step 4- Develop schedule.
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Plan Stage
Expected Time: 3 hours
Step 4: Develop a Schedule
WORKBOOK PAGE: 20
SCRIPT/KEY POINTS

Once you know the sequence of activities, you can develop the
schedule. First, set the start date of the project, then estimate the
duration of each terminal event. This will determine the duration of
other events. Estimate the start date and finish date of all elements.
Most of these will be directed by the elements’ dependencies and their
duration time. Include these estimations in the table.

In our example we will spend January through March of 2011
identifying the priority prevention areas (PPA). We will conduct the
interviews during April, & May 2011.

This step is easiest completed graphically: you are creating a diagram
of the sequence of activities.

Click—and don’t forget the dependencies-tasks that cannot begin until
another task is complete.

Turn to page 22 of your workbook for specific steps on creating a Gantt
chart while we look at an example.
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Task Schedule: Gantt Chart
WORKBOOK PAGE: 21
SCRIPT/KEY POINTS

Once you have determined what activities need to be completed in
your project and how long it will take, you work on what order tasks
must be completed in. We did this yesterday when we created a
network diagram with sticky notes. The next step is to organize and
show this information graphically in a Gantt chart.

Gantt charts are useful tools for planning and scheduling projects. They
allow you to assess how long a project should take, determine the
resources needed, and lay out the order in which tasks need to be
carried out. They are useful in managing which tasks must be
completed before the next task can be accomplished.

To create a Gantt Chart, begin with a list of tasks. You may have
begun this list when you created the work breakdown structure, and
added to it when you made a network diagram. Add a horizontal graph
to the Activity/Task list. This graph will illustrate time estimates for each
task and activity in bar chart form.

You may divide the timeline in the Gantt Chart into days, weeks, or
months depending on the time scale of your project. For example, if the
project activities will not take more than 3 months, create a timeline
that measures progress by weeks. For a longer intervention (one year
or more), use months and quarters to track progress. Just as with the
work breakdown structure, the most common unit is days.

When a project is under way, Gantt charts are useful for monitoring its
progress. You can immediately see what should have been achieved at
a point in time, and can therefore take timely action to bring the project
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back on course. This can be essential for the successful and
implementation of the project.

Shown here is a Gantt chart that was created in MS® Excel. You can
see from it how to chart some of our behavioral study tasks related to
identifying the PPAs. Note that this only a small example of what the
Gantt chart would look like – we need to track ALL the tasks that must
be completed!

This example shows the schedule in days. You can create a Gantt
chart to display by month, by week or by day. Typically only very large
projects are displayed by month, for high level planning. When you are
the managing the specific tasks of a project, you will find it more useful
to set up your Gantt chart by day. This will help you monitor if target
dates are being met.

When creating a Gantt chart, remember to allow for weekends and
holidays! On this chart, weekends are lightly shaded.
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Timeline Monitoring: Milestones
WORKBOOK PAGE: 20
SCRIPT/KEY POINTS

Finally, define your milestones. A milestone is a key event,
achievement, or decision that provides a measure of the project’s
progress. It is a highly visible, important event that has occurred and is
crucial for project progress.

Examples from various phases of our project might include: identifying
the PPAs, completing the staff trainings and completing the interviews
with the subjects.

Make sure you have identified enough (but not too many) milestones in
order to map the entire development of the project. This will facilitate
the monitoring of the project. Select approximately one to three
milestones for each main step.
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Reduce Project Duration
WORKBOOK PAGE: 20
SCRIPT/KEY POINTS

So, you have determined every task, large and small, that must be
accomplished in order to carry out your project. What if the estimated
time to complete these tasks is more time than you have to complete
the project? For example, how could you shorten the time it takes to
plan the party? You could do some preparation in the kitchen before
you buy the food, so that the final food preparation is faster when you
return from the store.

In this case, as project manager you must figure out a way to shorten
the projected duration of your project, in order to still complete the
entire project on schedule. You can do one or more of the options
listed here. You can complete different activities at the same time. For
example, if you were going to place supplies at clinics after the staff
was trained, you could move that task up, and place supplies at clinics
during staff training.

You can overlap activities. It may be that two activities depend on each
other in some way, so they cannot be done at the same time, but
perhaps once you have one activity started, you can then start the next
one early. In our vaccination example, instead of identifying clinics and
then contacting clinics, you could identify the first several clinics, and
then initiate contact with those clinics while you continue to identify the
rest of the clinics.

You can reduce the project scope. In other words, since you do not
have enough time to do the whole project, you must do less. For
example, instead of installing the reporting system in ALL identified
communities, you could install it in 85% of the identified communities.

You may be able to save time by changing your approach. For
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example, maybe there are in-country clinicians that have already
received training for immunization campaigns. You could put efforts
into finding these persons, instead of training new ones, and that might
save time.

Does anyone have an example where they saved time on a project by
using one of these techniques?
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Step 5: Allocate Resources
WORKBOOK PAGE: 22
SCRIPT/KEY POINTS

Let’s continue to step 5, and then we will do an exercise creating a
Gantt chart and assigning resources. You will see that steps 4 and 5
work very closely together.

You will need to allocate the financial resources for the project, by
developing a budget. We will not develop a budget in this workshop.

You will also need to assign responsibility for who will complete each
task that you have identified in your work breakdown structure. You
will also need to know who the stakeholders are in the project, and
what their role will be in project planning and implementation.
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Assemble a Team
WORKBOOK PAGE: 23
SCRIPT/KEY POINTS

When you are assembling your team, first determine the expertise
needed to accomplish each of the activities, tasks, and sub-tasks
relating to the project objectives.

If you do not have adequate staff in your own work area, reach out to
partners in the project to recruit team members to fulfill the specific
needs of this project.

Once you have determined who can fulfill each area of expertise
needed for the project, assign responsibilities to each team member.
You should also clearly state your expectations of what each person
will accomplish, and by when. Your Gantt chart and network diagram
will help organize this information.
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Identify Stakeholders and a Project
Champion
WORKBOOK PAGE: 23
SCRIPT/KEY POINTS

In addition to listening to members of the community who receive your
products and services, we also listen to and involve a broader group of
stakeholders in our project.
In public health, stakeholders may include suppliers, employees, and
the wider community, such as funding agents, regulators, departments
of health, nongovernmental organizations (NGO), politicians, and other
interest groups, including those who prepare the technical standards.
What resources are they contributing? How are their needs being
served? What are their expectations for the project?

Your project champion is likely not a member of the working team. The
project champion advocates for your project and helps remove barriers.
This means that this person must be well respected and in a position of
authority, to not only give your project moral support, but to make
things happen when obstacles might be in the way. These obstacles
may be technical, political, financial, or organizational. This person may
or may not be an official member of the team or even a stakeholder.
The champion can be a trusted colleague in a position of authority who
believes in your project.

Have you had champions for your projects? How have you found
them?

Who would be the stakeholders for our HIV prevention example? Who
could be a champion?
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Team Expectations
10 minutes
WORKBOOK PAGE: 23
SCRIPT/KEY POINTS

Turn to p 23 of your workbook. All team members, including the project
manager, bring their own expectations to the project. What does a
Project Manager expect of the team? What does the team expect of
the Project Manager? Take 1 minute to record your ideas. How can
you, as the project manager, manage these expectations?

Lead a discussion by asking for ideas in each block. Supplement
responses with answers below and your own experience.
Sample answers
From Project Management, Gary R. Heerkens, McGraw Hill, New York 2002
Project managers expect the team to:
Team members expect the project
manager to:
Be committed to the project
Provide accurate & truthful status
Follow the project plan & defined processes
Demonstrate proactivity
Take direction, but push back appropriately
Propose things that make sense
Communicate/inform proactively
Be accountable for decisions
Be respectful of other team members
Maintain a positive attitude
Stimulate group interaction
Promote participative planning
Define all relevant work processes
Define performance expectations
Manage conflict in a constructive way
Share information appropriately
Remove obstacles
Insulate team from unproductive pressures
Resist unnecessary changes
Recognize & reward achievement
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Exercise 4 Create a Gantt Chart and
Assign Responsibilities
60 minutes
WORKBOOK PAGE: 24
SCRIPT/KEY POINTS

Distribute calendar- Appendix E, or your own. Ensure groups have
flip chart paper and markers.

Use the chart on page 25 to help you create a Gantt chart of the project
activity you described in your network diagram. Consider which
elements need to be completed before moving to the next one and
which elements can overlap. You have 45 minutes.

Creating the bars to display activities by day is very time
consuming. If short on time, have participants focus on the 5
columns of the Gantt chart: task, start date, duration, end date,
resources. The importance of this exercise is to work through the
difficulties of determining accurate start & end dates.

Circulate around the room and resolve any questions. Remind
them to consider the weekends and holidays in their schedule.

Debrief the activity by having the groups hold up or tape their
Gantt chart to the wall and briefly review their schedule. You can
do a ‘gallery crawl’ by having participants move around the room,
visiting each example.

Will this tool help you plan your projects? Do you prefer this or the
network diagram, or will you use both?

As you become more experienced with project management, you may
find you prefer one tool over another. There is no rule that you must
use each of these templates. Some experienced project managers
prefer to work only with a network diagram, while others use a Gantt
chart exclusively.
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Step 6: Plan for Risks
WORKBOOK PAGE: 26
SCRIPT/KEY POINTS

What do you think might be typical areas that project face risks? What
kind of risks? Can you give me examples of risks that affected one of
your previous projects?

Allow the class to brainstorm for a few minutes or share their
experiences

Click

Discuss sources of risk. Use list below to add risks that have not
yet been mentioned.
Schedule:
- Tasks with several predecessors
- Tasks estimated unrealistically
- Tasks reliant on external dependencies, such as delivery of
something from a vendor
- Major milestones
Resources:
- Tasks with many people assigned
- Tasks using scare resources
- Underskilled people assigned
- Illness, staff turnover, etc.
Budget:
- Uncertain budget resources
- Shifts in budget priorities
- Uncertain resource or contract costs
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Scope:
- Uncertainty because of new product development
- Changing customer requirements
- Availability of tools and techniques
- Large number of unanticipated defects
External events:
- Policy changes
- Natural, man-made, political, economic, or organizational
crises

You can see that it is wise to think of the possible risks that are
inherent to your project and projects in general. You should always
think about what risks might occur and the best way to deal with them.
Also consider the possibility of these risks in your timeline, resources,
and budget.

Think about our behavioral study example. If you were unable to recruit
experienced interviewers there could be a risk that they are not skilled
enough to properly collect the data. A risk to the schedule is if you did
not realistically estimate how long it would take to complete the
interviews.
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A Risk Management Plan Reduces the
Surprises
WORKBOOK PAGE: 27
SCRIPT/KEY POINTS

There are 4 key steps in creating a risk management plan.
1. Identify the potential risks
Review the project with your team and think about factors or events
which could impact the project. Ask yourselves:
What could cause delays in the schedule?
What might threaten the quality of the deliverables?
What might increase costs beyond the budget?
What is the risk of people or resources not being available when
needed?

In our project example, there is a risk that community members will be
reluctant to be interviewed. Let’s say there’s also a risk that one of the
team members may take maternity leave.

2. Determine the impact of all the risks you have identified. But how
can you quantify the risk of a key team member going on maternity
leave? And how do you compare that with the risk of insufficient
survey participants? To do this, it is helpful to consider the
probability of an event occurring as well as the gravity of impact to
the project.

Your team may determine that the probability of lack of response is
quite high, and that it would have a tremendous impact on your project.
This would lead you to making it a priority to address this risk.
3. Use the results of your analysis to identify the risks which present
the greatest threat to your project.

The ability to control the outcome of an event may also affect the
priority you assign it. For example, if there is an event which is
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completely outside of your control, you may want to include it in your
response planning since you will be unable to take preventive
measures.

Finally, develop strategies to reduce your risk. For each major risk,
what are some approaches you can use?

You can take preventive measures to avoid the risk. Or you can
develop a contingency plan which you will implement if the risk occurs.
Or you may even choose to accept the risk—for example you may
have a highly experienced employee who could step in if the team
member does indeed take maternity leave. You may accept this risk
and the consequences it could have to your project completion date.

To reduce the risk of insufficient participation within the communities,
you could add in extra community outreach meetings and distribute
information brochures. You could also schedule more time for the
interviewing portion of the project, foreseeing that it may take longer
than usual to collect a sufficient number of responses.
Exercise 5 Create a Risk Management Plan
20 minutes
WORKBOOK PAGE: 28-29
SCRIPT/KEY POINTS


Follow the instructions on page 29 to develop a risk management plan.
Work on your own first, then discuss your ideas with your group.
Identify the priority risks and determine how you will address them. Use
the worksheet on page 30 to record your ideas. You have 10 minutes.
Debrief for 10 minutes. Make sure they are focused on what could
go wrong, not on recording every activity that the project will
include.
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Step 7: Plan Communications
WORKBOOK PAGE: 30
SCRIPT/KEY POINTS

The next step in our project planning process is to develop the
communications plan. Communication in project management should
revolve around how to regularly communicate with stakeholders and
members of the project team, the idea being that regular
communications will help ensure project's success and more promptly
uncover any project problems.

During this planning section you will define the means of
communication to be used between you and the team members. For
example, for our project this might include weekly teleconferences with
the project lead at the national level.

How have you communicated with team members and stakeholders on
other projects? What has worked? What hasn’t?

Your project will have both internal and external communication needs.
Internal communications are those that take place within the project
team. For our purposes “external communications” are those used
when you inform those outside the team of the project’s processes and
results.

What skills or tools do you need for effective internal communications?
Discuss.
Answers include: weekly status reports; a group listserv; quarterly
reports; etc.

What skills or tools do you need for effective external communications?
Discuss.
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These will depend on how you expect to publicize you project results.
Perhaps you will be publishing your results in a peer-reviewed journal
and this requires different skills than those required to publicize your
results in the local newspaper.

Because of these needs, we will establish a communication plan. A
good communication plan heads off potential problems before they
become unmanageable. We will present to you on the next slide a
model communication plan that you should be able to adapt to your
own project.

Communications plans define the project’s communication methods
and frequency. For example, the communications plan might outline
that there will be weekly teleconferences with the project team at the
NGO and project leads at each local health office in the areas where
you are collecting data. This also includes communication within the
team, which we discussed a few minutes ago. Team communication
should be a component of your overall communication plan.
Exercise 6 Create a Communication Plan
15 minutes
WORKBOOK PAGE: 31
SCRIPT/KEY POINTS


Follow the instructions on page 32 to develop a communication plan.
Use the stakeholders you identified in the workplan yesterday, found
on page 10 of your workbook, to complete the worksheet on page 33.
You have 10 minutes
Debrief for 5 minutes. Focus on question 3.
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Summary – Plan
5 minutes
WORKBOOK PAGE: 33
SCRIPT/KEY POINTS


Now that you are familiar with the plan stage, which of the steps do you
think you can skip for small projects?
Answer—even for very small projects, each of these steps should
be at least considered, even if a formal plan for risk or
communication is not developed.
What do you think are the most important things to keep in mind during
this stage?

Does anyone have any questions about this stage before we proceed?

Take a moment to think about the qualities of a project manager that
are most important at this stage. Circle your ideas in your workbook,
and add others that you think of.
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Implement & Control
Expected Time: 40 minutes
Implement & Control
WORKBOOK PAGE: 34
SCRIPT/KEY POINTS

Next, we implement, the progress of our project. You’ve done all your
planning—now it’s time to just do it!

In other words we begin the planned work and then we will measure
how well we are doing that work. This involves two components: day
to day management and managing changes that may occur once your
project is underway.

What has helped you manage the implementation of a project in the
past?
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Step 8: Implement the Project
WORKBOOK PAGE: 34
SCRIPT/KEY POINTS

Who remembers the 3 key components of successful project
management?
Answer: Time, quality, cost

Click
How does a project manager manage the time aspect of a project?

Click
How does a project manager manage the quality aspect of a project?

Click
How does a project manager manage the cost aspect of a project?

Review the 4 main methods for managing implementation on page 36
of your workbook. Take 2 minutes to make notes about how you can
use these, and which of the 3 key components this will affect.

What about requests for change? How do you handle those?

A smart project manager will look at the change request and its impact
on time, quality or cost; then make a decision. Sometimes it’s worth it
to take a little more time if the result is a better product or service. For
very large projects, or projects that are very dynamic, you may need to
implement a formal change request process. For smaller projects, the
project team usually handles changes on a case by case basis.
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Step 9: Monitor and Take Corrective Action
WORKBOOK PAGE: 36
SCRIPT/KEY POINTS

The project manager should carefully and regularly monitor the project,
review the achievement of the milestones, and check whether all
activities are completed on time and are within the agreed quality
standards and budget.

The project team also plays a role. They are often the first to note
deviations from the plan or issues that are arising.
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Monitor and Take Corrective Action
WORKBOOK PAGE: 36
SCRIPT/KEY POINTS

Part of implementing and monitoring a project is to manage change.
Project needs and resources can change throughout the life of the
project. As the manager you are responsible for anticipating changes
as much as possible and responding to them appropriately.
Remember that as the requirements for one of key criteria change, it
will likely affect the other two. For example, if you need to complete a
project sooner than planned, you made need to spend more money or,
alternately, the scope or quality could be reduced.

Identify triggers that you can use to root out potential problems. For
example, if you know the supplier is frequently late shipping their
products, you could have the person in charge of supplies notify you if
a shipment is more than one week late. Or if you are expecting 30
people to show up for a health education workshop every day, have the
workshop coordinator notify you if there is poor attendance (less than
15 people) more than 3 days in a row. Use the risk management plan
that you developed to help you quickly address problems.

Adapt your project plan, based on the lessons you learn during the
project, such as the example we just gave of shutting down one
unproductive clinic and moving its supplies and responsibilities to a
more productive clinic.

The team should identify and analyze deviations from the initial plan,
then decide how to proceed and report to the project manager. Update
the project development plan accordingly and circulate to the team and
the relevant parties.

In our example we have observed that the teams in a specific area are
having difficulty getting cooperation in the community and are behind
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on their data collection. If the issue isn’t resolved by the end of the
week, they will move to a different area that hasn’t yet been
interviewed.

Let’s look at some other examples for our project on page 38. Notice
how the project manager identified key elements to watch, and that she
has also designated others on the team to keep watch over them. For
example, the department manager is watching the budget, and will
alert the project manager only if the budget overage exceeds 5%.

Don’t be a micromanager by requiring your team to report every detail
to you.
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Exercise 7 Create a Project Control Plan
20 minutes
WORKBOOK PAGE: 37-39
SCRIPT/KEY POINTS



Before this exercise begins, print Appendix B- Unforeseen events
and cut them up into individual squares.
Follow the instructions on page 40 to develop a project control plan.
You have 15 minutes
After the groups have begun work, circulate the room and drop 12 unforeseen events at their table. The groups should determine
the impact of the event on their project schedule or resources.
Debrief for 5 minutes. Allow each group to give one example from
their worksheet. Have each group read the events that occurred
and describe how it affected their project, as well as their planned
response.
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Summary – Implement & Control
5 minutes
WORKBOOK PAGE: 40
SCRIPT/KEY POINTS

What do you think are the most important things to keep in mind during
this stage?

Does anyone have any questions about this stage before we proceed?

Take a moment to think about the qualities of a project manager that
are most important at this stage. Circle your ideas in your workbook,
and add others that you think of.
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
Close
Expected Time: 15 minutes
Close
WORKBOOK PAGE: 41
SCRIPT/KEY POINTS

Step 10, the last step, is Close-out and Document or report on the
project. Even though closing out a project is of course done when the
project is completed, you should include the plan to evaluate and report
on the project in the project schedule, including your budget and
timeline, before your project ever begins.

Believe it or not, this is the step that is frequently missed. You would
expect that when a project is complete, it is automatically ‘closed’, but
often the team disbands, or has even begun another project without
taking time to prepare final reports or have a final meeting among the
stakeholders.
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Successful Projects Meet Requirements
WORKBOOK PAGE: 41
SCRIPT/KEY POINTS

When the customers of a project accept the final product or
deliverables, the project can be closed out. Closing out and
documenting the results of the project, including lessons learned, is a
critical part of the overall project management method. Only by
reviewing what happened during the project can the team learn how to
improve project management in the next phase. It is also important to
document knowledge gained for others who come later. Every project,
whether successful or not, should be a learning experience. A project
close-out should focus on the objectives that the project set out to
achieve as documented in the project workplan. A successful project is
one that met or exceeded stakeholder needs and expectations from a
project.

Aspects of meeting stakeholder needs include meeting the key
requirements of projects, including:
-
Meeting the planned schedule for delivery
-
Not exceeding planned budgets
-
Achieving the defined scope and quality requirements for the
product, process, or service
-
Managing risks to the project effectively
-
Communicating effectively with all stakeholders throughout the
project cycle
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Project Close-Out
WORKBOOK PAGE: 41
SCRIPT/KEY POINTS

To document the final results of your project, you need to get feedback
and analyze the project results.

Four steps are recommended for the project close-out phase:
1. Project review and feedback from customers and project sponsor.
Solicit feedback and ideas for improvements from the main
customers of the project and the project sponsor. Meet with them to
review the original project plan and ask for feedback on the
following: - Satisfaction with final deliverables - Perceptions on the
effectiveness of project process - Communication methods used Suggestions for improvements
2. Team analysis of project process and ideas for improvements. Have
team members complete a post-project review document. Hold a
post-project team meeting to discuss those results and agree upon
lessons learned and recommendations for improvements for future
projects.
3. Create a final close-out report. Create a report for the organization
that documents the performance of the project and lessons learned
by the team. Use the report to make recommendations to senior
management for any necessary organization level improvements in
the project management processes. Distribute the report to the
sponsor, team members and other teams that might benefit from
the lessons learned.

Click
4. Celebrate success! Be aware that the project may have been
difficult on the team members. Acknowledge the end of the project
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by conducting a celebration meeting. Recognize the hard work of
the team and celebrate the successes. Take the time to
acknowledge team members who have made extraordinary
contributions.

Use the post-project worksheet on page 41-43 of your workbook to
help you conduct post-project reviews.

Should you have a post-project review meeting with all the project
members, including all stakeholders and the team?

It’s a very good idea to have a separate post-project review for core
team members. This will allow them to be more candid about what
went well and what didn’t, with less concern about negative
consequences. Of course, you want to have post-project review
meetings with stakeholders as well-and you may need to schedule
several meetings to make sure all interested parties can participate.
Summary – Close
5 minutes
WORKBOOK PAGE: 44
SCRIPT/KEY POINTS


What will you do differently when you close your next project?
Take a moment to think about the qualities of a project manager that
are most important at this stage. Circle your ideas in your workbook,
and add others that you think of.
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Workshop Conclusion
Expected Time: 20 minutes
Summary
WORKBOOK PAGE: 45
SCRIPT/KEY POINTS

Smooth project management and leadership depends on how well you
plan.

Use the 10 step project management method to ensure that your plan
is complete.

Assemble an excellent team by defining team member functions and
using those criteria to choose personnel.

Design a communications plan that effectively facilitates
communication with stakeholders so that they can assist you with
moving the project along and keeping up the level of interest and
progress. Communication within the project team is also essential for
keeping the project on time, on budget, and correctly executed.
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References
WORKBOOK PAGE: 47
SCRIPT/KEY POINTS

Here are some references that can be useful as you work on your
projects. You will find references on page 59 of your workbook.

Let’s review the learning objectives and see if we have accomplished
the objectives of the workshop.
Lead a discussion.

Let’s conduct a quick review activity: tell me your favorite thing that you
learned during the workshop.

Have a helper record the ideas on the flip chart. Allow duplicates.
This will help determine which items of the workshop were the
most useful. Comment on the results.

Review your reflections that you made throughout the workshop, at the
end of each stage: your participant workbook pages 13, 33, 41 and 46.
What have you learned from this exercise?

The above activity is important!! You want to ensure that
participants understand that successful project management is
far more than filling out all the forms that are provided.

Do you feel ready to tackle your next project?

You may feel like you need more work on certain areas of project
management, perhaps communication, leadership or team building
skills. Review the What’s Next section of the workbook for ideas on
how to practice and build your new skills.
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Use the Applied Learning Project Checklist in Appendix A of your book
to help you remember the Project Management method.

Thank participants. Thank any assistants.

Ask participants to complete course evaluation forms, on page 61
of their participant manuals.

Collect completed forms from workshop participants.
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Appendices
A Project workplan
B Unforeseen events
C Class review activity
D Class review activity answer key
E Sample calendar
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APPENDIX A Project Workplan
Project Title
Project Manager
Project Background
Describe the background of this project. What is the problem that this project will address? Is it
related to other projects? Is it a subproject of another project?
Project Description/Goal
Write a project description statement here. Describe the goal, scope, or ‘boundaries’ of the project
in terms of what is included and what is excluded from this specific project.
Project Objectives
List project objectives
Stakeholders
List project stakeholders (those interested in or affected by the project) who are not on the team.
Project Deliverables
List specific deliverables of the project (specific products the project will deliver, e.g. a product,
delivery of a service)
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Project Assumptions
Have the team brainstorm at least three assumptions made about the project that identify
elements necessary for the project to succeed. For example, availability of special human or
technical resources, needed equipment, budget support or any other issues that could affect the
success of the project.
Required Resources
Use this section to summarize expected resources requirements or limitations, such as a fixed budget
amount. You will develop detailed resource requirements in the planning phase of the project.
Project Team
List project team members, if they’ve already been identified and their primary area of responsibility. If not
yet identified, you may want to list general job titles. (ex health economist, HIV epidemiologist)
Budget Estimate
Identify the budget and procurement estimates for the project.
Signature Page Granting Authority to Proceed
Obtain signatures of project sponsor and project manager.
Project Manager Signature:____________________________________________________
Project Sponsor Signature: ____________________________________________________
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ATTACHMENTS
After completing the planning process, attach the following documents to the Project Work
Plan.
1. Task Schedule (Gantt Chart)
2.
Communication Plan
3. Budget
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APPENDIX B Unforeseen Events
For use with Exercise 7
You have been notified
Decision maker wants
your budget has been
you to add training of
cut by 20%
the stakeholders to
your project
Funding is being cut
Your team lead
off for your project 2
announced she is
months earlier than
leaving in 2 weeks for 3
expected
months maternity leave
A key supplier has had
There has been a
a quality assurance
natural disaster and the
problem and your
phones will be cut off
delivery will be 2
for at least 2 days
weeks late
1 team member has
2 team members are
missed a key deadline
constantly fighting
by 1 month
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The women
The decision maker
interviewers are
says regular status
asking more in-depth
meetings are not
questions, which is
needed

causing a bias in your
data
The community leader
Response teams are
wants to postpone all
being interrupted by
the training until his
the police, who say
wife can teach
they are acting
suspiciously
Twice as many
The epidemiologist is
community members
not collecting
enrolled in the
specimens properly,
workshop than you
causing incorrect
expected, and you
laboratory results &
won’t have enough
requiring re-work
materials
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APPENDIX C Review Activity
INSTRUCTIONS
Before class
1. Cut up the review questions into strips.
2. Place the questions in a hat or bag.
During class
1. Have a participant pull a question out of the hat and attempt to answer it.
2. Allow other participants to comment.
3. Distribute answer key, if desired.
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1. Is

ordering and tracking medicines in a health care facility a
project or a process?
2. What is the purpose of a project workplan?
3. The Project Management Method is designed for what size of
project?
4. What is the purpose of the project background in a project
workplan?
5. At what point in a project should the project manager address
strengthening camaraderie in the team?
6. Are the 8 WHO millennium development goals a program or a
project?
7. Is
Deliver a Project Management Workshop by November 5 a
program or a project?
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8. Define
Project Management.
9. What is more important for being a successful project manager:
technical skills or communication skills?
10. Name two uses of a work breakdown structure
11. Is it necessary for the project manager to be the greatest
technical expert on the team? Explain your answer.
12. How would the communication skills of the project manager affect
the ability of the team to create a work breakdown structure?
13. Explain the relationship between the project objectives and the
project deliverables (also known as products).
14. How do you determine the activities to include in a work
breakdown structure?
15. Who determines what tasks are included in the work breakdown
structure?
16. What comes first: the project budget, or the project activities?
17. How do you determine how much time a task requires?
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18. What is the purpose of a network diagram?
19. Why is it important to determine which tasks are dependent on
each other?
20. What would you do if your network diagram reveals that there is
not enough time to complete the project by the due date?
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APPENDIX D Review Activity Answer Key
1. Is
ordering and tracking medicines in a health care facility a
project or a process?
Process
2. What is the purpose of a project workplan?
Summarizes all the key components of a project and supports
agreement on the project goal, objectives and deliverables.
3. The Project Management Method is designed for what size of
project?
Any size project, though smaller ones may not need as many
formal documents.
4. What is the purpose of the project background in a project
workplan?
Provides the context and a description of the problem for which
the project is a solution.
5. At what point in a project should the project manager address
strengthening camaraderie in the team?
At the very beginning, when the team is just beginning to form.
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6. Are the 8 WHO millennium development goals a program or a
project?
A program: even though it has a target date, it contains
overarching goals, and is composed of many projects within it.
7. Is
Deliver a Project Management Workshop by November 5 a
program or a project?
Project – it is temporary and intended to deliver a unique
service.
Project Management.
The application of knowledge, skills, tools, and techniques to
project activities in order to meet or exceed stakeholder needs
and expectations from a project.
8. Define
9. What is more important for being a successful project manager:
technical skills or communication skills?
There is no right answer, but the literature says communication
skills are more important.
10. Name two uses of a work breakdown structure
Among others: to identify all the tasks required to complete a
deliverable, to identify skills required for a project
11. Is it necessary for the project manager to be the greatest
technical expert on the team? Explain your answer.
There is no right answer, but it is generally agreed that the
project manager need not be the technical expert if there is
access to experts.
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12. How would the communication skills of the project manager affect
the ability of the team to create a work breakdown structure?
There is no right answer. Answers could include clearly
explaining the purpose of the WBS, contacting the experts who
can identify all the required tasks, explaining to the team the
appropriate level of detail that is required.
13. Explain the relationship between the project objectives and the
project deliverables (also known as products).
Deliverables should clearly support at least 1 project objective.
14. How do you determine the activities to include in a work
breakdown structure?
Break the work down to the sufficient level of detail to assign a
person or team, estimate the cost, and estimate how long it will
take to complete.
15. Who determines what tasks are included in the work breakdown
structure?
There is no right answer—typically it is a small group of the
project team, led by the project manager.
16. What comes first: the project budget, or the project activities?
Ideally, the activities will be identified first, and a budget
developed based on required activities. But frequently the
budget is fixed, and activities may need to be cut to meet the
budget requirement.
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17. How do you determine how much time a task requires?
The experience of a team member who has done the work.
18. What is the purpose of a network diagram?
To determine task dependencies, and identify which tasks can
be done in parallel.
19. Why is it important to determine which tasks are dependent on
each other?
So that you can accurately create the project schedule.
20. What would you do if your network diagram reveals that there is
not enough time to complete the project by the due date?
There is no right answer: negotiate with stakeholders for
alternate solutions, such as assigning additional resources or
changing the due date or project scope.
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APPENDIX E Case Study
CASE STUDY
You will work through the 10-step project management method using the
following case study as an example.
Implementing the Pandemic Influenza Preparedness Plan
Background
A novel subtype of avian influenza A virus has been detected in animals
throughout the world. There is concern at the World Health Organization
(WHO) and other international health agencies that there is a great risk
for pandemic influenza. Currently this novel influenza virus subtype has
been detected in animals, but occasional cases of animal-human
transmission have been reported. While human infections are not common
unless there is close contact with sick or dying poultry, severe and fatal
virus infections in humans have been reported. In 2005 WHO issued a
new set of International Health Regulations to enhance the reporting and
response to public health events of international concern, replacing the
more narrowly focused International Health Regulation (IHR) of 1969. The
IHR established a number of obligations and procedures relating to
diseases surveillance, information exchange, and joint action in case of
public health emergency of international concern. Implementation
guidelines include providing toolkits and materials for capacity
strengthening as well as expanding existing training programs to meet the
“core capacities” specified under IHR. The Minister of Health has
convened an action group to respond to the WHO regulations for
pandemic preparedness.
Project Needs
The action group has identified specific needs to comply with WHO
regulations. The general public will also have to be informed. There will be
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a need to coordinate trigger detection, alert criteria and disease
investigations among human and animal authorities. A strong
communication network among all stakeholders will be essential. Cross
functional teams will need to be assembled and trained, to respond to
suspected cases of novel influenza, or other pathogens with pandemic
potential. The action group expects the project to strengthen national
capacity for pandemic influenza and diseases surveillance, outbreak
investigation, and humanitarian response.
Your team will develop the project plan for the implementation of the
Pandemic Influenza Preparedness Plan. Your sponsor has asked you to
apply the tools in the 10-step project management method to develop the
plan. The plan must be implemented by December of next year.
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APPENDIX F Sample Calendar
April 08
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
March 31
April 1
2
3
4
5
6
7
8
9
10
11
12
13
15
16
17
18
19
20
24
25
26
27
May 1
2
3
4
14
HOLIDAY
INDEPENDENCE DAY
21
22
23
28
29
30
HOLIDAY
LABOUR DAY
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