Course Syllabus
Page 1
Course Title
Management 408: The Art & Science of Project Management (2 units)
Fall II 2014
Instructor Information
Name:
Office Phone:
Email:
Website:
Office Location:
Office Hours:
Karen L. Higgins, Ph.D.
760-382-3287
karen.higgins@cgu.edu
http://www.systems-sense.com
Burkle
by appointment
Faculty Support: Kathy Holden
Phone:
909-607-9061
Email:
kathy.holden@cgu.edu
Location: Burkle
Course Schedule
Semester: Fall 2014 Module 2
Meeting day, time: Tuesdays 7:00 p.m. to 9:50 p.m. October 28 through December 9
Course Location: Burkle 14
Course Description
Management 408 will develop the student’s ability to manage projects in today’s multifaceted world. Students will
gain a grounded understanding of the skills, characteristics and actions required of a successful project manager.
Today’s project leaders must combine the tools and technology of traditional project management with leadership
proficiency that includes communication and people skills as well as a deep understanding of the consequences
of their actions. They must act quickly and flexibly while integrating all facets of project leadership; they must
juggle disparate requirements among multiple stakeholders, maintain excellent relationships with customers, meet
project cost, schedule and performance goals while motivating teams of people. They must reach beyond these
conventional skills to appreciate cause and effects over time so that they can make informed decisions.
To achieve this insight, the course treats project management as both an art and a science. As a science, project
management considers formal systems such as metrics, rewards and traditional tools. As an art it emphasizes
elements such as communication, culture, relationships, trust, and the informal side of the organization. By
integrating art and science, a project manager proactively influences success.
Prerequisites — Classes or Knowledge Required for this Course
Basic familiarity with EXCEL and PowerPoint recommended
Texts and Journal References
Required:
1. Dutton, J. (2003). Energize Your Workplace: How to Create and Sustain High-Quality Connections at Work.
San Francisco: Jossey-Bass; ISBN: 0-7879-5622-8
2. Kerzner, H. (2013). Project management: A Systems Approach to Planning, Scheduling, and Controlling, 11
ed. NJ: Wiley; ISBN 978-1-118-02227-6
3. Coursepack [purchase at Huntley Bookstore]. The following articles and cases are included.
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Course Syllabus
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a. Frame, J. (2002). The New Project Management, Chapter 3, “Engaging Change Knowing When to
Embrace, Accept, or Challenge” to “Rapid-Prototyping Procedure”, pp. 44-59
b. Verzuh, E. (2012). The Fast Forward MBA in Project Management, Chapter 8, pp. 190 thru 213 to
“Generating the Cash Flow Schedule” EXCEPT the following: Table 8.2 p. 202, Figure 8.3, p. 203; and
Figures 8.5 & 8.6, pp. 208-211.
c.
Verzuh, E. The Fast Forward MBA in Project Management, Chapter 9, Case Study, “SAFECO Field; FastTracking a Baseball Stadium, pp. 250-253.
d. Jeffery, M. & Norton, J. (2006). Ariba Implementation at MED-X: Managing Earned Value, Kellogg School
of Management, Case KEL224, pp. 1-15.
e. Lewis, J. (2008). Chapter 14, “How to Apply Systems Thinking in Managing Projects”, Mastering Project
Management, NY: McGraw-Hill. pp. 175-184.
f.
O’Connor, J. & McDermott, I. (1997). Chapter 1, “What is a system?” pp. 2-5 and Chapter 2, “Thinking in
Circles”, The Art of Systems Thinking: Essential Skills for Creativity and Problem Solving, San Francisco:
HarperCollins, pp. 26-60.
g. Nohria, N., Groysberg, B., & Lee, L. (Jul-Aug 2008). “Employee Motivation: A Powerful New Model”,
Harvard Business Review, Reprint R0807G, pp. 1-7
h. Higgins, K. (November 2012). Management Coordination System Model. Claremont Graduate University.
i.
Higgins, K. (Feb 12, 2010). AV-8B Harrier Aircraft, KH-PM-06-002
j.
Wideman, M. (19 April 2007).“The Custom Woodworking Company – Woody 2000 Project”
k.
Edmondson, Amy et al (2002 & 2003) “Group Process in the Challenger Launch Decision (A) and (B)”,
HBS Case Studies 9-603-068; 9-603-070
l.
Goleman, D. (2006). Emotional Intelligence, 10th Anniversary Edition, NY: Bantam
Chapter 2, “Anatomy of an Emotional Hijacking”, excerpt, pp. 13-21
Chapter 3, “Can Emotions Be Intelligent” pp. 42-44
m. Higgins, K. (26 Feb 2011), The National Aeronautics and Space Administration: A Look at Challenger and
Columbia, Case KH-PM-001
n. Posner, B. (1987). “What It Takes To Be a Good Project Manager”, in Meredith & Mantel, Project
th
Management: A Managerial Approach, NY: Wiley, 7 edition, 2009, pp. 157-160
o. Senge, P. (2006). Chapter 4, “The Laws of the Fifth Discipline”, The Fifth Discipline, NY: Currency, pp.
57-67
p. Case for Final Paper, Option B
rd
Kerzner, H. (2009). “The Blue Spider Project”, Project Management Case Studies, 3 Edition, NJ:
Wiley, pp 301-316
Optional:
th
1. Project Management Institute, A Guide to the Project Management Body of Knowledge, 5 ed, Newtown
Square, PA: Project Management Institute, 2013. [Acronyms and Definitions from this source provided in the
course pack]
2. If you choose to use MS Project, familiarize yourself with it [see tutorial for MS Project 2010 at
http://office.microsoft.com/en-us/project-help/basic-tasks-in-project-2010-HA101833929.aspx] There is a free
60 day trial version of MS 2010 available at http://www.microsoft.com/project/en-us/try.aspx [Unless you have
alternate access, please stick with MS Project 2010 until the 2013 version matures]. You may also use MS
Project at the CGU computer lab.
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Course Learning Outcomes
Upon completion of this course, the student will be able to:
1. Understand traditional approaches to project management that emphasize formal processes. The student
will become familiar with project planning and implementation; working with customers and setting
requirements; contract types; cost, schedule and performance metrics; and tools such as work breakdown
structures, cost estimation, Network/Gantt charts, risk assessments and earned value. The course does not
require the student to use project management software, however students may choose to use MS Project
for the team project. MS Project is available in the computer lab and in the computer room in the Burkle
building.
2. Analyze and diagnose real life project management problems. The course is highly participative with
examples from complex cases. A team project exercises collaboration and communication skills and provides
a hands-on example of planning and proposing a project. Using case study methodology and a Management
Coordination System (MCS) Model, the student will understand how individual elements of a project interact.
S/he will be able to identify influences that can change outcomes.
3. Develop a systems perspective to understand interdependencies and the long and short term effects of
actions. The student will be able integrate formal processes and tools (the ‘science’ part) with the human,
less tangible part of an organization (the ‘art’ part, e.g. culture, relationships). The student will learn cause
and effect relationships among formal and informal parts of an organization, motivation and goal alignment,
internal characteristics such as trust and commitment, and ultimately performance. S/he will recognize
interactions with the external environment, including with customers and other stakeholders.
4. Use a systems perspective to shape a project environment. By using the model to analyze real-life
situations, the student will translate this systems perspective into an actionable knowledge of skills and
actions that can influence long term success.
5. Use improved interpersonal and communication skills.
All project managers require excellent
interpersonal and communication skills. To sharpen these skills, students will form teams to plan a project
and develop a proposal. They will then formally present their proposals to “the customer” in the classroom
setting. In addition, they will have the opportunity to improve interpersonal communication skills through
exercises conducted in a learning environment.
Course Requirements & Assignments:
I. Team Project:
Project Description: We will split into teams of 4 people maximum. Teams will work together for the first 4
sessions to develop a project proposal in response to the following customer’s “Request for Proposal” [RFP].
This project will familiarize you with traditional project management planning tools and techniques and
exercise your communication skills.
Request for Proposal, The Tweeter Project
An established customer has sent out a Request for Proposal to design and build 510 birdhouses. Your
company has built other products for this customer and you value his continued business, so this will be a
high priority project and you want to please him. You will have an opportunity to interact with the customer
[Session 1] before your final bid.
This customer is expanding her business to include “critter” homes. Currently she sells various small
garden and hobby-related items to clients of all ages. Your customer thinks birdhouses with more than one
entry hole would be attractive to clients. She wants 260 of them to be colorful and appeal to young families
with children and 250 of them to appeal to senior citizens who enjoy bird watching. The birdhouses must last
outdoors in a warm and rainy environment for at least 6 years. The customer is interested in novel and
innovative designs that will appeal to her clientele.
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All 510 birdhouses must be in the customer’s hands in 18 calendar days from the award of the contract so
that she has them available for a previously scheduled product show, thus schedule is a critical factor. The
customer’s facility is 90 miles from your facility. For each day you deliver late, you pay a $150 penalty.
Use the following assumptions and list other assumptions you have made.
assumptions will be crucial to ensure a complete understanding of the project.
Documenting your
•
Your company has the following personnel available
o 2 craftspersons and 1 designer [shared with other high priority projects]
o 1 administrative and one other support person
o 2 project managers who manage several projects
•
Document your assumptions about productive hours per week, productive days in each week and
productivity rates, i.e. how long does each personnel type take to complete a task. Also document
your assumptions about material lead times and potential risk areas. [Remember, the customer
must believe you!]
•
Burdened labor rates [wages, benefits and overhead] in your company are:
Craftspersons:
$42 / hour, time and a half for >40 hrs/week; double time on weekends
Designers:
$60 / hour, time and a half for >40 hrs/week; double time on weekends
Admin & Support: $36 / hour, time and a half for >40 hrs/week; double time on weekends
Project Managers: $90 / hour, salaried [no overtime]
If you need to outsource for additional support, labor costs an additional 10%
•
You have no inventory and will need to purchase all materials. Make your own assumptions about
cost of material used [order of magnitude is sufficient].
•
You do not need to consider cost of buildings, work-spaces or offices. You have enough equipment
for this project and do not need to purchase any.
Proposal Format: Your proposal should include the following elements:
1. Brief description of selected design [1 to 2 slides]
2. Description of how your proposal meets customer requirements [1 slide only]
3. Final WBS [all 3 levels]; you may use a “tree” or a “list”
• Use a maximum of 3 levels and a graphic block diagram [tree diagram] format
Level 1 should be called “Produce Birdhouses”
Level 2 may have a maximum of 4 tasks
Level 3 may have a maximum of 4 tasks for each Level 2
4. Schedule. Base the schedule on Level 3 WBS tasks and include both a Gantt chart [bar chart]
showing Resource Requirements for each WBS task and a Project Network chart with critical path.
• On the Gantt, show sequence and duration of tasks, overlap and start/stop dates on a graph
depicting “weeks after go-ahead”. Also show personnel resources required [number/type of
people and for how long].
• On the project network chart show the interdependencies and critical path [highlight or put in
bold]. Use the “Activity-on-Node” [AON] format. You do not need to show Earliest Start Time
[EST], Earliest Finish Time [EFT], Latest Start Time [LST] and Latest Finish Time [LFT].
5. Qualitative Risk Analysis. List 3 risks and briefly describe how you would manage each risk.
rd
nd
6. Final cost estimates. Show costs for 3 , 2 and top levels. Add contingency plan costs and profit
nd
after you have computed your top level cost estimate, but do not include as part of the costs for 2
rd
and 3 level tasks. This combined cost is your total bid.
7. Assumptions. Make a complete list of your assumptions for the design, implementation and cost
estimate, including use of in-house personnel or contractors, productivity, type of contract chosen,
and special requirements.
Possible Tools to Use for Proposal
The following are suggested computer automated tools but are not required; students may also hand
generate the proposal elements
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POWERPOINT or other
Presentation slides
WBS “Tree-diagram format”
MS PROJECT or Other
WBS “list format”
Gantt Chart [expected durations, critical path, milestone & resource requirements for each task]
Network diagram
EXCEL or Other
Cost Estimation Spreadsheet
Qualitative Risk Analysis
Proposal milestones
Session 1, October 28, 2014: Customer Discussion and Coordination
Teams will have an opportunity to discuss questions about the project with “the customer” [instructor]
prior to the final bid. We will use a “contractor forum” format in which all teams hear the same information
simultaneously. Together, teams will negotiate with the customer to determine what type of contract will be
used [e.g. firm fixed price, cost plus incentive fee etc.], so make certain you understand benefits and pitfalls of
the various types.
Each student should come to Session 1 with his/her own ideas on the following information:
1. Tasks required to accomplish the project, with estimated duration of each task
2. The number of people needed to complete the task on time and when they will be needed
3. Type of contract you recommend; the customer’s starting position is “firm fixed price”
4. Questions you wish to ask the customer
Session 2, November 4, 2014: Presentation of WBS, Gantt, and Network Charts
Each team will have up a brief time to share its Work Breakdown Structure, Gantt and Network charts
with the rest of the class to get feedback. Hand-written or working copies are acceptable.
Session 4, November 18, 2014: Proposal Presentation
Each team will orally present [time limit TBD] its “best and final” proposal to the customer [the instructor
and the rest of the class]. Teams may present proposals electronically as a PowerPoint document or may
hand out hard copies to the class. All members on your group must have a speaking part. Your presentation
should address each element listed as part of the proposal development. Please hand in a hard copy at the
end of your presentation and include all team members’ names.
Evaluation criteria: The best proposals will clearly and succinctly describe all the required items, so
reduce “filler information” and only go into enough detail to be understood. After all the presentations are
complete, the customer [instructor and rest of the class] will evaluate the proposals and select the “winning
proposal”.
Weighted criteria for evaluating the proposals during class are:
1) cost (30%)
2) desirability of your design (20%)
3) believability of your assumptions [e.g. productivity rates] (20%)
4) ability to meet the scheduled delivery date (30%)
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II. Earned Value Spreadsheet: Due Session 3, November 11, 2014
Complete the Excel Spreadsheet template for Ariba Implementation at MED-X: Managing Earned Value,
[Spreadsheet template on Sakai website]. Be prepared to answer the following questions:
 Which of the two components are underperforming? How do you know?
 Are the components of the project within budget? How do you know?
 What can you conclude by looking at the combined earned value data for the project?
 Why did Terry Baker think that the project was going according to plan the entire time?
III. Motivational questionnaire: Due Session 3, November 11, 2014
Complete the “Motivational Questionnaire” in Kerzner (2013). Chapter 5 pp. 347-353. Consider the
questions for class discussion
1. What motivates you?
2. How do you motivate others?
IV. Case Study for AV-8B: Preparation due Session 5, November 25, 2014
To prepare for a group exercise, analyze the AV-8B Harrier Case from a systems perspective. Using the
Management Coordination System (MCS) Model to structure your thinking, answer the questions below. You will
discuss your analysis during class in small groups. Each group will select the best answers and share them with
the class. No paper is due for this exercise; group discussion will contribute to your class participation grade.
1. Select three (3) of the following MCS elements. For each element selected, describe one (1) major action
that leadership took to increase success.
a. Formal Systems
b. Informal Systems [culture, relationships...]
c. Communication
d. External Environment [including customers and other external stakeholders]
e. Internal Environment [Pick one: Commitment, Trust, Empowerment or Learning]
f. Goal Alignment [internal]
2. For each of the three actions selected, answer the following
a. Did this action affect individual motivation? If so how?
b. With which other MCS element(s) did it interact?
V. Case Study for Woody 2000 project: Preparation due Session 5, November 25, 2014
Read the case study: “The Custom Woodworking Company – Woody 2000 Project”. Consider the following
questions for class discussion.
1. What caused the project to fail?
2. When should Ian Leadbetter first have known that the project was in trouble? What could he have done
at that time to reduce risk of failure?
3. What factors should have been measured during implementation? How could they be measured?
4. Characterize communication.
5. What was the company’s culture [beliefs and ways of working together]? How might it have affected the
project?
6. What should President Emelia Carpenter do differently on the next project?
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VII. Final paper: Due Tuesday December 16, 2014
For the final paper, select option A or B or C and discuss the topic described in the option. The paper
should be 10 pages (max) typewritten and double spaced. It should be well organized and concise and should
reflect your ability to apply project management techniques from a systems perspective. Initially, describe what
you will be discussing and summarize at the end of the paper. For ALL OPTIONS, use the following guidance to
demonstrate your insight into project management – it will make the difference in your grade!
(1) Integrate basic project management concepts in your paper. Use course material and/or other external
sources to substantiate the discussion. Provide examples that support your points.
(2) Incorporate a systems perspective. Select a framework to organize your thoughts: a) the Management
Coordination System Model, b) systems thinking principles from O’Connor & McDermott, Chapter 2 or c) your
own framework that will show interrelationships, cause and effects. Using this perspective, describe how
leaders’ actions influenced elements inside the project. Incorporate elements such as formal systems
including project management tools; informal systems like culture; motivation; internal and external
communication; requirements and goal alignment; commitment, trust, empowerment and learning; and others
you may identify. Describe effects of the external environment, as well as influences of leaders’ actions on
the external environment [incl. customers and other stakeholders]. Discuss risks and risk management.
(3) Describe interactions and cause-effect relationships among the elements listed above. Note unintended
consequences and how actions/ interactions relate to performance success or failure. Discuss short and long
term effects and lags between action and effect. Clarify and illustrate your points with examples.
Option A:
Discuss the philosophy and building blocks for project management in today's environment.
Describe factors you believe are most important and delineate specific examples of what a project manager
can do to create an environment for success. Describe potential pitfalls of a manager’s actions.
Option B:
Analyze project management in the following case, describing pitfalls, failures and areas of
success. Provide recommendations about how the failures could have been prevented. [Ignore questions at
the end of the case.] Should you choose this option, the case is included in Session 7 of your coursepack.
rd
Kerzner, H. (2009). “The Blue Spider Project”, Project Management Case Studies, 3 Edition, NJ:
Wiley, pp 301-316
Option C:
Write and analyze your own case study based on your experience or knowledge. Briefly provide
background and actual outcomes for this case, and identify the pitfalls and areas of success. Write "lessons
learned" as though you were the project manager. Describe what you would have done to increase success.
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Attendance
Students are encouraged to attend all classes. As a matter of courtesy, if you are unable to attend class, you
must email or phone the Professor before class. If you miss more than one class in this 7-week course,
you will be marked as absent for the entire course (NO EXCEPTIONS) and will need to RETAKE
the course.
Scientific and Professional Ethics
The work you do in this course must be your own. Feel free to build on, react to, criticize, and analyze the ideas of
others but, when you do, make it known by referencing your sources. You must explicitly acknowledge when your
work builds on someone else's ideas, including ideas of classmates, professors, and authors you read. If you
ever have questions about drawing the line between others' work and your own, ask the course professor who will
give you guidance.
While we encourage students to form study groups, any piece of individual assessment must be completed
independently. Recycling assignments submitted by students in your class, students in other classes, or students
who have previously taken the class or recycling assignments you find in external sources such as the Internet
will not be tolerated and will automatically receive a grade of zero. You will also face possible expulsion from the
program.
Students with Disabilities
Claremont Graduate University is committed to offering auxiliary aids and services to students with verifiable
disabilities, in compliance with section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with
Disabilities Act of 1990. To ensure that individual needs are addressed, students with disabilities are encouraged
to contact the Dean of Students.
Grading
Quality of your work on in-class exercises and the quality and quantity of contributions in class comprise 30% of
the final grade. Quality will be evaluated from the insightfulness, relevance and clarity of: 1) your comments
during class discussion that are original contributions or build on others’ comments and reflect your understanding
of the assigned material, and 2) completeness, thoroughness and level of participation for in-class exercises.
Participation in all seven sessions is a significant part of the learning process for the course; final grades depend
upon this participation.
The specific grading plan follows:
Class Contribution [including in-class and written exercises]
Team Project [Proposal and Presentation]
Final Paper
40%
20%
40%
Grades for the team project including proposal and oral presentation will depend on the quality and
thoroughness of your proposal and your contribution to the oral presentation.
Grades on the paper for the assigned case study will depend on 1) completeness, relevance and
thoughtfulness of answers, 2) logical organization of analysis and 3) integration of concepts discussed in class.
Grades on the final paper will depend on: 1) demonstrated understanding of basic project management
concepts and a systems perspective that a project manager can use to influence project success, 2)
completeness in addressing the points in the final project description, and 3) demonstration of clear and
organized thought process.
** Please note that preparation is required prior to attending Session 1**
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Course Syllabus
Letter Grade
Grade Point
Description
Page 9
Learning Outcome
A
4.0
Complete mastery of course material and
additional insight beyond course material
B
3.0
Complete mastery of course material
Proficient
C
2.0
Gaps in mastery of the course material; not at
level expected by the program
Developing
U
0.0
Unsatisfactory
Ineffective
Insightful
Expectations and Logistics
 Class preparation: Students are expected to come to class prepared for discussions of all assignments
 Team Participation
o Each student is expected to provide timely inputs to other team members and be a full participant of the
assigned team
o Teams are expected to meet or connect electronically independently outside of class to prepare
assignments
Important Dates
Team Project:
Session 1: Customer Discussion and Coordination
Session 2: Team presentation of WBS, Gantt, and Network Charts
Session 4: Team presentation of proposal
Earned Value Spreadsheet: Session 3
Motivational questionnaire: Session 3
Case Study preparation for AV-8B: Session 5
Case Study preparation for Woody 2000: Session 5
Final paper: Due no later than midnight, Tuesday December 16, 2014. They may be sent via email to
karen.higgins@cgu.edu. Earlier submittals are welcome.
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Course Outline
Session One
Introduction to Project Management
Topic
Planning, Customers and Requirements


Objectives




Introduce concept and relevance of project management
Become familiar with Work Breakdown Structures, organizational structures,
schedule and resource planning concepts
Learn the importance of meeting customer requirements and expectations.
Understand basic contract types
Establish teams for team project
Elicit customer requirements for team project
th
Assignments
Kerzner (2013). Project Management, 11 edition
Chapter 1, Sections 1.0 thru 1.3; 1.4 pp. 9-10 only; 1.5, 1.6, and 1.13
Chapter 2, Sections 2.0 thru 2.2; 2.3 pp. 49-51 only; 2.4 p. 55 and Table 2-2 p. 58
only; 2.10; 2.11; and 2.13
Chapter 3, Sections 3.0; and 3.2 thru 3.6
Chapter 7, Case, “Telestar International”, p. 383-384
Chapter 11, Sections 11.0, 11.2; 11.8; 11.9 to p. 522 “Today, both private...”;
11.11; and 11.12;
Chapter 19, Sections 19.0; 19.1; 19.6; and 19.8
Prepare for birdhouse proposal: Draft of tasks, duration, people, type of contract,
customer questions
Due Today
Team selection during class
In-class example of WBS
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Session Two
Traditional Project Management
Topic
Scheduling, Cost Estimation, Control and Change
Objectives





Page 11
Understand use of Gantt charts and network diagrams as planning & control tools
Understand basic project cost estimation
Establish foundation for metrics and management control
Learn when and how to manage change
Gain feedback on team project WBS, Gantt and network charts
Frame, J. D. (2002). The New Project Management,
Chapter 3, “Engaging Change: Knowing When to Embrace, Accept, or Challenge”
to “Rapid-Prototyping Procedure”, pp. 44-59
th
Assignment
Kerzner, H. (2013). Project Management, 11 edition
Chapter 11, Section 11.1; 11.27; 11.33
Chapter 12, Sections 12.0 thru 12.1; 12.4; 12.14; and 12.15
Chapter 13, Sections 13.0 thru 13.2
Chapter 15, Section 15.18; [Section 15.20 OPTIONAL]
Verzuh, E. (2012). The Fast Forward MBA in Project Management,
Chapter 8, pp. 190 thru 213 to “Generating the Cash Flow Schedule” EXCEPT
the following: Table 8.2 p. 202, Figure 8.3, p. 203, and Figures 8.5 & 8.6,
pp. 208-211.
Chapter 9, Case “SAFECO Field; Fast-Tracking a Baseball Stadium”, pp. 250253
Due Today
In-class example of Gantt and network chart
Present team project “in-process” results (WBS, Gantt and Network charts)
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Session Three
Project Management and Systems Thinking
Topic
EVM, Systems Thinking, Motivation, Performance & Goal Alignment
Page 12
 Learn basics of integrating cost and schedule and the application of earned value
Objectives



management—when and how to use it
Gain basic understanding of systems thinking applied to project management
Develop insight into motivation theories and how to motivate project teams,
including goal alignment and shared vision.
Broaden concept of project performance
th
Kerzner (2013). Project Management, 11 edition
Chapter 5, “Motivational Questionnaire”, pp. 347-353
Chapter 6, Case “The Reluctant Workers”, p. 364
Chapter 15, Sections 15.0; 15.1; 15.4 thru 15.6 to p. 771, “Organization Level
Analysis” and 15.15
Jeffery, M. & Norton, J. F. (2006). Ariba Implementation at MED-X: Managing Earned
Value, Kellogg School of Management, Case KEL224, p. 1, pp. 4 to 6 [from “Proposed
Approach and Plan” to “Project Scope”]; and p. 9 “Project Status to Date”. [Spreadsheet
template Exhibit 8 in Sakai]
Assignment
Lewis, J. P. (2008). Mastering Project Management
Chap 14, “How to Apply Systems Thinking in Managing Projects”, pp. 175-184
O’Connor, J. & McDermott, I. (1997). The Art of Systems Thinking.
Chap 1, “What is a system?” pp. 2-5
Chap 2, “Thinking in Circles”, pp. 26-47 to “Feedforward...” and pp. 51-60 from
“Summary of Feedback...”
Higgins, K. (2012). Management Coordination System Model, to “Management
Systems”, pp. 1-9.
Nohria, N., Groysberg, B., Lee, L. (Jul-Aug 2008). “Employee Motivation”, pp. 1-7
Completed EVM Excel Spreadsheet template for Ariba Implementation at MED-X and
prepare questions for in-class discussion
Due Today
Completed Motivational Questionnaire and answer questions
In-class group exercise on EVM
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Session Four
Systems perspective in leading a project
Topic
Management Systems, Risk Assessment and Team Presentation

Objectives



Page 13
Learn the influence and interaction among leadership, formal and informal systems
including: roles; organizational structure, policies & procedures; culture &
relationships
Gain feedback on the final team project presentation
Improve presentation skills
Learn how to identify and manage risk
th
Assignment
Kerzner (2013). Project Management, 11 edition
Chapter 2, Section 2.19 “Organizational Change Management & Corp Cultures”
Chapter 17, Sections 17.0 thru 17.3; 17.5 thru 17.7; 17.9 (pp. 897 thru 900) to
“Example 17-2”; 17.12 (pp. 913 thru 915); and 17.13 [Section 17.10
OPTIONAL]
Higgins, K. (2012). Management Coordination System Model, “Management Systems”,
pp. 10-16.
Due Today
Team presentations and class evaluation of proposals
Session Five
Systems perspective in leading a project
Topics
Internal and External Environments
Objectives
 Understand the implications of today’s changing business environment
 Understand internal elements in a project including culture, trust, empowerment,
learning and commitment
 Integrate the art and science of project management using successful case
Dutton, J. (2003). Energize Your Workplace: How to Create and Sustain High-Quality
Connections at Work.
Chapter 4, “Trusting”, partial pp. 79-98
Assignment
Higgins, K. (2012). Management Coordination System Model, from “Internal
Environment”, pp. 17-36
Higgins, K. (2010), AV-8B Harrier Aircraft, KH-PM-06-002
Wideman, M. (19 April 2007).“The Custom Woodworking Company – Woody 2000
Project
Due Today
Answer AV-8B Harrier case questions (class discussion only)
Answer Woody 2000 project questions (class discussion only)
Rev 3/25/14
Course Syllabus
Session Six
When systems perspective is applied
Topics
Communication and Systems Applications
Objectives
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

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Page 14
Gain appreciation for the importance of communication in a project
Improve interpersonal communication skills
Become familiar with basic feedback loop constructs of systems thinking
Integrate the art and science of project management using an actual case
Practice risk assessment
Dutton, J. (2003). Energize Your Workplace.
Chapter 2, “Respectful Engagement”, partial pp. 21-43
Edmondson, A. et al (2002 & 2003) “Group Process in the Challenger Launch
Decision (A) and (B)”, HBS Case Studies
Assignment
Goleman, D. (2006). Emotional Intelligence,
Chapter 2, “Anatomy of an Emotional Hijacking”, excerpt, pp. 13-21
Chapter 3, “Can Emotions Be Intelligent” to “IQ and Emotional Intelligence”, pp.
42-44
Higgins, K. (2011), The National Aeronautics and Space Administration: A Look at
Challenger and Columbia
Due Today
No written assignment
Rev 3/25/14
Course Syllabus
Session Seven
Successful project leadership and ethics
Topics
Effective leadership
Objectives
 Understand what makes a successful project manager
 Appreciate the importance of ethics in project management
 Integrate course contents to understand the interdependence of the art and science
parts of project management
th
Assignment
Kerzner (2013). Project Management, 11 edition
Chapter 5
Section 5.17 “Project Management Bottlenecks”
Section 5.26 “Communication Traps”
Case: “The Trophy Project”, pp. 327-329
Chapter 8 Section 8.6 “Morality, Ethics, & the Corp Culture”
Posner, B. (1987), “What It Takes To Be a Good Project Manager”, in Meredith
& Mantel, Project Management: A Managerial Approach, pp. 157-160
Senge, P. (2006). The Fifth Discipline,
Chapter 4, “The Laws of the Fifth Discipline”, pp. 57-67
Due Today
Page 15
In-Class Exercise: Leadership Effectiveness Questions
In-Class Exercise: What Would You Do?
Rev 3/25/14