Introduction to Project
Management session 2
What, Where, When, Whom
and How – part 2
An Introduction to Project
Management
Session no 2
Programme
Recap and review of session 1
Homework review
Quad Charts revisited
Stakeholders revisited
Risk Analysis – concepts
Summary and close
Project management and
QUAD charts – a review
Project Life Cycle
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Conception Phase (The Idea)
Definition Phase (The Plan)
PLAN
Initiation Phase (The Team)
Implementation Phase (The Work) DO
Evaluation Phase (The Wrap-up) REVIEW
TITLE
The Quad Chart - Guided
Tour
NAME/TITLE
PURPOSE
(AIMS/OBJECTIVES)
CUSTOMERS
(STAKEHOLDERS)
WHY IS PROJECT BEING DONE?
WHAT FOR?
WHAT IS THE RESULT?
WHO IS PROJECT FOR?
WHO WILL BENEFIT (OR NOT)?
WHO WILL IT INVOLVE?
DESIRED END RESULT
(CRITICAL SUCCESS FACTORS)
MEASURES OF SUCCESS
(STANDARDS / CRITERIA)
GOALS!
WHEN ARE WE FINISHED?
WHAT MAKES THE
PROJECT A SUCCESS?
WHAT CAN BE MEASURED?
HOW DO I
MEASURE SUCCESS?
TITLE
Planning is an iterative
process
PURPOSE
(AIMS/OBJECTIVES)
DESIRED END RESULT
(CRITICAL SUCCESS FACTORS)
CUSTOMER OR AUDIENCE
(DRIVERS / SUPPORTERS / OBSERVERS)
MEASURES OF SUCCESS
(STANDARDS / CRITERIA)
Stakeholders vs Audience
• The “definition” of stakeholder that we
have been using so far is that a
stakeholder is “anybody who is
affected/impacted by what you are
trying to do”. It is usually taken to infer
that it primarily includes those people
who are affected by the project; and
therefore have an interest in it.
Stakeholders – ‘UCCASSDO’
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•
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•
User
Customer or Client
Consumer
Audience
Supporter
Supplier
Driver
Other
It may be useful at this stage to use the
term Audience rather than stakeholder
• Using ‘Audience’ might allow us to
involve more people.
• It allows us to look at people/parties
who are affected by/impacted by our
project AND those who may not be
affected by it……but may be interested
in it.
• And it might be necessary to consider
them
Audience might include
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A range of regulatory bodies,
The Local Council and/or councillors
MPs
Environment Agency
Professional bodies
Health & Safety Executive
So we have a slightly revised Quad Chart
TITLE
PURPOSE
(AIMS/OBJECTIVES)
WHY IS PROJECT BEING DONE?
WHAT FOR?
WHAT IS THE RESULT?
DESIRED END RESULT
(CRITICAL SUCCESS FACTORS)
GOALS!
WHAT MAKES THE
PROJECT A
SUCCESS?
MEASURABLE /
UNMEASURABLE
AUDIENCE
(DRIVERS / SUPPORTERS / OBSERVERS)
WHO IS PROJECT FOR?
WHO WILL BENEFIT (OR NOT)?
WHO WILL IT INVOLVE?
MEASURES OF SUCCESS
(STANDARDS / CRITERIA)
WHEN ARE WE FINISHED?
WHAT CAN BE MEASURED?
HOW DO I
MEASURE SUCCESS?
QUALITATIVE /
QUANTITATIVE
Desired outcomes or critical
outcomes for project success?
• It’s also useful at this stage to refine our
QUAD chart a little more by thinking
about Critical Success Factors rather
than desired outcomes.
• Desired outcomes are less specific.
• Critical outcomes are those that are
essential for the project to be successful
Quad Chart
TITLE
PURPOSE
(AIMS/OBJECTIVES)
WHY IS PROJECT BEING DONE?
WHAT FOR?
WHAT IS THE RESULT?
(DESIRED END RESULT)
CRITICAL SUCCESS FACTORS
GOALS!
WHAT MAKES THE
PROJECT A
SUCCESS?
MEASURABLE /
UNMEASURABLE
AUDIENCE
(DRIVERS / SUPPORTERS / OBSERVERS)
WHO IS PROJECT FOR?
WHO WILL BENEFIT (OR NOT)?
WHO WILL IT INVOLVE?
MEASURES OF SUCCESS
(STANDARDS / CRITERIA)
WHEN ARE WE FINISHED?
WHAT CAN BE MEASURED?
HOW DO I
MEASURE SUCCESS?
QUALITATIVE /
QUANTITATIVE
What about ‘thing’s that aren’t
critical?
• Maybe they are secondary benefits or
underlying things - values, passion,
ethics?
Quad Chart (with 7 boxes)
TITLE
PURPOSE
(AIMS/OBJECTIVES)
CUSTOMERS
(STAKEHOLDERS)
VALUES
WHAT IS THE
DESIRED END RESULT
MOTIVATION?
(CRITICAL SUCCESS FACTORS)
PASSION
SECONDARY BENEFITS
(UNMEASURABLE)
MEASURES OF SUCCESS
(STANDARDS / CRITERIA)
ETHICS
• It’s often the underlying values, passion
and ethics that are ‘what the project is
all about’ or that ‘buys people in’ to it.
• Particularly important to consider it.
Homework Review
– How was it for you?
• Too easy………?
• That’s why we need to review our
QUAD charts
• And consider the audience as well as
the stakeholders…
The next stage
• Reviewing our QUAD chart
• Converting desired outcomes into
critical success factors
• Broadening out the stakeholders into an
audience
• Checking that our list of assumptions is
still valid and correct
QUAD charts refined
• Using a real life example of a project for
schools in Hull LEA or we can use one
or more of your projects?
• We will look at what has been written by
the new project manager in each of the
four QUAD chart boxes
EXAMPLE QUAD chart Purpose
(Aims & Objectives)
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•
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To develop a strategy for best practice in the use of
ICT & E-learning in Hull Schools
To increase & expand the use of ICT in teaching for
Hull schools
Develop an ICT based CPD route for Hull teachers
To assist in the raising of attainment through the
effective use of ICT and E-learning, including
improving student’s attitudes towards learning
To improve school’s retention of teaching staff
Audience (Stakeholders,
Customers, Users, Consumers)
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Hull LEA
Hull teachers
TCS scheme
University of Hull CASS Dept
University of Hull Computer Science Dept
Parents of pupils
• Training providers
Measures of Success (Standards/
Criteria)
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Actual changes in classroom practice
Actual achievements in ICT capability
Strategy in place within the LEA
CPD route for all teachers written into the strategy
Eventual improvement in the retention of teachers’
figures
• Eventual reflection of improved teaching/learning
experience through GCSE/SAT results (long term)
• The financial benefits associated with the longer term
measures of success
• The publication of project/research findings
Desired End Result
(Critical Success Factors) - CSFs
• To be able to demonstrate ‘real’ change in teachers
attitudes/practice towards the use of ICT in
classrooms
• To have developed a strategy for local and regional
implementation
• To have received feedback reinforcing the
satisfaction of objectives
• To be able to disseminate findings
The SMART acronym
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Specific
Measurable
Achievable
Realistic
Timebound
The CRAP acronym
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Correct (and Clear)
Relevant (and Refined)
Accurate
Precise (and Pragmatic)
TASK 1: Evaluating Critical Success
Factors & Measures
• Critical Success Factors - are they actually
measurable?
• Are they SMART? Are CRAP?
• Are measures quantitative (using figures) or
qualitative?
• In what way can they be measured? (+ how?)
• Do we have things that are really secondary
benefits rather than CSFs?
• But first an example
Example using one of the CSFs
or we can use one of yours
• “to be able to demonstrate a ‘real’
change in teachers attitudes towards
the use of ICT in the classroom”.
• Is there a measure?
• Measure – there is none
• Solution – construct a survey of
attitudes before and after the
implementation of a strategy.
Example using one of the
CSFs
• “to be able to demonstrate a ‘real’
change in teachers attitudes towards
the use of ICT in the classroom”.
• Where should the apostrophe be?
• Hmm – let us see the next slide
Example using one of the
CSFs
• “to be able to demonstrate a ‘real’ change in
teachers attitudes towards the use of ICT in
the classroom”.
• Where is the missing apostrophe?
• Are we talking about one teacher – teacher’s
?
• Are we talking about all teachers – teachers’
?
• It is attitudes not attitude, therefore it’s
teachers’.
Example
• “to be able to demonstrate a ‘real’ change in
teachers’ practice in the use of ICT in the
classroom” .
• Measure – actual changes in classroom
practice.
• Solution – establish an ‘as is’ picture of
current practices and compare them with
practices at a given point in time in future.
(and this might be a whole project within
itself).
Key question you should ask
• A Key question “Is the project a
failure without this?”. If the answer is
No then it is not a critical success factor.
• That’s slightly different from asking “is
this necessary for the project to be
successful?”
Group Work Exercise
• CSFs - are they actually measurable?
• Are they SMART? Are they CRAP?
• Do the CSFs relate to the rest of the QUAD
chart?
• Do we have things that are really secondary
benefits rather than CSFs?
• Are measures quantitative (using figures) or
qualitative?
• In what way can they be measured? (+ how?)
• “Is the project a failure without it?”.
Stakeholders revisited
Establishing and Identifying who
your stakeholders & audience are.
We’ll use audience for this part of the
process.
• Remember UCCASSDO acronym
UCASSADO acronym
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User
Customer or Client
Consumer
Audience
Supporter
Supplier
Driver
Other
Motivation – why bother
identifying who our audience is?
• Ensures that you don’t miss people that have
roles in the project (i.e. those people that
need to be informed or involved).
• Ensures you take account of their views if you
need to.
• Which is not quite the same as ensuring you
take account of their views if you want to.
Need and want
• We (and the various members of the
audience and stakeholders) might want
our project to do many things.
• These things are almost certainly not
the same as what we need our project
to do.
• Re-visit the Quad chart - is it as specific
and precise as it could be…
• You might not be able to satisfy
everyone.
Tools and techniques
Categorising your audience
• Internal - within the department or
organisation.
– Upper management
– Project team
– Groups who might be included e.g.
Finance
– Groups or individuals with specific
knowledge or interest
Tools and techniques
Categorising your audience
• External – outside of the department or
organisation
– Clients or customers
– Regulatory agencies
– Suppliers and subcontractors
– The public
– Specific ones to your project
Categorising your audience
• Drivers – those who have a say in defining
the result your project is to achieve.
• Supporters – those who help you perform
your project. This includes doers and those
that authorise resources. (people in
Finance?).
• Observers – those that are interested in the
activities and results of the project, but do not
actually have a say in the objectives or how it
is done.
Project champion
• Person in a high position in the
organisation who strongly supports the
project.
• Very important to have one if at all
possible.
• Likely to be, but not always, your line
manager
Finding a project champion
They must have:
– Sufficient power and authority to resolve
conflicts over resources, schedules and
technical issues,
– Keen interest in the results your project will
produce
– A willingness to have their name cited as a
strong supporter of your project
When to involve them
• Drivers – highest involvement at the
conception definition and evaluation stages.
• Supporters – moderate involvement at the
conception stage. Higher involvement during
the rest of the project. Unless supporters are
involved in trying to generate income for the
project in which case they need high
involvement during early stages.
• Observers – minimal involvement during the
whole the project? Possibly; it depends on
your project.
When to involve your
audience
HEAVY
MODERATE
MINIMAL
Conception
Definition
Drivers
Initiation
Supporters
Implement'
Evaluation
Observers
How to involve your
audience?
• The prime skill required here of the
effective project manager is that of
excellent communication skills.
• One-to-one meetings
– Group meetings
- Formal and informal written
correspondence
– Email, telephone correspondence
– Marketing publicity
Group work Categorise Your Audience
• Categorise audience as internal or
external
• Categorise audience as a driver,
supporter or observer
• Include additional individuals / groups
that might have been missed
• Is there a clear project champion?
Tool & Technique
STAKEHOLDER ANALYSIS
A more detailed version
The identification of a project's key
stakeholders, an assessment of their
interests and the ways in which these
interests affect the project and its
viability.
Classifying stakeholders
Stakeholders = persons, groups, or institutions with an
interest or interests in a project. A stakeholder may
not necessarily be involved/included in the decision
making process. (i.e. we are now including audience
as part of the stakeholders)
Primary stakeholders = those who are ultimately
affected either positively (aka winners or
beneficiaries) or negatively (losers).
Secondary stakeholders = the intermediaries or
possible the Audience
Why carry out a stakeholder
analysis?
• Draws out the interests of stakeholders in
relation to the problems which the project is
seeking to address.
• Identifies conflicts of interest and potential
conflict. VERY important! – Need & Want !
• Identifies viability and impact other than in
pure financial terms (includes social not just
economic factors). VERY important; but often
ignored.
• Helps provide an overall picture
• Helps identify relationships between different
STAKEHOLDER ANALYSIS - HOW TO
1 Draw up a stakeholder table identifying
who the stakeholders are.
2 Assess each stakeholder's importance and
their relative power/influence.
• E.g high importance but low influence, or low
importance but high influence.
• Can rank/rate each stakeholder's importance
from 0 (zero importance) to 10 (vital).
• Could rank from A to Z
STAKEHOLDER ANALYSIS - HOW TO
3 Identify risks and assumptions which will
affect the project's success.
• What do we assume each stakeholder's
response is if the project is successful?
• Are these assumptions realistic?
• Are there negative responses?
• What impact will negative responses have?
Example - Stakeholder Analysis table
Stakeholder
What’s their
Perspective or
Viewpoint?
What’s the Likely
Impact on Your
Project?
Example - Stakeholder Analysis table
There are various different versions on
the website
stakeholder
interest Importance
influence
priority
BUT
• The importance, influence and interest
of a stakeholder can vary over the
duration of the project.
• How do you prioritise yet take account
of this?
– Depends on the length of your project.
– For long projects you may need to do a
stakeholder analysis for each of the
project’s different stages. Or you could
average it out?
Ranking a stakeholder’s
priority
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You can use
High, medium, low
Very high, high, medium, low, very low.
0-100
0-10
A-Z
It’s the process that’s important not what
scale or rating you use.
Group work - Stakeholder
Analysis
• Identify the stakeholders
• Identify each stakeholder’s interest in the
project’s success (overall, or start, middle,
end).
• Identify each stakeholder’s importance in/to
the project’s success (overall, or start,
middle, end).
• Identify each stakeholder’s influence on the
project’s success (overall, or start, middle,
end).
• Rank their priority (overall, or start, middle,
Risk & Risk Management
Risk – All projects are a
balance between 3 main
things
• The resource(s) you have and their
cost.
• The project’s (product’s) specification –
what it is supposed to do.
• Time – the project’s schedule.
Remember the project manager’s
adage
You can have any two of three things in a project:
– You can get it done on time
– You can get it done within budgeted cost
– You can get it done properly/well
• If you are willing to wait, you can get the job done
right, within cost.
• If you are willing to spend the money, you can get
the job done on time.
Or you can get the job done on time and within budget;
only it might not do what it was supposed to do.
The Constraint Triangle
RESOURCE
(COST)
PRODUCT
(SPECIFICATION)
SCHEDULE
(TIME)
Constraint Triangle – can give a useful overall
picture as part of the decision making process.
Ask the question “What’s most important?”
RESOURCE
(COST)
Cost?
Meeting the spec?
All equally impt?
Time?
PRODUCT
(SPECIFICATION)
SCHEDULE
(TIME)
Some examples of different
priorities
• Depending upon the type of project
some types of risk may be more or less
acceptable
Example ‘daily newspaper
project’
• THE most important factor is to get the
newspaper printed and in the shops in
time.
• If it’s too late and the project overruns in
time by even a few hours then the
whole project is a failure.
• Time is the priority
Example ‘healthcare project’
• If it overruns by a few weeks then that
may be far less important than it
actually being a successful project
which produces a measurable
improvement in patient care.
• Meeting the specification is the priority
Example ‘new product project’
• If it overruns on time then we may be
late to market and suffer competitive
disadvantage – but the project may not
be a total failure.
• Time is the priority
• If it overruns on resource costs then the
project may still be a success as we
have a new product.
Example ‘a new-improved
product’
• If it overuns on cost then the project is
deemed to be a total failure as costs
exceed our anticipated future profit from
the new improvement.
• Cost is the priority
What is most important for your
project?
• Would you still have a successful
outcome if you overrun on:
• Cost
• Time
• People resources
• Material resources
• Or fail to meet your exact specification?
Exercise
• Place a coin on the constraint triangle
where you feel happy
• Is this for the whole project? Or:
• The start?
• The middle?
• The end?
Secondary benefits
• Consider at this stage if your secondary
benefits are perhaps more important
than you had up to now thought them to
be.
What is risk?
• Risk is the possibility that you may not
achieve:
• Product/project specification – it doesn’t
do what it was supposed to do
• Schedule target - the project is late
• Resource target – the project costs too
much or uses too much staff time
Project risk increases
• The longer your project runs
• The longer the time span between
completion of the project schedule and
actually starting work
• The less experience you, your team, your
organisation has of carrying out similar
projects
• The newer the technology or work
approach being used
Tool & Technique
Risk Management
• The process of identifying possible risks
• Assessing their potential impact
• Developing plans for minimising their
negative effects
• Reviewing them throughout the project
But first - Risk Management
Strategies
That Won’t Work
• The ostrich approach: Ignoring risks or
pretending they don’t exist
• The prayer approach: Looking to a
higher being to solve all your problems or
make them disappear
• Denial: Recognising what risks may
cause problems, but refusing to accept
that they will occur on your project
Risk Management
• The process of identifying possible risks
• Assessing their potential impact
• Developing plans for minimising their
negative effects
• Reviewing them throughout the project
• Risk management is effective
anticipation in action
“But what are the chances of it going
wrong?
Murphy's law is a popular adage that broadly states that
things will go wrong in any given situation, if you give them a
chance.
“If there's more than one possible outcome of a job or task,
and one of those outcomes will result in disaster or an
undesirable consequence, then somebody will do it that
way." It is most often cited as "Whatever can go wrong, will
go wrong" (or, alternately, "Whatever can go wrong will go
wrong, and at the worst possible time," or, "Anything that
can go wrong, will," or even, "If anything can go wrong, it
will, and usually at the most inopportune moment"). The
saying is sometimes referred to as Sod’s Law or Finagle’s
Law which can also be rendered as "Anything that can go
• So, that’s why we have risk assessment
!
Categorising Risk
Internal / External Risks
External Environment
Things outside of the projects direct control that may
result in its failure, but can be identified and monitored via
a watching brief, e.g. fire, flood, famine, pestilence and
war!, global economic recession
Internal Environment:
Those that can occur as part
of the project itself something can usually be
done about these
Exercise
• For your project identify/categorise risk
by internal and external
Influence and Control
What is under your control & influence for
your project?
• What can you control ? (and ergo do
something about)
• What can you influence but not control?
• What is outside your control?
Tool and Technique – The
Influence and Control list
• Simply identify (perhaps brainstorm to
do this?) and list under 3 categories.
• Things you can control ?
• Things you can influence but not
control?
• Things which you can neither influence
nor control.
Exercise
• Produce an Influence and Control list
for your project
• Things which you can neither influence
nor control.
• Have to decide – is the project too risky
as there are too many thing you can’t
control?
• Or don’t worry about them as you can’t
do anything about them
Types of Constraint Risks
• Product risk
– A risk that prevents you from meeting the
product/project specification
• Schedule risk
– A risk that prevents project element from being
completed on time
• Resource risk
– A risk that prevents enough or appropriate
resources from being available to complete a
project element
Risk Likelihood / Impact
How likely is the risk?
• Low, Medium, High
• Or Extremely Unlikely (will happen once
in a blue moon), Unlikely, Medium,
Likely. Extremely Likely (it’s going to
happen)
• Or numerically rank from 0-10 or 0-100
What to do with risk
• Try to reduce the chances of the ‘thing’
happening.
• Try to reduce the impact/affect if the
‘thing’ happens.
For example the Motorbike
rider
• Reduces the chances of potential accident
happening. By: riding defensively, wearing
bright reflective clothing, keeping a headlight
on.
• Reduces the impact/affect of an actual
accident. By: wearing body armour, helmet
which meets British standard, gloves, boots,
leathers/clothing with CE approved armour.
The motorbike rider
• No activity is risk free.
• The only way s/he could reduce all risks
is to stop riding the bike and use and
alternative form of transport (e.g. car,
bicycle, roller blades, walk). Each of
these will also involve some element of
risk.
• In your project you cannot remove all
risk – only minimise the chances and its
affects
Risk - known & unknown risk
Sometimes you may not know enough about
the risk.
• A known unknown – information you don’t
have but someone else does.
Deal with this by finding out from others…
An unknown unknown – information that you
don’t have because it doesn’t yet exist.
Deal with unknown unknowns by developing
contingency plans to be followed if/when you find
out the information.
Tool & Technique
Risk Assessment Risk Analysis
Grid
Impact
H/M/L
Likelihood
H/M/L
Risk
Warning Mechanisms
Mitigating Action
Tool & Technique
A version of the Boston Chart
High Risk
Low Return
High Risk
High Return
Low Risk
High Return
Low Risk
Low Return
The modified Boston Chart
• High Risk, Low Return – Avoid like the plague
• Low Risk, High Return – Everyone’s a winner
• High Risk, High Return - May be worth doing
– depending on how high the risk and how
high the return. Needs careful consideration
• Low Risk, Low Return – why bother, a waste
of time (unless you are new to managing
projects and want to gain experience and
practice)
Familiarity & Risk
• Risk is higher if we are dealing with the
unfamiliar.
• The task itself may be unfamiliar.
• The setting may be unfamiliar.
• We can help identify what is and what is
not familiar using a risk identity grid.
Either for the whole project or for major
parts of it.
Tool & Technique
The Project Familiarity Grid
Both task and
setting familiar
SHOULD BE OK
Task Unfamiliar
Setting Familiar
BE CAREFUL
Task familiar
Setting unfamiliar
BE CAREFUL
Task Unfamiliar
Setting unfamiliar
BE VERY WARY!
But be wary….
• It may be the case that we are familiar
with the task and setting (the project)
overall, but there may be one part of it
with which we are not familiar. Be wary
of assuming too much. It might be the
case that this one part which we are
unfamiliar with will mean catastrophe for
the project if it goes wrong in some way.
Group exercise
• Produce a risk assessment grid –
simple version or advanced version
either for the whole project or for major
parts of it
Do you still want to undertake
the project?
What often happens is that we
have already committed to do it
BEFORE we’ve evaluated its
risk, benefit or our familiarity with
it!!
Do you need to change the
project?
• Downsize it to reduce risk – two or three
smaller successful projects are much
better than one large project which fails.
• Perhaps you can you change a
particularly risky area and still achieve
the project’s aims?
PESTLE Analysis
• Primarily a technique used for predicting
the affects of external influences on an
organisation. Frequently used for
organisational change management.
• It’s useful for medium-large scale
projects. Not really necessary for small
scale projects
The PESTLE(S) acronym
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•
•
•
•
•
•
Political
Economic
Social
Technological
Legal
Environmental
(Safety)
PESTLE Analysis ‘how to’ 5
steps
• 1 List external PESTLE factors for the project - may
need to brainstorm and have expert knowledge for
this.
• 2 Identify the implications of each PESTLE factor for
the project.
• 3 Decide the importance of the implications of the
external factors – rank or rate them. Normally this
involves assessing their: impact over time, impact by
type (positive or negative affects) and impact by
dynamics (ie is the significance and/or importance of
the implication increasing, decreasing or remaining
unchanged).
PESTLE Analysis ‘how to’5 steps
• 4 Rate the importance of the implication to the project
(e.g. using: critical, very impt, impt, significant,
insignificant). This may be further refined by ranking
the likelihood of it happening (e.g. using: will happen,
extremely likely, very likely, likely, unlikely, remote
chance of happening, will not happen).
• 5 Scenario building. Or ‘what if..’ Used to develop
scenarios of different alternative futures for the
organisation.
Example PESTLE Analysis grid
‘Thing’
which
may
change
Short,
Mediu
m or
Long
term
?
Importance
or Impact
& Relevance ?
Very High
High, Medium, Low
Very Low
Internal
or
External
?
Action I
intend to
take or
Possible
action I
could
take
Internal = I can control/affect it. External = I cannot control
it
Complete one box in LHS for each ‘thing’ which may
change. Aim for 5-10 things for each of the 6 PESTLE
factors.
What Have We Done Today?
• Reviewed and better understood project
planning using Quad Chart Analysis
– Critical Success Factors, Measures &
Stakeholders
• Assessed risks in a project
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Likelihood vs Impact
Internal / External
Boston Chart of Risk
Project Familiarity Grid
Homework Self study
• 1 Review your QUAD chart, ask for other people’s
opinions and feedback. Keep a copy of the original
and then produce a modified version which is more
accurate. You may need to produce quite a few
versions before you get it right.
• 2 Review your set of assumptions, modify, check,
improve.
• 3 Produce a Stakeholder Analysis grid broken using
the more advanced stakeholder analysis grid.
Consider audience as internal, external and driver,
supporter, observer. Consider conflicts – need and
want.
Homework self study
• 4 Produce a Risk Analysis chart using the
simple risk analysis grid for the stakeholders
• 5 List any new assumptions you have made
and modify your list.
• 6 Ask colleagues for feedback on the above
to help improve their accuracy, save on disc
and print out. Bring paper copy to the next
session.
Next Session
• Work Break Down Structures:
How to organise and schedule work into
manageable chunks.
• Critical Path Analysis:
How to identify dependencies
• Gantt Charts:
How to monitor a project’s progress
• http://www.hull.ac.uk/workbasedlearning/