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1
Bowling Green, Ky Road Improvement Project
Hardik Patel
University of the Cumberlands
Course: BADM 634 Initiating the Projects
Dr. Brian Houillion
Due Date: 21st May 2022
2
Part 1: Link to Project
https://www.wnky.com/a-project-to-improve-a-section-of-the-us-231-scottsville-road-corridorin-bowling-green-has-begun/
Essay
US 231 is rated as an Urban Minor Arterial with an official speed limit of 45 miles per hour
in the proposed zone. It comprises six lanes branching from the interchange at I-65, before
switching to a four-lane corridor at Three Springs Road and extending to Campbell Lane. US 231’s
lanes are 12 feet while its shoulders are 10 feet. There are nine intersections throughout the 1.4mile stretch, six of which are signalized while three are un-signalized. A frontage road measuring
between 24 and 26 feet in width is the main commercial driveway route on either sides of the
highway.
Current daily vehicle traffic volume is between 29,300 and 31,600, with most of it situated
in the midsection from Greenwood Square Shopping Center to Cave Mill Road. Current ratio of
volume to capacity (V/C) is between 0.67 and 0.87, suggesting that busier parts are approaching
their theoretical limit. Downstream signals generate spillback that could worsen prevailing
congestion, which the V/C does not capture. At PM peak times, oncoming cross-street traffic at
the six sections that are signalized flows at E or F level of service (LOS), which is neither
sustainable nor acceptable.
Crashes are extremely common along the corridor. For instance, between 2008 and 2013
it recorded 881 accidents; of these 157 resulted in injury while two caused fatalities. The whole
corridor has a Critical Rate Factor (CRF) that is more than 1.00, showing that crashes could be
happening more often than can be linked to spontaneous occurrence. CRFs are between 2.18 and
4.48, and the section between Three Springs Road and Pascoe Boulevard records more accident
concentrations. Rear end collisions represent 67 percent of all accidents; this suggests that the
corridor is congested and has many traffic signs. The route also has ten spots measuring 0.10 miles,
all of which crash rates that are above average and represent most of the corridor.
The project area is situated between KY 880 (Campbell Lane)/Lovers Lane and the KY
884 Three Springs Road. Most of the work will occur overnight rather than during the day to
reduce traffic impacts; however, various activities will still be conducted at daytime. Motorists
should be ready for traffic delays, lane obstructions, and traffic disruptions from the start to the
completion of the project. Construction workers will be operating near the roadway; as such,
motorists should exercise caution when navigating the locality.
The project, which should be concluded in late September of 2022, is meant to enhance
safety, general traffic flow, and efficiency, will involve a range of improvements on various
intersections as well as updates of traffic signals. Any changes made should complement the
current exchange. The need for improvement is demonstrated by the frequency of crash rates,
which is above average, closeness to a frontage highway system with multiple conflict points, and
packed traffic operations. Alternate projects goals include reducing impacts to the natural and
human environment, accommodating transit and pedestrians where required and possible, and
ensuring that any future improvement aligns with other projected roadway enhancements or
forecasted projects. The project is expected to cost around $5,000,000. Interested parties will
submit their bids together with required particulars to the authorities by the specified dates.
3
Part 2: Descriptive Project Title
Bowling Green, Ky project to improve the U.S. 231 Scottsville Road corridor in Bowling Green
between KY 884 Three Springs Road to the Greenwood Mall entrance at Bryant Way (2021)
Business Case
Bowling Green, Ky plans a road construction project to improve a section of the U.S. 231
Scottsville Road corridor between KY 884 Three Springs Road to the Greenwood Mall entrance
at Bryant Way. The entrance to the Greenwood Mall entrance at U.S. 231 Scottsville Road will be
widened to include a left turn lane, a right turn lane and a left-straight through lane. The project
will cost approximately $4,075,899. The two-year project is scheduled to be complete in December
2022. This project will improve the traffic signal at the U.S. 231 Scottsville Road intersection with
the Greenwood Square Shopping Center.
Bowling Green, Ky Road Improvement Project
Hardik Patel
University of the Cumberlands
Course: BADM 634 Initiating the Projects
Dr. Brian Houillion
Due Date: 12th June 2022
STAKEHOLDER REGISTER/COMMUNICATION EXERCISE
Project Title: Bowling Green, Ky project to improve the U.S. 231 Scottsville Road corridor in Bowling Green between KY 884 Three
Springs Road to the Greenwood Mall entrance at Bryant Way (2021)
Business Case:
Bowling Green, Ky plans a road construction project to improve a section of the U.S. 231 Scottsville Road corridor between KY 884
Three Springs Road to the Greenwood Mall entrance at Bryant Way. The entrance to the Greenwood Mall entrance at U.S. 231
Scottsville Road will be widened to include a left-turn lane, a right-turn lane, and a left-straight through lane. The project will cost
approximately $4,075,899. The two-year project is scheduled to be completed in December 2022. This project will improve the traffic
signal at the U.S. 231 Scottsville Road intersection with the Greenwood Square Shopping Center.
2
STAKEHOLDER REGISTER/COMMUNICATION EXERCISE
1
2
3
4
5
STAKEHOLDER REGISTER
Stakeholder
Interest in Project
Priority
Support Strategies
Responsible for initiating and
Provide direction on key areas that must be
overseeing the implementation
considered implementing the project. Use their
The Kentucky
of construction projects in the
authority and resources to support key changes
Transportation Cabinet county.
Key
in the project’s progress.
Disseminating information to
Work with the project team members to
KYTC District 3 Public the public and participating in
identify key information regarding the progress
Information Officer,
the implementation process of
and fundamental aspects of the project that
Wes Watt
the project.
Key
should be communicated to the public.
Use his power to source funds and grants from
the national government for the successful
Responsible for overseeing the
implementation of the road improvement
provision of required resources
project. The mayor is the liaison between the
from the state, as well as
state and the local government in terms of
Mayor Fischer Greg
making key decisions in the
communicating and offering required resources
Fischer
project
Key
and funds from the state.
Help the project team members and all
Be able to demonstrate
stakeholders see the value of the road
leadership abilities in bringing
construction, stimulate them to actively
the team members together and
participate in the project implementation
overseeing that the result of the
process, and drive successful project
project meets the expectations
completion based on the initial budget and
Project Contractor
of all the stakeholders.
Key
duration.
Collaborate with the mayor and
Kentucky Transportation
Cabinet to establish the best
foundations for driving positive
outcomes in the project,
Be able to use his authority to institute, in
Matthew Simpson,
including the terms for
collaboration with relevant stakeholders, a
Warren County
allocation of resources and how
strong basis for evaluating project outcomes
Leadership
to monitor progress.
Key
based on the intended objective of the project.
3
STAKEHOLDER REGISTER/COMMUNICATION EXERCISE
6 Project team members
7
8
Subcontractors
End-User
9
Customer management
10
The Public/customers
Each team member is expected
to deliver key responsibilities in
driving the project towards
completion, based on the initial
budget and timeline.
Provide secondary services
required to supplement the
progress towards intended
outcomes
The road will ensure reduced
traffic and potential accidents,
improving road safety and
efficiency
The needs of the customers
must be considered for the
project to get approval from the
public
Increased transport efficiency
will prevent economic and
social issues associated with
poor roads
Key
Be able to demonstrate high levels of
professionalism and teamwork as a way of
improving outcomes and ensuring consistency.
Other
Demonstrate agility and readiness to respond to
anticipated input in driving positive outcomes.
Other
Actively participate with subcontractors to keep
their needs integrated within the project.
Other
Keep open communication channels in which
customers can channel their concerns for the
integrated project implementation process.
Other
Set up consultation and communication groups.
4
STAKEHOLDER REGISTER/COMMUNICATION EXERCISE
PROJECT COMMUNICATION MATRIX
Stakeholder
The Kentucky
1 Transportation
Cabinet
KYTC District 3
2 Public Information
Officer, Wes Watt
Mayor Fischer Greg
3 Fischer
Project Info Needs
Stakeholder Info Needs
Methods
Timing
Direction, budget,
authorizations,
strategy
Status, project progress, and
SH needs
Face-to-face,
video conferencing
Frequently
Strategy, concerns
Status, project progress, and
SH needs
Face-to-face,
video conferencing
Frequently
Direction, budget,
authorizations,
strategy
Status, project progress, and
SH needs
Face-to-face,
video conferencing
Frequently
Direction, strategy
Status, Status, project
progress, and SH needs
Face-to-face,
video conferencing,
e-mails
Frequently
Direction, strategy
Status, resources utilization
Program
newsletter, e-mails
Frequently, based on
concerns
Direction
Areas of input that are
needed
Project Contractor
4
Matthew Simpson,
5 Warren County
Leadership
Project team members
6
7
Subcontractors
Requirements
End-User
8
Concerns
Customer
9 management
Concerns
10
The Public/customers
Concerns
Status, project progress, and
any gaps
Status, changes that will
affect consumer transport
practices
Status, changes that will
affect consumer transport
practices
The changes that will affect
consumer transport practices
Workshops,
presentations, emails
e-mails,
presentations
Frequently
Monthly
Social media,
newsletter
Annually
Social media,
newsroom
Based on concerns
Social media,
newsroom
Annually
5
RACI CHART/ TYPES OF COST EXERCISE
Problem Set 5
University of the Cumberlands
Name: Hardik Patel
Course: BADM 634 Initiating the Project
Dr. Brian Houillion
Date : 10th July 2022
RACI CHART/ TYPES OF COST EXERCISE
Project Title: Bowling Green, Ky project to improve the U.S. 231 Scottsville Road corridor in Bowling Green between KY 884 Three
Springs Road to the Greenwood Mall entrance at Bryant Way (2021).
Business Case: Bowling Green, KY, plans a road construction project to improve a section of the U.S. 231 Scottsville Road corridor
between KY 884 Three Springs Road to the Greenwood Mall entrance at Bryant Way. The entrance to Greenwood Mall entrance at
U.S. 231 Scottsville Road will be widened to include a left-turn lane, a right-turn lane, and a left-straight through lane. The project
will cost approximately $4,075,899. The two-year project is scheduled to be completed in December 2022. This project will improve
the traffic signal at the U.S. 231 Scottsville Road intersection with the Greenwood Square Shopping Center.
RACI CHART/ TYPES OF COST EXERCISE
Activities
0.0 Bowling Green, Ky project to
improve the U.S. 231
Scottsville Road corridor in
Bowling Green between KY
884 Three Springs Road to the
Greenwood Mall entrance at
Bryant Way (2021).
1.0 Widen Scottsville Road
corridor
1.1 Introduce three new lanes: leftturn lane, right-turn lane, and
left-straight through lane
1.2 Upgrade the road surface along
the expanded corridor
1.3 Expand the intersection
2.0 Install road and traffic signs
and markings
2.1 Fix traffic lights at the
intersection
2.2 Mark the road and all the lanes
2.3 Install road signs along the
road reserve
3.0 Improve drainage along the
road corridor
3.1 Construct culverts
The Kentucky KYTC
Transportation District 3
Cabinet
Public
Information
Officer,
Wes Watt
Matthew
Project
Simpson,
Contractor
Warren
County
Leadership
Mayor
Fischer
Greg
Fischer
Project team
members
I
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C
C
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RACI CHART/ TYPES OF COST EXERCISE
3.2 Expand the drainage channels
3.3 Construct dewatering channels
for rainwater on the road
surface
4.0 Assessment report on traffic
load and flow rate
4.1 Assess the flow of traffic after
the road was opened to the
public
4.2 Measure the new traffic load
and flow rate
4.3 Prepare a detailed report on the
new traffic load and flow rate
5.0 Road beautification
5.1 Planted flowers on along the
central road reserve
5.2 Greened the road
5.3 Prepared roadside gardens
6.0 Handing over to Kentucky
6.1 The contractor will prepare a
handing-over report
6.2 Contractor to prepare the
handover plan
6.3 The contractor will present all
the files, contract terms, and
documents to Kentucky
cabinet members.
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RACI CHART/ TYPES OF COST EXERCISE
Part Two: Explanation/Justification for selected Key Deliverables and Activities
Deliverable 6: Handing over to Kentucky
The contractor will prepare a handing-over report.
The Kentucky transportation cabinet has been mandated to oversee the whole project since it is being carried out under its jurisdiction.
The cabinet is expected to use the available resources and support the contractor to complete the project. The cabinet will be expected
to receive the files, contract terms, and documents for future reference and evidence purposes. KYTC District 3 Public Information
Officer Wes Watt coordinates with the relevant stakeholders to analyze the information in the documents handed in by the contractor
and make the information known to members of the public. The mayor will act as a link between the state and local government to
make sure that everything is delivered as required and communicate the contents of the documents and files from the contractor to the
two entities due to the nature of the position. The project contractor will ensure everything is in order, and the documents must be
handed over as required. The contractor has power and influence over the project since they are the project manager. The contractor is
tasked with ensuring that the project activities are completed on time and within the available budget. Therefore, they are in the best
position to prepare the plans, reports, and documents that may be needed. The project team members are professionals, and their
primary purpose is to ensure that the whole project is completed in time. Therefore, they may help in the preparation of documents
needed in the project as they were key members in the execution of the project. They may have helpful information to help the project
leaders accomplish the task. The county leadership has access to the knowledge and expertise that may be useful in measuring and
evaluating the project outcome. Thus, he is better placed to provide the basis for individual activity outcomes, project evaluation
criteria, and the evaluation of individual activity outcomes.
RACI CHART/ TYPES OF COST EXERCISE
Types of Costs
Fixed: Fixed costs are “costs that remain the same
regardless of the size or volume of work” (Kloppenborg
2019, p. 331)
2. Rental of paint sprayer
3. The paint sprayer for marking the roads and all lanes will
be a Fixed cost of “x” amount per time rented “y.” The price
for the rental will not fluctuate if it is used more or less
during the rental period.
Variable: “Variable costs are those that vary directly
with the volume of use” (Kloppenborg 2019, p. 331)
2. Expand the drainage channels
3. Expansion of the drainage channels will be a variable cost
because it will be charged and will vary on the expansion
capacity.
Direct: “Direct costs are those that only occur because of
the project and are often classified as either direct labor or
other direct costs” (Kloppenborg 2019, p. 331)
Indirect: “Indirect costs are those that are necessary to keep the
organization running, but are not associated with one specific
project” (Kloppenborg 2019, p. 332)
2. Fix traffic lights at the intersection
3. Fixing the traffic lights at the intersection will be a direct
cost because they will result from the Bowling Green
project.
2. The handing-over report
3. Preparation of the handing over report will be an indirect
cost because it will be required by the organization to maintain
its credibility and professionalism and it is not directly linked
to one specific project.
Recurring: “Recurring costs are those that repeat as the
project work continues, such as the cost of writing code or
laying bricks” (Kloppenborg 2019, p. 332)
Nonrecurring: “Nonrecurring costs are those that
happen only once during a project, such as developing a design
that, once approved, guides the project team” (Kloppenborg
2019, p. 332)
2. Planted flowers on along the central road reserve
3. Planting flowers along the central road reserve will repeat 2. Introduce three new lanes
as the planting progresses.
3. Introducing these three lanes would be nonrecurring because
they will be incurred once and only when the relevant
stakeholders approve.
RACI CHART/ TYPES OF COST EXERCISE
Regular: “Regular costs are preferred and occur when
progress can be made by normal work hours and purchasing
agreements” (Kloppenborg 2019, p. 332)
2. Expand the intersection
3. the expansion of the intersection will have regular costs
because it will be constructed under normal working hours,
depending on the client’s specifications and contract
agreements.
Expedited: “Expedited costs occur when the project must be
conducted faster than normal, and overtime for workers and/or
extra charges for rapid delivery from suppliers are necessary”
(Kloppenborg 2019, p. 332)
2. Fixing traffic lights at the intersection
3. The fixing of traffic lights will be expedited costs because
the lights will need to be fixed faster to enable an efficient
flow of traffic within the region.
Internal: Internal costs are the direct tradable costs in a
project, and they include maintenance and management
construction (Kloppenborg 2019, p. 333).
2. maintenance of the traffic lights
3. The fixed traffic lights at the intersection will be
maintenance costs because it would be done as
infrastructural management of the project.
External: External costs are the idea of unreimbursed social or
environmental effects in economics (Kloppenborg 2019, p.
333).
Lease: Lease cost is the sum paid by the customer to the
Vendor under the Contract for the completion and proper
delivery of the Client’s duties.
2. Preparing roadside gardens
3. The roadside land will have to be leased before planting
the garden, and as a result, both stakeholders will incur
leasing costs.
Purchase: Purchase cost is the whole cost of the purchased
good or service, including any applicable taxes, delivery costs,
extra fees, and unforeseen costs.
Labor: Labor costs are the ones that represent the payments
made to all workers in a project.
Material: Material cost is the price of the materials used to
create a good or deliver a service.
2. Channels for rainwater
3. Constructing channels for rainwater will be an external cost
that the contractor will incur in case the channels get blocked
by dirty water containing garbage. In such events, the
company will focus on external costs to maintain the channels
for rainwater.
2. Purchase flowers
3. The costs of flowers would be purchase costs because it
would involve buying the flowers and paying people to plant
the flowers manually along the road.
RACI CHART/ TYPES OF COST EXERCISE
2. Planting flowers along the road
3. The cost of planting flowers along the road would be
labor cost because it would involve human labor to carry
and organize the flowers.
2. Construct culverts
3. Constructing culverts would be material costs because it
would cost the contractor to purchase the culverts in the form
of materials.
Estimate: “The estimate is “a quantified assessment of the
likely amount” (Kloppenborg 2019, p. 333)
Reserve: “The reserve is extra money in the project budget to
be used if necessary—usually if a risk event occurs”
(Kloppenborg 2019, p. 333)s
2. Preparing a detailed report on the new traffic load and
flow rate
3. Preparation of the new traffic load and rates will be
estimated because it will involve certain estimations of the
load and rates to be implemented.
2. Upgrading the road surface along the expanded corridor
3. This resource will be reserved because it will require an
extra budget to expand the corridor if a risk occurs during the
road upgrade.
Contemporary
Project Management
FOURTH EDITION
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter
MS Project
3
MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7
Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8
Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9
Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10
Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12
Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14
Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule remaining work, revise future estimates
15
Close Project
Creating project progress reports, sharing reports, export a report to MS Excel, archive project work,
capture and publish lessons learned
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PMBOK® Guide 6e Coverage in Contemporary Project Management 4e
The numbers refer to the text page where the process is defined.
Project management (PM) processes and knowledge areas 10–11
Project life cycle 7–10, 62–64
Projects and strategic planning 33–37
Organizational influences 102–110
Portfolio and program management 37–42
®
PMBOK Guide, 6th ed. Coverage
Knowledge
Areas
Project
Integration
Management
Initiating
Process
Group
Develop
Project
Charter
60–79
Planning Process Group
Develop Project Management Plan
409–410
Executing Process
Group
Monitoring &
Controlling
Process Group
Closing
Process
Group
Direct and Manage
Project Work 459–460
Manage Project
Knowledge 192–193,
504–508
Monitor and Control
Project Work 460–462
Perform Integrated
Change Control
229–232, 462–463
Close
Project
or Phase
503,
508–511
Project Scope
Management
Plan Scope Management 211–212
Collect Requirements 212–216
Define Scope 216–220
Create WBS 220–229
Validate Scope
500–501
Control Scope
475–476
Project
Schedule
Management
Plan Schedule Management 246
Define Activities 249–253
Sequence Activities 253–255
Estimate Activity Durations 255–258
Develop Schedule 259–267
Control Schedule
476–480
Project Cost
Management
Plan Cost Management 329–330
Estimate Costs 330–341
Determine Budget 342–344
Control Costs 345,
476–480
Project Quality
Management
Plan Quality Management 401–404
Manage Quality
404–406, 469–474
Control Quality
406–409, 469–474
Project
Resources
Management
Plan Resource Management 290–295
Estimate Activity Resources 290
Aquire Resources
138–141
Develop Team 141–157
Manage Team 157–161
Control Resources 476
Project Communications
Management
Plan Communications Management
188–192
Manage
Communications
193–199, 465–467
Monitor
Communications
467–468
Project Risk
Management
Plan Risk Management 360–366
Identify Risks 75, 366–368
Perform Qualitative Risk Analysis 75,
368–372
Perform Quantitative Risk Analysis
372–373
Plan Risk Responses 75, 373–377
Implement Risk
Responses 464–465
Monitor Risks
463–464
Project
Procurement
Management
Plan Procurement Management
431–433, 438–441
Conduct
Procurements
434–438
Control Procurments
441
Plan Stakeholder Engagement 184–186
Manage Stakeholder
Engagement 187–188
Monitor Stakeholder
Engagement 188
Project Stakeholder
Management
Identify
Stakeholders 75–77,
178–184
® Guide), 6th ed. (Newtown Square, PA: Project Management
Source: Adapted from A Guide to the Project Management Body of Knowledge (PMBOK
Institute, Inc., 2017): 31.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE
LEAD
PLAN
PERFORM
FOURTH EDITION
TIMOTHY J. KLOPPENBORG
Xavier University
VITTAL ANANTATMULA
Western Carolina University
KATHRYN N. WELLS
Keller Williams Real Estate
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
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valuable information on pricing, previous editions, changes to current editions, and alternate
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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project Management,
Fourth Edition
2019 2015
Timothy J. Kloppenborg
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Printed in the United States of America
Print Number: 01
Print Year: 2017
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter
MS Project
3
MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7
Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8
Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9
Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10
Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12
Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14
Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule remaining work, revise future estimates
15
Close Project
Creating project progress reports, sharing reports, export a report to MS Excel, archive project work,
capture and publish lessons learned
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PMBOK® Guide 6e Coverage in Contemporary Project Management 4e
The numbers refer to the text page where the process is defined.
Project management (PM) processes and knowledge areas 10–11
Project life cycle 7–10, 62–64
Projects and strategic planning 33–37
Organizational influences 102–110
Portfolio and program management 37–42
®
PMBOK Guide, 6th ed. Coverage
Knowledge
Areas
Project
Integration
Management
Initiating
Process
Group
Develop
Project
Charter
60–79
Planning Process Group
Develop Project Management Plan
409–410
Executing Process
Group
Monitoring &
Controlling
Process Group
Closing
Process
Group
Direct and Manage
Project Work 459–460
Manage Project
Knowledge 192–193,
504–508
Monitor and Control
Project Work 460–462
Perform Integrated
Change Control
229–232, 462–463
Close
Project
or Phase
503,
508–511
Project Scope
Management
Plan Scope Management 211–212
Collect Requirements 212–216
Define Scope 216–220
Create WBS 220–229
Validate Scope
500–501
Control Scope
475–476
Project
Schedule
Management
Plan Schedule Management 246
Define Activities 249–253
Sequence Activities 253–255
Estimate Activity Durations 255–258
Develop Schedule 259–267
Control Schedule
476–480
Project Cost
Management
Plan Cost Management 329–330
Estimate Costs 330–341
Determine Budget 342–344
Control Costs 345,
476–480
Project Quality
Management
Plan Quality Management 401–404
Manage Quality
404–406, 469–474
Control Quality
406–409, 469–474
Project
Resources
Management
Plan Resource Management 290–295
Estimate Activity Resources 290
Aquire Resources
138–141
Develop Team 141–157
Manage Team 157–161
Control Resources 476
Project Communications
Management
Plan Communications Management
188–192
Manage
Communications
193–199, 465–467
Monitor
Communications
467–468
Project Risk
Management
Plan Risk Management 360–366
Identify Risks 75, 366–368
Perform Qualitative Risk Analysis 75,
368–372
Perform Quantitative Risk Analysis
372–373
Plan Risk Responses 75, 373–377
Implement Risk
Responses 464–465
Monitor Risks
463–464
Project
Procurement
Management
Plan Procurement Management
431–433, 438–441
Conduct
Procurements
434–438
Control Procurments
441
Plan Stakeholder Engagement 184–186
Manage Stakeholder
Engagement 187–188
Monitor Stakeholder
Engagement 188
Project Stakeholder
Management
Identify
Stakeholders 75–77,
178–184
® Guide), 6th ed. (Newtown Square, PA: Project Management
Source: Adapted from A Guide to the Project Management Body of Knowledge (PMBOK
Institute, Inc., 2017): 31.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Brief Contents
Preface xx
About the Authors xxix
PART 1
Organizing Projects
1
Introduction to Project Management
2
Project Selection and Prioritization 32
3
Chartering Projects 60
PART 2
2
Leading Projects
4
Organizational Capability: Structure, Culture, and Roles 100
5
Leading and Managing Project Teams 136
6
Stakeholder Analysis and Communication Planning 176
PART 3
Planning Projects
7
Scope Planning 210
8
Scheduling Projects
9
Resourcing Projects 286
10
Budgeting Projects
11
Project Risk Planning 358
12
Project Quality Planning and Project Kickoff 386
PART 4
244
328
Performing Projects
13
Project Supply Chain Management
14
Determining Project Progress and Results 456
15
Finishing the Project and Realizing the Benefits
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
426
498
PMP and CAPM Exam Prep Suggestions 522
Agile Differences Covered 527
Answers to Selected Exercises 532
Project Deliverables 537
Strengths Themes As Used in Project Management
Index 539
[Available Online]
v
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1.2 Foundational Elements
Project Customer Tradeoff Matrix
Life Cycle and Development Approach
Elevator Pitch
2.4 Organizational Systems
Leader Roles and Responsibilities
Project Selection and Prioritization Matrix
Project Resource Assignment Matrix
3.4 Project Manager Competencies
Selecting Projects
Integration
4.1 Develop
Project Charter
Charter
Assumptions Log
4.2 Develop Project Management Plan
5.1 Plan
Scope
Management
Scope
5.2 Collect
Requirements
Requirements Documents
Scope
6.1 Plan
Schedule
Management
Schedule
Activities
7.1 Plan
Cost
Management
Quality
8.1 Plan
Quality
Management
Resources
9.1 Plan
Resource
Management
Communication
10.1 Plan
Communications
Management
12.1 Plan
Procurement
Management
Procurement
13.1 Identify
Stakeholders
Stakeholder
Register
Duration
Estimates
7.3 Determine
Budget
Network
6.3 Sequence
Activities
6.5 Develop
Schedule
Schedule Baseline
Cost Baseline
Quality
Mgt.
Plan
RACI
Team
Charter
Communications
Matrix
11.1 Plan
Risk
Management
Risk
Stakeholders
7.2 Estimate
Costs
Scope
Statement
Activity List
Milestone List
6.4 Estimate
activity
Durations
Cost
5.4 Create
WBS
9.2 Estimate
Activity
Resources
11.2 Identify
Risks
Risk Register
11.3 Perform
Qualitative
Risk Analysis
Bid
Documents
Make or Buy
Analysis
Resource Requirements
11.5 Plan
Risk
Responses
11.4 Perform
Quantitative
Risk Analysis
13.2 Plan
Stakeholder
Stakeholders
Engagement
Engagement Assessment Matrix
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Realizing
s
PM Plan Baselines Life Cycle
and Development Approach
4.5 Monitor and
Control
Project Work
4.3 Direct and Manage
Project Work
4.4 Manage Project
Knowledge
s
Analysis
Lessons
Learned
Register
4.7 Close Project Closure
Documents
or Phase
Customer
Feedback
Transition Plan
4.6 Perform
Integrated
Change Control
Retrospectives
Scope
Baseline with WBS
5.5 Validate
Scope
5.6 Control
Scope
6.6 Control
Schedule
Resource Histogram
Project Crashing
7.4 Control
Costs
Quality
Reports
8.2 Manage
Quality
8.3 Control
Quality
Scope
Backlog
Burn
Down/Up
Charts
Earned Value
Analysis
Quality
Measurements
9.3 Acquire
Resources
9.4 Develop
Team
Team
Assessments
Team
Assignments
9.6 Control
Resources
9.5 Manage
Team
10.2 Manage
Communications
Agendas
Minutes
Issues Log
Meeting Evaluation
10.3 Monitor
Communications Change
Requests
Progress Report
11.6 Implement
Risk Responses
11.7 Monitor
Risks
12.2 Conduct
Procurements
12.3 Control
Procurements
13.3 Manage
Stakeholder
Engagement
Source
Selection
Matrix
13.4 Monitor
Stakeholder
Engagement
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxix
PART 1
Organizing Projects
CHAPTER 1
Introduction to Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1 What Is a Project?
3
1.2 History of Project Management
5
1.3 How Can Project Work Be Described? 6
1.3a Projects versus Operations 6 / 1.3b Soft Skills and Hard Skills
and Responsibility 7 / 1.3d Project Life Cycle 7
7 / 1.3c Authority
1.4 Understanding Projects 10
1.4a Project Management Institute 10 / 1.4b Project Management Body of Knowledge
(PMBOK ) 10 / 1.4c The PMI Talent Triangle 11 / 1.4d Selecting and Prioritizing
Projects 14 / 1.4e Project Goals and Constraints 14 / 1.4f Defining Project Success
and Failure 15 / 1.4g Using Microsoft Project to Help Plan and Measure
Projects 16 / 1.4h Types of Projects 16 / 1.4i Scalability of Project Tools 17
®
1.5 Project Roles 17
1.5a Project Executive-Level Roles 18 / 1.5b Project Management-Level Roles
1.5c Project Associate-Level Roles 20
19 /
1.6 Overview of the Book 20
1.6a Part 1: Organizing and Initiating Projects 20 / 1.6b Part 2: Leading Projects
1.6c Part 3: Planning Projects 21 / 1.6d Part 4: Performing Projects 23
PMP/CAPM Study Ideas
Summary
21 /
23
24
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
25
25
PMBOK Guide Questions
26
Integrated Example Projects
27
Suburban Homes Construction Project
Casa DE PAZ Development Project
Semester Project Instructions
28
Project Management in Action
29
References
30
Endnotes
31
24
27
28
viii
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Contents
ix
CHAPTER 2
Project Selection and Prioritization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.1 Strategic Planning Process 33
2.1a Strategic Analysis 33 / 2.1b Guiding Principles
Objectives 36 / 2.1d Flow-Down Objectives 37
34 / 2.1c Strategic
2.2 Portfolio Management 37
2.2a Portfolios 38 / 2.2b Programs 39 / 2.2c Projects and Subprojects 39 /
2.2d Assessing an Organization’s Ability to Perform Projects 42 / 2.2e Identifying
Potential Projects 42 / 2.2f Using a Cost-Benefit Analysis Model to Select
Projects 43 / 2.2g Using a Scoring Model to Select Projects 45 / 2.2h Prioritizing
Projects 48 / 2.2i Resourcing Projects 48
2.3 Securing Projects 49
2.3a Identify Potential Project Opportunities 50 / 2.3b Determine Which Opportunities to
Pursue 50 / 2.3c Prepare and Submit a Project Proposal 51 / 2.3d Negotiate to
Secure the Project 51
PMP/CAPM Study Ideas
Summary
52
52
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
53
53
PMBOK Guide Questions
Exercises
52
53
54
Integrated Example Projects
55
Casa DE PAZ Development Project
Semester Project Instructions
56
Project Management in Action
57
References
58
Endnotes
59
56
CHAPTER 3
Chartering Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
3.1 What Is a Project Charter?
62
3.2 Why Is a Project Charter Used?
3.3 When Is a Charter Needed?
63
64
3.4 Typical Elements in a Project Charter 65
3.4a Title 65 / 3.4b Scope Overview 65 / 3.4c Business Case 66 /
3.4d Background 66 / 3.4e Milestone Schedule with Acceptance Criteria 66 /
3.4f Risks, Assumptions, and Constraints 67 / 3.4g Resource Estimates 69 /
3.4h Stakeholder List 69 / 3.4i Team Operating Principles 69 / 3.4j Lessons
Learned 70 / 3.4k Signatures and Commitment 70
3.5 Constructing a Project Charter 70
3.5a Scope Overview and Business Case Instructions 70 / 3.5b Background
Instructions 71 / 3.5c Milestone Schedule with Acceptance Criteria
Instructions 72 / 3.5d Risks, Assumptions, and Constraints Instructions 75 /
3.5e Resources Needed Instructions 75 / 3.5f Stakeholder List Instructions 75 /
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x
Contents
3.5g Team Operating Principles Instructions 77 / 3.5h Lessons Learned
Instructions 77 / 3.5i Signatures and Commitment Instructions 78
3.6 Ratifying the Project Charter
79
3.7 Starting a Project Using Microsoft Project 79
3.7a MS Project 2016 Introduction 80 / 3.7b Setting up Your First Project
3.7c Define Your Project 82 / 3.7d Create a Milestone Schedule 83
PMP/CAPM Study Ideas
Summary
88
88
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
88
89
89
PMBOK Guide Questions
Exercises
81 /
89
90
Integrated Example Projects
91
Casa DE PAZ Development Project
Semester Project Instructions
93
Project Management in Action
93
References
96
Endnotes
97
PART 2
Leading Projects
93
CHAPTER 4
Organizational Capability: Structure, Culture, and Roles . . . . . . . . . . . . . . . . . . . . . 100
4.1 Types of Organizational Structures 103
4.1a Functional 103 / 4.1b Projectized 104 / 4.1c Matrix
105
4.2 Organizational Culture and Its Impact on Projects 109
4.2a Culture of the Parent Organization 110 / 4.2b Project Cultural Norms
111
4.3 Project Life Cycles 111
4.3a Define-Measure-Analyze-Improve-Control (DMAIC) Model 112 / 4.3b Research and
Development (R&D) Project Life Cycle Model 113 / 4.3c Construction Project Life
Cycle Model 113 / 4.3d Agile Project Life Cycle Model 113
4.4 Agile Project Management 114
4.4a What Is Agile? 114 / 4.4b Why Use Agile? 114 / 4.4c What Is an Agile
Mindset? 114 / 4.4d What Are the Key Roles in Agile Projects? 115 / 4.4e How Do
You Start an Agile Project? 115 / 4.4f How Do You Continue an Agile Project?
115 / 4.4g What Is Needed for Agile to Be Successful? 116
4.5 Traditional Project Executive Roles 116
4.5a Steering Team 116 / 4.5b Sponsor 117 / 4.5c Customer
Projects Officer/Project Management Office 121
4.6 Traditional Project Management Roles 121
4.6a Functional Manager 121 / 4.6b Project Manager
119 / 4.5d Chief
122 / 4.6c Facilitator
4.7 Traditional Project Team Roles 126
4.7a Core Team Members 126 / 4.7b Subject Matter Experts
124
126
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Contents
4.8 Role Differences on Agile Projects
PMP/CAPM Study Ideas
Summary
126
128
128
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
128
129
129
PMBOK Guide Questions
Exercises
xi
129
130
Integrated Example Projects
130
Casa DE PAZ Development Project
Semester Project Instructions
131
Project Management in Action
132
References
134
Endnotes
135
131
CHAPTER 5
Leading and Managing Project Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
5.1 Acquire Project Team 138
5.1a Preassignment of Project Team Members 139 / 5.1b Negotiation for Project Team
Members 139 / 5.1c On-Boarding Project Team Members 140
5.2 Develop Project Team 141
5.2a Stages of Project Team Development 142 / 5.2b Characteristics of High-Performing
Project Teams 144 / 5.2c Assessing Individual Member Capability 147 /
5.2d Assessing Project Team Capability 148 / 5.2e Building Individual and Project
Team Capability 150 / 5.2f Establishing Project Team Ground Rules 153
5.3 Manage Project Team 157
5.3a Project Manager Power and Leadership 157 / 5.3b Assessing Performance of
Individuals and Project Teams 159 / 5.3c Project Team Management Outcomes
5.4 Relationship Building Within the Core Team
159
160
5.5 Managing Project Conflicts 161
5.5a Sources of Project Conflict 162 / 5.5b Conflict-Resolution Process and
Styles 163 / 5.5c Negotiation 164
5.6 Communication Needs of Global and Virtual Teams 166
5.6a Virtual Teams 166 / 5.6b Cultural Differences 166 / 5.6c Countries and Project
Communication Preferences 167
PMP/CAPM Study Ideas
Summary
167
168
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
168
168
169
PMBOK Guide Questions
170
Integrated Example Projects
170
Casa DE PAZ Development Project
Semester Project Instructions
171
171
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xii
Contents
Project Management in Action
References
174
Endnotes
175
172
CHAPTER 6
Stakeholder Analysis and Communication Planning . . . . . . . . . . . . . . . . . . . . . . . . . 176
6.1 Identify Stakeholders 178
6.1a Find Stakeholders 179 / 6.1b Analyze Stakeholders
Stakeholders 183
180 / 6.1c Document
6.2 Plan Stakeholder Engagement 184
6.2a Creating a Stakeholder Engagement Assessment Matrix
Relationships with Stakeholders 185
184 / 6.2b Planning to Build
6.3 Manage Stakeholder Engagement
187
6.4 Monitor Stakeholder Engagement
188
6.5 Plan Communications Management 188
6.5a Purposes of a Project Communications Plan 188 / 6.5b Communications Plan
Considerations 189 / 6.5c Communications Matrix 191 / 6.5d Manage Project
Knowledge 192
6.6 Manage Communications 193
6.6a Determine Project Information Needs 193 / 6.6b Establish Information Retrieval and
Distribution System 193 / 6.6c Project Meeting Management 194 / 6.6d Issues
Management 197
PMP/CAPM Study Ideas
Summary
199
199
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
200
200
200
PMBOK Guide Questions
201
Integrated Example Projects
202
Casa DE PAZ Development Project
Semester Project Instructions
203
Project Management in Action
204
References
206
Endnotes
207
PART 3
Planning Projects
202
CHAPTER 7
Scope Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
7.1 Plan Scope Management
211
7.2 Collect Requirements 212
7.2a Gather Stakeholder Input and Needs
213
7.3 Define Scope 217
7.3a Reasons to Define Scope 217 / 7.3b How to Define Scope
Scope in Agile Projects 218
217 / 7.3c Defining
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Contents
7.4 Work Breakdown Structure (WBS) 220
7.4a What Is the WBS? 220 / 7.4b Why Use a WBS? 221 / 7.4c WBS
Formats 222 / 7.4d Work Packages 224 / 7.4e How to Construct a WBS
7.5 Establish Change Control
Summary
239
Chapter Review Questions
Discussion Questions
239
240
241
Integrated Example Projects
241
Casa DE PAZ Development Project
Semester Project Instructions
242
Project Management in Action
242
References
239
239
PMBOK Guide Questions
Exercises
232
237
Key Terms Consistent with PMI Standards and Guides
®
226
229
7.6 Using MS Project for Work Breakdown Structures (WBS)
7.6a Set Up a WBS in MS Project 232
PMP/CAPM Study Ideas
xiii
242
243
CHAPTER 8
Scheduling Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
8.1 Plan Schedule Management
246
8.2 Purposes of a Project Schedule
247
8.3 Historical Development of Project Schedules
247
8.4 How Project Schedules Are Limited and Created
8.5 Define Activities
248
249
8.6 Sequence Activities 253
8.6a Leads and Lags 254 / 8.6b Alternative Dependencies
8.7 Estimate Activity Duration 255
8.7a Problems and Remedies in Duration Estimating
255
256 / 8.7b Learning Curves
8.8 Develop Project Schedules 259
8.8a Two-Pass Method 259 / 8.8b Enumeration Method
258
263
8.9 Uncertainty in Project Schedules 264
8.9a Program Evaluation and Review Technique
265 / 8.9b Monte Carlo Simulation
8.10 Show the Project Schedule on a Gantt Chart
268
266
8.11 Using Microsoft Project for Critical Path Schedules 268
8.11a Set up the Project Schedule 269 / 8.11b Build the Network Diagram and Identify
the Critical Path 270
PMP/CAPM Study Ideas
Summary
275
276
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
276
277
277
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiv
Contents
Exercises
®
278
PMBOK Guide Questions
280
Integrated Example Projects
281
Casa DE PAZ Development Project
Semester Project Instructions
283
Project Management in Action
283
References
284
Endnotes
285
281
CHAPTER 9
Resourcing Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
9.1 Abilities Needed When Resourcing Projects 288
9.1a The Science and Art of Resourcing Projects 288 / 9.1b Considerations When
Resourcing Projects 288 / 9.1c Activity- versus Resource-Dominated Schedules 289
9.2 Estimate Resource Needs
290
9.3 Plan Resource Management 290
9.3a Identify Potential Resources 291 / 9.3b Determine Resource Availability
9.3c Decide Timing Issues When Resourcing Projects 294
9.4 Project Team Composition Issues 295
9.4a Cross-Functional Teams 295 / 9.4b Co-Located Teams
Teams 295 / 9.4d Outsourcing 295
293 /
295 / 9.4c Virtual
9.5 Assign a Resource to Each Activity 296
9.5a Show Resource Responsibilities on RACI Chart 297 / 9.5b Show Resource
Assignments on Gantt Chart 297 / 9.5c Summarize Resource Responsibilities by Time
Period with Histogram 297
9.6 Dealing with Resource Overloads 300
9.6a Methods of Resolving Resource Overloads
9.7 Compress the Project Schedule 303
9.7a Actions to Reduce the Critical Path
Tracking 307
300
303 / 9.7b Crashing
304 / 9.7c Fast
9.8 Alternative Scheduling Methods 309
9.8a Critical Chain Project Management (CCPM) 309 / 9.8b Reverse Phase
Schedules 310 / 9.8c Rolling Wave Planning 310 / 9.8d Agile Project
Planning 310 / 9.8e Auto/Manual Scheduling 310
9.9 Using MS Project for Resource Allocation 311
9.9a Step 1: Defining Resources 311 / 9.9b Step 2: Set Up a Resource Calendar 312 /
9.9c Step 3: Assigning Resources 312 / 9.9d Step 4: Finding Overallocated
Resources 315 / 9.9e Step 5: Dealing with Overallocations 316 / 9.9f Crashing a
Critical Path Activity 317
PMP/CAPM Study Ideas
Summary
319
319
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
320
320
PMBOK Guide Questions
Exercises
320
321
322
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Contents
Integrated Example Projects
324
Casa DE PAZ Development Project
Semester Project Instructions
325
Project Management in Action
325
References
Endnote
xv
324
327
327
CHAPTER 10
Budgeting Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
10.1 Plan Cost Management
329
10.2 Estimate Cost 330
10.2a Types of Cost 331 / 10.2b Accuracy and Timing of Cost Estimates 334 /
10.2c Methods of Estimating Costs 335 / 10.2d Project Cost Estimating Issues
10.3 Determine Budget 342
10.3a Aggregating Costs 342 / 10.3b Analyzing Reserve Needs
10.3c Determining Cash Flow 344
10.4 Establishing Cost Control
Summary
345 / 10.5b Develop Summary
349
349
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
350
350
350
PMBOK Guide Questions
Exercises
342 /
345
10.5 Using MS Project for Project Budgets 345
10.5a Developing a Bottom-Up Project Budget Estimate
Project Budget 347
PMP/CAPM Study Ideas
338
351
352
Integrated Example Projects
353
Casa DE PAZ Development Project
Semester Project Instructions
354
Project Management in Action
354
References
356
Endnotes
356
354
CHAPTER 11
Project Risk Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
11.1 Plan Risk Management 360
11.1a Roles and Responsibilities
362 / 11.1b Categories and Definitions
11.2 Identify Risks 366
11.2a Information Gathering 366 / 11.2b Reviews
Relationships 368 / 11.2d Risk Register 368
362
367 / 11.2c Understanding
11.3 Risk Analysis 368
11.3a Perform Qualitative Risk Analysis 368 / 11.3b Perform Quantitative Risk
Analysis 372 / 11.3c Risk Register Updates 373
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xvi
Contents
11.4 Plan Risk Responses 373
11.4a Strategies for Responding to Risks
PMP/CAPM Study Ideas
Summary
373 / 11.4b Risk Register Updates
377
378
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
378
379
379
PMBOK Guide Questions
Exercises
377
379
380
Integrated Example Projects
381
Casa DE PAZ Development Project
Semester Project Instructions
382
Project Management in Action
382
References
384
Endnotes
384
381
CHAPTER 12
Project Quality Planning and Project Kickoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
12.1 Development of Contemporary Quality Concepts 388
12.1a Quality Gurus 388 / 12.1b Total Quality Management/Malcolm Baldrige
12.1c ISO 9001:2008 390 / 12.1d Lean Six Sigma 390
389 /
12.2 Core Project Quality Concepts 392
12.2a Stakeholder Satisfaction 393 / 12.2b Process Management 394 / 12.2c FactBased Management 396 / 12.2d Fact-Based Project Management Example 398 /
12.2e Empowered Performance 399 / 12.2f Summary of Core Concepts 400
12.3 Plan Quality Management 401
12.3a Quality Policy 401 / 12.3b Quality Management Plan Contents 403 /
12.3c Quality Baseline 404 / 12.3d Process Improvement Plan 404
12.4 Manage Quality
404
12.5 Control Quality
406
12.6 Cost of Quality
409
12.7 Develop Project Management Plan 409
12.7a Resolve Conflicts 409 / 12.7b Establish Configuration Management
12.7c Apply Sanity Tests to All Project Plans 410
12.8 Kickoff Project 410
12.8a Preconditions to Meeting Success
411 / 12.8b Meeting Activities
12.9 Baseline and Communicate Project Management Plan
410 /
411
413
12.10 Using MS Project for Project Baselines 413
12.10a Baseline the Project Plan 413 / 12.10b Create the First Time Baseline 414 /
12.10c Subsequent Baselines 414 / 12.10d Viewing Baselines and Variances 415
PMP/CAPM Study Ideas
Summary
416
417
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
417
418
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents
Discussion Questions
®
418
PMBOK Guide Questions
Exercises
xvii
418
419
Integrated Example Projects
420
Casa DE PAZ Development Project
Semester Project Instructions
420
Project Management in Action
421
420
References
423
Endnotes
424
PART 4
Performing Projects
CHAPTER 13
Project Supply Chain Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
13.1 Introduction to Project Supply Chain Management 428
13.1a SCM Components 430 / 13.1b SCM Factors 430 / 13.1c SCM
Decisions 430 / 13.1d Project Procurement Management Processes 431
13.2 Plan Procurement Management 431
13.2a Outputs of Planning 431 / 13.2b Make-or-Buy Decisions
432
13.3 Conduct Procurements 434
13.3a Sources for Potential Suppliers 434 / 13.3b Approaches Used When Evaluating
Prospective Suppliers 435 / 13.3c Supplier Selection 436
13.4 Contract Types 438
13.4a Fixed-Price Contracts 439 / 13.4b Cost-Reimbursable Contracts
13.4c Time and Material (T&M) Contracts 440
13.5 Control Procurements
441
13.6 Improving Project Supply Chains 441
13.6a Project Partnering and Collaboration 442 / 13.6b Third Parties
Purchasing 447 / 13.6d Sourcing 447 / 13.6e Logistics 447 /
13.6f Information 448
PMP/CAPM Study Ideas
Summary
448
Chapter Review Questions
Discussion Questions
®
447 / 13.6c Lean
448
Key Terms Consistent with PMI Standards and Guides
449
449
449
PMBOK Guide Questions
Exercises
440 /
450
451
Integrated Example Projects
451
Casa DE PAZ Development Project
Semester Project Instructions
452
Project Management in Action
452
References
453
Endnotes
454
452
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xviii
Contents
CHAPTER 14
Determining Project Progress and Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
14.1 Project Balanced Scorecard Approach
458
14.2 Internal Project Issues 459
14.2a Direct and Manage Project Work 459 / 14.2b Monitor and Control Project
Work 460 / 14.2c Monitoring Project Risk 463 / 14.2d Implement Risk
Responses 464 / 14.2e Manage Communications 465 / 14.2f Monitor
Communications 467
14.3 Customer Issues 469
14.3a Manage and Control Quality
469 / 14.3b Control Scope
475
14.4 Financial Issues 476
14.4a Control Resources 476 / 14.4b Control Schedule and Costs
Value Management for Controlling Schedule and Costs 476
476 / 14.4c Earned
14.5 Using MS Project to Monitor and Control Projects 480
14.5a What Makes a Schedule Useful? 480 / 14.5b How MS Project Recalculates the
Schedule Based on Reported Actuals 481 / 14.5c Current and Future Impacts of Time
and Cost Variance 481 / 14.5d Define the Performance Update Process 481 /
14.5e Steps to Update the Project Schedule 482
14.6 Replanning If Necessary
487
PMP/CAPM Study Ideas
488
Summary
488
Key Terms Consistent with PMI Standards and Guides
Chapter Review Questions
Discussion Questions
®
489
489
PMBOK Guide Questions
Exercises
488
490
491
Integrated Example Projects
492
Casa DE PAZ Development Project
Semester Project Instructions
493
Project Management in Action
494
References
496
Endnotes
497
493
CHAPTER 15
Finishing the Project and Realizing the Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498
15.1 Validate Scope
500
15.2 Terminate Projects Early
501
15.3 Close Project 503
15.3a Write Transition Plan 503 / 15.3b Knowledge Management
the Closeout Report 508
504 / 15.3c Create
15.4 Post-Project Activities 509
15.4a Reassign Workers 509 / 15.4b Celebrate Success and Reward Participants
15.4c Provide Ongoing Support 510 / 15.4d Ensure Project Benefits Are
Realized 510
509 /
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Contents
15.5 Using MS Project for Project Closure
15.5a Creating Project Progress Reports
PMP/CAPM Study Ideas
Summary
511
511 / 15.5b Archiving Project Work
515
Chapter Review Questions
Discussion Questions
515
515
516
PMBOK Guide Questions
Exercise
512
515
Key Terms Consistent with PMI Standards and Guides
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xix
516

517
Integrated Example Projects
517
Casa DE PAZ Development Project
Semester Project Instructions
518
Project Management in Action
518
References
520
Endnotes
521
518
Appendix A PMP and CAPM Exam Prep Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . 522
Appendix B Agile Differences Covered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
Appendix C Answers to Selected Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
Appendix D Project Deliverables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 537
Appendix E Strengths Themes As Used in Project Management . . . . [Available Online]
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
While project managers today still need to use many techniques that have stood the test
of several decades, they increasingly also must recognize the business need for a project,
sort through multiple conflicting stakeholder demands. They must know how to deal
with rapid change, a myriad of communication issues, global and virtual project teams,
modern approaches to quality improvement, when to tailor their project management
approach to include methods and behaviors from Agile, and many other issues that are
more challenging than those in projects of the past.
Contemporary project management utilizes the tried-and-true project management
techniques along with modern improvements such as the most current versions of Microsoft Project Professional 2016, the sixth edition of the Guide to the Project Management
Body of Knowledge (PMBOK Guide), and many approaches derived from adaptive
(Agile) project management. Contemporary project management also uses many tools
and understandings that come from modern approaches to quality and communications,
expanded role definitions, leadership principles, human strengths, and many other
sources. Contemporary project management is scalable, using simple versions of important techniques on small projects and more involved versions on more complex projects.
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Distinctive Approach
This book covers contemporary project management topics using contemporary project
management methods. For example, when considering the topic of dealing with multiple
stakeholders, every chapter was reviewed by students, practitioners, and academics. This
allowed simultaneous consideration of student learning, practitioner realism, and academic research and teaching perspectives.
The practical examples and practitioner reviewers came from a variety of industries, different parts of the world, and from many sizes and types of projects in order to emphasize
the scalability and universality of contemporary project management techniques.
New to This Edition
Core, behavioral, and technical learning objectives. We have expanded the number
of learning objectives and classified them as core, behavioral, or technical. About
half of the objectives are core: what we believe every student of project management
should learn. A professor could teach a solid project management introductory class
by deeply using only the core objectives. On the other hand, there are measurable
student objectives for either a behavioral or a technical approach. All suggested student assignments and questions are tied specifically to one of the learning objectives.
A professor could use this text for a two-semester sequence that emphasizes both indepth behavioral and technical approaches.
Videos. Exclusively available to those using the MindTap product for this book, we
have created dozens of short (average time, five minutes) videos to show the art of
many of the techniques. These demonstrate the use of many of the techniques in a
by-hand or spreadsheet fashion as well as using Microsoft Project 2016. Several
questions that can be assigned to students are included with the videos that
xx
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
xxi
demonstrate how to use Microsoft Project to complement learning. Answers (sometimes definitive, sometimes representative, depending on the nature of the technique) are included in the instructor’s manual (IM).
Extensive flowchart to help the sixth edition of the PMBOK Guide come to life.
All sixth edition PMBOK Guide knowledge areas, processes, and process groups,
plus major deliverables from each process and the primary workflows between
them, are specifically included in an interactive, color-coded flowchart that is
included in full inside the back cover of the text. We also start each chapter by
showing the portion of the flowchart that is covered in that chapter. We now use
definitions both from the PMBOK Guide, Sixth Edition and also from more than
a dozen Project Management Institute specialized Practice Guides and Standards.
The end of each chapter contains specific suggestions for PMP and CAPM test
preparation pertaining to the chapter’s topics plus ten PMBOK Guide-type questions that are typical of what would be seen on PMP and CAPM exams.
Appendix A gives general study suggestions for the CAPM and PMP exams.
Project deliverables. A list of 38 project deliverables that can be used as assignments
for students and in-class exercises are included in Appendix D. Each deliverable is
specifically tied to a student learning objective and shown on the PMBOK Guide
flowchart. About half of these are core, while the others are behavioral or technical.
Examples of completed deliverables are included in the text. Teaching suggestions
and grading rubrics are included in the IM. Appendix D identifies the type of objective, chapter covered, and PMBOK Guide process, knowledge area, and process
group in which the deliverable is typically created on a real project.
Substantial increase in Agile coverage. Agile techniques and methods are considered much more often than even three years ago. As such, many experienced project
managers who have also become Agile proponents have contributed to the increased
Agile coverage in this book. At multiple points in most chapters, if Agile methods or
suggested behaviors are different from traditional project management, these variations are noted. We use an Agile icon to draw attention to these. We also have created Appendix B, which is a bulleted list of the approximately 180 differences
between Agile and traditional project management that are discussed in the book.
This extensive coverage allows a professor to teach project management emphasizing
an Agile approach, if desired. It also allows a professor to develop an Agile project
management course.
Two new continuing project examples. We have created two project examples that
are included in all 15 chapters of the text. One project is a construction project by a
for-profit company that is planned and managed in a traditional fashion. The other
is a development project at a nonprofit that is planned and managed in a more (but
not exclusively) Agile fashion. In Chapter 1, we introduce both these case studies.
After that, we alternate chapters, with each chapter showing what one project did
using the concepts and techniques of a chapter and posing questions for the students to answer about the other project. Answers to the questions are in the IM.
This can be another useful vehicle for students to practice their skills and to generate
class discussion.
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Distinctive Features
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PMBOK Guide, Sixth Edition approach. This consistency with the current standard gives students a significant leg up if they decide to become certified Project
Management Professionals (PMPs ) or Certified Associates in Project Management
®
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxii
Preface
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(CAPMs ). This text includes an color-coded PMBOK Guide, Sixth Edition flowchart, all definitions consistent with PMI guides and standards, CAPM and PMP
test preparation suggestions, and test practice questions.
Actual project as learning vehicle. A section at the end of each chapter lists deliverables for students to create (in teams or individually) for a real project. These assignments have been refined over the last two decades while working with the local
PMI chapter, which provided a panel of PMP judges to evaluate projects from a
practical point of view. Included in the IM are extensive tools and suggestions developed over the last 20 years for instructors, guiding them as they have students learn
in the best possible way—with real projects. Students are encouraged to keep clean
copies of all deliverables so they can demonstrate their project skills in job interviews. A listing of these deliverables is included in Appendix D.
Student-oriented, measurable learning objectives. Each chapter begins with a list of
the core objectives for the chapter along with more in-depth behavioral and/or technical objectives for most chapters. The chapter also starts with showing the
PMBOK topics covered in the chapter. The chapter material, end-of-chapter questions and problems, PowerPoint slides, all deliverables, and test questions have all
been updated to correlate to specific objectives.
Microsoft Project Professional 2016 fully integrated into the fabric of eight chapters. Microsoft Project Professional 2016 is shown in a step-by-step manner with
numerous screen captures. On all screen captures, critical path activities are shown
in contrasting color for emphasis. We have created videos to demonstrate these
techniques and developed questions tied to specific learning objectives that can be
assigned to the videos to test student learning.
Blend of traditional and modern methods. Proven methods developed over the past
half century are combined with exciting new methods, including Agile, that are
emerging from both industry and research. This book covers the responsibilities of
many individuals who can have an impact on projects both as they are practiced in
traditional and in Agile environments, so aspiring project managers can understand
not only their own roles, but also those of people with whom they need to interact.
Integrated example projects. A variety of experienced project leaders from around
the world have contributed examples to demonstrate many of the techniques and
concepts throughout the book. These highly experienced and credentialed managers
have worked closely with the authors to ensure that the examples demonstrate ideas
discussed in the chapter. The variety of industries, locations, and sizes of the projects
help the students to visualize both how universal project management is and how to
appropriately scale the planning and management activities.
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Organization of Topics
The book is divided into four major parts. Part 1, Organizing Projects, deals with getting a project officially approved.
Chapter 1 introduces contemporary project management by first tracing the history
of project management and then discussing what makes a project different from
an ongoing operation. Various frameworks that help one understand projects—
such as the PMBOK Guide and Agile—are introduced, as well as the executive-,
managerial-, and associate-level roles in managing projects.
Chapter 2 discusses how projects support and are an outgrowth of strategic planning, how a portfolio of projects is selected and prioritized, how a client company
®
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
xxiii
selects a contractor company to conduct a project, and how a contractor company
secures project opportunities from client companies.
Chapter 3 presents project charters in a step-by-step fashion. Short, powerful charters
help all key participants to develop a common understanding of key project issues and
components at a high level and then to formally commit to the project. Charters have
become nearly universal in initiating projects in recent years. Microsoft Project Professional 2016 is utilized to show milestone schedules within charters.
®
Part 2, Leading Projects, deals with understanding the project environment and roles
and dealing effectively with team members and stakeholders.
Chapter 4 deals with organizational capability issues of structure, life cycle, culture,
and roles. The choices parent organizations make in each of these provide both
opportunities and limitations to how projects can be conducted.
Chapter 5 deals with leading and managing the project team. It includes acquiring
and developing the project team, assessing both potential and actual performance of
team members and the team as a whole, various types of power a project manager
can use, and how to deal productively with project conflict.
Chapter 6 introduces methods for understanding and prioritizing various stakeholder demands and for building constructive relationships with stakeholders. Since
many projects are less successful due to poor communications, detailed communication planning techniques are introduced along with suggestions for managing meetings, an important channel of communication.
Part 3, Planning Projects, deals with all aspects of project planning as defined in
thePMBOK Guide. It proceeds in the most logical order possible to maximize effectiveness and stress continuity, so that each chapter builds on the previous ones, and students
can appreciate the interplay between the various knowledge areas and processes.
®
Chapter 7 helps students understand how to determine the amount of work the
project entails. Specifically covered are methods for determining the scope of both
the project work and outputs, the work breakdown structure (WBS) that is used to
ensure nothing is left out, and how the WBS is portrayed using Microsoft Project
Professional 2016.
Chapter 8 is the first scheduling chapter. It shows how to schedule project activities
by identifying, sequencing, and estimating the durations for each activity. Then, critical path project schedules are developed, and methods are shown for dealing with
uncertainty in time estimates, Gantt charts are introduced for easier communications, and Microsoft Project Professional 2016 is used to automate the schedule
development and communications.
Chapter 9 is the second scheduling chapter. Once the critical path schedule is determined, staff management plans are developed, project team composition issues are
considered, resources are assigned to activities, and resource overloads are identified
and handled. Schedule compression techniques of crashing and fast tracking are
demonstrated, and multiple alternative scheduling techniques including Agile are
introduced. Resource scheduling is demonstrated with Microsoft Project Professional 2016.
Chapter 10 deals with project budgeting. Estimating cost, budgeting cost, and establishing cost controls are demonstrated. Microsoft Project Professional 2016 is used
for developing both bottom-up and summary project budgets.
Chapter 11 demonstrates project risk planning. It includes risk management planning methods for identifying risks, establishing a risk register, qualitatively analyzing
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxiv
Preface
risks for probability and impact, quantitatively analyzing risks if needed, and deciding how to respond to each risk with contingency plans for major risks and awareness for minor risks.
Chapter 12 starts by covering project quality planning. This includes explaining the
development of modern quality concepts and how they distill into core project quality demands. Next, the chapter covers how to develop a project quality plan. It then
ties all of the planning chapters together with discussions of a project kickoff meeting, a baselined project plan, and the ways Microsoft Project Professional 2016 can
be used to establish and maintain the baseline.
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Part 4, Performing Projects, discusses the various aspects that must be managed
simultaneously while the project is being conducted.
Chapter 13 deals with project supply chain management issues. Some of these issues,
such as developing the procurement management plan, qualifying and selecting vendors, and determining the type of contract to use are planning issues, but for simplicity, they are covered in one chapter with sections on how to conduct and control
procurements and to improve the project supply chain.
Chapter 14 is concerned with determining project results. This chapter starts with a
balanced scorecard approach to controlling projects. Internal project issues covered
include risk, change, and communication. Quality is also covered, with an emphasis
on achieving client satisfaction. Financial issues discussed are scope, cost, and schedule, including how to use Microsoft Project Professional 2016 for control.
Chapter 15 deals with how to end a project—either early or on time. This includes
validating to ensure all scope is complete, formally closing procurements and the
project, knowledge management, and ensuring the project participants are rewarded
and the clients have the support they need to realize intended benefits when using
the project deliverables.
®
MindTap
MindTap is a complete digital solution for your project management course. It has
enhancements that take students from learning basic concepts to actively engaging in
critical thinking applications, while learning Project 2016 skills for their future careers.
The MindTap product for this book features videos from the authors that explain
tricky concepts, videos that explain the finer points of what you can do with Project
2016, and quizzes and homework assignments with detailed feedback so that students
will have a better understanding of why an answer is right or wrong.
Instructor Resources
To access the instructor resources, go to www.cengage.com/login, log in with your SSO
account username and password, and search this book’s ISBN (9781337406451) to add
instructor resources to your account. Key support materials—instructor’s manual with
solutions, test bank in Word and Blackboard formats, data set solutions, and PowerPoint
presentations—provide instructors with a comprehensive capability for customizing their
classroom experience. All student resources are also available on the instructor companion
site.
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Instructor s Manual with Solutions. Prepared by Tim Kloppenborg and updated by
Kate Wells, based on their years of experience facilitating the student learning experience in their own project management classes (undergraduate, MBA, Masters in
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
xxv
Health Informatics, and continuing education on six continents), with teaching in
classroom, hybrid, and online formats, each chapter of the instructor’s manual
includes an overview of core, behavioral, and technical learning objectives, detailed
chapter outlines, teaching recommendations for both classroom and online, and
many specific suggestions for implementing community-based projects into your
project management class. Solutions are also provided for all of the end-of-chapter
content.
Microsoft Word Test Bank. Prepared for this edition by Joyce D. Brown, PMP
and Thomas F. McCabe, PMP of the University of Connecticut, this comprehensive test bank builds upon the original test bank created by Kevin Grant of the University of Texas at San Antonio. The test bank is organized around each chapter’s
learning objectives. All test questions are consistent with the PMBOK . Every test
item is labeled according to its difficulty level, the learning objective within the textbook to which it relates, and its Blooms Taxonomy level, allowing instructors to
quickly construct effective tests that emphasize the concepts most significant for
their courses. The test bank includes true/false, multiple choice, essay, and quantitative problems for each chapter.
Cognero Test Bank. Cengage Learning Testing Powered by Cognero is a flexible,
online system that allows you to author, edit, and manage test bank content from
multiple Cengage Learning solutions; create multiple test versions in an instant;
and deliver tests from your LMS, your classroom, or wherever you want. The Cognero test bank contains the same questions that are in the Microsoft Word test
bank.
PowerPoint Presentations. Prepared by Kate Wells, the PowerPoint presentations
provide comprehensive coverage of each chapter’s essential concepts in a clean, concise format. Instructors can easily customize the PowerPoint presentations to better
fit the needs of their classroom.
Templates. Electronic templates for many of the techniques (student deliverables)
are available on the textbook companion website. These Microsoft Word and
Excel documents can be downloaded and filled in for ease of student learning and
for consistency of instructor grading.
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Student Resources
Students can access the following resources by going to www.cengagebrain.com and
searching 9781337406451. The companion website for this book has Excel and Word
Project templates, data sets for selected chapters, and instructions for how to get access
to a trial version of Microsoft Online Professional Trial. (Note that while we are happy
to provide instructions for accessing this trial, Microsoft controls that access and we are
not responsible for it being removed in the future.)
Acknowledgments
A book-writing project depends on many people. Through the last three decades of project work, we have been privileged to learn from thousands of people, including students,
faculty members, co-trainers, co-consultants, co-judges, clients, research partners, trade
book authors, and others. Hundreds of individuals who have provided help in research
and developing teaching methods are co-members of the following:
PMI’s undergraduate curriculum guidelines development team,
PMI’s Global Accreditation Center,
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxvi
Preface
Multiple chapters of the Project Management Institute,
The Cincinnati and Louisville sections of the Center for Quality of Management,
Project Management Executive Forum, and
Agile Cincinnati.
We also want to acknowledge the wonderful help of various professionals at Cengage
Learning, including Aaron Arnsparger (Sr. Product Manager) and Conor Allen (Content
Developer). We also want to thank Charles McCormick, Jr., retired Senior Acquisitions
Editor, for his extensive help and guidance on the first and second editions of Contemporary Project Management.
Other individuals who have provided significant content are Nathan Johnson of
Western Carolina University, who provided the Microsoft Project 2016 material, Joyce
D. Brown, PMP and Thomas F. McCabe, PMP of University of Connecticut, who
revised the test bank and provided additional PMBOK questions to each chapter, Jim
King, who professionally taped and edited videos, and Kathryn N. Wells, Independent
Consultant, PMP , CAPM , who provided the PowerPoint presentations.
Special thanks are also due to all the people whose feedback and suggestions have
shaped this edition of Contemporary Project Management as well as the previous two
editions:
®
®
®
Stephen Allen,
Truman State University
Siti Arshad-Snyder,
Clarkson College
Loretta Beavers,
Southwest Virginia
Community College
Shari Bleure,
Skyline Chili
Neil Burgess,
Albertus Magnus College
John Cain,
Viox Services
Robert Clarkson,
Davenport University
Nancy Cornell,
Northeastern University
Steve Creason,
Metropolitan State
University
®
®
Carol Abbott,
Fusion Alliance, Inc.
Reynold Byers,
Arizona State University
®
Jacob J. Dell,
University of Texas at
San Antonio
Kevin P. Grant,
University of Texas–San
Antonio
Scott Dellana,
East Carolina University
Joseph Griffin,
Northeastern University
Maling Ebrahimpour,
Roger Williams
University
Raye Guye,
ILSCO Corporation
Jeff Flynn,
ILSCO Corporation
William M. Hayden Jr.,
State University of
New York at Buffalo
Jim Ford,
University of Delaware
Sarai Hedges,
University of Cincinnati
Lynn Frock,
Lynn Frock & Company
Marco Hernandez,
Dantes Canadian
Lei Fu,
Hefei University of
Technology
Stephen Holoviak,
Pennsylvania State
University
Patricia Galdeen,
Lourdes University
Bill Holt,
North Seattle Community
College
Kathleen Gallon,
Christ Hospital
Paul Gentine,
Bethany College
Morris Hsi,
Lawrence Tech
University
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface
xxvii
Sonya Hsu,
University of Louisiana
Lafayette
James Leaman,
Eastern Mennonite
University
Peerasit Patanakul,
Stevens Institute of
Technology
Paul Hudec,
Milwaukee School of
Engineering
Linda LeSage,
Davenport University
Joseph Petrick,
Wright State University
Claudia Levi,
Edmonds Community
College
Kenneth R. Pflieger,
Potomac College
Anil B. Jambekar,
Michigan Technological
University
Dana Johnson,
Michigan Technological
University
Robert Judge,
San Diego State
University
David L. Keeney,
Stevens Institute of
Technology
George Kenyon,
Lamar University
Naomi Kinney,
MultiLingual Learning
Services
Paul Kling,
Duke Energy
Matthew Korpusik,
Six Sigma Black Belt
Sal Kukalis,
California State
University–Long Beach
Young Hoon Kwak,
George Washington
University
Laurence J. Laning,
Procter & Gamble
Dick Larkin,
Central Washington
University
Lydia Lavigne,
Ball Aerospace
Jon Lazarus,
Willamette University
Marvette Limon,
University of Houston
Downtown
John S. Loucks,
St. Edward’s University
Diane Lucas,
Penn State University–
DuBois Campus
Clayton Maas,
Davenport University
S. G. Marlow,
California State
Polytechnic University
Daniel S. Marrone,
SUNY Farmingdale State
College
Chris McCale,
Regis University
Abe Meilich,
Walden University
Bruce Miller,
Xavier Leadership Center
Ali Mir,
William Paterson
University
William Moylan,
Eastern Michigan
University
Merlin Nuss,
MidAmerica Nazarene
University
Warren Opfer,
Life Science Services
International
Charles K. Pickar,
Johns Hopkins University
Connie Plowman,
Portland Community
College
Mark Poore,
Roanoke College
Antonios Printezis,
Arizona State University
Joshua Ramirez,
PMP,
MSM-PM, Columbia
Basin College
Chris Rawlings,
Bob Jones University
Natalee Regal,
Procter & Gamble
Pedro Reyes,
Baylor University
Linda Ridlon,
Center for Quality of
Management,
Division of GOAL/QPC
Kim Roberts,
Athens State University
David Schmitz,
Milwaukee School of
Engineering
Sheryl R. Schoenacher,
SUNY Farmingdale State
College
Jan Sepate,
Kimberly Clark
Patrick Sepate,
Summitqwest Inc.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxviii
Preface
William R. Sherrard,
San Diego State
University
Brian M. Smith,
Eastern University
Kimberlee D. Snyder,
Winona State University
Tony Taylor,
MidAmerica Nazarene
University
Rachana Thariani,
Atos-Origin
Jayashree Venkatraman,
Microsoft Corporation
Dawn Tolonen,
Xavier University
Nathan Washington,
Southwest Tennessee
Community College
Nate Tucker,
Lee University
Guy Turner,
Castellini Company
Scott Wright,
University of Wisconsin–
Platteville
And we especially want to thank our family members for their love and support: Bet,
Nick, Jill, Andy, Cadence, and Ellie
—Timothy J. Kloppenborg
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
About the Authors
Timothy J. Kloppenborg is an Emeritus Professor of Management at Williams College of Business, Xavier University. He previously held faculty positions at University
of North Carolina Charlotte and Air Force Institute of Technology and has worked
temporarily at Southern Cross University and Tecnológico de Monterrey. He has
authored over 100 publications, including 10 books, such as Strategic Leadership of
Portfolio and Project Management, Project Leadership, and Managing Project Quality.
His articles have appeared in MIT Sloan Management Review, Project Management
Journal, Journal of Management Education, Journal of General Management, SAM
Advanced Management Journal, Information Systems Education Journal, Journal of
Managerial Issues, Quality Progress, Management Research News, and Journal of Small
Business Strategy. In his capacity as the founding collection editor of portfolio and
project management books for Business Expert Press, he has edited 14 books with
more in the pipeline. Tim has been active with the Project Management Institute for
over 30 years and a PMP since 1991. He is a retire…
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