Wedding work breakdown structure template

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Defining Scope, Quality, Responsibility, and Activity Sequence

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Teaching Strategies

The two vignettes reinforce consideration of the situation through research and communication with the stakeholders.
The first vignette addresses the changing conditions for project planning of worldwide construction projects due to weather variability and increased extreme weather situations.
The second examines a change in process for commerce. The desire was to increase credit card use; work with the stakeholders revealed a hesitation and distrust of credit cards due to potential fraud with an option for continued practices of e-commerce using debit cards.
Sometimes planning seems to be a waste of time for a short project. However, even very small projects need some degree of planning.
Tell the students a story of a failed project. Have students identify how having a clear project objective, a project scope document, a project plan, a work breakdown structure, a responsibility assignment matrix, and a network diagram could have changed the outcome.
Have students create a work breakdown structure and network diagram for a project they will have to complete during the class semester. Have the students explain the relationship between tasks that must be completed sequentially and those that can be completed simultaneously.
The network diagram for the consumer market study is included in the chapter materials. Have the students compare the textbook diagram with the one created in Microsoft Project. Have the students report on the similarities and the differences.
Optional Supplemental Activities

Recall that Chapter 1 offered an optional activity for student groups to contribute several hours to a not-for-profit organization. Have each group that participated in this activity give a 10 minute presentation and submit a 2-3 page write-up that discusses how that organization’s projects are planned, performed, controlled, and terminated. In addition, require each group to give at least 3 suggestions on ideas that could improve the projects at that organization.
Have students seek a project management mentor and report on their experiences related to developing the project scope and identifying the work breakdown structure.
Have students present an article from the International Journal of Project Management to the class. Have them post their critical review of the article to the class website, blog, wiki, or other class space to allow others to review and comment.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Chapter Concepts

Clearly defining the project objective

Preparing a project scope document

Understanding the importance of planning for quality

Creating a work breakdown structure

Assigning responsibility for work items

Defining specific activities

Creating a network diagram

Utilizing a project management methodology called the systems development life cycle for information systems development projects

Chapter Concepts

This chapter discusses the project scope document, quality, how to define what activities need to be done, who will be responsible for them, and in what sequence they will be performed. It describes techniques and tools used to plan the work itemsand activities that need to be performed in order to accomplish the project objective successfully. The project scope defines what work needs to be done and what deliverables need to be produced. Then, specific activities are defined and arranged in a sequence of dependent relationships to determine how the work will be performed.
This chapter will help student to become familiar with:
Clearly defining the project objective
Preparing a project scope document
Understanding the importance of planning for quality
Creating a work breakdown structure
Assigning responsibility for work items
Defining specific activities
Creating a network diagram
Utilizing a project management methodology called the systems development life cycle for information systems development projects
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Learning Outcomes

Establish a clear project objective

Prepare a project scope document

Discuss the importance and elements of a project quality plan

Develop a work breakdown structure

Prepare a responsibility assignment matrix

Describe how to define specific activities

Create a network diagram

Learning Outcomes

After studying this chapter, students should be able to:

Establish a clear project objective
Prepare a project scope document
Discuss the importance and elements of a project quality plan
Develop a work breakdown structure
Prepare a responsibility assignment matrix
Describe how to define specific activities
Create a network diagram
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Project Integration Management
Project Scope Management
Project Quality Management
Project Resource Management
Project Schedule Management
Project Management Knowledge Areas from PMBOK® Guide

Project Management Knowledge Areas from PMBOK® Guide

Concepts in this chapter support the following Project Management Knowledge Areas of the PMI Guide to the Project Management Body of Knowledge (PMBOK® Guide):

• Project Integration Management

• Project Scope Management

• Project Quality Management

• Project Resource Management

• Project Schedule Management

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Project Scopes for Weather Variability Risk Mitigation

Background

Disasters due to storms, floods, and droughts

Changes in weather patterns and the variability in the water cycle

Project managers worldwide are considering weather variability

Projects and Planning

Mitigate the risks of weather variability
Incorporate a wider range of conditions
Install water harvesting tanks on rooftops and parking lots
Planned major flood protection and revitalization projects
Vignette A: Project Scopes for Weather Variability Risk Mitigation

Disasters have occurred in the forms of storms, floods, and droughts as a result of changes in weather patterns and the variability in the water cycle. What were extreme events that occurred every 100 years are now projected to occur twice as often. Project managers worldwide are considering weather variability when determining the scope of projects. Projects are being planned and implemented to mitigate the risks of weather variability.

Past weather problems
In 1954, Hurricane Hazel caused over US$1 billion in damage in Canada.
In 2012, 27 million gallons of water from the storm surges as a result of Hurricane Sandy flooded the subway lines in New York, New York, USA.
The United Nations Office for Disaster Risk Reduction estimated that between 2006 and 2016 damage due to weather related disasters was valued to be US$1 trillion, including over 900 weather-related events in 2014 that caused US$100 billion of damage globally.
The National Oceanic and Atmospheric Administration estimated a cost of US$1 billion caused by drought conditions in 2015 in western United States.
Bhutan has experienced flooding.
Pakistan has experienced long periods of storms that cause flooding and long periods of drought. Floods and droughts have caused much financial hardship in Pakistan due to the dependence on agricultural products that have been devastated.
Projects and planning
Project managers need to incorporate a wider range of conditions within their project plans, “For instance, where a project to construct a highway might typically design its structures to withstand a 100-year statistical flood, project managers might need to prepare for even greater variability.
The Pakistani government has developed educational programs to teach people how to install water harvesting tanks on rooftops and parking lots to collect rainwater and runoff.
The World Bank has spent over US$30.3 billion from 2010 through 2015 on 330 transportation projects in developing countries.
A major flood protection and revitalization project is planned for the lower Don River in southern Ontario, Canada.
The expansion of the Yolo Bypass in the Sacramento River Basin, California, USA, is a flood control system that integrates levees, weirs, and a natural bypass.
Many projects are expected to be planned to help mitigate these expected weather-related risks. Each will need to have a defined scope, quality management plan, responsibility matrix, and activity sequence.

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Adoption of Online Shopping and Payment Portals

Project Background

Researched use of credit cards in e-commerce in other countries
Cost of an electronic payment platform was high
Trust of security of these systems was low
Most transactions were by cash-on-delivery or through use of a debit card
Solution

Created platform to support learning
Sought funding support
Presented the plan and its potential benefits to stakeholders
Started accepting debit card payments
Planned seminars with stakeholders
Vignette B: Adoption of Online Shopping and Payment Portals

As part of the e-Commerce Master Plan, the e-Commerce Act in Qatar was developed to enhance the e-commerce value chain and facilitate the adoption and implementation of e-commerce processes. The Ministry of Information and Communications Technology (ictQATAR) in Doha, Qatar, established a project team to work with stakeholders to develop the project plan for a framework and a platform to support e-commerce.

Project Background
The use of a credit card was a key payment form for e-commerce in other countries.
The acquisition cost of an electronic payment platform was high. Trust of security of these systems was low in places without established systems for online purchases.
Qatar was rated to be the wealthiest nation by gross domestic product per capita. Most transactions in Qatar were by cash-on-delivery or through use of a debit card.
Solution
Create platform to support learning by merchants and subject matter experts through knowledge resources with on-demand support.
Sought funding support within the implemented platform.
Presented the plan and its potential benefits to stakeholders.
Started accepting debit card payments for Qatar e-commerce consumers.
Planned seminars to conduct with the Qatar Central Bank on the benefits of secured debit card payment gateways and the reduction of payment fraud to help gather additional support for the project and inform the development of additional e-commerce sites.
The project team was hopeful that additional key stakeholders would adopt e-commerce practices for business after attending a presentation of the benefits. One factor the team did note was that even though the adopters have accepted widely used debit cards as a means of payment, they had not accepted the use of credit cards as a payment option.

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Establish Project Objective

Planning process is based on the project objective

Establishes what is to be accomplished

Often stated in the project charter or RFP

Is the tangible end product

Project objective includes

Expected benefits

Primary project end product or deliverable

Date required to be completed

Budget

Changes agreed upon by customer and contractor

Establish Project Objective

The planning process is based on the project objective.
The project objective establishes what is to be accomplished.
Often the project objective is stated in the project charter or RFP.
It is the tangible end product that the project team or contractor must produce and deliver in order for the sponsor or customer to achieve the expected benefits from implementing the project.
The project objective should include the following elements:
Expected benefits that will result from implementation of the project and define success
Primary project end product or deliverable
Date by which the project is required to be completed
Budget within which the project must be completed
Situations can arise where the project objective needs to be modified as the project proceeds because of extenuating circumstances or new information. The project manager and the customer must agree on all changes to the project objective. Any such changes might affect the remaining work scope, deliverables, completion date, and final cost.
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List examples of project objectives.

Student Discussion

Ask students to list some examples of project objectives– these can be from projects they worked on, or hypothetical.

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Possible responses to Student Discussion

To increase emergency room capacity by 20 percent and reduce average patient waiting time by 50 percent through a reconfiguration and process improvement project to be completed in 12 months and within a $400,000 budget.

To reduce outstanding accounts payable by $20 million by implementing a new billing, collection, and receiving system by May 31 with a budget not to exceed $220,000.

To raise $40,000 for hunger relief by organizing a community festival for the last weekend in September with a budget of $3,000.

To double annual sales revenue by creating an online shopping and fulfillment capability by April 30 with a budget not to exceed $40,000.

To expand market share by 3 percent by introducing a new portable food preparation appliance within 10 months with a budget of $2 million.

To increase August sales revenue by 10 percent above that of last August by producing and distributing a back-to-school catalog by July 15 with a budget not to exceed $40,000.

To meet new environmental regulatory requirements by installing a new filtration system within 15 months and a budget of $3.2 million.

List examples of project objectives

Some examples of project objectives are:

To increase emergency room capacity by 20 percent and reduce average patient waiting time by 50 percent through a reconfiguration and process improvement project to be completed in 12 months and within a $400,000 budget.
To reduce outstanding accounts payable by $20 million by implementing a new billing, collection, and receiving system by May 31 with a budget not to
exceed $220,000.
To raise $40,000 for hunger relief by organizing a community festival for the last weekend in September with a budget of $3,000.
To double annual sales revenue by creating an online shopping and fulfillment capability by April 30 with a budget not to exceed $40,000.
To expand market share by 3 percent by introducing a new portable food preparation appliance within 10 months with a budget of $2 million.
To increase August sales revenue by 10 percent above that of last August by producing and distributing a back-to-school catalog by July 15 with a budget not to exceed $40,000.
To meet new environmental regulatory requirements by installing a new filtration system within 15 months and a budget of $3.2 million.
To obtain information about consumer preferences by conducting a consumer market study to be completed in 26 weeks with a budget of $40,000.
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Define Project Scope

Project Scope

Defines what needs done
Includes
Items contained in project charter, RFP, proposal
More detail
Establishes common understanding of scope with stakeholders
Project Scope Document

Usually contains
Customer requirements
Statement of Work
Deliverables
Acceptance Criteria
Work Breakdown Structure
Establishes baseline
Change control system to avoid scope creep
Define Project Scope

The project scope defines what needs to be done.
A project scope document includes many of the items contained in the project charter, RFP, or contractor’s proposal, but in much greater detail. The document is valuable for establishing a common understanding among project stakeholders regarding the scope of the project.
The project scope document usually contains the following sections:
Customer requirements define the functional or performance specifications for the project’s end product and other project deliverables.
It should also include or reference applicable technical specifications, standards, and codes that must be used and met regarding quality and performance of the project work and deliverables.
Statement of Work (SOW) defines the major tasks that will need to be performed to accomplish the work that needs to be done and produce all the project deliverables.
Deliverables are the products or outputs that the project team or contractor will produce and provide to the customer during and at the completion of the performance of the project.
Acceptance criteria for all project deliverables must be described in greater detail than what is stated in the project charter or request for proposal
Work Breakdown Structure (WBS) is a hierarchical decomposition of the project work scope into work packages that produce the project deliverables.
The agreed-upon project scope document establishes the baseline for any changes that may be made to the scope during the performance of the project.
A change control system needs to be established to define how changes will be documented, approved, and communicated. The project team or contractor must avoid scope creep, which is informally making changes to the project scope without appropriate approval.
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Why should scope creep be avoided?

Student Discussion

Have students think about scope creep. First, make sure they understand what it is. Once they have accurately defined it, ask them why it should be avoided.

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Possible responses to Student Discussion

Informal changes to the project

No approvals for changes

Additional work that is not documented

May cause errors

May cause rework

Could make the project overtime and over budget

Why should scope creep be avoided?

Why should scope creep be avoided?

Possible responses:

Informal changes to the project can lead the entire project astray
No approvals for changes
Can result in additional work that is not documented
May cause errors
May cause some of the sections of the project to be reworked
Could make the project go overtime and over budget
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Plan for Quality

Complete work according to specifications and standards

Plan for assuring quality as project progresses

Include

References for specifications and standards

Written procedures for quality tools and techniques

Key aspects

Monitor as the project progresses

Do work right the first time rather than rework

Plan for Quality

Planning for quality is a necessary, yet often forgotten or dismissed, function on a project. It is essential to have a plan for assuring the quality of project deliverables and results, rather than waiting until the end of the project to check if the sponsor/customer requirements and expectations on project deliverables have been met.
It is important to plan for quality in performing the project. This helps assure that the work is done according to specifications and applicable standards and that deliverables meet acceptance criteria.
A project quality plan includes or references:
Project specifications and standards
Industry or government standards (for design, testing, safety, construction, etc.)
Codes that must be used and met during the performance of the project work
Written procedures for using various quality tools and techniques
The key to quality control is to:
Monitor the quality of the work early and regularly throughout the performance of the project
Compare results with quality standards
Make any necessary corrective actions immediately, rather than waiting until all the work is completed before checking or inspecting for quality
To ensure that a project is done right the first time, a project should focus on doing the work in accordance with quality standards, and therefore preventing quality problems.
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It is often said that some people think they never have enough time to do the work right the first time, but then must take the time later to redo it correctly—haste makes waste!

Student Discussion

What can be done to change this thinking

It is often said that some people think they never have enough time to do the work right the first time, but then must take the time later to redo it correctly— haste makes waste!

What can be done to change this thinking?

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Possible responses to Student Discussion

Clearly list quality standards

Have monitors in place to see if the work is meeting quality standards

Submit sample work to be sure work meets standards

If it means a higher quality product, determine the effects and costs of a later delivery

It is often said that some people think they never have enough time to do the work right the first time, but then must take the time later to redo it correctly—haste makes waste!

What can be done to change this thinking?

Have students talk about why people think this way and how they think this line of thinking can be changed.

Students may come up with the following ideas:

Clearly list quality standards
Have monitors in place to see if the work is meeting quality standards
Submit sample work to be sure the work meets standards
If it means a higher quality product, determine the effects and costs of a later delivery time
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Create Work Breakdown Structure

Deliverable-oriented hierarchical decomposition

Organize project work and deliverables

Create logical groupings

Subdivide into more manageable components

Deliverable is output of work package

Resource requirements and durations can be assigned

Accountability can be assigned

Project manager can monitor and control

Graphic chart or indentured list

Create Work Breakdown Structure

Once the project scope document has been agreed on and prepared, the next step in the planning phase is to create a detailed work breakdown structure (WBS)

This is a deliverable-oriented hierarchical decomposition of the project work scope into work packages, or activity groupings, that produce the project deliverables.
Creating a WBS is a structured approach for organizing all the project work and deliverables into logical groupings. This helps to subdivide the deliverables into more manageable components called work items, to help ensure that all tasks required to complete the project are identified and included in the baseline project plan.
The WBS should be deconstructed to a level that identifies individual work packages for each specific deliverable listed in the project scope document.
Dividing a project into work packages and work items helps a contractor increase the level of confidence that:
All the activities that need to be performed to produce the deliverable can be defined
The types and quantities of resources can be determined
The associated activity durations and costs can be reasonably estimated.
Work items should be broken down to the level at which a single organization (marketing communications, materials engineering, human resources, a subcontractor, etc.) or individual can be assigned responsibility and accountability for accomplishing the work package.
The WBS can be created using a graphic chart format or as a list.
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WBS with Breakdown to Different Levels

WBS with Breakdown to Different Levels

This figure depicts the work breakdown structure in a graphic chart format for a community festival project.
Note that not all of the branches in a WBS have to be broken down to the same level.
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WBS

Graphic Chart
Indentured List
WBS

The top figure depicts the WBS for the consumer market study project example. This project is also the example used in the Microsoft Project appendices.
Have students examine the relationship between this figure and the entries in the Microsoft Project task list.
The bottom figure depicts an indentured list for the work breakdown structure.
For each of the work packages, the deliverable is listed.
This format is helpful for large projects where a diagram would become too large and unwieldy.
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Assign Responsibility

Responsibility assignment matrix
Designate responsible individuals
P = Primary responsibility
S = Support responsibility
Associates responsibility
For each work item
For each individual
Only one primary per work item
Assign Responsibility

A responsibility assignment matrix (RAM) defines who will be responsible for the work. It is a tool used to designate the individuals responsible for accomplishing the different work items in the work breakdown structure (WBS).
This figure depicts the RAM for the WBS in Figure 4.1, the community festival project.
The RAM often uses a P to designate primary responsibility and an S to indicate support responsibility for a specific work item.
The RAM shows all the individuals associated with each work item in the WBS, as well as all the work items associated with each individual.
Only one individual should be designated as the lead, or primary, person responsible for each work item.
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Define Activities

Responsible resources define activities
Breakdown work packages to work items
Level needed to perform deliverable
May not be able to define all
Comprehensive activity list
Not always require expenditure of effort
Could be wait time
Define Activities

Using the WBS, the individual or team responsible for each work package must next define all the specific activities that need to be performed to produce the end item, or deliverable.
Breaking down each work package into its component activities reveals the level at which each activity must be performed to produce the deliverable.
Some activities may not be easily definable.
When all the specific activities have been defined for all of the work packages, they should be consolidated into a comprehensive activity list.
Because of the allocation of resources, there may be wait time between the end of one activity and the start of another one.
This figure shows the work breakdown structure for a consumer market study project. It depicts the specific activities that need to be performed for each work package.
Have the students compare this list to the entries for the tasks in the Microsoft Project appendix.
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Sequence Activities

Network diagram
Defines the sequence of activities and relationships
Tool for arranging order
Common techniques
PERT
CPM
PDM
Sequence Activities

A network diagram defines the sequence of how the activities will get done. It is a tool for arranging the specific activities in the best sequence and defining their dependent relationships.
The three most common techniques of network diagramming are program evaluation and review technique (PERT), the critical path method (CPM), and the precedence diagramming method (PDM).
In the past, there were distinguishable methodological differences between PERT and CPM. Today, however, when most people refer to a CPM diagram or PERT chart, they mean a generic network diagram.
The top figure shows a complete network diagram for a consumer market study project, with the person responsible for each activity included on the diagram.
The bottom figure shows a network diagram for a web-based reporting system project.
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Network Principles

Activities
Represented by a box
Consume time
Described by verb
Relationships
Linked in serial sequence
Complete concurrently
Network Principles

Each activity is represented by a box in the network diagram and the description of the activity is written within the box, as shown in this figure.
Activities consume time, and their description usually begins with a verb (such as get, wash, and dry in this example).
Activities have a dependent relationship—that is, they are linked in a logical sequence in a network diagram to show which activities must be finished before others can start.
Certain activities have to be done in serial sequence.
Some activities may be done concurrently.
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Loops

Illogical relationship among activities
Perpetually repeats itself
Not acceptable
Loops

An illogical relationship among activities is known as a loop.
In preparing a network diagram, drawing activities in a loop is not acceptable because it portrays a path of activities that perpetually repeats itself.
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Laddering

Ladder activities
Allow for shortest possible time for completion
Best use of the three workers and experts
Set of repeating activities
Serial sequence
One work
Two wait
Can be performed at same time
Would need triple resources
Laddering

Some projects have a set of activities that are repeated several times.
The top figure shows a series of activities that must be done in serial sequence, which means that, for an activity with three people, at any one time only one person is working while two other people are waiting.
The middle figure shows a set of activities that can be performed concurrently. However, it is often not practical to perform the activities in this way because the organization would need triple the experts– one for each room.
The bottom figure shows a technique known as laddering. This approach allows the project to be completed in the shortest possible time, while making the best use of available resources.
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Create Network Diagram

Tips and Techniques

Logical sequence of activities
Show dependent relationships
Elaborate as project progresses
Use subnetworks for similar activity sequences and relationships
Development of Diagram

Questions to answer
Finish before next start?
Done concurrently?
Cannot be started next?
Guidelines for detail level
Define each work package
Draw summary level network then add detail
Detail to responsibility or deliverable change
Duration less than project progress review
Create Network Diagram

A network diagram is a drawing of the activities for a project, displayed in boxes in their logical sequence and connected by arrows to indicate dependent relationships. The network diagram shows how the project should be performed from start to completion.
Three questions need to be answered regarding each activity. The network is based upon the answers:
Which activities must be finished immediately before this activity can be started?
Which activities can be done concurrently with this activity?
Which activities cannot be started until immediately after this activity is finished?
Guidelines for the level of detail in the network diagram are:
Based on the work breakdown structure for a project; specific activities should be defined for each work package.
It may be preferable to draw a summary-level network first that depicts a small number of higher level activities and then expand to a more detailed network.
The level of detail may be determined by certain obvious interface or transfer points such as a change in responsibility or if there is a tangible output or product or deliverable as a result of an activity.
Activities should not be longer in estimated duration than the project progress review.
It is not unusual to progressively elaborate the network diagram as the project progresses and more information becomes clear.
Sub-networks can be used to represent similar projects for different customers. Certain portions of projects may include the same types of activities in the same sequence and with the same dependent relationships.
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Planning
for Information Systems Development

Definition

Computer-based system
Accepts data as input
Processes the data
Produces useful information
Examples
Computerized order entry
E-commerce
Automatic teller machines
Billing, payroll, and inventory
Process

Plan, execute, and control
Systems Development Life Cycle
Problem definition
System analysis
System design
System development
System testing
System implementation
Planning for Information Systems Development

The Microsoft Project example will continue through chapters 4 – 8. It highlights the concepts for each chapter in the example. The Microsoft Project file for the example is available with the instructor materials.

An information system (IS) is a computer-based system that accepts data as input, processes the data, and produces useful information for users.
Information systems include computerized order entry systems, e-commerce systems, automatic teller machines, and billing, payroll, and inventory systems.
The development of an IS is a challenging process that requires extensive planning and control to ensure that the system meets user requirements and is finished on time and within budget.
A project management planning tool, or methodology, called the systems development life cycle (SDLC) is often used to help plan, execute, and control IS development projects.
It consists of the following steps:
Problem definition -- Data are gathered and analyzed and problems and opportunities are clearly defined.
System analysis -- The development team defines the scope of the system to be developed, interviews potential users, studies the existing system (which might be manual), and defines user requirements.
System design -- Several alternative conceptual designs are produced and evaluated. The best is selected for further design and development.
System development -- The actual system is brought into existence.
System testing – This step involves looking for logical errors, database errors, errors of omission, security errors, and other problems that might prevent the system from being successful.
System implementation -- The existing system is replaced with the new, improved, system and users are trained.
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An IS Example: Internet Applications Development for ABC Office Designs

ABC Office Designs

Large number of sales representatives
Sell office furniture to major corporations
State assignments in four regions
Management monitor state and regional sales
Build Web-based IS system to track prices, inventory, and competition
Project

Project manager identified
WBS follows SDLC
Responsibility assignment matrix completed
List of tasks compiled and predecessors identified
Network diagram created
An IS Example: Internet Applications Development for ABC Office Designs

A corporation called ABC Office Designs has a large number of sales representatives who sell office furniture to major corporations. Each sales representative is assigned to a specific state, and each state belongs to one of four regions in the country.
To enable management to monitor the number and amount of sales for each representative, for each state, and for each region, ABC has decided to build a Web-based information system that will track prices, inventory, and the competition.
The IS department within the corporation has assigned Beth Smith to be the project manager of the Web-based reporting system development project.
The following four slides depict figures related to this project.
First, we will see the major tasks that were identified for the project.
Then we will look at the responsibility assignment matrix for the project with the primary and secondary responsibilities for each task assigned.
We will then look at a list of all tasks to be done, with the immediate predecessor for each task listed to the right of the task.
Finally, we will examine the network diagram created by Beth and the project team that represents the interdependencies listed in the immediate predecessor list.
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IS Example: WBS follows SDLC

IS Example: WBS follows SDLC

This figure depicts the major tasks that were identified for the project. The WBS follows the SDLC.

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IS Example:
Responsibility
Assignment
Matrix

IS Example: Responsibility Assignment Matrix

Here we see the responsibility assignment matrix for the project, with the primary and secondary responsibilities for each task assigned.
Make sure that students note that all the tasks in the WBS appear in the responsibility assignment matrix.
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IS Example:
Task List and
Predecessors

IS Example: Task List and Predecessors

This figure depicts a list of all tasks to be completed, with the immediate predecessor for each task listed to the right of the task.
Have the students examine the interdependencies of the tasks.
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IS Example: Network Diagram

IS Example: Network Diagram

Here is the network diagram created by Beth and the project team.
This figure represents the interdependencies listed in the immediate predecessor list.
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Project Management Information Systems

Wide variety of systems available

Plan and control projects in interactive mode

Plan and test different options

Create reports, diagrams, and charts

Interface with other software applications

Appendix A has additional information

Project Management Information Systems

A wide variety of affordable project management information systems are available for purchase.
These systems allow the project manager and the project team to plan and control projects in a completely interactive mode.
Planning and testing different options for task durations, dependencies, constraints, resources, schedules, and costs can be completed in a project management information system.
Information systems help project managers to create reports, change management, network diagrams, and Gantt charts.
Project management information systems also interface with other software applications.
Appendix A contains information related to project management information systems.
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Critical Success Factors

Plan the work and then work the plan. It is important to develop a plan before starting to perform the project. Taking the time to develop a well-thought-out plan is critical to the successful accomplishment of any project.

Participation builds commitment. By participating in the planning of the work, individuals will become committed to accomplishing it according to the plan.

The project must have a clear objective of what is to be accomplished. The objective should be defined in terms of end product or deliverable, schedule, and budget, and it must be agreed upon by the customer and the project team that will perform the project.

The project scope document is valuable for establishing a common understanding and agreement among project stakeholders regarding the scope of the project.

Having a quality plan at the outset of the project is extremely beneficial because it will help prevent incurring additional costs and schedule extensions due to rework caused by work and deliverables that fail to meet quality requirements and customer expectations.

The key to quality control is to monitor the quality of the work early and regularly throughout the performance of the project, rather than waiting until all the work is completed before checking or inspecting for quality.

The network diagram is also is a communication tool for the project team because it shows who is responsible for each activity and how each person’s work fits into the overall project.

Critical Success Factors

Plan the work and then work the plan. It is important to develop a plan before starting to perform the project. Taking the time to develop a well-thought-out plan is critical to the successful accomplishment of any project.
Participation builds commitment. By participating in the planning of the work, individuals will become committed to accomplishing it according to the plan.
The project must have a clear objective of what is to be accomplished. The objective should be defined in terms of end product or deliverable, schedule, and budget, and it must be agreed upon by the customer and the project team that will perform the project.
The project scope document is valuable for establishing a common understanding and agreement among project stakeholders regarding the scope of the project.
Having a quality plan at the outset of the project is extremely beneficial because it will help prevent incurring additional costs and schedule extensions due to rework caused by work and deliverables that fail to meet quality requirements and customer expectations.
The key to quality control is to monitor the quality of the work early and regularly throughout the performance of the project, rather than waiting until all the work is completed before checking or inspecting for quality.
The network diagram is also is a communication tool for the project team because it shows who is responsible for each activity and how each person’s work fits into the overall project.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Summary

The planning process is based on the project objective, which establishes what is to be accomplished.

The project scope defines what needs to be done.

The project scope document usually contains the customer requirements, statement of work, deliverables, acceptance criteria, and a work breakdown structure.

The quality plan must include or reference the specifications, industry or government standards, and codes that must be used and met during the performance of the project work.

The work breakdown structure establishes the framework for how the work will get done to produce the project deliverables.

A responsibility assignment matrix defines who will be responsible for the work.

Activities define more specifically how the work will get done.

A network diagram defines the sequence of how and when the activities will be performed.

Project planning is a critical activity in developing an information system (IS).

A project management planning tool or methodology, called the systems development life cycle (SDLC), is often used to help plan, execute, and control IS development projects.

Numerous project management information systems are available to help project managers plan, track, and control projects in a completely interactive way.

Summary

The planning process is based on the project objective, which establishes what is to be accomplished.
The project scope defines what needs to be done.
The project scope document usually contains the customer requirements, statement of work, deliverables, acceptance criteria, and a work breakdown structure.
The quality plan must include or reference the specifications, industry or government standards, and codes that must be used and met during the performance of the project work.
The work breakdown structure establishes the framework for how the work will get done to produce the project deliverables.
A responsibility assignment matrix defines who will be responsible for the work.
Activities define more specifically how the work will get done.
A network diagram defines the sequence of how and when the activities will be performed.
Project planning is a critical activity in developing an information system (IS).
A project management planning tool or methodology, called the systems development life cycle (SDLC), is often used to help plan, execute, and control IS development projects.
Numerous project management information systems are available to help project managers plan, track, and control projects in a completely interactive way.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Chapter Questions

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Question 1

Planning is the systematic arrangement of tasks to accomplish an objective.

The plan lays out what needs to be accomplished and how it is to be accomplished.

The people who will be involved in performing the work should be involved in planning the work.

What is meant by planning a project?

What does this encompass?

Who should be involved in planning the work?

1. What is meant by planning a project? What does this encompass? Who should be involved in planning the work?

Planning is the systematic arrangement of tasks to accomplish an objective.
The plan lays out what needs to be accomplished and how it is to be accomplished. The plan becomes a benchmark against which progress can be compared. If deviations occur, corrective action can be taken.
It is important that the people who will be involved in performing the work are also involved in planning the work. They are usually the most knowledgeable about what detailed activities need to be done and how long each should take. By participating in the planning of the work, individuals will become committed to accomplishing it according to the plan and within the schedule and budget. Participation builds commitment.
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Question 2

The project objective is the target—the tangible end product that the project team must deliver. The objective must be clear, attainable, specific and measurable.

If the objective is not clearly written, the end product may not meet the needs of the customer

Responses should contain the expected benefits of the project, the primary project end product or deliverable, and the date required for completion.

What is meant by the term project objective? What might happen if a project objective is not clearly written?

Give three examples of clearly written project objectives.

2. What is meant by the term project objective? What might happen if a project objective is not clearly written? Give three examples of clearly written project objectives.

The project objective is the target—the tangible end product that the project team must deliver. The objective must be clear, attainable, specific and measurable.
If the objective is not clearly written, the end product may not meet the needs of the customer
Specific examples will vary. Responses should contain the expected benefits of the project, the primary project end product or deliverable, and the date required for completion.
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Question 3

A project scope document includes sections for the customer requirements, statement of work, project deliverables, acceptance criteria, and work breakdown structure.

It is important to clearly define the project scope to establish a common understanding among project stakeholders regarding what needs to be done to produce all the deliverables for the project.

Describe a project scope document.

Why is it important to clearly define the project scope?

3. Describe a project scope document. Why is it important to clearly define the project scope?

A project scope document includes sections for the customer requirements, statement of work, project deliverables, acceptance criteria, and work breakdown structure.
The contents of these sections include many items contained in a project charter, RFP, or contractor's proposal in greater detail.
It is important to clearly define the project scope to establish a common understanding among project stakeholders regarding what needs to be done to produce all the deliverables for the project.
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Question 4

The WBS is a hierarchical tree or an indentured list of end items that will be accomplished.

The responsibility assignment matrix is a method used to display, in tabular format, the individuals responsible for accomplishing the work items in the WBS.

The WBS and the responsibility assignment matrix are related. All the work items and work packages listed in the WBS are also listed in the responsibility assignment matrix.

What is a work breakdown structure?

What is a responsibility assignment matrix?

How are they related?

4. What is a work breakdown structure? What is a responsibility assignment matrix? How are they related?

The WBS breaks a project down into manageable pieces, or work items. It is a hierarchical tree or an indentured list of end items that will be accomplished. The graphic structure subdivides the project into smaller pieces called work items. The lowest-level item of any one branch is called a work package. An end product is the item that will be produced as a result of carrying out the project.
The responsibility assignment matrix is a method used to display, in tabular format, the individuals responsible for accomplishing the work items in the WBS. Some responsibility matrices use an X to show who is responsible for each work item; others use a P to designate primary responsibility and an S to indicate support responsibility.
The WBS and the responsibility assignment matrix are related. All the work items and work packages listed in the WBS are also listed in the responsibility assignment matrix.
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Question 5

Creating a project quality plan is important to prevent poor quality and to avoid quality-related problems.

Responses should reference how knowing the specifications, industry or government standards, and codes that were to be met during the project could have helped to prevent the quality problems of the project.

Why is creating a plan for quality important?

From your experiences, give an example of how having and controlling a quality plan could have prevented quality problems in a project.

5. Why is creating a plan for quality important? From your experiences, give an example of how having and controlling a quality plan could have prevented quality problems in a project.

Creating a project quality plan is important to prevent poor quality and to avoid quality-related problems.
Student responses will vary. Answers should reference how knowing the specifications, industry or government standards, and codes that were to be met during the project could have helped to prevent the quality problems of the project.
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Question 6

An activity is a defined piece of work that consumes time. It does not necessarily require the expenditure of effort by people.

List of detailed activities needed to accomplish work package 3.3:

Prizes

Identify prizes

Specify the number and type of prizes

Buy prizes

Gift wrap prizes

Move prizes to festival site

List of detailed activities needed to accomplish work package 4.2:

Permits

Identify required permits

Specify where the permits need to be acquired from

Identify costs and timelines for acquiring permits

Obtain the permits

What is an activity? Does it always require human effort?

Refer to Figure 4.1.

Provide a detailed list of activities needed to accomplish work package 3.3.

Do the same for work package 4.2

6. What is an activity? Does it always require human effort? Refer to Figure 4.1. Provide a detailed list of activities needed to accomplish work package 3.3. Do the same for work package 4.2.

An activity is a defined piece of work that consumes time. It does not necessarily require the expenditure of effort by people. For example, waiting for concrete to harden can take several days but does not require any human effort.
List of detailed activities needed to accomplish work package 3.3:

Prizes
Identify prizes
Specify the number and type of prizes
Buy prizes
Gift wrap prizes
Move prizes to festival site
List of detailed activities needed to accomplish work package 4.2:

Permits
Identify required permits
Specify where the permits need to be acquired from
Identify costs and timelines for acquiring permits
Obtain the permits
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Question 7

“Mail Questionnaire & Get Responses” and “Test Software” must be done before “Input Response Data” can start.

“Prepare Mailing Labels,” “Print Questionnaire,” “Develop Data Analysis Software,” and “Develop Software Test Data” can start after “Review Comments & Finalize Questionnaire” has been completed.

Any of the four activities listed above that can start after “Review Comments & Finalize Questionnaire” has been completed. They can be done concurrently.

Refer to Figure 4.9. What activities must be accomplished before “Input Response Data” can start?

What activities can start after “Review Comments & Finalize Questionnaire” has finished?

List two activities that can be done concurrently.

7. Refer to Figure 4.9. What activities must be accomplished before “Input Response Data” can start? What activities can start after “Review Comments & Finalize Questionnaire” has finished? List two activities that can be done concurrently.

“Mail Questionnaire & Get Responses” and “Test Software” must be completed before “Input Response Data” can start.
“Prepare Mailing Labels,” “Print Questionnaire,” “Develop Data Analysis Software,” and “Develop Software Test Data” can start after “Review Comments & Finalize Questionnaire” has been finished.
Any of the four activities listed above that can start after “Review Comments & Finalize Questionnaire” has been completed. They can be done concurrently.
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Question 8

Laddering should be used when a project has a set of activities that are repeated several times and appropriate resources are available to handle tasks concurrently.

Specific examples will vary. Responses should contain a set of activities that are repeated and for which there are adequate resources to do the tasks concurrently.

When would you use laddering in a network diagram?

Give an example, different from the one provided in the chapter, and draw the corresponding network diagram.

8. When would you use laddering in a network diagram? Give an example, different from the one provided in the chapter, and draw the corresponding network diagram.

Laddering should be used when a project has a set of activities that are repeated several times and appropriate resources are available to handle tasks concurrently.
Specific examples will vary. Students’ responses should contain a set of activities that are repeated and for which there are adequate resources to do the tasks concurrently.
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Question 9

They allow the project manager and the project team to plan and control projects in a completely interactive mode.

Features and benefits include the ability to:

Plan and control projects in interactive mode

Plan and test different options

Create reports, diagrams, and charts

Interface with other software applications

Why would you recommend project management software to someone involved in project management?

What features and benefits does it provide?

9. Why would you recommend project management software to someone involved in project management? What features and benefits does it provide?

Project management software packages are available for purchase. They allow the project manager and the project team to plan and control projects in a completely interactive mode. Common features of project management software allow the user to:

Create lists of tasks with their estimated durations
Establish interdependencies among tasks
Work with a variety of time scales, including hours, days, weeks, months, and years
Handle certain constraints—for example, a task cannot start before a certain date, a task must be started by a certain date, labor unions allow no more than two people to work on the weekends
Track team members, including their pay rates, hours worked thus far on a project, and upcoming vacation days
Incorporate company holidays, weekends, and team member vacation days into calendaring systems
Handle shifts of workers (day, evening, night)
Monitor and forecast budgets
Look for conflicts—such as over-allocated resources and time conflicts
Generate a wide variety of reports
Interface with other software packages such as spreadsheets and databases
Sort information in a variety of ways—for example, by project, by team member, or by work assignment
Handle multiple projects
Work on-line and respond quickly to changes in schedule, budget, or personnel
Compare actual costs with budgeted costs
Display data in a variety of ways, including network diagrams and Gantt or bar charts
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Question 10

Draw a network diagram representing the following logic:

As the project starts, activities A and B can be performed concurrently.

When activity A is finished, activities C and D can start.

When activity B is finished, activities E and F can start.

When activities D and E are finished, activity G can start.

The project is complete when activities C, F, and G are finished.

10. Draw a network diagram representing the following logic: as the project starts, activities A and B can be performed concurrently. When activity A is finished, activities C and D can start. When activity B is finished, activities E and F can start. When activities D and E are finished, activity G can start. The project is complete when activities C, F, and G are finished.

(See the slide for the drawing of the network diagram)

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Question 11

Draw a network diagram representing the following information:

The project starts with three activities, A, B, and C, which can be done concurrently.

When A is finished, D can start; when B is finished, F can start;

When B and D are finished, E can start.

The project is complete when C, E, and F are finished.

11. Draw a network diagram representing the following information: The project starts with three activities, A, B, and C, which can be done concurrently. When A is finished, D can start; when B is finished, F can start; When B and D are finished, E can start. The project is complete when C, E, and F are finished.

(See the slide for the drawing of the diagram)

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Question 12

Draw a network diagram that represents the following IS development task list.

Activity Immediate Predecessor

1. Problem Definition —

2. Study Current System 1

3. Define User Requirements 1

4. Logical System Design 3

5. Physical System Design 2

6. System Development 4, 5

7. System Testing 6

8. Convert Database 4, 5

9. System Conversion 7, 8

12. Draw a network diagram that represents the following IS development task list.

Activity Immediate Predecessor

1. Problem Definition —

2. Study Current System 1

3. Define User Requirements 1

4. Logical System Design 3

5. Physical System Design 2

6. System Development 4, 5

7. System Testing 6

8. Convert Database 4, 5

9. System Conversion 7, 8

(See the above slide for the drawing)

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Project Planning Tools
International Project Management Association
International Journal of Project Management

Internet Exercises

Internet Exercises

Assign the Internet Exercises to your students as homework or complete them with students in a computer lab. The Web exercises in this chapter involve investigating project planning, the International Project Management Association and its Website, and the International Journal of Project Management and its Website.

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Internet Exercises

The IPMA website has information related to certifications, memberships, publications, awards, events, and educational opportunities.

The “Young Crew” site has information about nurturing future project management leaders.

The International Journal of Project Management contains a number of articles related to project management. Issues often have a topic for the articles.

Look at the references for the chapters to see additional articles that are supplemental to the information presented in the chapters.

Using your favorite Web search engine, perform a search for project planning tools and describe what you found.

Visit the International Project Management Association website.

Explore the site.

Click on the “Young Crew” link.

Go to the International Journal of Project Management homepage.

Click on the “Free Tables of Contents and Abstracts” link.

Do a search for planning.

Click on the “View Related Articles” link.

Internet Exercises

The IPMA website has information related to certifications, memberships, publications, awards, events, and educational opportunities.
The “Young Crew” site has information about nurturing future project management leaders.
The International Journal of Project Management contains a number of articles related to project management. Issues often have a topic for the articles.
Look at the references for the chapters to see additional articles that are supplemental to the information presented in the chapters.
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A Not-For-Profit Medical Research Center

Case Study 1

Case Study #1: A Not-For-Profit Medical Research Center

This is an open-ended case study. Encourage the students to use their creativity. This case continues through to chapter 8. Each chapter has questions to reinforce the concepts presented. Have students save their work from this case study for the work they will do in chapters 5 to 8.
As the director of external affairs for a national not-for-profit medical research center you are tasked with producing a shorter, simpler, easy-to-read annual report to show the benefits of the center's research and the impact on people's lives in an effort to help raise funds for the center.
Group Activity

Form students into groups of three to five members. Have each group perform their assigned tasks. Allow each group to present their answers.

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Case Study 1
Question 1

Responses should include their interpretation of the project objective and list the assumptions for the project.

One possible response: The project objective is to create a new annual report. An assumption is that the new shorter report will bring in additional funding for the center.

Establish the project objective and make a list of your assumptions about the project.

1. Establish the project objective and make a list of your assumptions about the project

Student responses should include their interpretation of the project objective and list the assumptions for the project.
One possible response: The project objective is to create a new annual report. An assumption is that the new shorter report will bring in additional funding for the center.
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Case Study 1
Question 2

Responses should have an indentured list or a hierarchical structure for the WBS, that shows the major tasks necessary to achieve the project objective.

Develop a work breakdown structure.

2. Develop a work breakdown structure

Student responses should have an indentured list or a hierarchical structure for the WBS, that shows the major tasks necessary to achieve the project objective.

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Case Study 1
Question 3

The WBS should contain enough detail for the student responses to manage the tasks and assign responsibility and resources to the tasks.

Prepare a list of the specific activities that need to be performed to accomplish the project objective.

3. Prepare a list of the specific activities that need to be performed to accomplish the project objective

The WBS should contain enough detail for the student responses to manage the tasks and assign responsibility and resources to the tasks.

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Case Study 1
Question 4

Responses should show the name of the person responsible for each task.

For each activity, assign the person who will be responsible.

4. For each activity, assign the person who will be responsible

Student responses should show the name of the person responsible for each task.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 1
Question 5

Responses should sequence the tasks to show the dependencies of the tasks and what tasks can be done concurrently, if any.

Create a network diagram that shows the sequence and dependent relationships of all the activities.

5. Create a network diagram that shows the sequence and dependent relationships of all the activities.

Student responses should sequence the tasks to show the dependencies of the tasks and what tasks can be done concurrently, if any.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

The Wedding

Case Study 2

Case Study #2: The Wedding

This is an open-ended case study. Again, encourage the students to be creative. This case continues through to chapter 8. Each chapter has questions to reinforce the concepts presented. Have students save their work from this case study for the work they will do in chapters 5 to 8.
Tony and Peggy Sue want to get married and have family that want to plan the wedding for them without considering what Tony or Peggy Sue would want.
Group Activity

Form groups of three to five members. Have each group perform their assigned tasks. Allow each group to present their answers.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 2
Question 1

Responses should include their interpretation of the project objective and list the assumptions for the project.

One possible response: the project objective is Peggy Sue and Tony have a wedding that they want. An assumption is that Peggy Sue's mother and Tony's mother decide that they do not have to control everything and slow down a little on the plans.

Make a list of assumptions that will be used as the basis for planning the wedding.

And no, it is not acceptable to assume that Tony and Peggy Sue will just elope, no matter how tempting that may be!

1. Make a list of assumptions that will be used as the basis for planning the wedding. And no, it is not acceptable to assume that Tony and Peggy Sue will just elope, no matter how tempting that may be!

Student responses should include their interpretation of the project objective and list the assumptions for the project.
One possible response: The project objective is Peggy Sue and Tony have a wedding that they want. An assumption is that Peggy Sue's mother and Tony's mother decide that they do not have to control everything and slow down a little on the plans.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 2
Question 2

Responses should include an indentured list or a hierarchical structure for the WBS that shows the major tasks necessary to achieve the project objective.

Develop a work breakdown structure.

2. Develop a work breakdown structure.

Student responses should include an indentured list or a hierarchical structure for the WBS that shows the major tasks necessary to achieve the project objective.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 2
Question 3

The WBS should contain enough detail for the student responses to manage the tasks and assign responsibility and resources to the tasks.

Make a list of the specific activities that need to be done between now and the wedding day.

3. Make a list of the specific activities that need to be done between now and the wedding day.

The WBS should contain enough detail for the student responses to manage the tasks and assign responsibility and resources to the tasks.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 2
Question 4

Responses should show the name of the person responsible for each task.

For each activity, identify the person (Tony, Peggy Sue, etc.) who will be responsible for seeing that the activity is accomplished.

4. For each activity, identify the person (Tony, Peggy Sue, etc.) who will be responsible for seeing that the activity is accomplished.

Student responses should show the name of the person responsible for each task.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Case Study 2
Question 5

Responses should sequence the tasks to show the dependencies of the tasks and what tasks can be done concurrently, if any.

Create a network diagram that shows the sequence and dependent relationships of all the activities.

5. Create a network diagram that shows the sequence and dependent relationships of all the activities.

Student responses should sequence the tasks to show the dependencies of the tasks and what tasks can be done concurrently, if any.

*

© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Microsoft Project

Appendix

The Appendix in this chapter introduces Microsoft Project. Have the students produce the displays that are shown in the chapter.

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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Appendix
Microsoft Project

Appendix activities are

Enter the work breakdown structure in a hierarchical indentured list format

Determine predecessors for tasks

Assign responsibility for each activity

Create the network diagram

Most widely used project management software system in the business environment today.

It is powerful, easy to use, and available at a very reasonable price.

A free trial version is available on the Microsoft website.

The Gantt Chart View and the Task ribbon are the default view when Microsoft Project is first opened.

Other views are chosen by clicking on the arrow in the View group on the Task ribbon and selecting the name from the drop down list.

Have students work through the example to apply the concepts presented in the chapter in the Microsoft Project software.
Microsoft Project is the most widely used project management software system in business today.
It is powerful, easy to use, and available at a reasonable price.
A free trial version is available for download. If students do not have the disk, a trial version of Microsoft project is available on the Microsoft website.
The Gantt Chart View and the Task ribbon are the default view when Microsoft Project is first opened.
Other views are chosen by clicking on the arrow in the View group on the Task ribbon and selecting the name from the drop down list.
This first appendix has students:
Enter the work breakdown structure in a hierarchical indentured list format
Determine predecessors for tasks
Assign responsibility for each activity
Create the network diagram
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.1, Project Properties

Figure 4A.1, Project Properties

This image depicts how to enter information about the project file in the Project Information Project Properties window.
Entering information about the project is important to communicate to project members and to others in the organization the name of who is responsible for the project file.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.2, Project Information

Figure 4A.2, Project Information

This image shows the entry of the start date for the project.
Students have to decide if they want to schedule from the project start date for from the project finish date.
If they schedule from the project start date and the calculated finish date is earlier than the project due date, then the project has slack or float.
If they schedule from the finish date and start on the calculated start date, then there is no time in the schedule for any delays.
If the project is delayed, then other tasks would have to be fast tracked in order to finish by the project finish date.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.3, Project Summary Task

Figure 4A.3, Project Summary Task

This image depicts the summary information about the project.
Check the box next to Project Summary Task in the Show/Hide group on the Format ribbon for Gantt Chart Tools.
The project summary task is assigned a 0 as its task identification number.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.4, Work Package and Activity Entry

Figure 4A.4, Work Package and Activity Entry

This image depicts the entry of the work breakdown structure work items and work packages.
Remember, the work packages are the activities that start with a verb. The summary tasks all start with a verb.
The project title is entered on the first task line to help students see the summary information.
Project has the capability to hide and view the summary tasks and the project title. If the project summary is used to enter the title, the project title would be entered as task 0 and not have to be entered as task 1. This is a more advanced level than the introductory lessons on Project in the text. If you have more advanced students, it will be beneficial to show them this feature. It is on the Gantt Chart Tools Format ribbon in the Show/Hide group. A check in the box next to Summary Tasks shows the summary tasks and a check in the box next to Project Summary Task shows the project title entered in the Project Properties window (Figure 4.1) as task 0 and next to the project title.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.5, Tasks – Entering Predecessor Data

Figure 4A.5, Tasks – Entering Predecessor Data

This image shows how to enter predecessor data.
The predecessor data is determined by following the network diagram presented in the chapter for the Consumer Market Study. Be sure to reinforce with the students that the task number entered in the Predecessor column is the task number for the line where the task is listed in Microsoft Project and not the task number as shown on the network diagram.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.6, Resources

Figure 4A.6, Resources

This image depicts the entry of the resources on the Gantt Chart View in the Resources column.
Resources can be entered on the Resource Sheet and then selected from a drop down list in the Resource column on the Gantt Chart View. Entering additional work resources after the first entry may trigger Microsoft Project to ask if the task should be shortened or if there is more work.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.7, Network Diagram

Figure 4A.7, Network Diagram

This image shows a portion of the network diagram generated by the entry of the tasks, predecessors, and resources.
At this time, the task durations have not been added so they are not reflected in the start and finish times shown in the activity boxes in the network diagram. The duration of the tasks do not change the size of the boxes in the network diagram. Only the length of the bars in the Gantt chart change to show the length of the tasks. The dates in the network diagram will change.
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© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Figure 4A.8, Set Baseline for Project

Figure 4A.8, Set Baseline for Project

This image depicts how to set a baseline for the project.
It is important that students develop the habit of setting a baseline to examine changes to the project after planning is complete. Comparison of the project's actual performance to the planned performance saved in the baseline shows how the project has deviated from the plan and reveals where the project may have problems that need to be addressed.
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(Premium)

Teaching Strategies

The two vignettes reinforce consideration of the situation through research and communication with the stakeholders.
The first vignette addresses the changing conditions for project planning of worldwide construction projects due to weather variability and increased extreme weather situations.
The second examines a change in process for commerce. The desire was to increase credit card use; work with the stakeholders revealed a hesitation and distrust of credit cards due to potential fraud with an option for continued practices of e-commerce using debit cards.
Sometimes planning seems to be a waste of time for a short project. However, even very small projects need some degree of planning.
Tell the students a story of a failed project. Have students identify how having a clear project objective, a project scope document, a project plan, a work breakdown structure, a responsibility assignment matrix, and a network diagram could have changed the outcome.
Have students create a work breakdown structure and network diagram for a project they will have to complete during the class semester. Have the students explain the relationship between tasks that must be completed sequentially and those that can be completed simultaneously.
The network diagram for the consumer market study is included in the chapter materials. Have the students compare the textbook diagram with the one created in Microsoft Project. Have the students report on the similarities and the differences.
Optional Supplemental Activities

Recall that Chapter 1 offered an optional activity for student groups to contribute several hours to a not-for-profit organization. Have each group that participated in this activity give a 10 minute presentation and submit a 2-3 page write-up that discusses how that organization’s projects are planned, performed, controlled, and terminated. In addition, require each group to give at least 3 suggestions on ideas that could improve the projects at that organization.
Have students seek a project management mentor and report on their experiences related to developing the project scope and identifying the work breakdown structure.
Have students present an article from the International Journal of Project Management to the class. Have them post their critical review of the article to the class website, blog, wiki, or other class space to allow others to review and comment.
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Chapter Concepts

This chapter discusses the project scope document, quality, how to define what activities need to be done, who will be responsible for them, and in what sequence they will be performed. It describes techniques and tools used to plan the work itemsand activities that need to be performed in order to accomplish the project objective successfully. The project scope defines what work needs to be done and what deliverables need to be produced. Then, specific activities are defined and arranged in a sequence of dependent relationships to determine how the work will be performed.
This chapter will help student to become familiar with:
Clearly defining the project objective
Preparing a project scope document
Understanding the importance of planning for quality
Creating a work breakdown structure
Assigning responsibility for work items
Defining specific activities
Creating a network diagram
Utilizing a project management methodology called the systems development life cycle for information systems development projects
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Learning Outcomes

After studying this chapter, students should be able to:

Establish a clear project objective
Prepare a project scope document
Discuss the importance and elements of a project quality plan
Develop a work breakdown structure
Prepare a responsibility assignment matrix
Describe how to define specific activities
Create a network diagram
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Project Management Knowledge Areas from PMBOK® Guide

Concepts in this chapter support the following Project Management Knowledge Areas of the PMI Guide to the Project Management Body of Knowledge (PMBOK® Guide):

• Project Integration Management

• Project Scope Management

• Project Quality Management

• Project Resource Management

• Project Schedule Management

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Vignette A: Project Scopes for Weather Variability Risk Mitigation

Disasters have occurred in the forms of storms, floods, and droughts as a result of changes in weather patterns and the variability in the water cycle. What were extreme events that occurred every 100 years are now projected to occur twice as often. Project managers worldwide are considering weather variability when determining the scope of projects. Projects are being planned and implemented to mitigate the risks of weather variability.

Past weather problems
In 1954, Hurricane Hazel caused over US$1 billion in damage in Canada.
In 2012, 27 million gallons of water from the storm surges as a result of Hurricane Sandy flooded the subway lines in New York, New York, USA.
The United Nations Office for Disaster Risk Reduction estimated that between 2006 and 2016 damage due to weather related disasters was valued to be US$1 trillion, including over 900 weather-related events in 2014 that caused US$100 billion of damage globally.
The National Oceanic and Atmospheric Administration estimated a cost of US$1 billion caused by drought conditions in 2015 in western United States.
Bhutan has experienced flooding.
Pakistan has experienced long periods of storms that cause flooding and long periods of drought. Floods and droughts have caused much financial hardship in Pakistan due to the dependence on agricultural products that have been devastated.
Projects and planning
Project managers need to incorporate a wider range of conditions within their project plans, “For instance, where a project to construct a highway might typically design its structures to withstand a 100-year statistical flood, project managers might need to prepare for even greater variability.
The Pakistani government has developed educational programs to teach people how to install water harvesting tanks on rooftops and parking lots to collect rainwater and runoff.
The World Bank has spent over US$30.3 billion from 2010 through 2015 on 330 transportation projects in developing countries.
A major flood protection and revitalization project is planned for the lower Don River in southern Ontario, Canada.
The expansion of the Yolo Bypass in the Sacramento River Basin, California, USA, is a flood control system that integrates levees, weirs, and a natural bypass.
Many projects are expected to be planned to help mitigate these expected weather-related risks. Each will need to have a defined scope, quality management plan, responsibility matrix, and activity sequence.

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Vignette B: Adoption of Online Shopping and Payment Portals

As part of the e-Commerce Master Plan, the e-Commerce Act in Qatar was developed to enhance the e-commerce value chain and facilitate the adoption and implementation of e-commerce processes. The Ministry of Information and Communications Technology (ictQATAR) in Doha, Qatar, established a project team to work with stakeholders to develop the project plan for a framework and a platform to support e-commerce.

Project Background
The use of a credit card was a key payment form for e-commerce in other countries.
The acquisition cost of an electronic payment platform was high. Trust of security of these systems was low in places without established systems for online purchases.
Qatar was rated to be the wealthiest nation by gross domestic product per capita. Most transactions in Qatar were by cash-on-delivery or through use of a debit card.
Solution
Create platform to support learning by merchants and subject matter experts through knowledge resources with on-demand support.
Sought funding support within the implemented platform.
Presented the plan and its potential benefits to stakeholders.
Started accepting debit card payments for Qatar e-commerce consumers.
Planned seminars to conduct with the Qatar Central Bank on the benefits of secured debit card payment gateways and the reduction of payment fraud to help gather additional support for the project and inform the development of additional e-commerce sites.
The project team was hopeful that additional key stakeholders would adopt e-commerce practices for business after attending a presentation of the benefits. One factor the team did note was that even though the adopters have accepted widely used debit cards as a means of payment, they had not accepted the use of credit cards as a payment option.

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Establish Project Objective

The planning process is based on the project objective.
The project objective establishes what is to be accomplished.
Often the project objective is stated in the project charter or RFP.
It is the tangible end product that the project team or contractor must produce and deliver in order for the sponsor or customer to achieve the expected benefits from implementing the project.
The project objective should include the following elements:
Expected benefits that will result from implementation of the project and define success
Primary project end product or deliverable
Date by which the project is required to be completed
Budget within which the project must be completed
Situations can arise where the project objective needs to be modified as the project proceeds because of extenuating circumstances or new information. The project manager and the customer must agree on all changes to the project objective. Any such changes might affect the remaining work scope, deliverables, completion date, and final cost.
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Ask students to list some examples of project objectives– these can be from projects they worked on, or hypothetical.

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Some examples of project objectives are:

To increase emergency room capacity by 20 percent and reduce average patient waiting time by 50 percent through a reconfiguration and process improvement project to be completed in 12 months and within a $400,000 budget.
To reduce outstanding accounts payable by $20 million by implementing a new billing, collection, and receiving system by May 31 with a budget not to
exceed $220,000.
To raise $40,000 for hunger relief by organizing a community festival for the last weekend in September with a budget of $3,000.
To double annual sales revenue by creating an online shopping and fulfillment capability by April 30 with a budget not to exceed $40,000.
To expand market share by 3 percent by introducing a new portable food preparation appliance within 10 months with a budget of $2 million.
To increase August sales revenue by 10 percent above that of last August by producing and distributing a back-to-school catalog by July 15 with a budget not to exceed $40,000.
To meet new environmental regulatory requirements by installing a new filtration system within 15 months and a budget of $3.2 million.
To obtain information about consumer preferences by conducting a consumer market study to be completed in 26 weeks with a budget of $40,000.
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Define Project Scope

The project scope defines what needs to be done.
A project scope document includes many of the items contained in the project charter, RFP, or contractor’s proposal, but in much greater detail. The document is valuable for establishing a common understanding among project stakeholders regarding the scope of the project.
The project scope document usually contains the following sections:
Customer requirements define the functional or performance specifications for the project’s end product and other project deliverables.
It should also include or reference applicable technical specifications, standards, and codes that must be used and met regarding quality and performance of the project work and deliverables.
Statement of Work (SOW) defines the major tasks that will need to be performed to accomplish the work that needs to be done and produce all the project deliverables.
Deliverables are the products or outputs that the project team or contractor will produce and provide to the customer during and at the completion of the performance of the project.
Acceptance criteria for all project deliverables must be described in greater detail than what is stated in the project charter or request for proposal
Work Breakdown Structure (WBS) is a hierarchical decomposition of the project work scope into work packages that produce the project deliverables.
The agreed-upon project scope document establishes the baseline for any changes that may be made to the scope during the performance of the project.
A change control system needs to be established to define how changes will be documented, approved, and communicated. The project team or contractor must avoid scope creep, which is informally making changes to the project scope without appropriate approval.
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Have students think about scope creep. First, make sure they understand what it is. Once they have accurately defined it, ask them why it should be avoided.

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Why should scope creep be avoided?

Possible responses:

Informal changes to the project can lead the entire project astray
No approvals for changes
Can result in additional work that is not documented
May cause errors
May cause some of the sections of the project to be reworked
Could make the project go overtime and over budget
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Plan for Quality

Planning for quality is a necessary, yet often forgotten or dismissed, function on a project. It is essential to have a plan for assuring the quality of project deliverables and results, rather than waiting until the end of the project to check if the sponsor/customer requirements and expectations on project deliverables have been met.
It is important to plan for quality in performing the project. This helps assure that the work is done according to specifications and applicable standards and that deliverables meet acceptance criteria.
A project quality plan includes or references:
Project specifications and standards
Industry or government standards (for design, testing, safety, construction, etc.)
Codes that must be used and met during the performance of the project work
Written procedures for using various quality tools and techniques
The key to quality control is to:
Monitor the quality of the work early and regularly throughout the performance of the project
Compare results with quality standards
Make any necessary corrective actions immediately, rather than waiting until all the work is completed before checking or inspecting for quality
To ensure that a project is done right the first time, a project should focus on doing the work in accordance with quality standards, and therefore preventing quality problems.
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It is often said that some people think they never have enough time to do the work right the first time, but then must take the time later to redo it correctly— haste makes waste!

What can be done to change this thinking?

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Have students talk about why people think this way and how they think this line of thinking can be changed.

Students may come up with the following ideas:

Clearly list quality standards
Have monitors in place to see if the work is meeting quality standards
Submit sample work to be sure the work meets standards
If it means a higher quality product, determine the effects and costs of a later delivery time
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Create Work Breakdown Structure

Once the project scope document has been agreed on and prepared, the next step in the planning phase is to create a detailed work breakdown structure (WBS)

This is a deliverable-oriented hierarchical decomposition of the project work scope into work packages, or activity groupings, that produce the project deliverables.
Creating a WBS is a structured approach for organizing all the project work and deliverables into logical groupings. This helps to subdivide the deliverables into more manageable components called work items, to help ensure that all tasks required to complete the project are identified and included in the baseline project plan.
The WBS should be deconstructed to a level that identifies individual work packages for each specific deliverable listed in the project scope document.
Dividing a project into work packages and work items helps a contractor increase the level of confidence that:
All the activities that need to be performed to produce the deliverable can be defined
The types and quantities of resources can be determined
The associated activity durations and costs can be reasonably estimated.
Work items should be broken down to the level at which a single organization (marketing communications, materials engineering, human resources, a subcontractor, etc.) or individual can be assigned responsibility and accountability for accomplishing the work package.
The WBS can be created using a graphic chart format or as a list.
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WBS with Breakdown to Different Levels

This figure depicts the work breakdown structure in a graphic chart format for a community festival project.
Note that not all of the branches in a WBS have to be broken down to the same level.
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WBS

The top figure depicts the WBS for the consumer market study project example. This project is also the example used in the Microsoft Project appendices.
Have students examine the relationship between this figure and the entries in the Microsoft Project task list.
The bottom figure depicts an indentured list for the work breakdown structure.
For each of the work packages, the deliverable is listed.
This format is helpful for large projects where a diagram would become too large and unwieldy.
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Assign Responsibility

A responsibility assignment matrix (RAM) defines who will be responsible for the work. It is a tool used to designate the individuals responsible for accomplishing the different work items in the work breakdown structure (WBS).
This figure depicts the RAM for the WBS in Figure 4.1, the community festival project.
The RAM often uses a P to designate primary responsibility and an S to indicate support responsibility for a specific work item.
The RAM shows all the individuals associated with each work item in the WBS, as well as all the work items associated with each individual.
Only one individual should be designated as the lead, or primary, person responsible for each work item.
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Define Activities

Using the WBS, the individual or team responsible for each work package must next define all the specific activities that need to be performed to produce the end item, or deliverable.
Breaking down each work package into its component activities reveals the level at which each activity must be performed to produce the deliverable.
Some activities may not be easily definable.
When all the specific activities have been defined for all of the work packages, they should be consolidated into a comprehensive activity list.
Because of the allocation of resources, there may be wait time between the end of one activity and the start of another one.
This figure shows the work breakdown structure for a consumer market study project. It depicts the specific activities that need to be performed for each work package.
Have the students compare this list to the entries for the tasks in the Microsoft Project appendix.
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Sequence Activities

A network diagram defines the sequence of how the activities will get done. It is a tool for arranging the specific activities in the best sequence and defining their dependent relationships.
The three most common techniques of network diagramming are program evaluation and review technique (PERT), the critical path method (CPM), and the precedence diagramming method (PDM).
In the past, there were distinguishable methodological differences between PERT and CPM. Today, however, when most people refer to a CPM diagram or PERT chart, they mean a generic network diagram.
The top figure shows a complete network diagram for a consumer market study project, with the person responsible for each activity included on the diagram.
The bottom figure shows a network diagram for a web-based reporting system project.
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Network Principles

Each activity is represented by a box in the network diagram and the description of the activity is written within the box, as shown in this figure.
Activities consume time, and their description usually begins with a verb (such as get, wash, and dry in this example).
Activities have a dependent relationship—that is, they are linked in a logical sequence in a network diagram to show which activities must be finished before others can start.
Certain activities have to be done in serial sequence.
Some activities may be done concurrently.
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Loops

An illogical relationship among activities is known as a loop.
In preparing a network diagram, drawing activities in a loop is not acceptable because it portrays a path of activities that perpetually repeats itself.
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Laddering

Some projects have a set of activities that are repeated several times.
The top figure shows a series of activities that must be done in serial sequence, which means that, for an activity with three people, at any one time only one person is working while two other people are waiting.
The middle figure shows a set of activities that can be performed concurrently. However, it is often not practical to perform the activities in this way because the organization would need triple the experts– one for each room.
The bottom figure shows a technique known as laddering. This approach allows the project to be completed in the shortest possible time, while making the best use of available resources.
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Create Network Diagram

A network diagram is a drawing of the activities for a project, displayed in boxes in their logical sequence and connected by arrows to indicate dependent relationships. The network diagram shows how the project should be performed from start to completion.
Three questions need to be answered regarding each activity. The network is based upon the answers:
Which activities must be finished immediately before this activity can be started?
Which activities can be done concurrently with this activity?
Which activities cannot be started until immediately after this activity is finished?
Guidelines for the level of detail in the network diagram are:
Based on the work breakdown structure for a project; specific activities should be defined for each work package.
It may be preferable to draw a summary-level network first that depicts a small number of higher level activities and then expand to a more detailed network.
The level of detail may be determined by certain obvious interface or transfer points such as a change in responsibility or if there is a tangible output or product or deliverable as a result of an activity.
Activities should not be longer in estimated duration than the project progress review.
It is not unusual to progressively elaborate the network diagram as the project progresses and more information becomes clear.
Sub-networks can be used to represent similar projects for different customers. Certain portions of projects may include the same types of activities in the same sequence and with the same dependent relationships.
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Planning for Information Systems Development

The Microsoft Project example will continue through chapters 4 – 8. It highlights the concepts for each chapter in the example. The Microsoft Project file for the example is available with the instructor materials.

An information system (IS) is a computer-based system that accepts data as input, processes the data, and produces useful information for users.
Information systems include computerized order entry systems, e-commerce systems, automatic teller machines, and billing, payroll, and inventory systems.
The development of an IS is a challenging process that requires extensive planning and control to ensure that the system meets user requirements and is finished on time and within budget.
A project management planning tool, or methodology, called the systems development life cycle (SDLC) is often used to help plan, execute, and control IS development projects.
It consists of the following steps:
Problem definition -- Data are gathered and analyzed and problems and opportunities are clearly defined.
System analysis -- The development team defines the scope of the system to be developed, interviews potential users, studies the existing system (which might be manual), and defines user requirements.
System design -- Several alternative conceptual designs are produced and evaluated. The best is selected for further design and development.
System development -- The actual system is brought into existence.
System testing – This step involves looking for logical errors, database errors, errors of omission, security errors, and other problems that might prevent the system from being successful.
System implementation -- The existing system is replaced with the new, improved, system and users are trained.
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An IS Example: Internet Applications Development for ABC Office Designs

A corporation called ABC Office Designs has a large number of sales representatives who sell office furniture to major corporations. Each sales representative is assigned to a specific state, and each state belongs to one of four regions in the country.
To enable management to monitor the number and amount of sales for each representative, for each state, and for each region, ABC has decided to build a Web-based information system that will track prices, inventory, and the competition.
The IS department within the corporation has assigned Beth Smith to be the project manager of the Web-based reporting system development project.
The following four slides depict figures related to this project.
First, we will see the major tasks that were identified for the project.
Then we will look at the responsibility assignment matrix for the project with the primary and secondary responsibilities for each task assigned.
We will then look at a list of all tasks to be done, with the immediate predecessor for each task listed to the right of the task.
Finally, we will examine the network diagram created by Beth and the project team that represents the interdependencies listed in the immediate predecessor list.
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IS Example: WBS follows SDLC

This figure depicts the major tasks that were identified for the project. The WBS follows the SDLC.

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IS Example: Responsibility Assignment Matrix

Here we see the responsibility assignment matrix for the project, with the primary and secondary responsibilities for each task assigned.
Make sure that students note that all the tasks in the WBS appear in the responsibility assignment matrix.
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