1.

2 IDENTIFY THE PROBLEM

Why?
Identifying a very clearly defined and specific problem is the first critical step to successfully implementing the
problem-solving process. The strategy of improving the quality of services involves solving problems in order of
priority. Why is it important to prioritize problems?
Resources and !"e are limited. You can't solve all the problems at the same time so your efforts should
initially focus on the most important problem.
To #a!n e$%er!ence and ac&u!re e$%er!se !ith the problem-solving process the first problem you !or"
on should be one that is easily studied and resolved. #hoose a problem !ith plenty of data easily available.
If the resolution of the first problem is successful that solution can be re%roduced eas!'y at the local or
national level and even more so if it corresponds to the priority policies of the institution.
Wha?
$ problem occurs !hen there is a difference bet!een !hat %should be% and !hat %is%& bet!een the ideal and the
actual situation. $ problem'
e(presses the difference bet!een the hoped for and the actual situation&
is directly or indirectly related to the health of the population&
is e(pressed in terms of processes effects impacts and satisfaction.
Ho(?
You can select a problem by using one of the follo!ing techniques'
a direct observation technique such as a user survey
a consensus technique li"e a prioritization matri( !hich uses brainstorming as a first step
a data analysis technique such as using a control chart
a) *+ER +*R,EY
Wha !s !?
$ )ser *urvey is a technique for collecting information that uses a questionnaire +a list of questions, to measure the
magnitude of a problem +-o! big is the problem?,.
Who uses !?
The team and the manager !ith participation from all staff.
Why use !?
It is an easy direct observation technique that allo!s measurement of users' perceptions and attitudes.
When o use !?
When you !ant direct information about a topic rapidly and !hen you !ant to evaluate the users' needs.
Ho( o use !-
.. /efine the problem to be investigated.
0. #reate the questionnaire'
o The questions should have a logical sequence.
o 1rame questions !ithout using technical terms.
o $void hypothetical questions--instead focus on the present.
o -ave each question require only one ans!er to avoid confusion.
o $void !ords !ith double meanings and !ords that are emotionally charged.
o 2ive options that are e(clusive and try to include all of the possible responses !hen as"ing closed
questions.
o )se open-ended or controversial questions at the end.
3. 4evie! the questionnaire !ith all staff for feedbac" and to gain commitment to use the results.
Note: In some circumstances, using a statistically defensible sample size and method together with having
the survey questionnaire reviewed by a statistician can make the results more persuasive to Ministry
officials and other decision makers.
4. Test the questionnaire +for format sequence and comprehension, !ith a small group of users +a focus
group,.
5. /o a statistical analysis !ith the preliminary results of the test.
6. /efine a sample of users to !hom the survey !ill be applied.
*ome tips'
The questions planned for the questionnaire can be open- or closed-ended in format'
7pen questions allo! the people surveyed to respond in their o!n !ords and develop their ans!ers. The
benefit of open questions is that you receive more detailed information but the survey ta"es more time.
When as"ed closed questions the people surveyed have to choose bet!een various options. The benefits of
closed questions are that you can collect more information in less time than you can !ith the open format
and you can get more precise ans!ers. -o!ever you lose the depth of information you receive !ith open
questions.
.) BR/IN+TORMIN0
Wha !s !?
8rainstorming is a lively technique that helps a group generate as many ideas as possible in a short time period.
Who uses !?
The team members the management or the users can all participate in brainstorming. If you invite people !ith
different perspectives to brainstorm you are more li"ely to see innovative ideas generated by the group.
Why use !?
To identify problems analyze causes select alternative solutions do strategic planning generate ideas for mar"eting
change and handle many other situations.
When o use !?
In the facility !ith community or user groups in meetings.
Ho( o use !-
.. E$%'a!n he o.1ec!2e o3 he sess!on- for e(ample to select problems analyze causes or generate ideas.
0. E$%'a!n he echn!&ue to the group. Tell them that you are loo"ing for a lot of ideas and that you !ant
their thoughts and ideas to flo! freely. There is no right or !rong ans!er. The idea of brainstorming is to
produce as many innovative ideas as possible.
In countries !here participation in meetings is structured brainstorming ta"es practice. +If you set up a
brainstorming session in !hich many participants have no real e(perience in e(pressing their opinions and
many levels of staff are present it can produce a deafening silence.,
3. +!'en re3'ec!on- $s" the participants to thin" about the proposed ob9ective or topic for a fe! minutes.
Time' appro(imately 5 minutes.
:. Bra!nsor"- The participants call out their ideas and add those that come to mind during the discussion.
$nnotate them on a flip chart in the order they are mentioned. Write do!n the ideas using the !ords of the
spea"er. $s" for clarification only if the meaning is not clear. Time' appro(imately 0; minutes.
!or groups with little or no e"perience in brainstorming, it is often useful to have them practice in small
subgroups before convening before the entire group.#
5. 7nce the list is finished d!scuss it !ith the group to'
o #larify the meaning of some ideas
o #ombine similar ideas that are !orded in different !ays
o <liminate those ideas !hich are not related to the ob9ective of the session
6. Do a'' h!s .y #rou% consensus. Time' 5-.5 minutes. $t the end of this stage you !ill have reduced the
list of ideas to those that represent most of the ma9or ideas of the group.
c) 4ONTROL 4H/RT
Wha !s !?
$ #ontrol #hart is a tool you can use to monitor a process. It graphically depicts the average value and the upper
and lo!er control limits +the highest and lo!est values, of a process.
Who uses !?
The management the team.
Why use !?
$ll processes have some form of variation. $ #ontrol #hart helps you distinguish bet!een normal and unusual
variation in a process. If you !ant to reduce the amount of variation in a process you need to compare the results of
the process !ith a standard.
=ariation can e(ist for t!o reasons'
.. 4o""on causes are fla!s inherent in the design of the process.
0. +%ec!a' causes are variations from standards caused by employees or by unusual circumstances or events.
>ost variations in processes are caused by fla!s in the system or the process not by the employees. 7nce you
realize this you can stop blaming the employees and start changing the systems and processes that cause the
employees to ma"e mista"es. +It is important to remember ho!ever that some variations are not %mista"es%
introduced by employees but rather they are innovations. *ome variations are deliberately introduced to processes
by employees specifically because these variations are found to be more practical.,
When o use !?
1irst you need to define the standards of ho! things should be. Then you need to monitor +collect data, about
processes in your organization. Then you create a control graph using the monitoring data.
Ho( o use !-
.. *elect the process to be charted and decide on the type of control chart to use.
o )se a ?ercent @onconforming #hart +more information available from -ealth Tactics ? #hart , if
you have data measured using t!o outcomes +for e(ample the billing can be correct or incorrect,.
o )se an $verage and 4ange #ontrol #hart +more information available from -ealth Tactics A-4
#hart, if you have data measured using a continuous scale +for e(ample !aiting time in the health
center,.
0. /etermine your sampling method and plan'
o #hoose the sample size +ho! many samples !ill you obtain?,.
o #hoose the frequency of sampling depending on the process to be evaluated +months days
years?,.
o >a"e sure you get samples at random +don't al!ays get data from the same person on the same
day of the !ee" etc.,.
3. *tart data collection'
o 2ather the sampled data.
o 4ecord data on the appropriate control graph.
:. #alculate the appropriate statistics +the control limits, depending on the type of graph.
5. 7bservation'
The control graph is divided into zones'
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBB )pper #ontrol Cimit +)#C,
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBB *tandard +average,
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBB Co!er #ontrol Cimit +C#C,
6. Interpret the graph'
o If the data fluctuates !ithin the limits it is the result of common causes !ithin the process +fla!s
inherent in the process, and can only be affected if the system is improved or changed.
o If the data falls outside of the limits it is the result of special causes +in human service
organizations special causes can include bad instruction lac" of training ineffective processes or
inadequate support systems,.
o These special causes must be eliminated before the control chart can be used as a monitoring tool.
In a health setting for e(ample staff may need better instruction or training or processes may
need to be improved before the process is %under control.% 7nce the process is %under control%
samples can be ta"en at regular intervals to assure that the process does not fundamentally change.
o $ process is said to be %out of control% if one or more points falls outside the control limits.
1.5 DE+4RIBE THE PROBLEM
Why?
8efore attempting to resolve a problem you need to describe it in detail. You do this so you can understand ho! the
problem affects the process being e(amined such as delivery of a health service to the users.
Wha?
To help you describe the problem you may !ant to ans!er certain questions about the problem such as'
Ho( 3re&uen'y does the problem occur?
When does it generally occur +for e(ample at a particular time of the year on a set !ee" on a specific
day,? Is the problem related to time?
Where does it generally occur +for e(ample is it limited to a particular area or is it every!here,? What
relation does the problem have to location?
Who is most affected +for e(ample individuals or families people of different gender race age or
socioeconomic status,?
Ho(?
To describe a problem follo! these steps'
1. )se a flo!chart to identify the flo! of events in the process you are e(amining such as the steps the users
ta"e to use the health service.
2. /ecide on the indicator you !ill use to describe the problem. $n indicator can be an amount or the steps in
a process. 1or e(ample if the indicator is %!aiting time% you need to divide the number of patients !ho
had a long !aiting time by the number of all patients receiving care that day. That percentage is the
indicator. You can use an indicator matri( to help you construct indicators.
3. #ollect the data for describing the situation. This data can be collected from e(isting sources +such as
-ealth Information *ystems, or by direct observation. In the latter case some of the techniques used for
collecting data could be an e(it intervie! a supervision guide or a tally sheet.
:. /escribe the indicators graphically using tools such as'
o $ table !hich enables you to present the data you have collected.
o 2raphs !hich are very useful tools for presenting data since they allo! you to better visualize
relationships trends or behaviors. You can use a
bar graph
line graph
pie chart
histogram
a) FLOW4H/RT
Wha !s !?
$ 1lo!chart is a tool that graphically represents the steps of a process or the steps that users have to ta"e to use the
service +user 1lo!chart,.
Who uses !?
The team the manager.
Why use !?
The 1lo!chart helps you analyze the number of steps and the time required for each step to detect bottlenec"s
unnecessary steps repetitions and other obstacles.
When o use !?
When you !ant to describe activities identify problems identify the causes of problems detect %bottlenec"s% and
define indicators.
DE
-o! to use it'
D T/ process. the in
step previous to you
returning line a has
symbol decision
symbol <@/ it
/ifferent symbols are used in a 1lo!chart
to indicate the different types of actions in
the process'
a circle for the beginning or end of
the process
a rectangle for a step in the
process +activities,
a diamond for the decision points
connecting !ith
$long line. by
connected are
symbols The of end
represents circle and
process point
diamond rectangle
$ beginningE
Ho( o creae a F'o(char-
.. 7bserve for a fe! repetitions the process you !ill be charting. Write do!n all the steps ta"en and decisions
made in the process.
0. >ar" the path of the 1lo!chart from the beginning to the end by connecting all the rectangles
+activities,and diamonds +decision points,.
3. 4eturn to the beginning of the path and repeat *tep 0 for any paths that branch off from the main path +at
the decision points,.
:. 4ecord the last step at the bottom of the page dra! a circle around it and connect the primary path and any
branching paths to the last step.
5. 4evie! for accuracy.
.)
a. B/R 0R/PH
Wha !s !?
$ bar graph is used to graphically present data that you have gathered. The type of data represented in a bar graph is
the number of occurrences measured in different categories of data. $ bar graph is often used to graphically
represent the information you have gathered in a table. 1or e(ample in the bar graph belo! you can see a
comparison of the number of users of different services--outpatient inpatient and other--by type of service.
Who uses !?
The team and the managers.
Why use !?
It helps you visualize relationships among different categories of factors affecting services to the users.
When o use !?
It is used !hen the information corresponds to a nominal scale +a counting of occurrences, and !hen you !ant to
compare t!o or more groups +no more than si(,.
Ho( o use !-
.. /ra! vertical and horizontal a(es.
0. 7n the vertical a(is create a scale to measure the frequencies of the variable +for e(ample number of users
or number of times,.
3. 7n the horizontal a(is note the nominal scale +different qualities of the variable, for e(ample
maleFfemale inpatientFoutpatient types of contraceptives etc. It doesn't matter in !hat sequence the data
categories are listed.
:. /ra! a rectangle for each quality of the variable. The height represents the frequency !ith !hich that
characteristic !as observed. 1or e(ample in the bar graph belo! there are 3; outpatient users :; inpatient
users and 5; other users.
.. L!ne 0ra%h
Wha !s !?
$ line graph is a type of graph that represents data or sets of data that have been collected over a period of time. The
data are plotted on a graph corresponding to standard intervals of time and a line is dra!n connecting the data
points. If updated regularly line graphs help managers to follo! a trend over a period of time and ta"e actions to
manage the trend.
Who uses !?
The team the manager.
Why use !?
$ line graph allo!s managers or team members to see trends in data +increase decrease or no change, over a period
of time. This can be useful to help you visualize changes in the process over time or to let you compare the
performance before and after the implementation of a solution.
When o use !?
To visualize a process during a specific period of time to help you describe a problem or !hen you !ant to evaluate
a solution to a problem.
Ho( o use !-
.. /ecide on the period for collecting data +for e(ample 3; days .0 months etc.,.
0. 2ather the data. To see a trend it is generally useful to collect 0;-05 data points over the time period.
3. /ra! the vertical line +Y a(is, for representing the data. The scale !ill depend on the values of the data. +In
the e(ample belo! the Y a(is represents %number of clients seen in the clinic%., *tarting at zero in the
lo!er left corner label the mar"s on the far left vertical line in increments of 5 .; 0; or .;;.
:. /ra! the horizontal line +A a(is, !here each point represents the time. It can be hours days !ee"s
months etc. +In the e(ample belo! the time frame used is months.,
5. ?lot the data you have collected over the period of time studied. ?ut a dot on the graph to sho! the value of
the data for each time period your graph !ill cover +on the e(ample belo! for each month,.
6. #onnect all the dots that you have plotted on the graph. It !ill form a line that sho!s the trend of the data
observed over the period studied. If you !ant to continue the process of observation ma"e a ne! dot on the
graph for each sequence of time chosen.
c. P!e 4har
Wha !s !?
$ pie chart is a tool that helps you visualize the relative importance of several categories of a variable.
Who uses !?
The team the manager.
Why use !?
To provide a rapid graphical overvie! of data you have collected such as information about different types of users
types of treatments types of methods etc.
When o use !?
When you have collected some data +for e(ample a counting of events or a distribution of values, and you !ant to
graphically depict the data.
Ho( o use !-
With the help of a table transform your data into percentages of the total.
.. *elect the number of categories for organizing the data.
4ae#or!es 6a) 6c) 6d)
Nu".er o3
e2ens
Frac!on o3 oa'
cae#or!es
6a 7 .) 8 c
Percena#es
d 8 6c 9 1::)
Daa 1 0: ;.333 33G
Daa 2 0H ;.3HH 3IG
Daa 5 .0 ;..66 .JG
Daa ; H ; .... ..G
Toa' +b, J0 .;;G
0. In column +a, fill in the number of events or data for each category. ?lace the sum total in the last cell +b,.
3. In column +c, compute the fraction of the total that each category represents by dividing +a, by +b,. The results
in +c, !ill al!ays be decimals.
:. >ultiply each number in column +c, by .;; to obtain a percentage and round to the nearest !hole percent. <nter
the percentages in column +d,.
5. #hec" your calculations by totaling the percentages listed in column +d,. The sum of percentages should equal
.;;.
6. /ra! the pie chart'
o /ra! a circle.
o 4epresent the values of the different categories on the circle in percentages. If you are not using a
computer to create the pie chart dra! guides to help you +divide the circle into four or eight equal
parts,.
o Title your graph and indicate in the legend the period of time of the survey as !ell as the location.

d. H!so#ra"
Wha !s !?
$ histogram is a diagram that graphically depicts the variability in a process or procedure !ithin your agency. When
you !ant to see ho! a procedure is !or"ing in your organization you can gather data about that procedure +such as
the amount of time the procedure ta"es, and create a histogram. The histogram allo!s you to see the variation in the
amount of time it ta"es to do that process.
Who uses !?
The team members the managers.
Why use !?
/iscovering and displaying this variation !ill greatly increase the team's "no!ledge about a process.
When o use !?
When you !ant to see the pattern of variation of a particular process such as !hen you are describing a problem or
during data collection and analysis.
Ho( o use !-
The steps to create a histogram include'
.. 2ather the data about the variable you are interested in.
0. Coo" at the data and determine the categories or intervals you !ill use to organize the data. 1or e(ample if
you are measuring the number of !ee"s it ta"es to receive an order of contraceptives %number of !ee"s of
!aiting time% is the data category.
3. #onstruct a frequency table for your data. The frequency corresponds to the number of times each value is
observed. )sing the e(ample of !aiting time to receive an order of contraceptives the frequency table
might loo" li"e this'
Nu".er o3
(ee<s o3 (a!!n#
!"e
Fre&uency
. !ee" I
0 !ee"s I
3 !ee"s IIII
: !ee"s IIIII
5 !ee"s III
6 !ee"s I
:. To dra! the histogram first dra! horizontal and vertical a(es. The horizontal a(is +A, has the data
categories +such as time or a measurement li"e !eight,. The vertical a(is +Y, represents the frequency of
the observations +the number of observations for each category,.
5. 1or each category of data dra! a rectangle +!ithout space bet!een the rectangles,. The !idth of the
rectangle represents the interval bet!een t!o groups and the height represents the observed frequency.
c) / Ta.'e
Wha !s !?
$ table is a compact and easy-to-understand method of graphically organizing data.
Who uses !?
The team members the managers.
Why use !?
If you have a lot of data to present organizing it in a table ma"es it easier for the vie!er to understand.
When o use !?
When you need to present data in a simplified organized !ay such as for a presentation or a report.
Ho( o use !-
.. #ount up your data and then summarize the data according to the categories or variables you are interested
in. 1or e(ample the number of users treated in a health center can be categorized by age gender type of
contraceptive used type of illness etc. In the e(ample belo! the categories !e are interested in are gender
and status +inpatientFoutpatient,.
0. #reate a table !ith columns and ro!s. *um up the categories. Totals !ill be at the margins +edges, of the
table.
3. <ach column and ro! has a label.
:. $ll the totals in the margins +edges, of the table should add up to the total in the lo!er right bo( of the
table.
<(ample' @umber of patients seen at To!n -ospital on Kanuary 0: bro"en out by gender and inpatientFoutpatient
status.
Inpatient 7utpatient Toa'
>ale .; 5; 6;
1emale 05 J5 .;;
Toa' 35 .05 .6;
d) Ind!caor Mar!$
Wha !s !?
$n Indicator >atri( is a chart that !ill guide you as you construct indicators.
Who uses !?
The team the manager.
Why use !?
To help you organize the information you are collecting.
When o use !?
When you need to construct indicators as you describe the problem.
Ho( o use !-
#reate a chart +see e(ample belo!,.
Wha o
Measure?
Descr!%!on
o3 Ind!caor
For"u'a +ource o3
Nu"eraor
+ource o3
Deno"!n=
aor
>ua'!y
+andard

.. Write the questions that you have about the problem in the first column. 1or e(ample' -o! many are there?
When does it occur? Where does it occur? Who is most affected? -o! much time does it ta"e?
0. Write the description of the indicator in the second column' for e(ample proportion of... time of...
percentage of... rate of....
3. Write the formula of the indicator +numerator divided by denominator or number of events, and its
e(pression in the third column.
:. In the fourth and fifth columns indicate the sources for obtaining the necessary data for the numerator and
denominator. The sources may include daily reports files surveys observations intervie!s etc.
5. <ventually the standard for comparison !ill be put in the si(th column.
..: *T$T< 78K<#TI=< $@/ *#7?< 71 ?47K<#T
....: I/<@TI1Y 78K<#TI=<
7b9ectives are concrete statements describing !hat the pro9ect is trying to achieve. The ob9ective should be !ritten
at a lo!er level so that it can be evaluated at the conclusion of a pro9ect to see !hether it !as achieved or not. 2oal
statements are designed to be vague. 7b9ectives should not be vague. $ !ell-!orded ob9ective !ill be *pecific
>easurable $ttainableF$chievable 4ealistic and Time-bound +*>$4T,.
$n e(ample of an ob9ective statement might be to %upgrade the helpdesk telephone system by $ecember %& to
achieve average client wait times of no more than two minutes%.
@ote that the ob9ective is much more concrete and s%ec!3!c than the goal statement.
The ob9ective is "easura.'e in terms of the average client !ait times the ne! phone system is trying to
achieve.
We must assume that the ob9ective is ach!e2a.'e and rea'!s!c.
The ob9ective is !"e=.ound and should be completed by /ecember 3..
7b9ectives should refer to the deliverables of the pro9ect. In this case it refers to the upgrade of the telephone
system. If you cannot determine !hat deliverables are being created to achieve the ob9ective then the ob9ective may
be !ritten at too high a level. 7n the other hand if an ob9ective describes the characteristics of the deliverables they
are !ritten at too lo! a level. If they describe the features and functions they are requirements not ob9ectives.
Why +e O.1ec!2es?
#lear ob9ectives lead to a higher rate of pro9ect success. 8y ta"ing the time to properly plan your pro9ectLs
ob9ectives the tas"s leading to!ards these ob9ectives are easily created. If a sailor "no!s !here the fish are he can
direct his boat to the proper spot. ?ro9ect planning is no different.
Ho( o +e 0ood Pro1ec O.1ec!2es
8ecause good pro9ect plans require good ob9ectives it is important to understand ho! to
!rite good ob9ectives. 2ood ob9ectives are finite in scope and duration. They are measurable. They are realistic.
2ood ob9ectives are clear and they require actions to complete. 2ood ob9ectives have every element of being
attainable if the pro9ect plan is follo!ed. In fact ob9ectives can ma"e or brea" a pro9ect.
7b9ectives for pro9ects can be as simple as Mdevelop a ne! soft!are program to trac" e(pensesN or as long reaching
as Mincrease profits 0;G in ne(t quarter.N The important thing is that these ob9ectives lead to a pro9ect path.
E$a"%'es o3 Bad O.1ec!2es
If good ob9ectives follo! the acronym *>$4T +specific measurable action-driven realistic time-bound, then bad
ob9ectives do not follo! this e(ample. 8elo! is a list of poorly !ritten ob9ectives'
Increase the number of clients company ( serves.
>a"e customers happy
#reate some sort of ne! product.
>a"e more money.
$chieve success.
*hare "no!ledge.
1ind 1unding.
<liminate quality problems.
1.;.2 DETERMINE +4OPE
In pro9ect management the term sco%e has t!o distinct uses' ?ro9ect *cope and ?roduct *cope.
Pro1ec +co%e %The !or" that needs to be accomplished to deliver a product service or result !ith the specified
features and functions.%
O.P
Produc +co%e %The features and functions that characterize a product service or result.%
O0P
@otice that ?ro9ect *cope is more (or<=or!ened? +the ho!s, !hile ?roduct *cope is more oriented to!ard
3unc!ona' re&u!re"ens. +the !hats.,
If requirements are not completely defined and described and if there is no effective change control in a pro9ect
scope or requirement creep may ensue.
+co%e cree% "ana#e"en is important for effective pro9ect management. ?ro9ects are e(pected to meet strict
deadlines !ith resource restraints and an unvetted and unapproved change in the scope can affect the success of the
pro9ect. *cope creep sometimes causes cost overrun.
+co%e cree% is a term !hich refers to the incremental e(pansion of the scope of a pro9ect !hich may include and
introduce more requirements that may not have been a part of the initial planning of the pro9ect !hile nevertheless
failing to ad9ust schedule and budget. There are t!o distinct !ays to separate sco%e cree% "ana#e"en. The first is
.us!ness sco%e cree% and the second is called 3eaures 6a'so echno'o#y) sco%e cree%. The type of scope creep
management is al!ays dependent upon on the people !ho create the changes.
Bus!ness sco%e cree% "ana#e"en occurs !hen decisions that are made !ith reference to a pro9ect are designed to
solve or meet the requirements and needs of the business. 8usiness scope creep changes may be a result of poor
requirements definition early in development or the failure to include the users of the pro9ect until the later stage of
the systems development life cycle.
+co%e "ana#e"en %'an is one of the ma9or *cope communication documents. The ?ro9ect *cope >anagement
?lan documents ho! the pro9ect scope !ill be defined managed controlled verified and communicated to the
pro9ect team and sta"eholdersFcustomers. It also includes all !or" required to complete the pro9ect. The documents
are used to control !hat is in and out of the scope of the pro9ect by the use of a #hange >anagement system. Items
deemed out of scope go directly through the change control process and are not automatically added to the pro9ect
!or" items. The ?ro9ect *cope >anagement plan is included in as one of the sections in the overall ?ro9ect
>anagement plan. It can be very detailed and formal or loosely framed and informal depending on the
communication needs of the pro9ect.
Feaures 6Techno'o#y) sco%e cree% occurs !hen the scope creep is introduced by technologists adding features not
originally contemplated. 'ustomer(pleasing scope creep occurs !hen the desire to please the customer through
additional product features adds more !or" to the current pro9ect rather than to a ne! pro9ect proposal. )old(plating
scope creep occurs !hen technologists augment the original requirements because of a bias to!ard %technical
perfectionism% or because the initial requirements !ere insufficiently clear or detailed.