Project Management: A Managerial Approach, 9 th edition Instructor’s Resource Guide

Solution Manual for Project Management A Managerial Approach 9th

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Chapter 1: Projects in Contemporary Organizations

CHAPTER OVERVIEW

Overview – This section provides a short overview of the modern history of project
management. Many of the now accepted practices of project management were actually
first developed by the U.S. Government to further the development of complex weapons
systems and space hardware.

1.1 The Definition of a “Project” – This section describes the common characteristics of a
project used to distinguish projects from other types of work.Three Project
Objectives: The Triple Constraint – Scope, time, and cost are three of the most
important knowledge areas in project management. Each of these must be managed
concurrently due to the effect that each one has on the other.
Characteristics of Projects
o Unique
o One-time occurrence
o Finite duration
Interdependencies – Project activities interact with each other and with other
projects, groups, and activities within the organization.
Nonprojects and Quasi Projects – Routine tasks are not considered projects
because they are performed over and over again. Projects on the other hand, are
one-time events. Quasi-projects are those that do not have a specific task
identified, no specific budget, and no specific deadline defined. Although there
are some uncertainties, project management skills can still be used to manage
them.

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1.2 Why Project Management? – While project management has limitations, most
organizations receive real benefits from its use. Benefits include better control, better

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customer relations, increase in projects’ return on investment, etc. Project

management is not easy; for the participants (to paraphrase Churchill) it may seem
to be the worst form of management except all the others that have been tried. In
spite of that, project management is a growing career path that is highly rewarding.
Forces Fostering Project Management – These include expansion of knowledge
across academic disciplines which can be used in problem solving, satisfying the
demand for increasingly complex products and services, and an ever-expanding
worldwide market forces us to consider cultural and environmental issues in the
production and distribution of products and services.
Recent Changes in Managing Organizations – These include an accelerating
replacement of traditional hierarchical management by consensual management,
the adoption of the “systems approach” to dealing with problems, and
organizations increasingly establishing projects as the preferred way to
accomplish their goals.
The Project Manager & Project Management Organizations – The complexities of
project management coupled with the increased recognition of the necessity for
projects has led to an astronomical growth in the professional society devoted to
project management, the Project Management Institute (PMI). PMI, through its
efforts to define and standardize the body of knowledge, has made a significant
contribution in establishing project management as a true professional)
Trends in Project Management – Increased competition and consistent
developments in technology are pushing the boundaries of project management
into new spheres. As the field of project management matures, a variety of trends
are identified and discussed.

1.3 The Project Life Cycle – This section describes the typical life cycle of most projects.
Commonly projects have a slow start, a busy middle and a slow end. When this pattern
is graphed as percent complete versus time, it results in the classic S-shaped life cycle
curve depicted in Figure 1-3. Some projects follow a different pattern, particularly if
they involve integration and testing of disparate parts at the end.
Risk During the Life Cycle – Risk or uncertainty changes throughout the life cycle
of a project. At the start, there is the largest amount of uncertainty about the
outcomes at the end. As time passes, the end point can be predicted with more
and more accuracy.

1.4 The Structure of This Text – This book is arranged to follow the life cycle of a project,
beginning with project initiation, which includes topics on startup, organization and
proposals. The second part covers project implementation including planning,
scheduling, budgeting and controlling projects. The final part discusses project
termination. Throughout the text, the importance of managing both people and risks
are emphasized.

TEACHING TIPS

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Most students intuitively know more about project management than they realize. Through
experiences at work, school or in the community, almost every adult has participated
in or even managed a project at one time or another. For these students, the instructors
will be able to foster many “aha” moments when the student will recognize the situation
and be able to apply the concepts just learned. One way to facilitate discussions that
accelerate this process is to apply pair-wise brainstorming. In conventional brainstorming
or class discussions, many students will choose not to participate, unless the instructor
takes the time consuming route of going individually around the room. In pair-wise
brainstorming, the instructor divides the class up into two or three person teams to discuss
the question or issue at hand. The advantage of this technique is that it creates an
environment where all students feel comfortable participating in the discussion. After
sufficient time has passed, the instructor “regroups” the class to collect the thoughts
generated by the teams. These can be written on a whiteboard or easel for further
discussion.

For this introductory chapter, an excellent topic to apply this technique to is the question
of how a project is different from other work. With some assistance from the instructor,
the students will collectively come up with the same list as in the text. They will generally
overlook conflict, though they will readily recognize its applicability.

The instructor needs to circulate among the groups during this time to listen to what the
students are talking about. The object is not to take over their discussion, but rather to
offer encouragement and guidance if needed. This will also help keep the discussions from
drifting onto baseball or some other interesting but not relevant subject. Eventually many
of the groups will fall silent (or get onto baseball) signaling the time to move on to the
whole class discussion. The groups usually need about 20 minutes and the following class
discussion can be done in about 30 minutes.

PROJECT MANAGEMENT IN PRACTICE

The Smart-Grid Revolution Starts in Boulder, Colorado

Question 1: Are the triple constraints of this project clear? List each of them.
The triple constraints are all clear
Scope: “smart-grid” electrical system that would span the entire city
Time: 3 years
Cost: $100 million

Question 2: Given the range of benefits listed for the new technology, what
interdependencies and conflicts do you suspect smart grids will create for
utilities?
Interdependencies: all of the system to work correctly; customer technology abilities and
system use

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Conflicts: users and the system; employees fearful of getting replaced

Question 3: A major portion of this project had to do with carefully managing all
the stakeholders. List those mentioned in the article and divide them into the four
groups mentioned above. Do any stakeholders fall into more than one of the
groups?
The stakeholders and their groupings are below. Some of these stakeholders fall into
multiple categories.
Clients Parent organization Project team Public
Xcel leading technologists Accenture consulting for business leaders
engineering
customers business leaders energy industry consultants IT experts
IT experts leading technologists Boulder city managers
senior project manager IT experts Boulder city leaders
Project Management senior project manager user-citizens
Office
Project Management Office
Many of these will fall into more than one group.

Question 4: What conflicts do you suspect might have occurred between all the
different stakeholders in this project?
Conflicts that could have arisen are numerous and could have included:
Business leaders and city managers related to costs versus features
Engineers versus city leaders related to costs
Citizens versus city leaders related to costs

Question 5: Why do you imagine Xcel agreed to invest $100 million in this risky
experiment? What might their ancillary goals have been?
Any new project idea is a risky experiment. Xcel Energy believes that if everything is
planned properly and the scope and results of the project are clearly documented, then
with careful execution it is possible to employ a new technology that helps the company
to manage its resource pool effectively and efficiently. An ancillary goal could have been
to learn from this project and apply it to other municipalities.

The Olympic Torch Relay Project

Question 1: Which of the three universal and three common characteristics of
projects are displayed in the regular torch relay?
The three universal characteristics are unique, one-time, and finite duration. Each of
these are displayed in the torch relay.
The three common characteristics are interdependencies, resources, and conflict. Of
these, the interdependencies and resource characteristics are the main ones displayed.

Question 2: Since this is such a regular project—every four years since 1936—
would you consider it a nonproject, or a quasi-project? Why, or why not?

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I would consider this a project because each torch relay is unique in that they all travel
different routes and are managed by different organizations.

Question 3: Is the torch relay another part of the Olympics themselves, perhaps a
sub-project?
The torch relay is a project by itself based on its length and complexity. You could
consider it a project that is part of the overall Olympic “program.”

Question 4: How widespread do you think this technology will become? What
uses will be garnered from it? Do any of them concern you?
Answers will vary by student.

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Turning London’s Wast e Dump i nt o t he 2012 O l ympi cs St adi um

Question 1: Which of the “triple constraints” seems to be uppermost here? Which
constraints were Crockford trading between?
Time is the constraint that seems to be the uppermost here, given the deadline of the
project and the required amount of work to be done before the project could take-off.
Crockford was trading between scope and time, since the team involved people from
different positions and this could have led to scope creep, thereby increasing the time
required.

Question 2: What shape of life cycle did this stadium project have? Compare it
with the life cycle of the river dredging portion of the effort. With the Olympic
Torch Relay project described earlier.
The life cycle of this project is S-shaped. As the project is initiated and better
understood, it would gain momentum giving the project a S-shape. An example would be
the time when the team realized that a lighter roof was required. As the understanding of
the project increases so does the momentum.
Even river dredging as a project was S-shaped due to obvious reasons as was the torch
relay.

Question 3: Were there any ancillary goals for this project? What might they have
been?
The ancillary goals of this project could be the learning of skills needed in the integration
of a tightly scheduled project and the coordination and control of the various resources in
the project.
Also, the impact of using a waste dumpsite as a Olympics stadium is in itself one of
those properties that commands respect towards a nation’s engineers and their
combined vision.

MATERIAL REVIEW QUESTIONS

Question 1: Name and briefly describe the societal forces that have contributed to
the need for project management.
Refer to the section titled “Forces Fostering Project Management” in the text.
1) Modern societies have experienced an exponential expansion of human
knowledge. As a result, an increasing number of academic disciplines can be
used in solving problems associated with the development, production, and
distribution of goods and services.
2) Satisfying the continuing demand for more complex and customized products
and services depends on the producers’ ability to make product design an
integrated and inherent part of their production and distribution systems.
3) Worldwide markets force producers to include cultural and environmental
differences in their managerial decisions about what, where, when, and how to
produce and distribute output.

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Question 2: Describe the life cycle of a project in terms of (1) the degree of project
completion; (2) required effort.
Refer to Figure 1-3, Figure 1-4, and Figure 1-5: The Project Lifecycle and to Section 1.3
in the text. A lifecycle is used to describe a period of time between a starting point and a
terminating point. As the project nears termination, the percentage of project completion
should rise. For most projects, the required effort and the project completion level are
strongly correlated. While problems may detract from efficiency, it’s usually true that as
more work is done, the completion level rises as well. There are limitations, particularly
in intellectual projects (e.g. software development) where too many cooks can spoil the
broth and hurt the project more than help it.
The typical life cycle is then characterized by a slow beginning, when the project is
organized, a busy middle when most of the work is done, and a tapering off to
completion as tasks are wrapped up and finishing touches are added.

Question 3: Describe the limitations of project management.

Refer to Section 1.2 in the text. Project management is an approach taken to initiate,
plan, execute, control, and terminate projects with the intent of achieving the objectives
used to justify the project’s approval. There are some important limitations associated
with project management. They include:
1) The project characteristic of uniqueness tends to be associated with uncertainty.
Uncertainty can affect a project for better or for worse. For example, it can be
difficult to forecast important items related to budget, schedule, customer
satisfaction, and business impact.
2) Projects often use a temporary organizational structure that is different from the
way most organizations typically perform work. This can lead to conflicting
priorities between the project and daily operations, especially when management
has not clearly established formal authority over the resources responsible to
multitask on one or more projects and on one or more routine jobs.
3) Conflict is inherent in projects. Since the project manager usually has limited
power and authority, the options for modifying the behavior of others are often
limited in relation to the accountabilities carried by a project manager.

Question 4: List the six main characteristics of a project and briefly describe the
important features of each.
Refer to Section 1.1 in the text. The main characteristics of a project are:
1) Uniqueness: Project management is always the tool of choice when a “never
done this before” goal is taken on. The space program is overflowing with
examples from Project Mercury to the Mars Rovers. Project management is an
inappropriate tool for routine tasks such as cutting payroll
2) One-time occurrence: Projects have a defined scope that includes a specific set
of desired end results.
3) Finite duration: Projects are temporary endeavors. The performing organization
should complete the project’s work between the project’s start date and the

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project’s termination date. In many projects, the termination of the project may
involve a transition process that releases the project’s solution to steady-state
business operations.
4) Interdependencies: Projects interact with routine operations of the performing
organization as well as with other projects. Perhaps of most interest to project
planners (and the makers of project management software) is that project tasks
often depend on each other as when the paint has to dry before the carpet is laid.
5) Resources: Projects have constrained resources, particularly people, which
require careful management.
6) Conflict: Conflict is a common theme in project management. Many of these arise
from the conflict between the limited resources (time, money, and people)
available to the project team and the seemingly unlimited requirements from the
customer.

Question 5: Name and briefly describe the three primary goals of a project. Refer to
Figure 1-1: Scope, cost, time project targets and to the section titled “Three Project
Objectives: The Triple Constraint” in the text. A goal is a desired future state of reality
that is specific, measurable, and time-bound. By converting a goal into a gap, it becomes
possible to determine the level of change in the status quo that will be required to
achieve the desired future state. According to Figure 1-1, the three primary goals of a
project are:
1) Scope: In Project Management, the term scope means specified deliverables.
The PMBOK® Guide defines scope as: “The sum of the products, services, and
results to be provided as a project.” The scope of the project is defined at the
beginning during the planning phase and the state of the project is continually
verified against the scope definition.
2) Time: Well-defined projects always have a deadline, whether it is tied to a
significant event (e.g. the World Series) or the whim of senior management.
Regardless of the source, completing the project within the deadline is always a
significant performance objective.
3) Cost: Costs represent resources expended to obtain a set of benefits. Projects
typically are limited in the costs they can incur to try to ensure that the benefits
exceed the costs.

Question 6: Discuss the advantages and disadvantages of project management.

Refer to Section 1.2 in the text
An advantage is favorable toward accomplishing a desired purpose and a disadvantage
is unfavorable toward accomplishing a desired purpose. Project management is a tool
for organizing resources to accomplish a goal in a cost effective manner. As with any
tool, it works better in some situations than in others.
1) It provides useful tools (scope statement, WBS, budget, schedule, earned value
analysis, etc.) that can improve an organization’s ability to plan, execute, and
control the performance of activities and the utilization of resources when doing
nonroutine work.

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2) The use of interdisciplinary teams to make decisions and solve problems

generally improves the quality of the result.
3) Many practitioners of project management have reported that the use of project
management has resulted in shorter development times, reduced costs, better
quality, and higher profit margins.
4) The focus on managing a project can provide an end-to-end view of the effort
required to provide an effective solution capable of solving real needs of the
customer. This focus can facilitate effective conflict management by giving
stakeholders access to appropriate tools and techniques for balancing competing
demands for performance, time, and costs.
According to the text, some disadvantages of project management are:
1) A high level of energy and commitment is often required of the project manager
and the project team in order to communicate about and coordinate the
execution of the project’s solution. In many cases, project participants will lack
experience and training in effective tools and techniques for project integration
and control.
2) The level of organizational complexity may increase as members of the
performing organization seek to balance the competing demands of routine work
with the nonroutine work of a project.
3) There is an increased probability that project teams will violate organizational
policies, unless the project manager acts appropriately.
4) If an organization attempts to use the tools and techniques of project
management to manage the wrong type of work, the organization will probably
experience increased managerial difficulties, higher costs, and lower utilization of
resources.

Question 7: How do projects, programs, tasks, and work packages differ?

Refer to the glossary and to Section 1.1 in the text. In spite of the best efforts of PMI to
impose some consistency, the vocabulary of project management is not used
consistently across different industries or even within them. Students will no doubt jump
into this discussion with enthusiasm to explain how in their experience they have heard
these terms used. It is important to emphasize, however, the definitions from the
PMBOK® Guide Fifth Edition, particularly if the students are planning on becoming
certified Project Management Professionals (PMP®).
1) Program: A program is a large-scale endeavor composed of several projects all
with a common overall goal. The Apollo program is a good example. The overall
goal of putting a man on the moon and returning him safely to Earth involved
many projects. Designing and constructing the various modules, developing the
Saturn rocket, even designing and building the facilities at the Kennedy Space
Center were each significant projects by themselves.
2) Project: A project is a subdivision of a program. The project is a temporary
endeavor that will provide useful solutions to real needs. The focus of a project
will be on producing deliverables that customers or users can formally accept
during the termination processes of project management.

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3) Tasks: In the PMBOK® Guide Fifth Edition, a task is defined as a unit of work
within a project. Various practitioners and various pieces of software use task
differently, and apparently PMI has given up the ghost on consistency for this
term.
4) Work Package: According to the PMBOK® Guide Fifth Edition, the work
packages generally reflect the lowest level of detail in the work breakdown
structure used to track and control budget and schedule variances on a project.

Question 8: How would you define a project?

Refer to Section 1.1 in the text. The PMBOK® Guide Fifth Edition defines a project as “A
temporary endeavor undertaken to create a unique product, service or result.”

Question 9: What are some of the interdependencies related to a project?

Refer to Section 1.1 in the text.
1) Projects often depend upon functional departments to provide resources and the
functional departments depend upon projects to use resources effectively and
efficiently, so that the project manager can release those resources back to the
function as quickly as possible. This type of interdependency is often associated
with conflicts regarding work priorities, job assignments, and work schedules.
2) Projects often depend upon other projects to release resources or to create
deliverables that are inputs to a separate project. This type of interdependency
may lead to resource contention and resource loading problems. It may also
create potential compatibility problems, when the performing organization
ultimately assembles the individual project outputs into an integrated system.
3) Within projects, there are typically many interdependencies among the tasks.
These may be actual physical relationships; for instance the roof can’t go on until
the foundation is poured. They may be information dependencies; for example,
John has to finish his drawing before I can start mine. They may also be a by-
product of the resource interdependencies where John can’t start work on task B
of this project until he completes task 563 of another project which by chance or
design has a higher priority.

Question 10: What are some sources of conflict the project manager must deal
with?
Refer to Section 1.1 in the text:
Unfortunately, there are many sources of conflict in a typical project. Among them are:
1) The project customers, who often push their own interests in conflict with the actual
or perceived project requirements.
2) The inherent conflicts in trying to manage costs, schedules, and objectives at the
same time. Typically, something has to give, and the project manager is put in a
difficult position of being the messenger of the bad news. In other words, there is a
need for goal-focused balancing within a constrained system and the project is
subject to expectations generated from the perceptions of stakeholders

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3) The project’s own organization, which may have problems staffing all the projects
mandated by senior management. Even when resources are adequate, the
temporary nature of many project assignments is a source of conflict for the
employee caught between the project manager and his or her functional manager.

Question 11: Differentiate between direct and ancillary project goals. Would
learning a new skill through the project be a direct or ancillary goal? Entering a
new market?
Refer to Section 1.1 in the text:
Direct project goals are the goods and services produced by the project for the customer.
Ancillary goals are those that benefit the organization performing the project and are
usually a by-product of the project. The ancillary goals are usually things that the sponsor
or senior management wants and expects as a part of project success. An example
might be a project with the direct goal of creating a new piece of software and
an ancillary goal of training ten people in a new programming technique.
Learning a new skill through a project sounds like an ancillary goal, while entering a new
market is harder to place. If the project was set up to specifically enter a new market
then it’s a direct goal. If entering the new market is a by-product of creating a new
product or service then it’s an ancillary goal.

Question 12: Describe the characteristics of quasi-projects.

Refer to Section 1.1 in the text:
Descriptive characteristics of quasi-projects include:
No specific task is identified
No specific budget is given
No specific deadline is provided

CLASS DISCUSSION QUESTIONS

Question 13: Give several examples of projects found in our society, avoiding
those already discussed in the chapter.
There are innumerable examples that the students may cite:
1) The cleanup of the World Trade Center site after 9/11. This project grew from the
chaos of the immediate rescue efforts to a well-run process that succeeded in
erasing the physical evidence of the attack. An excellent (and controversial) book
on this project is American Ground: Unbuilding the World Trade Center by
William Langewiesche.
2) The Columbia Accident Investigation. This is the third excellent report produced
by NASA on problems within their project management environment. The
complete report is at the website http://caib.nasa.gov/.
3) The Mars Rovers. This was a resounding success for NASA, and the plucky
rovers have become the world’s most beloved robots since R2D2 and C3PO.
The website describing the project is at http://marsrovers.jpl.nasa.gov/home/.

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Question 14: Describe some situations in which project management would

probably not be effective.
The purpose of a project is to change the existing status quo by providing discrete
solutions that solve real needs. Project management will not be effective if:
1) A real need does not exist or the organization has not clearly defined the need that
the project should solve. In order to be effective, project managers should
understand what would be required to complete the project successfully.
2) The proposed goal for the project is something that is routinely created by an in-
control process. An example would be a “project” to print next month’s payroll checks
using the existing process. A project would be to install new payroll software in time
for next month’s payroll. Once it’s accomplished, the project is over and it’s back to
the routine process.
3) The solution is not discrete. For example, “world hunger” does label a real need, but
the solution to that need is hardly a discrete solution appropriate to project
management. However, providing disaster relief to a famine stricken area of the
world within a finite period of time or achieving a stated level of performance for
famine relief might benefit from project management approaches.

Question 15: How does the rate-of-project-progress chart (Fig. 1-3) help a
manager make decisions?
Refer to Figure 1-3 and to Section 1.3 in the text. In a project planned with the
techniques of Earned Value the rate-of-project-progress chart is a by-product of the
project plan. It shows the planned rate at which resources (usually labor but it can be
dollars) will be consumed. Once this curve and its cousins are established, they give
insights into the number of people who will be required and when they will be needed.
The simplifying assumption is that all labor is equally valuable to the project and that
each hour “earned” is just as important as any other. When the project is underway,
actual labor expended and actual progress earned can be plotted against the plan. This
gives a reliable indication of how the project is doing in terms of cost and schedule.

Question 16: Expound on the adage, “Projects proceed smoothly until 90 percent
complete, and then remain at 90 percent forever.”
Refer to Figure 1-3 and to Section 1.3 in the text. Lifecycles tend to resist termination. In
many cases, the work needed to closeout a project can be tedious and unrewarding
particularly those picky issues that have been allowed to let slide. Moreover, as people
begin leaving the projects, the remaining team members may become more interested in
landing the next assignment than in completing the last steps of the current project. An
equally damaging possibility is that the remaining people don’t know what their next job
is so they drag out this one.

Question 17: Would you like to be a project manager? Why, or why not?
Student answers will vary considerably, but some responses may be to:
1) turn around the poor project success rates.

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2) lead others in successful projects.

3) learn more about the IT and business aspects of the firm.
4) gain experience which will facilitate a “move up the career ladder.” Further, my
experience in teaching project management to hundreds of technical professionals in
the San Diego area is that they are usually in the class for one of three reasons:
1) They are seeking new opportunities. I have heard many students say something
like, “I don’t want to be sitting at the same lab bench for the next twenty years.”
2) They have been thrust into a project manager’s role by their management and
figure they should learn something about it.
3) They have been a project manager, sometimes for years, and want to find out
“how to do it right.”

Question 18: Discuss why there are trade-offs among the three prime objectives of
project management.
There are tradeoffs because as one or two of these change, so do the remaining ones.
For example, if the schedule is extended because the employees are taking too long to
complete the work, then the cost will increase as well.
The rule of thumb heard for years among project managers is that when it comes to
cost, schedule and performance, you can control any two. That is you can bring a project
in on cost and schedule if you have some flexibility with the performance or you can
achieve performance and cost if there is some flexibility with the schedule. Another way
to state this rule is among cost, schedule and performance, only two can be independent
(specified) and one has to be dependent. This is true because the real function that
relates them is not known up front when the project is estimated and the “arbitrary”
deadline is assigned.

Question 19: Why is the life cycle curve often “S” shaped?
The life cycle curve is a by-product of the project plan. It shows on a cumulative basis
the rate at which labor will be expended per the plan. This is under the common Earned
Value assumption that the amount of labor expended and the progress achieved are
correlated. Most projects follow the slow, fast, slow pattern of activity. They are slow at
the beginning as things are organized, fastest during the middle portion when many
activities are working in parallel, and then slowing down again as deliverables are
completed and last minute issues are resolved. If this type of plan is plotted on a
cumulative basis such as Figure 1-3 the resulting curve will be S-shaped. It can be
viewed as unwinding the bell-curve of a histogram into the string that shows
inflection points separating increasing and decreasing rates of change.

Question 20: How might project management be used when doing a major
schoolwork assignment?
It depends on what characteristics are embedded in the idea of “major.” It goes without
saying that a student has limited resources and is working to a deadline, so these
characteristics are a given. If major also means unique (at least to the student) and

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complicated because there are many tasks with interdependencies, then project
management could be very useful. If major just means big, for example, 30 problems out
of the back of the book this week instead of 20, but the nature of the assignment is
otherwise routine, then project management wouldn’t be useful.

Question 21: Why is there such a pronounced bend in the curve of Figure 1-2?
Refer to Figure 1-2 in the text. The growth in the number of project managers has been
created by a corresponding rise in the number of projects being implemented in modern
organizations. The factors that have driven this growth include automation of many office
functions, and management initiatives like Total Quality Management (TQM). This has
resulted in an increased need for: (1) project managers (2) awareness of the profession
of project management.

Question 22: Describe a project whose life cycle would be a straight line from start
to finish. Describe a project with an inverse-S life cycle.
An example might be going through the training process to get a pilot’s certificate. If the
student follows a prescribed syllabus, there is very little planning required. If the
student’s schedule allows, he or she will spend about the same number of hours per
week studying and flying from the beginning until they take their check ride.
A research astronomy project that requires the creation of a new equipment setup,
would be an example of a project with an inverse S-shape. There would be lots of
activity at the beginning to set up the experiment, then a long, relatively quiet time while
data is gathered (perhaps by automated equipment), then most of the benefit accrues at
the end when the data is analyzed and interpreted.

INCIDENTS FOR DISCUSSION

Blanka Transport Inc.

Questions: Is this a proper approach to the problem? What, if any, helpful
suggestions would you make to Joe?
This incident is a good opportunity to discuss the haphazard ways that many projects
start. Encourage the students to discuss projects in which they have participated that
started because a senior manager made a casual comment during a meeting or at the
coffee pot. What happened with these projects? Were they successful? Were there
problems because not enough time was spent on understanding the real problem? Here
are some thoughts to cover with the class:
1) The project needs to address the long-term problem of the imbalances, not just a
one-year fix. It would be dangerous, therefore, to jump into a “fix” simply based
on Joe’s observations and ideas. The first phase would be to collect data on the
problem and analyze the trends. The next phase would be to develop a set of
potential solutions to the point where cost benefit analysis could be performed.
Once the best solutions are chosen, a project could be organized to implement
them.

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Project Management: A Managerial Approach, 9 th edition Instructor’s Resource Guide

2) Joe’s son has the right idea to involve members of the management team and
staff to generate buy-in and take advantage of their unique knowledge. One or
the other of the managers, however, must be appointed the project manager to
insure that there is a single source of clear direction for the team members. Joe
can’t end up brokering disputes between two project managers, as this would
effectively make him the PM. Joe should be the project sponsor and as such
should be willing to let the project play out without imposing his own
preconceived notions of the best solution. He should be clear up front though if
there is any particular option that he would find unacceptable so that the team
does not waste any time on it. Joe’s son could participate as a project planner,
but again needs to insure that the participants do not defer to him because of his
position.

Maladroit Cosmetics Company

Questions: Would you classify the work of installing the six machines as a
project? Why or why not? Explain how the project manager might trade off one of
the primary objectives for another. What type of life cycle would you envision the
machine installation work would follow? Why?
Yes, this is a project because it meets the characteristics of projects described in
Section 1.1 of the text.
Examples of how one objective can be traded for another may vary. One suggestion
might be to lower the cost by only installing three machines now.
Answers can vary widely regarding the life cycle.

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