HIGHER CERTIFICATE IN BUSINESS MANAGEMENT. Project Management

HIGHER CERTIFICATE IN BUSINESS MANAGEMENT Project Management Contact details: Regenesys Business School Tel: +27 (11) 669-5000 Fax: +27 (11) 669-5001 Email: info@regenesys.co.za www.regenesys.co.za

Version Control 5.1_f Date of Publication: March, 2014 Publisher: Regenesys Management Place of Publication: Sandton Document Change History Date Version Initials Description of Change 5 September 2014 5.2_f FVS Formatting 5 December 2014 2 MA Adapted to new learning outcomes. Restarted version numbering. 22 January 2014 3 PL Final review 22 January 2014 5_f FVS Amendment of version due to version structure Formatting 14 March 2014 5.1_f FVS Table and figure updates This study guide highlights key focus areas for you as a student. Because the field of study in question is so vast, it is critical that you consult additional literature. Copyright Regenesys, 2014 All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording or otherwise) without written permission of the publisher. Any person who does any unauthorised act in relation to this publication may be liable for criminal prosecution and civil claims for damages.

CONTENTS 1.! WELCOME TO REGENESYS... 1! 2.! INTRODUCTION... 2! 2.1! TEACHING AND LEARNING METHODOLOGY... 2! 2.2! ALIGNING ORGANISATIONAL, TEAM AND INDIVIDUAL OBJECTIVES... 3! 3.! ICONS USED IN THIS STUDY GUIDE... 4! 4.! STUDY MATERIAL FOR THE MODULE... 5! 5.! RECOMMENDED RESOURCES... 5! 5.1! RECOMMENDED ARTICLES... 5! 5.2! RECOMMENDED BOOKS... 6! 5.3! RECOMMENDED MULTIMEDIA... 6! 5.4! ADDITIONAL SOURCES TO CONSULT... 7! 6.! LEARNING OUTCOMES... 8! 7.! CONTENT SCOPE AND LEARNING GUIDANCE... 8! 7.1! PROJECT MANAGEMENT FUNDAMENTALS... 9! 7.1.1! INTRODUCTION... 9! 7.1.2! PROJECT MANAGEMENT CONCEPTS... 9! 7.1.3! PROJECT MANAGEMENT SKILLS AND ABILITIES... 15! 7.1.4! PROJECT MANAGEMENT KNOWLEDGE AREAS... 16! 7.1.5! THE PROJECT MANAGEMENT PROCESS... 17! 7.1.6! PROJECT INITIATION... 19! 7.1.7! PROJECT IDENTIFICATION AND PROJECT STRATEGIES... 21! 7.2! PROJECT TEAM DEVELOPMENT... 24! 7.2.1! INTRODUCTION... 24! 7.2.2! PROJECT TYPES... 24! 7.2.3! ASSEMBLING THE PROJECT TEAM... 25! 7.2.4! DEVELOPING THE PROJECT TEAM... 26! 7.2.5! LEADING PROJECT TEAM MEETINGS... 28! 7.2.6! CONFLICT WITHIN THE PROJECT TEAM... 28! 7.2.7! DELEGATING PROJECT RESPONSIBILITIES... 29! 7.2.8! CONCLUSION... 31! 7.3! PROJECT STAKEHOLDER MANAGEMENT... 32! 7.3.1! INTRODUCTION... 32! 7.3.2! MANAGING STAKEHOLDERS... 32! 7.3.3! IDENTIFICATION OF STAKEHOLDERS... 34! 7.3.4! COMPLETING A STAKEHOLDER ANALYSIS... 35! 7.3.5! MANAGING STAKEHOLDER EXPECTATIONS... 37! 7.3.6! STAKEHOLDER COMMUNICATION... 38! 7.4! PROJECT MANAGEMENT TOOLS: AN INTRODUCTION... 40! 7.4.1! INTRODUCTION... 40! 7.4.2! PROJECT GOALS AND OBJECTIVES... 40! 7.4.3! WORK BREAKDOWN STRUCTURE... 41! 7.4.4! PROJECT SCHEDULING... 46! 7.4.5! GANTT CHART... 48! 7.4.6! PROJECT COST MANAGEMENT... 50! 7.4.7! PROJECT TIME MANAGEMENT... 52! 7.4.8! PROJECT QUALITY MANAGEMENT... 55! 7.5! PROJECT SUCCESS AND FAILURE FACTORS... 58! 7.5.1! INTRODUCTION... 58! 7.5.2! PROJECT OUTCOMES... 58! 7.5.3! WHY DO PROJECTS FAIL?... 59! 7.5.4! PROJECT SUCCESS FACTORS... 59!

8.! REFERENCES... 61! List of Tables TABLE 1: PROJECT MANAGEMENT GLOSSARY... 11! TABLE 2: PROJECT MANAGEMENT KNOWLEDGE AREAS... 16! TABLE 3: COST-BENEFIT ANALYSIS TOOL... 22! TABLE 4: TYPES OF PROJECTS... 25! TABLE 5: SKILLS INVENTORY MATRIX EXAMPLE... 26! TABLE 6: DELEGATION MYTHS, FALLACIES AND FEARS... 30! TABLE 7: BENEFITS OF STAKEHOLDER MANAGEMENT FOR A PROJECT... 33! TABLE 8: STAKEHOLDER IDENTIFICATION TOOL... 34! TABLE 9: STAKEHOLDER ANALYSIS TOOL... 36! TABLE 10: STAKEHOLDER AREAS OF INTEREST... 36! TABLE 11: ENSURE EFFECTIVE PROJECT SCHEDULING... 46! TABLE 12: DEVELOP A PROJECT OPERATIONAL PLAN... 47! TABLE 13: TEMPLATE FOR A SIMPLE PROJECT OPERATIONAL PLAN... 48! TABLE 14: TOOLS TO MAP PROJECT ACTIVITIES... 53! TABLE 15: PROJECT OUTCOMES... 58! List of Figures FIGURE 1: PROJECT MANAGEMENT TRIANGLE... 10! FIGURE 2: DIAMOND APPROACH TO PROJECT MANAGEMENT... 10! FIGURE 3: THE PROJECT MANAGEMENT PROCESS... 17! FIGURE 4: PROJECT INITIATION... 18! FIGURE 5: PROJECT CLOSURE ACTIVITIES... 19! FIGURE 6: STEPS TO RESOLVE CONFLICT... 29! FIGURE 7: PROCESS OF STAKEHOLDER MANAGEMENT... 33! FIGURE 8: STAKEHOLDER INTEREST MATRIX... 37! FIGURE 9: STEPS IN DEVELOPING A WORK BREAKDOWN STRUCTURE... 45! FIGURE 10: SCHEDULING STEPS... 46! FIGURE 11: EXAMPLE OF A GANTT CHART USING MS PROJECT... 49!

1. WELCOME TO REGENESYS Have a vision. Think big. Dream, persevere and your vision will become a reality. Awaken your potential knowing that everything you need is within you. Dr. Marko Saravanja At Regenesys, we assist individuals and organisations to achieve their personal and organisational goals, by enhancing their management and leadership potential. We approach education and development holistically, considering every interaction not only from an intellectual perspective but also in terms of emotion and spirituality. Our learning programmes are designed to transform and inspire your mind, heart and soul, and thus allow you to develop the positive values, attitudes and behaviours, which are required for success. Having educated over 95 000 students based in highly reputable local and international corporations across over 100 countries since Regenesys' inception in 1998, we are now one of the fastest-growing and leading institutions of management and leadership development in the world. Regenesys ISO 9001:2008 accreditation bears testimony to our quality management systems meeting international standards. Regenesys is accredited with the Council on Higher Education. Our work is rooted in the realities of a rapidly changing world and we provide our clients with the knowledge, skills and values required for success in the 21st century. At Regenesys, you will be treated with respect, care and professionalism. You will be taught by business experts, entrepreneurs and academics who are inspired by their passion for human development. You will be at a place where business and government leaders meet, network, share their experiences and knowledge, learn from each other, and develop business relationships. You will have access to a campus, in the heart of Sandton, with the tranquillity of a Zen garden, gym and meditation room. We encourage you to embark on a journey of personal development with Regenesys. We will help you to awaken your potential and to realise that everything you need to succeed is within you. We will be with you every step of the way. We will work hard with you and, at the end celebrate your success with you. Areas of Expertise Regenesys Business School 1

2. INTRODUCTION Welcome to the module on Project Management (PRM). This module focuses on the essential concepts, as well as the project management tools and techniques. Project management is a carefully planned and organized effort to accomplish a specific (and usually) one-time objective, for example, construct a building or implement a major new computer system. Project management includes developing a project plan, which includes defining and confirming the project goals and objectives, identifying tasks and how goals will be achieved, quantifying the resources needed, and determining budgets and timelines for completion. It also includes managing the implementation of the project plan, along with operating regular 'controls' to ensure that there is accurate and objective information on 'performance' relative to the plan, and the mechanisms to implement recovery actions where necessary. Projects usually follow major phases or stages (with various titles for these), including feasibility, definition, project planning, implementation, evaluation and support/maintenance. Programme planning is usually of a broader scope than project planning, but not always. Note: the terms program and programme have significant variations in their meaning in different geographical areas. 2.1 TEACHING AND LEARNING METHODOLOGY Regenesys uses an interactive teaching and learning methodology that encourages self-reflection and promotes independent and critical thinking. Key to the approach utilised is an understanding of adult learning principles, which recognise the maturity and experience of participants, and the way that adult students need to learn. At the core of this is the integration of new knowledge and skills into existing knowledge structures, as well as the importance of seeing the relevance of all learning via immediate application in the workplace. Practical exercises are used to create a simulated management experience to ensure that the conceptual knowledge and practical skills acquired can be directly applied within the work environment of the participants. The activities may include scenarios, case studies, self-reflection, problem solving and planning tasks. Training manuals are developed to cover all essential aspects of the training comprehensively, in a user-friendly and interactive format. Our facilitators have extensive experience in management education, training and development. Please read through this Study Guide carefully, as it will influence your understanding of the subject matter and the successful planning and completion of your studies. Regenesys Business School 2

2.2 ALIGNING ORGANISATIONAL, TEAM AND INDIVIDUAL OBJECTIVES This course will draw on a model developed by Regenesys Management, which demonstrates how the external environment, the levels of an organisation, the team and the components of an individual are interrelated in a dynamic and systemic way. The success of an individual depends on his/her self-awareness, knowledge and ability to manage successfully these interdependent forces, stakeholders and processes. The degree of synergy and alignment between the goals and objectives of the organisation, the team and the individual determines the success or failure of an organisation. It is, therefore, imperative that each organisation ensures that team and individual goals and objectives are aligned with the organisation s strategies (vision, mission, goals and objectives, etc.); structure (organogram, decision-making structure, etc.); systems (HR, finance, communication, administration, information, etc.); culture (values, level of openness, democracy, caring, etc.). Hence, an effective work environment should be characterised by the alignment of organisational systems, strategies, structures and culture, and by people who operate synergistically. REGENESYS INTEGRATED MANAGEMENT MODEL Regenesys Business School 3

3. ICONS USED IN THIS STUDY GUIDE Icons are included in the Study Guide to enhance its usability. Certain icons are used to indicate different important aspects in the Study Guide to help you to use it more effectively as a reference guide in future. The icons in this Study Guide should be interpreted as follows: Definition The definitions provide an academic perspective on given terminology. They are used to give students a frame of reference from which to define a term using their own words. Examples The example icon is used to indicate an extra/additional text that illustrates the content under discussion. These include templates, simple calculation, problem solution, etc. Video clip or presentation This icon indicates a URL link to a video clip or presentation on the subject matter for discussion. It is recommended that students follow the link and listen/read the required sources. Interesting source to consult The source icon is used to indicate text sources, from the Internet or resource centre, which add to the content of the topic being discussed In a nutshell This icon indicates a summary of the content of a section in the workbook and to emphasise an important issue. Calculations This icon indicates mathematical or linguistic formulae and calculations. Self-reflection Students complete the action of selfreflection in their own time. It requires students to think further about an issue raised in class or in the learning materials. In certain instances, students may be required to add their views to their assignments. Tasks The task icon indicates work activities that contact students must complete during class time. These tasks will be discussed in class and reflected upon by students and facilitators. E-learning students can use these tasks simply to reinforce their knowledge. Note This icon indicates important information of which to take note. Regenesys Business School 4

4. STUDY MATERIAL FOR THE MODULE You have received material that includes the following: Study guide Recommended reading Assignment These resources provide you with a starting point from which to study the contents of this module. In addition to these, other resources to assist you in completing this module will be provided online via the link to this module. Guidance on how to access the material is provided in the Academic Handbook, which you received when you registered for this qualification. 5. RECOMMENDED RESOURCES A number of recommended resources have been identified to assist you in successfully completing this module. 5.1 RECOMMENDED ARTICLES Where applicable, the following articles and books are recommended for the successful completion of this module: Attarzadeh, I. Ow, S.H. 2008, Project management practices: The criteria for success or failure, http://www.ibimapublishing.com/journals/cibima/volume1/v1n28.pdf (accessed 19 September 2012). Choudhuri, N.M. n.d., Project Management Fundamentals, http://www.giorgiogiussani.it/projectmanagemet_en.pdf (accessed 19 September 2012). Duncan, W.R. 1996, A Guide to the Project Management Body of Knowledge, http://www.unipi.gr/akad_tmhm/biom_dioik_tech/files/pmbok.pdf (accessed 19 September 2012). Sjoberg, J. Stack, S. n.d., Stages of team development, http://site.blueskybroadcast.com/client/pla/pdf/301%20launching%20leaders%20team%20development.pdf (accessed 18 September 2012). Additional articles that may prompt discussions and further assist you in completing this course will be saved on Regenesys Online under the relevant course. Please visit the site regularly to access these additional sources. Regenesys Business School 5

5.2 RECOMMENDED BOOKS The following book is highly recommended for this module: Pinto, J.K. 2012, Pinto: Project management, achieving competitive advantage, Global Ed. Pearson Education: South Africa. Please ensure that you order your textbook well in advance to ensure that you do not delay the commencement of your studies for this module. It is highly recommended that you order and purchase all your textbooks at the beginning of the year, immediately after registration. 5.3 RECOMMENDED MULTIMEDIA How to get motivated, 2011, Goals and objectives Identifying the difference [video], http://www.youtube.com/watch?v=mlefpomhhom (accessed 19 September 2012). Mir, H. 2010, Project management PMP Skills Project manager should possess [video], http://www.youtube.com/watch?v=htox07ip_qi (accessed 16 September 2012). Pritchard, C. 2006, Ten steps to effective stakeholder management, http://www.carlpritchard.com/images/resources/project_communications-stakeholder_management.pdf (accessed 19 September 2012). Project management Advisor, 2006, Templates / Examples: Develop Work Breakdown Structure, http://www.pma.doit.wisc.edu/plan/2-1/tools.html (accessed 19 September 2012). Soulsaltcoaching, 2010, Improve how you delegate [video], http://www.youtube.com/watch?v=noy2neetmda&feature=related (accessed 18 September 2012). Sponseller, M. 2005, Communication matrix template, http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ceqqfjag&url=http%3a%2f% 2Fregents.ohio.gov%2Fobrpmcop%2Fforms%2Ftemplates%2Ftemp_communicationsmatrix.xls&ei=7R1aULzF MMLKhAfh54C4DA&usg=AFQjCNFfOF 9gqbprczZrLgWL2F_qVlwA&sig2=CHTUL--3OAaesIuxYEhtbw (accessed 19 September 2012). Regenesys Business School 6

5.4 ADDITIONAL SOURCES TO CONSULT As a higher education student, you are responsible for sourcing additional information that will assist you in completing this module successfully. Below is a list of sources that you can consult to obtain additional information on the topics to be discussed in this module: Emerald: NetMBA: MindTools: Brunel Open Learning Archive: ProvenModels: 12manage.com: Alliance Online: The Free Management Library: The Charity Village: This is an online database containing journal articles that are relevant to your modules. Please refer to the attached Emerald manual to assist you to download required articles. Information on how to access Emerald is provided to you in your Academic Handbook. You will receive access to the database once you register as a student. This is one of several web addresses that provide a selection of MBA constructs and discussion. It is one of the better of these addresses. http://www.netmba.com/ MindTools.com is a very useful source of ideas, constructs, management models, etc. with even more useful commentary and description. http://www.mindtools.com/ A Brunel University support-site that provides an easily accessible library of ideas, concepts, constructs techniques, tools, models, etc. http://www.brunel.ac.uk/ ProvenModels' Digital Model Book presents digitalised management models categorised in a clear, consistent and standardised information structure to improve the usability and reusability of management literature. Management models are important generalisations of business situations when applied in context and are powerful tools for solving business issues. http://www.provenmodels.com/ This is a website on which one can access numerous models as well as global comments on the models and principles. This could also serve as a place where you could voice your ideas and get feedback from all over the world. http://www.12manage.com/ The Alliance for Non-profit Management's general introduction to strategic planning is built around 15 questions that cover just about all aspects in brief. (Click on Strategic Planning ) http://www.allianceonline.org/faqs.html The Free Management Library can be used to improve your organisation, and for your own personal, professional and organisational development. This is by far the most comprehensive overview of all aspects of strategic planning covering all stages of the process. http://www.managementhelp.org/np_progs/sp_mod/str_plan.htm A series of twelve very short articles, by Ron Robinson, an independent Canadian consultant, appeared on Charity Village between November 2001 and October 2002. These articles are refreshing in that they do not advocate a one best way for all types of non-profit organisations. They discuss various way of approaching the strategic planning process. http://www.charityvillage.com/cv/research/rstrat.html There are many more sites and articles available that can help you to successfully complete this module. You are encouraged to post the website addresses or URLs of any additional interesting sites that you come across on the Regenesys Learning Platform. In this way, you can assist other students to access the same wonderful information that you have discovered. A word of caution not all information available on the Internet is necessarily of a high academic standard. It is therefore recommended that you always compare information that you obtain with that contained in accredited sources such as articles that were published in accredited journals. Regenesys Business School 7

6. LEARNING OUTCOMES Upon completing this course, participants should be able to: Define project management terminology, concepts, and definitions Understand the skills required to manage group dynamics and project teams effectively Identify problems which could be addressed through projects Understand key project management tools and techniques Know the tools to manage project time, scope, budget and quality Identify appropriate stakeholders in the project management process Appreciate key project success and failure factors 7. CONTENT SCOPE AND LEARNING GUIDANCE A number of topics will be covered to assist you in successfully achieving the learning outcomes of this module. It is important to study each of these sections to ensure that you expand your knowledge in the subject and are able to complete the required assessments. The sections that will be dealt with include: Section 1 Section 2 Section 3 Section 4 Section 5 Project Management Fundamentals Project Team Development Project Stakeholder Management Project Management Tools: An Introduction Project Success and Failure Factors A more detailed framework of what is required for each of these topics follows under each section heading. A number of questions to probe discussion and guide you towards comprehension and insight are also provided. The timeframe under each section heading provides guidance on the time to be spent to study each section. It is recommended that you follow the given timeframe to ensure that you spend the appropriate amount of time on each section. Following the timetable will ensure that you have covered the required sections relevant to each assignment and have sufficient time to prepare for the examination. Regenesys Business School 8

7.1 PROJECT MANAGEMENT FUNDAMENTALS Timeframe: Learning Outcome: Recommended reading: Multimedia: Section overview 8 hours Define project management terminology, concepts, and definitions. Identify problems which could be addressed through projects. Choudhuri, N.M. n.d., Project Management Fundamentals, http://www.giorgiogiussani.it/project-managemet_en.pdf (accessed 19 September 2012). Mir, H. 2010, Project management PMP Skills Project manager should possess [video], http://www.youtube.com/watch?v=htox07ip_qi (accessed 16 September 2012). The first section of this Study Guide provides an overview of project management by introducing you to the key concepts with which you should be familiar. The more you internalise these concepts, the easier it will be for you to manage projects effectively 7.1.1 Introduction Project management is the driving force behind any organisational venture. It has the ability to allow projects to reach their full potential thereby exceeding expectations. However, on the other hand, poor project management has negative effects. It may stall productivity, suppress creativity and ultimately lead to the failure of the project (Saint, 2013). 7.1.2 Project Management Concepts Understanding the concept of project management requires an explanation of the word project. A project is temporary which means that it has a definite beginning and an end. These are described by the project scope, which is discussed later in the Study Guide. A project is also unique as it has its processes and activities, which are negotiated and are based on the output requirements of the project (Project Management Institute, 2012). Project management can therefore be defined as: The application of knowledge, skills and techniques to execute projects effectively and efficiently. It s a strategic competency for organizations, enabling them to tie project results to business goals and thus, better compete in their markets. (Project Management Institute, 2012) Haughey (2011) uses a list to define project management: Project management is no small task. Project management has a definite beginning and end. It is not a continuous process. Project management uses various tools to measure accomplishments and track project tasks. These include Work Breakdown Structures, Gantt charts and PERT charts. Projects frequently need resources on an ad-hoc basis as opposed to organisations that have only dedicated full-time positions. Project management reduces risk and increases the chance of success. Regenesys Business School 9

From the definitions above, it is clear that, to manage a project, you need specific skills and techniques linked to the goals of a project to achieve the strategic objective of the organisation within a specific timeframe. Linked to the understanding of project management, is the Project Management Triangle. Initially, the triangle consisted of three factors: time, cost and scope. These factors are pinnacles, with quality at the centre of the triangle. Figure 1 illustrates the concept. FIGURE 1: PROJECT MANAGEMENT TRIANGLE Cost% Quality% Scope% Time% (Haughey, 2011) More recently, a new model for project management has emerged. This model is called the Diamond approach and was developed by Aaron Shenhar and Dvir Dov from Harvard Business School in their book Reinventing project management: The Diamond approach to successful growth and innovation (published in 2007 and distributed by Harvard Business School Press). The Diamond approach to project management has four vertices and customer expectations are the central factor. The model is presented in Figure 2 below. FIGURE 2: DIAMOND APPROACH TO PROJECT MANAGEMENT Cost! Scope! Expecta)ons!! Quality!! Time!! (Haughey, 2011) Regenesys Business School 10

Project Management Glossary A project manager often assumes that project team members understand the terminology of the science. Table 1 provides an overview of terminology used in project management. Although these words are not all described and discussed in this Study Guide, you will come across them throughout your studies. TABLE 1: PROJECT MANAGEMENT GLOSSARY Activities: Actual Cost of Work Performed (ACWP): Architect and Engineering Contractor (A&E): Assumptions: Baseline: Bottom Up Cost Estimating: Budget: Budget and Reporting (B&R) Codes: Budget At Completion (BAC): Budgeted Cost of Work Scheduled (BCWS): Budgeted Cost of Work Performed (BCWP): Case Structure: Charter: Chunk Chart: Concurrent Engineering: Contingencies: Constraints: Cost Breakdown Structure (CBS): Cost Estimating: Cost Management: The jobs, tasks, events, steps, or sub-processes involved in completing a work package. Activities require time and resources. Actual cost of each task at the current time. The organisation responsible for incorporating process and manufacturing technology requirements into the design of facilities. Statements taken for granted or truth A snapshot in time of a project plan against which project progress can be measured. The method of making detailed estimates for every activity in the work breakdown structure and summing them to provide a total project cost estimate. A planned allocation of resources. Codes, related to the Work Breakdown Structure, assigned to cost data for cost monitoring, control, reporting, and forecasting purposes. Planned cost for a task. BCWS equals the planned percent complete, (based on the planned date and the current date) multiplied by the planned cost for each task at the current time. BCWS is also known as the planned value. BCWP equals the percent completed multiplied by the planned cost for each task at the current time. BCWP is also known as the earned value. The Case Structure is a breakdown of the project budget. Case numbers can be subdivided only twice to produce three levels: Case, Sub-Case, and Sub-Sub-Case. See Project Team Charter. List of prioritised projected work areas for a given case number and fiscal year as part of a programme s sector project data document. A systematic approach to the integrated, simultaneous design of products and their related processes, including manufacture, test, and support. Specific provision for unforeseeable elements of cost within the defined project scope. Applicable restrictions that will affect the scope. A hierarchical system for linking project costs to either the work breakdown structure or the organisation breakdown structure. The process of assembling and predicting the costs of a project. The function required maintaining effective financial control of the project through the processes of evaluating, estimating, budgeting, monitoring, analysing, forecasting, and reporting the cost information. Regenesys Business School 11

Cost Plan: Cost Variance (CV): Critical Activities: Critical Path: Customer: Delegating: Deliverables: Design and development phase: Duration: Earned Value: Effort: Enterprise-wide: ES&H Plan: File Guide: Financial Information System (FIS): Fixed Date: Fixed-duration Scheduling: Forecast At Completion (FAC): Gantt Chart Format: Goal: Hypercritical Activities: Milestones: Vision: Mission Statement: Network: Objectives: Resource needs (spending projections), by the month and total, for a fiscal year including number of Full Time Equivalent, labour, direct charges (travel, purchases, stores just in time, and transfers), service centre charges, and assessments. Cost plans are made for each sub-case number. CV equals the difference between Budgeted Cost of Work Performed (BCWP) and actual cost or Actual Cost of Work Performed (ACWP). Activities for which an increase in their duration is likely to affect the duration of the entire project. The sequence of interdependent activities of a project, connected end-to-end, that takes more time than any other sequence in the project, determines the minimum time for completion of the project, and any delay in this sequence of activities will delay the entire project. Anyone who defines needs or wants, justifies or pays for the project, or evaluates or uses the results. The process by which authority and responsibility are distributed from the project manager to an individual working on the project. A report or product of one or more tasks that must be delivered to satisfy contractual requirements. The phase in which production processes are developed, and facility and production processes are designed. The total amount of calendar time required to accomplish a task. A method of reporting project status in terms of both cost and time, comparing the progress to date to the original estimates; the budgeted cost of work actually performed. The work hours needed to complete the work. Across an entire sector of technology, business area, etc. A plan to assure compliance with all applicable Environmental, Safety, and Health requirements for the project, including Preliminary Hazards Assessment, Operations, Standard Operating Procedures, and safety assessments. A hierarchical listing of records retained for a project in a project file. The FIS tracks funding for only one fiscal year at a time. A calendar date associated with an event in a plan that cannot be moved or changed during scheduling. A scheduling method in which the duration for a task remains the same regardless of the number of resources assigned to the task. Scheduled cost for a task. This is also known as Estimate at Completion (EAC). A bar chart graphical presentation of work activities shown by a time-scaled bar line. Definition, in one sentence, of specifically what will be accomplished, incorporating an event signifying completion. Activities on the critical path that have already slipped. Meaningful interim achievements in a project life cycle with a task duration of zero. The purpose or reason for being. The positioning of the enterprise. Background, purposes, and benefits of the project. An illustration of the work involved in a project that shows the logical flow of events. Predetermined results, the end toward which effort is directed, and the sum of which accomplish the goal. Regenesys Business School 12

Organisational Breakdown Structure (OBS): Plan: Planned Cost: Precedence Diagram Method (PDM): Predecessor: Preliminary Hazards Assessment (PHA): Process: Product Realization Team (PRT): Program: Program Evaluation and Review Technique (PERT) Chart: Program Manager: Project: Project Data Document (PDD): Project Data Interface System (PDI): Project Life Cycle: Project Management: Project Manager: Project Plan: Project Risk Management: Project Status Report: Project Team Charter: Public: Public Relations: A hierarchical system for organising pools and resources to provide data roll-up for planning, reporting, and what-if analysis for participating organisations in a project. An intended future course of action. (PMBOK) A frozen project schedule; i.e., a baseline schedule. An indication of the end of the project planning process. A plan is the basis of the project controls. Planned costs are set when the schedule is frozen; i.e. becomes the plan or baseline plan A method of constructing a logic network using nodes to represent the activities and connecting them by lines that show dependencies. The first of two activities in a relationship between tasks in a project. A document identifying possible hazards and required training from the project s materials, processes, and testing. A set of interrelated work activities in which value is added to the inputs to provide a set of specific outputs. A multi-disciplinary team that is responsible for the definition, development, delivery, and support of a product through concurrent engineering methods. An endeavour of considerable scope, encompassing a number of projects. A chart that illustrates task relationships and dependencies for a project graphically. An individual responsible for the management of a related series of projects executed over a broad period of time, and that are designed to accomplish broad goals, to which the individual projects contribute. Any undertaking with an established starting point and defined objectives, the achievement of which clearly signify the conclusion of the project. A summary of the project plan, basically for the business office. An electronic tool to store project processes and templates. The cumulative events, from start to end, necessary to carry out a project. The approach used to manage non-repetitive work with the constraints of time, cost, and performance targets. The individual appointed within responsibility for project management of the project. A management summary document that gives the essentials of a project in terms of its objectives, justification, and how the objectives are to be achieved. The art and science of identifying, assessing, and responding to project risk factors throughout the life of a project and in the best interests of its objectives. A report to provide the current status of accomplishments and variance to the spend plan and schedule plan. A Project Team Charter clearly defines a project definition and consists of a mission statement, including background, purpose, and benefits, a goal, objectives, scope, and assumptions and constraints. The purpose is to bring a project team into necessary agreement in order to accomplish the project goal. All those that are not directly involved in the project, but who have an interest in its outcome. An activity designed to improve the environment in which a project organization operates in order to improve project performance and reception. Regenesys Business School 13

QC-1: DOE-AL Quality Criteria (QC-1): Quality: Quality Assurance Plan: Quality Function Deployment (QFD): Requirements: Resource: Resource Driven Task Durations: Responsibility: Responsibility Assignment Matrix (RAM): Schedule Variance (SV): Scope: Scope of Work: Security Plan: Spending Plan: Spending Plan Adjustments Form: Status Reporting: Stakeholder: Successor: Task: Team: Team Members: Top Down Cost Estimating: Total Quality Management (TQM): Triple Constraint: Value: Prescribes the basic quality principles and requirements for nuclear weapons research, design, development, production, dismantlement, maintenance, stockpile evaluation, and disassembly/disposal. Consistently meets or exceeds customer requirements with respect to cost, schedule, and performance; ultimately determined by the customer. A plan that assures a quality approach and conformance to all customer requirements performance, schedule, and cost, for all activities in the project. An approach to product definition that helps translate customer needs into appropriate technical requirements without losing the fidelity of what the customer originally requested. A negotiated set of measurable customer wants and needs. Any factors, except time, that are required or consumed to accomplish an activity. Task durations that are driven by the availability of scarce resources and by task priorities. One charged personally with performing the physical and mental effort (work) necessary to fulfill the requirements of a position in an organisation. A structure that assures that each element of the project scope of work is assigned to a responsible individual. SV equals the difference between Budgeted Cost of Work Performed (BCWP) and Budgeted Cost of Work Scheduled (BCWS). The work content and products of a project. A narrative description of the work to be accomplished or resource to be supplied. A plan to comply with security measures applying to the project, including classification guidance. The total budgeted funds, based on the same sub-categories as the cost plan, for a given task area over a given fiscal period. A form used to change and authorize a spending plan adjustment during a fiscal year. This form is used to explain why the spending plan and the cost plan do not match. The regularly scheduled written reports of the status of an activity, work package, or whole project to both the project team and to a responsible person. Written status reports should be used to 1) control the project and to 2) keep management informed of the project status; these are two separate status reports on different time intervals. A person or party who has a vested interest or takes in the outcome of the process. The second of two activities in a relationship between tasks in a project. An activity or event that has a defined start, end, and/or duration and produces a measurable result or end product. A team is a group (two or more people) working together with a common goal, acknowledged interdependency, acceptance of a common code of conduct, and a shared reward. Individuals, reporting either part-time or full-time to the project manager, who are responsible for some aspect of the project s activities. The total project cost subdivided for individual activities, based on statistical relationships between historical costs and other project variables. A strategic, integrated management system for achieving customer satisfaction that guides all employees in every aspect of their work. Three project requirements that must be simultaneously accomplished the performance specification, the time schedule, and the monetary budget. A principle, standard, or quality considered inherently worthwhile or desirable. Regenesys Business School 14

Variance: Variance at Completion (VAC): Vision: Work: Work Breakdown Structure (WBS): Work Packages: Any actual or potential deviation from an intended or budgeted figure or plan (PMBOK). The planned cost minus the total cost. A powerful mental image of what we want to create in the future. The effort, number of hours or people, required to accomplish a task. A task-oriented family tree of activities that organizes, defines, and graphically displays the total work to be accomplished in order to achieve the final objectives of a project. WBS elements of the project isolated for assignment to work centres for accomplishment. (PMBOK) Work packages should contain a statement of the work to be performed, an estimate of the resources to be required, and a schedule. (Project smart, 2012) 7.1.3 Project Management Skills and Abilities According to the definition of project management, working on projects requires specific skills and abilities. Haughey (2011) states that a project manager needs a range of skills which include: Leadership Team management skills Effective communication skills The ability to influence others Effective negotiation skills The ability to deal with conflict effectively Planning skills Estimating skills Problem solving skills Creative thinking skills Time management skills We will discuss the abilities needed to manage a project team later in the Study Guide. For more information on the skills needed to manage a project, view the clip referenced below: Mir, H. 2010, Project management PMP Skills Project manager should possess [video], http://www.youtube.com/watch?v=htox07ip_qi (accessed 16 September 2012). Regenesys Business School 15

7.1.4 Project Management Knowledge Areas Project knowledge areas are the key areas that need to be managed in a project. Effective project managers are required to be familiar with all nine Project Management Knowledge Areas and know how they interrelate with the project management process. The nine project management knowledge areas are briefly discussed in Table 2 below: TABLE 2: PROJECT MANAGEMENT KNOWLEDGE AREAS Project Initiation Management Project Scope Management Project Time Management Project Cost Management Project Quality Management Project Human Resource Management Project Communication Management Project Risk Management Project Procurement Management The area requires that project managers plan, execute and control a project. This area also requires an extensive knowledge on project change control. Project initiation management requires that project managers are able to integrate all project aspects of a project to achieve the project goals. This knowledge area requires the definition of the boundaries of project, the division of work, the amount of work that is required and scope control management. Project time management refers to the scheduling of the project. Is requires that that a time frame is developed for the different activities of the project and ensuring that the work happens within the scheduled framework. This area requires project managers to be able to cost for the resources needed to conduct the activities required by the project. The project manager will have to compile a budget and keep track of the budget during the project. Project quality management includes quality control (measurements to ensure that the project is monitored) and quality assurance (planning to meet requirements). This knowledge area refers to the people working on the project. The project manager will need to define the team roles, responsibilities, the reporting structures of the project and the people who will manage the different project activities. The communication strategy of the project should be planned, executed and controlled. The types of activities involved are reporting on the project status and the project progress to the different project stakeholders. This knowledge area requires the identification, quantification, analysis and response to possible project risk. The reasons to manage risk are to anticipate the consequences specific barriers and risks could have on the project outcome and manage these to ensure project success. This knowledge area speaks to the project managers ability to procure the resources needed for the project. The choice of vendors, contract management, project closure and administering bids and quotations. (Heagney, 2012) Regenesys Business School 16

7.1.5 The Project Management Process Now that we know what a project manager should know, we need to have a look at the activities involved in project management. Even though the activities of projects differ, all projects should follow the same process. The project management process as reflected in the project life cycle is as follows: 1. Initiating 2. Planning 3. Executing 4. Controlling 5. Closing (Project Management Institute, 2012) These processes are also referred to as IPECC. This process is illustrated in Figure 3. FIGURE 3: THE PROJECT MANAGEMENT PROCESS Project% Ini7a7on% Project% Closure% Project% Planning% Project% Control% Project% Execu7on% (Project Management Institute, 2012) Each process requires specific activities. These activities will be discussed briefly below. Throughout your studies, these aspects will be discussed in more detail, therefore it is very important that you understand this section. Regenesys Business School 17

Project Initiation The Project Initiation phase usually involves the activities illustrated in Figure 4. FIGURE 4: PROJECT INITIATION Develop%a% business%case% Conduct%a% feasibility%study% Establish%the% project%scope% Select%and% appoint%the% project%team% Review%the% project%process% Setup%the% project%office%/% virtual%office% (Method123 Project Management Methodology, n.d.) Project Planning Once the project is defined and the scope of the project is established, the project planning phase starts. During this phase, the following plans are developed: Project plan Resource plan Financial plan (budget) Quality management plan Risk management plan Project communication plan Project procurement plan (Billows, 2012) These plans need to outline who will do what, and when it needs to be done. It is essential at this stage that all stakeholders agree on the outcomes of the plans that have been developed. Project Execution and Control During the execution phase of the project, the activities developed in the planning phase are executed, monitored and controlled. Project managers are often required to report on the progress of the initiative. This is only possible if evaluation and monitoring systems are in place and are communicated effectively. This translates to project control. The nine project management knowledge areas are performed in this phase. Regenesys Business School 18

Project Closure Project closure is often overlooked or done haphazardly. This phase is a process which involves the activities illustrated in Figure 5 below: FIGURE 5: PROJECT CLOSURE ACTIVITIES Create%a%list%of% outstanding%items% on%the%project% Ensure%that%all%the% financial%and%legal% commitments%are% closed%and%finalised% Complete%the%final% budget% Ensure%all% documenta7on%is% completed%and% archived% Provide%feedback%to% all%stakeholders% Prepare%the%Project% Closure%report% (Mastering-project-management, 2009) It is very important that the project team reflects on the project as a whole during this phase. This activity could highlight what was done well and how the team should learn from the mistakes they made. Choudhuri, N.M. n.d., Project Management Fundamentals, http://www.giorgiogiussani.it/projectmanagemet_en.pdf (accessed 19 September 2012). Each of the key processes of the project management cycle described above will now be examined in greater depth. 7.1.6 Project Initiation In the project management cycle, the first process of project management is initiating. Project initiation refers to the process where the project is authorised for implementation. However, before the project manager gets approval to start the project, the project team needs to ensure that they have selected a project that will truly address the organisation s problems. It is common to find many projects are launched that produce unsatisfactory outcomes because the project is not addressing the actual root causes of the problem. Project initiation therefore requires the project team to identify a project that will address the root causes of a problem. Regenesys Business School 19

Problem Analysis Organisations often find that there are so many needs that they don t know how to prioritise the needs. They then launch many projects at great expense, hoping to address as many of their needs as possible, only to find that these projects have had little impact on their organisation. The reason for this is that they were often addressing the symptoms of a problem rather than the root causes. If you address only symptoms instead of the root causes, the problem often gets worse. For example, you might be suffering from headaches. You decide to take headache pills to remove the headache only to find that your headaches are getting worse. You go to the doctor who does a thorough examination and finds that the cause of your headaches is stress at work. The pills only temporarily mask the problem, but because they only address the symptoms, it gets worse. Think of an example in your organisation and in your own life where the symptoms were addressed instead of the root cause(s). However, if the organisation or the project team conducts a problem analysis, they can achieve the desired outcomes and spend the organisation s money well. A problem analysis tool is a rapid and effective technique of analysing a problem. A problem analysis identifies the causes and symptoms of a problem and presents them in a logical cause-effect sequence. The question why? is asked several times consecutively, in order to discover the root causes of the problem. These causes are then arranged into a cause-effect relationship. The cause-effect relationship can be diagrammatically displayed by using the fish-bone or causal chain method. Reflect on your previous modules and review the problem solving techniques you studied previously. In order to know how to select the most appropriate project to address this problem, you need to separate the root causes from the symptoms. It is common for people to confuse the symptoms with the root causes. Follow these steps to separate the root causes from the symptoms: To identify symptoms ask the question, what does this lead to?. Note that there are several symptoms to the problem. To identify root causes, ask the question, why?. Ask why? as many times as possible until you reach points where you feel you have come to the root cause of the problem. As in both the causal chain tool and the fish-bone tool, there are several root causes to a problem. The problem analysis tools can be used when you have: Already identified a project and want to ensure that you are indeed addressing the root causes; A programme and want to know what projects to implement under the programme; and Problems that have not been successfully addressed and there is a need to identify a project that will address the problem. Regenesys Business School 20

7.1.7 Project Identification and Project Strategies After conducting a problem analysis and identifying the root-causes of the problem, strategies or ways of addressing the problems and root causes should be generated. The intention of doing this is to ensure that the best project is identified to address the problems. The identification of strategies requires innovative and creative thinking. Once strategies are generated, their feasibility and viability are assessed, and the best strategies are chosen. Cost-Benefit Analysis After you have identified all the root causes, you should decide on the best strategy or project to address the root causes. Often, there are several ways to address one root cause. To determine which strategy or project to select it is helpful to use the cost-benefit analysis tool. The cost-benefit analysis tool can be used in many different situations to assist the project manager to select the best project, options or strategies. This tool enables a project manager to evaluate tangible and intangible costs against benefits to select the best option. This analysis ensures that the chosen option or strategy is practical, viable and feasible. Reh (2012) describes the cost-benefit analysis as follows: A cost benefit analysis is done to determine how well, or how poorly, a planned action will turn out. The process involves the monetary value of initial and on-going expenses vs. expected return. Constructing plausible measures of the costs and benefits of specific actions is often very difficult. In practice, analysts try to estimate costs and benefits either by using survey methods or by drawing inferences from market behaviour. Costs refer to the risks involved if the project or strategy is implemented or fails. Benefits refer to the positive outcomes if the project or strategy is implemented. Tangible factors refer to the manifestation of actual factors or outcomes as a result of the project or strategy. Intangible factors refer to the unobvious or indefinable factors as a result of the project or strategy. Table 3 outlines how the cost-benefit analysis tool can be used. The example shows how the root causes can be addressed through two possible strategies or approaches, namely Project 1: Develop an integrated planning system or Project 2: Train managers to effectively performancemanage their staff. A cost-benefit analysis tool can assist them to weigh up the tangible and intangible pros and cons to help them to arrive at the best decision. Regenesys Business School 21

TABLE 3: COST-BENEFIT ANALYSIS TOOL Project 1: Develop an integrated planning system Costs / Benefits Tangible Intangible Costs Benefits Minimum cost: R500 000 for a comprehensive integrated planning system Improvement of performance in the organisation in the long-term The organisational systems, structure and culture will be aligned with the organisational strategy Poor performance will not be effectively managed until the integrated planning system is developed and implemented Conducted by consultants who might not understand the organisation s context Time of senior managers to provide relevant information to consultants Consultants having access to confidential organisational information that could be given to the competitors Increased motivation of staff when they see something is being done to address performance problems Project 2: Train managers to effectively performance manage their staff Costs / Benefits Tangible Intangible Costs Benefits Cost of an training provider (R4 000/participant including venue and meals) Cost to travel to the venue Poor performance can be tackled almost immediately after the training Managers are able to manage performance of staff Learning programme is accredited Learning materials that are customised to the needs of the organisation Training provider might not understand the needs and problems of the organisation Process might not be sustainable as it doesn t guarantee that the managers will manage the performance of their staff better. Increase in staff morale Regenesys Business School 22

Recap Questions 1. Define project management in your own words. 2. List and explain the key characteristics of project management. 3. Look up different definitions of programme management. Describe your understanding of programme management. How does programme management differ from project management? 4. What do you think the characteristics of a project are? 5. Explain the acronym IPECC and argue why these processes are important for a project manager. 6. Explain the relevance of the project management areas and describe each project management area in your own words. 7. Explain why it is important to ensure that a project addresses the root causes of a problem. 8. Identify the process in the project life cycle where you should conduct a problem analysis. 9. Describe the tools that can be used to separate root causes from symptoms. 10. Identify a problem in your organisation where there have been several failed attempts to successfully address it. Use a problem-solving tool to separate the root causes from the symptoms. 11. Describe the cost-benefit analysis tool and provide reasons for its relevance to project management. 12. Based on the problem analysis you conducted in Question 10, identify two possible strategies or projects that could address the root causes effectively. Apply the cost-benefit analysis tool to select the most appropriate project. Explain why you selected one project over the other. Regenesys Business School 23

7.2 PROJECT TEAM DEVELOPMENT Timeframe: Learning Outcome: Recommended reading: Multimedia: Section overview 6 hours Understand the skills required to manage group dynamics and project teams effectively. Sjoberg, J. Stack, S. n.d., Stages of team development, http://site.blueskybroadcast.com/client/pla/pdf/301%20launching%20leaders%20team%20d evelopment.pdf (accessed 18 September 2012). Soulsaltcoaching, 2010, Improve how you delegate [video], http://www.youtube.com/watch?v=noy2neetmda&feature=related (accessed 18 September 2012). Project Human Resource Management is the ability to lead and co-ordinate internal stakeholders (project team members) and external stakeholders (project sponsor, customers, project partners, etc.). In spite of having a comprehensive and detailed project plan, funds and systems in place, many projects collapse because the project team manager is unable to effectively manage the project team members and external stakeholders. It is therefore critical that project managers equip themselves with the essential tools and knowledge to harness the strengths and minimise the weaknesses of all project contributors. This section focuses on the skills and processes required to manage group dynamics and project teams effectively. 7.2.1 Introduction In any organisational context, people will be expected to work in groups to complete certain tasks or projects. We have all had at least one experience of being part of a group. Sadly, we aren t all able to share glowing stories about how wonderful it is to work in a group. In fact, some people have had such horrific group experiences that the idea of instituting group-work in a more formalised way sends nervous shivers down their spine. Then, on the other hand, others would say that group-work is the ideal method to get work done effectively and efficiently. How is it possible for people to perceive group-work in such polarised ways? This section highlights group dynamics in terms of project management and highlights pertinent aspects to consider when formulating groups. 7.2.2 Project Types To understand which members you need in the project team, you need to understand that there are different types of projects. Different types of projects are discussed in Table 4 below: Regenesys Business School 24

TABLE 4: TYPES OF PROJECTS Type of Project Explanation Example Construction projects Construction projects produce a system with human and mechanical components. When the project is complete if produces an artefact Building a new school in a rural area Research projects Reengineering projects Procurement projects Business implementation projects These projects will conclude with knowledge gained on a topic. The knowledge will be presented as a model or patterns or a patent These projects will produce a change in a system or process These projects usually involve outsourcing functions. A business relationship based on the supply of a service or product will be the conclusion of these types of projects When new processes in business operations are developed and implemented, the project is defined as a business implementation project Developing a new approach to dealing with your customers Designing a new Intranet for a business Outsourcing the HR management of a business Installing e-learning in an education institution. (Adapted from: Veryard projects, 1999) Once you have identified the type of project you are dealing with, you need to identify the people you will need to complete the project. For example, if you are implementing a construction type project, you will need engineers and construction specialists. If, for example, you implement a research project, which involves customer service, you will need specialists in customer service to assist with the completion of the project. 7.2.3 Assembling the Project Team A project team are the human resources you will need to successfully complete your project. After you have identified the type of project you will be running, you need to identify which people will best suit the position you will need to fill. When assembling your team members you need to link the skills that you need members to have with the tasks in your Work Breakdown Structure. A work breakdown structure (WBS) identifies the different tasks that need to be done in order to complete the project. We will discuss this in more detail later in the Study Guide. When choosing members for a project team you could use a skills inventory matrix (Knutson and Bitz, 1991). The skills inventory matrix will include a list of the skills you will need for the project. An example of a skills inventory matrix is presented in Table 5. Regenesys Business School 25

TABLE 5: SKILLS INVENTORY MATRIX EXAMPLE Team member 1 Team member 2 Team member 3 Team member 4 Team member 5 Analyst X Technical writer X Designer X Programmer X Quality assurance X Planner X (Knutson and Bitz, 1991) Once you have completed this activity, you are ready to assemble your team. When you choose project team members, you need to consider who will be best suited to the project. Project team members need to be: Reliable Trustworthy Flexible Skilled Committed Goal driven Honest (Morris, n.d.) 7.2.4 Developing the Project Team The development of a project team is a continuous process for the project manager. The project manager has to consider the strengths and weaknesses of each team member and devise a means of developing them so that they can perform their tasks effectively. According to Abudi (2012) each team goes through five stages of team development. The first four stages were developed and published by Bruce Wayne Tuckman in 1965, and Mary Ann Jensen added the last stage in 1977. These stages are: Stage 1: Forming Stage 2: Storming Stage 3: Norming Stage 4: Performing Stage 5: Adjourning (Abudi, 2012) The stages are explained below. Regenesys Business School 26

Stage 1: Forming The first stage starts when the team first meets one another. Members might share personal information such as experience, interests and backgrounds. The project is discussed in terms of objectives and goals, and team members will be discussing the roles and responsibilities of each team member. During this stage the team leader must be clear about goals and provide clear guidance. The team needs to develop their roles and responsibilities, as well as the team norms. The project manager will lead these discussions. Stage 2: Storming Once work on the project starts, the second stage of team development commences. Team members compete for acceptance of ideas, status, time, procedural improvement, and many other issues. The different opinions of individuals are apparent and conflict is often part of this stage. The role of the project manager is to guide teams through this stage by showing them how to solve problems together, function well together, and settle into their roles and responsibilities. This stage will end when team members accept each other and understand what it takes to work together. Some team members will not move past this stage, and spend the entire project in conflict and with low morale. The completion of the project will be difficult as conflict resolution, and especially constant conflict resolution, takes time. Stage 3: Norming Once a team moves into this stage, they begin to work together. They are not yet performing well together, but they are working towards developing processes and procedures that suit everyone. Team members start seeing the value of following the rules, and resolve issues together. They start to focus on their common goals and help each other to reach them. The project leader is less involved in solving problems as teams work them out on their own. Stage 4: Performing During this stage, the team functions at a very high level of performance. Team members work well together, they know each other s strengths and weaknesses and they trust and rely on one another. Team members are motivated and driven towards a shared goal. Teams can revert back to other stages if not managed, or if new members join them. Stage 5: Adjourning This stage initiates the dissolution of the team. The team will reflect on their performance and discuss their experience. This stage provides the team with the opportunity to say good-bye to one another. (Abudi, 2010) Regenesys Business School 27

Read more about the different roles and responsibilities in the different stages of team development in the text indicated below. Sjoberg, J. Stack, S. n.d., Stages of team development, http://site.blueskybroadcast.com/client/pla/pdf/301%20launching%20leaders%20team%20develop ment.pdf (accessed 18 September 2012). 7.2.5 Leading Project Team Meetings One of the roles of a project team leader is to lead project team meetings. As with any meeting, the project team meeting must: Be focussed on the status of the work Start on time and end on time Record all the decisions made at the meeting Ensure that all members are listened to (Heagney, 2012: 177) To ensure that everybody in the meeting gets value from the meeting and that the meetings are focussed, project managers must develop a meeting agenda before the meeting starts. Once the meeting is concluded, the project manager needs to relay what was decided by producing meeting minutes. Developing the agenda and compiling the minutes of the meetings need not be the responsibility of the project manager but s/he has to sign off on the documents. These documents are also important for the final stage of the project when team members reflect on the project outcomes. 7.2.6 Conflict within the Project Team As mentioned above, being a project manager requires that you have conflict management skills. When conflict arises in the team, the project manager must resolve the issues as quickly as possible as this could have a direct influence on the project success. Stanleigh (n.d.) suggests that to resolve conflict the four steps illustrated in Figure 6 should be followed: Regenesys Business School 28

FIGURE 6: STEPS TO RESOLVE CONFLICT Listen% Acknowledge% Respond% Resolve% When!conflict!arises,!the!first!step!is!to!listen!to!both!sides!of! the!issue.!!project!managers!should!ensure!that!they!listen!to! the!verbal!and!noneverbal!communica)on!between!the! par)es!involved.! The!next!step!includes!acknowledgement!of!the!issues!that! both!par)es!bring!to!the!table.!!crucial!to!acknowledgement! is!that!the!project!manager!should!not!agree!with!any!party! involved.! During!this!stage!the!project!manager!responds!to!the! par)es!involved.!!feedback!to!the!par)es!should!be! construc)ve!and!the!project!manager!should!preferably! provide!an!alterna)ve!solu)on.! If!you!listened!carefully,!by!this!stage,!you!will!know!what!the! underlying!factors!are!that!is!fueling!the!conflict.!!the!real! problem!needs!to!be!iden)fied,!discussed!and!resolved.! (Stanleigh, n.d.) 7.2.7 Delegating Project Responsibilities The skilled delegation of responsibilities is essential for effective management. It is also a very scary thing for many managers. Before we discuss the process of delegation, let us have a look at the advantages of delegation: Deadlines are met easily and more work is accomplished Team members are more involved and committed Specific assignment of responsibility makes management easier You create an opportunity for employees to grow Employees are more productive Performance measurements are more direct Compensation can be calculated in direct relation to individual performance A diversity of ideas is created, as more people are involved in the process Employees are more motivated as they feel included in the process The manager has more time to manage (Finch and Maddux, 2006:17) Finch and Maddux (2006: 33-35) further discuss the myths, fallacies and fears and that hinder the delegation of responsibilities amongst team members by managers. These are discussed in Table 6. Regenesys Business School 29

TABLE 6: DELEGATION MYTHS, FALLACIES AND FEARS The omnipotence fallacy The fear of being disliked The lack of confidence in employees The fallacy that employees expect managers to have all the answers The myth that explaining it is easier and quicker than doing it The fear of losing control The trap that many manager fall into is the fallacy that I can do it better myself. This statement prevents growth. Even if you think you can do things better, you are working against team development as you are stopping other team members to learn new skills. Managers often feel the team members will dislike them if they give them more work. This links well with the fallacy of omnipotence. You are not only giving employees more work to do, you are also giving employees the opportunity to grow. That will result in respect. Lack of confidence in employees is often a reflection on the manager, rather on the abilities of the employees. If managers are not confident in the abilities of the team s/he did not choose their team correctly or did not provide the team with essential training to conduct their jobs. Another reason for this could be that the manager does not know the teams capabilities. The solution to this is to provide teams with the training to conduct their jobs, to identify the strengths and weaknesses of each team member and to replace team members who cannot meet standards. This fallacy speaks to the teams working relationship with their manager. Managers need to listen to employees when they present problems to them and try to solve the problem together. Just giving the employee the solution to means that the employee is actually delegating their responsibility to the manager. A manager cannot do everything by him-/herself. Explaining how something should be done to an employee might seem timeous at present but saves a lot of time in the future. Managers often experience the fear of losing control. If project objectives and priorities are set, the manger will not lose control as s/he will have a plan to use to evaluate the progress of the implementation constantly which translates to having control. (Finch and Maddux, 2006: 33-35) How to delegate Delegation is a choice, not only for the manager but definitely for the employee. When delegating, you should always ensure the following: The employee is willing to take on the responsibility. The manager needs to explain the tasks of the job clearly and in detail to the employee, especially if it is something that the employee has never done before. Start delegating by delegating smaller tasks first before delegating the larger tasks. Follow up on the delegated task frequently and developmentally. (Holden leadership Center, 2009) Regenesys Business School 30

When to delegate Before delegating a task to someone, managers need to consider the following issues: The deadlines of the project. It is not advisable to start delegating tasks close to the deadline of the project. Not only will the delegation process be flawed, but the success of the project will be negatively impacted The importance of the results of the task you wish to delegate The knowledge, experience and skill of the person to whom you wish to delegate The individual s work style The current workload of the person (mindtools, 2012) View the clip below, which discusses ways to improve your delegation skills. Soulsaltcoaching, 2010, Improve how you delegate [video], http://www.youtube.com/watch?v=noy2neetmda&feature=related (accessed 18 September 2012). 7.2.8 Conclusion Management and team development skills are essential for the successful completion of a project. In the Fundamentals of Business Management module, you studied generic management skills, which also apply to managing a project. Recap Questions 1. Explain the steps of acquiring members for your project team. 2. List and explain the information required to prepare for team development. 3. List and explain in sufficient detail all the steps involved for a project leader to manage team dynamics effectively. 4. Describe the steps required to resolve conflict in a project team. 5. Explain the importance and process of delegating project responsibilities. Regenesys Business School 31

7.3 PROJECT STAKEHOLDER MANAGEMENT Timeframe: Learning Outcome: Recommended reading: Multimedia: Section overview 6 hours Identify appropriate stakeholders in the project management process. Pritchard, C. 2006, Ten steps to effective stakeholder management, http://www.carlpritchard.com/images/resources/project_communications- Stakeholder_Management.pdf (accessed 19 September 2012). Sponseller, M. 2005, Communication matrix template, http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ceqqfjag&url= http%3a%2f%2fregents.ohio.gov%2fobrpmcop%2fforms%2ftemplates%2ftemp_communicat ionsmatrix.xls&ei=7r1aulzfmmlkhafh54c4da&usg=afqjcnffof 9gqbprczZrLgWL2F_qVl wa&sig2=chtul--3oaaesiuxyehtbw (accessed 19 September 2012). The effective management of stakeholders dramatically increases the chances of projects success. Stakeholders refer to all the people both internal and external who are directly or indirectly involved in a project. This section will examine the importance of stakeholders for project success. We will then explore how to identify stakeholders and conduct a stakeholder analysis. 7.3.1 Introduction The section describes stakeholders as people who are directly involved in the project. These people could be internal and external people. Someone is a stakeholder if: They have a stake in the success or failure of the project They provide funding for the project They have invested resources in the project They work on the project They are affected by the outcomes of the project They are affected by the outputs of the project They share accountability for some aspects of the project (Egeland, 2011) 7.3.2 Managing Stakeholders The process of managing stakeholders is illustrated in Figure 7. Regenesys Business School 32

FIGURE 7: PROCESS OF STAKEHOLDER MANAGEMENT Manage% stakeholder% needs% Iden7fy% stakeholders% Plan% stakeholder% communica7on% techniques% Analyse% stakeholder% needs% (Businessanalyst.wikia, n.d.) The project manager has to understand who the stakeholders are, manage them, meet their needs, maintain engagement and communicate the project milestones to them at all times. Managing the stakeholders in a project has advantages for both the project manager and the stakeholder. The benefits for the project are discussed in Table 7: TABLE 7: BENEFITS OF STAKEHOLDER MANAGEMENT FOR A PROJECT Tap the expertise of your stakeholders Gain more resources: Have a support structure in place Know what to expect You can use the opinions of the most powerful stakeholders to shape your projects at an early stage. Not only does this make it more likely that they will support you, but their input can also improve the quality of your project. Getting support from powerful stakeholders can help you to win more resources. This improves your chances of being successful in your project. By communicating with stakeholders early and often, you can ensure that they know what you are doing and fully understand the benefits of your project. This means that they can support you actively when necessary. Through knowing and managing your stakeholders, you will be able to anticipate what people's reaction to your project may be, and build into your plan the actions that will win people's support. (Thompson, 2012b) Regenesys Business School 33

7.3.3 Identification of Stakeholders To identify all stakeholders, you should sit down with your team and compile a list of all the people and organisations that you can think that may affect your project or may be affected by the project. The internal stakeholders are the groups of people working on the project that have a stake in the project, whilst the external stakeholders are the people who do not work on the project but have a stake in the project (The Denver Foundation, 2012). Who has influence or power over projects or has an interest in its successful or unsuccessful completion? The list below will provide you with a starting point for identifying your stakeholders: 1. Survey the project s public (people environment) 2. Get to know the real nature of each group s business, and their interest in the project 3. Understand their behaviour and motivation, and how they may react to various approaches 4. Pinpoint the main characteristics of each group, and develop responses designed to establish a good relationship. Some people like to be involved, others don t. Most people like to be kept informed, a few don t. Almost everyone wants to know how things are going, when their pocket is affected. 5. Determine which group will have the most impact on the successful completion of the project. Develop and implement an acceptance plan aimed at managing and meeting external stakeholders interests. Most people are willing to put up with some inconvenience if they will ultimately benefit, or at least know about the inconvenience in advance. Always be alert for any fatal flaw that could be found and deployed by even a constituent (minor) stakeholder group. There are different techniques and tools that you can use to help you and your team to identify the stakeholders. Some of these techniques are brainstorming, mind-mapping and categorising. You can use the template below (Table 8) to assist you to complete the task. Ensure that you have included all the mystery or hidden stakeholders. TABLE 8: STAKEHOLDER IDENTIFICATION TOOL Internal stakeholders Role in the project Why are they important? External stakeholders Role in the project Why are they important? (Thompson, 2012) Regenesys Business School 34

7.3.4 Completing a Stakeholder Analysis A stakeholder analysis involves determining the positive and negative interests of all stakeholders involved in a project. A simple tool called the Stakeholder Analysis Tool can be used to analyse the needs of stakeholders. This tool is explained as follows: The Stakeholder column refers to all the internal and external stakeholders who are involved in your project. Remember to ensure that you identify all the mystery or hidden stakeholders. The Stakeholders Prioritised column refers to the prioritisation of stakeholders based on their level of importance with regards to the project deliverables. Place a number in this column to prioritise them. The Positive Interests/Needs column refers to the positive interests or needs of the stakeholder. Another way of interpreting this column to ask what positive result the stakeholder wishes to attain e.g. wants the project to be self-sustainable; wants to earn a salary; wants to acquire skills; wants to ensure policy is effectively implemented; etc. The Negative Obstacles/Interests column refers to the negative interests or needs of the stakeholder. In order to identify the negative obstacles or interests of each stakeholder, it is useful to identify the problems, concerns and obstacles that the stakeholder might have. Note that the stakeholders might not be aware of their negative interests which means that you might be required to guess what the negative interests are, based on prior experience and analysis. Examples of negative interests/obstacles are: lack of time; wanting to take over the project lack of finances; not willing to cooperate; not committed to the process; only wanting prestige; doesn t have the relevant skills; has a poor work ethic;, etc. The Participation Tactic column refers to the tactics that you can employ to maximise the strengths and minimise the weaknesses. So, if one stakeholder has a positive interest of wanting the project to be self-sustainable, but has a negative interest of not possessing the relevant skills, then the participation tactic could be to organise a mentor so that the stakeholder can develop the required skills. Try and find appropriate tactics that will really help to minimise the obstacles. Avoid suggesting organise a workshop or send for training as a participation tactic for all the stakeholders. Be more creative. It is important to conduct a stakeholder analysis for your project. Table 9 provides an example of a Stakeholder Analysis Tool. Regenesys Business School 35

TABLE 9: STAKEHOLDER ANALYSIS TOOL List of all stakeholders (separate internal from external) Stakeholders Prioritised Needs/interests of stakeholders Positive Negative Interests/ Interests/ Needs Obstacles Participation tactic At this stage, it may be useful to meet with some of the stakeholders to establish the nature of their interests and any concerns they may have about the project. Aspects that you should give attention to include: Their goals Past reactions Expected behaviour The likely impact the project will have on them (positive or negative) Their likely reaction The extent of buy-in and level of support In order for you to determine the interest of the various stakeholders, you need to allocate some time to think about exactly how each one may affect the project or can be affected by the project. The areas of interest are discussed in Table 10 below. TABLE 10: STAKEHOLDER AREAS OF INTEREST Strategic: Financial: Project activities: Business as usual: Impact on customers / public: The long-term or strategic direction of the programme and how it may impact or be impacted by other high-level or political strategies. Monetary-related matters, either regarding the funding required to support the project or the financial impacts as a consequence of the project. Specific activities of the project (or supporting projects of the project that are required to deliver the project portfolio). Day-to-day operations of any business area involved in the project and in particular the impact of the changes resulting from the project. How the project may influence the customers/public. Regenesys Business School 36

7.3.5 Managing Stakeholder Expectations Managing stakeholder expectations could be done using a stakeholder interest matrix, an example of which is provided in Figure 8. FIGURE 8: STAKEHOLDER INTEREST MATRIX Influence / power of stakeholders Meet%their% needs% Least% important% Key%player% Show% considera7on% Interest of stakeholders (Morphy, 2011) Stakeholders, who have a lot of power over the successful completion of the project, will have a high interest. They will be placed in the top right hand side of the grid. The stakeholders who might have high power over the success of your project, but do not have a high interest in the project will be placed in the top left quadrant of the grid. The stakeholders who do not have much influence over your project and who will not be influenced by the outcome of the project should be, placed in the bottom left quadrant. People/organisations for whom your project is important, but who don t have much influence on it, are placed in the bottom right quadrant. Once you have mapped your stakeholders; you can focus your efforts on the highest priority groups while providing sufficient information to keep the less influential groups happy. Regenesys Business School 37

The stakeholders position on the grid will guide you in terms of the actions you have to take with them: High power, interested people: these are the people you must fully engage with, and make the greatest efforts to satisfy. High power, less interested people: put enough work in with these people to keep them satisfied, but not so much that they become bored with your message. Low power, interested people: keep these people adequately informed, and talk to them to ensure that no major issues are arising. These people can often be very helpful with the detail of your project. Low power, less interested people: again, monitor these people, but do not bore them with excessive communication. (Morphy, 2011) Pritchard (2006) identified ten steps to manage stakeholders. Read more about this by accessing the slide show indicated below: Pritchard, C. 2006, Ten steps to effective stakeholder management, http://www.carlpritchard.com/images/resources/project_communications- Stakeholder_Management.pdf (accessed 19 September 2012). 7.3.6 Stakeholder Communication Using the information you have gathered in the preceding steps of stakeholder analysis, you are now ready to write a communication and reporting plan. This plan needs to document: The information requirements Frequency of communication Communication provider Channel of communication for each stakeholder You as project manager are responsible for communicating the purpose, goals and objectives of the project to the key stakeholders. You should also make sure that you receive regular feedback from your stakeholders, so that you can make sure that you stay on track. Project Communication Plan A communication plan is important for any project. It ensures that your stakeholders are properly informed at all times. It is also useful for: Monitoring the communications events that have been completed Gaining feedback on communications events Improving communication processes Regenesys Business School 38

It is not enough to just have a plan. It is critical to seek to understand what your stakeholders desire, through both spoken and unspoken communication. The expectations must be carefully managed from beginning to end. Every team and project varies in its rate of change, so pick the most advantageous communication channel, the optimum frequency, and make sure it is effective. Just as having the plan is important monitoring its effectiveness, and adding and cancelling supplemental ways of communicating is also required. If you do not communicating clearly and sufficiently, it could give rise to misunderstandings and conflict amongst stakeholders. Therefore, before you compile the project plan, you need to make a list of the following: Define each stakeholders communication needs Identify the required communications events Determine the method and frequency of each event Allocate resource; to communication events Compile a communication event schedule A Communications Matrix is a very simple tool that can assist the project manager to identify all the stakeholders and shows where the communication originates and to whom it is intended. If you click on the link below, you will access an example of a project communication matrix (Sponseller, 2005). Sponseller, M. 2005, Communication matrix template, http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ceqqfjag&url=http %3A%2F%2Fregents.ohio.gov%2Fobrpmcop%2Fforms%2Ftemplates%2Ftemp_communicationsmat rix.xls&ei=7r1aulzfmmlkhafh54c4da&usg=afqjcnffof 9gqbprczZrLgWL2F_qVlwA&sig2=CH TUL--3OAaesIuxYEhtbw (accessed 19 September 2012). Recap Questions 1. Explain the notion of a stakeholder in your own words. 2. Why is it important to identify and manage stakeholders in a project? 3. List all the possible internal and external stakeholders for a general project? 4. Based on the project that you identified in session 2, identify all the relevant stakeholders in your project by using the Stakeholder Identification Tool. 5. Based on the identification of the internal and external stakeholders for your project, conduct a stakeholder analysis by using the appropriate tool. 6. List key ways in which you are going to manage stakeholder expectations. 7. Explain the importance of the Communications Matrix in the effective management of stakeholders. Regenesys Business School 39

7.4 PROJECT MANAGEMENT TOOLS: AN INTRODUCTION Timeframe: Learning Outcome: Recommended reading: 14 hours Understand key project management tools and techniques. Know the tools to manage project time, scope, budget and quality. Duncan, W.R. 1996, A Guide to the Project Management Body of Knowledge, http://www.unipi.gr/akad_tmhm/biom_dioik_tech/files/pmbok.pdf (accessed 19 September 2012). How to get motivated, 2011, Goals and objectives Identifying the difference [video], http://www.youtube.com/watch?v=mlefpomhhom (accessed 19 September 2012). Multimedia: Project management Advisor, 2006, Templates / Examples: Develop Work Breakdown Structure, http://www.pma.doit.wisc.edu/plan/2-1/tools.html (accessed 19 September 2012). Mir, H. 2010, Project management PMP Skills Project manager should possess [video], http://www.youtube.com/watch?v=htox07ip_qi (accessed 16 September 2012). Section overview Project management has at its core, the ability to manage time, quality and money. However, this is often much more difficult than it appears. This section focuses on familiarising you with the tools required to manage project time, quality and budget. 7.4.1 Introduction This section involves examining key project management tools and processes that will enable you to manage a basic project. The following basic project management tools and techniques will be covered in this session: Project goals and objectives Work breakdown structure Operational Plan Gantt chart Budgets 7.4.2 Project Goals and Objectives Project goals and objectives are developed once the project has been identified and analysed. Goals are generally much broader than objectives. This does not mean that goals are vague. It means that the timeframes and the expectations of goals are much broader than objectives. The timeframe of goals might span over a few years, whereas the time-frame for objectives might span over a few months. A few objectives usually need to be developed in order to achieve one goal. An objective states the qualitative and quantitative expectations of a project i.e. what you intend to achieve. An objective assists people to measure whether a project was done effectively or not. Regenesys Business School 40

It is preferable to develop SMART goals and objectives so that it is easier to determine whether an objective has been achieved. The hyperlinked clip below discusses the differences between goals and objectives: How to get motivated, 2011, Goals and objectives Identifying the difference [video], http://www.youtube.com/watch?v=mlefpomhhom (accessed 19 September 2012). 7.4.3 Work Breakdown Structure The Work Breakdown Structure (WBS) is one of the most common project planning tools used to divide and structure a project into smaller and more detailed elements. The aim of a WBS is to ensure that a project is divided into specific and manageable sections. A WBS enables a project manager to: See the total project as a sum of the smaller units Design various schedules Establish responsibilities and accountabilities Develop costs and budgets Monitor finance, resources, time, quality, risk, performance and the overall implementation of a project (Rouse, 2011) A WBS may be used to plan and present graphically: Goals, objectives, activities, and indicators of success Project structure (authorities, accountabilities, responsibilities) Budget structure (cost centres, suppliers) Project time Decision-making process (Rouse, 2011) The importance of a WBS Gupta (2010) discusses the importance of a WBS for a project and the project manager in the article below. WBS means Work Breakdown Structure, where we break the work into small doable work units to the extent where the requirements of every work unit can be understood easily. This level of work unit is called 'Work Package'. These may further be divided into levels, when these become assignable to one resource. Eventually into grows in a tree-like structure where each leaf is a reasonably small and manageable work item. A WBS is an essential part of Project Management and Execution. Project Managers use it for managing the projects efficiently. Good Project Managers keep breaking the work down into smaller units till they feel a control over the requirements and identify the small, assignable units of work. And as they get comfortable with the requirements, they can estimate the efforts reasonably. Regenesys Business School 41

This division further help them in task planning and assignment, network diagrams. The general structure of a WBS comprises various levels: S. No. o Feature! Sub Feature Sub feature (Generally can be divided into 2 to 5 levels) o Task (Not very common, mostly we go until subfeatures in WBS) There are a few points which we should consider while defining the WBS, these are: WBS generally varies from 2 to 5 level of hierarchy WBS defines the complete project scope, i.e. any work item which is required to complete the project should be part of WBS. WBS should reflect the completion criteria for the project requirements. So it should help to identify that we have completed done with the work, when each activity defined by the WBS is marked as done. WBS should be granular enough to give control over the work items. There is no harm if we have hundreds of work packages in a WBS. This level of detail may be necessary and important for understanding and executing the work. Formulate the work package so that it comprises a 'Verb' + 'Noun'. For example, Conduct (verb) Needs Analysis (noun), rather than needs analysis'. The inclusion of the verb conduct assists you to understand what action is required of you in relation to the noun (needs analysis). In this example, you are required to execute a needs analysis process as opposed to monitor or evalaute a needs analysis process. Creating a WBS is an art. It is not an easy job to break the requirements into features, and subfeatures. It needs a good level of experience in WBS, and in the respective domain. Managers should be very careful when creating the WBS, as a wrong set of work packages and their hierarchy can disturb the whole project planning, execution and delivery. I personally recommend that a WBS should not be finalised independently, however it is always good to brainstorm with the team to design a good WBS and get it reviewed by them. The more experience and focused thinking you will apply to this process, the greater will be the quality of the outcome. I managed a number of projects of various sizes, and WBS played an important role in almost every project. It is almost impossible to manage the project without defining Work Breakdown Structure for the work in hand. It helps at almost every step of the project, such as: Project Scope Definition o o Once you are ready with the multi-level feature and sub-features tree, you can be very clear about the requirements for each work package. This will help to understand the functionality in great detail and to identify any queries which can affect the development. These queries can be shared with the client in the initial stage itself and hence help to define the scope properly. Regenesys Business School 42

Effort and Cost Estimation o o The simple rule for good estimation is to break the work into the smallest possible unit and then estimate the efforts. Reason is that a granular structure helps to understand the requirements completely and that further helps to calculate the efforts efficiently for its implementation. Every effort estimate is merely an approximation of efforts which used to have some deviation from the actual efforts. So if you have a smaller work unit in hand to estimate, it is much easier to visualize the task items for it and lesser chances to miss anything. If we have larger work units to estimate, there are chances that we could overlook some tasks or assume more efforts considering the bigger size of the work item. Work Planning and Allocation o o o Once we have smaller work units in hand, we can easily allocate these to the resources. It also helps to identify the right resource for a work units considering the skills and requirements. It also facilitates to have control at a granular level by allocating very small units of deliverables to a team member. Activity Management and their Networking o o o Once we have a list of defined activities at granular level, we can easily manage. It also helps in drawing the network of activity implementation, after considering their dependencies on each another. This way, we can chart out the critical path of the project and the various dependencies in project execution. Dependency identification helps a lot in task planning and sequencing, so that no resource needs to wait at any point of time for other work item. Change Management and Risk Management o o o In case of any change the request, manager can easily evaluate the effect of the new change by adding the new work items in the WBS. It will reflect the changes in the network diagram, the schedules and the work allocation. Once we have the data for the effect of change on dependencies, schedule and work allocation, we can analyze the effect of change on the project. In this way, risk is reduced. Moreover, we have already reduced the risk by understanding the requirements clearly and planning the work efficiently. Communication Management o Once we are clear about the requirements of the WBS, we will be able to communicate more clearly with all the stakeholders. o Effective communication helps to communicate:! the work responsibilities to the team members;! the scope with the client;! the intermediate supply with vendors; Regenesys Business School 43

! the exact requirements and the schedule with QA team; and! the execution and delivery plans with the PMO or management Performance Management o o The granular level of Work Packages ensures that work estimates are more reasonable and the allocation is more efficient with independently owned work items and clearly defined requirements. Once responsibilities are assigned to team members, it is possible to evaluate their performance and review problems related to poor performance. Quality Management o o As we are clear with requirements, the quality checks will be more efficient. With the granular level of work assignments, quality checks can be placed with the same granularity and each independent work item can be tested individually before merging it with other work. Vendor Management o If we are ready with planning, scheduling and networking, we know what kind of services are required at which stage of execution. It helps us to manage the vendors efficiently. So the above details show that a WBS helps the Project and the Project Manager in many aspects and in almost all the stages of a project. A WBS helps in defining the scope for the project, so once you convert the project requirements into a WBS; you are actually ready with the project scope statement. The project scope statement should be accompanied by an understanding, description and assumptions of the project. It is advisable to share the WBS as well as the project understanding, description and assumptions with the client. It ensures that there is a common understanding of the project scope and serves to prevent potential conflict. Sometimes work packages can be grouped at a higher level which is called the 'Control Account'. It is generally used for budgeting/costing purposes. The agile development methodologies like SCRUM actually works on the same concept by defining everything in Product Backlog, and then prioritizing the work in smaller delivery phases as per client requirements. But it is important to break the work items into smallest possible units like from a few hours to 5 days maximum. So conceptually WBS is also working here. (Gupta, 2010) Regenesys Business School 44

Develop a WBS Project Management Advisor (2006) identifies five steps in developing a work breakdown structure. These steps are discussed in Figure 9. You will find a WBS example and a template if you click on the hyperlink presented below: Project management Advisor, 2006, Templates / Examples: Develop Work Breakdown Structure, http://www.pma.doit.wisc.edu/plan/2-1/tools.html (accessed 19 September 2012). FIGURE 9: STEPS IN DEVELOPING A WORK BREAKDOWN STRUCTURE Determine%the% strategy%for% developing%a%wbs%% Get!all!the!team!members!together!and!to!develop!the!WBS.!!! Iden7fy%the%highest% level%components%of% work%to%be%done% Iden)fy!the!project!deliverables! Consider!the!project!life!cycle! Describe!the!tasks!of!the!project! Asign!project!responsibil)es! Break%work%process% into%small% components% Under!each!high!level!component,!break!the!work!into!smaller! tasks! Define!each!level!or!detail!that!will!allow!)me!and!costs!to!be! es)mated! Name%the% components% Use!the!nounEverb!format!to!name!the!components!(E.g.!Review! project!team!development)! Review%the%process% Make!sure!each!task!has!been!assigned!a!human!resource! Ensure!that!each!task!iden)fies!a!result! Ensure!that!the!)me!es)mate!is!reasonable! Ensure!the!name!describes!the!task!sufficiently! Check!the!level!of!the!tasks!! (Project Management Advisor, 2006) Regenesys Business School 45

7.4.4 Project Scheduling During the planning phase, the term schedule refers to the start and finish dates assigned to specific activities in the project. Scheduling usually refers to the what (activity), when (timeframes), and resources (human, financial and material) (Burke, 2012:154). Within project management, scheduling comprises the steps illustrated in Figure 10. FIGURE 10: SCHEDULING STEPS Lis7ng%of%ac7vi7es% Alloca7on%of% resources% Determining%the% sequence%of% opera7ons% Take%correc7ve% ac7on% (Burke, 2012) The questions to be asked to ensure effective scheduling may include the following (Table 11): TABLE 11: ENSURE EFFECTIVE PROJECT SCHEDULING Activity listing: Resource allocation: Sequencing: Taking corrective action: What specific activities must be carried out and how must they be carried out, to achieve the project objectives? Who will carry out each activity listed, and what other resources will they need to carry out the activities i.e. money, equipment, advice, etc.? How long should each activity take? What other activities must be completed before this activity takes place? When must this activity start and by when must it be completed? What is the best sequence for activities to take place? Which activities have been completed? Which activities have not been completed that should have been completed? Why have they not been completed and what must be done to get them back on schedule? What resources have been used? Has too much of any resource been used e.g. money? Why has too much been used and what must be done to get planned resource utilisation back on track? Regenesys Business School 46

Developing the project operational plan The project schedule is represented as a project operational plan. The components of a basic project operational plan are described in Table 12 below: TABLE 12: DEVELOP A PROJECT OPERATIONAL PLAN List your activities Allocate a timeframe Determine a person responsible for completing the activity Indicate resources required Indicate the cost for the activity Develop an indicator of success Identify important assumptions Indicate specific activities that must be carried out. These activities must contribute to achieving the project objectives. Determine how long each activity will take to complete. What activities must be completed before another can begin? What is the best way to sequence the activities? For example, if you are organising a party as a project, you can t invite the guests before you have determined the theme, date, time and venue. Likewise, you aren t able to book the venue before you know the date and time you want to have the party. So certain activities have to happen first, before you can start a particular activity. Note: when developing a timeframe include a beginning and end date for the activity as it will be easier to monitor your activity and develop your Gantt Chart (which is discussed next). It is important to assign a person who is responsible for ensuring that the activity is implemented. Even if this person isn t the only person who is responsible for implementing the activity, one person has to be held accountable if the activity is not implemented well. Avoid assigning the task to a committee or a unit e.g. HR unit or IT as it is unclear who is ultimately responsible from that unit to ensure that the activity is implemented. Rather, assign the task to a specific person or functional position e.g. IT manager or HR manager This refers to inputs or resources required to assist you to implement the activity. For example, if you are trying to book a party venue, then you will need to list of party venues in the location you are looking for. The resource would be the party venue list. Or if your activity is to book a caterer, then your resource could be a list of caterers In simple projects, it helps to indicate the estimated amount that you want to spend. Try to calculate the amount as accurately as possible by considering hidden costs (such as deposits, taxes, insurance fees, etc.). This refers to the evidence to prove that an activity was implemented successfully. These indicators could be of a qualitative and quantitative nature. For example, what evidence is required that the party venue has been booked? An official letter from the party venue indicating that the party has been booked for you for the date and time specified. The letter should also indicate all the other matters that you might have also agreed with the venue manager, such as catering equipment, sound equipment, etc. However, a verbal agreement is not an indicator of success, as there is no tangible evidence that the venue has been booked. This refers to the key assumptions that you make to ensure that the activity is successfully implemented. For example, if you are booking a party venue, you are assuming that a certain number of guests will attend. You are assuming that it won t rain if you booked an outside venue. You are assuming that the price of the venue won t increase once the venue has been booked and paid for. It is important to consider these assumptions and have a contingency plan. For example, if there is a possibility of rain, find a venue that can hold 50 guests indoors. Sign a contract that specifies there will be no additional costs beyond the invoiced amount. Regenesys Business School 47

Please refer below for a template of a simple project operational plan (Table 13). TABLE 13: TEMPLATE FOR A SIMPLE PROJECT OPERATIONAL PLAN Project Goal: Project Objectives: Activities Timeframe Person responsible Resources required Cost Indicator of success Important assumption 7.4.5 Gantt Chart A basic Gantt Chart is a visual device to assist you to plan and control your projects. A typical Gantt Chart should reflect: Activities Timescale for the project Start and finish dates Planned activity progress Actual activity progress The more complex versions of the Gantt Chart may include project elements/activities such as responsibilities, events, milestones, projected versus completed activities, critical path analysis, parallel activities, etc. The advantage of a Gantt Chart is that once you have determined a baseline, you are able to track your progress and make corrective actions when required. MS Project, which is a Microsoft software application, has made it reasonably simple to develop and track Gantt Charts. An example of a Gantt Chart is provided in Figure 11 on the next page. Regenesys Business School 48

FIGURE 11: EXAMPLE OF A GANTT CHART USING MS PROJECT (Gantt-chart.biz, n.d.) Regenesys Business School 49

7.4.6 Project Cost Management Project cost management can be an extremely involved and complicated process. However, it is imperative that projects are costed accurately and the costs are monitored on an on-going basis to ensure that the project remains financially viable. Project cost management entails: 1. Resource planning utilising resources optimally and cost-effectively in order to obtain the required project outcome. 2. Cost estimating refers to the process of calculating the costs of the identified resources needed to complete the project work. 3. Cost budgeting is the process of assigning a cost to an individual work package. The goal of this process is to assign costs to the work in the project so that the work may be measured for performance. 4. Cost control and auditing focuses on the ability of costs to change and on the ways of allowing or preventing cost change from happening. When a change does occur, the project manager must document the change and the reason why the change has occurred and, if necessary, create a variance report. Before you continue, watch the tutorial below, which provides you with an overview of project management budgeting skills. Mir, H. 2010, Project management PMP Skills Project manager should possess [video], http://www.youtube.com/watch?v=htox07ip_qi (accessed 16 September 2012). Identify and allocate resources You need to determine the resources you need to accomplish your activities and reach your goals in the following areas: Human resources, including the number and desired qualifications, for staff as well as consultants. Materials and services, including facilities, equipment, supplies, and outsourced support services. Regenesys Business School 50

Human Resources Depending on the size and scope of your project, key personnel or roles can include: Project director, who is the main person responsible for the performance of the project and the main point of contact with the funding organisation. Task performers, who report to the project director and who are responsible for completing the project work. Subject matter experts, who provide specialized expertise at various phases or steps of the project planning and implementation process they may be consultants or permanent staff of the organisation. Administrative and technical personnel, who perform project support functions. When deciding on the human resources for your project, include not only those who have the necessary balance of skills, knowledge and experience to perform the tasks, but also those who are committed to accomplishing the work. Determine also if the individuals or groups will be available in the necessary time frames. For specialized activities, such as needs analysis or evaluation, decide whether you will use an internal or an external consultant, or have external consultants train existing staff to perform the activities. If you use external consultants, decide on the criteria and the approach you will use for selecting them and the role that each will play in the project. Materials and Services Make sure that the required materials and services to enable each activity to be performed are clearly identified, this will help you to estimate the costs to account for in your budget. Also, if you use outsourced services, be sure to decide on the criteria and the approach (e.g., collecting bids) you will use to select them. Develop a budget In developing your project budget, estimate two types of costs: Direct costs, which are associated with the specific activities you developed in the previous section. These include human resources, materials and services. Indirect costs, which relate to the project but which cannot be directly tied to project activities. Examples include energy costs, rent and insurance. For direct costs, start with the list of activities you developed in the previous section to achieve your milestones. Ask yourself the following questions: What personnel, materials and services will I need to accomplish each of the activities? What is the total cost for each activity? Regenesys Business School 51

As for indirect costs, your organisation may have practices related to allocating these expenses to projects. Also consider post-project costs. The direct and indirect expenses of operating and maintaining the product or service after the project is completed may be substantial. For each element, estimate costs over a certain period of time in the future. Examples of costs to sustain your project's results include: Training instructors to teach the new skills and knowledge to external or internal target stakeholders. Salaries, materials, and indirect costs associated with operations. Upgrades (enhancements). Maintenance and preventive maintenance, especially related to technology applications In making cost estimates, think about some of the same factors you considered in estimating the duration of project activities, e.g., your organisation's or other organisations' experiences with similar projects, and the likelihood of unanticipated events resulting in additional costs. Finally, make sure that your cost estimates meet the following criteria: They are reasonable. They are necessary to support your project's goals. They are auditable. They are allowable in terms of the cost principles of potential funding organisations Revert back to your Financial Management module and the section on budgeting. These principles can be applied to compiling a project budget. 7.4.7 Project Time Management Project time management includes the following techniques: Inputs to activity definition. Mapping the activities. Estimating activity durations. Developing the project schedule. Controlling the project schedule. Regenesys Business School 52

Inputs to Activity Definition The activity list is an output of the activity definition and includes all the activities within the project. This activity list must be aligned to the Project Scope which describes all the work required to complete the project. The Work Breakdown Structure (WBS) is a simple and effective tool to list the project activities. The activity list is an extension of the WBS structure, as the activity list breaks down the activities of the WBS into manageable activities. Mapping the Activities Once the activity list has been created, the activities need to be arranged in logical sequence. The tools that could assist you in sequencing activities are discussed in Table 14. TABLE 14: TOOLS TO MAP PROJECT ACTIVITIES Network diagrams Precedence Diagramming Method (PDM) Arrow Diagramming Method (ADM) Conditional diagramming methods Network templates Show the relationship of the work activities and how the work will progress from start to completion. Is the most common method of arranging the project work visually Uses arrows to represent the activities Are more complex and structured than ADM or PDM. Conditional diagramming methods include system dynamics and the graphical evaluation and review technique (GERT). Can be used to streamline the planning process or to conform to a predetermined standard. An aspect of mapping activities requires you to examine the sequencing outputs. Whichever method the project manager and team uses to examine the sequencing of outputs, the project manager must remember four things: Only the required work should be scheduled. Finish-to-start relationships are the most common and preferred. Activity sequencing is not the same as a schedule. Scheduling comes after activity sequencing. Estimating activity durations The tasks are first identified, their duration is estimated, and then the sequencing of the activities takes place. The activity estimates will be used to create the project schedule, and predict when the project should end. Regenesys Business School 53

Developing the project schedule A project schedule comprises the updated activity list in relation to time and human resource allocation. Tools to develop the project schedule include: The Project Network Diagram shows the sequence of activities and the relationship between activities The activity duration estimates helps to determine who how long the project will take The human resources required to implement the activities The project calendar (reflects when the work must be done) and the resource calendar (controls the resources) Evaluating project constraints Re-evaluating assumptions Considering lead-time (a negative value because time is subtracted from the downstream activity to bring it closer to the start of the project) and lag-time (a positive value since time is added to the project schedule) Risk management plan is a plan to mitigate project risks Examining activity attributes The project schedule is developed based on carrying out the above-mentioned processes. The purpose of the project schedule is to complete the project scope in the shortest amount of time possible without incurring exceptional costs, risks, or a loss of quality. Controlling the Project Schedule Controlling the project schedule is critical because it ensures that all the activities are implemented and resources are managed according to plan. The project schedule might have to be updated, based on unforeseen circumstances. You are not required to be able to implement all the different project time management tools. The source hyperlinked below could be used as a reference if you are interested in learning more. Duncan, W.R. 1996, A Guide to the Project Management Body of Knowledge, http://www.unipi.gr/akad_tmhm/biom_dioik_tech/files/pmbok.pdf (accessed 19 September 2012). Regenesys Business School 54

7.4.8 Project Quality Management Project quality management is the process to ensure that the project fulfils its obligations to satisfy the project needs. Project quality management is also concerned with the management of the project and the product of the project. It is easy to focus on the product (the thing or service the project creates), but project managers must also provide quality for the project management activities. Project Quality Management Process and Tools 1. Preparing for quality involves planning for quality by using the following processes: a. Determining the Quality Policy b. Reviewing the project scope document c. Reviewing the product description d. Reviewing standards and regulations e. Reviewing other process outputs 2. Planning for quality once the project manager has assembled the needed inputs, and evaluated the product description and project scope, s/he can get to work creating a plan on how to satisfy the quality demands. The tools that can help the project manager to plan for quality are: a. Cost-benefit analysis b. Benchmarking practices c. Flow-charts d. Design of experiments e. Cost of quality 3. Implementing the quality policy the end result of quality planning is to find a method to implement the quality policy. Implementing the quality policy relies on the following tools: a. Creating the Quality Management Plan b. Identifying operational definitions c. Applying checklists 4. Creating quality assurance is the sum of the planning and the implementations of the plans the project manager, the project team, and management have in place to ensure that the project meets the demands of quality. Quality assurance can use the same tools for project planning: a. Cost-benefit analysis b. Benchmarking c. Flowcharting d. Design of experiments e. Cost of quality Regenesys Business School 55

5. Implementing quality control - requires the project manager, or other qualified party, to monitor and measure project results to determine that the results are up to the demands of the quality standards. If the results are not satisfactory, root cause analysis follows the quality control processes. Implementing quality control involves using tools such as: a. Work results b. Quality management plan c. Operational definitions d. Checklists e. Questionnaires or surveys to conduct reviews or audits f. Control chart g. Pareto diagram h. Flowcharts Recap Questions 1. Explain the importance of Project Time, Quality and Finances for a project manager. Give examples to explain your points. 2. List all the components of project time management 3. List and explain all the tools required for each component of project time management. 4. Explain the importance of project quality management. 5. List and explain the process required to manage the quality of the project and the tools that can be used in each phase of the process. 6. List and explain the steps involved in project cost management. 7. In your own words, explain each of the following concepts and its importance to a project: Goals Objectives The difference between goals and objectives SMART goals/objectives Work Breakdown Structure Operational Plan Gantt Chart Budget 8. Please perform the following activities: Develop a SMART goal and corresponding SMART objectives based on the project that you identified. Develop a WBS based on your SMART goal and objectives. Break the WBS into implementable project activities Develop a project operational plan by scheduling all your implementable activities. 9. Develop a Gantt chart based on the operational plan you just developed. Regenesys Business School 56

Case Study Access the source below and answer the question that follows. PWC.com, 2012, Project portfolio optimization: A utility company case study, http://www.pwc.com/us/en/auditassurance-services/assets/pwc-ppo-utility-company-case-study.pdf (accessed 12 September 2012). Evaluate the solutions the project applied to the company s problems with budgeting. How do you think these solutions could assist project managers when planning project budgets? Regenesys Business School 57

7.5 PROJECT SUCCESS AND FAILURE FACTORS Timeframe: 6 hours Learning Outcome: Appreciate key project success and failure factors. Recommended reading: Section overview Attarzadeh, I. Ow, S.H. 2008, Project management practices: The criteria for success or failure, http://www.ibimapublishing.com/journals/cibima/volume1/v1n28.pdf (accessed 19 September 2012). In this section we briefly discuss the factors that influence project success and project failure. We define what project success and failure means and then focus on research done to identify reasons why some projects fail and other projects succeed. 7.5.1 Introduction How do you know when a project is a success and when it is a failure? Some of the most glaring reasons are: Has the project met the needs and expectations of the stakeholders? Was the project delivered on cost? Was the project delivered on time? Was the project delivered of a high standard? (Source: Winters, 2003) 7.5.2 Project Outcomes If you refer back to the Project Management Triangle or the Project Management Diamond (Figures 1 and 2), you will see that the factors that estimate success or failure were described as the pinnacles of project management. If these are not met, the project could be declared a failure. With this in mind, Frese and Sauter (2003), identifies projects by way of three outcomes which are described in Table 15. TABLE 15: PROJECT OUTCOMES Type 1: Project success Type 2: Project challenged Type 3: Project impaired / failed Projects that were completed on time, within budget and of a high standard. According to Frese and Sauter (2003), only 16.2% of projects fall into this category These projects were complete but they were either over budget, over time or of poor quality. The writers (ibid.) claim that 52.7% of projects fall into this category These projects were abandoned or cancelled at some point. The writers (ibid.) calculated that 31.1% of projects fall into this category. It is however important to remember that if stakeholders assume that your project has failed, it has failed. Regenesys Business School 58

7.5.3 Why Do Projects Fail? Winters (2003) identifies 10 reasons why projects fail: Inexperienced or untrained project managers Not setting and managing client expectations Poor leadership skills Poor tracking / evaluation systems Poor plans Poor costing Ethical and / or cultural misalignment Misaligned team goals and objectives Misused methods and techniques Inadequate communication. In this Study Guide, we introduced you to different techniques and skills, which address each of the ten reasons why projects succeed. 7.5.4 Project Success Factors Jiang et al. (as cited in Frese and Sauter, 2003) created a list of thirteen success factors, as quoted below: 1. Clearly defined goals (including the general project philosophy or general mission of the project, as well as commitment to those goals on the part of the team members). 2. Competent project manager. The importance of initial selection of skilled (interpersonally, technically, and administratively) project leader. 3. Top Management Support. Top or divisional management support for the project that has been conveyed to all concerned parties. 4. Competent project team members. The importance of selecting and, if necessary, triaging project team members. 5. Sufficient resource allocation. These are Resources in the form of money, personnel, logistics, etc. 6. Adequate communication channels. Sufficient information is available on the project objectives, status, changes, organizational coordination, clients needs, etc. 7. Control Mechanisms. (Including planning, schedules, etc.). Programs are in place to deal with initial plans and schedules. 8. Feedback capabilities. All parties concerned with the project area able to review project status, make suggestions, and corrections through formal feedback channels or review meetings. 9. Responsiveness to client. All potential users of the project are consulted with and kept up to date on project status. Further, clients receive assistance after the project has been successfully implemented. 10. Client consultation. The project team members share solicited input from all potential clients of the project. The project team members understand the needs of those who will use the systems. 11. Technical tasks. The technology that is being implemented works well. Experts, consultants, or other experienced project managers outside the project team have reviewed and critiqued the Regenesys Business School 59

basic approach. 12. Client Acceptance. Potential clients have been contacted about the usefulness of the project. Adequate advanced preparation has been done to best determine how to sell the project to the clients. 13. Trouble-shooting. Project team members spend a part of each day looking for problems that have surfaced or are about to surface. Project team members are encouraged to take quick action on problems on their own initiative. Frese and Sauter (2003) reports that project success rates are increasing. According to these writers (ibid.) this increase was caused by five factors, as listed below: Executive support. User involvement. Experienced project managers. Clear objectives. Minimised scope. Project managers have therefore realised the importance of these factors, and are focussing on the success factors identified by Jiang to ensure project success. You can read more about these issues in the article hyperlinked below: Attarzadeh, I. Ow, S.H. 2008, Project management practices: The criteria for success or failure, http://www.ibimapublishing.com/journals/cibima/volume1/v1n28.pdf (accessed 19 September 2012). Recap Questions 1. Explain the importance to maximise project success factors and minimise project failure factors. 2. Read all the prescribed articles. Examine all the project success and failure factors from each article. Synthesise the project success and failure factors by listing and explaining the internal and external project success and failure factors for projects. 3. List and explain ten tools and techniques that will enable you to identify project risks. 4. List at least five success and failure factors for the project that you identified. Regenesys Business School 60

8. REFERENCES Abudi, G. 2010, The five stages of team development: a case study, http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html (accessed 18 September 2012). Billows, D. 2012, Project Planning steps, http://www.4pm.com/articles/projplan.html (accessed 16 September 2012). Burke R. 2012, Project Management: Planning & Control Techniques, Promatec International: Cape Town. Businessanalyst.wikia. n.d., How to manage stakeholders (A beginners guide), http://businessanalyst.wikia.com/wiki/how_to_manage_stakeholders_(a_beginers_guide) (accessed 19 September 2012). Egeland, B. 2011, Defining the stakeholder Part 1, http://pmtips.net/defining-stakeholder-part-1/ (accessed 19 September 2012). Finch, L. Maddux, R.B. 2006, Delegation skills for leaders: An action plan for success as a manager, http://www.axzopress.com/downloads/pdf/1418862630.pv.pdf (accessed 18 September 2012). Frese, R. Sauter, V. 2003, Project success and failure: What is success, what is failure, and how can you improve your odds for success?, http://www.umsl.edu/~sauterv/analysis/6840_f03_papers/frese/ (accessed 19 September 2012). Gantt-chart.biz, n.d., What is a Gantt Chart?, http://www.gantt-chart.biz/ (accessed 19 September 2012). Haughey, D. 2011, An Introduction to Project Management, http://www.projectsmart.co.uk/introduction-to-project-management.html (accessed 17 September 2012). Haugney, J. 2012, Fundamentals of project management, AMACOM: New York. Holden leadership center, 2009, Delegating responsibility, http://leadership.uoregon.edu/resources/exercises_tips/skills/delegating_responsibility (accessed 18 September 2012). Knutson, J. Bitz, I. 1991, Project management: How to plan and manage successful projects, AMACON: New York. Regenesys Business School 61

Mastering-project-management, 2009, Project closure Whether your 1 st or 21 st project, successful completion involves a few important steps, http://www.mastering-projectmanagement.com/project-closure.html (accessed 16 September 2012). Meridith, J. R. and Mantel, S. J. 2010, Project Management. A Managerial Approach, Wiley and Sons: Asia. Method123 Project management methodology, n.d., Project management life cycle, http://www.mpmm.com/project-management-methodology.php (accessed 16 September 2012). Mindtools, 2012, Successful delegation: Using the power of other people s help, http://www.mindtools.com/pages/article/newldr_98.htm (accessed 18 September 2012). Morphy, T. 2011, Stakeholder Analysis: How to conduct a stakeholder analysis, http://www.stakeholdermap.com/stakeholder-analysis.html (accessed 19 September 2012). Morris, R.A. n.d., Selecting your project team, http://www.netplaces.com/projectmanagement/assembling-the-best-project-team/selecting-your-project-team.htm (accessed 18 September 2012). Project management Advisor, 2006, How to: Develop Work Breakdown Structure, http://www.pma.doit.wisc.edu/plan/2-1/how.html (accessed 19 September 2012). Project Management Advisor, 2006, Templates / Examples: Develop Work Breakdown Structure, http://www.pma.doit.wisc.edu/plan/2-1/tools.html (accessed 19 September 2012). Project Management Institute, 2008, A Guide to the Project Management Body of Knowledge: (PMBOK Guide), 4 th ed. PMI. Project Management Institute, 2012, What is project management?, http://www.pmi.org/about- Us/About-Us-What-is-Project-Management.aspx (accessed 16 September 2012). Project smart, 2012, Project Management Glossary, http://www.projectsmart.co.uk/glossary.html (accessed 18 September 2012). Reh, F. J. 2012, Cost benefit analysis, http://management.about.com/cs/money/a/costbenefit.htm (accessed 19 September 2012). Rouse, M. 2011, Work breakdown structure (WBS), http://searchsoftwarequality.techtarget.com/definition/work-breakdown-structure (accessed 19 September 2012). Saint, C. 2013, The Importance of Project Management, http://mmidentitylab.com/marketing/theimportance-of-project-management/ (accessed 9 December 2013). Regenesys Business School 62

Stanleigh, M. n.d., Dealing with conflict in project teams, http://www.bia.ca/articles/dealingwithconflictinprojectteams.htm (accessed 18 September 2012). The Denver Foundation, 2012, Identifying Internal and External Stakeholders, http://www.nonprofitinclusiveness.org/identifying-internal-and-external-stakeholders (accessed 19 September 2012). Thompson, R. 2012, Stakeholder management: Planning stakeholder communication, http://www.mindtools.com/pages/article/newppm_08.htm (accessed 19 September 2012). Thompson, R. 2012b, Stakeholder analysis: Winning support for your projects, http://www.mindtools.com/pages/article/newppm_07.htm (accessed 19 September 2012). Veryard projects. 1999, Project types, http://www.users.globalnet.co.uk/~rxv/projmgt/projtypes.htm (accessed 18 September 2012). Winters, F. 2003, The top ten reasons projects fail, http://www.gantthead.com/article.cfm?id=187449 (accessed 19 September 2012). Regenesys Business School 63