Sample Agenda: Full-Day Session

8:30 a.m.	Welcome and Ice-Breaker for One- or Two-Day Session (20 minutes)
‚	Display slide 8-1 as participants enter. Welcome them and indicate that you are going to start off with a short project simulation designed to introduce the class and to start looking right away at some basic project management issues.
‚	Introduce Learning Activity 11-1: Ice-Breaker Mini-Project for One- and Two-Day Session (chapter 11, page 157). This activity asks groups to work as mini-project teams to perform an information-gathering project that will allow each team to introduce others in the room. They will have a couple of minutes to strategize their approach and estimate the amount of time it takes to complete the information-gathering project. Their success will be scored on the basis of their success in achieving the goals of the project and their overall ability to deliver the information as quickly and as close to their estimated completion times as possible.
‚	Show participants the scoring model you ‚ ll be using, and indicate that they will have a chance to discuss the appropriateness of the model later. At the end of the project, tally scores and proceed to the introductions of the participants, making sure that every member is introduced.
8:50	Introduce Objectives and Agenda (15 minutes)
‚	Show slides 8-2 through 8-3 and ask participants to select the four objectives that are most important to them. (They will indicate their top four objectives in completing the Workshop Evaluation Form at the end of the day.) Show Slide 8-4 and discuss logistics for the workshop start and end time, the lunch break, and breaks during the morning and afternoon session, using a flipchart page to record the information for reference throughout the day.
9:05	Defining Project Management (10 minutes)
‚	Show slides 8-5 and 8-6 to introduce the definition of a project, using the PMBOK definition of ‚“project ‚½ as the starting point. Walk participants through the chart that analyzes the terms used with the idea of differentiating between projects versus processes (ongoing activities that have no end). Also point out that projects produce something (products or services, as well as other things, such as documentation or training). Show Slide 8-7. Explain that now that they have a preliminary definition of ‚“project, ‚½ they will begin to create a working definition of ‚“project management. ‚½
‚	Introduce Learning Activity 11-2: Defining Project Management (chapter 11, page 159).
9:15	The Nine PMI Knowledge Areas (5 minutes)
‚	This activity provides a brief exposure to the role of the Project Management Institute in helping improve the overall practice of project management. Show Slide 8-8 and explain how PMI has identified nine knowledge areas, each containing important project management issues. Indicate that full coverage of all nine areas could easily provide material for an M.B.A.! Show slide 8-9 and remind participants that even those without any previous formal project management training have probably used all of the areas in one way or another.
‚	Show slide 8-10, and introduce Learning Activity 11-3: Using the Nine Project Management Knowledge Areas (chapter 11, page 162).
9:20	Project Management Life Cycles (10 minutes)
‚	Show slides 8-11 and 8-12 and indicate that projects typically are organized into phases known as the Project Life Cycle. If you already have a life cycle defined for your organization, then this discussion does not have to take up a great deal of time. Show slide 8-13 to illustrate that there are many different approaches to the Project Life Cycle and that organizations may choose one or several for managing projects. Usually the number of cycles ranges from three to five phases, but there are many exceptions. PMI does not favor any one life cycle model over any other. Show slide 8-14. (If you already have a defined life cycle, you may want to substitute a slide with it instead of the one provided here.) Discuss briefly the purpose of each phase and ask participants for ideas about typical activities that would take place in each. Ask why it may be useful to take a consistent approach to managing projects. Use slide 8-15 as a reminder that, by repeating the life cycle in new projects, project teams are able to apply valuable lessons learned from previous projects ‚ much as travelers become more proficient in navigating familiar routes based on their past travels along the same highways. It is for this reason that the discussion of lessons learned that are part of project closure is so important.
9:30	Break (10 minutes)
9:40	Post-Project Review Preview (25 minutes)
‚	Leave up slide 8-16 and introduce Learning Activity 11-4: Post-Project Review Preview (chapter 11, page 164). Often it ‚ s useful to suggest that teams use an approach such as this not only at the end of the project but as a way to get everyone ‚“on the same page ‚½ at project launch, using their shared lessons learned as a foundation of best practices, mistakes to avoid, and risks to manage for the project.
10:05	Project Selection (5 minutes)
‚	Show slide 8-17 to begin the discussion of project selection and initiation. Often project team members are not privy to the selection process, coming into projects only after they have been approved and funded . Today, more than ever, it ‚ s important to recognize that not every proposed project sees the light of day. The workshop introduces a couple of commonly used methods to serve as examples of selection.
10:10	Project Charters (15 minutes)
‚	Use slides 8-18 and 8-19 to introduce the project charter. Emphasize that the charter is the document that gives approval to the project to proceed based on the information it contains. The charter is a communication tool that should provide the reader with a good grasp of what the project is all about. Next show slide 8-20 and briefly describe each of the bullet points. Comment that the charter is an evolving document, and certain elements are likely to be updated as the project progresses, each time with any changes approved. Slide 8-21 shows a copy of Training Instrument 12-4: Project Charter Worksheet. (If your organization has a similar template, substitute it here and adapt the following discussion points as needed.)
10:25	Introduction to the Case Study (20 minutes)
‚	Still referring to slide 8-21, compare the completion of the charter as similar to a ‚“scavenger hunt ‚½ requiring the project team to obtain information from a variety of sources. To illustrate the process of initiating a project charter, introduce Learning Activity 11-7: Case Study Introduction ‚ Beginning the Project Charter (chapter 11, page 176). Prior to break time, ask participants to keep their partially completed Project Charter Worksheets, which you will help them expand upon when they return.
10:45	Break (10 minutes)
10:55	Writing SMART Objectives (15 minutes)
‚	With slide 8-21 still displaying, welcome back the participants as they return from the break, and ask for any questions about the material so far, including the case study and the charter. At this point there may be some specific questions about the case study. The next activities will help further define the case and the project as the charter becomes more complete. Show slide 8-22. Describe SMART objectives, covering each of the five elements:
‚	Objectives should be stated in terms that include some quantitative target for the end product. There should be some way of actually testing whether the stated target has been met. The desired objective must be one that is actually possible to achieve within the time and cost parameters provided. The desired objective should relate directly to the organization ‚ s business needs and stated mission. The boundaries for completion date of the desired objective should be either a specific date/time or an ‚“offset ‚½ from the beginning of the project. (For example, must be completed within five months of project launch.)
‚	Conduct Learning Activity 11-8: Writing SMART Objectives (chapter 11, page 178) to provide practice in applying the SMART criteria to project objectives. Ask to what extent these criteria help clarify the requirements of the project and project scope.
11:10	Stating Assumptions (10 minutes)
‚	Slide 8-23 shows two graphics: one of a mind-reading psychic ( enclosed in the universal ‚“no ‚½ symbol) and a scribe. It may be impossible to capture every assumption that people may have about the project, but the project charter should capture as many important ones as is feasible . Ask participants for some assumptions from the case study they think it would be important to document. Write a few on the flipchart and ask them to come up with at least one more for their team ‚ s Project Charter Worksheet.
11:20	Applying the Triple Constraint (5 minutes)
‚	The project objectives and assumptions are two of the most fundamental activities that occur during the writing of the project charter. Another important part of the charter is the statement of project constraints. Constraints are any pre-established requirements that affect how the project is to be completed. Show slide 8-24 as you describe the most common constraints that affect projects: time, cost, and quality/scope. Satisfaction with the third constraint could be defined as meeting the stated requirements for the project, but in any case the third constraint involves the amount of effort put into the project or the number of features delivered. Some people formally refer to these three elements as ‚“the Triple Constraint. ‚½ Others prefer the informal ‚“fast/cheap/good. ‚½ A shoe repair shop owner was reminding customers of the three constraints with his sign that read ‚“Time, Money, Quality: Pick any two. ‚½
‚	As you display Slide 8-25, explain how the Triple Constraint inevitably requires trade-offs. If one constraint changes, one or both of the other two elements must change as well. Ask for examples of such trade-offs the participants may have experienced either in projects or in their own personal experiences. Slide 8-26 illustrates a recommended project artifact, called the Priority Matrix. This simple form requires the project sponsor and stakeholders to agree upon the relative priorities of each of the three constraints and to indicate any specific measurement. Go over the example provided on the slide. At this point, introduce Learning Activity 11-9: Applying the Triple Constraint (chapter 11, page 179) to provide practice in creating a Priority Matrix. Refer to the Project Charter Worksheet section on project constraints, pointing out that the Priority Matrix would become part of the project charter. Ask for any other possible constraints that might be added for the current case study.
‚	Display slide 8-27 and point out that as the initial objectives, assumptions, and constraints become clearer, the project moves into the definition phase.
11:25	Project Stakeholders (10 minutes)
‚	Display slide 8-28 and review the PMBOK Guide definition of the term ‚“stakeholders. ‚½ Ask for comments on each of the four points covered. How broadly can project benefactors be interpreted? (For instance, are there projects that have universal benefits, or are some targeted to just a small group of beneficiaries?) The project requestor and project team are rather obvious candidates for stakeholders, but how often are others affected by projects left out until the project is under way? Are there examples of omissions of stakeholders that have created problems later on? How do participants currently identify potential stakeholders? The checklist on slide 8-29 indicates places to look in identifying stakeholder candidates. The list should make it clearer that most projects have a more far-reaching impact than is usually thought. Getting a good handle on a project ‚ s stakeholders is a key success factor for most projects. Introduce Learning Activity 11-10: Identifying Project Stakeholders (chapter 11, page 180). At the end of the activity, remind participants that the project charter will continue to evolve and undoubtedly new stakeholders will be identified. What is most important is to get an early start so that as many key individuals as possible are kept ‚“in the loop. ‚½
11:35	Project Scope (10 minutes)
‚	Slide 8-30 provides brief definitions of the two main concerns of scope management for projects. Understanding and managing both of these is essential to keeping the project on time and within budget. Ask participants how they typically define scope and manage it in their current projects. What has been particularly helpful? How often has ‚“scope creep ‚½ been a threat to project success?
11:45	Introducing a Product Context Diagram (10 minutes)
‚	One of the powerful tools for defining scope is the Scope (or Context) Diagram. The term ‚“context ‚½ refers to the importance of defining a product or service as the appropriate level. Display slide 8-31 to illustrate the deconstruction of the business areas of a fictitious organization called Widget World. In the example, you are trying to define a system to support sales ‚ either as it currently exists or as it is to be after the project is completed. (One can use Product Context Diagrams for both.) The rest of the deconstruction chart represents areas outside the context of supporting sales, and direct interaction with those areas would be part the context diagram. Display slide 8-32 to illustrate a completed Product Context Diagram and point out the information flows to and from the product in relation to outside areas. Ask how some of the external areas helps define the responsibilities and boundaries of the product. Slide 8-33 shows the components of a Product Context Diagram. There are only four types of symbols used. If time allows, facilitate the creation of a Product Context Diagram for the case study.
11:55	Lunch Break (60 minutes)
12:55 p.m.	Introducing the Project Scope Diagram (10 minutes)
‚	Welcome participants back from lunch as you display slide 8-34. Explain that this slide shows a different kind of scope diagram: that of the project itself. This diagram depicts the main project team at the center, with entities external to the project as rectangles connected to the project by arrows that represent flows to and from the central project team. The symbols used in the Project Scope Diagram are virtually identical to those used in the Product Context Diagram and are shown on slide 8-35. Just as the Product Context Diagram helps define and contain product scope, the Project Scope Diagram is a powerful tool for showing the mutual responsibilities of the project team and those outside the immediate team. Creating a good Project Scope Diagram is one of the first steps in setting and managing expectations throughout the project. If time allows, facilitate the creation of a Project Scope Diagram for the case study.
1:05	Assessing Risk (20 minutes)
‚	Introduce the risk assessment process by pointing out that many of the steps taken so far have helped prevent some of the ‚“gotcha ‚ s ‚½ they identified in their Post-Project Review Preview. The tools and techniques covered so far help address project risks indirectly. Many of the steps taken so far in creating the project charter have helped address potential risks such as unclear mission, scope creep, mistaken assumptions, and failure to agree upon project priorities. It is now time to begin addressing other potential risks through a formal risk management process. All those ‚“gotchas ‚½ from the past have shown us that the better we anticipate problems before they occur, the more likely we ‚ ll be to respond rationally and in ways that have the greatest chance of keeping our projects on track.
‚	Show slide 8-36 to discuss how risks can be identified, ranked by priority, and managed. The slide shows Training Instrument 12-7: Risk Identification Worksheet (chapter 12, page 211) and provides explanations of each of its sections. Go over each of the items in detail, explaining that when we ignore a risk we decide to live with it and hope for the best (not a good idea if it ‚ s a serious threat); and when we eliminate a risk, we generally change our project direction to ‚“ detour ‚½ around it (for instance, we might avoid a technology risk by using a pen-and-paper solution). When we choose to manage a risk, we are making a commitment to take steps to anticipate, help prevent, and implement a contingency plan if the risk actually does take place. In other words, managing a risk costs time and effort ‚ rather like buying insurance. We can ‚ t buy insurance for everything, so we have to carefully give priorities to risks and decide which are the most threatening and seem to warrant the time and effort required to manage.
‚	If we decide to manage a risk, we will take actions that would be logged to the Risk Identification Worksheet. Show slide 8-37 to illustrate Training Instrument 12-8: Risk Priority Worksheet (chapter 12, page 212). The version at the top shows the risks listed in the order identified. The version below shows the risks ranked in the order of priority. We need to remember that risk priorities may change as the project evolves or as circumstances outside the project change. For example, air travel risks are considerably different now than they were a few years ago.
1:25	Project Milestones (5 minutes)
‚	As you display slide 8-38, indicate that at this stage the project phases themselves are useful milestones, but ask if the participants can identify other useful milestones to note in the project charter. Have them add any milestones identified to the milestones section of the Project Charter Worksheet.
1:30	Work Breakdown Structure (10 minutes)
‚	Indicate that we have now arrived at the phase of the project wherein we will create the project plan and schedule. Show slide 8-39 to introduce the concept of the Work Breakdown Structure (WBS). This is accomplished by using a technique of decomposing the project into manageable ‚“ chunks ‚½ that can be estimated, costed, and assigned to team members or outside contractors. Where do these activities come from if you ‚ ve not done a project before? For right now, we ‚ ll use a ‚“bottom up ‚½ approach to identify activities. We can brainstorm steps, gather information from our stakeholders, or consult previous project information. It ‚ s an iterative process. As organizations gain experience over time with similar projects, they generally are able to create project templates based on past projects to get a quick start on identifying activities for their current ones. Show slide 8-40 and discuss the pros and cons of templates. Caution the audience that templates are powerful tools, but that templates should never replace a thorough analysis of current project needs. The template should be a starting point, to be tailored as appropriate.
1:40	RACI Diagrams (5 minutes)
‚	Display slide 8-41 to illustrate a high-level responsibility matrix (also known as a RACI chart). The responsibility matrix is an indispensable tool for communicating various levels of involvement in the project. Discuss the value of having these charts available to others outside of the project, such as the line manager of individuals assigned to the project. Point out how having RACI charts can help manage schedules and let others in the organization know when team members may be required for the project. Ask for one or two activities that might be required for the case study project. For each activity, have participants identify which stakeholders would be included on a RACI chart and whether they would be listed as responsible, accountable, consulted, or informed.
1:45	Planning for Communication (5 minutes)
‚	Display slide 8-42 to introduce the concept of the Two-Floor Rule of project communications. The main premise of the rule is to keep everyone involved in the project up to date at the appropriate level of detail and to be ready at all times to provide information that is relevant to his or her particular role within the organization. You don ‚ t want to focus on the last file server downtime with the CEO unless that truly is the most relevant event at the moment ‚ probably not! Your team needs plenty of project details; your sponsor needs important financial data, updates on risks, and important milestones completed and pending. In order to keep all these levels of detail straight in an already over-burdened project manager ‚ s mind, a formal communication plan is a must. Slide 8-43 illustrates a typical communication plan. In a larger project, each row on the plan might include a paragraph or two of details; but at the very least a grid like the one shown will be an excellent planning tool for organizing project reporting.
1:50	Break (10 minutes)
2:00	Network Diagrams and Critical Path Analysis (10 minutes)
‚	Display slide 8-44 as participants return from break. Having completed the project charter and the Work Breakdown Structure, it is now possible to schedule the project. Indicate that scheduling normally starts by creating a network diagram. Point out that there are two kinds used in developing schedules, the AOA and AON. To illustrate each type of network diagram, show slides 8-45 and 8-46. These two diagrams depict the same network of activities. (By the way, the Gantt chart logo on the bottom of each slide is actually a mapping of the same set of tasks and dependencies.) Point out the definition of critical path on both slides and walk participants through the calculation, making sure everyone follows the logic of why the path is ‚“critical ‚½ to the timely completion of the project. Also make sure they understand where ‚“ slack ‚½ exists on the noncritical path.
2:10	Task Sequencing, Network Diagrams, and Critical Path (25 minutes)
‚	Display slide 8-47 and announce that the first attempt at creating a network diagram and critical path will be for a party to be held at the end of the day. (Note that this is a fictitious party, unless you decide to bring in food and beverages later!) Conduct Learning Activity 11-18: Creating a Network Diagram and Calculating Critical Path for Case Study (chapter 11, page 192). Use slides 8-48 through 8-50 to debrief.
‚	Following the activity, display slide 8-51 and let the participants know that the diagrams included on the preceding slides were created using a project management software tool (Microsoft Project). Reassure them that in real life they might not have to perform all the calculations used in the exercise but that it is highly recommended to have a good grasp of what the software was doing. Far too often, project teams find themselves working with figures whose source they no control over. Project management software is a tool, nothing more.
2:35	Tools and Budget Issues (10 minutes)
‚	Display slide 8-52 and announce that this is the point at which the project moves into the implementation phase. A moment ago, we had mentioned that software tools were useful in assisting with scheduling and managing project. However, it is often possible to achieve equally good results through the use of a few ‚“low-tech ‚½ solutions for project tracking. Such solutions are both easy to implement and easy to understand by those to whom you report progress. They are all of the Two-Floor Rule variety. Show slide 8-53, which illustrates four of the simplest:
‚	Accomplishments and Setbacks. This could certainly be a standard weekly format for even the most overtaxed project team member. Ask what advantages there would be in using such a simple reporting tool for team member and project reporting. Are there any risks in being too simple? What might slip through the cracks? Schedule Milestones. This is a slightly more rigorous reporting tool. Because it is based on comparisons to the original plan, it works quite literally as a tracking tool for projects. It is unblinking in its objectivity and for that reason is highly recommended. Cost-to-Date Milestones. This is the budgetary counterpart of the schedule milestone chart and has similar virtues. There are more sophisticated indicators available such as Earned Value calculations, but, at a minimum, this form can be incredibly useful. Top Five Risks. This shows the current ranking as of the reporting date. Recall that earlier in discussing risks that risks needed reevaluation frequently. Having a regularly scheduled report such as this one can serve as a reminder to revisit and reevaluate identified risks. Point out that in so doing, it was naturally recommended that any new risks be added as well.
‚	Slide 8-54 is another important reminder to stay on top of project scope and priorities of time, cost, and quality. If any of these change, it is almost always a sign of a major shift of project direction and may point to re-estimation of project plans.
2:45	Break (10 minutes)
2:55	Project Execution Simulation (30 minutes)
‚	As participants return from break, display slide 8-55 to preview the transition to project close. However, announce that there is one additional activity that will give everyone another chance to plan and execute a project. The same scoring rules will apply as in the ice-breaker activity. Proceed directly to Learning Activity 11-19: Project Execution Simulation (chapter 11, page 194). (If time allows, you may also expand Learning Activity 11-19 to a 45-minute exercise that also simulates multitasking.)
3:25	Project Closeout (10 minutes)
‚	With slide 8-55 still displayed, tell participants that what they are about to see will look very familiar. Show slide 8-56, revealing the first page of Training Instrument 12-10: Post-Project Review. Remind participants that they built their learning during the day on some of the lessons they learned in Learning Activity 11-4: Post-Project Review Preview. Briefly walk through slides 8-56 through 8-59, pointing out the few differences between this and Handout 11-3 (the preview form). Most notable is the final page, with a place for signatures. Ideally, projects should capture lessons learned by all key participants, and a formal presentation of findings should be a major closure point for the project.
‚	Display slide 8-60 and remind participants that project reviews and project close should always be cause for celebration . Move to slide 8-61 to once again remind everyone that each project provides lessons to make the next projects run more smoothly and have a greater opportunity to succeed as project teams become increasingly adept at project management.
3:35	Personal Action Plans (15 minutes)
‚	Display slide 8-62. Point out that at this point we are about to end the class, but this is just the beginning of what is hoped to be an exciting journey into the mastery of project management skills. This intensive one-day workshop has tried to build onto the participants ‚ previous experiences and allow everyone to share ideas, new tools, and techniques. Each person may have his or her own answer to the question ‚“What ‚ s Next? ‚½ Display slides 8-63 and 8-64 and begin Learning Activity 11-20: Creating a Personal Action Plan (chapter 11, page 198). Conclude with the display of slide 8-65 before moving to the final activity of the day.
3:50	Final Words ‚ Bibliography, Evaluations, Certificates (10 minutes)
‚	Display slide 8-66 and open the floor for final questions, collect evaluations, issue certificates, and point to the bibliography in the back of the materials. If there is interest in any particular item, give your recommendation.
‚	Congratulate everyone on completing the workshop and once again wish them bon voyage on their journey into the world of project management.