Sample Agenda: Two-Day Session


DAY ONE

8:30 a.m.

Welcome and Ice-Breaker for One- or Two-Day Session (25 minutes)

‚  

Display slide 9-1 as participants enter. Welcome them and indicate that you are going to start 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 will take to complete the information-gathering project. They 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 activity, tally scores and proceed to the introductions of the participants, making sure that every member is introduced.

8:55

Introduce Objectives and Agenda (10 minutes)

‚  

Show slides 9-2 through 9-4 and ask the 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 day two.)

‚  

Show slides 9-5 and 9-6 and discuss logistics for start and end times, lunch breaks, and breaks during the morning and afternoon sessions, using a flipchart page to record the information for reference throughout the workshop.

9:05

Defining Project Management (25 minutes)

‚  

Show slides 9-7 and 9-8 to introduce the definition of a project, using the PMBOK definition of ‚“project ‚½ as the starting point. Walk the participants through the chart on slide 9-8 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 such things as documentation or training). Show slide 9-9. 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).

9:30

Break (10 minutes)

9:40

The Nine PMI Knowledge Areas (10 minutes)

‚  

This activity introduces the role of the Project Management Institute in helping to improve the overall practice of project management. Show slide 9-10 and discuss how PMI has identified Nine Knowledge Areas, each containing important project management issues. Use slides 9-11 through 9-19 to briefly expand on each of these areas. (Depending on the audience, you should generally be able to move rather quickly through this material. Indicate that you are highlighting what could easily provide material for an M.B.A.!)

‚  

Show slide 9-20 and indicate that, although the discipline of project management contains a vast array of knowledge, workshop participants have probably already used most, if not all, of the knowledge areas in their previous work on projects.

‚  

Show slide 9-21, and introduce Learning Activity 11-3: Using the Nine Project Management Knowledge Areas (chapter 11, page 162).

9:50

Project Management Life Cycles (10 minutes)

‚  

Show slides 9-22 and 9-23 and indicate that projects typically are organized into phases collectively 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 9-24 and indicate 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 phases ranges from three to five, but there are many exceptions. PMI does not favor any one life cycle model over another.

‚  

Show slide 9-25. (If you already have a life cycle defined, you may want to substitute a slide with it.) 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 use a consistent approach to managing projects within an organization by using a standard life cycle. Help conclude the discussion with slide 9-26, showing that by repeating the life cycle in future projects, project teams are able to apply valuable lessons from earlier projects, much as travelers become more proficient in navigating routes based on their past travels along the same highways. This is why the discussion during project closure of lessons learned is so important.

10:00

Post-Project Review Preview (25 minutes)

‚  

Leave slide 9-26 up 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 also as a way to get everyone ‚“on the same page ‚½ at project launch, using their shared lessons as a foundation of best practices, mistakes to avoid, and risks that need to be managed for the current project.

10:25

Project Selection (10 minutes)

‚  

Show slides 9-27 and 9-28 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 gets to see the light of day. This workshop introduces a couple of commonly used methods of project selection to serve as examples.

‚  

Show slide 9-29 to give some idea of the ways that projects come into being. Some of the ‚“sacred cow ‚½ variety are selected because senior management favors them. Point out that some of the best projects may originate this way, especially when there are strong visionary leaders heading the organization. Other projects get selected because they show strong revenue potential, offer chances to save on expenses, offer better service, or increase competitive edge. Still others are mandated to manage organizational exposure to risk or to respond to new legislation or regulation.

‚  

Slide 9-30 makes the point that projects should be aligned with the stated mission of the business. Use the questions to get participants ‚ responses about some of the examples on the slide ‚ some obviously off base, others borderline at best.

‚  

Slide 9-31 provides some frequently used quantitative methods for selecting projects. Cover each point briefly, emphasizing the ones used most often in your organization. Indicate that participants will have a chance to practice using two examples from the list following the break.

10:35

Break (10 minutes)

10:45

Weighted and Unweighted Criteria (20 minutes)

‚  

Show slide 9-32, which shows a generalized form for computing weighted criteria. Indicate that for project selection, the cells across the top are for projects under consideration and the cells along the left side are for selection criteria. The second column is for entering scoring weights from 1 to 5, with 5 meaning most important, for each criterion. The small boxes in the upper-left corner of each cell of the matrix are for each project ‚ s score for a criterion, and the main portion of each cell of the matrix is for entering the weight times the score. Show slide 9-33 as an example of a completed weighted criteria scoring grid and make sure participants follow the method of computing each project ‚ s score.

‚  

Show slide 9-34 and explain that the unweighted criteria grid is very similar except that every criterion gets equal weight. The example, in fact, uses the same scores as the preceding slide but omits the weight.

‚  

Introduce Learning Activity 11-5: Weighted and Unweighted Selection Criteria (chapter 11, page 172) to give participants some hands-on experience using the two models.

11:05

Using Forced-Pair Comparisons (20 minutes)

‚  

Show slide 9-35 and indicate that forced-pair comparisons are valuable tools for ranking many kinds of items by priority, ranging from candidate projects to vacation destinations. Reassure the participants that the form, though daunting in appearance, is quite easy to use once they understand the process. Display slide 9-36 and discuss the six steps briefly before moving on to the example, starting with slide 9-37. Point out that the example here uses only seven items and that there is no rule about how many or how few items can be given priorities with the tool. (Obviously, lists of more than 10 items will require a larger grid.) Complete the demonstration by displaying slide 9-39, which shows the list with priorities shown. After showing slide 9-40, begin Learning Activity 11-6: Using Forced-Pair Comparisons (chapter 11, page 174).

‚  

At the end of this activity, indicate that this brings the workshop to the project definition phase, which will begin with the creation of the project charter.

11:25

Chartering the Project (15 minutes)

‚  

Display slides 9-41 and 9-42 to introduce the project charter. Emphasize that the charter is the document that gives approval for the project to proceed, based on the information it contains. Show slide 9-43 and emphasize that the charter is a communication tool and should provide the reader with a good grasp of what the project is about.

‚  

Show slide 9-44 and briefly describe each of the bullet points. Comment that the charter is an evolving document and that certain elements are likely to be updated as the project progresses, each time with any approved changes. Slide 9-45 shows a copy of Training Instrument 12-4: Project Charter Worksheet. (If your organization has a similar template, substitute it and adapt the following discussion points as needed.)

11:40

Introduction to the Case Study (20 minutes)

‚  

Still referring to slide 9-44, compare the completion of the charter to a scavenger hunt that requires 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). Before breaking for lunch, ask participants to keep their partially completed Project Charter Worksheets, which you will help them expand upon when they return. Noon Lunch Break (60 minutes)

1:00 p.m.

Writing SMART objectives (20 minutes)

‚  

With slide 9-45 still displaying, welcome back the participants from the lunch 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 9-46. Describe SMART objectives, covering each of the five elements:

‚  
  1. Objectives should be stated in terms that include some quantitative target for the end product.

  2. There should be some way of actually testing whether the stated target has been met.

  3. The desired objective must be one that is actually possible to achieve within the time and cost parameters provided.

  4. The desired objective should relate directly to the organization ‚ s business needs and stated mission.

  5. The boundaries for completion date of the desired objective should be either a specific date or time or an ‚“offset ‚½ from the beginning of the project. (For example, ‚“must be completed within five months of project launch. ‚½)

‚  

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.

1:20

Stating Assumptions (10 minutes)

‚  

Slide 9-47 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 people may have about the project, but the project charter should capture as many important ones as is feasible . Ask participants for some assumptions for the case study that they think 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.

1:30

Applying the Triple Constraint (15 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 9-48 as you describe the most common constraints that affect projects: time, cost, and quality or 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 9-49, 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 that the participants may have experienced either in projects or in their own personal experiences.

‚  

Slide 9-50 illustrates a recommended project tool: 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 9-51 and point out that as the initial objectives, assumptions, and constraints become clearer, the project moves into the definition phase.

1:45

Project Stakeholders (15 minutes)

‚  

Slide 9-52 gives the PMBOK Guide definition of the term ‚“stakeholders. ‚½ Ask for comments on each of the four points covered. How broadly can project benefactor 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 more obvious candidates for stakeholders, but how often are others affected by projects left out until the project is under way? Ask participants for examples of stakeholder omissions that have created problems and how they currently identify potential stakeholders.

‚  

Slide 9-53 gives a checklist of 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. Make certain everyone understands how the roles listed on the slide might be stakeholders in a project. The main point is that the array of stakeholders is much broader than most people think and that it ‚ s important to identify those who need to be involved as early as possible in order to avoid misunderstanding and missed project requirements.

‚  

Use Slide 9-54 to introduce Learning Activity 11-10: Identifying Project Stakeholders (chapter 11, page 180). At the end of the activity, remind participants that the charter will continue to evolve and undoubtedly new stakeholders will be identified. What is most important is to get an early start so as many key individuals as possible are kept ‚“in the loop. ‚½

2:00

Break (10 minutes)

2:10

Encouraging Positive Stakeholder Participation (20 minutes)

‚  

Emphasize that constructive stakeholder involvement is one of the key success factors for projects. It will be important to manage stakeholder expectations throughout the project, but ‚ just as important ‚ it will be important to set expectations for stakeholder participation. Learning Activity 11-11: Project Stakeholder Good Twins and Evil Twins (chapter 11, page 181) addresses this issue. At the end of the activity, ask participants whether they would be comfortable defining stakeholder roles in the project charter. Ask if they have model descriptions available from previous projects that might be helpful if they needed to write such descriptions.

2:30

Defining Project Scope (10 minutes)

‚  

Slide 9-55 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. Ask them what has been particularly helpful in managing scope and how often ‚“scope creep ‚½ has been a threat to project success.

2:40

Creating a Product Context Diagram (30 minutes)

‚  

One of the most 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 at the appropriate level. Display slide 9-56 to illustrate the composition 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 chart represents areas outside the context of supporting sales, so direct interaction with those areas would be part of the context diagram. Display slide 9-57 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 help define the responsibilities and boundaries of the product. Slide 9-58 shows the components of a Product Context Diagram. Point out that only four types of symbols are used.

‚  

Return to slide 9-56 and begin Learning Activity 11-12: Creating a Product or Service Context Diagram (chapter 11, page 183).

3:10

Break (10 minutes)

3:20

Creating the Project Scope Diagram (20 minutes)

‚  

Slide 9-59 shows a different kind of scope diagram, one for the project itself. This diagram depicts the main project at the center of the diagram, with entities external to the project as rectangles connected to it by arrows representing flows to and from the central project team. The symbols used in the Project Scope Diagram are nearly identical to those used in the Product Context Diagram and are shown on slide 9-60. Just as the Product Context Diagram helps define and contain product scope, the Project Scope Diagram is a powerful tool for showing the respective 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.

‚  

Use Learning Activity 11-13: Creating a Project Scope Diagram (chapter 11, page 184) to give participants a chance to apply their learning to the case study. After the activity, make it a point to commend the group for getting through some rather heady topics at the end of a long day.

3:40

Wrap-Up of Day One (20 minutes)

‚  

Assure the participants that they are nearly finished with the project definition stage. Point out that many of the steps taken so far have helped prevent some of the ‚“gotchas ‚½ they identified in their post-project review preview. The tools and techniques covered so far help address project risks indirectly. Starting in day two, they will learn how to perform a formal risk assessment in order to even better manage threats to project success.

‚  

End the day by having participants jot down three or four of the most important new ideas they ‚ ve obtained during the day and use a Koosh ball or other means to circle the room and have each member of the audience share something he or she learned.

DAY TWO

8:30 a.m.

Greeting and Review (15 minutes)

‚  

Welcome participants back for day two. Begin by informally reviewing the key materials from the preceding day. On a flipchart, aid the group in recalling the Nine PMI Knowledge Areas.

‚  

Then quickly review the phases of the life cycle used in the workshop (depending on the model you ‚ ve decided to use). Ask for three selection tools used in the previous day (forced-pair, weighted, and unweighted scores). Finally, facilitate a brief discussion of the purpose of the project charter. Refer them to their copies of Training Instrument 12-4: Project Charter Worksheet (chapter 12, page 207) to determine the items that still remain to be addressed.

8:45

Project Milestones (5 minutes)

‚  

Indicate that at this stage the project phases themselves are useful milestones, but ask if the participants can identify any other useful milestones to note in the project charter at this time. Have them add any milestones identified to that section of the Project Charter Worksheet.

8:50

Assessing Risk (40 minutes)

‚  

Many of the steps taken so far in creating the project charter have helped to address such potential risks as unclear mission, scope creep, mistaken assumptions, and failure to agree on 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 9-61 to discuss how risks can be identified, given priorities, 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). When we eliminate a risk, we generally change our direction to ‚“ detour ‚½ around it (for instance, we might avoid a technical 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 examine risks to decide which ones are the most threatening and must be managed. If we decide to manage a risk, we will take actions that would be logged to the Risk Identification Worksheet.

‚  

Show slide 9-62 to illustrate Training Instrument 12-8: the 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.)

‚  

Display slide 9-63 to introduce Learning Activity 11-14: Managing Project Risk (chapter 11, page 186). At the end of the activity, indicate that the project charter is complete except for the communication plan, which we will defer until we have initiated the project plan, in order to address all of the areas to be included in project communications.

9:30

Break (10 minutes)

9:40

Work Breakdown Structure (35 minutes)

‚  

Display slide 9-64 as participants return from the break. Indicate that we have now arrived at the phase of the project in which we will create the project plan and schedule. Show slide 9-65 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 used to estimate durations, costs, and for assigning work to project team members or outside contractors. The two most common divisions are by project phase or product component. Show slide 9-66 to illustrate a WBS based on project phases. Slide 9-67, on the other hand, shows a large construction project that is deconstructed into major components. Point out that even the breakdowns on this slide are still at much too high a level for estimating and that further deconstruction would be necessary. Slide 9-68 defines Work Package as a lowest level of the WBS for a project. The Work Package may be divisible into lower-level activities, but those will usually be estimated separately as a subproject . The total estimates will then be reported back to the original project for estimating the main project.

‚  

Show slide 9-69 to explain that project activities can come initially either from higher level WBSs or can be done from the ‚“bottom up ‚½ and then organized into logical groupings to create a WBS. At this point, introduce Learning Activity 11-15: Creating a Work Breakdown Structure (WBS) (chapter 11, page 188) to provide practice brainstorming and organizing activities into a WBS.

‚  

As organizations gain experience over time with similar projects, they generally are able to create project templates based on past projects in order to get a quick start on identifying activities for their current ones. Show slide 9-70 and discuss the pros and cons of templates. Caution the audience that templates are powerful tools but that they should never replace a thorough analysis of current project needs. The template should be a starting point, to be tailored as appropriate.

10:15

RACI Diagrams (15 minutes)

‚  

Display slide 9-71 to illustrate a high-level responsibility matrix (also known as a RACI diagram). The responsibility matrix is an indispensable tool for communicating various levels of involvement in the project. Have teams select four or five activities from their WBSs and determine who might be included on a full-blown RACI diagram. Discuss the value of having these charts available to others outside the project, such as the line manager of individuals assigned to the project. Point out how having RACI diagrams can help manage schedules and let others in the organization know when team members may be required for the project.

10:30

Planning for Communication (20 minutes)

‚  

Show slide 9-72 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. Show slide 9-73 to illustrate a typical example of a communication plan. Indicate that the participants may want to further detail each row on the plan in a paragraph or two, but at the very least they should consider using a grid like the one shown to organize their reporting. Introduce Learning Activity 11-16: Planning Project Communications(chapter 11, page 189) to provide practice in creating a communication plan.

10:50

Break (10 minutes)

11:00

Network Diagrams and Critical Path Analysis (15 minutes)

‚  

Display slide 9-74 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. Show slide 9-75 and point out that two kinds of activities are used in developing schedules: the Activity on Arrow (AOA) and Activity on Node (AON). To illustrate each type of network diagram, show slides 9-76 and 9-77. These 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 completion of the project. Also make sure they understand where ‚“ slack ‚½ exists on the noncritical path.

11:15

Task Sequencing, Network Diagrams, and Critical Path (Party Exercise) (40 minutes)

‚  

Display slide 9-78 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 11-17: Creating a Network Diagram and Calculating Critical Path (Party Exercise) (chapter 11, page 190).

‚  

Following the activity, display slide 9-82 and let the participants know that the diagrams included on the 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 that they have a good grasp of what the software does. Far too often, project teams find themselves working with cost and schedule figures without understanding how they were derived. Project management software is a tool, nothing more. In order to further reinforce project scheduling concepts, everyone will have a chance after lunch to create a network diagram of the activities he or she created for the WBS in Learning Activity 11-15.

11:55

Lunch Break (60 minutes)

12:55 p.m.

Creating a High-Level Network and Critical Path for the Case Study (60 minutes)

‚  

As participants return from lunch, redisplay slide 9-79 as a model for the calculations to be performed in Learning Activity 11-18: Creating a Network Diagram and Calculating Critical Path for Case Study (chapter 11, page 192). Introduce the activity. Leave ample time at the end of the activity to debrief and share insights obtained in working through the activity. Ask participants if it gave them a better sense of how project schedules worked. See if they think that now that they understand the underlying principles they would be able to use a tool such as Microsoft Project to track and make changes.

‚  

Prior to the break, indicate that this concludes the planning phase of the project. Note that in addition to the plan itself, they already have determined how they were going to report progress, how they could manage risk, who was responsible for what tasks, and almost all areas of concern for managing a project. After the break, they will briefly examine some new tracking tools and then participate in one final project execution simulation.

1:55

Break (10 minutes)

2:05

Tools and Budget Issues (20 minutes)

‚  

Display slide 9-83 as participants return from break. Before the break, there had been a discussion of project management software. Now it would be worthwhile to look at a few ‚“low-tech ‚½ solutions to tracking projects. All four of these tools are easy to implement and easy for those to whom you report progress to understand. They are all of the Two-Floor Rule variety. Show slide 9-84, the simplest of all reporting mechanisms. This could certainly be a standard weekly format for even the most overtaxed project team member. Ask what the advantages would be in using such a simple reporting tool and whether there are any risks in being too simple. Discuss what might slip through the cracks with this simple a tool.

‚  

Slide 9-85 presents a slightly more rigorous reporting tool. Because it is based on comparisons to the original plan, it works quite literally as a tracking tool. It is unblinking in its objectivity and for that reason is highly recommended.

‚  

Slide 9-86, the budgetary counterpart of the schedule milestone chart, has similar virtues. More sophisticated indicators are available, such as Earned Value calculations, but, as a minimum, this form can be incredibly useful.

‚  

Slide 9-87 reports the top five risks as of the reporting date. Recall that risks need frequent reevaluation . Using a regularly scheduled report such as this can serve as a reminder to revisit and reevaluate the risks that were identified in the planning process. Point out that new risks should be added during reevaluation.

‚  

Slide 9-88 is another important reminder to stay on top of project scope and the 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 a reestimation of project plans.

2:25

Project Execution Simulation (45 minutes)

‚  

The activity to follow gives everyone another chance to plan and execute a project. The same scoring rules will apply as day one ‚ s first learning activity. However, this time there will be greater complexity in the project. Most project team members are involved in some form of multitasking or another, and Learning Activity 11-19: Project Execution Simulation (chapter 11, page 194) will help simulate the effect of multitasking on project team efficiency. Let participants know that the simulation will be followed by a short break and then proceed directly to the learning activity.

3:10

Break (10 minutes)

3:20

Project Management Training Close (10 minutes)

‚  

When participants return from break, display slide 9-89. Tell them that what they are about to see will look very familiar. Show slide 9-90, revealing the first page of Training Instrument 12-10: Post-Project Review (chapter 12, page 214). Remind participants that they built their learning over the past two days on some of the lessons they captured in Learning Activity 11-4: Post-Project Review Preview. Briefly walk through slides 9-90 through 9-93, pointing out the few differences between this and Handout 11-3: Post-Project Review Preview (chapter 11, page 166). Most notable is the final page, which contains a place for signatures. Ideally, projects should capture the lessons learned by all key participants and a formal presentation of findings as a major closure point for the project. Display slide 9-94 and point out that ‚“Celebrate Successes ‚½ is not only recommended but ought to be mandatory. Each time through the process leads to further improvement. This is why the concept of continuous improvement has become an important part of the project management life cycle.

3:30

Project Management Maturity Model (5 minutes)

‚  

Display slide 9-95. One of the means for introducing continuous improvement is the Project Management Maturity Model (PMMM). Show slide 9-96 and give examples of organizational behavior at each level of maturity. Ask participants to do a quick mental check of where they are in the model and whether they are taking steps to improve. The fact that they are in this workshop is evidence of work toward attaining shared understandings. Some of the templates introduced are certainly signs pointing toward Level Three. Ask what else would be needed.

‚  

Show slide 9-97, which makes the promise of true project management magic: breaking the Triple Constraint through better, more efficient, repeatable processes.

3:35

Personal Action Plans (15 minutes)

‚  

Display slide 9-98. Point out that although you are about to end the class, this is just the beginning of what will be an exciting journey into the mastery of project management skills. Explain that the past two days helped build on previous experiences and allowed everyone to share ideas and practice a few new tools and techniques and that each person may have his or her own answers to the question to ‚“what ‚ s next? ‚½ Display slide 9-99 and begin Learning Activity 11-20: Creating a Personal Action Plan (chapter 11, page 198). Conclude with the display of slide 9-101 before moving to the final activity of the day.

3:50

Final Words ‚ Bibliography, Evaluations, Certificates (10 minutes)

‚  

Display slide 9-102 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 wish them bon voyage on their journey into the world of project management.




Project Management Training
Project Management Training (ASTD Trainers Workshop)
ISBN: 1562863649
EAN: 2147483647
Year: 2004
Pages: 111

flylib.com © 2008-2017.
If you may any questions please contact us: flylib@qtcs.net