BUS574 PROJECT MANAGEMENT

Faculty Information
Instructor: Ron Lachance, PMP
Email: rlachance@Rivier.edu

Course Information

Course Description

Project Management is, the application of knowledge, skills, tools, and techniques to project activities to
meet the project requirements. 1The course is designed using the guidelines for managing projects
contained in A Guide to the Project Management Body of Knowledge (PMBOK Guide), Fifth Edition,
published by Project Management Institute (PMI). PMI is the largest non-profit association for the project
management profession. They develop standards for project, program, and portfolio management. As
stated on the Project Management Institute (PMI) Web Site (www.pmi.org), PMI advances careers,
improves organizational success and further matures the profession of project management through its
globally recognized standards, certifications, resources, tools, academic research, publications,
professional development courses, and networking opportunities.
The Project Management Course is divided into ten (10) Project Management Knowledge Areas
(Integration Management, Scope Management, Time Management, Cost Management, Risk Management,
Quality Management, Procurement Management, Communication Management, Stakeholder
Management, and Human Resource Management) whose processes are performed within the five (5)
Project Management Process Groups (Initiating, Planning, Executing, Monitoring & Controlling, and
Closing).

Required Texts
Please be sure to purchase the stated editions since assignments are predicated on the Sixth Edition of the
textbook and the Fifth Edition of the PMBOK Guide, however used or rented textbooks are fine.

A Guide to the Project Management Body of Knowledge (PMBOK Guide), Fifth Edition, Project
Management Institute. ISBN: 978-1-935589-67-9
Project Management, The Managerial Process (Sixth Edition), Clifford F. Gray & Erik W. Larson,
McGraw-Hill Irwin, New York, N.Y. ISBN: 978-0-07-809659-4

1 A Guide to the Project Management Body of Knowledge (PMBOK Guide), 5 th Edition

Project Management Institute (PMI), Page 5

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OPTIONAL/RECOMMENDED TEXTBOOK:

NOTE: You are encouraged (but not required) to purchase the following PMI Standards. All reference
material can be purchased on the Project Management Institute website www.pmi.org.
Standard for Program Management, PMI Global Standard, Third Edition
ISBN: 978-1-935589-68-6
Standard for Portfolio Management, PMI Global Standard, Third Edition
ISBN: 978-1-935589-69-3
Organizational Project Management Maturity Model (OPM3), Third Edition
ISBN: 978-1-935589-70-9
Practice Standard for Project Risk Management
ISBN: 978-1-933890-38-8

Course Objectives
Course Objective: At the end of this course you will be able to perform project management
activities necessary to properly initiate and plan a project to the customer-desired schedule, within the
customers budget, and meet the customers requirements.
Course Learning Objectives: At the end of the course, you will be able to perform the following
activities that support the Course Objective:
Apply critical thinking skills to define the strategic context of projects, identify those projects that are
aligned with organizational strategic goals, and select the project that provides best value to the
organization.
Describe the five major Project Management Process Group and list the key activities performed
within each Process Group.
List and describe the management processes within each of the ten (10) Project Management Process
Knowledge Areas, and identify which Project Management Process Groups are they performed in.
Apply critical thinking and decision-making skills in performing detailed project planning by defining
stakeholder requirements and developing the Scope Baseline, creating a Work Breakdown Structure
(WBS), converting work activities into a Project Network Diagram, transforming the Project Network
Diagram into the Schedule Baseline, estimating total project cost and creating a Cost Baseline.
Apply critical thinking and decision making skills to identify risks that could adversely impact the
project, develop Risk Reponses for each risk, perform Qualitative and Quantitative Risk Analysis to
assess the potential impact of each risk, and develop a Risk Severity Matrix.
Use effective communication techniques through the development of Case Study responses, the
development of the Kitchen Remodeling Project Presentation Outline, and the presentation of the
outline at the end of the course.

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Methods of Assessment

Homework Assignment
Weekly readings from the textbook and the PMBOK Guide are assigned. You are required to answer
selected end-of-chapter questions or exercises. Your homework assignment will be submitted in Canvas.
There will be six homework assignments during the course, one assignment for the first 6 weeks of the
course. Each assignment is worth 4 grade points.

Case Studies/Discussion Posting

You will be required to read 6 Case Studies during the course, one Case Study for the first 6 weeks. You
will be required to identify the facts presented in the case study, analyze the information, and develop a
response for one of three questions at the end of each Case Study. The best way to analyze a Case Study
is to read the Case Study, write down the facts, assess the facts based on the questions at the end of the
Case Study, and the knowledge youve gained from the textbook, PowerPoint presentation, and the
PMBOK Guide, and craft your responses. Each Case Study is worth 4 grade points.

Synchronous Conferencing
This course will make use of Canvas Conferences three times during the semester. These conferences will
require you to be online at a certain time in the virtual classroom three times during the semester. More
information about synchronous classes and dates and times can be found later in this syllabus, and in the
Canvas course.

Technical Requirements
Please note you will need to have a headset and microphone to fully participate in the synchronous
learning sessions. You may use a web camera if you wish but one is not required. If your computer has
built in microphone and speakers you should test them to ensure they will allow you to fully participate in
the synchronous sessions. The Canvas conference tool uses flash and therefore will not run on an ipad
tablet device but will run on a mac or pc computer.

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Kitchen Remodeling Project
The Class Project will be worth 52 grade points. We will discuss the Class Project extensively
throughout the course.

On the first week of the course, teams will be established. Each team will be required to develop and
present a Project Management Plan that describes how your team will meet the customer requirements to
remodel their kitchen. Each team will be provided the customer-desired requirements for the kitchen on
the first week of the course. All the required information is contained in this Student Guide.
Your team will develop a Kitchen Remodeling PowerPoint presentation using the required slides listed in
the Kitchen Remodeling Presentation Outline. The documentation you provide, and your teams
presentation is to be as realistic as possible. Assistance will be provided to your team All you need to
do is Ask! NOTE: If a question is such that a deficiency was found in the requirements documentation,
the answer to your question will be shared with the rest of teams. However, if your question is regarding
your remodeling plan, the response will be limited to your Team.
Each member of your team will be required to prepare and present a portion of the Kitchen Remodeling
Presentation. The customer has sent your company several e-mails asking for your assistance. Mr. &
Mrs. Plum has also provided your company with their requirements. You need to collect their
requirements, define the scope of the project and develop your Project Management Plan. Each week the
information that is passed on in the lessons will provide your team with enough data to start developing
the Project Management Plan. The Kitchen Remodeling Presentation Outline is located at the end of the
Student Guide.

Monitoring & Evaluation (Grading Policy)

The grades assigned for the weekly Homework Assignments and Case Studies are based on completeness
and accuracy of the responses. Responses need to address the questions with supporting rationale and
facts.

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PERFORMANCE MEASUREMENTS: The grade that I award your Class Project will be based on the
following criteria:
Consider me Mr. Plum. Your teams grade will be based on the confidence I have that the kitchen will be
remodeled to the specifications provided by me and my wife and delivered on the contractually agreed to
date, and is affordable.
The Teams grade will be dependent on the confidence I have that your Team has:
A good command of the program requirements
Translated those requirements into a Scope of Work Summary
Developed a sound schedule that shows the remodeling completed to the desired schedule. Remember
there is an incentive clause in the contract.
A good command of program risks, and mitigation plans for each risk
A detailed cost summary
A list of the subcontractors performing the work and how you plan to manage their work
The information provided is complete, realistic, and informative.

Penalties:
Homework Assignments
Late assignment will be penalized 1 grade point per week that it is late, without prior permission for late
submission
One or more missing assignment at the end of the course will be penalized 1 grade point per missing
assignment. This is in addition to the grade points you lose for not completing the homework
Case Studies
Late responses will be penalized 1 grade point per week the responses to the Case Study is late, without prior
permission for late submission
One or more missing Case Study Responses will be penalized 1 grade point per missing Case Study
Responses. This is in addition to the grade points you lose not providing the Case Study response.

Rating Scale

Grading Weights:
Weekly Homework Assignments: (4 Points per assignment) 24 Points
Weekly Case Studies: (4 Points per Case Study) 24 Points
Class Project 52 Points

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Course Policies

Academic Honesty

Plagiarism and cheating are serious breaches of academic honesty. In general, plagiarism is
defined as the presentation of someone elses work in whatever form: copyrighted material,
notes, film, art work, reports, statistics, bibliographies, and the like, as ones own, and failing to
acknowledge the true source. Quoting word-for-word, or almost so, or using the argumentation
of another source without acknowledging this dependence also constitutes plagiarism. Cheating
is defined as the giving or attempting to give or to receive unauthorized information or
assistance during an examination or in completing an assigned project. Submission of a single
work for two separate courses without the permission of the instructors involved is also a form of
cheating. Rivier expects and encourages all students to contribute to a learning environment of
integrity and honesty.
If students are unsure whether a specific course of action would constitute plagiarism or
cheating, they should consult with their instructor in advance and check their course syllabus.
Penalties for plagiarism and cheating vary with the degree of the offense and may take the form
of the following academic sanctions:
The grade of F for the work in question;
The grade of F for the course;
Notification of the divisional Dean and/or Associate Vice President for Student
Success of the misconduct of the student;
Recommendation that the student be suspended or dismissed from the
University.

Class Attendance

Active participation in an online course is not just logging into the learning management system,
Canvas. Attendance in online courses is determined by active participation of the student
through submitting an academic assignment, taking an exam, engaging in an interactive tutorial
or computer-assisted instruction, attending a study group that is assigned by the instructor,
participating in an online discussion about academic matters, and initiating contact with faculty
members to ask questions about the academic content of the course. Students must log in at
least once a week at a minimum but multiple logins are highly recommended.

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Discussion Board & Forum

When using the Discussion Board for Academic Purposes:

Respond to one of the three questions at the end of the Case Study.
At a minimum, respond to another students postings on a question different from
the question you selected; after all, this is a discussion that is occurring in an on-
line format. To engage in the discussion, read other postings and respond to
them directly.
If other students reply to your posting, respond to their questions or comments.
As you would in a face-to-face conversation, acknowledge the person speaking
to you.
If you dont have anything substantial or constructive to say for your reply, please
do not reply.
Responses like thats nice do not keep the discussion going.
For long responses, attach a document and type a message in the discussion
box indicating what is in the attachment.
Please refer to your instructors specific instructions for Discussion Board
assignments.

Students with Disabilities

Riviers Office of Disability Services (ODS) assists student with documented disabilities in
securing the accommodations they need to achieve academic success. Students with learning
disabilities, ADD/ADHD, physical limitations and medical limitations need only provide clinical or
medical documentation that is current (within three years) and the ODS staff will work with the
student and faculty to ensure reasonable accommodations are available and provided. ODS
staff will maintain contact with students, and faculty, throughout each term and semester to
confirm accommodations are meeting the students needs and to evaluate the effectiveness of
the accommodation. It is incumbent upon the student to self-disclose their disability and to
utilize appropriately the accommodation(s) provided.

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Course Outline
This course is divided into seven weeks referred to as sessions four sessions contain more than one
module and three sessions contain only one module. Please be sure to review each sessions overview
page carefully before beginning your week.

Session Module Topics

1 Project Management Framework
1
2 Project Integration Management
2 3 Project Scope Management
3 4 Project Time Management
4 5 Project Cost Management

6 Project Risk Management

5
7 Project Quality Management

8 Project Procurement Management

6
9 Project Communications Management
10 Project Stakeholder Management
7
11 Project Human Resource Management

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Session 1 :

Module 1: PROJECT MANAGEMENT FRAMEWORK

Learning Objectives
At the end of Module 1, you will be able to:
Define a Project and list its characteristics
List the six (6) project constraints and describe their impact to projects
List and describe the five (5) Project Management Process Groups
Define Portfolio Management, Program Management, and Project Management and describe their
relationships with Organizations Strategic Initiative
Identify and describe the three (3) different Organizational Structures
List the ten (10) Knowledge Areas and their relationship to the five Project Management Process
Groups

Lesson Activities

SESSION 1: READINGS
MODULE BOOK CHAPTER

Project Management, The Chapter 1: Modern Project Management

Managerial Process Chapter 3: Organization: Structure and
(The Textbook) Culture

1 Chapter 1: Introduction
A Guide to the Project
Management Body of Knowledge Chapter 2: Organizational Influences
(PMBOK Guide) and Project Life Cycle
Chapter 3: Project Management
Processes

SESSION 1: HOMEWORK ASSIGNMENT #1

Module BOOK CHAPTER

Chapter 1: Exercise #4a, 4b, 4d

1 The Textbook
Chapter 3: Review Question #7

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SESSION 1: CASE STUDY #1 (Chapter 3)
MOSS and MCADAMS ACCOUNTING FIRM:
This Case Study points out some common issues that occur with matrix organizations.
Sharing personnel between two or more projects can be a compliment to the ability of the
individual or can place the individual in a very difficult position; satisfying two project
managers and a functional manager. Read the Case Study and place yourself in Palmers
shoes when you answer Questions # 1, 2 and 4. (DO NOT Answer Question #3)

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Final Class Project Details

CLASS PROJECT:
You arrive at your office on Monday morning, make yourself a cup of coffee and turn your
laptop on and access your e-mail. After going through several mundane e-mails you come across
an e-mail from Mr. Alfred Plum. He and Mrs. Penelope Plum have a problem in remodeling their
kitchen and they are asking for you to assist them. You read their e-mail below.

From: Alfred Plum

Sent: Monday, 4 January 2016
To: Company X
Subject: Kitchen Remodeling

Good Morning,

My wife and I took on a large project to remodel our kitchen. We began by gutting out the
kitchen and planning the remodeling. However, we realized that this project is too big for us and
too risky. We also dont think we can get it done by ourselves in time for our 40th Wedding
Anniversary celebration on 20 April 2016.

Therefore, we would like to make an appointment with your company to go over our plans and
discuss the possibility of you remodeling our kitchen.

I will be honest and let you know we have requested appointments with several other Kitchen
Remodeling Companies in the area.

Looking forward to hearing from you.

Regards,

Al Plum

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CLASS PROJECT:
You respond to Mr. Plum that you are truly interested in helping him and Mrs. Plum to resolve
their situation, and send them a reply that you would like to meet with them. Mr. Plum responds

From: Alfred Plum

Sent: Wednesday, 6 January 2016
To: Company X
Subject: Kitchen Remodeling

Good Morning,

Thank you for agreeing to meet with us. Friday, 8 January will be fine.

Before we meet I have included some information on our desires and requirements. I will try to
get you some drawings we had done that show what we want in our remodeled kitchen.

During our meeting we can discuss the particulars of the project so you can provide us a
proposal for the project.

Looking forward to meeting with you.

Regards,

Al Plum

CLASS PROJECT:
You meet with Mr. and Mrs. Plum and agree to provide a proposal that meets their requirements.
You agree to provide them with a Kitchen Remodeling presentation with the information they
requested during the meeting. The information they want is located on the last page of this
Student Guide.
The Class Project has now started. It is important that you review the Performance Measurement
in the Methods of Assessment section at the beginning of this Student Guide, and review and get
to know the contents in the Kitchen Remodeling Presentation Outline. 52 grade points is riding
on your knowledge of what has to be presented on the last night of the class.

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 Kitchen Remodeling Requirements
Plans and Permits:
The seller is responsible to obtain all necessary permits from the state and town for the project.
All plans will be reviewed and agreed to by Al and Penelope Plum prior to start of work. The seller
will provide the following documentations.
o A summary of the Scope of Work so we feel confident you understand our requirements
o Work Breakdown Structure (WBS) of all activities to remodel the kitchen*
o Schedule Network Diagram*
o Project Schedule*
o Risk Management Plan**
o Project Cost Breakdown
o Your plan to use subcontractors and how you plan to manage them
Job Site Preparation:
The contractor will ensure temporary protection to the Family Room and the Dining Room from dust
and debris. Both the Family Room and Dining Room have new flooring recently installed. Care needs
to be taken so no damage occurs to the new flooring.
Demolition:
The demolition has already been done. The room is completely empty and the work to remodel is all
that is required for this contract.
Exterior Doors and Windows:
We currently have a small window in the kitchen (2 10 x 32) and would like to enlarge the
window with a Casement Window (35 x 35).
We have wood siding. For cost savings, we would like the external sidings carefully removed and
reused when the new casing window is installed.
Provide and install the new Anderson casement window with exterior casing around the window that
matches the existing exterior trim.
There are no exterior doors involved in this project.
Plumbing:
Install plumbing to accommodate kitchen sink, and garbage disposal.
Provide and install new Franke Stainless Steel D-Shape sink.
Provide and install new Blanco faucet and soap dispenser.
Provide and install Insinkerator ProSS disposal.
Electrical:
Provide and install all electrical connections and outlets per plan.
Provide and install recessed ceiling lighting in a circular pattern that covers the kitchen area

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Drywall:
Provide and install gypsum drywall on outside wall of kitchen. Drywall is to be taped, finished
and sanded.
Patch existing drywall as necessary.
Cabinetry Installation and Carpentry Service:
Install customer selected wall cabinets and base cabinets per plan.
Install customer selected drawers per plan.
Install Cottage Collection hutch per plan.
Ensure that all cabinets are properly leveled, and doors and drawers adjusted for optimum function
and aesthetics.
Countertops and Backsplash:
Provide and install customer selected granite countertops and standard height granite backsplash.
Flooring:
Provide and install underlayment for vinyl sheet flooring in kitchen and laundry room..
Provide and install linoleum flooring per plan.
Clean-Up:
Premises to be left in broom clean condition.
Other Contractual Requirements:
Any changes to the Scope of Work being performed, or to materials specified in this agreement must
be documented on a Change Order, and must be signed by the seller and the buyer.
All plumbing, heating and electrical work shall be performed by licensed subcontractors.
The homeowners shall provide Seller, Sellers employees, and Subcontractors access to the job site
from 7:30AM to 5:30PM Monday through Friday.
The buyers deadline is critical. Should the seller satisfactorily complete the project to the buyers
requirement of five weeks after contract award, the homeowner will award a 6% increase in fee. The
homeowners require Contract Award to occur on18 January 2016.
Exclusions:
The homeowners will be responsible for all interior painting of the kitchen.
The homeowners will be responsible for the installation of all kitchen appliances

* To ensure the Kitchen Remodeling Project does not become overbearing, you will be guided as to the
number of deliverables and key activities to use in creating the Work Breakdown Structure (WBS),
Schedule Network Diagram, and Project Schedule as the course progresses.

** It is also recommended that you select no more than 3 risks to develop the Risk Management Plan

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Module 2: PROJECT INTEGRATION MANAGEMENT
Learning Objectives
At the end of Module 2 you will be able to:
Define Project Integration Management
List and describe the Economic Models for Project Selection
Describe purpose and general content of the Project Charter
List and describe the purpose of the subsidiary plans contained in the Project Management Plan
List the activities a project manager performs within the Direct & Manage Project Work Process
Describe the main purpose of the Monitor & Control Project Work Process
Describe the activities contained within the Perform Integrated Change Control Process
Describe the activities performed within the Close Project or Phase Process Group

Lesson Activities

SESSION 1: READINGS
MODULE BOOK CHAPTER
Chapter 2: Organization Strategy and Project
Selection
The Textbook
2 Appendix 2.1: Request for Proposal (RFP)

PMBOK Guide Chapter 4: Project Integration Management

SESSION 1: HOMEWORK ASSIGNMENT #1

MODULE BOOK CHAPTER
2 The Textbook Chapter 2: Exercise #5

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Session 2

Module 3: PROJECT SCOPE MANAGEMENT

Learning Objectives
At the end of Module 3, you will be able to:
Define Project Scope Management
Describe the methods used to collect requirements
Describe the process to select the final project requirements that define Project and Product scope
Create a Work Breakdown Structure (WBS), and list the contents of the WBS Dictionary
Describe the process to formalize acceptance of the completed project deliverables, and describe the
difference between Validate Scope and Quality Control
Describe the process to monitor project status and effectively manage change to the Project Scope

Lesson Activities

SESSION 2: READINGS
MODULE BOOK CHAPTER
3 The Textbook Chapter 4: Defining the Project

3 PMBOK Guide Chapter 5: Project Scope Management

SESSION 2: HOMEWORK ASSIGNMENT #2

MODULE BOOK CHAPTER
3 The Textbook Chapter 4: Exercise #1

SESSION 2: CASE STUDY #2 (Chapter 4)

Manchester United Soccer Club:
The Case Study requires you to create a Work Breakdown Structure to the third level. As
discussed in this session, you first need to define your deliverables, then decompose those
deliverables to the lowest level of WBS component, called Work Packages. Work Packages
describe the work that needs to be done to produce the deliverable. It is also where the work is
estimated, monitored and controlled. Read the Case Study and respond to Questions # 1, 2 and 4.

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Final Class Project Details

CLASS PROJECT:
You have decided to compete for the Kitchen Remodeling Project. Now you need to develop the
documents that Mr. Plum has listed in his Kitchen Remodeling Requirements, under Plans and
Permits.
This session has provided you with the information on how to collect requirements, select the
requirements that are required for the project, and create a WBS. Your team should have enough
information to create a WBS that will provide the deliverables that will satisfy Mr. and Mrs.
Plums desires for their remodeled kitchen.
Let me help here. I would recommend that the second level elements of the WBS should be; Job
Site Preparation, Window, Plumbing, Electrical, Cabinets, Countertops, and Clean Up.
Decompose these deliverables to three elements per item in level two. That means you will have
18 total work activities to schedule and cost.

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Session 3

Module 4: PROJECT TIME MANAGEMENT

Learning Objectives
At the end of Module 4, you will be able to:
Define Project Time Management
Convert the WBS into project activities, and sequence the activities to create a Schedule Network
Diagram
Estimate the type and number of resources required to perform the project work
Using the Bottom-Up Approach estimate project activity durations, and develop the Schedule
Network Diagram
Given a Schedule Network Diagram, perform a Forward Pass to determine project duration, and
perform a Backward Pass to determine the projects critical path(s)
Convert a Schedule Network Diagram into a Schedule Baseline, and Control the Schedule

Lesson Activities

SESSION 3: READINGS:
MODULE BOOK
4 The Textbook
4 PMBOK Guide
CHAPTER
Chapter 6: Developing a Project Plan
Chapter 8: Scheduling Resources and Costs
Chapter 6: Project Time Management

SESSION 3: HOMEWORK ASSIGNMENT #3

MODULE BOOK CHAPTER
4 Chapter 6: Exercise #14
The Textbook
4 Chapter 8: Review Questions #4 & #6

SESSION 3: CASE STUDY #3 (Chapter 6)

Greendale Stadium Case:
The Case Study requires you to create a Schedule Network Diagram from a list of sequenced
activities. Remember, the trick to creating an accurate Network Diagram is to focus on the
predecessors and link the activities until you have created the Network Diagram. The Technical
Details of the Case Study will assist you in better understanding the process of building a
stadium. Read the Case Study and respond to all three questions.

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Final Project Details

CLASS PROJECT:
You developed a WBS with six deliverables in the second level (Job Site Preparation, Window,
Plumbing, Electrical, Cabinets, Countertops, and Clean Up). You decomposed these deliverables
into three more detailed activities per element in the level 2. Sequence the 18 activities on how
you think the kitchen should be remodeled. Be as realistic as possible in sequencing the
activities.
After sequencing the activities, estimate the duration of each activity. Create the Schedule
Network Diagram containing the 18 activities. Perform a Forward Pass and Backward Pass (to
determine if you meet the required schedule and to identify the Critical Path(s) of the project). If
your schedule does not meet the 20 February 2016 deadline, adjust your Diagram, or review your
time estimates for the activities so you can complete the project in 5 weeks.
Finally, convert the Schedule Network Diagram into a time-phased schedule (GANTT Chart) for
the 18 activities. You will submit the Network Diagram and the resulting schedule as part of
your proposal.

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Session 4

Module 5: PROJECT COST MANAGEMENT

Learning Objectives
At the end of Module 5, you will be able to:
Define Project Cost Management
Describe the different Top-Down and Bottom-Up techniques to cost estimating
Accurately estimate the costs for the project activities and aggregate those costs into the overall
Project Budget
Using the Earned Value Management System (EVMS), calculate Cost and Schedule Variances, and
Cost and Schedule Performance Index, and explain what impact each has on program performance.
Using results of EVMS, analyze cost and schedule variances and develop a Variance Analysis Report.

Lesson Activities

SESSION 4: READINGS:
MODULE BOOK CHAPTER

Chapter 5: Estimating Project Times and Costs

5 The Textbook
Chapter 13: Progress and Performance Measurement
and Evaluation
5 PMBOK Guide Chapter 7: Project Cost Management

SESSION 4: HOMEWORK ASSIGNMENT #4

MODULE BOOK CHAPTER
Chapter 5: Exercise #3
5 The Textbook NOTE: Project WBS located on Page 152 of textbook
Chapter 13: Exercise #7

SESSION 4: CASE STUDY #4 (Chapter 13)

Tree Trimming Project:
This is a good Case Study for Project Cost Management because it is asking you develop a Cost
Baseline (on Wil Fences behalf) to track cost and schedule variance. HINT: The most practical
way to set-up a schedule variance is to use trees in place of money. Covert the tree numbers to
money (dollars) for the cost variance. In other words how many trees can 10 people shear in one
eight hour period? Then convert your answer into planned values for schedule and cost.

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Final Project Details

CLASS PROJECT:
You have a time-phased schedule that you developed from last session. You can now determine
the Project Cost using the process and the table discussed during this session. You need to
convert the calculated project costs and place them in a time-phased schedule to establish the
Cost Baseline. This will assist you in determining what kind of payments do you wish Mr. &
Mrs. Plum to give? Do you want 50% of the cost up front with the remainder at acceptance by
customer of the finished project? Do you want Mr. & Mrs. Plum to make weekly payments? Do
you want Mr. & Mrs. Plum to pay the total amount at customer acceptance of the project, and
finance the project through debt? Your Cost Baseline will help you determine which payment
plan works best for both your company and Mr. & Mrs. Plum.

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Session 5

Module 6: PROJECT RISK MANAGEMENT

Learning Objectives
At the end of Module 6, you will be able to:
List and describe the four major components of the Risk Management Process
List and describe the six types of tools & techniques used to Identify Risks
Perform Qualitative Risk Analysis and create a Risk Severity Matrix
Describe the various techniques used for Data Gathering and Representation and Quantitative Risk
Analysis and Modeling
Describe the strategies for Negative Risks or Threats and Positive Risks or Opportunities
List and describe the tools and techniques used to Control Risks

Lesson Activities

SESSION 5: READINGS
MODULE BOOK CHAPTER
Textbook Chapter 7: Managing Risk
6
(PMBOK Guide Chapter 11: Project Risk Management

SESSION 5: HOMEWORK ASSIGNMENT #5

MODULE BOOK CHAPTER
6 Textbook Chapter 7: Exercise #2

SESSION 5: CASE STUDY #5 (Chapter 7)

Silver Fiddle Construction:
This Case Study is asking you to identify five risks, create a Risk Assessment Table as depicted
in Figure 7.6 in Chapter 7 (after you complete the qualitative risk analysis), and create a Risk
Response Matrix as depicted in Figure 7.8 in Chapter 7. Reading the Project Scope Statement
in the exercise will provide you with information that will assist you in identifying five risks.

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Final Project Details

CLASS PROJECT:
You now have the Scope Baseline, Schedule Baseline, and Cost Baseline developed. Now is the
time to perform the Risk Management Process. Remember, once the baselines are complete, and
you identify the risks to the project and develop Risk Responses, you need to review the Project
Management Plan containing the three baselines to determine if any of the risks impact the Plan,
and if necessary revise the Project Management Plan. Remember, you only need to identify three
risks.

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Module 7: PROJECT QUALITY MANAGEMENT
Learning Objectives
At the end of Module 7, you will be able to:
Define Project Quality Management
Describe the relationships between Quality Management, Quality Assurance, and Quality Contol
List and describe the Seven Basic Quality Tools within the context of Plan, Do, Check, and Act
(PDCA) to solve quality-related problems
List and describe the Quality Management and Control Tools, and describe the importance of Quality
Audits and Process Analysis as components of Quality Assurance
Describe Quality Control, and the importance it has to the success of the project

Lesson Activities

SESSION 5: READINGS
MODULE BOOK CHAPTER
7 PMBOK Guide Chapter 8: Project Quality Management

SESSION 5: HOMEWORK ASSIGNMENT #5

MODULE BOOK CHAPTER
Enter Quality Management Plan in your favorite search engine and look into the
different Web sites.
What is a Quality Management Plan
7 What are the components of the Plan
Is there a difference between quality of the product deliverable and quality of
the processes used to develop the product deliverables? If there is, what
is/are the difference(s)?

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Final Project Details

CLASS PROJECT:
Although Mr. and Mrs. Plum did not ask for a Quality Management Plan, you might want to
include in your proposal how you plan to make sure that the Kitchen Remodeling Project will
meet all of their requirements. What, as a company, are you going to do to ensure your company
complies with all electrical and plumbing codes, the cabinets installed where they should be, and
the right window installed in the right place?

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Session 6

Module 8: PROJECT PROCUREMENT MANAGEMENT

Learning Objectives
At the end of Module 8, you will be able to:
Define Project Procurement Management
Describe the Make-or-Buy Analysis process, and the criteria to select a Make Decision or a Buy
Decision
Describe the difference, and list the advantages & disadvantages, between Fixed-Price, Cost-
Reimbursable, and Time & Material (T&M) contracts
Describe the supplier Proposal Evaluation Technique to select an acceptable and qualified supplier
Describe the Tools & Techniques used during Control Procurements
Describe Procurement Audits and Negotiations, and Record Management System in regards to
Closing Procurements

Lesson Activities

SESSION 6: READINGS
MODULE BOOK CHAPTER
Chapter 12: Outsourcing: Managing Inter-organizational
The Textbook Relations
8
PMBOK Guide Chapter 12: Project Procurement Management

SESSION 6: HOMEWORK ASSIGNMENT #6

MODULE BOOK CHAPTER

8 The Textbook Chapter 12: Review Questions #1, 2, and 6

Syllabus Page 26 of 33
SESSION 6: CASE STUDY #6 (Chapter 12)
The Accounting Software Installation Project:
This Case Study shows typical issues that occur when you have different contractors
working together to produce a product or a service. When you outsource to multiple
contractors, focus on how the performance of one contractor impacts the performance of
the other contractors.
Contractors are reluctant to agree to accept full responsibility for a process if they do not
have control of the entire process. If this situation does occur, there is conditional
statement in the contract to protect the contractor from poor performance of another
contractor. These types of outsourcing scenarios are common, and need to be closely
managed or the result could be the same as the case studya project that is close to
failing.

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Final Project Details

CLASS PROJECT:
You have enough information to complete the last deliverable on Mr. & Mrs. Plums
deliverable list, your plan to use subcontractors and how you plan to manage them.

Next week, you will submit your proposal package for my review, selection of the
winning company, and grading of the proposal package. REVIEW THE
PERFORMANCE MEASUREMENT AGAIN TO MAKE SURE YOU HAVE
ADDRESSED ALL THE PERFORMANCE MEASURES.

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Module 9: PROJECT COMMUNICATION MANAGEMENT
Learning Objectives

At the end of Module 9, you will be able to:

Define Project Communication Management
Describe the process to perform Communication Requirements Analysis
List and describe the elements within Communication Types, Communication Technology,
Communication Models, and Communication Methods
List and describe the Tools and Techniques to manage an effective Communication Program

Lesson Activities

SESSION 6: READINGS
MODULE BOOK CHAPTER
Chapter 4: Defining the Project (Project
The Textbook
Communication Plan - Pages 118-122)
9
PMBOK Guide Chapter 10: Project Communication Management

SESSION 6: HOMEWORK ASSIGNMENT #6

MODULE BOOK CHAPTER

9 The Textbook Chapter 4: Exercise #7*

* Focus on Status Reports, Project Performance (schedule, cost, quality, etc.), issues and risks,
scope changes, change requests, and contractor performance. Consider the frequency of the
communication, the mode of communication, who is responsible for communicating, and who is
the recipient of the communication. Make you response into a table.

Syllabus Page 29 of 33
Session 7

Module 10: PROJECT STAKEHOLDER MANAGEMENT

Learning Objectives
At the end of Module 10, you will be able to:
Define Project Stakeholder Management
List and describe the different Engagement Levels of Stakeholders and Create a Stakeholders
Engagement Assessment Matrix
List and describe the activities to Manage Stakeholder Engagement through Communication
Methods, and Interpersonal & Management Skills
List and describe the Tools & Techniques to Control Stakeholder Engagement
Lesson Activities

SESSION 7: READINGS
MODULE BOOK CHAPTER

Chapter 10: Leadership: Being an Effective Project

The Textbook Manager (Pages 340-344)
10

PMBOK Guide Chapter 13: Project Stakeholder Management

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Module 11: PROJECT HUMAN RESOURCE MANAGEMENT
Learning Objectives
At the end of Module 11 you will be able to:
Define Project Human Resource Management
List and describe the tools & techniques used to Plan Human Resource Management
Describe Pre-assignment, Negotiations, Acquisitions, Virtual Teams, Multi-Criteria Decision
Analysis in regards to acquiring the Project Team
List and describe the tools and techniques that can be effective in developing the Project Team
List and describe the different management tools and techniques available to manage the Project
Team

Lesson Activities

SESSION 7: READINGS
MODULE BOOK CHAPTER
Chapter 10: Leadership: Being an Effective Project
The Textbook Manager
11 Chapter 11: Managing Project Teams

PMBOK Guide Chapter 9: Project Human Resource Management

Syllabus Page 31 of 33
Final Project Details

CLASS PROJECT:
THIS WEEK IS THE WEEK YOUR COMPANY PRESENT THEIR KITCHEN
REMODELING PLAN TO MR. & MRS. PLUMGOOD LUCK! HOPE YOU WIN!!

Syllabus Page 32 of 33
Final Project Details
Kitchen Remodeling Project Presentation Outline
In developing your Project Management Plan you are required to use the following outline
COVER SLIDE:
Title: Kitchen Remodeling Project Management Plan
Date: Based on when Presentation Outline is pressented
1. Project Management Team & Responsibilities:
NO MORE THAN THREE (3) SLIDES
2. Project Scope
Project Description/Objective
Requirements/Deliverables
Limits & Exclusion
NO MORE THAN THREE (3) SLIDES
3. Work Breakdown Structure
Tabular Work Breakdown Structure
Responsibility Matrix
NO MORE THAN THREE (3) SLIDES
4. Project Schedule
Network Analysis <NOT PART OF PRESENTATION, BUT SUBMITTED
WITH PRESENTATION PACKAGE>
Project Schedule
Schedule Analysis
NO MORE THAN THREE (3) SLIDES
5. Risk Management Plan
Project Risks
Risk Mitigation Plans
NO MORE THAN THREE (3) SLIDES
6. Project Cost
List of Contractors and how you will manage them
Cost Summary Matrix
What payment plan will you recommend to Mr. & Mrs. Plum
NO MORE THAN THREE (3) SLIDES

MAXIMUM NUMBER OF SLIDES IS 19 SLIDESTO INCLUDE THE COVER SLIDE

Syllabus Page 33 of 33