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Project 17 Management McGraw-Hill/Irwin Copyright 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Learning Objectives Discuss the behavioral aspects of projects in terms of project personnel and the project manager. Discuss the nature and importance of a work breakdown structure in project management. Give a general description of PERT/CPM techniques. Construct simple network diagrams. 17-2 Learning Objectives List the kinds of information that a PERT or CPM analysis can provide. Analyze networks with deterministic times. Analyze networks with probabilistic times. Describe activity crashing and solve typical problems. 17-3 Projects JAN Build A A Done Build B B Done Build C C Done Build D Ship On time! FEB MAR APR MAY JUN Unique, one-time operations designed to accomplish a specific set of objectives in a limited time frame. 17-4 Project Management How is it different? Limited time frame Narrow focus, specific objectives Less bureaucratic Why is it used? Special needs Pressures for new or improves products or services 17-5 Project Management What are the Key Metrics Time Cost Performance objectives What are the Key Success Factors? Top-down commitment Having a capable project manager Having time to plan Careful tracking and control Good communications 17-6 Project Management What are the Major Administrative Issues? Executive responsibilities Project selection Project manager selection Organizational structure Organizational alternatives Manage within functional unit Assign a coordinator Use a matrix organization with a project leader 17-7 Project Management What are the tools? Work breakdown structure Network diagram Gantt charts Risk management 17-8 Planning and Scheduling Gantt Chart Locate new facilities Interview staff Hire and train staff Select and order furniture Remodel and install phones Move in/startup MAR APR MAY JUN JUL AUG SEP OCT NOV DEC 17-9 Key Decisions Deciding which projects to implement Selecting a project manager Selecting a project team Planning and designing the project Managing and controlling project resources Deciding if and when a project should be terminated 17-10 Project Manager Responsible for: Work Human Resources Communications Quality Time Costs 17-11 Ethical Issues Temptation to understate costs Withhold information Misleading status reports Falsifying records Comprising workers safety Approving substandard work 17-12 Project Life Cycle Feasibility Management Concept Planning Execution Termination 17-13 Figure 17.2 Work Breakdown Structure Project X Level 1 Level 2 Level 3 Level 4 17-14 PERT and CPM PERT: CPM: Program Evaluation and Review Technique Critical Path Method Graphically displays project activities Estimates how long the project will take Indicates most critical activities Show where delays will not affect project 17-15 The Network Diagram Network (precedence) diagram diagram of project activities that shows sequential relationships by the use of arrows and nodes. Activity-on-arrow (AOA) a network diagram convention in which arrows designate activities. Activity-on-node (AON) a network diagram convention in which nodes designate activities. Activities steps in the project that consume resources and/or time. Events the starting and finishing of activities, designated by nodes in the AOA convention. 17-16 The Network Diagram (cont d) Path Sequence of activities that leads from the starting node to the finishing node Critical path The longest path; determines expected project duration Critical activities Activities on the critical path Slack Allowable slippage for path; the difference the length of path and the length of critical path 17-17 Project Network Activity on Arrow Figure 17.4 AOA Locate facilities Order furniture 4 Furniture setup 2 Remodel 1 Interview 5 Move in 6 3 Hire and train 17-18 Project Network Activity on Node Figure 17.4 Order furniture Locate facilities 2 Furniture setup AON 1 Remodel 6 Move in S Interview and Hire train 5 7 3 4 17-19 Network Conventions a c b a b c a c b a c Dummy activity b d 17-20 Time Estimates Deterministic Time estimates that are fairly certain Probabilistic Estimates of times that allow for variation 17-21 Figure 17.5 Deterministic time estimates 8 weeks te ca ies Lo ilit fac In Example 1 6 weeks r rde ure O it urn f Rem ode l 11 weeks 4 re nitu Fu r p u set 2 3 weeks 1 5 an e d in ra t Move in 1 week 6 te rv i 4 weeks ew Hi r 9 weeks 3 17-22 Example 1 Solution Critical Path P a th 1 -2 -3 -4 -5 -6 1 -2 -5 -6 1 -3 -5 -6 L e n g th (w e e k s ) S la c k 2 0 6 18 20 14 17-23 Computing Algorithm Network activities ES: early start EF: early finish LS: late start LF: late finish Used to determine Expected project duration Slack time Critical path 17-24 Probabilistic Time Estimates Optimistic time Time required under optimal conditions Pessimistic time Time required under worst conditions Most likely time Most probable length of time that will be required 17-25 Figure 17.8 Probabilistic Estimates Beta Distribution to Activity start Optimistic time tm te tp Pessimistic time Most likely time (mode) 17-26 Expected Time te to + 4tm +tp = 6 te = expected time to = optimistic time tm = most likely time tp = pessimistic time 17-27 Variance 2 (tp to)2 = 36 2 = variance to = optimistic time tp = pessimistic time 17-28 Example 5 Optimistic time Most likely time Pessimistic time -4 -3 1a 3-4-5 d 2-4-6 b 3-5-7 e 4-6-8 h 5-7-9 f -6 -4 i 3 5 32- c 6 32- g 17-29 Example 5 Time Estimates Tabc = 10.0 Tdef = 16.0 Tghi = 13.50 83 2. a 4.00 d 4.00 b 5.0 e 6.0 h 17 3. c 7.0 f 17 4. i 33 3. g 17-30 Path Probabilities Specified time Path mean Z= Path standard deviation Z indicates how many standard deviations of the path distribution the specified tine is beyond the expected path duration. 17-31 Example 6 17 Weeks 1.00 a-b-c 10.0 Weeks d-e-f 16.0 1.00 g-h-i 13.5 Weeks Weeks 17-32 Time-cost Trade-offs: Crashing Crash shortening activity duration Procedure for crashing Crash the project one period at a time Only an activity on the critical path Crash the least expensive activity Multiple critical paths: find the sum of crashing the least expensive activity on each critical path 17-33 Figure 17.11 Time-Cost Trade-Offs: Crashing Total cost Expected indirect costs Shorten Cumulative cost of crashing Optimum CRASH Shorten 17-34 Example 7 6 a 10 b 2 f 4 d 9 e 5 c 17-35 Advantages of PERT Forces managers to organize Provides graphic display of activities Identifies 4 2 1 5 6 Critical activities Slack activities 3 17-36 Limitations of PERT Important activities may be omitted Precedence relationships may not be correct 4 Estimates may include a fudge factor May focus solely on critical path 1 2 5 142 weeks 3 6 17-37 Goldratt s Critical Chain Goldratt s insight on project management Time estimates are often pessimistic Activities finished ahead of schedule often go unreported With multiple projects, resources needed for one project may be in use on another 17-38 Project Management Software Computer aided design (CAD) Groupware (Lotus Notes) CA Super Project Harvard Total Manager MS Project Sure Track Project Manager Time Line 17-39 Advantages of PM Software Imposes a methodology Provides logical planning structure Enhances team communication Flag constraint violations Automatic report formats Multiple levels of reports Enables what-if scenarios Generates various chart types 17-40 Project Risk Management Risk: occurrence of events that have undesirable consequences Delays Increased costs Inability to meet specifications Project termination 17-41 Risk Management Identify potential risks Analyze and assess risks Work to minimize occurrence of risk Establish contingency plans 17-42 Summary Projects are a unique set of activities Projects go through life cycles PERT and CPM are two common techniques Network diagrams Project management software available 17-43
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Kent State >> MIS >> 34064 (Spring, 2008)
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Kent State >> MIS >> 34064 (Spring, 2008)
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Kent State >> CTTE >> 36014 (Spring, 2008)
\"Ode to the Spell Checker!\" Eye halve a spelling chequer It came with my pea sea It plainly marques four my revue Miss steaks eye kin knot sea. Eye strike a key and type a word And weight four it two say Weather eye am wrong oar write It shows me s...
Kent State >> CTTE >> 36014 (Spring, 2008)
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Kent State >> CTTE >> 45377 (Summer, 2008)
Guide for Licensing Candidates for Career-Technical and Adult Education in Ohio Ohio Department of Education Office of Career-Technical and Adult Education 25 South Front Street, 6th Floor, Mail Stop 602 Columbus, Ohio 43215-4183 (614) 466-3430 phon...
Kent State >> CTTE >> 46015 (Summer, 2008)
Guide for Licensing Candidates for Career-Technical and Adult Education in Ohio Ohio Department of Education Office of Career-Technical and Adult Education 25 South Front Street, 6th Floor, Mail Stop 602 Columbus, Ohio 43215-4183 (614) 466-3430 phon...
Kent State >> CTTE >> 55377 (Summer, 2008)
Guide for Licensing Candidates for Career-Technical and Adult Education in Ohio Ohio Department of Education Office of Career-Technical and Adult Education 25 South Front Street, 6th Floor, Mail Stop 602 Columbus, Ohio 43215-4183 (614) 466-3430 phon...
Kent State >> CTTE >> 45377 (Summer, 2008)
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Kent State >> CTTE >> 46015 (Summer, 2008)
PHILOSOPHY OF INDUSTRIAL EDUCATION/VOCATIONAL EDUCATION Philosophical Foundations Many people would prefer to ignore philosophy and focus entirely on \"practical\" aspects of education. Without some philosophical foundation, however, we would find ours...
Kent State >> CTTE >> 55377 (Summer, 2008)
PHILOSOPHY OF INDUSTRIAL EDUCATION/VOCATIONAL EDUCATION Philosophical Foundations Many people would prefer to ignore philosophy and focus entirely on \"practical\" aspects of education. Without some philosophical foundation, however, we would find ours...
Kent State >> CTTE >> 45377 (Summer, 2008)
STATISTICS FOR THE SIMPLE* MEDIAN - that which signs on the highway tell you to keep off the. FORMULAS FOR THE MEAN - How-to-do-ityourself books on vandalism, theft, and murder. Also, some segments of the Watergate hearings. MEAN SQUARE - Central Par...
Kent State >> CTTE >> 46015 (Summer, 2008)
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Kent State >> CTTE >> 55377 (Summer, 2008)
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Kent State >> CTTE >> 45377 (Summer, 2008)
In Defense of Elitism By William A. Henry III BOOK EXCERPT Time Magazine, August 29, 1994 William A. Henry III who died in June at age 44, was Times then theater critic, but he also wrote many stories about American society. In the weeks before his d...
Kent State >> CTTE >> 46015 (Summer, 2008)
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Kent State >> CTTE >> 55377 (Summer, 2008)
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Kent State >> CTTE >> 45377 (Summer, 2008)
Economic, Sociological, and Psychological Foundations This study will reveal practical and relevant foundations for vocational/technical education and how each impacts our society. In this lesson, we will examine some of the economic foundations of o...
Kent State >> CTTE >> 46015 (Summer, 2008)
Economic, Sociological, and Psychological Foundations This study will reveal practical and relevant foundations for vocational/technical education and how each impacts our society. In this lesson, we will examine some of the economic foundations of o...
Kent State >> CTTE >> 55377 (Summer, 2008)
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Kent State >> CTTE >> 45377 (Summer, 2008)
Effective Teaching by Harry and Rosemary Wong How a Good University Can Help You Sarah Jones left her home in San Jose, California in search of the best university to prepare her for being a teacher and went to Western Kentucky University in Bowling...
Kent State >> CTTE >> 46015 (Summer, 2008)
Effective Teaching by Harry and Rosemary Wong How a Good University Can Help You Sarah Jones left her home in San Jose, California in search of the best university to prepare her for being a teacher and went to Western Kentucky University in Bowling...
Kent State >> CTTE >> 55377 (Summer, 2008)
Effective Teaching by Harry and Rosemary Wong How a Good University Can Help You Sarah Jones left her home in San Jose, California in search of the best university to prepare her for being a teacher and went to Western Kentucky University in Bowling...
Kent State >> CTTE >> 45377 (Summer, 2008)
Developing Evaluation Systems Performance Evaluations Developing Performance Evaluation Tests Principles of Evaluation Evaluation is: - a continuous process - part of the learning process - an indicator of reteaching need - a basis for recording wo...
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