COLORADO TECHNICAL UNIVERSITY

 

MANAGEMENT DEPARTMENT

 

MPM 610

Schedule & Cost Control Techniques

 

COURSE SYLLABUS

 

 

Professor: Dr. Mendi Mullett

E-Mail: classworx@hotmail.com

 

 

 

 

 

VERSION 2.0, July 2003

Table Of Contents

 

SUBJECT	SECTION
Course Description	1
Course Goals & Objectives	2
Course Methods	3
Text & References	4
Criteria For Evaluation	5
General Course Policies	6
Instructor Information	7
Course Outline	8
Explanation of Course Requirements	9

 

 

MPM 610 COURSE DATA:

 

1. Course Title: Schedule and Cost Control Techniques
2. Course Number: MPM 610
3. General prerequisite: MPM 600 or MPM 605 (or experience)
4. Credit: 4 Credit Hours
5. Professor: Dr. Mendi Mullett (classworx@hotmail.com)

 

I. COURSE DESCRIPTION:

 

This course emphasizes a hands on approach to using project management techniques and tools, including software, to facilitate scheduling, estimating, tracking and controlling the schedule and costs of a project.  A project baseline is set so that actual schedule and cost variances can be compared to the project baseline and corrective actions can be developed to address the variances.  Specific topics covered include:  Gantt, PERT and Milestone Charts, Critical Path Methods, Earned Value Techniques, Present Value, Time Value of Money and Internal Rates of Return.  Also discussed are ways to communicate project status and methods of contingency planning framework and further develop a foundation to build upon in subsequent courses.

 

 

II. COURSE GOALS & OBJECTIVES:

 

The course is designed to serve the needs of project managers and members of the project staff in fields like information technology, hardware design, construction, finance and manufacturing.  This course is not a spreadsheet course.  However, it is designed with the intention that the student will apply the principles learned in the course to software tools like Microsoft 2000, Primavera and others, which are used in the different areas of practice.  The overall goal is to present a theoretically grounded, application oriented basis for understanding and applying schedule and cost control principles and methods.

Students will acquire the skills and knowledge to apply project management principles and processes successfully in organizations. Students who complete the course will demonstrate effectively the following competencies:

A.     An understanding of how schedule and cost control fit into the overall context of project management.

B.     An overall knowledge of how to apply network scheduling techniques.

C.     The ability to develop and apply Gantt Charts, CPM, and PERT techniques within Project Management.

D.     An understanding of cost and schedule control concepts and techniques.

E.      The ability to apply appropriate estimation techniques and methodologies.

F.      An understanding of how to evaluate project and segment trade-offs using Time Value of money methods.

G.     The ability to perform NPV/Value of Money calculations.

H.     A familiarity with Microsoft Project 2000.

I.        The ability to analyze the impact of qualitative strategic factors on project management decisions.

J.       Become familiar with the need for effective project communications systems able to keep stakeholders informed of project status.

 

III. COURSE METHODS:

 

• Professor lectures and class discussions on selected topics.
• Practical in-class exercises and participation.
• Team-oriented exercises and presentations.
• Student presentations of team project.

 

IV. TEXT AND REFERENCES:

 

A.     A Guide to the Project Management Body of Knowledge, 2001, PMI Standards Committee, Project Management Institute. [MPM 605 Text]

B.     Project Management - A Systems Approach to Planning, Scheduling, and Controlling, Seventh Edition, 2001; Harold Kerzner; published by John Wiley & Sons, Inc. [MPM 600 Text]

C.     Project Management Workbook to Accompany Project Management – A Systems Approach to Planning, Scheduling, and Controlling, Seventh Edition, 2001; Harold Kerzner; published by John Wiley & Sons, Inc. [MPM 600 Text]

D.     Project Management: Schedule and Cost Control, 2001 – available at CTU bookstore; Mark M. Burroughs. [MPM 610 Text]

 

 

SUGGESTED READINGS:

 

1. Frederick P. Brooks, 1955, The Mythical Man-Month: Essays on Software Engineering, New York: Addison-Wesley.

 

2. Tracy Kidder, 1981, The Soul of a New Machine, New York: Avon.

 

3. James P. Lewis, 1997, Fundamentals of Project Management, New York: AMACOM

 

4. James S. Pennypacker, Editor, 1997, Principles of Project Management: Collected Handbooks From the Project Management Institute, Sylva: Project Management Institute.

 

5. Joseph W. Weiss, 1992, 5-Phase Project Management: A Practical Planning & Implementation Guide, New York: Addison-Wesley.

 

6. Ken Whitaker, 1994, Managing Software Maniacs, New York: John Wiley & Sons.

 

 

V. CRITERIA FOR EVALUATION (1000 POINTS TOTAL):

 

            Class Participation (10 @ 10 points each)                     100 Points

            Homework       (5 @ 50 points each, 1 each week)       250 Points

            Final Exam (Online Take-Home)                                   250 Points

            Peer & Self Evaluation                                        50 Points

Team Project Proposal                                       50 Points

            Final Team Project Paper                                             150 Points

Final Team Project Presentation                                    100 Points

Individual Project Report                                                50 Points

                       

GRADING SCALE:

 

1000-900 Points. . . . . . . . . . . . . A

899-850   Points . . . . . . . . . . . . .B+

849-800   Points. . . . . . . . . . . . . B

799-750   Points. . . . . . . . . . . . . C+

749-0              Points. . . . . . . . . …... .F

 

GRADING CRITERIA – MASTER’S LEVEL:

Master's level courses are designed to provide students with the opportunity to prepare for the challenges of management by developing their knowledge, judgment, analytical thinking, and decision-making skills. Grading of student work is based on the student's performance in the online classroom as well as the level of achievement on out-of-class projects/assignments. The level of proficiency is indicated by:

Grade A
Percentage 90-100
Level of Proficiency Indicates a superior grasp of the subject - completes ALL assignments with graduate quality in a timely manner.

Grade B+
Percentage 85-89
Level of Proficiency Indicates a good grasp of the subject - completes MOST of the assignments with graduate quality in a timely manner.

Grade B
Percentage 80-84
Level of Proficiency Indicates a good grasp of the subject - completes SOME of the assignments with graduate quality in a timely manner.

 

 

Grade C+
Percentage 75-79
Level of Proficiency Indicates a marginal level of achievement - completes FEW assignments with graduate quality in a timely manner.

Grade F
Percentage 00-74
Level of Proficiency Indicates an unsatisfactory grasp of the subject matter; student must retake the course and should consider some undergraduate programs to improve in the area of study.

Due to the fast-paced nature of graduate courses, students must hand-in their completed work within the timeframes identified in the course syllabus. Late work may result in a loss of points. Students are reminded that work for this course requires both "individual" and "team" work and that nothing less than a student's best work will be accepted. As students pursue completion of graduate courses at CTU, they are expected to be working towards establishing skills that demonstrate their proficiency as lifelong learners and critical thinkers, which includes the ability to read, research, understand, synthesize, and present findings. English language grammar, punctuation, and spelling standards for all assignments are expected to be quality, professional, graduate level work.

 

VI. GENERAL COURSE POLICIES:

 

(1)   Please be considerate of your classmates by being on time for class and not reading outside materials during class.  As you know, it is disruptive to have other students wandering in after class has started or shuffling through other course materials or newspapers. 

 

(2)   Plagiarism or cheating will not be tolerated regardless of any other performance considerations.  In terms of any form of academic dishonesty, please do not put me in the position of having to confront you or having to refer the matter to university officials. 

  

(3)   Assignments, presentations, etc. are due on the date scheduled.  As in the business world, work has to be received on time to count. If you are late on an assignment, you can still turn it in with a deduction in grade of 10% per day late. If you discuss your situation 24 hours in advance, extensions without penalty can be arranged.

 

(4)   All written work unless otherwise specified must be typed. 

 

(5)   If you have any condition, such as a physical or learning disability, which will make it difficult for you in this particular class and will require special accommodations, please let me know as soon as possible. 

 

 

MY COMMITMENT TO THE COURSE:

 

I am committed to making this course a valuable learning experience for you.  If you will make known to me your objectives for the course, I will do everything I can to help you achieve them.  I will provide you with my expectations on assignments and I encourage you to feel free to ask about anything I haven’t made clear or that you don’t understand.

 

I encourage you to come to my office hours one-half hour before and after class as often as possible.  The best way for me to help you get the most out of this course is to get your feedback on how things are going.  If my office hours conflict with your schedule, please give me a call or e-mail and we can arrange to meet at a time that is mutually convenient.

 

VII. INSTRUCTOR INFORMATION:

 

Instructor:      Dr. Mendi Mullett                

                        Cell Phone: (303) 638-6049

                        E-mail: classworx@hotmail.com

 

 

Doctorate of Management        Colorado Technical University

Post-Master Cert. DPM           University of Denver

Master CIS, minor P.M.           University of Denver

B.S. Computer Science            University of Wyoming

 

At Colorado Technical University, Dr. Mullett teaches a variety of graduate and undergraduate classes in Management, Project Management, MIS and IT classes.

VIII. OUTLINE OF CLASSES AND ASSIGNMENTS:

 

*This syllabus will serve as a guide, but it is tentative and subject to revision depending on how the semester progresses.  If any adjustments are made, they of course will be made in class.

IX. EXPLANATION OF COURSE REQUIREMENTS:

 

Class Participation and Attitude (10 points per week, 100 Points total)

 

As in organizational life, participation and attendance are vital to your success in this class.  In addition, your active participation during the in-class activities (e.g., discussions) is critical to the learning experience in this course.  Your success in this course will be enhanced if you take a professional approach to this class - the same kind of professional approach that a first-class employer would expect of a first-class professional.  You are encouraged to attend all classes, read the assigned material and be prepared to actively contribute to the class.      

 

Participation consists of class participation and attitude as well as your contribution to the classroom discussion and exercises.  Not surprisingly, class participation is irrelevant if you don’t attend class.  I understand that many of you are working professionals who may not be able to avoid occasional out-of-town travel; however, there will be 5 points (graduate level participation) deducted for each missed class.  Please let me know if you will be unable to attend a class since you are responsible for information covered in class and will need to find out what you missed.  The amount of participation is up to your discretion. Although I encourage voluntary participation, keep in mind that I will feel free to "cold-call".  In doing this, it is not my intention to embarrass you.  Rather, a critical skill for any individual is to be able to "think on his or her feet" and to do so in an articulate and convincing manner.  So, I hope that you will chose to refine this skill, in a classroom environment that is supportive, encourages you to share your thoughts, and offers constructive criticism on how to improve your analytical and communication skills.  As such, abusive or insulting language or behavior will not be tolerated. 

 

To assist me in assessing your contribution, I will ask you to give me two self-evaluations of your contribution during the course.  If there is substantial difference in our evaluations, I will discuss the discrepancy with you and reach an understanding.  This way, there will be no surprises at the end of the course regarding this portion of your grade. See the attached Class Participation Assessment.

 

Homework Exercises (250) Points

 

Note:  Your homework assignment will be due each week on Tuesday by the end of class.  Each assignment must be individual work and is worth 50 points.  Any assignments that are copied from your readings or other classmates will be graded a 0 for that assignment.

 

Week 1, Lesson 1/2: Overview of Project Management and Scheduling Fundamentals

 

Objectives

ü      Be able to explain how a project differs from a production-operations undertaking.  You should understand how scheduling, cost control, organization and human resources differ between these two undertakings.

ü      Be able to identify the nine functional areas described in the project management body of knowledge.  You should understand the relationships between these functional areas.

ü      Be able to examine the contributions of the three categories of management tools used in project management.  You should understand the models, theories and systems contribute to the success of a project.

ü      Evaluate a project with which you are familiar in terms of the various challenges it faced.  You should understand how project management can aid project management in dealing with these inevitable challenges.

ü      Be able to explain why scheduling is important for project success.  You should understand how scheduling depends on a standard set of documents (statement of work, specification, data set, etc.).

ü      Be able to identify the function and characteristics of each of the standard set of documents.  You should understand how each of the documents in the standard set impacts the project schedule.

ü      Be able to examine the contributions of the various types of work breakdown structures.  You should understand that a variety of work breakdown structures might be employed to facilitate project management.

ü      Be able to apply the activities of loading, sequencing and monitoring within the overall scheduling effort.  You should understand the distinctions between each of these activities.

ü      Be able to describe the scheduling benefits and shortcomings of the Gantt chart.  You should be able to interpret relevant information from the Gantt chart.

ü      You should understand how each of the concepts contributes to the overall success of the project.

 

Homework Assignment 1

Read “Construction Of A Gas Testing Laboratory In Iran” Case Study on pages 376-381 in Kerzner’s Project Management Workbook.  Use what you have learned in your previous project management classes, the information contained in the case study, and Chapters 1 – 2 in Burroughs notebook to answer questions 1 through 4 on page 381.  Each answer should be at least a paragraph in length with the total assignment not to exceed two pages.

 

 

 

Week 2, Lesson 3/4: Project Scheduling Methodologies

 

Objectives

ü      Be able to explain the different project scheduling methodologies.  You should understand why different scheduling methodologies are used for projects of differing types, magnitudes, durations and constituencies.

ü      Be able to identify the circumstances under which PERT and CPM would apply.  You should understand that, while they are treated almost interchangeably today, they evolved from very different circumstances.

ü      Be able to examine the characteristics of a project to determine if CPM applies.  You should understand the importance of satisfying the assumptions for a methodology before using the methodology.

ü      Be able to apply CPM in order to assess path times and path criticalities.  You should understand the significance of the critical paths and near critical paths within the network.

ü      Evaluate a project with which you are familiar in terms of how the concepts described in the chapter are employed.  You should understand how each of the chapter concepts contributes to the success of the project.

ü      Be able to explain the specifics of the Three Case Methodology.  You should understand how this methodology relates to the CPM methodology.

ü      Be able to identify the key metrics (activity expected time, etc.) used in the Three Case Methodology.  You should understand why such metrics are appropriate to use under conditions of uncertainty.

ü      Be able to assess a project in terms of the probability of completion by a given date.  You should understand the importance of satisfying the assumptions for a methodology before using the methodology.

ü      Be able to apply the correct activity time probability distribution for a specified set of conditions.  You should understand the distinctions between different activity time probability distribution assumptions.

ü      You should understand how each of the chapter concepts contributes to the success of the project.

 

Homework Assignment 2 

Kerzner Chapter 12 Problem:  Problem 12-14,  page 715, revise the following:

a. Solve the Precedence Chart using AOA/ADM Methodologies

•Draw AOA Network.  Find Critical Path, Critical Time, Event Slack Time, Activity Slack Time.

 

b. Solve the Precedence Chart using AON/PDM Methodologies

•Draw AON Network.  Find Critical Path, Critical Time, EST, EFT, LST, LFT, and Slack Time.

Week 3, Lesson 5/6: Project Estimation Theory and Principles and Concepts

 

Objectives

ü      Be able to explain why estimation techniques are necessary.  You should understand the difference between project information that is missing, unknown or erroneous.

ü      Be able to identify the different cost classifications and cost categories.  You should understand the difference and utility of absolute and relative project cost breakouts.

ü      Be able to apply project models of various types.  You should understand that the purpose of a model is to succinctly present the principal systematic components of the process or project under consideration.

ü      Be able to use the Economic Decision Making Model to describe a project.  You should understand the significance and characteristics of each phase of this model.

ü      Be able to evaluate the characteristics of an estimation situation and to choose the correct estimation method.  You should understand the underlying assumptions and the estimation error for each of the methods.

ü      Be able to employ a correct approach for a macro and a micro estimation situation.  You should understand the relationship between macro estimation and micro estimation.

ü      Evaluate a project with which you are familiar in terms of how the concepts described in the chapter are employed.  You should understand how each of the chapter concepts contributes to the success of the project.

ü      Be familiar with the underlying principles of time value of money (interest, equivalence, etc.).  You should understand that these methods are used to assess costs and benefits, which do not occur at the same time.

ü      Be able to explain why money has time value.  You should understand why the time value of money has relevance to projects, which are even of a very short duration.

ü      Be able to identify the benefits of a project (revenue, savings, avoidance).  You should understand that project costs are justified based upon their benefits.

ü      Be able to evaluate the costs and benefits of a project using net present value and incremental analysis.  You should understand how and why the different methods (net present value, incremental analysis, etc.) are used.

ü      Be able to construct a cash flow diagram for a project.  You should understand the significance and importance of the different ways (words, pictures, symbols) of describing the cash flows for a project.

ü      You should understand how each of the chapter concepts contributes to the success of the project.

 

Homework Assignment 3 

To be assigned.

 

 

 

Week 4, Lesson 7/8: Comparison Between Project Alternatives and Decision Analysis 

 

Objectives

ü      Be able to explain why differing alternative courses of action may be followed in completing a project.  You should understand that a key role of management is choosing the best alternative from among the options.

ü      Be able to identify some of the ways alternatives may be characterized.  You should understand the underlying assumptions for each of the approaches described in the chapter.

ü      Be able to examine alternatives having similar investment costs and time durations as well as those, which differ.  You should understand the appropriateness of net present value versus incremental analysis.

ü      Be able to apply both net present value and incremental analysis to assess project alternatives.  You should recognize the circumstances under which each applies.

ü      Be able to employ special valuation methods pertaining to trade in and comparative worth.  You should understand that these offer useful guidelines, but not definitive answers, for decision makers.

ü      Evaluate a project with which you are familiar in terms of how the concepts described in the chapter are employed.  You should understand how each of the chapter concepts contributes to the success of the project.

ü      Be able to explain the difference between analysis and synthesis.  You should understand how each of these processes is used to build a model of a project that is useful for decision making.

ü      Be able to identify the different project proposal types and terminology.  You should understand why the project proposal type is a key consideration in selecting from among competing project alternatives.

ü      Be able to characterize competing project proposals into mutually exclusive alternatives.  You should understand the benefit of such a characterization, particularly when there are a large number of proposals.

ü      Be able to apply the methods of this chapter to a set of project proposals. You should understand the use of the binary approach underlying this methodology.

ü      Be able to evaluate projects on the basis of both their economic value and on their strategic effectiveness criteria.  You should understand the utility of using both in choosing from among competing projects.

ü      Be able to summarize relevant project information using a Decision Analysis Display.  You should understand that such tools are used to present relevant project information, not to substitute for decision making.

ü      Evaluate a project with which you are familiar in terms of how the concepts described in the chapter are employed.  You should understand how each of the chapter concepts contributes to the success of the project.

 

Homework Assignment 4 

To be assigned.

 

Week 5, Lesson 9/10: Project Decision Evaluation Methods and Economic Influences

 

Objectives 

ü      Be able to explain why estimation error necessitates the use of multiple viewpoints and sensitivity analysis.  You should understand why such methodologies offer decision makers more complete information.

ü      Be able to apply a multiple viewpoints analysis to a project.  You should understand the benefits and limitations of this analysis approach.

ü      Be able to assess a project using sensitivity analysis.  You should understand the importance for management of identifying the key project variables, based on this analysis.

ü       Be able to graphically present the results of estimation error as a percentage change.  You should understand how such graphical presentations could facilitate management decision making.

ü      Be able to employ Monte Carlo analysis where legitimate uncertainty exists about one or more of the project factors.  You should understand the difference between estimation error and factor uncertainty.

ü      Evaluate a project with which you are familiar in terms of how the concepts described in the chapter are employed.  You should understand how each of the chapter concepts contributes to the success of the project.

ü      Be able to explain the three different economic conditions.  You should understand how these different economic conditions could impact project planning and budgeting.

ü      Be able to describe how inflation is tracked and measured.  You should understand the various formulas used to evaluate inflation of one year as well as over a period of years.

ü      Be able to use either a constant dollar or an actual dollar analysis to evaluate a project.  You should understand that business firms favor actual dollar analysis, while governments favor constant dollar analysis.

ü      Be able to analyze a project using inflation.  You should understand how the consideration of inflation offers a more complete picture of future cash flows, compared with ordinary time value of money analysis.

ü      You should understand how each of the chapter concepts contributes to the success of the project.

 

Homework Assignment 5  (50 points)

To be assigned.

Class Project: 3 parts: 1 part individual effort and 2 part team effort

 

Part 1: Team Project Proposal. Provide a 1-page Team Project Proposal Paper: 50 points (2 deliverable required: 1 team project proposal draft, 1 final team project proposal)

 

Team selection process:

 

1. Team Facilitator: A volunteer will be for each team will be assigned the "Team Facilitator" role. The team facilitator is the first member of a team and is the first member of the Team Selection Committee. The Team Facilitator is appointed by the instructor if no volunteer steps forward for a team.

 

2. Team Selection Committee:

 

A. Team Application and Selection: Each student will fill out a Team Member Application Form and submit it to a Team Facilitator for consideration for selection by the Team Selection Committee. The Team Facilitator is the first member of the Team Selection Committee. Each subsequently accepted team member becomes both a member of the team and a member of the Team Selection Committee to review applications of prospective team members. A student may apply to more than one team. However, each team member may become a member of only one team.  A student who is selected by more than one team must accept a single team appointment and must reject other team offers. A student who is not accepted by any team will be appointed to a team by the instructor. Each Team Selection Committee is to review the Team Member Applications submitted by prospective students and provide an Offer Letter to accepted applicants or a Rejection Letter to students who applied but were not accepted to a team. When a full team has been created and all applicants have been reviewed and informed of team selections, the Team Facilitator and Team Selection Committee roles are ended.

 

Team Member Application Form

                                                Apply to Team #: _____

 

Applicant Name:

 

Applicant Contact Info:             Phone ( _ _ _  )    _ _ _ - _ _ _ _ 

E-mail ___________ @ ______________

 

Biographical Info: Enter information about your educational experience, work experience, and reason you would make a great team member on this team.

 

 

1. Educational Experience

 

 

 

2. Work Experience

 

 

 

3. Reason you would be a great team contributor

 

 

 

 

 

4. I would like to

(Mark all that apply.)

           

            _X__ be a team member. See my qualification in 1,2, and 3, above.

           

            ___ apply for Team Captain.

            Describe your qualifications for the position:

 

            ___ apply for Team Deliverables Coordinator

            Describe your qualifications for the position:

 

            ___ apply for Team Wrapper

            Describe your qualifications for the position:

 

___ apply to one of the three positions Team Captain, Team Deliverables Coordinator, or Team Wrapper.

Describe your qualifications for the positions:

Team Member Acceptance Form

 

Team # ___

 

We, the members of the Team Selection Committee, are glad to welcome you as a member of our team.

 

You were selected by the team because:

 

 

 

 

 

 

 

Other Comments:

Team Member Rejection Form

 

Team # ___

 

We, the members of the Team Selection Committee, regret that we cannot accept you as a member of our team at this time:

 

You were not selected by the team because:

 

 

 

 

 

 

 

Other Comments:

 

B. Team Role Appointment: All of the members of a team are included in the Team Advisory Board. The Team Advisory Board is responsible for appointing Team Members to fill the Team Roles.

 

C. Team Roles: There are a number of jobs that must be assigned by the Team Advisory Board.

- Team Advisory Board: All of the members of a team are included in the Team Advisory Board. The Team Advisory Board is responsible for appointing Team Members to fill the Team Roles of Team Captain, Team Deliverables Coordinator, and Team Wrapper. You may want to review the Team Member Application Forms for your team in making role appointments or you may take volunteers for the positions. After all team roles are appointed and the draft proposal is submitted to the instructor, the Team Advisory Board meets at least one time each week to record progress on the project and provide a Team Advisory Board minutes summary to the Team Wrapper. The Team Advisory Board is responsible for hiring and firing team members. The Team Advisory Board is responsible for resolving all team issues.

 

            - Team Captain: The Team Captain is responsible for submitting all draft and final project deliverables from the team to the instructor. The Team Captain is responsible for communicating to the instructor and reporting back to the team all problems, questions, issues, and deliverable parts affecting delivery of final project deliverables. The Team Captain can call emergency meetings of the Team Advisory Board to resolve problems or issues on the project as necessary.

            - Team Deliverables Coordinator: The Team Deliverables Coordinator gathers, coordinates, and pulls together the individual parts of the project to create a cohesive whole. The Team Deliverables Coordinator keeps in close contact with each Team Member to keep track of progress and issues. The team Deliverables Coordinator informs the Team Captain any time an issue comes up that indicates problems need assistance. The Team Deliverables Coordinator informs the Team Captain when a project part is ready to turn in. The Team Deliverables Coordinator provides the final compilation of project deliverables to the Team Captain, ready to be turned in and presented to the instructor. The Team Coordinator can call emergency meetings of the Tam Advisory Board to resolve problems or issues on the project as necessary.

            Team Wrapper: The Team Wrapper provides a weekly team progress Team Times Newsletter to be made available to all members of the class including the instructor. The Team Times Newsletter may be made available online. The Team Times Newsletter should provide a summary of the minutes of the weekly Team Advisory Board Meeting along with any other newsworthy project information. This is a great opportunity to publish team accomplishments and praise your project. Many teams in real companies forget the importance of letting people know what they are accomplishing. This is your team's chance to get good press and ask for ideas or assistance from other teams. It is OK for the Team Wrapper to collaborate with other Team Wrappers to create a combined Team Times Newsletter if you choose.

 

Part 1A: Draft Proposal: The team will decide on a project, together, and prepare a written Team Project Proposal draft for instructor review and approval. Please read the project paper and presentation requirements before selecting your project topic. The draft should include a team proposal cover page, a description of your topic selection, a description of your selected team positions and identification of the team member holding each team position, team member contact information for each team member including phone and e-mail contacts, and a brief initial plan with a schedule of who will be doing what needs to be done to accomplish the proposed project.

 

Part 1B: Final Proposal: The team will turn in a finalized team proposal agreement after receiving the instructor's feedback on the draft proposal and making required changes. You are required to turn in a final proposal paper and an attached typed listing of changes that were made from the draft.

 

Part 2: Individual Project Deliverablse: 50 points Schedule And Cost Analysis Project Individual Report (2 deliverables required: 1 techniques assessment, 1 project feedback assessment)

 

Part2A:  Techniques assessment: In your own words explain how you believe each of the techniques that your team chose to implement for your team project would help support a successful implementation of your project.

 

Part 2B:  Project Feedback assessment: Please answer the following questions about the course. This feedback is an important part of our course assessment process. The information you provide will be used to improve this course.

ü      What have you learned?

ü      Can you apply this knowledge in your current situation or future project situations?

ü      What can we do to improve?

ü      What did you enjoy in the course, so far?

 

Part 3: Final Team Project Deliverables: 250 points Schedule And Cost Analysis Project Team Report (2 deliverables required: 1 team paper (150 points), 1 team presentation (100 points))

 

Paper Outline and Format

ü      Introduction: What schedule/cost control subject or problem did you consider

ü      Data: What was the relevant data or information used (summarized-one page maximum)

ü      Analysis: Apply at least five of the scheduling and cost control techniques that you have learned in class.

ü       Discussion and assessment: Use subtitles to clearly indicate the text chapters used in the analysis. Describe and assess the situation. Verify and validate the assessment (use minimum five references to do so)

ü      Assessment: Identify the project and organization that you selected for your team project. Describe its current project management scheduling and control process. Identify, discuss and validate its weaknesses. Identify, discuss and validate its strengths. Identify, discuss, justify and validate recommendations for improvement.)

ü      Conclusions/Recommendations - What’s the bottom line; can your project be achieved (timing, budget, etc.) (Use minimum five techniques to do so they can be the same as the analysis and assessment validation references)

ü      Summary of the project

ü      Bibliography - List the sources for your report (minimum of three – see Guide for format)

 

All papers will be graded based on the following criteria

 

2% points will be subtracted for each spelling error and 4% points will be subtracted for each grammatical and format error.  The evaluation will be based on, a) the organization of the paper (30%), b) use of the concepts from the reading assignments.  Avoid description/explanation of the concept(s) or model(s); assume that I know what they are all about.  Show me how you apply these concept(s) or model(s) and how they affect the issue you are addressing (70%).

 

Paper Assessment Criteria

• Title page uses the appropriate format (5%)

 

• There is a page of contents (only when the sections are titled) (5%)
• The introduction is appropriate and appealing, giving necessary background information and it gives the reader a good idea of the subject to be discussed. (5%)
• The content of the paper supports and addresses the related business issues and it is comprehensive & persuasive/effective.
• The issues are stated clear and precise.
• The examples are appropriate and effective.
• The assessment is thorough and validated. (10%)
• The recommendations are results oriented well thought out and are validated. (10%)
• Literature review used supports the writer’s views and position. (5%)
• Best practices are effectively incorporated.

 

• The organization of the paper allows it to be clear and easy to follow.
• Ideas flow in a logical sequence.
• The central theme is well emphasized.

 

• The conclusion is appropriate, accurate, corroborated and provides an effective

review of the major points of the paper. (5%)

 

• Citations are accurate and current (2 years)

 

• References and citations correspond with each other.

 

• Number of references used (5 min) (5%)

 

• Tables, graphs and other tools are used correctly and effectively.

 

• Spelling errors (2%)

 

• Grammar (2%)

 

• Format is well laid out in regards to, (4% each)
• Titles
• Subtitles
• Paragraphs
• Line spacing
• Letter/word spacing

 

Final Project Presentation 100 Points

 

Each student on a team will formally present an equal portion of the final project, based on the final project paper turned in to the instructor, to the class.  The presentation should include visuals and last for 30 minutes.  The class and instructor will assess the presentation using the attached presentation rubric.

 

 

 

Turabian 6^th Edition

 

The format for papers at Colorado Technical University is A Manual for Writers of Term Papers, Theses, and Dissertations, 6^th edition, by Kate L. Turabian.  A second allowable format is the APA CTU Standards. The Turabian and APA manuals can be found on the Colorado Technical University library web site.

 

Papers not submitted in Turabian format will be returned and assessed a grade reduction of 10%.

 

 

PROJECT TEAM CONSIDERATIONS

This course is modeled after the environment experienced in an ideal real world project. This approach allows the course not only provides you the concepts of project management. It gives you experience in applying the concepts.

Teams will have a nominal size of maximum of four people. The actual number may vary with course enrollment. Team activities start with lesson 1.

As with any team, there is often problem with individual contribution to team efforts. In some teams (and classes), the team carries some individuals. This is a situation that must be promptly dealt with. In the real world, the first approach is to work to correct the behavior of the non-performer. If this fails then the project manager may be able to fire the non-performer, or get a substitute representative from a matrix functional organization.

In this course, we will follow a similar approach. Each team member grade is weighted 50% individual input and 50% total team score for the Peer and Self Evaluations. Obviously, this will be of concern to the team if one of the members is not providing the necessary input for an acceptable grade.

If you have a team member who is not performing, the team needs to attempt to solve the problem. If these attempts are unsuccessful, the team may "fire" a non-performing member. The decision by the team to fire an individual is final and cannot be appealed. The team must notify the instructor of its decision. This notification must include a statement of circumstances, actions taken to solve the problem, and the results of these actions on individual's performance. A fired team member shall not be replaced.

 

The fired team member has the option of attempting to get another team to "hire" them, or to complete all remaining team assignments on their own. This would include, among other requirements, the creation of an individual final project plan and presentation.

In this course you must demonstrate that you have gained the skills necessary to work in a team. The "firing" of a team member shall be a rare event.

Self Evaluation Form

Name:

Project Team Number:

 

 

       Lowest rating -> Highest rating

 

I took an active roll in all aspects of the project.	€�‚ƒ„…†‡ˆ‰Š
I actively sought out responsibility within the team.	€�‚ƒ„…†‡ˆ‰Š
I assumed leadership responsibility for at least one aspect of project.	€�‚ƒ„…†‡ˆ‰Š
I communicated his/her ideas effectively with the rest of the team.	€�‚ƒ„…†‡ˆ‰Š
I looked for solutions “outside-the-box” (innovative thinker).	€�‚ƒ„…†‡ˆ‰Š
I worked cooperatively with other team members.	€�‚ƒ„…†‡ˆ‰Š
I demonstrated that he/she could apply knowledge learned.	€�‚ƒ„…†‡ˆ‰Š
I produced exception quality work.	€�‚ƒ„…†‡ˆ‰Š
I produced required materials on time.	€�‚ƒ„…†‡ˆ‰Š
I generated enthusiasm within the group.	€�‚ƒ„…†‡ˆ‰Š
I was the primary facilitator for team activities.	€�‚ƒ„…†‡ˆ‰Š
I was the predominant leader of the team.	€�‚ƒ„…†‡ˆ‰Š
I was the single-most major contributor to the team.	€�‚ƒ„…†‡ˆ‰Š
I put in the most effort of all the others on the team.	€�‚ƒ„…†‡ˆ‰Š
Overall evaluation of this team member.	€�‚ƒ„…†‡ˆ‰Š

 

What were your most significant contributions to the project:

 

Peer Evaluation Form

Name of Member Being Evaluated:

Project Team Number:

Name of Evaluator:

 

 

 

       Lowest rating -> Highest rating

 

Took an active roll in all aspects of the project.	€�‚ƒ„…†‡ˆ‰Š
Actively sought out responsibility within the team.	€�‚ƒ„…†‡ˆ‰Š
Assumed leadership responsibility for at least one aspect of project.	€�‚ƒ„…†‡ˆ‰Š
Communicated his/her ideas effectively with the rest of the team.	€�‚ƒ„…†‡ˆ‰Š
Looked for solutions “outside-the-box” (innovative thinker).	€�‚ƒ„…†‡ˆ‰Š
Worked cooperatively with other team members.	€�‚ƒ„…†‡ˆ‰Š
Demonstrated that he/she could apply knowledge learned.	€�‚ƒ„…†‡ˆ‰Š
Produced exception quality work.	€�‚ƒ„…†‡ˆ‰Š
Produced required materials on time.	€�‚ƒ„…†‡ˆ‰Š
Generated enthusiasm within the group.	€�‚ƒ„…†‡ˆ‰Š
This team member was the primary facilitator for team activities.	€�‚ƒ„…†‡ˆ‰Š
This team member was the predominant leader of the team.	€�‚ƒ„…†‡ˆ‰Š
This team member was the single-most major contributor to the team.	€�‚ƒ„…†‡ˆ‰Š
This team member put in the most effort of all the others on the team.	€�‚ƒ„…†‡ˆ‰Š
Overall evaluation of this team member.	€�‚ƒ„…†‡ˆ‰Š

 

Remarks:

 

Sample Template:          XXXX FINAL TEAM PROJECT REPORT

 

 

Colorado Technical University

 

 

XXX Project

 

 

 

Team Project Report

Dr. Mendi Mullett

Submitted in Partial Fulfillment of the Requirements for

MPM 610

Scheduling & Cost Control Techniques

 

 

By

Student Name; Student#

 

 

Denver, Colorado

August 2003

Contents

I. Executive Overview Of Project …………………………………………………………….…..3

II. Revised Schedule With All Predecessors………………………………………………………4

(Predecessor Report & Describe Approach To Establishing Predecessors)

III. Revised Schedule With All Assigned Resources.......................................................................5

(Resources Report & Describe Approach On How You Established Allocation)

IV. Schedule Confidence Report.....................................................................................................6

(Use A Spreadsheet to compute Te, Variance, Z & D for 90, 95 & 99% PERT Confidence)

V. Early, Recommended, Late, Total Slack Schedule Report.........................................................7

(This will be a report you create in Microsoft Project)

VII. Actual Reported Time Schedule Report...................................................................................8

(This will be 10% of the Activities now have time reported where you are showing overage in both schedule & cost and analysis to explain overage other than Debby told you so)

VIII. Earned Value Analysis Report………………………………………………………………9

(This will include BCWP, ACWP, BCWS, CV, SV, CPI, SPI, EAC which can be produced using MS Project.)

IX. Return On Investment Report………………………………………………………………..10

(This will include FV, PV, NPV, and IRR)

X. Conclusions……………………………………………………………….…………………11

(Conclusions that discuss potential success or failure of project based upon above calculations)

 

 

XXX Final Team Project Report

[The introduction goes here. It should be one or two paragraphs explaining the methods and findings of your paper. The introduction should prepare the reader for the contents of the paper by previewing the three main topics in your paper. Be sure to end with a transition word or sentence to lead into Section 1 of your paper. Triple click anywhere in this paragraph to begin typing your own introduction.]

Heading for Section 1 of Your Paper (Edit this heading!)

[This is the first main topic of your paper. It should be one to four paragraphs explaining the first main topic in your paper. Be sure to end with a transition word or sentence to lead into Section 2 of your paper. Triple click anywhere in this paragraph to begin typing.]

Heading for Section 2 of Your Paper (Edit this heading!)

[This is the second main topic of your paper. It should be one to four paragraphs explaining the second main topic in your paper. Be sure to end with a transition word or sentence to lead into Section 3 of your paper. Triple click anywhere in this paragraph to begin typing.]

Heading for Section 3 of Your Paper (Edit this heading!)

[This is the third and final main topic of your paper. It should be one to four paragraphs explaining the third main topic in your paper. Be sure to end with a transition word or sentence to lead into the Conclusion of your paper. Triple click anywhere in this paragraph to begin typing.]

 

 

Conclusion

[This is the conclusion of your paper. It should be one or two paragraphs summarizing the three topics in your paper. It should also contain your conclusions or findings. Triple click anywhere in this paragraph to begin typing.]

References

[Your references go here in alphabetical order (by author). This page is already set up with hanging indents. Triple click anywhere in this paragraph to enter your first reference. Include only references cited in your paper, and be sure to include every reference cited in your paper.]