Successful Project Management 7th Edition Gido Solutions Manual 1

Successful Project Management 7th Edition
By Guido
Full download link at:
Solution manual: https://testbankpack.com/
Test bank: https://testbankpack.com/
Chapter 4: Defining Scope, Quality, Responsibility, and Activity
Sequence
Chapter Concepts .................................................................................................................................... 2

Learning Outcomes .................................................................................................................................. 2
Project Management Knowledge Areas from PMBOK® Guide ............................................................... 2
Teaching Strategies ................................................................................................................................. 2
Lecture Notes ........................................................................................................................................... 3
1. Real-World Project Management Examples .................................................................................... 3
Vignette A: Project Runaway ............................................................................................................ 3
Vignette B: Building Abroad .............................................................................................................. 4
2. Establish Project Objective ............................................................................................................... 4
3. Define Project Scope ........................................................................................................................ 4
4. Plan for Quality ................................................................................................................................. 5
5. Create Work Breakdown Structure ................................................................................................... 5
6. Assign Responsibility........................................................................................................................ 6
7. Define Activities ................................................................................................................................ 6
8. Sequence Activities .......................................................................................................................... 7
A. Network Principles ........................................................................................................................ 7
i. Loops ............................................................................................................................................. 7
ii. Laddering ...................................................................................................................................... 7
B. Create Network Diagram .............................................................................................................. 7
9. Planning for Information Systems Development .............................................................................. 8
10. Project Management Information Systems .................................................................................... 9
11. Critical Success Factors ................................................................................................................. 9
12. Summary ...................................................................................................................................... 10
Questions............................................................................................................................................ 10
Internet Exercises ............................................................................................................................... 13
Case Study #1 A Not-For-Profit Medical Research Center ................................................................ 14
Answers to the Case Questions ..................................................................................................... 14
Group Activity.................................................................................................................................. 14
Case Study #2 The Wedding.............................................................................................................. 14
Answers to Case Questions ........................................................................................................... 14
Group Activity.................................................................................................................................. 15
Optional Supplemental Activities ........................................................................................................ 15
Appendix: Microsoft Project ................................................................................................................... 15
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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CHAPTER 4: DEFINING SCOPE, QUALITY, RESPONSIBILITY, AND ACTIVITY SEQUENCE
Chapter Concepts
This chapter discusses the project scope document, quality, how to define what activities need to be
done, who will be responsible for them, and in what sequence they will be performed. It describes
techniques and tools used to plan the work items and activities that need to be performed in order to
accomplish the project objective successfully. The project scope defines what work needs to be done and
what deliverables need to be produced. Then, specific activities are defined and arranged in a sequence
of dependent relationships to determine how the work will be performed.
Based upon this chapter, students will become familiar with

 Clearly defining the project objective
 Preparing a project scope document
 Understanding the importance of planning for quality
 Creating a work breakdown structure
 Assigning responsibility for work items
 Defining specific activities
 Creating a network diagram
 Utilizing a project management methodology called the systems development life cycle for
information systems development projects
Learning Outcomes
After studying this chapter, the learner should be able to:
 Establish a clear project objective
 Prepare a project scope document
 Discuss the importance and elements of a project quality plan
 Develop a work breakdown structure
 Prepare a responsibility assignment matrix
 Describe how to define specific activities
 Create a network diagram
Project Management Knowledge Areas from PMBOK® Guide

Concepts in this chapter support the following Project Management Knowledge Areas of the PMI Guide to
the Project Management Body of Knowledge (PMBOK ® Guide):
 Project Integration Management
 Project Scope Management
 Project Quality Management
 Project Resource Management
 Project Schedule Management
Teaching Strategies
1. The two vignettes reinforce consideration of the situation through research and
communication with the stakeholders. The first vignette addresses the changing
conditions for project planning of worldwide construction projects due to weather
variability and increased extreme weather situations. The second examines a change in
process for commerce. The desire was to increase credit card use; work with the
stakeholders revealed a hesitation and distrust of credit cards due to potential fraud with
an option for continued practices of e-commerce using debit cards.
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2. Sometimes planning seems to be a waste of time for a short project. Tell students a story
of a failed project. Have students identify how having a clear project objective, a project
scope document, a project plan, a work breakdown structure, a responsibility assignment
matrix, and a network diagram could have changed the outcome
3. Have students create a work breakdown structure and network diagram for a project they
will have to complete during the class semester. Have the students explain the
relationship between tasks that must be completed sequentially and those that can be
completed at the same time.
4. The network diagram for the consumer market study is included in the chapter materials.
Have the students compare the textbook diagram with the one created in Microsoft
Project and report on the similarities and the differences.
Lecture Notes
1. Real-World Project Management Examples

Vignette A: Project Scopes for Weather Variability Risk Mitigation
Disasters have occurred in the forms of storms, floods, and droughts as a result of changes in
weather patterns and the variability in the water cycle. What were extreme events that occurred every
100 years are now projected to occur twice as often. Project managers worldwide are considering
weather variability when determining the scope of projects. Projects are being planned and
implemented to mitigate the risks of weather variability.
 Past weather problems
o In 1954, Hurricane Hazel caused over US$1 billion in damage in Canada.
o In 2012, 27 million gallons of water from the storm surges as a result of Hurricane
Sandy flooded the subway lines in New York, New York, USA.
o The United Nations Office for Disaster Risk Reduction estimated that between 2006
and 2016 damage due to weather related disasters was valued to be US$1 trillion,
including over 900 weather-related events in 2014 that caused US$100 billion of
damage globally.
o The National Oceanic and Atmospheric Administration estimated a cost of US$1
billion caused by drought conditions in 2015 in western United States.
o Bhutan has experienced flooding.
o Pakistan has experienced long periods of storms that cause flooding and long periods
of drought. Floods and droughts have caused much financial hardship in Pakistan
due to the dependence on agricultural products that have been devastated.
 Projects and planning
o Project managers need to incorporate a wider range of conditions within their project
plans, “For instance, where a project to construct a highway might typically design its
structures to withstand a 100-year statistical flood, project managers might need to
prepare for even greater variability.
o The Pakistani government has developed educational programs to teach people how
to install water harvesting tanks on rooftops and parking lots to collect rainwater and
runoff.
o The World Bank has spent over US$30.3 billion from 2010 through 2015 on 330
transportation projects in developing countries.
o A major flood protection and revitalization project is planned for the lower Don River
in southern Ontario, Canada.
o The expansion of the Yolo Bypass in the Sacramento River Basin, California, USA, is
a flood control system that integrates levees, weirs, and a natural bypass.
Many projects are expected to be planned to help mitigate these expected weather-related risks.
Each will need to have a defined scope, quality management plan, responsibility matrix, and activity
sequence.
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Vignette B: Adoption of Online Shopping and Payment Portals

As part of the e-Commerce Master Plan, the e-Commerce Act in Qatar was developed to enhance the
e-commerce value chain and facilitate the adoption and implementation of e-commerce processes.
The Ministry of Information and Communications Technology (ictQATAR) in Doha, Qatar, established
a project team to work with stakeholders to develop the project plan for a framework and a platform to
support e-commerce.
 Project Background
o The use of a credit card was a key payment form for e-commerce in other countries.
o The acquisition cost of an electronic payment platform was high. Trust of security of
these systems was low in places without established systems for online purchases.
o Qatar was rated to be the wealthiest nation by gross domestic product per capita.
Most transactions in Qatar were by cash-on-delivery or through use of a debit card.
 Solution
o Created platform to support learning by merchants and subject matter experts
through knowledge resources with on-demand support.
o Sought funding support within the implemented platform.
o Presented the plan and its potential benefits to stakeholders.
o Started accepting debit card payments for Qatar e-commerce consumers.
o Planned seminars to conduct with the Qatar Central Bank on the benefits of secured
debit card payment gateways and the reduction of payment fraud to help gather
additional support for the project and inform the development of additional e-
commerce sites.
The project team was hopeful that additional key stakeholders would adopt e-commerce practices for
business after attending a presentation of the benefits. One factor the team did note was that even though
the adopters have accepted widely used debit cards as a means of payment, they had not accepted the
use of credit cards as a payment option.
2. Establish Project Objective

 The planning process is based on the project objective, which establishes what is to be
accomplished.
o Often the project objective is stated in the project charter or request for proposal.
o The objective is the tangible end product that the project team or contractor must
produce and deliver in order for the sponsor or customer to achieve the expected
benefits from implementing the project.
 The project objective should include the following elements:
o Expected benefits that will result from implementation of the project and define
success
o Primary project end product or deliverable
o Date by which the project is required to be completed
o Budget within which the project must be completed
 There can be situations where the project objective needs to be modified as the project
proceeds because of extenuating circumstances or new information. The project manager
and the customer must agree on all changes to the project objective. Any such changes might
affect the remaining work scope, deliverables, completion date, and final cost.
3. Define Project Scope

 The project scope defines what needs to be done.
 A project scope document includes many of the items contained in the project charter, RFP,
or contractor’s proposal, but in much greater detail. The document is valuable for establishing
a common understanding among project stakeholders regarding the scope of the project.
 The project scope document usually contains the following sections:
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o Customer requirements define the functional, operational, and performance

specifications or capabilities that must be met for the project’s end product and other
project deliverables. They should also include or reference applicable technical
specifications, standards, and codes that must be used and met regarding quality and
performance of the project work and deliverables.
o Statement of Work (SOW) defines the major tasks that will need to be performed to
accomplish the work and produce all the project deliverables.
o Deliverables are the products or outputs that the project team or contractor will
produce and provide to the customer during and at the completion of the performance
of the project.
o Acceptance criteria for all project deliverables must be described in greater detail
than what is stated in the project charter or request for proposal
o Work Breakdown Structure (WBS) is a hierarchical decomposition of the project work
scope into work packages that produce the project deliverables.
 The agreed-upon project scope document establishes the baseline for any changes that may
be made to the scope during the performance of the project.
 A change control system needs to be established to define how changes will be documented,
approved, and communicated. The project team or contractor must avoid scope creep, which
is informally making changes to the project scope without appropriate approval.
4. Plan for Quality

 It is important to plan for quality in performing the project to ensure that the work is done
according to specifications and applicable standards and that deliverables meet acceptance
criteria.
 Planning for quality is a necessary, yet often forgotten or dismissed, function on a project. It is
essential to have a plan for ensuring the quality of project deliverables and results, rather than
waiting until the end of the project to check that sponsor/customer requirements and
expectations have been met.
 A project quality plan includes or references the specifications, industry or government
standards (for design, testing, safety, construction, etc.), and codes that must be used and
met during the performance of the project work.
 To help ensure quality, the project quality plan should contain written procedures for using
various quality tools and techniques.
 The key to quality control is to monitor the quality of the work early and regularly throughout
the performance of the project, compare results with quality standards, and make any
necessary corrective actions immediately, rather than waiting until all the work is complete
before checking or inspecting for quality.
 The focus must be on doing it right the first time by doing the work in accordance with quality
standards, and therefore preventing quality problems, rather than relying on after-the-fact
inspections or testing and then having to do additional work to correct quality problems.
 People who think they do not have enough time to do the work right the first time must then
take the time later to redo it correctly—haste makes waste!
5. Create Work Breakdown Structure

 Once the project scope document has been prepared and agreed on, the next step in the
planning phase is to create a detailed work breakdown structure (WBS), which is a
deliverable-oriented hierarchical decomposition of the project work scope into work packages
that produce the project deliverables.
 Creating a WBS is a structured approach for organizing all the project work and deliverables
into logical groupings and subdividing them into more manageable components to help
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ensure that all the work and deliverables to complete the project are identified and included in
the baseline project plan.
 The work breakdown structure subdivides the project into smaller pieces called work items.
 The WBS should be decomposed to a level that identifies individual work packages for each
specific deliverable listed in the project scope document.
o The level at which a specific deliverable is produced as the output or end product of
the work associated with a work package.
o The level at which there is a high degree of confidence that all the activities that need
to be performed to produce the deliverable can be defined, the types and quantities of
resources can be determined, and the associated activity durations and costs can be
reasonably estimated.
o The level at which a single organization (marketing communications, materials
engineering, human resources, a subcontractor, etc.) or individual can be assigned
responsibility and accountability for accomplishing the work package.
o The level at which the project manager wants to monitor and control the budget, and
can collect data on actual costs and the value of the work completed during the
performance of the project.
 The WBS can be created using a graphic chart format or as an indentured list.
Figure 4.1 depicts the work breakdown structure in a graphic chart format for a
community festival project. Not all the branches in a WBS have to be broken
down to the same level.
Figure 4.2 depicts the WBS for the consumer market study project example.
This project is the example used in the Microsoft Project appendices. Have
students examine the relationship between Figure 4.2 and the entries into the
Microsoft Project task list.
Figure 4.3 depicts an indentured list for the work breakdown

structure. For each of the work packages, the deliverable is listed.
This format is helpful for large projects in which a diagram would
be too large and unwieldy.
6. Assign Responsibility
 A responsibility assignment matrix (RAM) defines who will be responsible for
the work. It is a tool to designate the individuals responsible for accomplishing
the work items in the work breakdown structure. Figure 4.4 depicts the RAM for
the WBS in Figure 4.1, community festival project.
o The responsibility assignment matrix may use a P to designate primary responsibility
and an S to indicate support responsibility for a specific work item.
o The RAM shows all the individuals associated with each work item in the work
breakdown structure, as well as all the work items associated with each individual.
 Only one individual should be designated as the lead, or primary, person responsible for each
work item.
7. Define Activities
 Using the work breakdown structure, the individual or team responsible for each work
package must next define all the specific activities that need to be performed to produce the
end item or deliverable for the work package.
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 When all the specific activities have been defined for all of the work packages, they should be
consolidated into a comprehensive activity list.
 Figure 4.5, the work breakdown structure for a consumer market study
project, depicts the specific activities that need to be performed for each
work package. Have the students compare this list to the entries for the
tasks in the Microsoft Project appendix.
8. Sequence Activities
A network diagram defines the sequence of how the activities will get done. It is a tool for arranging the
specific activities in the appropriate sequence and defining their dependent relationships.
 The three most common techniques of network diagramming are program evaluation and
review technique (PERT), the critical path method (CPM), and the precedence diagramming
method (PDM).
 In the past, there were distinguishable methodological differences between PERT and CPM.
Today, however, when most people refer to a CPM diagram or PERT chart, they mean a
generic network diagram.
A. Network Principles
 Each activity is represented by a box in the network diagram, and the
description of the activity is written within the box, as shown in this figure.
 Activities consume time, and their description usually starts with a verb.
 Activities have a dependent relationship—that is, they are linked in a logical sequence to
show which activities must be finished before others can start.
o Certain activities have to be done in serial sequence.
o Some activities can be done concurrently.
i. Loops
 An illogical relationship among activities is known as a loop. In preparing
a network diagram, drawing activities in a loop is not acceptable because
it portrays a path of activities that perpetually repeats itself.
ii. Laddering
 Some projects have a set of activities that are repeated several times.
 Figure 4.6 indicates that all the activities must be done in
serial sequence, which means that at any one time only one
person is working while two other people are waiting.
 Figure 4.7 indicates that all three rooms can be done concurrently,
which is not possible because only one expert is available for each type
of activity.
 Figure 4.8 shows a technique known as laddering,
 This approach will allow the project to be completed in the shortest
possible time while making the best use of available resources (the
experts).
B. Create Network Diagram
 A network diagram is a drawing of the activities for a project, showing them as boxes in their
logical sequence and connected by arrows to indicate the required dependent relationships,
as the project should be performed from start to completion.
 Three questions need to be asked for each activity, and the network diagram is based upon
the answers:
o 1. Which activities must be finished immediately before this activity can be started?
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o 2. Which activities can be done concurrently with this activity?

o 3. Which activities cannot be started until immediately after this activity has been
finished?
 Guidelines for the level of detail in the network diagram are:
o 1. Based on the work breakdown structure for a project, specific activities should be
defined for each work package.
o 2. It may be preferable to draw a summary-level network first, showing a small
number of higher-level activities, and then expand it to a more detailed network.
o 3. The level of detail may be determined by certain obvious interface or transfer
points: where there is a change in responsibility or a tangible output results from an
activity.
o 4. Activities should not be longer in estimated duration than the time intervals at
which actual project progress will be reviewed and compared to planned progress.
 It is not unusual to progressively elaborate the network diagram as the project progresses and
more information is known or becomes clear.
 Subnetworks can represent similar projects for different customers, and certain portions of
projects can include the same types of activities in the same sequence and dependent
relationships.
 Figure 4.9 shows a complete network diagram for the consumer
market study project, including the person responsible for each
activity.
 Figure 4.13 shows a network diagram for the web-based
reporting system project.
9. Planning for Information Systems Development

This example continues through Chapters 4 - 8 and highlights the concepts for each. The Microsoft
Project file for the example will be available with the instructor materials.
 An information system (IS) is a computer-based system that accepts data as input, processes
the data, and produces useful information for users.
 Information systems include computerized order entry systems, e-commerce systems,
automatic teller machines, and billing, payroll, and inventory systems.
 The development of an IS is a challenging process that requires extensive planning and
control to ensure that the system meets user requirements and is finished on time and within
budget.
 A project management planning tool, or methodology, called the systems development life
cycle (SDLC) is often used to help plan, execute, and control IS development projects.
o 1. Problem definition -- data are gathered and analyzed, and problems and
opportunities are clearly defined.
o 2. System analysis -- the development team defines the scope of the system to be
developed, interviews potential users, studies the existing system (which might be
manual), and defines user requirements.
o 3. System design -- several alternative conceptual designs are produced and
evaluated. The best is selected for further design and development.
o 4. System development -- the actual system is brought into existence.
o 5. System testing -- the development team looks for logical errors, database errors,
errors of omission, security errors, and other problems that might prevent the system
from being successful.
o 6. System implementation -- the existing system is replaced with the new, improved
system, and users are trained.
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A. An IS Example: Internet Applications Development for ABC Office Designs

A corporation called ABC Office Designs has a large number of sales representatives who sell office
furniture to major corporations. Each sales representative is assigned to a specific state, and each
state is part of one of four regions in the country. To enable management to monitor the number and
amount of sales for each representative, for each state, and for each region, ABC has decided to
build a Web-based information system that will track prices, inventory, and the competition.
 The IS department within the corporation has assigned Beth Smith to be the project manager
of the Web-based reporting system development project.
 Figure 4.10 depicts the major tasks that were identified
for the project. The WBS follows the SDLC.
 Figure 4.11 depicts the responsibility assignment matrix for the project with the
primary and secondary responsibilities for each task assigned. Have students
note that all the tasks in the WBS appear in the responsibility assignment matrix.
 Figure 4.12 depicts a list of all tasks to be done, with the
immediate predecessor for each task listed to the right of the task. Have
the students examine the interdependencies of the tasks.
 Figure 4.13 depicts the network diagram created by Beth
and the project team and represents the interdependencies
listed in the immediate predecessor list.
10. Project Management Information Systems

 A wide variety of affordable project management information systems is available for
purchase.
 These systems allow the project manager and the project team to plan and control projects in
a completely interactive mode.
 Planning and testing different options for task durations, dependencies, constraints,
resources, schedules, and costs can be completed in a project management information
system.
 Reports, change management, network diagrams, and Gantt charts can be created.
 Project management information systems interface with other software applications.
 Appendix A contains information related to project management information systems.
11. Critical Success Factors

 Plan the work and then work the plan. Taking the time to develop a well-thought-out plan is
critical to the successful accomplishment of any project.
 Participation builds commitment. By participating in the planning of the work, individuals will
become committed to accomplishing it according to the plan.
 The project must have a clear objective of what is to be accomplished and defined in terms of
end product or deliverable, schedule, and budget, and it must be agreed upon by the
customer and the project team that will perform the project.
 The project scope document is valuable for establishing a common understanding and
agreement among project stakeholders regarding the scope of the project.
 Having a quality plan at the outset of the project is extremely beneficial because it will help
prevent incurring additional costs and schedule extensions due to rework caused by failure to
meet quality requirements and customer expectations.
 The key to quality control is to monitor the quality of the work early and regularly throughout
the performance of the project, rather than waiting until all the work is complete before
checking or inspecting for quality.
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 The network diagram is also is a communication tool for the project team because it shows
who is responsible for each activity and how each person’s work fits into the overall project.
12. Summary
 The planning process is based on the project objective, which establishes what is to be
accomplished.
 The project scope defines what needs to be done.
 The project scope document usually contains the customer requirements, statement of work,
deliverables, acceptance criteria, and a work breakdown structure.
 The quality plan must include or reference the specifications, industry or government
standards, and codes that must be used and met during the performance of the project work.
 The work breakdown structure establishes the framework for how the work will get done to
produce the project deliverables.
 A responsibility assignment matrix defines who will be responsible for the work.
 Activities define more specifically how the work will get done.
 A network diagram defines the sequence of how the activities will get done.
 Project planning is a critical activity in developing an information system (IS).
 A project management planning tool, or methodology, called the systems development life
cycle (SDLC) is often used to help plan, execute, and control IS development projects.
 Numerous project management information systems are available to help project managers
plan, track, and control projects in a completely interactive way.
Questions
1. What is meant by planning a project? What does this encompass? Who should be involved in
planning the work?
Planning is the systematic arrangement of tasks to accomplish an objective.
The plan lays out what needs to be accomplished and how it is to be accomplished. The plan
becomes a benchmark against which actual progress can be compared; then, if deviations occur,
corrective action can be taken. The first step in the planning process is to define the project
objective—the expected result or end product. Once the project objective has been defined, the next
step is to determine what work items, or activities, need to be performed to accomplish it.
It is important that the people who will be involved in performing the work are also involved in planning
the work. They are usually the most knowledgeable about what detailed activities need to be done
and how long each should take. By participating in the planning of the work, individuals will become
committed to accomplishing it according to the plan and within the schedule and budget. Participation
builds commitment.
2. What is meant by the term project objective? What might happen if a project objective is not
clearly written? Give three examples of clearly written project objectives.
The objective is the target—the tangible end product that the project team must deliver. The objective
must be clear, attainable, specific and measurable.
If the objective is not clearly written the end product may not meet the needs of the customer
Specific examples will vary. Responses should contain the expected benefits of the project, the
primary project end product or deliverable, and the date required for completion.
3. Describe a project scope document. Why is it important to clearly define the project scope?
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A project scope document includes sections for the customer requirements, statement of work, project
deliverables, acceptance criteria, and work breakdown structure. The contents of these sections
include many items contained in a project charter, RFP, or contractor's proposal in greater detail.
It is important to clearly define the project scope to establish a common understanding among project
stakeholders regarding what needs to be done to produce all the deliverables for the project.
4. What is a work breakdown structure? What is a responsibility assignment matrix? How are
they related?
The WBS breaks a project down into manageable pieces. It’s a hierarchical tree or an indentured list
of end items that will be accomplished. The graphic structure subdivides the project into smaller
pieces called work items. The lowest-level item of any one branch is called a work package. An end
product is the item that will be produced as a result of carrying out the project.
The responsibility assignment matrix is a method used to display, in tabular format, the individuals
responsible for accomplishing the work items in the WBS. Some responsibility matrices use an X to
show who is responsible for each work item; others use a P to designate primary responsibility and an
S to indicate support responsibility.
The WBS and the responsibility assignment matrix are related by all the work items and work
packages listed in the WBS are listed in the responsibility assignment matrix.
5. Why is creating a plan for quality important? From your experiences, give an example of how
having and controlling a quality plan could have prevented quality problems in a project.
Creating a project quality plan is important to avoid quality-related problems.
Student answers will vary. Responses should include a reference to how knowing the specifications,
industry or government standards, and codes that were to be met during the project could have
helped to prevent the quality problems in the project.
6. What is an activity? Does it always require human effort? Refer to Figure 4.1. Provide a
detailed list of activities needed to accomplish work package 3.3. Do the same for work
package 4.2.
An activity is a defined piece of work that consumes time. It does not necessarily require the
expenditure of effort by people—for example, waiting for concrete to harden can take several days but
does not require any human effort.
List of detailed activities needed to accomplish work package 3.3: Prizes:

 Identify prizes
 Specify the number and type of prizes
 Buy prizes
 Gift-wrap prizes
 Move prizes to festival site
List of detailed activities needed to accomplish work package 4.2: Permits:

 Identify required permits
 Specify where the permits need to be acquired from
 Identify costs and timelines for acquiring permits
 Obtain the permits
7. Refer to Figure 4.9. What activities must be accomplished before “Input Response Data” can
start? What activities can start after “Review Comments & Finalize Questionnaire” has
finished? List two activities that can be done concurrently.
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“Mail Questionnaire & Get Responses” and “Test Software” must be done before “Input Response
Data” can start.
“Prepare Mailing Labels,” “Print Questionnaire,” “Develop Data Analysis Software,” and “Develop
Software Test Data” can start after “Review Comments & Finalize Questionnaire” has been
completed.
Any of the four activities listed above that can start after “Review Comments & Finalize Questionnaire”
has been completed, can be done concurrently.
8. When would you use laddering in a network diagram? Give an example, different from the one
provided in the chapter, and draw the corresponding network diagram.
Laddering should be used when a project has a set of activities that are repeated several times and
appropriate resources are available to handle tasks concurrently. Specific examples will vary.
Responses should contain a set of activities that are repeated and that have adequate resources to
do the tasks concurrently.
9. Why would you recommend project management software to someone involved in project
management? What features and benefits does it provide?
Project management software packages are available for purchase. They allow the project manager
and the project team to plan and control projects in a completely interactive mode. Common features
of project management software allow the user to:
 create lists of tasks with their estimated durations
 establish interdependencies among tasks
 work with a variety of time scales, including hours, days, weeks, months, and years
 handle certain constraints—for example, a task cannot start before a certain date, a task must
be started by a certain date, labor unions allow no more than two people to work on the
weekends
 track team members, including their pay rates, hours worked thus far on a project, and
upcoming vacation days
 incorporate company holidays, weekends, and team member vacation days into calendaring
systems
 handle shifts of workers (day, evening, night)
 monitor and forecast budgets
 look for conflicts—for example, overallocated resources and time conflicts
 generate a wide variety of reports
 interface with other software packages such as spreadsheets and databases
 sort information in a variety of ways—for example, by project, by team member, or by work
assignment
 handle multiple projects
 work online and respond quickly to changes in schedule, budget, or staff
 compare actual costs with budgeted costs
 display data in a variety of ways, including both network diagrams and Gantt or bar charts
10. Draw a network diagram representing the following logic: as the project starts, activities A and
B can be performed concurrently. When activity A is finished, activities C and D can start.
When activity B is finished, activities E and F can start. When activities D and E are finished,
activity G can start. The project is complete when activities C, F, and G are finished.
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11. Draw a network diagram representing the following information: the project starts with three
activities, A, B, and C, which can be done concurrently. When A is finished, D can start; when
B is finished, F can start; when B and D are finished, E can start. The project is complete when
C, E, and F are finished.
12. Draw a network diagram that represents the following IS development task list.
Activity Immediate Predecessor
1. Problem Definition —
2. Study Current System 1
3. Define User Requirements 1
4. Logical System Design 3
5. Physical System Design 2
6. System Development 4, 5
7. System Testing 6
8. Convert Database 4, 5
9. System Conversion 7, 8
Internet Exercises
Assign the Internet Exercises to your students as homework or complete them with students in a
computer lab. The Web exercises in this chapter involve investigating project planning, the
International Project Management Association and its Web site, and the International Journal of
Project Management and its Web site. Have students describe how the project planning tolls they
have found would be helpful to define the project objective, prepare a project scope document, plan
for quality requirements, create the work breakdown structure, assign responsibility, define activities,
and create a network diagram.
Ask students to make presentations about an international project management association they have
found. They should describe how that association nurtures junior project managers in learning the
project management skills.
Have students write a critique of an article from the International Journal of Project Management.
Many are listed in the references sections for each chapter. These reference sections can be used as
further reading or challenges for more advanced students.
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Case Study #1 A Not-For-Profit Medical Research Center

This is an open-ended case study that continues through to Chapter 8. Each chapter has questions to
reinforce the concepts presented. Have students save their work for this case study for the work they
will do in Chapters 5 to 8. The students have the opportunity to be very creative on this one.
Encourage that creativity.
As the director of external affairs for a national not-for-profit medical research center you are asked to
produce a shorter, simpler, easy-to-read annual report to show the benefits of the center's research
and the impact on people's lives in an effort to help raise funds for the center.
Answers to the Case Questions
1. Establish the project objective and make a list of your assumptions about the project
Student responses should include their interpretation of the project objective and list the assumptions
for the project. One possible response is the project objective is to create a new annual report and an
assumption is that the new shorter report will bring in additional funding for the center.
2. Develop a work breakdown structure
Student responses should have an indentured list or a hierarchical structure for the work breakdown
structure with the major tasks necessary to achieve the project objective.
3. Prepare a list of the specific activities that need to be performed to accomplish the project
objective
The WBS should contain enough detail for the student responses to manage the tasks and assign
responsibility and resources to the tasks.
4. For each activity, assign the person who will be responsible
Student responses should show the name of the person responsible for each task.
5. Create a network diagram that shows the sequence and dependent relationships of all the
activities.
Student responses should sequence the tasks to show the dependencies of the tasks and what tasks
can be done concurrently, if any.
Group Activity
Form groups of three to five members. Have each group perform the above tasks. Allow each group
to present its answers.
Case Study #2 The Wedding

This is an open-ended case study that continues through to Chapter 8. Each chapter has questions
to reinforce the concepts presented. Have students save their work for this case study for the work
they will do in Chapters 5 to 8. The students have the opportunity to be very creative on this one.
Encourage that creativity.
Tony and Peggy Sue want to get married and have family who want to plan the wedding for them
without considering what Tony or Peggy Sue would want.
Answers to Case Questions
1. Make a list of assumptions that will be used as the basis for planning the wedding. And no, it
is not acceptable to assume that Tony and Peggy Sue will just elope, no matter how tempting
that may be!
Student responses should include their interpretation of the project objective and list the assumptions
for the project. One possible response is the project objective that Peggy Sue and Tony have the
wedding they want. An assumption is that Peggy Sue's mother and Tony's mother decide they do not
have to control everything and slow down a little on the plans.
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2. Develop a work breakdown structure.

Student responses should have an indentured list or a hierarchical structure for the work breakdown
structure with the major tasks necessary to achieve the project objective.
3. Make a list of the specific activities that need to be done between now and the wedding day.
The WBS should contain enough detail for the student responses to manage the tasks and assign
responsibility and resources to the tasks.
4. For each activity, identify the person (Tony, Peggy Sue, etc.) who will be responsible for
seeing that the activity is accomplished.
Student responses should show the name of the person responsible for each task.
5. Create a network diagram that shows the sequence and dependent relationships of all the
activities.
Student responses should sequence the tasks to show the dependencies of the tasks and what tasks
can be done concurrently, if any.
Group Activity
Form groups of three to five members. Have each group perform the above tasks. Allow each group
to present its answers.
Optional Supplemental Activities

1. Recall that in Chapter 1, an optional activity was for the student groups to contribute several
hours to a not-for-profit organization. Require each group to give a 10 minute presentation
and a 2-3 page write-up that discusses how that organization’s projects are planned,
performed, controlled, and closed. In addition, require each group to give at least 3
suggestions on ideas that could improve the projects being done at that organization.
2. Have the students present their findings for the international project management
associations. Ask them to discuss the ways the associations nurture junior project managers,
if they can. Have students seek a project management mentor and report on their
experiences related to developing the project scope and identifying the work breakdown
structure.
3. Assign students to present an article from the International Journal of Project Management to
the class. Have them post their critical review of the article to the class website, blog, wiki, or
other class space for others to review and comment.
Appendix: Microsoft Project

Microsoft Project is the most widely used project management software system in the business
environment today. It is powerful, easy to use, and available at a very reasonable price. A free trial version
is included with new copies of the text. If students do not have the disk, a trial version of Microsoft project
is available on the Microsoft website.
Have students work through the example to apply the concepts presented in the chapter in the Microsoft
Project software.
The Gantt Chart View and the Task ribbon are the default view when Microsoft Project is first opened.
Other views are chosen by clicking on the arrow in the View group on the Task ribbon and selecting the
name from the drop down list.
This first appendix has the students enter the work breakdown structure in a hierarchical indentured list
format, determine predecessors for tasks, assign responsibility for each activity, and create the network
diagram.
15
Figure 4A.1, Project Properties, depicts entering information about the

project file in the Project Information Project Properties window. Entering
information about the project is important to communicate to project
members and to others in the organization the name of who is
responsible for the project file.
Figure 4A.2, Project Information, depicts the entry of the start date for the project. Students have to decide
if they want to schedule from the project start date for from the project finish date. If they schedule from
the project start date and the calculated finish date is earlier than the project due date, the project has
slack or float. If they schedule from the finish date and start on the
calculated start date, there is no time in the schedule for any
delays. If the project is delayed, other tasks have to be fast-
tracked in order to finish by the project finish date.
Figure 4A.3, Project summary Task, depicts the summary information

about the project. Check the box next to Project Summary Task in the
Show/Hide group on the Format ribbon for Gantt Chart Tools. The project
summary task is assigned a 0 as its task identification number.
Figure 4A.4, Work Package and Activity Entry, depicts the entry of the work breakdown structure work
items and work packages. The work packages are the activities that start with a verb. The summary tasks
all start with a verb. The project title is entered on the first task line to help students see the summary
information. Project 2013 has the capability to hide and view the summary tasks and the project title. If the
project summary is used to enter the title, the project title would be entered as
task 0 and not have to be entered as task 1. This is more advanced than the
presentation in the text for the introduction lessons for using Microsoft Project.
If you have more advanced students, it will be beneficial to show them this
feature that is on the Gantt Chart Tools Format ribbon in the Show/Hide group.
A check in the box next to Summary Tasks shows the summary tasks and a
check in the box next to Project Summary Task shows the project title entered
in the Project Properties window (Figure 4.1) as task 0 and next to the project title.
Figure 4A.5 depicts the entry of the predecessor data. The predecessor data is
determined by following the network diagram presented in the chapter for the
Consumer Market Study. Be sure to reinforce with the students that the task
number entered in the Predecessor column is the task number for the line
where the task is listed in Microsoft Project and not the task number as shown
on the network diagram.
Figure 4A.6 depicts the entry of the resources on the Gantt Chart View in the
Resources column. Resources can be entered on the Resource Sheet and
then selected from a drop-down menu in the cells for the Resource column on
the Gantt Chart View. The entry of work resources after the first entry may
trigger Microsoft Project to ask whether the task should be shortened or there
is more work. This change is not triggered after the entry of fixed-duration tasks
in the next chapters, because the task requires a set amount of time and the
resource is being assigned for only a part of the total time for the task.
Figure 4A.7, Network Diagram, depicts a portion of the network diagram

generated by the entry of the tasks, predecessors, and resources. At this time,
the task durations have not been added, so they are not reflected in the start and
finish times shown in the activity boxes in the network diagram. The durations of
the tasks do not change the sizes of the boxes in the network diagram. Only the length of the bars in the
Gantt chart change to show the length of the tasks. The dates in the network diagram will change.
16
Figure 4A.8, Set Baseline for Project, depicts how to set a baseline for the
project. This is shown in this section to have students develop the habit of
setting a baseline to examine changes to the project after planning is complete.
Comparison of the project's actual performance to the planned performance
that is saved in the baseline shows how the project has changed and reveals
where it may have problems that need to be addressed.
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Successful Project Management 7th Edition

Chapter Concepts .................................................................................................................................... 2

Based upon this chapter, students will become familiar with

Project Management Knowledge Areas from PMBOK® Guide

1. Real-World Project Management Examples

Vignette B: Adoption of Online Shopping and Payment Portals

2. Establish Project Objective

3. Define Project Scope

o Customer requirements define the functional, operational, and performance

4. Plan for Quality

5. Create Work Breakdown Structure

Figure 4.3 depicts an indentured list for the work breakdown

o 2. Which activities can be done concurrently with this activity?

9. Planning for Information Systems Development

A. An IS Example: Internet Applications Development for ABC Office Designs

10. Project Management Information Systems

11. Critical Success Factors

List of detailed activities needed to accomplish work package 3.3: Prizes:

List of detailed activities needed to accomplish work package 4.2: Permits:

Case Study #1 A Not-For-Profit Medical Research Center

Case Study #2 The Wedding

2. Develop a work breakdown structure.

Optional Supplemental Activities

Appendix: Microsoft Project

Figure 4A.1, Project Properties, depicts entering information about the

Figure 4A.3, Project summary Task, depicts the summary information

Figure 4A.7, Network Diagram, depicts a portion of the network diagram

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