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Chapter 6 - Instructor’s Resource Guide to
Project Management: A Managerial Approach, Eighth Edition
Chapter Overview
Overview – This chapter introduces the process of project planning, which involves
identifying the specific goals of the project and breaking them down into achievable
tasks. The concepts of Work Breakdown Structure (WBS) and Linear Responsibility
Chart (LRC) are also introduced.
1) Initial Project Coordination and the Project Charter – The project launch meeting is
an excellent way to begin the planning process. At this meeting the team is gathered
for the first time to allow them to develop a general idea about the requirements of the
project. The intent is not to present fully developed plans and schedules but rather to
present the project in general, so that the team members can develop detailed plans
and schedules for themselves and present them at subsequent meetings. After the
planning process is complete it is useful to have a postplanning review chaired by an
experienced project manager not involved with this project previously.
a). Outside Clients – When the project involves an outside client, the planning
process must include the complete definition of the deliverables that will be
provided. This can be accomplished efficiently by involving the design and
marketing teams early in the planning process. The intent is to prevent later
surprises. E.g: The previously ignored manufacturing group announces that they
can’t build the design that has taken 10 months so far to be developed.
b). Project Charter Elements – Project plans and their development vary from
organization to organization, but they should all have the following elements:
i) Purpose – A short summary of objectives and project scope.
ii) Objectives – A more detailed statement of the general goals of the project.
This statement should include profit and competitive aims from the Business
Case as well as technical goals based on the Statement of Work (SOW).
iii) Overview – A description of both the managerial and the technical approaches
to the work.
iv) Schedules – This section outlines the various schedules and lists all milestone
events and/or phase-gates.
v) Resources – This element contains the budgets by task as well as the cost
control and monitoring plans.
vi) Personnel – This element contains a time phased plan for the people (or at
least the skills) required for the project.
vii) Risk Management Plans – This covers potential problems as well as potential
lucky breaks that could affect the project.
viii) Evaluation Methods – This section describes the methods used to monitor,
evaluate, and collect the history of the project.
Page 1 of 23
c). Project Planning in Action – Plans can be constructed by listing the sequence of
activities necessary to complete the project. The nine segments of the project are:
i) Concept evaluation
ii) Requirements identification
iii) Design
iv) Implementation
v) Test
vi) Integration
vii) Validation
viii) Customer test and evaluation
ix) Operations and maintenance
2) Starting the Project Plan
a) The WBS – The work breakdown structure (WBS) is a tool used to capture the
decomposition of activities and the assignment of personnel. The WBS is not one
thing. It can take a wide variety of forms that, in turn, serve a wide variety of
purposes. The text suggests the following steps for WBS development:
i) Break the tasks down into sufficient detail so that they can be individually
planned, budgeted, scheduled, monitored, and controlled. The tasks at the
bottom of the structure are typically called work packages.
ii) Identify the relevant supporting information needed for each work package
and the people who will work them.
iii) The work packages must be reviewed with the people involved to ensure their
accuracy and adequacy in describing the tasks to be accomplished.
iv) The WBS can be used to capture the direct costs estimated or budgeted for
each task.
v) The summary of the schedule information associated with each work package
can be summarized into a project master schedule.
Both the planned schedule and budget for each work package can be used as the
baseline to measure performance as the project is executed.
3) Human Resources: The RACI Matrix and Agile Projects
Identifying and securing the right employees for project work is one of the most
important PM tasks. One way to identify the HR needs is to create an Organizational
Breakdown Structure (OBS). It shows the organizational units that are responsible for
the various work elements of the project. By creating RACI matrixes and utilizing
agile project methods, better management of human resources can be attained.
Page 2 of 23
a) The Responsibility (RACI) Matrix – An approach to identify the human resources

needed for the project is to use the RACI (Responsible, Accountable, Consult, Inform)
matrix. The matrix shows critical interfaces between units that may require special
managerial coordination. With it, the PM can keep track of who must approve what,
who must be notified, and other such relationships. The RACI matrix displays the
WBS items in the left-most column of a table. The individuals, groups, or units
involved in the project are displayed in the top row. The project manager then uses
the matrix to identify who is Responsible, who is Accountable, who should be
Consulted, and who should be Informed.
b) Agile Project Planning and Management – Traditional methods are insufficient, if
an organization finds it difficult to define the project adequately in the shortest
possible time. In situations like these agile project management (APM) may be
effective. APM requires close and continual contact between the project team and the
clients. Project requirements are a result of client/developer interaction, and the
requirements change as the interaction leads to a better understanding on both sides of
the project requirements, priorities, and limitations.
4) Interface Coordination Through Integration Management – Interface coordination is
the task of coordinating work across multiple groups. Multidisciplinary teams (MTs)
are often used to facilitate the coordination of technical issues. Techniques are
available to assist this process by mapping the interdependencies between team
members.
a) Managing Projects by Phases and Phase-Gates – One way to facilitate
interdisciplinary cooperation is to break the project into phases and require the team
to have specific deliverables at each phase. Then an oversight process can evaluate
the deliverables and decide whether the project is ready to pass onto the next phase.
This technique is applied in addition to the normal cost and schedule control
techniques associated with projects.
5) Project Risk Management – This is the PMBOK knowledge area number 8. It defines
risk management as the systematic process for identifying, analyzing, and responding
to project risk. Seven processes exist:
a). Risk Management Planning
b). Risk Identification
c). Qualitative Risk Analysis
d). Quantitative Risk Analysis
i) Failure Mode and Effect Analysis
ii) Decision Tree Analysis
iii) Monte Carlo Simulation
iv) Dealing with Project Disasters
e). Risk Response Planning
Page 3 of 23
f). Risk Monitoring and Control

g). The Risk Management Register
Teaching Tips
Like many subjects in project management, this topic will benefit from a good example.
One way to provide it is to do an in-class planning exercise. To prepare this exercise the
instructor needs to select a project. Everyone in the class should be familiar with this
project. If a specialized technical topic is chosen (e.g. refueling a nuclear power plant),
then all the class members may not be able to fully participate due to their lack of
knowledge in the subject. I have had success with picking smaller, more accessible topics
that are familiar to a wide range of students. Specifically, I have used “Planning a
company picnic” for the exercise. While it may not sound very interesting on the surface,
the picnic has some surprising complications that the students will discover during the
planning process.
To begin the exercise the instructor give the class some background information about
their pretend company and a very brief description of the project. The description is
deliberately brief to simulate the typically meager direction that management supplies in
these circumstances. The students work in pairs to brainstorm the outline of the project
plan trying to answer key questions like:
What is the purpose of the project?
Who are its customers?
What constraints are imposed by the company?
The process of answering these questions forces students to ask a lot of questions which
the instructor, as the “sponsor” should answer. This gives the instructor a lot of
opportunities to emphasize the idea that the early project formation process is one
dominated by questions intended to reveal the sponsor’s and customer’s true
requirements.
As the authors of the text correctly point out, there are many formats available for project
plan deliverables. If the instructor does not have a preferred format to use for this
exercise, Martin and Tate describe a method, one that I have found useful, called the
Project Management Memory Jogger™. This tiny book can be an excellent supplement
to the text by presenting a number of specific formats for planning deliverables.
Material Review Questions
Question 1:
APM is distinguished by close and continuing contact between clients (users) and staff
working on the project, and an iterative and adaptive planning process. This approach is
best suited for situations in which the scope of the project cannot be sufficiently
determined in advance. The scope is progressively determined as the project progresses.
Question 2:
Refer to Section 6.1 in the text. The eight key elements of any project charter are:
Page 4 of 23
1) Purpose: The purpose contains a brief summary of the project’s scope and its
objectives.
2) Objectives: The objectives should reflect how the project would satisfy
requirements in the dimensions of performance, time, cost, and customer
satisfaction. Objectives should also be set with respect to business impact and
future growth potential.
3) Overview: This section will describe the managerial and technical approaches
used to complete the project.
4) Schedules: The master schedule will be derived from the individual schedules for
resources. Milestones will be used to indicate significant events in the project’s
lifecycle.
5) Resources: The project’s budget will document both capital expenses and
operating expenses by task. The procedures for cost monitoring and control will
also be described.
6) Personnel: This section covers the types and quantities of human resources
needed to complete the project. It should document unique requirements related to
issues such as security clearances, skill sets, EOE, and local content issues related
to hiring and ownership practices.
7) Risk Management Plans: This section describes how uncertainty will be managed
in the project. Its intent is to identify opportunities and threats. Contingency plans
are developed to respond to important risk events should they arise during the
project’s lifecycle
8) Evaluation Methods: This section describes the monitoring and control
procedures used to run the project and to assess its success.
Question 3:
Refer to Sections 6.3 and 6.2 in the text. The general steps for managing each work
package in a specific project are:
1) Decompose the work packages into the smallest work elements necessary to plan,
budget, schedule, and control the work. When sequencing project activities,
logical relationships and direct costs are often driven by the activities inside the
work package.
2) Create a work statement that includes inputs, specification references, contractual
stipulations, and expected performance results. It may prove useful to construct
the Linear Responsibility Chart (LRC) to document which resource is responsible
for each activity in the work package.
3) List contact information for vendors and subcontractors.
4) For work that is new, difficult, or important, establish detailed end-item
specifications.
5) Establish cost centers to assign budget responsibilities and to track performance
against plans. Assign the appropriate types and quantities of resources to each
work center.
6) Establish the activity durations and logical relationships. Develop a preliminary
project schedule.
7) Review the WBS, activity lists, budget, and schedules with the resources that will
perform the work.
Page 5 of 23
Question 4:
The “even planning process” is a hierarchical approach to decompose deliverables during
the processes of scope definition and activity definition. (See PMBOK® Guide Third
Edition sections 5.3 and 6.1.). The goal is that each level of the hierarchy has elements at
about the same level of detail. One purpose is to prevent overplanning the familiar, while
under planning the unfamiliar parts of the project.
Question 5:
The RACI matrix shows the tasks to be performed, the groups doing the work, and who
should be responsible, accountable, informed, and consulted. With the RACI matrix the
PM can keep up with who must approve what, who must be notified, and other such
relationships.
Question 6:
Refer to Section 6.1 in the text. The project’s launch meeting should accomplish the
following goals:
1) The technical scope for the project is established.
2) Participants accept responsibility for specific areas of performance.
3) Tentative, high-level schedules, and budgets are established.
4) A risk management group is created for the project.
Question 7:
Refer to Section 6.1 in the project. Involving functional areas in proposal development
may help an organization to avoid promising deliverables and/or performance that cannot
be delivered to the customer. This involvement is important in winning support for the
project from the people who are likely to loan the resources. In many cases, those
resources would like to provide input about what will be done, how it will be done, how
it will be priced, and when it will be accomplished.
Question 8:
Refer to Section 6.4 in the text. To design and use the WBS, the basic steps are:
1) Decompose the action plan in sufficient detail so that each activity can be
individually planned, budgeted, scheduled, monitored, and controlled.
2) For each WBS work package, create a LRC.
3) Review the work packages with the responsible resources prior to aggregating the
activities for the project.
4) Convert the WBS into a Cost Breakdown Structure (CBS) that includes budget
data for direct costs, indirect costs, contingency reserves, and profit.
5) Create the master schedule.
6) Capture actual costs and schedule performance and track against the baselines for
budget and schedule.
Page 6 of 23
Question 9:
Refer to Section 6.5 in the text. Interface management seeks to facilitate the process of
coordinating dynamic relationships between the various elements to assist the project in
meeting objectives for performance, time, and cost.
Question 10:
Refer to the Introduction in the text. The Project Plan is the complete set of documents
and data used to describe the project objectives, method, schedule and budget. The
Project Charter is the subset of the overall plan that concentrates on the schedule and
required resources. The Work Breakdown Structure (WBS) is the subset of the plan that
displays a decomposition of the work to be executed by the project.
Question 11:
Milestones are natural sub-project ending points where payments may occur, evaluations
may be made, or progress may be reassessed. Phase-gates are preplanned points during
the project where progress is assessed and the project cannot resume until re-
authorization has been approved.
Question 12:
A risk matrix is constructed by placing the impact of threats on one axis and the
probability of those threats occurring on the other axis (see Figure 6-12). Threats in the
upper-right quadrant are more “critical” than those in the other quadrants.
Question 13:
A decision tree is useful to a project manager when sequential events happen over time.
In these cases, the PM can look at the probabilities that a certain sequence of events will
occur and their potential impact on the project.
Question 14:
FMEA tables can be more valuable than a risk matrix because they consider the inability
to detect the risk in addition to the probability and impact. Because of this they provide
more value.
Question 15:
The cause-effect diagram should be broken down into as many subfactors as possible.
With more subfactors, a better understanding of the factors that affect a particular threat
or opportunity can be achieved.
Question 16:
The risk responses for threats (avoid, transfer, mitigate, and accept) are generally
designed to minimize or eliminate the risk from the threats. Risk responses for
opportunities (exploit, share, enhance, and accept) are generally designed to maximize
the opportunity if it occurs.
Page 7 of 23
Class Discussion Questions

Question 17:
The amount of planning should be proportionate to the degree of newness, importance,
and difficulty associated with realizing the required solution for an unique need.E.g:
Constructing a standard 1,800 square-foot residential home should require less planning
than that required to build the same house from scratch in less than four hours. (The San
Diego Builders Association did this feat as a promotional project. The four-hour
execution of the project required almost nine months to plan.) Instead of using
percentages, the basic concept is that plans should be as brief and simple provided that
they adequately direct the team to what needs to be done each day to support the project.
Question 18:
In the military, there is a saying that, “No plan survives its first encounter with the
enemy.” Therefore, even the best of plans should be adjusted to the reality of the project
as it unfolds. This juggling of activities and resources across groups is a real-time activity
that is usually done without a lot of detailed information or analysis. The coordination is
made more difficult by the inevitable problems in communication that occur in even the
best-run projects.
Question 19:
The areas of risk need to be relevant to the project. Unfortunately, we can think of many
things that are “risky” in our lives, but they aren’t necessarily relevant to a particular
project. The PMBOK® Guide Third Edition describes typical categories to consider risk
in as:
• Technical
• External
• Organizational
• Project Management
Question 20:
The WBS is probably one of the most useful project planning tools. It identifies the work
required to provide the project’s deliverables. It provides a framework for identifying
direct costs and resource requirements. Rolling up individual budgets through the
structure of the WBS can capture the total budget. The project schedule can be displayed
as a Gantt chart where each line is mapped directly to the WBS. Actual data can be
captured in project management software using the WBS table to enter actual cost and
schedule performance data.
Question 21:
Subdividing activities for a WBS involves a layer by layer breakdown of activities. PMs
should first divide the project into the main-level set of activities and then break each of
those levels down even further. This should continue until each activity is broken down
into its smallest activity. It is important to get as much input as possible from
stakeholders because getting the WBS built as well as possible can result in significant
Page 8 of 23
dividends as the project progresses due to numerous other deliverables that evolve from
it.
Question 22:
Usually, the plan frames the project in a manner that helps the team prepare for the
challenges that lay ahead. It is not so important that the team create the perfect project
plan. However, it is important that the plan raises the level of understanding about what
must be done to achieve a successful implementation that solves real needs. The plan
should also provide a reference point that the team can use to make course adjustments as
work progresses. Ultimately the plan must provide sufficient guidance so that every
member of the team knows what they should be doing each day to contribute to the
success of the project.
Something to think about: Have you ever taken a vacation without first deciding on a
destination?
Question 23:
Refer to Section 6.1 in the text.
Pros: Involving functional areas in proposal development may help an organization to
avoid promising deliverables and/or performance that cannot be delivered to the
customer. This involvement is important in winning support for the project from the
people who are likely to loan the resources. In many cases, those resources would like to
provide input about what will be done, how it will be done, how it will be priced, and
when it will be accomplished.
Cons: It is conceivable that some otherwise qualified managers and technical specialists
will not possess strong relationship management skills and/or a willingness to participate
in interdisciplinary approaches to solving problems. Such people could sabotage
negotiations in subtle ways by objecting to parameters or by using blocking techniques
that create fear, uncertainty or doubt about a project’s success. It is also difficult to
identify credibly the proper economic trade-off between early involvement and delayed
participation of functional specialists.
Question 24:
In general, this would be an unethical thing to do. The PM should demonstrate a little
more maturity by confronting the problem head-on rather than trying to cover it up with
tricks. An important consideration is Fred’s contribution to the project. If he is notified
because, in spite of his difficult attitude, he has something to contribute, then the PM is
not only unethical, he is stupid to bypass him. If he is difficult and does not add value (a
dynamite combination!), then the PM should bypass him and have the courage to look
Fred in the eye and tell him why he was ignored for that particular task. A manager,
whom I respect, once told me when I was faced with a difficult team member, “You have
got to talk to him. Maybe nobody ever told him that he was a jerk.”
Question 25:
The simplest way to plan for an unknown risk is to add a buffer. This can be both for the
schedule and the budget. This buffer should be visible to all concerned; not hidden as
padding in individual activities. Eli Goldratt recommends establishing a project time
buffer that is adjusted as the project unfolds (this is discussed at length in Chapter 9). The
Page 9 of 23
team knows that the buffer has gotten smaller if they are running behind, and larger if
they are ahead. Similarly it is a common practice on large defense projects to establish a
“Management Reserve.” This is a portion of the total project budget that is deliberately
held in reserve against unknown scope variation. Another technique is the designation of
selected experts to handle the problems as they arise. This can be coupled with a well-
defined escalation process, in which the designated people at appropriate levels in the
organization are notified based on the nature and severity of the problem.
Question 26:
Milestones and phase-gates may occur at the same time in some instances because phase-
gates can be considered milestones. In other cases they can occur at different times
because milestones can be used to see if the project is “on track” while phase-gates can
be utilized to determine if the project should continue to the next phase.
Question 27:
Agile project management was developed because of an increasing number of projects, in
which the scope of the project was not sufficiently determined in advance and thus, the
scope is progressively determined as the project progresses. I do believe that this
approach will continue to be increasingly utilized in future projects due to the continuing
number of projects where project scope cannot be accurately determined up-front.
Question 28:
Risk matrices and FEMA tables are extremely useful in analyzing the impacts of threats.
Each one helps in identifying the threats that cause the most concern. In addition, they
can be used to analyze the portfolio of projects in relation to their risk structure.
Question 29:
Decision and probability trees are similar. If we are only interested in probabilities, we
call the tree a probability tree. But if there are some actions we are considering anywhere
along the tree—before the first probability event, say, or between events—and we want
to evaluate which action(s) would be the best, then it is called a decision tree.
Each can be used by PMs to help determine the likelihood of certain events from
occurring. The decision tree is generally more valuable because it has a broader value.
can be used to analyze the portfolio of projects in relation to their risk structure.
Question 30:
A cause-effect chart could be used for two risks concurrently. The end “problem” would
be the result of both occurring concurrently.
Question 31:
Risk responses to threats and opportunities are more important for a particular PM
depending on their level of risk tolerance. For those who are risk-averse, they might be
inclined to think the risk responses for threats are more important and vice versa for those
PMs who are risk-seeking.
Page 10 of 23
Beagle 2 Mars Probe a Planning Failure

Question 32:
The tasks and changes in the tasks facing the project team with a fast approaching launch
window were extremely difficult. The PM should have recommended cancelling the
project and substituting it with something else.
Question 33:
The recommendations are all extremely important, certainly relevant to all projects, and
makes common sense. The problem, however, was more difficult than these
commonsense recommendations imply. If an expensive rocket launch is being readied for
a particular date and the date can’t be changed, would you really want to cancel the
probe? If so, why send up an empty rocket? Something needs to be added to the
recommendations concerning a backup probe, or a de-scoped probe, in case of trouble.
Clearly there wasn’t sufficient time, so something about a long lead time might be added
when the due date cannot be delayed.
Child Support Software a Victim of Scope Creep

Question 34:
Commonly, with the design of software systems, the customer wants changes as the
software is being written, which requires extensive rework and checking for ramifications
of each change throughout the system. This takes a lot of time and extra labor.
Apparently, this happened here as the customer kept requesting scope changes which the
customer considered to be minor but the vendor considered them to be major changes.
Unfortunately, the vendor didn’t inform the customer about the difficulty of making
changes during the project, or provide a process for handling such requested changes.
Question 35:
It appears that the software has been completed but now operates slower than that was
promised, possibly due to the scope changes. The customer and vendor need to talk about
the possibility of making additional changes that would help the customer in the most
efficient way, which may include disabling some of the options and scope changes
requested previously.
Shanghai Unlucky with Passengers

Question 36:
Luck had nothing to do with it. The problem was that the train was accessible only from a
difficult location for the customers in the business center. The system that was
implemented did not meet the original need.
Question 37:
We assume that there was an external reason for getting this exceptional train operational
in a short time period and service for businesspeople was a minor consideration. It could
Page 11 of 23
be that the original cost and time estimates were significantly wrong, so they were only
able to get it as close as they did to the city center.
China is now extending the train to the downtown business center, but it will take much
longer to complete.
Risk Analysis vs. Budget/Schedule Requirements in Australia

Question 38:
Meeting schedule and budget goals are certainly important, but other metrics are
important as well when it comes to project success. Although many people do think
primarily of schedule and budget goals, scope and quality goals can be just as important.
Specific to this example, had they considered quality issues, they would have created a
better system. After learning about all nine of the project management knowledge areas
as specified by the Project Management Institute, students will learn that each one is
equally important in managing projects.
Question 39:
An appropriate risk analysis approach would have been to use a quantitative method such
as simulation. Had this been done properly, the officials would have seen what would
happen with a significant increase in traffic beyond what was projected. This could have
shown them what might happen and then forced them to develop a system to comfortably
handle the increased traffic and/or to create a higher quality system.
Using Agile to Integrate Two Gas Pipeline Systems

Question 40:
The client was not on this team because it was an internal project.
Question 41:
Aspects of agile used:
1) Frequent, stand-up meetings with subteams
2) Weekly meetings with the entire team
3) Iterative and adaptive planning throughout the project
Aspects of agile not used:

1) A test case
2) Sprints
Question 42:
Agile management is not beneficial for most standard projects because agile projects
cannot accurately predict cost and time estimates for the duration of the project. Since,
most projects request funding in advance, agile processes would not be able to provide
those estimates.
An Acquisition Failure Questions Recommended Practice

Question 43:
Page 12 of 23
Long project durations in all industries lead to conflicts and project problems. A good
example is the Denver Airport Baggage Handling System. This project was so big and
poorly managed that it took a significant amount of additional time and money to
complete the project. In general, larger projects take much more planning and
coordination efforts while also increasing the likelihood of project management related
concerns.
Question 44:
One of the main problems was that a decision wasn’t made early enough in the project
regarding what to do. Had they determined that, all systems would have been merged into
one of the existing company’s systems and they would have had a better chance of
success. Too much time was spent analyzing the problem without ever getting to the
design phase.
Question 45:
The BMP solution worked because it eliminated the analysis phase of the decision-
making and forced the teams into the development phase. A compromised system might
have been possible, but the risk of continuing with the same problems they encountered
after the initial merger could have occurred too.
Ignoring Risk Contrasted with Recognizing Risk in Two Industries

Question 46:
The reasons why BP took such a relaxed attitude toward the Gulf well compared to
NASA is really a mystery. BP really should have been just as serious, perhaps even more,
since the environmental damage caused by the leak was so extensive. In addition, it could
have easily been prevented this with better planning.
Question 47:
I don’t think the oil industry has funded significant research in this area because they
believe the odds that it wouldn’t happen. Since, the R&D investment would be so
significant for something that was just a possibility (not a certainty), then it must have
been worth the risk.
Question 48:
Again, there really isn’t a good reason why BP didn’t do this right either. With proper
planning, a contingency plan could have been in place already that indicated what to do
and what to say if something like this happened. Hopefully, all companies in the oil
industry learned from this and will be more prepared next time.
Question 49:
NASA’s approach to risk analysis is thorough as it should be. One component on the
space shuttle that goes bad can cause an entire launch to be aborted or can cause the
shuttle to explode, as we have seen. Thus, their approach is thorough and would include
minimum techniques such as decision tree analysis and expert judgment. FMEA is a good
example of what an organization can do to understand the risk levels associated with a
project.
Page 13 of 23
Facebook Risks Interruption to Move a Terabyte

Question 50:
Although students may be able to make good arguments both ways, I would consider the
completion of the first hardware phase a phase-gate review because if building the
hardware took too long and/or was too costly, it may be necessary to stop the project
before going any further. In addition, they could determine that it just isn’t technically
feasible to progress any further.
Question 51:
The risk responses Facebook used are as follows:
1) Avoidance: With regards to avoiding the problems associated with loading the
data onto the equipment before the move
2) Mitigation: Selecting the option to transfer the data via a network as opposed to
loading it on the equipment before the move
3) Acceptance: A certain amount of risk was assumed even before transferring the
data across the larger network
4) Exploit: The move itself to the larger faster network
5) Enhance: The move itself to the larger faster network
Question 52:
Facebook could have also considered other approaches to handle the risks such as using
all of the seven subprocesses related to risk. These include:
1) Risk management planning
2) Risk identification
3) Qualitative risk analysis
4) Quantitative risk analysis
5) Risk response planning
6) Risk monitoring and control
7) Creating a risk management register
Trying to Install a Wind Farm in the Middle of the North Sea

Question 53:
The difficulties and risks in this case study were much less significant than with the
NASA example. Although both cases highlighted major risks, they were different in each
case. In this example (Wind Farms), many of the risks involved having everything ready
before being shipped to location. In addition, if there were any problems, they had to
come up with a solution as soon as possible and they did this by involving multi-
disciplinary teams.
Question 54:
It was imperative to have the correct competencies and dependabilities on the teams.
Without these two criteria solving problems would have been much more painful and
finding solutions would have been much more difficult.
Page 14 of 23
Question 55:
Students’ answers are expected to vary considerably based upon their background and the
choice of the WBS method.
Page 15 of 23
Problems
Problem 1:
7
6
Threat 2
Problem 1:Problem 1:Probability
5
Threat 1
4
Threat 4
3
Threat 3
1 2 3 4 5 6 7
Impact
Legend:
Critical
Monitor
Ignore
Threat 1: The threat of costs being excessive could occur. Actually, the probability is
somewhat high. This can be transferred to an outsourcing provider to help reduce this
threat.
Threat 2: The likelihood of the users resisting changes could cause major problems. This
is somewhat likely to happen, but can be avoided if they are given an alternative and
consulted in advance.
Threat 3: The project may run longer than expected. This isn’t highly likely, but this can
be transferred by outsourcing the project.
Threat 4: The changes may reduce the quality of care in the hospital. The probability is
satisfactory because the improvements brought about by the new system may not be
significant. If the quality decreases, the impact could be fairly significant, thus the
hospital may need to mitigate this threat by including more users in the planning.
Page 16 of 23
Problem 2:
Threat Severity Likelihood Inability RPN
to detect
#1 3 5 4 60
#2 5 6 1 30
#3 4 3 3 36
#4 7 4 6 168
The main thing that changes when using this approach is that threat #2 drops significantly
from “critical” to possibly “ignore.” This is mostly due to the lack of inability to detect.
Threat #2 is somewhat severe and the likelihood is great, but since the threat is relatively
easy to detect, it can be mitigated early and possibly even removed. Thus, this is a much
more realistic evaluation of the threats than just creating a risk matrix.
Problem 3:
Page 17 of 23
Problem 4:
Based on the analysis, the manufacturer should approve the purchase of the high-quality,
special equipment for $10,000. As a result, significant savings should occur.
Problem 5:
a1, a3 decision = (0.7  $3,000) + (0.3  $2,000) – $500 = $2,200
a1, a4 decision = (0.7  $1,000) + (0.3  $2,000) – $500 = $800
a2, a5 decision = (0.4  $2,150) + (0.6  $3,000) – $1,000= $1,660
a2, a6 decision = (0.4  $2,150) + (0.6  $4,000) – $1,000= $2,260
Based on this analysis, the best option is a2, a6.
Page 18 of 23
Problem 6:
P 5
r
o 4
3
b
a 3
1
b
i 2
2
l
i 1
t
y
1 2 3 4 5
Impact
Legend:
Critical
Monitor
Ignore
Opportunity 1:
You could “accept” this risk and enjoy the benefits derived from it. To increase the
potential for more impact, you could enhance the risk by providing more training.
Opportunity 2:
potential for more impact, you could further exploit the database.
Opportunity 3:
potential for more impact, you could share the data by increasing sales.
Page 19 of 23
Incidents for Discussion

Ringold’s Pool and Patio Supply
This is a good opportunity to engage the class in a discussion of the importance of
involving the team in developing plans and schedules. One way to do this is to engage the
class in collectively creating the upper level or two of a WBS for the project. Chances are
they will come up with several items that Junior missed in his, demonstrating the danger
of working alone.
John Sr. is asking a reasonable question, but his son is giving him a defective answer.
Even though Junior’s WBS looks very precise, it would be dangerous to base any
decision on it. Since, it has not been validated by anyone who has actual experience in
installing pools, there is no way of knowing if the estimates are reasonable, or even if it
has accounted for all the work. Junior has made no effort to evaluate the requirements of
the job. For example, he doesn’t list in his WBS anything related to permitting, electrical
or plumbing. In addition to these concerns, John Sr. must consider several business issues
including whether his company has the staff, skills, and equipment to take on this new
area. He needs to consider whether this expansion matches his long-term goals for the
business.
Stacee Laboratories
With adult professional students, this incident can lead to a lively discussion of the
involvement of other areas in a highly technical project. There will no doubt be many
opinions both pro and con on the involvement of areas, like marketing in a project that is
primarily a technical one. The students will probably have stories that will illustrate that,
in the long run, the involvement of other areas will make a project team stronger.
Ms. Tasha is only partially right. She is mixing together two different issues in her
recommendations. One way to understand the issues involved would be to map the
interfaces that would exist in this new environment. I suspect that mapping would show
that her concerns about the involvement of the toxicity and efficacy group are well taken.
They need to participate in the project from early on to understand the nature of the drug
being developed and to also allow them to pre-plan their part of the project. Advice from
this group could be valuable in reducing the number of dead ends that the research group
pursues. On the other hand, it could be a mistake to involve the marketing department
early on in each project. While they could get a head start on analyzing potential markets,
there is nothing to market until the end, and they cannot contribute to the identification of
new drugs. Ms. Tasha has missed an opportunity, however, to recommend a better
portfolio management process. Big Pharma does this quite well, as they have far more
leads for new drugs than the resources to pursue them. In a portfolio management
process, marketing’s involvement would be essential as they contribute to the decision of
what areas to pursue new drugs in. Once the project has been launched, however, they
should limit their involvement till the end.
Scope creep is probably more of a danger, if the researchers are working by themselves
and others just participate. A good way to help prevent it is to insure that there is an
adequate definition of the requirements at the beginning, and strong project planning and
control during the process. Students will typically object to this notion because their
Page 20 of 23
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Four men line up facing a coach, in a good football position, feet
moving as illustrated in Figure 140. The coach points to his right and
the players using a cross-over step must react in that direction. He
then points in another direction and the players stop, plant and start
in this direction as quickly as possible. The drill is not only a good
conditioner, but teaches quickness, too.
Figure 140
Rushing the Passer Drill (12-16 men):
Using the two-man Crowther sled, two defenders explode into the
machine with a good hard blow on the snap of the football, spin out
laterally, and rush the passer playing through two blockers (X), as
indicated in Figure 141. The defensive men must hit with the inside
shoulder before spinning out to play through the blockers at the side
and rear of the sled.
Figure 141
Gauntlet Drill (10-12 men):
We are primarily concerned with the tacklers in this drill. Two rows
of jerseys five yards apart is the area the ball carrier (X) is permitted
to run with the football. The tacklers (T) are five yards apart one
behind the other. The ball carrier tries to get by the tackler, and the
coach is checking on the latter’s football position—bend at the
knees, back straight, hit on the rise, and follow-through. If the coach
stands behind the ball carrier, he will be in the best position to
observe the tacklers, making certain they do not close their eyes on
contact, etc. Figure 142 illustrates our Gauntlet Drill.
Figure 142
Defensive Bucker (4-6 men):
The individual Bucker Drill, not illustrated by diagram, is used

when we work in small groups. It teaches the correct form for
delivering a blow with the hands, shoulders or forearms. A coach or
manager moves the ball to simulate the start of a play, and the
defensive man reacts and moves quickly on the sight of the ball.
DRILLS FOR THE LINEBACKERS

The following drills are used to teach individual and team
techniques to our linebackers:
All Secondary Drills:
Since our linebackers are a part of our defensive secondary, every

drill relating to pass defense mentioned and illustrated previously,
are also used for our linebackers.
Eye-Opener Drill (8-12 men):
Figure 143 illustrates four large dummies, a line of ball carriers (O)
and a line of tacklers (X). The ball carrier either fakes at one hole
and goes through the next one, or goes through the first hole trying
to beat the tackler. The linebacker tries to keep leverage on the ball
carrier, trying to meet him in the hole. The tackler must be careful he
does not over-run the ball carrier.
Figure 143
Eye-Closer Drill (12-15 men):
Figure 144 illustrates our Eye-Closer Drill with the offense running
its middle attack and the linebackers in particular reacting to every
situation they are likely to encounter in a game.
Figure 144
The linebackers also take part in the following drills which I have
discussed and illustrated previously:
1. Defensive Bucker Drill.

2. Gauntlet Drill.
3. Middle Drill.
4. Pursuit Drill.
5. Wave Drill.
6. Peel-Off Drill.
DEFENSIVE DRILLS FOR THE TEAM

When we have defensive drills for our entire team, it is usually
three-quarters full speed, or as we commonly refer to it, full speed
except for tackling.
We also have drills in which our linemen run half-speed and the
defensive secondary, full speed. At times one side of the line will be
full speed and the other half-speed. The offense is operating full
speed and does not know which side of the defensive line is full
speed and which side is half-speed.
Our game condition scrimmages are about the only time our entire
defensive unit will play full speed, with the exception of full speed
goal line defensive scrimmages occasionally. We learn and rehearse
our defenses as a team, but seldom scrimmage full speed as a
team.
CONCLUSION
We think our drills are functional in nature, and this is why we use
them. I cannot see the value of employing drills which are not
functional and which do not adhere to the individual and team
techniques we will use in a game. We want to drill and rehearse the
players in practice the way we want them to perform in a game.
CHAPTER 12
Those Who Stay Will Be Champions
Quitting comes easy for many people. Many do not want to pay
the price to be a winner. It requires little effort to be a loser—and
anyone who tries can be most successful. The “solid citizens” who
finish my “course” will be better men as a result of having stuck it
out. The boy who sets his mind to do what is required of him in order
to be a winner is not only the type of boy we are looking for, but he
will get the most from the program. Those who stay will be
champions and will become winners not only on the football field but
in life itself.
Walter D. Wintle’s poem about a person’s state of mind has a
great deal of meaning to it. We have the poem posted in various
places throughout our building so our boys can read it from time to
time. The poem is as follows:
It’s All in a State of Mind

If you think you are beaten, you are;
If you think you dare not, you won’t;
If you like to win, but don’t think you can,
It’s almost a cinch you won’t.
If you think you’ll lose, you’re lost;

For out in the world you’ll find
Success begins with a fellow’s will;
It’s all in a state of mind.
For many a game is lost

Ere even a play is run,
And many a coward fails
Ere even his work is begun.
Think big and your deeds will grow,

Think small and you’ll fall behind;
Think that you can and you will;
It’s all in a state of mind.
If you think you are out-classed, you are;

You’ve got to think high to rise;
You’ve got to be sure of yourself before
You can ever win a prize.
Life’s battles don’t always go

To the stronger or faster man,
But sooner or later, the man who wins
Is the fellow who thinks he can.
We must inspire our boys to the degree they think and know they
are capable of doing what it takes to win. Teaching the boys how to
accomplish this is extremely gratifying and one of the rewards of
coaching.
From time to time I have been asked, “Coach, what has been your
greatest thrill as a football coach?” Trying to single out the “greatest
thrill,” or even one of my greatest thrills as a coach, is very difficult
for me to do. The game of football has been thoroughly rewarding to
me.
I recall one thrill in particular, the day our 1956 team at Texas A &
M defeated the University of Texas, 34-21, in Austin. You like to win
’em all, but the real thrill is the story behind this particular game.
It actually started in the spring of 1954 when I first went to Texas A
& M. The Aggies had not won the Southwest Conference
Championship in 15 years. We hoped to remedy this situation in
time, so we commenced our building program that spring.
In the fall we took our players to Junction, a small place in South
Texas, for pre-season training. The work was hard and the weather
was hot, and many boys dropped by the wayside. Many did not want
to pay the price to be a winner.
That fall I imagine those who had not remained for early season
practice felt they had made a wise decision since we won only one
football game. Those who stayed, although beaten in every game
except one, seemed more determined than ever to prove their point.
They fought their hearts out in every game and although beaten they
won the admiration and respect of everyone for their courage. While
it was disappointing to lose, I felt deep down in my heart if those
boys stayed, they would be champions by the time they were
seniors.
The following year we had a good team, but we lost the final game
of the season to the University of Texas, and with it we lost the
Conference Championship. So close, yet so far was the elusive
championship and a victory over Texas.
From the beginning of the 1956 season the determination of the
senior group was evident. Consequently we went into the final game
of the season with Texas in Austin, undefeated. There was more to it
than just a mere football game. The Aggies had not beaten the
University of Texas in Austin for a period of 33 years. In fact they had
never beaten Texas in Memorial Stadium, the site of the 1956 battle.
The afternoon of November 29, 1956 could mean a great deal to
this group of boys who started setting their sights at Junction in
1954. The public was aware of the fact these boys could win the
Southwest Conference Championship, have an undefeated season,
and break the “jinx” at Memorial Stadium. They probably were not
aware the stakes were higher. These boys had a chance to prove to
themselves that they were men; they could and would do what it
takes, no matter how tough it may be, to become champions.
The greatest thrill was not in the final score, 34-21. The thrill was
watching those boys work, grow, develop and rise from a season in
1954 where they won only one game to an undefeated season in
1956. These boys paid the price to become champions. They were
champs then, and they will always be champions, because they
know, understand, and are willing to do what they must do to be
successful. The boys who started at Junction as sophomores are as
follows: Don Watson, Lloyd Hale, Jack Pardee, Gene Stallings, Bob
Keith, Dennis Goehring, Dee Powell and Bobby Lockett. As for the
boys who dropped out because the going was too tough, who can
remember their names?
... For out in the world you’ll find

Success begins with a fellow’s will;
It’s all in a state of mind....
Index
A & M wave drill, 222-223

Action pass:
coverage of, 75-77
from broken backfield, 78-79
from flanker set, 4-spoke coverage versus, 96-97
from floater set, 4-spoke coverage versus, 98-99
4-spoke pass defense against, 92-93
Africa, 16
Against the grain, 143
Aggies, 232, 233
Agility drills, 209
Alabama wave drill, 226-227
Ant plan, 16-17
Assistant coach, 203, 204, 212
group work, 21
responsibility, 22
specialist, 21-22
type of man, 18-20
Automatics, 151-152
faking, 152
Backs:
flanked out, defense adjustments versus, 56-57
in victory defense, 47
Bad play, 141
Ball carrying techniques, 155-157
mental attitude and, 157
open field running, 156-157
Baltimore Colts, 3
Baseball terminology, 214
Berry, Ray, 3
Best defensive player, in victory defense, 47-48
“Big plays,” 214
Big tip drill, 218-219
Blocked kicks, 114, 115
Blocking techniques, 157-166
blocking linebackers, 159-160
crack back block, 164-165
downfield, 160-161
drive block, 157-158
junction block, 165
pass protection, 163-164
post-lead block, 161-162
reverse shoulder block, 158-159
roll block, 165-166
trap block, 162-163
Box defense, 143, 190
Bucker drill, 228
Butt ball drill, 222
Butt block, 120
Center, 114
extra point and field goal blocking rules, 137
in goal line defense, 49-50
offensive stance for, 145
in quick kick formation, 125
spread punt blocking rules, 119
Champions, 231-234
Chop block, 143
Church, 20
Circle drill, 224-225
Clemson College, 16
Climb block, 143
Club, 142-143
Coach:
assistant (see Assistant coach)
backfield, 187, 195-196
dedication, 10
defensive, 21-22, 208, 212
head (see Head coach)
high school, 22
long term contract, 9-10
mental toughness, 10
necessity of a plan, 11
offensive, 21-22, 205, 208, 212
qualifications, 10
quarterback, 194
staff, 11
and winning team, 9-11
Coaching:
division of duties, 21-23
over-coaching kickers, 112
rewards of, 232
teaching and, 23
(see also Planning for a game)
Color, 143
Conerly, Charlie, 2
Corner man:
defensive stance, 43
left, defensive:
4-spoke pass defense versus action pass, 93
from flanker set, 96-97
from floater set, 99
4-spoke pass coverage versus straight drop back pass,
91
from flanker set, 95
4-spoke pass defense versus roll-out pass, 95
right, defensive:
4-spoke pass defense versus action pass, 92
4-spoke pass coverage versus straight drop back pass,
91
from floater set, 97-98
4-spoke pass defense versus roll-out pass, 94
Cotton Bowl, 3
Courage, example of, 4-7
Covered, 142
Covering third-and-fourths drill, 216-217
Crack back, 143
Crack back block, 164-165
Cross-body block, 120
Crow, John, 141
Cutchin, Phil, 195
Cut off, 142
Dedication:
coach, 10
players, 12
Defenders, pass defense by, 85
Defense, 24-61
axioms, 27
errors, 26
gang tackling, 28
goal line, 48-51
importance of belief in, 61
limiting offense, 26
numbering system, 28-34
advantages of, 34
objectives, 24-27
offensive-minded, 25
pass (see Pass defense)
personal challenge, 26-27
philosophy of, 26
reaction football, 26
scoring, 25, 26
signal callers, 33, 34
6-2 alignment, 53-56
split-T, 51-55
stance, 41-43
surprise, 44-46
team proposition, 27-28
techniques, playing of, 34-41
versus backs and ends flanked, 56-57
versus single wing offense, 57-61
versus unbalanced line, 56
victory, 46-48
Defensive alignment:
attacking, 171
even, 190
numbering, 166-171
odd, 190
Defensive bucker drill, 228, 230
Defensive coach, 21-22, 208, 212
Defensive cuts drill, 215
Defensive ends, drills for, 220-221
Defensive football (see Defense)
Defensive interior linemen, drills for, 222-228
Defensive reaction drill, 226
Defensive secondary:
drills for, 215-220
stunting in, 105-110
Desire to excel, 13
Dietzel, Paul, 2
Dog fight, 25
Dog fight drill, 217
for safety man, 218
Downfield blocking, 160-161
Drills, 215-230
for defensive ends, 220-221
for defensive interior linemen, 222-228
defensive, for team, 230
functional, 230
for linebackers, 228-230
for secondary, 215-220
(see also under Name of Drill)
Drive block, 143, 157-158
Drive man, 143
Eagle, 144
“Easy” touchdown, 24, 25, 27, 61
8-man front, 143
recognizing and attacking, 190-192
8 technique, 40
Ends:
blocking rules:
extra point and field goal, 137-138
spread punt, 119
tight punt formation, 123
defense versus single wing offense, 58
in 5-spoke defense, 70
flanked out, defense adjustments versus, 56-57
goal line defense, 49
left, in punt return, 127-128
left, defensive:
coverage of action pass from broken backfield, 78
coverage of straight drop back pass, 75
from broken backfield, 78
pass defense by, 81-82
right, in punt return, 128
right, defensive:
coverage of action pass, 76
coverage of straight drop back pass, 75
6-2 alignment, 53-54
in split-T defense, 52
in victory defense, 47
Errors, 24, 26
Even defense, 143
Explode drills, 225-226
Extra-point, blocking rules, 137-138
Eye-closer drill, 229
Eye-opener drill, 229
Far back, 142
Field goal:
blocking rules, 137-138
defending against attempt, 139
Field position, 187-190
Fighting spirit, 186
Fill, 143
Films, of game, 203, 204, 206, 212
grading, 213-214
First down zone, 189
5-spoke defense, 31, 32, 33, 66-73
(see also 5-spoke pass defense)
5-spoke pass defense:
advantages of, 85-86
dividing the areas, 71-73
principle of, 87
5 technique, 38
Flanker set:
4-spoke coverage versus straight drop back pass from, 95-
96
4-spoke coverage versus action pass from, 96-97
Flare, 143
Flooding an area, 179-181
Flow, 142
Football:
American way of life, 3-4
intrinsic values of, 4-7
winning, theory of, 8-17
Four Horsemen, 1
4-on-1 drill, 222
4-spoke defense, 30-31
(see also 4-spoke pass defense)
4-spoke pass defense:
advantages of, 87-89
alignment, 89-90
in 40 series, 99
principle of, 87
versus action pass, 92-93
from flanker set, 96-97
versus flanker set, 95-97
versus floater set, 97-99
versus roll-out pass, 93-95
versus straight drop back pass, 90-92
4 technique, 35, 37
Free wheeling zone, 189
Fullback:
in goal line defense, 50-51
offensive stance for, 146
Fumbling, 27, 28
Gain, Bob, 112

“Gangster,” 108-109
Gang tackling, 28
Gap, 143
Gap 8 alignment, 32
Gauntlet drill, 227-228, 230
Gilmer, Harry, 2
Gipp, George, 3
Goal line defense, 48-51
challenge of, 48
Goehring, Dennis, 233
Going wide, 171-174
change-off for blockers, 174
quarterback option, 172-173
run-pass option, 172
three-way option, 173-174
Grange, Red, 1
Groin block, 143
Guards:
blocking rules:
for extra point and field goal, 137-138
for spread punt, 119
defense versus single wing offense, 58
goal line defense, 49
middle:
in punt return, 127
in split-T defense, 52
right, in punt return, 128
6-2 alignment, 53
versus single wing offense, 59
Gut zone, 189
Hale, Lloyd, 233

Halfbacks:
defensive, pass defense by, 83-84
in 5-spoke defense, 70
left:

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a) The Responsibility (RACI) Matrix – An approach to identify the human resources

f). Risk Monitoring and Control

Class Discussion Questions

Beagle 2 Mars Probe a Planning Failure

Child Support Software a Victim of Scope Creep

Shanghai Unlucky with Passengers

Risk Analysis vs. Budget/Schedule Requirements in Australia

Using Agile to Integrate Two Gas Pipeline Systems

Aspects of agile not used:

An Acquisition Failure Questions Recommended Practice

Ignoring Risk Contrasted with Recognizing Risk in Two Industries

Facebook Risks Interruption to Move a Terabyte

Trying to Install a Wind Farm in the Middle of the North Sea

Incidents for Discussion

Rushing the Passer Drill (12-16 men):

Gauntlet Drill (10-12 men):

Defensive Bucker (4-6 men):

The individual Bucker Drill, not illustrated by diagram, is used

DRILLS FOR THE LINEBACKERS

Since our linebackers are a part of our defensive secondary, every

Eye-Opener Drill (8-12 men):

Eye-Closer Drill (12-15 men):

1. Defensive Bucker Drill.

DEFENSIVE DRILLS FOR THE TEAM

It’s All in a State of Mind

If you think you’ll lose, you’re lost;

For many a game is lost

Think big and your deeds will grow,

If you think you are out-classed, you are;

Life’s battles don’t always go

... For out in the world you’ll find

A & M wave drill, 222-223

Gain, Bob, 112

Hale, Lloyd, 233

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