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Chapter8.SchedulingProjects.pptx

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Chapter 8

Scheduling Projects

Kloppenborg | Anantatmula | Wells, Contemporary Project Management: Plan-Driven and Agile Approaches, 5th Edition. © 2023 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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Key Learnings (Purpose of this slide)

To introduce the chapter.

Presenter Notes

References

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Icebreaker

What are two things you learned from Scope Planning?

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Key Learnings (Purpose of this slide)

To engage participants in the content of this chapter.

Presenter Notes

References

Pressmaster/Shutterstock.com

Scheduling Projects (1 of 2)

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Key Learnings (Purpose of this slide)

To provide an illustration of the scheduling projects process.

Presenter Notes

References

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Scheduling Projects (2 of 2)

Overview of the Book

8.1 Plan Schedule Management

8.2 Purposes of a Project Schedule

8.3 Historical Development of Project Schedules

8.4 How Project Schedules Are Limited and Created

8.5 Define Activities

8.6 Sequence Activities

8.7 Estimate Activity Duration

8.8 Develop Project Schedules

8.9 Uncertainty in Project Schedules

8.10 Show the Project Schedule on a Gantt Chart

8.11 PMBOK Guide 7e

8.12 Schedules for Agile Projects

8.13 Using Microsoft Project for Critical Path Schedules

8.14 Summary

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Key Learnings (Purpose of this slide)

To list the components covered in “Scheduling Projects” chapter.

Presenter Notes

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Core Objectives

8-1 Identify limitations of a project’s schedule and discuss ways to manage them.

8-2 Learn the activity on node (AON) method to develop a project schedule.

8-3 Identify potential problems in estimating time accurately and how to overcome them.

8-4 Create a project schedule on a Gantt chart by hand, showing the critical path and all float.

8-5 Describe ways to adjust a project’s sequence logic using leads, lags, and alternative dependencies.

8-6 Build and display the critical path and all float for each activity using MS Project.

8-7 Resolve potential scheduling conflicts.

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Key Learnings (Purpose of this slide)

To describe the Core Objectives.

Presenter Notes

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Agile Objectives

8-8 Describe the process of determining the size of a story.

8-9 Explain the product owner’s process of prioritizing work based on value and risk.

8-10 Discuss how a team decides what work it will commit for an iteration.

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Key Learnings (Purpose of this slide)

To describe the Agile Objectives.

Presenter Notes

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8.1 Plan Schedule Management

Plan Schedule Management

Project Time Management Processes

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Key Learnings (Purpose of this slide)

To list the components covered in “Plan Schedule Management” section.

Presenter Notes

References

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Project Time Management Processes

Plan schedule management

Define activities

Sequence activities

Estimate activity resources

Estimate activity durations

Develop schedule

Control schedule

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Key Learnings (Purpose of this slide)

To list the project time management processes.

Presenter Notes

A Project Manager and team usually develop as much of the schedule as they can be based upon the information in the work breakdown structure (WBS).

An activity is a unique and distinct part of work with a duration greater than zero time period, which is scheduled to be performed during the course of a project.

References

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8.2 Purposes of a Project Schedule

Questions to Answer

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Key Learnings (Purpose of this slide)

To list the components covered in “Purposes of a Project Schedule” section.

Presenter Notes

References

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Typical Questions to Answer in Developing a Project Schedule

When will the project be complete?

What is the earliest date a particular activity can start, and when will it end?

What activity must be complete before an activity can start?

What would happen if the delivery of material is late?

Can a key worker take a week of vacation when his/her activity is in progress?

If a person is assigned to do two activities, which one must be done first?

How many hours do we need from each worker next week or month?

Which worker or other resource creates a bottleneck that can halt or delay our project?

What will the impact be if the client wants to add an additional module?

If the client is willing to spend an extra $10,000, how much faster can the project be completed?

Are all of the activities that should have been completed by now actually completed?

How many resources are required for the project, and are they available?

How much time and effort are required from each resource? • What time constraints are the project likely to encounter?

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Key Learnings (Purpose of this slide)

To provide examples of questions to ask when creating a project schedule.

Presenter Notes

Projects are undertaken to accomplish important business purposes, and people often want to use the project results as early as possible.

The development of a project schedule is designed to address all these questions, and the final schedule provides answers to all of them.

References

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8.3 Historical Development of Project Schedules

Historical Background

Precedence Diagramming Method (PDM)

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Key Learnings (Purpose of this slide)

To list the components covered in “Historical Development of Project Schedules” section.

Presenter Notes

References

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Historical Background

In the 1950s, two project scheduling methods were developed:

Program Evaluation and Review Technique (PERT)

PERT was developed in the Navy’s Special Program Office and proven to be useful in research and development projects involving individual activities that are hard to estimate precisely.

Critical Path Method (CPM)

A method used to estimate the minimum project duration and determine the amount of schedule flexibility on the network paths within the schedule model.

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Key Learnings (Purpose of this slide)

To describe the history of the development of schedules.

Presenter Notes

Throughout history, projects have been performed, but many early projects such as cathedrals in Europe took decades or longer to complete.

As competition drove the need for more rapid completion, systematic methods were developed for scheduling projects.

Both CPM and PERT were founded on the concepts of identifying activities, determining their logical order, and estimating the duration for each.

CPM was developed by the Engineering Services Division of DuPont in their effort to plan large projects such as building and refurbishing enormous plants.

CPM assessed the time for each activity using a single-time estimate.

The focus was on understanding the longest sequence of activities, which determined how long the project would take.

References

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Precedence Diagramming Method (PDM)

The more commonly used method of displaying work activities is called Activity on Node (AON) or the Precedence Diagramming Method (PDM).

AON (or PDM) represents scheduled activities with nodes and connects each activity to one or more other activities with logical relationships or sequences of performance from left to right.

The arrow denotes the predecessor–successor relationship only, and the length of the arrow does not mean anything.

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Key Learnings (Purpose of this slide)

To explain the PERT and CDM methods.

Presenter Notes

PERT and CPM originally used a method for displaying the work activities in a network diagram called activity on arrow (AOA) or arrow diagramming method (ADM), in which schedule activities are represented by arrows and connected at points called nodes.

References

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Exhibit 8.1

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Key Learnings (Purpose of this slide)

To provide an example of an “Activity On Node” schedule format.

Presenter Notes

References

Exhibit 8.1: AON Format Schedule Example.

8.4 How Project Schedules Are Limited and Created

Five Factors of Schedule Constraints

Common Method for Developing a Schedule

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Key Learnings (Purpose of this slide)

To list the components covered in “How Project Schedules Are Limited and Created” section.

Presenter Notes

References

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Five Factors That Limit Schedule Creation

Logical order

Activity duration

Resource availability

Imposed dates

Cash flow

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Key Learnings (Purpose of this slide)

To describe the five factors that limit how fast a project can be completed.

Presenter Notes

The first factor is the logical order in which activities need to be completed. For example, one needs to dig a hole before cement can be poured into it. This is covered in the section on sequencing activities.

The second factor is how long each activity will take to complete. This is discussed in the section on estimating activity duration. It includes methods for estimating durations, problems with estimates, and remedies to those problems.

The third factor is how many key resources are available at specific times in the project. For example, if six rooms were available to be painted at the same time, and fewer than six painters were available, progress would be slower. This is discussed in Chapter 9 in the section on resource availability.

The fourth factor is imposed dates. For example, a project working on a government contract may not be able to start until the government’s new fiscal year, which starts on October 1.

The fifth and final factor is cash flow. Projects may not start until the budget is approved, but progress may also be slowed until enough revenue arrives to cover expenses. This is covered in Chapter 10.

References

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Common Method for Creating a Schedule

Identify all activities.

Determine logical order.

Estimate time required for that activity.

Assign resources to each activity.

Compare schedule with imposed dates.

Consider project budget and cash flow, quality demands, and risk factors.

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Key Learnings (Purpose of this slide)

To provide a high-level outline of activities to create a project schedule.

Presenter Notes

Before agreeing, the Project Manager must first understand what makes sense in terms of a schedule before they are in a position to know whether to accept a Sponsor’s suggestion or to discuss why it may be impractical.

A Project Manager has the ethical responsibility to determine a schedule that is possible to achieve, persuade all Stakeholders that the schedule makes sense, and then see to it that the project is delivered according to that agreed-upon schedule.

References

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The Project Manager’s Responsibility

Resist pressure to dictate a schedule.

Determine a schedule that is possible.

Persuade Stakeholders that the schedule makes sense.

Deliver project according to the agreed-upon schedule.

Within each iteration, team considers level of uncertainty and complexity with desired outcomes.

Number of team members as resources is often primary limitation.

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Key Learnings (Purpose of this slide)

To outline some of the Project Manager’s responsibility in creating a project schedule.

Presenter Notes

References

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8.5 Define Activities

Define Activities

List Project Milestones

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Key Learnings (Purpose of this slide)

To list the components covered in “Define Activities” section.

Presenter Notes

References

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Define Activities

“What work activities must be completed to create each of these lowest level project deliverables?”

The first process in developing a project schedule is to define all of the work activities.

The bottom level of a WBS represents the work packages or the lowest-level deliverables.

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Key Learnings (Purpose of this slide)

To provide an example of a list of activities for a project.

Presenter Notes

As teams define activities, they need to be careful not to omit any work elements.

It is a good idea to have someone on your project team play devil’s advocate to challenge the team to identify additional activities.

It is better to identify activities that need not be accomplished than to forget activities that will have to be added later.

The team may think all of the activities have been identified after the initial planning; however, when the activity sequencing is performed, it may become obvious that some activities have been forgotten or not considered.

It is better to discover a missing activity in this phase of planning than after the schedule is approved.

Newly added activities, after the final schedule is approved, will increase time and cost to the project, driving it over budget and delaying the schedule.

References

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Exhibit 8.2

Work Breakdown Structure with Deliverables Only

COLLEGE FUNDRAISER PROJECT

Project Management

Location

Promotion

Entertainment

Safety

Parking

Food

Sanitation

Volunteers

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Key Learnings (Purpose of this slide)

To show an example of a WBS with deliverables identified by numbers 1 through 9.

Presenter Notes

References

Exhibit 8.2: Work Breakdown Structure with Deliverables Only.

Exhibit 8.3 (1 of 2)

Work Breakdown Structure with Activity List Added

COLLEGE FUNDRAISER PROJECT

Project Management

Location

2.1 CONTACT UNIVERSITY FOR PERMISSION

2.2 DETERMINE IDEAL LOCATION TO MEET CAPACITY

2.3 DETERMINE CONTINGENCY PLAN IN CASE OF INCLEMENT WEATHER

Promotion

3.1 PROVIDE TEAM INFORMATION

3.2 PRODUCE PRE-EVENT ADVERTISEMENTS

3.3 DISPLAY WELCOME SIGNS AT ALL ENTRANCES

3.4 SET UP SIGN-IN TABLE

3.5 DISPLAY SIGNS WITH RULES

Entertainment

4.1 FIND INFORMATION ABOUT LOCAL NOISE ORDINANCES

4.2 CONTACT LOCAL BANDS

4.3 SET UP STAGE, SPEAKERS, FUN BOOTHS

Safety

5.1 DETERMINE LIGHTING NEEDS

5.2 CONTACT LOCAL FIRE DEPARTMENT (EMS)

5.3 CONTACT LOCAL POLICE DEPARTMENT

5.4 OBTAIN PERMISSION TO USE WALKIE-TALKIES

5.5 SET UP FIRST-AID BOOTH

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Key Learnings (Purpose of this slide)

To show the same work breakdown structure example with the activities required to create the deliverables listed.

Presenter Notes

References

Exhibit 8.3: Work Breakdown Structure with Activity List Added.

Exhibit 8.3 (2 of 2)

Parking

6.1 FIND ADEQUATE LOTS TO ACCOMMODATE CAPACITY

6.2 COORDINATE SHUTTLE SERVICE FROM LOTS TO SITE

6.3 RESERVE SPECIAL PLACES FOR HANDICAPPED

Food

7.1 CONTACT FOOD/BEVERAGE VENDORS FOR CONCESSIONS

7.2 MAKE GOODIE BAGS FOR CHILDREN

7.3 ORDER SUFFICIENT DRINKING WATER

Sanitation

8.1 PROVIDE TRASH RECEPTACLES

8.2 PROVIDE ADEQUATE NUMBER OF PORTA-JOHNS

8.3 COORDINATE POST-EVENT CLEAN-UP

8.4 PURCHASE PAPER PRODUCTS AND SOAP

8.5 PROVIDE WASHBASINS

Volunteers

9.1 RECRUIT VOLUNTEERS

9.2 PRODUCE A MASTER VOLUNTEER ASSIGNMENT LIST

9.3 MAKE NAME TAGS FOR ALL VOLUNTEERS

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Key Learnings (Purpose of this slide)

To show the same work breakdown structure example with the activities required to create the deliverables listed.

Presenter Notes

References

Exhibit 8.3: Work Breakdown Structure with Activity List Added.

Exhibit 8.4

Work Breakdown Structure with Milestone List

COLLEGE FUNDRAISER PROJECT

Project Management

Location

2.4 LOCATION CONFIRMED

PROMOTION

3.1 PROVIDE TEAM INFORMATION

3.2 PRODUCE PRE-EVENT ADVERTISEMENTS

3.3 DISPLAY WELCOME SIGNS AT ALL ENTRANCES

3.4 SET UP SIGN-IN TABLE

3.5 DISPLAY SIGNS WITH RULES

3.6 PROMOTION FINALIZED

Entertainment

4.4 BAND CONTRACT SIGNED

4.5 ENTERTAINMENT ARRANGED

Safety

5.6 SAFETY REQUIREMENTS COMPLETED

Parking

6.4 ALL PARKING NEEDS ARRANGED

Food

7.4 FOOD AND BEVERAGES READIED

Sanitation

8.6 ALL SANITATION NEEDS IN PLACE

Volunteers

9.4 VOLUNTEERS PREPARED

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Key Learnings (Purpose of this slide)

To provide an example of a Work Breakdown Structure with Milestones.

Presenter Notes

Note that the line numbers assigned to the milestones are one greater than the line numbers of the activities that must be completed for each milestone.

For example, the milestone “Promotion finalized” (item 3.6) represents the point in time that all of the promotion-related activities (items 3.1 through 3.5) are completed.

For clarity, items 3.1 through 3.5 have been imported from Exhibit 8.3 and set in a lighter font.

Notice also that the verb choice on the milestones is past tense, such as “confirmed,” “finalized,” and so on. This indicates that the activities leading up to each milestone must be complete.

References

Exhibit 8.4: Work Breakdown Structure with Milestone List.

8.6 Sequence Activities

Predecessors and Successors

8.6a Leads and Lags

8.6b Alternative Dependencies

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Key Learnings (Purpose of this slide)

To list the components covered in “Sequence Activities” section.

Presenter Notes

References

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8.6 Predecessors and Successors

Predecessor activity

activity that logically precedes another activity or activities.

Successor activity

an activity that logically follows another activity or activities.

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Key Learnings (Purpose of this slide)

To describe predecessor and successor activities.

Presenter Notes

Once the activities have been identified, it is time to determine the logical order in which they can be accomplished.

This process is called sequence activities, and it entails determining the predecessor and successor relationships among the project activities.

This sequencing activity is routinely developed and performed in traditional (plan-driven) projects for the entire project and developed for each iteration of Agile projects

References

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Dependency Types

Place a successor activity after its predecessor.

Draw arrow to show the relationship.

Continue until all activities have been placed on the work surface.

Dependencies can be mandatory or discretionary.

Mandatory dependency logical relationship that must be followed (generally due to physical or contractual demands).

Discretionary dependency a preferred logical relationship, based on best practices and judgment.

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Key Learnings (Purpose of this slide)

To provide guidelines for dependency relationships.

Presenter Notes

References

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Exhibit 8.5

Activity List for Product Upgrade Project

Determine product features

Acquire prototype materials

Produce prototype

Design marketing campaign

Design graphics

Conduct marketing

Perform sales calls

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Key Learnings (Purpose of this slide)

To provide an example of an activity list for a product upgrade project.

Presenter Notes

References

Exhibit 8.5: Activity List for Product Upgrade Project.

Exhibit 8.6

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Key Learnings (Purpose of this slide)

To provide an example of a network for a product upgrade project.

Presenter Notes

References

Exhibit 8.6: Network for Product Upgrade Project.

8.6a Leads and Lags

Lead “a modification of a logical relationship that allows an acceleration of the successor activity.”

Lag “a modification of a logical relationship that directs a delay in the successor activity.”

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Key Learnings (Purpose of this slide)

To define and describe “Lead” and “Lags” in a project schedule.

Presenter Notes

Leads are helpful if a project needs to be completed quickly.

References

Source: Practice Standard for Scheduling (PMI).

8.6b Alternative Dependencies

RELATIONSHIP	DESCRIPTION
Finish-to-start (FS),	“a logical relationship in which a successor activity cannot start until a predecessor activity has finished.”
Finish-to-finish (FF)	“the logical relationship in which a successor activity cannot finish until a predecessor activity has finished.” For example, perhaps the graphics could be designed while the marketing campaign is being designed but could not be completed until the marketing campaign is completed.”
Start-to-start (SS)	“a logical relationship in which a successor activity cannot start until a predecessor activity has started.” For example, perhaps the graphics design could not start until the design marketing campaign started.”
Start-to-finish (SF)	“a logical relationship in which a successor activity cannot finish until a predecessor activity has started.” This is the least used relationship. An example is for a project to replace an old system where the new capability must be started before the old one is completely discontinued.”

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Key Learnings (Purpose of this slide)

To describe other types of relationships besides finish-to-start (FS).

Presenter Notes

References

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8.7 Estimate Activity Duration

Creating Good Estimates

8.7a Problems and Remedies in Duration Estimating

8.7b Learning Curves

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Key Learnings (Purpose of this slide)

To list the components covered in “Estimate Activity Duration” section.

Presenter Notes

References

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Creating Good Estimates

Use a WBS that is complete to understand deliverables.

Exclude any activity that is not part of the WBS in the estimate.

Identify each activity clearly.

Include appropriate contingencies.

Use relevant and sufficient data.

Consider input from all relevant stakeholders, including subject matter experts (SMEs) in making estimates.

Conduct an independent review.

Revise the estimate if there is a major project change.

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Key Learnings (Purpose of this slide)

To provide a list of suggestions for creating good estimates.

Presenter Notes

References

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Exhibit 8.7

Activity Duration Estimate Example

Time Estimate in Workdays	Activity Name
5	Determine new product features
20	Acquire prototype materials
10	Produce prototype
10	Design marketing campaign
10	Design graphics
30	Conduct marketing
25	Perform sales calls

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Key Learnings (Purpose of this slide)

To provide an example of duration estimating.

Presenter Notes

References

Exhibit 8.7: Activity Duration Estimate Example.

Exhibit 8.8

Suggestions for Creating Realistic Time Estimates

Verify all time estimates with the people who are doing the work. Or, even better, have the people doing the work provide the initial estimates of the activity completion time.

Estimate times of completion of work without initial reference to a calendar. Just consider how long you believe each activity will take under normal working conditions.

Make sure all time units are identical: hours, workdays, work weeks, months (consider time off for company holidays), etc.

Some people tend to estimate optimistically. Keep in mind the following time constraints:

Unexpected meetings

Learning curves

Competing priorities

Vacation

Resources or information not available on time

Inaccuracy in work instructions

Interruptions

Emergencies and illness

Rework

Uncertainties or unknowns

Contrary to point 4, some people estimate pessimistically in order to look good when they finish their project or activities under budget and/or ahead of schedule. Try to develop an understanding of the estimator’s experience along with their optimistic or pessimistic tendencies, and try to encourage realistic estimates.

Don’t initially worry about who is going to do the work, and don’t worry about the mandatory deadline. Figure out a realistic estimate first, and then figure out what to eliminate later.

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Key Learnings (Purpose of this slide)

To provide suggestions for creating realistic time estimates.

Presenter Notes

References

Exhibit 8.8: Suggestions for Creating Realistic Time Estimates.

Exhibit 8.9

Activity Duration Estimating Problems and Remedies

Potential Activity Duration Estimating Problem	Remedy	Chapter
Omissions	Refining scope and WBS Checklists, templates, devil’s advocate Lessons learned	7 8 15
General uncertainty in the estimate	Rolling wave planning Reverse phase schedule Learning curve Identify and reduce sources of uncertainty Manage schedule aggressively	7 9 8 11, 12 14
Special cause variation	Risk analysis Resolve risk events	3, 11 14
Common cause variation	PERT Monte Carlo Project buffer	8 8 9
Merging (multiple predecessors)	Milestones Reverse phase schedule Feeding buffer Manage float	3, 8 9 9 14
Queuing	Staggering project start dates Resource leveling Resource buffer	2 9 9
Multitasking	Prioritizing projects Carefully authorize start of noncritical activities	2 9, 14
Student syndrome (starting late)	Float Critical path meetings	8 14
Not reporting early completion of rework	Project culture Project communications Contract incentives Project leadership Progress reporting	4 6 13 5 14

Source: Adapted from Larry Leach, “Schedule and Cost Buffer Sizing: How to Account for the Bias between Project Performance and Your Model,” Project Management Journal 34 (2) (June 2003): 44.

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Key Learnings (Purpose of this slide)

To provide a list of potential problems and remedies.

Presenter Notes

Many factors can impact the accuracy of activity duration estimates.

References

Exhibit 8.9: Activity Duration Estimating Problems and Remedies.

8.7b Learning Curves (1 of 2)

The more times someone performs an activity, the better and faster he or she becomes.

Rate of improvement can be studied and predicted.

Rapid learning leads to faster performance times.

PMs should plan for the amount of learning that takes place.

PMs should sustain an environment that expects rapid learning.

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Key Learnings (Purpose of this slide)

To describe learning curves.

Presenter Notes

References

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Exhibit 8.10

Learning Curve Table

Activity	60%	70%	80%	90%
1	100	100	100	100
2	60	70	80	90
4	36	49	64	81
8	21.6	34.3	51.2	72.9

Time calculated is based upon a rate of improvement.

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Key Learnings (Purpose of this slide)

To provide an example of a learning curve table.

Presenter Notes

The rate of improvement can vary widely depending on many factors, such as:

the culture of the organization stresses continual improvement.

skill involved in the activity.

complexity of the activity.

the activity depends on the worker versus dictated by the pace of a machine.

frequent job rotation.

References

Exhibit 8.10: Learning Curve Table.

8.7b Learning Curves (2 of 2)

Velocity “the sum of the estimates of delivered (i.e., accepted) features per iteration … measured in the same units as feature estimates whether this is story points, days, ideal days, or hours that the team delivers.”

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Key Learnings (Purpose of this slide)

To describe learning curves.

Presenter Notes

Duration estimates improve as early iterations are completed.

Estimate is for velocity.

References

Source: https://www.versionone.com/agile-101/agile-management-practices/agile-scrum-velocity/.

8.8 Develop Project Schedules

8.8a Two-Pass Method

8.8b Enumeration Method

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Key Learnings (Purpose of this slide)

To list the components covered in “Develop Project Schedules” section.

Presenter Notes

References

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Develop Project Schedules

Identify the critical path

Determines project’s earliest possible end date.

Most critical in terms of time.

Methods for determining critical path: Two-Pass Method and the Enumeration Method.

Critical path “the sequence of schedule activities determining the duration of the project. Generally, it is the longest path through the project.”

- Practice Standard for Scheduling (PMI)

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Key Learnings (Purpose of this slide)

To explain critical path (on the schedule) and providing standard ways to identify the critical path.

Presenter Notes

References

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8.8a Two-Pass Method

Used to determine amount of slack each activity has.

Make two logical passes through the constructed network:

The forward pass is “a critical path method technique for calculating the early start and early finish dates by working forward through the schedule model from the project start date or a given point of time.”

The backward pass is “a critical path technique for calculating the late start and late finish dates by working backward through the schedule model from the project end date.”

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Key Learnings (Purpose of this slide)

To describe the Two-Pass Method for constructing a network.

Presenter Notes

The two-pass method is used to determine the amount of slack or float each activity has, which is defined and explained through this method.

To perform this method, two logical passes should be made through the network.

References

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Exhibit 8.11

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Key Learnings (Purpose of this slide)

To provide an example of two-pass schedule set up.

Presenter Notes

“Determine new product features,” for example, has an early start time of zero since it can begin as soon as the project is authorized.

Often, when calculating the schedule by hand, a team starts at date zero. In other words, the first activity can begin after zero days.

References

Exhibit 8.11: Two-Pass Example Schedule Set Up.

Exhibit 8.12

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Key Learnings (Purpose of this slide)

To provide an example of the first pass (complete).

Presenter Notes

The first pass is then used to calculate the early finish, which is the early start plus the estimated duration (ES + Duration = EF). In this case, 0 + 5 = 5 means the activity “Determine new product features” can be completed after five days.

The zero for the first activity means it can start after zero days—meaning at the beginning of the first day.

Each activity that is a successor can start as soon as its predecessor activity is complete.

Therefore, the next two activities can each start after five days. (That means at the start of the sixth day.)

To calculate the early finish for each of these activities, add its duration to the early start of five, for early completion times of twenty-five and fifteen, respectively.

The difficult part of calculating the first pass comes when an activity has more than one predecessor.

For example, “Perform sales calls” cannot begin until all three preceding activities (“Produce prototypes,” “Design graphics,” and “Conduct marketing”) are complete.

Therefore, its early start is forty-five.

This is true even though “Produce prototypes” and “Design graphics” have earlier finish times, because “Conduct marketing” cannot be completed until day forty-five.

The later time is always taken.

References

Exhibit 8.12: Schedule Example First Pass Complete.

Exhibit 8.13

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Key Learnings (Purpose of this slide)

To provide an example of a second pass schedule complete.

Presenter Notes

In other words, calculate the late start by subtracting the duration from the late finish (LF – duration = LS).

The confusing part of calculating the second pass is when there is more than one successor.

In Exhibit 8.13, one place this occurs is at the first activity, “Determine new product features,” since two activities are immediate successors.

Enough time must be left for all of the successors, so whichever one must start soonest dictates the late finish date of the predecessor.

In this example, “Design marketing campaign” must start no later than after day 5; therefore, five days is the late finish for the first activity.

References

Exhibit 8.13: Schedule Example Second Pass Complete.

Exhibit 8.14

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Key Learnings (Purpose of this slide)

To provide an example of two-pass complete schedule.

Presenter Notes

Calculate the late start by subtracting the duration from the late finish (LF – duration = LS). The confusing part of calculating the second pass is when there is more than one successor.

In Exhibit 8.13, one place this occurs is at the first activity, “Determine new product features,” since two activities are immediate successors.

Enough time must be left for all of the successors, so whichever one must start soonest dictates the late finish date of the predecessor.

In this example, “Design marketing campaign” must start no later than after day 5; therefore, five days is the late finish for the first activity.

References

Exhibit 8.14: Two-Pass Complete Schedule Example.

8.8a Float and the Critical Path

Total float “the amount of time a schedule activity may be delayed from its early start date without delaying the project end date.”

Free float “the amount of time a schedule activity can be delayed without delaying the early start of immediately following schedule activities.”

Compute the critical path based on float (slack).

‹#›

Key Learnings (Purpose of this slide)

To explain float and the critical path.

Presenter Notes

Activities with no/very little float need to be scheduled very carefully.

References

n/a

Exhibit 8.15

‹#›

Key Learnings (Purpose of this slide)

To provide an example of an enumeration method schedule.

Presenter Notes

The second method of determining the critical path is the enumeration method.

To complete this, we list or enumerate all of the paths through the network.

The advantage of this method is that since all of the paths are identified and timed if a team needs to compress the project schedule, they will know both the critical path and the other paths that may be nearly critical (or those with very little float).

It is imperative to keep track of both critical and near-critical paths when compressing a schedule.

In Exhibit 8.15, three paths are identified, and the total duration for each is calculated.

ADFG is the critical path, with an expected duration of seventy days, just as was determined with the two-pass method.

We also know that path ABCG is expected to take sixty days (ten fewer than the critical path), and path ADEG is expected to take fifty days (twenty fewer than the critical path).

References

Exhibit 8.15: Enumeration Method Example Schedule.

8.9 Uncertainty in Project Schedules

8.9a Program Evaluation and Review Technique

8.9b Monte Carlo Simulation

‹#›

Key Learnings (Purpose of this slide)

To list the components covered in “Uncertainty in Project Schedules” section.

Presenter Notes

References

n/a

Uncertainty in Project Schedules

Construct the best possible schedule.

Manage the project very closely.

Estimate a range of possible times each individual activity may take.

Examine the impact of each activity on the entire schedule.

‹#›

Key Learnings (Purpose of this slide)

To provide guidelines for constructing projects schedules amid uncertainty.

Presenter Notes

References

n/a

8.9a Program Evaluation and Review Technique

How does variability in duration of individual activities impact the entire project schedule?

Sequence activities into a network.

Create three estimates of time to complete each activity.

‹#›

Key Learnings (Purpose of this slide)

To provide the formula for calculating the PERT technique.

Presenter Notes

PERT involves challenges.

First, it is often hard enough to create one estimate of how long an activity will take, so it takes even more effort (and therefore money) to create three estimates.

Second, there is no guarantee of how good any of the three estimates can be. In other words, it is not necessarily the case that a three-point estimate would be more accurate than a single duration estimate.

Third, PERT can underestimate the risk of a schedule running long because it does not accurately address when two or more activities need to be completed before a third one can begin.

PERT is useful for Project Managers as it attempts to eliminate uncertainty in activity duration and the total duration of a project.

References

n/a

Exhibit 8.16

PERT Time Estimate Example

Activity	Optimistic	Most Likely	Pessimistic	Expected
Determine new product features	4	5	12	6
Acquire prototype Materials	16	20	30	21
Produce prototype	8	10	12	10
Design marketing campaign	9	10	14	10.5
Design graphics	6	10	20	11
Conduct marketing	28	30	50	33
Perform sales calls	20	25	30	25

‹#›

Key Learnings (Purpose of this slide)

To provide and example of the PERT time estimating technique.

Presenter Notes

Some project managers informally use three-time estimates for a few key activities on the critical path to get a sense of the amount of uncertainty and to better understand the activities that demand close monitoring.

Other Project Managers who prefer to understand the potential variations use Monte Carlo simulation.

Project management students and professionals need to be aware that both PERT and Monte Carlo simulations are used to help understand uncertainty in project schedules.

References

Exhibit 8.16: PERT Time Estimate Example.

8.9a PERT Considerations

Advantages

Reinforces uncertainty that exists in project schedules.

Calculations often indicate expected time is longer than “most likely” time.

Difficulties

Takes more effort to create three estimates.

No guarantee how good the estimates are.

May underestimate the risk of a schedule running long.

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Key Learnings (Purpose of this slide)

To provide the advantages and disadvantages of the PERT technique.

Presenter Notes

References

n/a

Project Managers and PERT

Infrequently used by Project Managers.

PMs may informally use three time estimates for key activities.

PMs may use Monte Carlo simulation instead.

‹#›

Key Learnings (Purpose of this slide)

To describe the relationship between Project Managers and PERT.

Presenter Notes

References

n/a

8.9b Monte Carlo Simulation (1 of 2)

Monte Carlo Analysis is “a computerized mathematical technique that allows people to account for risk in quantitative analysis and decision making that furnishes the decision maker with a range of possible outcomes and the probabilities with which they will occur.”

‹#›

Key Learnings (Purpose of this slide)

To define Monte Carlo simulation and analysis.

Presenter Notes

An entire range of possible time estimates can be used for any activity.

Project schedule is calculated many times (1,000+).

Estimates for a particular activity are based on likelihood of various times as determined by PM.

References

Source: Practice Standard for Scheduling (PMI).

8.9b Monte Carlo Simulation (2 of 2)

Advantages

Flexibility allows more realistic estimates.

Extent of information provided.

Disadvantages

Time requirement.

Software and skill required.

‹#›

Key Learnings (Purpose of this slide)

To provide the advantages and disadvantages of Monte Carlo simulation.

Presenter Notes

Computer output is how often the project would be expected to take each possible length of time.

PMs decide when this specialized technique is worth the extra effort to the project.

References

n/a

Exhibit 8.17

New Product Development Schedule in China Example

Week one—Request is received from the customer for a product that is darker than anything we have in our current offering. Our sales manager forwards the request to our VP of Sales and our R&D department. A quick review of the potential price versus the cost of materials is completed by the VP of Sales (with finance input), and the product is deemed saleable at an acceptable margin.

Week two—A trial cook in our “baby cooker” is conducted by our R&D department. Within two attempts, a product that is within the customer-requested specs is produced. An additional trial is conducted to quickly check repeatability. The trial product is express shipped to the customer and our China facility for comparison purposes.

Week three—The formulation and related instructions for cooking are communicated to our China operations with a “red sheet” process. China has anticipated the receipt of this red sheet and can schedule time in production within a week.

Week four—The initial red sheet production is successful and passes the specification tests in China and Louisville.

Week five—Customer confirms purchase order and the first shipment is sent. The product contributes significantly to the revenues and profitability of the China facility. Success!

Key factors—Strong communication between all the players and a clear understanding of the customer expectations upfront.

Source: Elaine Gravatte, D. D. Williamson.

‹#›

Key Learnings (Purpose of this slide)

To provide examples of an R&D project schedule.

Presenter Notes

A project schedule used by D. D. Williamson of Louisville, Kentucky, when a Chinese customer asked it to develop a new product somewhat different from any it had previously developed.

Once D. D. Williamson decided to take the job, it developed and communicated the project schedule to all Stakeholders both in its company and the customer’s company within the first week.

References

Exhibit 8.17: New Product Development Schedule in China Example.

Exhibit 8.18

Initiatives to Improve On-Time Schedule Delivery

Cause of Late Delivery	Initiative	Explanation
Activity variance	Increase activity transparency	Allows for better planning
	Increase user participation	Ensures that the product delivered meets the users’ needs
	Reduce project size	Ensures that estimates for tasks are more accurate
	Manage expectations, e.g., set realistic goals by drawing from “outside views”	Mitigates optimism bias and misrepresentation
	Use packaged software	Provides a standard within which to develop the system
Activity dependence	De-scope	Reduces the number of dependencies
	Improve requirements Definition	Ensures that there is no confusion over what is to be developed and when
	Reduce activity coupling	If activity links are reduced, then dependencies exert less influence
	Stage projects (incremental development or iterative development)	Reduces delay bias by minimizing multitasking, merging, queuing (i.e., reduces the dependencies)

Source: Vlasic, Anthony and Li Liu, “Why Information Systems Projects Are Always Late,” Proceedings Project Management Institute Research and Education Conference 2010 (Oxon Hill, MD, July 2010).

‹#›

Key Learnings (Purpose of this slide)

To provide examples of causes of late delivery.

Presenter Notes

References

Exhibit 8.18: Initiatives to Improve On-Time Scheduled Delivery.

Source: Vlasic, Anthony and Li Liu, “Why Information Systems Projects Are Always Late,” Proceedings Project Management Institute Research and Education Conference 2010 (Oxon Hill, MD, July 2010).

8.10 Show the Project Schedule on a Gantt Chart (1 of 2)

Gantt Chart

‹#›

Key Learnings (Purpose of this slide)

To list the components covered in “Show the Project Schedule on a Gantt Chart” section.

Presenter Notes

References

n/a

8.10 Show the Project Schedule on a Gantt Chart (2 of 2)

Easy-to-understand tool.

Horizontal bar chart.

A bar for each activity stretched over a timeline.

Units of time are units used to create schedule.

Chart does not show critical path, predecessor–successor relationship, or late start and finish dates.

Use scheduling software.

‹#›

Key Learnings (Purpose of this slide)

To discuss the Gantt Chart in a project schedule.

Presenter Notes

References

n/a

8.11 PMBOK Guide 7e

8.11a Team

8.11b Development Approach

8.11c Planning

8.11d Delivery

8.11e Measurement

8.11f Uncertainty

‹#›

Key Learnings (Purpose of this slide)

To list the components covered in “PMBOK Guide 7e” section.

Presenter Notes

References

n/a

8.11a Team

A project schedule is developed with a collaborative effort from the project team.

Individual team members possess knowledge about resources, time required to complete a task.

Every member of the project team must work with other team members in deciding resource allocation, sequencing tasks, and optimizing the project duration.

‹#›

Key Learnings (Purpose of this slide)

To discuss the team.

Presenter Notes

Experience and knowledge about similar projects executed in the past are of immense help.

A servant leadership style facilitates the development of a more realistic schedule, and teams must be allowed to self-manage for this purpose.

References

n/a

8.11b Development Approach

In the predictive approach, scope can be defined with less ambiguity at the start of the project.

The WBS would also help in determining resources required and costs associated with each activity.

When uncertainty and risks are associated with defining requirements or volatility exists in requirements, an adaptive (incremental or iterative) development approach is preferred.

‹#›

Key Learnings (Purpose of this slide)

To discuss the development approach.

Presenter Notes

Developing a project schedule differs significantly based on the project type, resource availability, and uncertainties associated with requirements and resources.

References

n/a

8.11c Planning

A predictive planning approach that creates a WBS broken down to the lowest level deliverables could be relatively comprehensive and complete.

In adaptive methods, high-level themes or epics are used to develop features that are further decomposed into stories and backlog items.

‹#›

Key Learnings (Purpose of this slide)

To discuss planning.

Presenter Notes

A schedule is developed for each story, one at a time, to reduce waste and eliminate uncertainty.

An adaptive approach uses incremental planning and often uses timeboxes for scheduling.

Work in each time box is based on a prioritized backlog.

References

n/a

8.11d Delivery

The WBS is used in a predictive plan approaching to develop a comprehensive schedule.

While using an adaptive approach wherein a full-blown schedule is not opted for, a checklist of all the criteria required to be met is developed so that a deliverable can be considered ready for customer use or “definition of done” is fulfilled.

‹#›

Key Learnings (Purpose of this slide)

To discuss delivery.

Presenter Notes

Themes are translated into epics and then features, and each feature will have multiple user stories.

A story is a clear and concise representation of a requirement written from the end user’s perspective, and a schedule is developed only at the story level.

References

n/a

8.11e Measurement

A project schedule includes milestones along with a timeline and success criteria for project deliverables in a predictive approach.

In an adaptive approach, schedules prepared for a sprint are used for the measurement of progress.

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Key Learnings (Purpose of this slide)

To discuss measurement.

Presenter Notes

References

n/a

8.11f Uncertainty

An effective schedule is not always possible when uncertainty exists in defining requirements.

Ambiguity, volatility, complexity, and risk are some of the factors associated with requirements that may compel the project team to employ an adaptive approach of developing a schedule one story or sprint at a time.

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Key Learnings (Purpose of this slide)

To discuss uncertainty.

Presenter Notes

References

n/a

8.12 Schedules for Agile Projects

8.12 Predictive vs. Agile

8.12a Agile Terms

‹#›

Key Learnings (Purpose of this slide)

To list the components covered in “Schedules for Agile Projects” section.

Presenter Notes

References

n/a

Exhibit 8.20

Predictive vs. Agile Methods for Scheduling Projects

Scheduling Topics	Predictive	Agile
What are the purposes of a project schedule?	Agree on end date and establish governance	Set expectations
What primarily limits schedules?	Logical order and individual activity duration	Resources assigned
How are activities defined?	Output of WBS	Output of user stories
How are activities sequenced?	Dependencies with leads and lags	Prioritized by Product Owner, committed by team
How are durations estimated?	Team and project manager work on details	Team supported by scrum master use planning poker
How are schedules developed?	Critical path method	Team commits one iteration at a time
How are schedule uncertainties handled?	PERT or simulation	Prove viability early by prioritizing high-risk work
How are schedules communicated?	Gantt charts and MS Project	Kanban boards and sticky notes

‹#›

Key Learnings (Purpose of this slide)

To compare Predictive vs. Agile methods.

Presenter Notes

In Agile projects, schedules are created using the product backlog.

The overall project schedule may be developed only at a high level.

The sequencing in Agile projects is performed at a high level for the entire project or the product release (often three to six months).

Then for each iteration, the team develops the sequence of detailed activities to be completed.

As compared to a plan-driven project management approach, an Agile project schedule is set up based on the expectations of the product owner.

Since neither owner nor project team has a clear understanding of scope, it is usually impossible to commit to a final schedule at the project outset.

Rather, both parties understand that the schedule is largely driven by the size and experience of the project team.

As stated in the previous (scope) chapter, scope is defined as user stories (what each user wants) and those are prioritized by the Product Owner.

Those stories then are sized by the project team who commits to the amount of work they can accomplish in the upcoming iteration. Stories are usually sized by the team collectively estimating the number of story points required to build each story.

A story point is not an estimate or number of work hours, but

References

Exhibit 8.20: Predictive vs. Agile Methods for Scheduling Projects.

8.12a Agile Terms

TERM	DEFINITION
Story point	Estimate by team of complexity and size of specific work in story form.
Planning poker	Method for team to size-specific stories quickly and relatively.
Right-sized	Ensuring stories are small, understood, and testable.
Definition of ready	Agreement that team understands a story enough to bring into a sprint.
Risk-based spike	Short time-boxed work to address a specific risk.
Kanban board	Visible information register that communicates work status as to do, in progress, or done.
Task card	Sticky note or index card showing work item name and other info.
3C process	Task card with conversations and confirmation of understanding.

‹#›

Key Learnings (Purpose of this slide)

To provide a list of key Agile terms.

Presenter Notes

References

Source: Anantatmula, V., and T. Kloppenborg, Be Agile Do Agile (New York, NY: Business Expert Press: 2021).

Exhibit 8.21

‹#›

Key Learnings (Purpose of this slide)

To provide an example of a Kanban Board.

Presenter Notes

Schedules on Agile projects are communicated as transparently as possible, often using Kanban boards to display the work that is in the backlog (to do), the work that is currently in process, and the completed work.

Each item of work is a user story and is shown in savage summary form on a task card.

The task card is the first part of the 3C method, which is briefly stating the work to be done, holding a conversation about it, and then committing to understanding it.

Any team member can update the Kanban board by moving or modifying a card.

All team members feel responsible for the entire project schedule, not merely the portion they perform.

References

Exhibit 8.21: Kanban Board.

8.13 Using Microsoft Project for Critical Path Schedules

8.13a Set Up the Project Schedule

8.13b Build the Network Diagram and Identify the Critical Path

‹#›

Key Learnings (Purpose of this slide)

To list the components covered in “Schedules for Agile Projects” section.

Presenter Notes

There are five major elements affecting project completion: logical order (or sequence) of project tasks, duration of each task, the number of resources available when needed to complete those tasks, imposed dates, and cash flow.

When building schedules in MS Project, you will find it helpful to keep these limitations in order.

Stakeholders often ask, “How long is this going to take and how much will it cost me?”

You may find more success if you allow decision-makers to focus on determining the sequencing order of tasks first, rather than how long each activity will take.

References

n/a

8.13a Using MS Project for Critical Path

Setting up the project schedule begins with ensuring the correct start date for the project is set, and then defining your organization’s working days, hours, and holidays.

To build the Logical Network Diagram and identify critical path start by:

Setting (or updating) the project start date.

Defining your organization’s working and non-working times.

‹#›

Key Learnings (Purpose of this slide)

To provide a high-level overview of the steps needed to create a schedule using MS Project.

Presenter Notes

References

n/a

Set (or Update) the Project Start Date

Click Project Tab>>Project Information.

Set the start date to 12/4/21.

3. Click OK.

‹#›

Key Learnings (Purpose of this slide)

To describe how to set (or update) the project start date.

Presenter Notes

References

n/a

Define Your Organization’s Working and Non-working Times

Click Project Tab>>Change Working Time.

Make sure “Standard (Project Calendar)” is selected in the “For calendar:” box.

Use the scroll bar to the right of the calendar to find the date you want to edit.

Click on the date you want to edit.

Click the Exceptions Tab in the table below the calendar, then click an empty row.

Enter a description for the non-working day in the Name column.

Click another cell in the same row (or Tab) to review the results.

Repeat these steps until all nonworking days are defined.

Deleting a row restores the default working hours for that day.

Click OK to close the project calendar options.

‹#›

Key Learnings (Purpose of this slide)

To describe how to define your organization’s working and non-working times.

Presenter Notes

MS Project’s calendar system defines working and non-working time.

The calendar system consists of a default project calendar and a resource calendar for each resource.

The project calendar refers to what you think of as a normal calendar: the working and non-working dates for a project, including holidays.

The resource calendar pertains to the resources of a project—that is, the people, equipment, space, or materials used in a project. In this tutorial, we are focused on the project calendar (the resource calendar will be addressed in a future tutorial).

To avoid unrealistic project schedules, you must ensure your organization’s working and nonworking times are defined in the project calendar (as well as resource vacations in resource calendars).

The default project calendar has all days, except Saturday and Sunday, defined as eight-hour working days.

The working hours during the day are 8:00 to 12:00 and 1:00 to 5:00. By default, no holidays are defined and must be defined as non-working days. All project calendar content is copied into all resource calendars.

Resource calendars are used to block out vacation days and other resource-specific non-working days.

Resource calendars are then used to determine when a resource assignment can be scheduled. If there are no resource assignments, the project calendar is used to determine scheduling

References

n/a

Exhibit 8.22

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

‹#›

Key Learnings (Purpose of this slide)

To provide an example of working and non-working times in a project schedule.

Presenter Notes

References

Exhibit 8.22: Standard Calendar with Two Holidays Plus a Half Day and a Working Saturday.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

Changing Working Times for a Day

Select the day and enter a description in the table below the calendar.

Click the Tab key to fill in the Start and Finish dates.

Click Details...

Choose the “Working Time” radio button and modify the “From:” and “To:” values in the table.

To eliminate one set of work times (such as afternoon), select those times and click the delete key so only morning times are working.

Click OK twice.

‹#›

Key Learnings (Purpose of this slide)

To describe how to change the working time for a day.

Presenter Notes

References

n/a

Exhibit 8.23

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

‹#›

Key Learnings (Purpose of this slide)

To provide an example of changing working times for a day.

Presenter Notes

References

Exhibit 8.23: Details Dialog for Half Working Day.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

8.13b Steps to Build the Network Diagram and Identify the Critical Path

Enter tasks and milestones.

Edit the timescale.

Understand and define task dependencies.

Assign task duration estimates.

Identify the critical path.

Understand the network diagram view.

‹#›

Key Learnings (Purpose of this slide)

To describe the steps to building the network diagram and identifying the critical path.

Presenter Notes

References

n/a

Step 1: Enter Tasks and Milestones

Click on the intermediate summary task “Foundation Work” (WBS ID 2.4) to select it.

Click Task Tab>>Insert Group>>Milestone.

You will see a new milestone added to the task list; name it “Construction Begins.”

Tab over to the Start date column, and type in the date 1/10/18. (Note since a milestone typically has zero days of duration, MS Project automatically populates the Finish column with the same date.).

On the Gantt chart’s right side, you should see a diamond appear along with a date.

Repeat this step for the summary task “County clearance” (WBS ID 5) and type “Construction Complete”

To show the name of the milestone (instead of the date) on the Gantt chart’s graphical side, do the following: a. Format Tab>>Format>>Bar Styles b. Select Milestone from the list; click the Text Tab. c. In the “Right” field of the table, change to Name. d. Click OK. e. The milestone name should replace the date on the right side.

‹#›

Key Learnings (Purpose of this slide)

To describe the steps to enter a task and/or milestone.

Presenter Notes

References

n/a

Step 2: Edit the Timescale

Right-Click the time scale>>Timescale…

Click the Middle Tier Tab.

Change Units to Months; Label to January; set Count to 1; set Size to 55. (Note: Size sets the space between each tick mark on the timescale for that item).

Click the Bottom Tier Tab.

Change Units to Weeks; Label to 1/25, 2/1, …; set Count to 1; set Size to 55.

Click OK.

‹#›

Key Learnings (Purpose of this slide)

To describe how to edit the timescale.

Presenter Notes

Along the top of the right side of the Gantt chart is the timescale.

This is different from the Timeline view.

If the Timeline view is showing above your entire Gantt chart, you can hide it by clicking View Tab>>Split View Group>> Uncheck Timeline.

The default view of the timescale is likely set to show the Year and Quarter in a “two-tier” layout.

For our project, we want to show Months and Weeks.

References

n/a

Exhibit 8.24

Source: Microsoft Corporation.

‹#›

Key Learnings (Purpose of this slide)

To provide an example of a Gantt chart with WBS elements, tasks, milestones.

Presenter Notes

References

Exhibit 8.24: Gantt Chart View with WBS Elements, Tasks, and Milestones.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

Step 3: Understand and Define Task Dependencies

Click on the Task Name field to select the predecessor task row.

Press and hold Ctrl while selecting the successor task.

Release Ctrl after you click your selection.

Click the Task Tab>>Schedule Group>>Link Tasks (chain icon). (Delete a dependency definition by again selecting both tasks and then clicking on Unlink Tasks (broken chain icon)).

Adding (or deleting) Task ID numbers in the “Predecessor” column is another way you can define task dependencies.

A series of dependencies can also be defined or deleted similarly:

Select all of the tasks to be linked in a series. (Click and drag with the mouse or Shift-Click the first and last task in the series).

2. Click the Task Tab>>Schedule Group>> Link Tasks or Unlink Tasks

‹#›

Key Learnings (Purpose of this slide)

To describe how to understand and define task dependencies.

Presenter Notes

A task dependency definition includes both a logical link type (finish-to-start, start-to-start, finish-to-finish, or start-to-finish) and any associated lead or lag value.

The default link type in MS Project is finish-to-start.

The default lead or lag value is zero days.

Task dependencies may be established and viewed graphically in the Network Diagram view and several different Gantt views.

For the Suburban Parks Home project example, determining dependencies and sequencing is straightforward.

Most deliverables in this example must be completed before the next one can be started.

Subtasks of each deliverable likely need some sequencing, and it is helpful to think about what tasks could be done in parallel or where there could be overlap.

Sequencing decisions are usually made with the input of the project manager, the sponsor, and other key project stakeholders.

Projects of any real size are rarely as straightforward as this example.

Before defining dependencies, ensure the “Start,” “Finish,” and “Predecessors,” columns are visible.

You can show more columns on the Gantt chart to the right of the “Duration” column by sliding the view divider to the right.

The “Predecessors” column shows the Task ID number (not the WBS code) for predecessor tasks.

References

n/a

Step 4: Assign Task Duration Estimates

Click the Duration cell of the task and enter the duration value.

If days are being used, an adjustment can be made up or down with the arrows.

A number can also be deleted and then another number typed in the cell.

MS Project will automatically determine the duration for each summary task as you adjust subtask durations.

Assign durations to your project.

‹#›

Key Learnings (Purpose of this slide)

To describe how to assign task duration estimates.

Presenter Notes

Once the logical sequence of project tasks is established, it is time to assign duration estimates to those tasks so the critical path can be identified, and the actual working schedule can be determined.

This is accomplished by first assigning duration estimates and then by instructing MS Project to identify the critical path.

The first principle to keep in mind is to use the same unit of time for each task. Mixing up hours, days, or weeks will create confusion.

The default time unit is days, so this tutorial uses days.

The second principle is to only assign duration estimates to subtasks, not their summaries. MS Project calculates the duration for WBS summaries based on the durations selected for the tasks that comprise each summary.

References

n/a

Exhibit 8.25

Source: Microsoft Corporation.

‹#›

Key Learnings (Purpose of this slide)

To provide an example of assigning durations.

Presenter Notes

As you start defining task dependencies, you will notice the durations and the start/finish dates change as MS Project begins to build the schedule.

The right side of the Gantt chart also begins to take shape.

Task relationship arrows show finish-to-start links. Using the Predecessors column as a guide, update your task dependencies to match those in Exhibit 8.25.

References

Exhibit 8.25: Partial Network Diagram.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

Step 5: Identify the Critical Path

Click the Task Tab>>Format Tab>>Bar Styles Group>>check Critical Tasks.

You should now see all your critical tasks shown in red (as in Exhibit 8.25).

‹#›

Key Learnings (Purpose of this slide)

To describe how to identify the critical path.

Presenter Notes

In most graphical task views, MS Project can mark Gantt bars of critical path tasks and network diagram task nodes in red.

Unfortunately, this is not the default behavior so you will need to enable this visual cue manually via bar styles.

References

n/a

Step 6: Understand the Network Diagram View

Click the View Tab>>Task Views Group>>Network Diagram. (The network diagram appears. Logical links between tasks can be seen as link lines in blue (non-critical path) and red (critical path)).

Zoom the view out using the zoom slider at the bottom right of the screen (or Ctrl-Scroll).

Click the Format Tab>>uncheck Summary Tasks.

Click the Format Tab>>Format Group>>Layout>>uncheck “Show page breaks” and check “Hide all fields except ID” (tasks are denoted by Task ID).

5. Click OK.

‹#›

Key Learnings (Purpose of this slide)

To describe how to understand the network diagram view.

Presenter Notes

The network diagram can be used to verify the logical flow of the project, find tasks with no predecessor or successor, spot opportunities to complete tasks in parallel or overlap, and see the critical path across the project.

The Suburban Parks Home project is a straightforward example, so the network diagram is not as useful as it could be in more complex projects.

Although they can be printed, network diagrams in MS Project are best viewed on the computer as they can become quite large.

Printing the entire diagram usefully requires piecing multiple sheets of paper or a large-format printer.

Network diagrams in MS Project can be unwieldy and difficult to work with, but there are a few ways to make them slightly more user-friendly.

References

n/a

Exhibit 8.26

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

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Key Learnings (Purpose of this slide)

To provide an example of a network diagram view showing all tasks, summary tasks, and milestones.

Presenter Notes

References

Exhibit 8.26: Bank Project with Startup and Initiation Details.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

Exhibit 8.27

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

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Key Learnings (Purpose of this slide)

To provide an example of a simplified network diagram.

Presenter Notes

References

Exhibit 8.27: Bank Project with Executing and Closing Activities.

Source: Microsoft product screenshots reprinted with permission from Microsoft Corporation.

Summary

Project schedules are created by listing all activities that will need to be performed (define activities): How? By whom? How long? How much?

Determine predecessors and successors to sequence activities (sequence activities).

Project Management

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