Project Management_Scope and Schedule

Hello Class- This is a very rough draft of the assignment. I have broken down each section and potential opportunities for you. This is not all inclusive as you can be creative but you must meet the deliverables of this assignment.

Scope and Schedule: At the end of week 4, you are to finalize the initially approved scope from week two and start building the project schedule. In this week, you are also to work on building the project Work-Breakdown Structure (WBS). Project scope and schedule will include the following components:

- Finalized project scope - Project requirements – in more details - WBS structure - Developed project schedule - Identify key milestones and deliverables - Outline project resources and assign them to tasks accordingly. - Stakeholder engagement – communication plan

Make sure that there is a heading for each section.

Title Page – Name, date, etc

· Finalized Project Scope: Chapter 7 Scope Planning,

I just want a summary of what your final scope is.

· Project Requirements – Details

· WBS Structure- (Week 3) Chapter 7 Video, How to construct a WBS?

·

· Developed Project Schedule – Chapter 8 Video – Develop Project Schedule, Chapter 8 Reading Scheduling Projects – May ways to show schedule just pick one.

Develop Project Schedule

Once you have an estimated duration for each activity in the network must determine (based on durations and sequence) whether the project can be realistically finished by the required completion time.

· In order to do this, the contractor should estimate the duration of each activity.

· He or she should establish an overall window of time for the project.

Develop a project schedule that provides a timetable for each activity and shows:

· The earliest times (or dates) at which each activity can start and finish, based on the project estimated start time (or date)

· The latest times (or dates) by which each activity must start and finish in order to complete the project by its required completion time (or date)

· Incorporate Changes into Schedule

· Throughout a project, changes may occur that impact the schedule.

· Changes might be initiated by the customer or the project team, or they might be the result of an unanticipated occurrence.

· Changes requested early in the project may have less of an impact on schedule and budget than those requested later in the project.

· When the customer requests a change, the contractor or project team should estimate the impact on the project schedule and budget and then obtain customer approval before proceeding.

· If the customer approves the proposed revisions to the project schedule and budget, then any additional activities, revised estimated durations, and revised estimated resources and associated costs should be incorporated into the project schedule and budget.

· With respect to the project schedule, changes can result in the addition or deletion of activities, re-sequencing of activities, changes to estimated durations for specific activities, or a new required completion time for the project.

·

· Identify key milestones and deliverables – Write up your key or show them on your graph and point them out. Discuss in a summary what they are.

· Outline project resources and assign them to tasks accordingly

·

·

·

·

·

·

· Stakeholder engagement- communication plan

· 6-2aCreating a Stakeholder Engagement Assessment Matrix

· Project teams create a  stakeholder engagement plan  to define how they will effectively engage stakeholders in planning and performing the project based on the analysis of the stakeholders’ needs, wants, and impacts. A primary tool used in this plan is the  stakeholder engagement assessment matrix . This matrix typically includes a first column showing the stakeholders. For each stakeholder, additional columns may represent how much they are currently supporting or opposing the project, where you would like them to be, barriers to their changing, and strategies you may employ to move them. Strategies for powerful and supporting stakeholders may include accepting their ideas, compromising, or offering them trade-offs, while strategies for opponents might entail doing the minimum possible or fighting their demnds. It is not uncommon to think that the best one can do with opposing stakeholders is to help move them to a neutral position, while those who are unaware of or neutral toward the project may be turned into supporters.

· Exhibit 6.5 identifies both the current and target positions of the stakeholder groups. The greater the change in position, the greater the risk and the greater the engagement effort required. Student Services had a relatively unimportant position in the old system but would be critical to the new modularized operation. Significant expenditure was anticipated in this area. It is of interest to note that the initial analysis (see  Exhibit 6.4 ) had identified this group as “other stakeholder.” As the nature and impact of changes become clearer, they can alter the relative importance of different groups. Stakeholder positions and stakeholder strategies must be reevaluated throughout the project.

· Exhibit 6.5

· Modular Courses—Stakeholder Engagement Assessment Matrix

STAKEHOLDER	CURRENT POSITION	TARGET POSITION	BARRIERS TO CHANGE	STRATEGY
Vice Chancellor	Leading	Leading	Competing day-to-day priorities	Ensure engagement is ‘efficient’ and effective. Consider extending role of deputy Chancellor to cover for some day-to-day activities.
Deans of Faculty	Resistant	Neutral, Supportive, or Leading	Some Deans more powerful than others (relates to student numbers and academic ratings). ‘Power owners’ are very influential.	Consider each Dean’s WIIFT individually. Consider strategies for individuals as well as the group.
Academic Registrar (AR)	Supportive	Leading	Competing day-to-day priorities—lack of leadership skills.	Engage deputy, provide skills and mentorship.
Lecturers	Unaware to neutral	Neutral or supportive	Very large group with veto power through unionized actions.	Involve HR and legal department to evaluate

·

© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as per mitted in a license distributed with a certain product or service or otherwise on a password -protected website or school -approved learning m anagement system for classroom use. IS Example: Resource Requirements

© 2018 Cengage®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as per mitted in a license distributed with a certain product or service or otherwise on a password -protected website or school -approved learning m anagement system for classroom use. IS Example: Responsibility Assignment Matrix