1. 1 Slides used in class may be different from slides in student pack Chapter 3 Project Management  Definition of Project Management  Work Breakdown Structure  Project Control Charts  Structuring Projects  Critical Path Scheduling – CPM with a Single Time – CPM with Three Activity Time Estimates

2. 2 Slides used in class may be different from slides in student pack Project Management Defined  Project – A series of related jobs usually directed toward some major output and requiring a significant period of time to perform.  Project Management – The management activities of planning, directing, and controlling resources (people, equipment, material) to meet the technical, cost, and time constraints of a project.

3. 3 Slides used in class may be different from slides in student pack Work Breakdown Structure Program Project 1Project 2 Task 1.1 Subtask 1.1.1 Work Package 1.1.1.1 Level 1 2 3 4 Task 1.2 Subtask 1.1.2 Work Package 1.1.1.2

4. 4 Slides used in class may be different from slides in student pack Project Control Charts: Gantt Chart Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Time Vertical Axis: Always Activities or Jobs Horizontal Axis: Always Time Horizontal bars used to denote time.

5. 5 Slides used in class may be different from slides in student pack Structuring Projects: Pure Project: Advantages  The project manager has full authority over the project.  Team members report to one boss.  Shortened communication lines.  Team pride, motivation, and commitment are high.

6. 6 Slides used in class may be different from slides in student pack Structuring Projects: Pure Project: Disadvantages  Duplication of resources.  Organizational goals and policies are ignored.  Lack of technology transfer.  Team members have no functional area "home."

7. 7 Slides used in class may be different from slides in student pack Structuring Projects: Functional Project: Organization Structure President Research and Development EngineeringManufacturing Project A Project B Project C Project A Project B Project C Project A Project B Project C

8. 8 Slides used in class may be different from slides in student pack Structuring Projects: Functional Project: Advantages  A team member can work on several projects.  Technical expertise is maintained within the functional area.  The functional area is a “home” after the project is completed.  Critical mass of specialized knowledge.

9. 9 Slides used in class may be different from slides in student pack Structuring Projects: Functional Project: Disadvantages  Aspects of the project that are not directly related to the functional area get short- changed.  Motivation of team members is often weak.  Needs of the client are secondary and are responded to slowly.

10. 10 Slides used in class may be different from slides in student pack Structuring Projects: Matrix Project: Organization Structure President Research and Development Engineering Manufacturing Marketing Manager Project A Manager Project B Manager Project C

11. 11 Slides used in class may be different from slides in student pack Structuring Projects: Matrix: Advantages  Enhanced interfunctional communications.  Pinpointed responsibility.  Duplication of resources is minimized.  Functional “home” for team members.  Policies of the parent organization are followed.

12. 12 Slides used in class may be different from slides in student pack Structuring Projects: Matrix: Disadvantages  Depends on project manager’s negotiating skills.  Potential for suboptimization.

13. 13 Slides used in class may be different from slides in student pack Network-Planning Models  A project is made up of a sequence of activities that form a network representing a project.  The path taking longest time through this network of activities is called the “critical path.”  The critical path provides a wide range of scheduling information useful in managing a project.  Critical Path Method (CPM) helps to identify the critical path(s) in the project networks.

14. 14 Slides used in class may be different from slides in student pack Prerequisites for Critical Path Methodology A project must have: well-defined jobs or tasks whose completion marks the end of the project; independent jobs or tasks; and tasks that follow a given sequence.

15. 15 Slides used in class may be different from slides in student pack Types of Critical Path Methods  CPM with a Single Time Estimate –Used when activity times are known with certainty. –Used to determine timing estimates for the project, each activity in the project, and slack time for activities.  CPM with Three Activity Time Estimates –Used when activity times are uncertain. –Used to obtain the same information as the Single Time Estimate model and probability information.  Time-Cost Models –Used when cost trade-off information is a major consideration in planning. –Used to determine the least cost in reducing total project time.

16. 16 Slides used in class may be different from slides in student pack Steps in the CPM with Single Time Estimate  1. Activity Identification.  2. Activity Sequencing and Network Construction.  3. Determine the critical path. –From the critical path all of the project and activity timing information can be obtained.

17. 17 Slides used in class may be different from slides in student pack Example 1. CPM with Single Time Estimate Consider the following consulting project: Develop a critical path diagram and determine the duration of the critical path and slack times for all activities ActivityDesignationImmed. Pred.Time (Weeks) Assess customer's needsANone2 Write and submit proposalBA1 Obtain approvalCB1 Develop service vision and goalsDC2 Train employeesEC5 Quality improvement pilot groupsFD, E5 Write assessment reportGF1

18. 18 Slides used in class may be different from slides in student pack Example 1: First draw the network A(2)B(1) C(1) D(2) E(5) F(5) G(1) ANone2 BA1BA1 CB1CB1 DC2DC2 EC5EC5 FD,E5 GF1GF1 Act.Imed. Pred. Time

19. 19 Slides used in class may be different from slides in student pack Step 2: Determine early starts and early finish times A(2)B(1) C(1) D(2) E(5) F(5) G(1)

20. 20 Slides used in class may be different from slides in student pack Step 3: Determine late starts and late finish times A(2)B(1) C(1) D(2) E(5) F(5) G(1)

21. 21 Slides used in class may be different from slides in student pack Step 4: Determine Critical Path & Slack A(2)B(1) C(1) D(2) E(5) F(5) G(1)

22. 22 Slides used in class may be different from slides in student pack Example 2. CPM with Three Activity Time Estimates

23. 23 Slides used in class may be different from slides in student pack Example 2. Expected Time Calculations ET(A)= 3+4(6)+15 6 ET(A)=42/6=7

24. 24 Slides used in class may be different from slides in student pack Example 2. Network A(7) C(14) I(18) G(11) B(5.3) H(4) F(7) D(5) E(11)

25. 25 Slides used in class may be different from slides in student pack Example 2. Probability Exercise What is the probability of finishing this project in less than 53 days? Formally: P(t < D) T E = 54 t D=53 D is the duration of Interest, i.e., 53 Days T E is the expected duration of the Project, i.e., 54 Days

26. 26 Slides used in class may be different from slides in student pack (Sum the variance of activities along the critical path.) =

27. 27 Slides used in class may be different from slides in student pack T E = 54 p(t < D) t D=53

28. 28 Slides used in class may be different from slides in student pack Example 2. Additional Probability Exercise  What is the probability that the project duration will exceed 56 weeks?

29. 29 Slides used in class may be different from slides in student pack Example 2. Additional Exercise Solution t T E = 54 p(t < D) D=56

30. 30 Slides used in class may be different from slides in student pack CPM Assumptions/Limitations  Project activities can be identified as entities. (There is a clear beginning and ending point for each activity.)  Project activity sequence relationships can be specified and networked.  Project control should focus on the critical path.  The activity times follow the beta distribution, with the variance of the project assumed to equal the sum of the variances along the critical path. Project control should focus on the critical path.

31. 31 Slides used in class may be different from slides in student pack Time-Cost Models  Basic Assumption: Relationship between activity completion time and project cost.  Time Cost Models: Determine the optimum point in time-cost tradeoffs. – Activity direct costs. – Project indirect costs. – Activity completion times.

32. 32 Slides used in class may be different from slides in student pack An Example of a Time-Cost Tradeoff Problem  The Fox Creek Bridge Company has a contract to build a bridge. Fox Creek will be paid $1,100,000 for the bridge, while direct costs for the construction are $500,000. The following information describes the project:

33. 33 Slides used in class may be different from slides in student pack A B C D E H F G J I CC - NC Cost per Time Period to Expedite = NT - CT

34. 34 Slides used in class may be different from slides in student pack Questions:  If Fox’s variable cost is $9,000/week what is the optimal project duration?  How would your answer change if the variable cost were $6,500/week?  First, note that the length of the project can only be reduced by reducing the length of the critical path.

35. 35 Slides used in class may be different from slides in student pack  One alternative method for finding the critical path is to calculate the lengths of all paths in the project network. –There are a total of 8 paths through our project network. –The longest path(s) is the critical path. A B C D E H F G J I

36. 36 Slides used in class may be different from slides in student pack A B C D E H F G J I Action

37. 37 Slides used in class may be different from slides in student pack Questions:  If Fox’s variable cost is $9,000/week what is the optimal project duration?  How would your answer change if the variable cost were $6,500/week?