Principles of Project Management Case Study - Programme Management: Developing a Blueprint Graham Collins University College London (UCL)

Objectives  Outline the scoping and process modelling of a blueprint ‘strategic project’  Problems encountered  Lessons learnt

The Challenge of Programme Management  Large scale complex change  Final result often unpredictable  Varied interpretations of transition path

Initial objective  Ensure alignment of objectives  Provide sound basis for transition  without this the programme is likely to veer off course

‘The Blueprint should be maintained and refined throughout the programme’ Managing Successful Programmes, 1999, OGC Blueprint

 How the organisation will operate when the programme has been completed  Blueprint should be refined throughout the programme  Expression of the future, encompassing processes operations etc linked to operational performance to ensure desired effects are realised

Use of blueprint  Focus for where programme is heading  Basis for evaluation  Basis for impact of change

Programme Identification Programme Definition Consensus on scope concept model ie future state Communication tool learning tool Need to create a vision to work towards

Invitation  Programme had been running 7 months  High level of frustration with consultancy already under contract  No programme definition

Initial presentation  Our approach to programme and project management  including iterative and incremental approaches in real-time workshops

Mission Objectives Task Object Model Class Object Model Code Consistency The Usage Pattern The Usage pattern

Follow up meeting  It was clear that a lack of progress was causing concern  Political issues were hindering progress  The consultancy expressed concern over losing the project management/BPR to a niche consultancy  The ‘strategic project’ had become centred on definitions of BPR, Business Improvement etc.

Proposal  Get the strategic project on track  Ascertain whether approach to project management including workshops would be useful  Create ‘buy-in’ from all stakeholders including consultancy already under contract

Project far too complex  BPR projects  Information systems  Strategic communications

Initial workshops  Two dates were set  First workshop covered scope  Second workshop business modelling

Scoping workshop Day 1  Iterative and incremental approach  ‘Buy-in’ created by careful selection of staff and using dialogue in workshop  Mission statements were broken down into objectives

Modelling workshop Day 2  Objective was to create the optimal strategic communications model  The new structure was modelled real- time using software developed for the workshop and consensus reached.  Software included a metrics suite and Work Breakdown Structure (WBS) that could be viewed from different perspectives

Nov 1998 Consultancy B contacted Feb 1999 Blueprint Workshops Mar 1999 Blueprint completed Mar 1998 original target date Target date abandoned Oct 1998 Programme identification Programme definition Consultancy A under contract Programme Timeline for Definition

Programme identification Strategic goals Process view conceptual models process /organisation cross reference At programme definition the future state is finalised and the tranches for programme delivery. Initial blueprint a major deliverable in this second phase. Benefits Realisation

Benefits  Creation of natural owners  Communication tool  Focus, risk management, and evaluation of alternative ideas

Benefits  Moved away from discussions of BPR v Business Improvement  Blueprint model created and agreed on  ‘strategic project’ achieved within original timescale set

‘Most often, the champion is intrigued by the technology ‘silver bullet’…. …and may have even suggested that the project manager use it.. Edward Yourdon, Death March - the complete software developer’s guide to mission impossible projects, Prentice Hall 1997 were created which helped the programme spread more rapidly Champions

Learning Points 1  Here it was essential to gain commitment ie ‘buy-in’ from all parties  Workshops were the only way forward  There were too many stakeholders with differing objectives to have chosen any other approach

Learning Points 2  The lack of clearly defined goals were hindering progress  The scope and goals of the ‘strategic project’ needed to be defined

Learning Points 3  The lack of tranching of the ‘strategic project’ caused confusion  The WBS was agreed with senior staff and further refined in the workshops that followed  This had a three fold effect, clarity of objectives, instilling confidence in programme staff, and being able to readily identify staff to manage individual projects

Learning Points 4  Project managers must frame the challenge  The teams must be designed for learning  There must be an environment of psychological safety Harvard Business Review October 2001, Best Practice, Speeding up team learning Amy Edmondson et al.