PM -- SI -- Session 1 2016.ppt 1 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Large Project Planning, Funding, and Management Session 1: Basics of Project Management Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Eight Basic Principles of Project Management •  No major project is ever installed on time, within budget, with the same staff that started it. Yours will not be the first. •  Projects progress rapidly until they become 90 percent complete; they then remain 90 percent complete forever. •  One advantage of fuzzy project objectives is that they let you avoid the embarrassment of estimating the corresponding costs. •  When things are going well, something will go wrong. –  When things just can't get any worse, they will. –  When things appear to be going better, you have overlooked something. •  If project content is allowed to change freely, the rate of change will exceed the rate of progress. •  No system is ever completely debugged; attempts to debug a new system inevitably introduce new bugs that are even harder to find. •  A carelessly planned project will take three times longer to complete than you expected; a carefully planned project will only take twice as long. •  Project teams detest progress reports, because these reports vividly manifest their lack of progress. http://www.ucolick.org/~de/humour/projects.html Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Introduction •  Introduction – participants and their projects –  Yourselves –  Your projects –  Questions you would like answered 2 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Agenda of Course •  Session 1 – Basics of Project Management •  Session 2 – Project Teams and Groups/ Project Start •  Session 3/4 – Project Planning and Model •  Session 5 – Project Change, Reporting and Managing Change Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Overview – Session 1 •  Definition of project management •  General model of project management •  Building the project plan Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Plan the Work – Now Work the Plan 3 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Definition of Project Management –  Project Management is a set of principles, methods, tools and techniques for the effective management of objectives-oriented work in the context of a specific and unique organizational environment. Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Successful Project Management Objectives •  Specified performance criteria •  Be within cost •  Be on schedule Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Definition of a Project •  Key components –  Not regular operations –  Specific purpose or contract –  Coordination of multiple tasks and resources –  Specific cost, time and technical constraints –  Not regularly repeated –  Definite life cycle –  Cross organizational boundaries and dissimilar skills –  Relatively new or unknown undertakings –  Uncertainty 4 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Necessary Skills •  Negotiation •  Communication •  Team •  Analytical •  Evaluation Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Examples •  New product or service •  Change in structure or staffing •  Building construction •  New business procedure Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Model •  Problem identification •  Solution alternatives generation •  Solution selection •  Implementation planning •  Execution •  Progress analysis •  Project completion 5 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Plan •  Tool for coordinating work •  Objectives –  Determine and portray scope of work –  Identify personnel and capital resources –  Schedule work –  Determine budget Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Plan •  Essential questions to ask –  What (technical objectives) –  How (work breakdown structure) –  Who (resource commitment and utilization plan) –  When (schedule) –  How much (budget) Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Plan •  Benefits –  Effective Communication –  Final check –  Baseline established –  Reduces need for narrative reporting 6 Session 1 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Thought work •  Project Team – who/what skills •  Problem Definition 1 Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Large Project Planning, Funding and Management Session 2: Project Teams and Groups/ Project Start Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Overview – Session 2 •  Team Formation and Development •  Project Start/documentation Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Team •  Researcher/Primary Investigator •  Project Manager •  Project Members 2 Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Role of Project Manager •  Day to day management of project •  Establishment of project structure •  Negotiation of written agreements •  Monitoring work •  Reporting progress •  Training and developing staff •  Developing a sense of team Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Team Formation •  Who should be a part of it? •  Questions to consider –  Would I want this individual working for me –  Would I want this individual as one of my peers –  Would I want to work for this individual –  Consideration of availability, personal style, goals Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Components of an Effective Team •  Performance •  Member satisfaction •  Team learning •  Outsider satisfaction 3 Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Skills/Responsibilities •  What skills are needed? –  Skills inventory matrix •  Who will be responsible for what? –  Responsibility matrix •  Assessing competence –  Balance between skills and “good guy” Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Building an Effective Team •  Team definition –  small set of individuals who work interdependently and are jointly accountable for performance goals •  Stages –  Forming –  Storming –  Norming –  Performing Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Team Effectiveness Model •  Evaluation •  Components –  Organization and team environment •  Reward systems, communication systems, physical space, organizational environment and leadership –  Team design •  Task characteristics, size, composition –  Team process •  Development, norms, roles, cohesiveness 4 Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Team Charter •  Description of how the team will work together •  Components –  Team purpose –  Ground rules for behaviour –  Assign roles and responsibilities Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Starting Point for Team Development •  Team formation –  Introduction –  Team building exercises –  Operating agreements •  Team planning –  Review task/ expectations –  Set objectives –  Assign roles/ responsibilities –  Create workplan Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Important considerations for diverse, far flung teams •  Communication •  Trust/accountability 5 Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Start •  Identification of need/problem –  What is the issue to be addressed –  Questions •  Why do you want the project done •  Why now •  What are the risks •  What are the costs •  By what standard, will you measure results Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project documentation •  Key components –  Problem/opportunity statement –  Scope definition –  Completion criteria –  Assumptions –  Impact statement –  Risks –  Resource requirements Session 2 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Thought work •  What is the work that needs to be done for the project? 1 Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Large Project Planning, Funding and Management Session 3/4: Project Planning and Models Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Overview – Session 3/4 •  Planning the Work –  Tools Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Model the Work •  Work breakdown structure •  Network •  Critical path analysis •  Schedule 2 Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Work Breakdown Structure •  Determines all work efforts •  Checklist of every activity •  Use to assign responsibility Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Work Breakdown Structure •  Complete and accurate? –  Is it broken down to a level of detail that guarantees control –  Do the work efforts begin with an active verb –  Does each activity result in a deliverable –  Is someone accountable for completing the project on time, within budget and at an acceptable level of quality Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Network •  Sequence of tasks –  All tasks from the WBS must appear •  Show visually the relationships of work activities to each other •  Only one start and one end •  Communication tool 3 Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Critical Path Analysis •  Longest sequence of tasks from start to finish •  Any delay on this path will delay entire project Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Schedule •  Place data from WBS, network, critical path analysis on a time scale •  Know as Gantt chart •  Basic chart –  Time –  Tasks •  Include other information Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Other Areas To Include •  Resource utilization chart •  Budget •  Risk assessment and contingency planning 4 Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Balance The Plan •  Balance limited resources –  Within project –  Against other projects –  Against nonproject efforts •  Can the project be achieved given the other deadlines that are present Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Approve and Publish •  Document includes: –  Target completion date –  Target cost –  Target resource utilization –  Target asset utilization –  Objectives Session 3/4 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Approve and Publish •  Serves as agreement among: –  Project manager –  Project client –  Senior management –  Functional managers •  Serves as basis for negotiating changes •  Signed and distributed 1 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Large Project Planning, Funding and Management Session 5: Project Control, Reporting and Managing Change Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Overview – Session 5 •  Tracking Progress •  Managing Project Change •  Project Control/Reporting •  Project Review •  Software Tools/Internet Resources Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Tracking Progress •  Planned versus actual –  Gantt Chart –  Budget –  Etc. •  Do you make changes? 2 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Managing Project Change/Project Control •  Key objectives –  Determine what manager can/cannot control –  Process for submitting change –  Evaluating impact on project baseline –  Documentation Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Types of Changes •  Scope Changes •  Base Changes Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Scope Changes •  Additions, modifications or deletions made to the end project or service •  Examples –  Requirement changes –  Design changes –  Technological changes –  Business changes –  Personnel changes 3 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Baseline Changes •  Baseline is the yardstick for measuring performance •  Examples –  Project specifications –  Applicable standards –  Schedule target –  Cost target –  Resource and asset utilization Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria When is change needed? •  Tracked against actual performance •  Change may be required when not meeting plans •  Guidelines for change Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Control •  Key questions to ask –  Where are we –  Where do we want to be –  How do we get there –  Are we getting there 4 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Transition from Planning to Control •  Five step model –  Update status –  Analyze impact –  Act on variances –  Publish revisions –  Inform management Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 1. Update Status •  Sources of data •  Information for management in status reports •  Responsibilities for status reports •  Reporting techniques Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 2. Analyze Impact •  Compare actual against planned •  Determine causes of differences •  Prepare analysis for future 5 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 3. Act on Variances •  Choices –  Do nothing –  Make modifications –  Negotiate trade offs Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 4. Publish •  Format of status reports –  Where are we today –  Where will we be at the next report –  What is our budget position –  What items jeopardize project completion –  Who deserves recognition Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 5. Inform Management •  Information items –  Major accomplishments since last review –  Schedule status (actual vs plan) –  Financial status (actual vs plan) –  Major issues and action plans –  Plans for next period –  Special topics with sense of urgency –  Review of action items and next meeting 6 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria 5. Inform Management •  Questions to answer –  Foreseeable future problems –  Adequate resources –  Dissatisfaction among staff –  Dealing with recurring problems –  Lacking anything to do the job –  Any changes to be addressed Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria Project Review Upon Completion •  Attainment of objectives •  Effectiveness of agreement •  Effectives of project plan, project organization and management systems •  Deficiencies and problems experiences –  Any issues outstanding •  Lessons learned and suggested improvements Tools •  what is needed given the project and team members’ needs, geographical distribution, legal frameworks and other factors? •  “Low tech” –  white board, flip charts, markers, calendar, post- it notes •  “Higher tech” (too many to talk about) –  online calendars (google/outlook calendar) –  online gantt charts (google doc templates, dotproject) –  online project spaces (basecamp, asana) –  folder/file sharing (dropbox, evernote) –  many, many, many apps for iphone, ipad, etc Issues in Large Project Planning and Management, University of Victoria Session 5 Instructor – Lynne Siemens 7 Session 5 Instructor – Lynne Siemens Issues in Large Project Planning and Management, University of Victoria, 2012 Back to the Beginning •  Have we answered/discussed your questions from the start of the workshop? –  Any outstanding issues? Project Management 1. Concept 2. Define problem and state purpose 3. Generate Solution Alternatives 4. For selected alternatives: • Suitability assessment • Risk analysis • Identify consequences 6. Plan for implementation 8. Signoff notebook 9. Execute Plan YES 5. Above factors all OK? YES 7. Is plan OK to all stakeholders 12. Is plan OK? 11. Definition OK? NO YES NO NO NO 10. Outcome acceptable? YES NO 13. Post-mortem analysis 14. Project is complete Adapted from Project Planning, Scheduling and Control: A Hands-on Guide to Bringing Projects in on Time and on Budget by James P. Lewis, 1991 1 PAGE 1 OF 5 Project Agreement This document represents a mutual commitment of time and resources between the XXX and the YYY funding for the fiscal period… Date Project Title Project Number Faculty Project Lead Contact Information Project Manager Contact Information Project Start Date Project End Date Implementation Date Summary of Project Deliverables Project Detail The attached Project Schedule, A – G provides a detailed outline of the project rationale and description, deliverables, milestone dates, and specific roles and responsibilities of the project team. Accountability  It is the responsibility of the School to ensure project faculty are provided sufficient release time to complete the project in a timely manner.  It is the responsibility of the partners to ensure sufficient project support staffs (technical, administrative, and non-teaching faculty) are available to complete the project in a timely manner. A report on project progress will be submitted to the School and XXX Deans, on request. Quality Assurance  Project faculty leads are responsible for ensuring that work performed conforms to standards within their professional area of practice, and within the requirements of the School’s program area.  Copyright clearance, where applicable, is the responsibility of the project lead and the School.  The XXX is responsible for ensuring sound principles of curriculum and instructional design, and, is responsible for providing appropriate standards of editing, graphic and media design support, as applicable.  ZZ is responsible for ensuring the work performed by the technical staff conforms to accepted professional standards. Project Cancellation Either party may request suspension or cancellation of the project work with 30 days notice, in writing. A. Project Description/Rationale 2 PAGE 2 OF 5 Rationale Description B. Project Deliverables and Accountabilities Design Project Plan Community of Practice Development Needs analysis Resources Implementation Setting up initial contact with instructors Monitoring and guiding discussions/chat Showcase Article in various sources Share Mentoring/Training other Department Heads on using Communities of Practice to encourage international ties with the institution Sharing research ideas and results C. Scope and Other Relevant Information This project will encompass the following: • Access to course outlines and curriculum materials • Forum for discussion • Resources • The sharing learning materials • The adaptation of materials to the needs of students • Development of teachers’ own local, technology-specific teaching materials • Consultations with appropriate groups • Access to related internet links recommended by the Communication Department This project will not involve any formal training of instructors. D. Stakeholders Level of Involvement (Awareness, provides input, team member, etc.) School Team member 3 PAGE 3 OF 5 XXX Team member, provides input Other Projects (e.g. Faculty Resources) Provides venue Students Provide input E. Project Team Roles and Responsibilities Owner and Sponsor Advocate of project. Has ultimate responsibility for the project, including its priority, funding, achievement of the business objectives, and resolution of critical issues. Member of Core Team. Project Lead Responsible for the overall content, design, development, implementation, showcasing, and sharing (including mentoring) of the project Project Manager Overall project management, coordination, evaluation, teaching and learning practices, academic reviews. Technical Advisor Technical training, advising on the technical capabilities and usability issues of the technology Grassroots Coordinator Responsible for overall coordination of the Grassroots projects; manages the Grassroots Community of Practice; ensures the currency of the Grassroots component of the YYY Initiative Website; arranges orientation for Grassroots project leads Academic Portfolio Manager Allocates adequate funding and resources for academic projects; guides technical aspect of the project WCS Portfolio Manager Allocates adequate funding and resources for the technology component of the project Users/Client Uses, tests learning approaches and the enabling technologies F. Milestones and Accountabilities Design Set up CoP (with appropriate rooms) and create Project Plan Target Date Development Communicate with teachers to determine needs, and gather resources from XXX instructors (course outlines, materials, links, etc. Target Date 4 PAGE 4 OF 5 Implementation Teachers enter and participate in CoP Target Date Showcase Writing an article Target Date Share Mentoring colleagues with similar international goals Target Date Ongoing G. Projected Resource Requirements (Days) Position/Person Year Year Total Project Lead Project Manager IDC Technical Advisor Project and Documentation Specialist Video Team Total Days for Project 5 PAGE 5 OF 5 [Shade in the appropriate times] F. Timeline TASKS Notes Sept Oct Nov Dec Jan- Mar April Design (4 days)  Decide on tool  Training: conceptual + hands-on  Ongoing consultation (outcomes, methodology, website integration) Development (5 days)  Populate (Launch) Implementation (6 days)  Training/support/facilitation for teachers  Manage the Process  Collect & tabulate user feedback  Archiving Showcase (3 days)  Organize and draft article  Publish Article  Archive Share (2 days)  Feedback/mentor 6 Project Initiation Checklist for Small Projects Project Name Project Initiation Checklist Prepared By: Date Prepared: Revision Number: Reference Identify the source of the request and how it came. Project Objective Expressed as To, in a way that, so that construct Background Briefly describe how this project came about Project Scope What business functions are in and out of scope? What locations are in and out of scope? (attach a Scoping Diagram for clarity) What are the project interfaces? What business procedures are required? What production operations procedures are required? Will an Acceptance Test Plan and testing be required? Will Systems Analysis be required, if so what’s needed? What training is required? What documentation is required? What are the critical requirements? Constraints What is the maximum cost of the project? What is the latest project completion date? What are the interproject dependencies? Current Issues Briefly describe any issues that will need to be addressed prior to or during the project Organization Project Sponsor Who agrees to this project setup? Who will signoff the requirements? Who will remove obstacles? Who will accept the finished product? Project Lead Who will execute the project initiation (e.g., Project Manager or Business Analyst) Resources & Responsibilities What additional resources will be required? What are they expected to do? Schedule Start Date When will the project start? End Date When will it end? Estimate How many effort hours? How many elapsed hours? What assumptions are you making? Final Product What is the end product? Project Approach What are the milestones? Interim Products What are the products of the milestones? project initiation checklist 1 of 2 3 April 2007 7 Project Initiation Checklist for Small Projects Business Case Project Justification Why do this project? What happens if we don’t do it? Why do it now? How critical will the impact of the project be? Risks What could go wrong? (both systems-related and user-related) Countermeasures How will you avoid this? Costs List all hardware, software, network, staff, facilities and other costs Project Initiation Approvals Requested Date: Client Requester: Date: Department Manager: Date: Project Manager: Date: Manager: Date: http://dijest.com/tools/pmworkbench/pmtemplates/pitempl/PICHK.DOC project initiation checklist 2 of 2 3 April 2007 8 PROGRAM DEVELOPMENT Planning – Implementation – Evaluation 9 14 Interdisciplinary Research Project Charter Author: Stan Ruecker PROJECT NAME: DATE: Principle Policy We are interested in disseminating the results of this project as widely as possible, with credit to us for doing it. Project members may use any of it as examples in presentations, papers, interviews, and other media opportunities. They may post any of it to their web sites. Wherever possible, they should mention the names of the other project members who were directly involved, as well as the name of the project. The project team will maintain a collaborative project web site, which will contain links to all the presentations and publications of the group. For presentations or papers where this work is the main topic, all team members who worked directly on this subproject should be co-authors. Any member can elect at any time not to be listed, but may not veto publication. For presentations or papers that spin off from this work, only those members directly involved need to be listed as co-authors. The others should be mentioned if possible in the acknowledgments, credits, or article citations. Team members should discuss possible publication venues before submitting abstracts or articles. We intend this work to move forward at a steady pace, given due awareness of the vagaries of life. Project members will make every effort to attend meetings as arranged and to keep in regular contact by email or other electronic means. Frequent absence may result in being warned, then cautioned, then asked to leave the team. Project members will jointly establish and attempt to meet self- imposed deadlines, in part through providing the project administrator with lists of commitments, so that reminders will be sent out as a matter of routine. In the event the task is overdue by a considerable amount of time (for instance, whichever is lesser–two months, or double the original timeframe), other members may at their discretion notify the offender that the task will be re-assigned, without prejudice to the constitution of the team or the public credit of any member. Project phases will be arranged so as to minimize the need for sequential completion of one phase before another can begin: wherever possible, phases will run in parallel, with communication occurring between people as they work on each phase, rather than waiting to communicate until the end. We would prefer for this work to be funded. Project members will watch for and notify each other of funding opportunities and participate wherever possible in the writing of appropriate grant proposals. We understand that the work we do on this project may have future phases. Modifications and additions may be made to further the project by other members. In addition to PDFs or other formats for presentation, project members will keep safe and distribute regularly all native files generated for the project: source code, Photoshop, Illustrator, Flash, InDesign, and any other data files or source files. These files will be unflattened and editable. Where copyright restrictions do not apply, fonts should also be included in shared files. As projects progress to new phases, each team member will have the right of first choice over whether or not to continue with the project. Insofar as ethics clearances allow, data backup will be provided through central project servers. Local projects should also make provisions for regular backup of all project files, including versions of files in progress. We wish to communicate in such a way as to preserve professional dignity. We will strive to maintain a tone of mutual respect whenever we write or meet, and to forgive lapses if they occur. We will attempt to keep communications transparent, for example, by copying everyone involved in any given discussion, and by directly addressing with each other any questions or concerns that may arise. We would like to foster goodwill among all the participants. In making financial decisions, we will attempt to allocate resources in ways that indicate commitment to each of the people on the team. Members will also watch for and notify each other of opportunities for commercialization and licensing. Any commercial agreements or plans will be made so as to include and equally benefit all members of the group. We will strive to be a group working toward different parts of a larger, coherent and important whole – one that promises to exceed the sum of its parts. Signed this day at ____________________________ Location __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name Simulated Environment for Theatre: Research Project Charter – DRAFT 2 Adapted from charters by Stan Ruecker and Paul Hjartarson DATE: 4 October 2012 Principle Policies Research Team Collaboration We will work collaboratively, because we believe that our collaborative efforts are greater than the sum of their parts. We will strive for a model of integrated collaboration (as distinct from principal/incidental hierarchy or turn-taking). We look forward to articulating the model as we proceed. All contributors (full researchers, research associates, and research assistants) are team members. Team members will be invited based on their relevant research and technical expertise. We will strive to keep our administrative structure as simple and as “horizontal” (that is, as non-hierarchal) as the needs of the project permit. We will strive for transparency in decision-making and communication. We will strive to keep project administration as malleable and flexible as possible to enable us to respond effectively and efficiently to the many changes development brings. We strive to describe team members’ roles according to their substantive contributions to the project. Team roles are typically defined as follows (but remain flexible and available for discussion). • Principal Investigator: Administrative and conceptual lead for the purposes of individual funding proposals and grants. Usually a faculty member or eligible member of an accredited institution. No financial compensation, except in the case of commercialization of research results. • Researcher: Co-applicant on grant proposals; long-term, independent conceptual, practical, and administrative contributor to the research project as a whole; leader of an area of core project activity; leads authorship of presentations and papers in his/her field(s) of expertise; contributes to authorship in other areas as requested by the team; responsible for administering sub-grants at home institution; responsible for recruiting and supervising Research Associates and Assistants in his/her field. Usually a faculty member or holder of a relevant terminal degree. No financial compensation, except in the case of commercialization of research results. • Research Associate: Developing an independent research and practical contribution to the project as a whole in association with project Researchers; long-term conceptual and practical contributor to the project; may lead authorship of presentations and papers in his/her area of expertise; may assist in training and/or supervising Research Assistants in his/her field. Usually holds a relevant advanced degree. May receive financial compensation, as well as fees and/or royalties related to commercialization of research results. • Research Assistant: Performs research and/or practical tasks as assigned by Researchers and Research Associates. Usually enrolled in a relevant degree program. May receive financial compensation, as well as fees and/or royalties related to commercialization of research results. We place a high priority on fostering the development of emerging scholars in all areas (including in the acquisition of collaborative skills). All team members are invited to participate in conceptual design meetings. (Some administrative meetings are conducted in-camera among Researchers only.) Junior team members are encouraged to stay with the project in the long term, where possible, and to progress through its ranks. Junior team members are offered robust supervision (including iterative design processes and collaborative authorship). Junior team members will be funded to attend and present at project- related conferences whenever possible. We wish to communicate in such a way as to preserve professional dignity. We will strive to maintain a tone of mutual respect whenever we write or meet, and to forgive lapses if they occur. We will attempt to keep communications transparent, for example, by copying everyone involved in any given discussion, and by directly addressing with each other any questions or concerns that may arise. We intend this work to move forward at a steady pace, given due awareness of the vagaries of life. Project members will make every effort to attend meetings as arranged and to keep in regular contact by email or other electronic means. Frequent absence may result in being warned, then cautioned, then asked to leave the team. Project members will jointly establish and attempt to meet self- imposed deadlines, in part through providing the project administrator with lists of commitments, so that reminders will be sent out as a matter of routine. In the event that a task is overdue by a considerable amount of time (one that threatens to render the project’s business unworkable), other members may at their discretion notify the offender that the task will be re-assigned, without prejudice to the constitution of the team or the public credit of any member. Project phases will be arranged so as to minimize the need for sequential completion of one phase before another can begin: wherever possible, phases will run in parallel, with communication occurring between people as they work on each phase, rather than waiting to communicate until the end. Dissemination and Authorship Acknowledgment We would like our project to be documented for our own and future researchers’ reference and benefit, and to assist with future funding opportunities. Documentation is meant as a support; therefore, documentation responsibilities will be kept to a minimum amount possible (so that the work can be done) while ensuring that a sense of the project’s development is recorded (so we can see where the project has been). We will document our work as it arises from the rhythms of the project. Forms of documentation include meeting notes; development “tickets”; white papers; copies of presentations; publications, and course materials developed; and so on. A task is not completed until the documentation is shared. All documents, including working documents, generated by the group are always accessible to current group members. In addition to PDFs or other formats for presentation, project members will keep safe and distribute regularly all native files generated for the project: source code, Photoshop, Illustrator, Flash, InDesign, and any other data files or source files. These files will be unflattened and editable. Where copyright restrictions do not apply, fonts should also be included in shared files. Insofar as ethics clearances allow, data backup will be provided through central project servers. Local projects should also make provisions for regular backup of all project files, including versions of files in progress. We are interested in disseminating the results of this project as widely as possible, in a manner that reflects the interdisciplinary nature of our work, with credit to all contributors. All team members are credited as authors of all project products. The SET system itself is authored by PI (or PIs, when more than one grant is current); Researchers and Research Associates (alphabetically) with Research Assistants (alphabetically). White Paper, Presentation, and Publication authorship contributions fall into the following categories: • Lead Author: responsible for the bulk of the conceptualization, research, and drafting of the research product. There may be more than one Lead Author of a paper. • Co-Author: responsible for a secondary contribution to conceptualization, research, and drafting of the research product; for example: preparation of figures, drafting short passages of text, design and/or implementation of the element of the project under discussion. • Contributing Author: responsible for collaborative foundational project work and, optionally, comments on and/or minor edits to the research product. • Research Assistants: follow the above after the word “with”. • Corporate Author: under certain circumstances - for example, when a disciplinary journal cannot accommodate a full list of authors, or where “spin-off” research (see below) is being published – a corporate author may be cited as follows: the Simulated Environment for Theatre project. • Sequence is normally: Lead (alphabetical); Co (alphabetical); Contributing (alphabetical); “with” Research Assistants. Project members may use any of our work as examples in presentations, papers, interviews, and other media opportunities. They may post any of it to their web sites. Wherever possible, they should mention the names of the other project members who were directly involved, as well as the name of the project. The project team will maintain a collaborative project web site, which will contain links to all the presentations and publications of the group. All participants will be listed on the project website, including dates and roles; the website provides an ongoing record of contributors and contributions. Any member can elect at any time not to be listed as an author, but may not veto publication. Team members should discuss possible publication venues before submitting abstracts or articles. Our open-source research products ? Funding and Compensation The normal Tri-Council policies apply to our financial compensation structure. Faculty in accredited institutions are not eligible for compensation, except in the case of commercialization of research products. Professional consultants, technical assistants, research associates, and research assistants are eligible for compensation, according to the guidelines articulated at administering institutions. We would prefer for this work to be funded. Project members will watch for and notify each other of funding opportunities and participate wherever possible in the writing of appropriate grant proposals. Project members will assist in record-keeping and reporting the use of funds as appropriate. We will strive for equitable distribution of research funds to all contributing researchers. Researchers will be consulted about the appropriate distribution of funds. Funds will be distributed based on the tasks to be completed under each researcher’s supervision. Consideration will be given to meaningful funding (for tenure and promotion purposes) at each institution. Commercialization Members will also watch for and notify each other of opportunities for commercialization and licensing. Any commercial agreements or plans will be made so as to include and appropriately benefit all members of the group (even members who are no longer active at the time of commercialization). We may consider a model whereby proceeds of commercialization are folded back into the project budget and/or the research budgets of individual faculty project researchers and research associates. Continuity We embrace the fact that some of our project’s contributions to knowledge may be unexpected and tangential. Spin-off research is research inspired by, but not directly related to our project. (Such as, for example, our Cambridge model and our research on the Canadian theatrical canon). The products of spin-off research may be used in SET project activities if they become relevant, provided proper acknowledgement is given to non-SET contributors. Spin-off research will be funded to the extent that project resources allow. Eligible expenses include Research Assistants’ and Associates’ wages, travel expenses, and research and dissemination costs. In the dissemination of spin-off research, only those project members directly involved need to be listed as authors. The others should be mentioned if possible in the acknowledgments, credits, or article citations, or as corporate authors. We hope that the work we do on this project may have future phases. Modifications and additions may be made to further the project by any member. We anticipate two broad categories of project development: Collaborations with other projects: • Involve work contributing to our current project goals OR • Involve an exchange of intellectual property with another research project OR • Involve the development of new intellectual property in collaboration (for a description of which, see above) with another project New phases of the current project: • Are defined collaboratively by the current research team • Extend and adapt the current project’s goals • As the project progresses to new phases, each team member will have the right of first refusal over whether or not to continue with the project. Project development does not: • involve the initiation of entirely new goals • refer to work building on our current published research products, which could be undertaken by any researcher outside our team Involvement of Students in Research Students are engaged as paid research assistants only, and do not contribute coursework to project research. Signed this day at ____________________________ Location __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name __________________________________________ Signature Name DRAFT  EMIC  UA  PROJECT  CHARTER   FIRST  (RYERSON  CONFERENCE)  ITERATION   (revised  November  9,  2011)     Trust  Cluster  Principles  and  Policies     Collaboration     Principle  #1:  We  will  work  collaboratively,  that  is,  we  want  and  need  to  learn  from  one  another.     Principle  #2:  As  a  DH  “collaboratory”  in  a  university  setting,  we  place  a  high  priority  on  fostering   graduate  student  development  in  all  areas  (including  in  the  acquisition  of  collaborative  skills).     Principle   #3:   Collaborators   are   people   who   sign   the   charter,   that   is,   membership   in   EMiC   UA   is   defined  by  an  individual’s  acceptance  of  the  principles,  policies  and  practices  of  the  collaboratory.     Policy:  Research  assistants  are  encouraged  to  sign  the  project  charter  when  they  begin  their  work   with  EMiC  UA  and  thus  become  collaborators.  They  are  also  encouraged  to  expand  their  participation   in  the  collaboratory  beyond  simply  putting  in  their  hours.     Policy:   Research   assistants   are   eligible   for   EMiC   UA   and   EMiC   Dal   funding   to   attend   DEMiC   and   TEMiC  and  to  present  conference  papers  as  part  of  one  or  more  of  the  project  groups.     Principle  #4:  We  will  strive  to  keep  the  administrative  structure  of  the  collaboratory  as  simple  and  as   “horizontal  (that  is,  as  non-­‐hierarchal)  as  the  needs  of  the  project  permit.     (The  principle  here  is  the  less  bureaucracy  the  better.  The  untested  assumption  is  that,  mentoring   apart,  collaboration  thrives  in  the  absence  of  hierarchy.)     Policy:   Given   the   developmental   nature   of   the   work   EMiC   UA   is   undertaking,   the   administrative   structure  of  the  collaboratory  should  be  kept  not  only  simple  and  non-­‐hierarchical  but  as  malleable   and   flexible   as   possible   to   enable   us   to   respond   effectively   and   efficiently   to   the   many   changes   development  brings.     Principle  #5:  We  will  work  within  schedules  and  to  deadlines  arrived  at  collaboratively.     Principle  #6:  All  collaborators  have  the  right  of  first  refusal  on  ensuing  stages  of  the  project.     Credit     Principle  #1:  All  work  undertaken  to  advance  EMiC  UA  projects  is  equally  deserving  of  credit.  (Giving   credit  speaks  to  the  ethos  of  the  project  itself).     Policy:  EMiC  UA  will  be  credited  as  an  organizational  author  on  all  publications;  we  will  additionally   use  author  listings,  notes,  and  acknowledgements  as  differing  levels  for  attributing  credit  on  our   work.       Policy:  All  participants  will  be  listed  on  the  project  website,  including  dates  and  roles;  the  website   provides  an  ongoing  record  of  contributors  and  contributions.     Principle  #2:  We  recognize  the  need  for  credit  as  a  part  of  academic  advancement.  (This  follows  from   our  commitment  to  mentoring  and  to  our  support  for  the  completion  of  academic  programs  as  part  of   EMiC  UA  project  work.)         2   Documentation     Principle  #1:  Collaboration  is  rooted  in  good,  clear  documentation,  both  as  a  means  of  understanding   one  other’s  work  and  as  a  means  of  distributing  credit.     Principle  #2:  Documentation  is  necessary  not  only  for  the  purpose  of  informing  other  group   members  and  continuing  workflow  but  in  support  of  grant  applications  and  reports.        Principle  #3:  We  will  document  our  work  as  it  arises  from  the  rhythms  of  the  project.   (Documentation  will  be  geared  around  project  planning,  dissemination  and  reporting.)     Principle  #4:  A  task  is  not  completed  until  the  documentation  is  shared.  The  primary  site  for   documentation  is  the  wiki.       Principle  #5:  Documentation  is  meant  as  a  support;  therefore,  documentation  responsibilities  will  be   kept  to  a  minimum  amount  possible  (so  that  the  work  can  be  done)  while  ensuring  that  a  sense  of  the   project’s  development  is  recorded  (so  we  can  see  where  the  project  has  been).     Principle  #6:  All  documents,  including  working  documents,  generated  by  the  group  are  always   accessible  to  current  group  members.     Communication     Principle  #1:  We  will  strive  for  transparency  in  decision-­‐making  and  communication.     Principle  #2:  We  will  strive  to  disseminate  our  work  as  widely  as  possible,  and  we  will  strive  to   reflect  the  interdisciplinary  nature  of  our  work  in  the  way  we  disseminate  it.     Principle  #3:  We  will  strive  to  produce  open  source  code  &  style  sheets  whenever  possible       Network Logic Diagram Start End A B C D E F 23 Project Network Diagram with Scheduled Dates Design 6-1 6-15 System Test 8-1 8-15 Code Query 6-16 6.23 Code Update 6-16 6-30 Code Entries 6-16 7-15 Write Manual 6-16 7-15 Unit Test 7-16 7-31 Unit Test 7-1 7-15 Unit Test 6-24 6-30 24 Gantt Chart Jan Feb March April 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Task Duration 1 1 month 2 2 month 3 .5 month 4 1 month 5 .5 month 6 1 month Gantt Chart with milestones Jan Feb March April 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Task Duration 1 1 month 2 2 month 3 .5 month 4 1 month 5 .5 month 6 1 month Due Date 25 0 1 2 3 4 5 6 7 8 9 10 Project Timeline 26 Project Plan Approval Project Plan Approval Project Description Project Code Date From Department Return by: Your signature below indicates that you agree with the plan submitted so far as your interests are concerned. Approving Individual Signed Date Functional Managers Directors Project Manager Outside Stakeholders Comments Lewis (1995) Project Planning, Scheduling and Control: A Hands-On Guide to Bringing In On Time and On Budget, Probus Publishing Company. 27 Gantt Chart Jan Feb March April 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Task Duration 1 1 month Actual 2 2 month Actual 3 .5 month Actual 4 1 month Actual 5 .5 month Actual 6 1 month Actual Gantt Chart with milestones Gantt Chart Jan Feb March April 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Task Duration 1 1 month Actual 2 2 month Actual 3 .5 month Actual 4 1 month Actual 5 .5 month Actual 6 1 month Actual Due Date 28 Budget Control WBS Element Budget Actual Cost Cost Variance $ % Pre Pilot Planning 63000 62500 500 0.79% Draft Checklists 64000 46800 17200 26.88% Curriculum design 23000 23500 -500 -2.17% Mid-term evaluation 68000 72500 -4500 -6.62% Implementation support 12000 10000 2000 16.67% Manual of Practice 7000 6000 1000 14.29% Roll Out Plan 20000 18100 1900 9.50% Totals 257000 239400 17600 6.85% Adapted from Figure 10-3, page 110 A Guide to the Project Management Body of Knowledge, PMI Institute, 1996 29 Change Control Log (Adapted from Project Management: How to Plan and Manage Successful Projects by Joan Knutson and Ira Bitz, AMACOM, 1991.) Change Control Number Date Submitted Description of Change Department Telephone Extension Date Required Status 30 Change Control Form (Adapted from Project Management: How to Plan and Manage Successful Projects by Joan Knutson and Ira Bitz, AMACOM, 1991.) Part 1 – Requester Name: Date: Description of Change: Benefits: Part 2 – Change Controller Change Number: Date Received: Part 3 – Change Control Committee Disposition: (cancel or continue) Date: Signatures: Project Manager: Part 4 – Investigation Team Assigned to: Date: Impact: Part 5 – Approval Committee Disposition: (cancel or continue) Date: Priority: Signatures: Department Manager: Project Manager: Other: 31 Change Control http://dijest.com/tools/pmworkbench/pmtemplates/pctempl/CCFORM2.DOC Change Request Form Request No: Request Date: Request Title: Status: Originator's Name: Phone/Emai l/Mailstop: Sponsor's Name: Priority: Assigned To: Response Date: Request Description Justification Alternative Solutions 1. 2. 3. change request form 1 of 2 03 April 2007 32 Change Control Impact Assessment Impacts Option 1 Option 2 Option 3 Functional Scope Schedule Effort Cost Recommendation Authorization Action: Authorized By: Date: change request form 2 of 2 03 April 2007 33 http://dijest.com/tools/pmworkbench/pmtemplates/pctempl/PBAGENDA.DOC Prototype Project Board Progress Review Meeting MM/DD/YY 1:30 PM to 3:00 PM Building 790, Monterey Meeting called by: Project Sponsor Facilitator: Project Manager Type of meeting: Progress Control Attendees: Project Board Members and Project Manager Please read: Please bring: Agenda 1. Status & Achievements (Highlights of progress for schedule and major deliverables completed) Project Manager 1:30-1:40 PM 2. Upcoming Milestones & Adjustments (Focus on the scheduled milestones before the next meeting, and any planned schedule adjustments) Project Manager 1:40-1:50 PM 3. Cost & Staffing Review ( Review of costs to date, compared to plan. Review staffing changes executed, planned, or shortages) Project Manager 1:50-2:00 PM 4. Change Requests (Review and decide on formal Change Requests) Project Board 2:00-2:20 PM 5. Major Issue Resolution (Review and decide on Project Board-level issues blocking the project) Project Board 2:20-2:40 PM 6. Business Case Review (Compare current plan for the project to client and business commitments and benefits) Project Sponsor 2:40-2:50 PM 7. Teaming & Meeting Management ( Verify calendars for future Board meetings! Discuss and resolve teaming or process issues for the Project Board) Project Manager 2:50-3:00 PM Additional Information Special notes: 34 Project Board Progress Review Meeting MM/DD/YY 1:30 PM to 3:00 PM Building 790, Monterey Meeting called by: Facilitator: Type of meeting: Attendees: Please read: Please bring: Agenda Status & Achievements Project Manager 1:30-1:40 PM Discussion: Conclusions: Action items: Person responsible: Deadline: Upcoming Milestones & Adjustments Project Manager 1:40-1:50 PM Discussion: Conclusions: Action items: Person responsible: Deadline: 35 Cost & Staffing Review Project Manager 1:50-2:00 PM Discussion: Conclusions: Action items: Person responsible: Deadline: Change Requests Project Board 2:00-2:20 PM Discussion: Conclusions: Action items: Person responsible: Deadline: Major Issue Resolution Project Board 2:20-2:40 PM Discussion: Conclusions: Action items: Person responsible: Deadline: Business Case Review Project Sponsor 2:40-2:50 PM Discussion: Conclusions: Action items: Person responsible: Deadline: 36 Teaming & Meeting Management Project Manager 2:50-3:00 PM Discussion: Conclusions: Action items: Person responsible: Deadline: Additional Information Special notes: 37 Monthly Project Status Report General Information: Agency name: Date: Contact Name: Phone: Project ID: For the period beginning: and ending: Name of the project: Project Start Date: Current Phase: Key Questions 1) Has the project scope of work changed? Yes/No 2) Will upcoming target dates be missed? Yes/No 3) Does the team have resource constraints? Yes/No 4) Are there issues that require management attention? Yes/No If any of the above questions is answered "yes", please provide an explanation of the "yes" answer. Key Milestones for the Overall Project revised on : Milestone Original Date Revised Date Actual Date Milestones Planned for this month and Accomplished this month: Milestone Original Date Revised Date Actual Date 38 Accomplishments Planned for this month and not completed: Milestone/Item/Accomplishment Original Date Revised Date 1) 2) 3) 4) For each item listed above, provide a corresponding explanation of the effect of this missed item on other target dates and provide the plan to recover from this missed item. Items Planned for Next Month: Milestone Original Date Revised Date (Use a chart like the following to show actual expenditures compared to planned levels. Break the costs into other categories as appropriate.) Year-to-Date Costs (000) Fiscal Year 20__ Actual Costs to Date Estimate to Complete Total Estimated Costs Total Planned Budget Personnel Services Prof. & Outside Service Other Expenditures * Total Costs (Use a chart like the following if this project spans more than one fiscal year.) 39 Year-to-Date Costs (000) Grand Total For Project Actual Costs to Date Estimate to Complete Total Estimated Costs Total Planned Budget Personnel Services Prof. & Outside Service Other Expenditures * Total Costs * Other Expenditures include hardware, software, travel, training, support, etc. Attach the current risk list. Attach the current issues/action item list (for the significant items that need management attention) http://www.dir.state.tx.us/eod/qa/monitor/status.htm 40 Checklist for Managing Projects • A clear, concise statement defining the project has been prepared and reviewed by knowledgeable parties for consensus. • Performance criteria have been developed. These criteria are measurable and specific. • A work breakdown structure has been developed to a level sufficient to prepare accurate estimates of costs, resources, and working times for all project activities. • A statement of project scope that clearly defines the limits of what will and will not be done has been developed. • Tangible deliverables have been identified for specific milestones to permit progress measurements. • Where risks have been identified, contingency plans have been prepared to deal with them. • The project plan has been prepared with participation and/or input from individuals who must implement it. • The project notebook has been signed off by stakeholders and copies distributed to contributors. • A control system has been established using variance analysis to assess progress. • Individuals have been selected for assignment to the project. • The project has been planned to a manageable level of detail. • A post-mortem has been done at each milestone of the project as well as a final one for the overall project and placed in the project notebook. • The controlling project notebook has been placed in a central file for use in future project planning. • Limits have been established to determine when the project plan will be revised. • Checklists have been prepared for major segments of the project so that nothing is overlooked. Adapted from Project Planning, Scheduling & Control: A Hands-on Guide to Brining Projects in on time and on budget, James P. Lewis, Probus Publishing Company, Chicago, 1991 41 2016 handouts.pdf Team -- handouts 2.pdf Large Project Planning, Funding and Management Agenda Project Team Role of Project Manager Project Team Formation Components of an Effective Team Skills/Responsibilities Building an Effective Team Team Effectiveness Model Team Charter Starting Point for Team Development Important considerations for diverse, far flung teams Project Start Project documentation Thought work Team Member Competence Checklist.pdf CHECKLIST 6.1. ASSESSING TEAM MEMBER COMPETENCE. Area of Competence Skills Skill Level (1 = low, 2 = medium, 3 = high) Experience Experience Level (1 = low, 2 = medium, 3 = high) Area of Competence Skills Skill Level (1 = low, 2 = medium, 3 = high) Experience Experience Level (1 = low, 2 = medium, 3 = high) Scoring Skills Team Norms.pdf TABLE 5.2. TEAM NORMS. Team Norms Category Norms Document Storage.pdf TABLE 5.5. DOCUMENTATION AND STORAGE GUIDELINES. new team member orientation.pdf CHECKLIST 5.5. NEW TEAM MEMBER ORIENTATION. First Meeting Checklist.pdf CHECKLIST 5.6. OUTCOMES FOR FIRST TEAM MEETING. Outcomes Second Meeting Checklist.pdf CHECKLIST 5.7. OUTCOMES FOR SECOND TEAM MEETING. Outcomes project initiation checklist.pdf Project Name PM -- SI -- Session 2 2008.pdf Large Project Planning, Funding and Management Overview – Session 2 Project Team Role of Project Manager Project Team Formation Components of an Effective Team Skills/Responsibilities Building an Effective Team Team Effectiveness Model Team Charter Starting Point for Team Development Important considerations for diverse, far flung teams Project Start Project documentation Thought work project planning and models.pdf Large Project Planning, Funding and Management Agenda Model the Work Work Breakdown Structure Work Breakdown Structure Network Critical Path Analysis Schedule Other Areas To Include Balance The Plan Approve and Publish Approve and Publish Gantt Charg.pdf Sheet1 PM -- SI -- Session 3 2008.pdf Large Project Planning, Funding and Management Overview – Session 3/4 Model the Work Work Breakdown Structure Work Breakdown Structure Network Critical Path Analysis Schedule Other Areas To Include Balance The Plan Approve and Publish Approve and Publish project control, reporting and managing change.pdf Large Project Planning, Funding and Management Agenda Tracking Progress Managing Project Change/Project Control Types of Changes Scope Changes Baseline Changes When is change needed? Project Control Transition from Planning to Control 1. Update Status 2. Analyze Impact 3. Act on Variances 4. Publish 5. Inform Management 5. Inform Management Project Review Upon Completion Other Gantt Chart 2.pdf Sheet1 Budget Control.pdf Budget Control Checklist for Managing Projects.pdf Checklist for Managing Projects Change Control Log.pdf Change Control Log (Adapted from Project Management: How to Plan and Manage Successful Projects by Joan Knutson and Ira Bitz, AMACOM, 1991.) Change Control Form (Adapted from Project Management: How to Plan and Manage Successful Projects by Joan Knutson and Ira Bitz, AMACOM, 1991.) change request form.pdf http://dijest.com/tools/pmworkbench/pmtemplates/pctempl/CCFORM2.DOC Change Request Form Request Description Justification Alternative Solutions Impact Assessment Impacts Option 1 Option 2 Option 3 Recommendation Authorization Monthly Project Status Report.pdf Monthly Project Status Report Key Questions Internet Resources 2007.pdf Project Management -- Internet Resources Project Management – Books PM -- SI -- Session 4 2008.pdf Large Project Planning, Funding and Management Overview – Session 5 Tracking Progress Managing Project Change/Project Control Types of Changes Scope Changes Baseline Changes When is change needed? Project Control Transition from Planning to Control 1. Update Status 2. Analyze Impact 3. Act on Variances 4. Publish 5. Inform Management 5. Inform Management Project Review Upon Completion Other Back to the Beginning