What Is Project Management and the Main Phases of a Project Life Cycle - Assignment Example

Heading: Management Assessment Your name: Course name: Professors’ name: Date QUESTION 1: Basics a) Discuss the following: what is a project, what is project management, and the main phases of a project life cycle? What is a project? A project refers to a collaborative enterprise, which often involve design, or research that is planned carefully in order to achieve a specific goal. Projects are mostly termed as short-term social systems, which are constituted by teams in, or across firms so as to complete specific activities under time, deliverables and financial constraints. A project is not part of the usual business operations, but it is created once, it is specific, and temporary (Westland, 2007, pp. 1-202). What is project management? Project management entails a discipline of organizing, planning, securing, and managing resources so as to attain particular goals. It is the art and science of organizing parts of a project. Sen (2009, pp. 4-21) maintains that a project could be a launch of a service, new product’s development, wedding, or a marketing campaign. The basic challenge involved in project management is to realize entire project objectives and goals while honoring predetermined constraints. Some of the typical constraints include time, scope, budget and time. The minor, but more pushy, challenge lies in the optimizing the allocation and integration of inputs essential in order achieve the preconceived objectives (Dinsmore & Cabanis-Brewin, 2011, pp. 475-480). Main phases of a project life cycle Heldman (2009, pp. 15-20) notes that regardless of the kind of project, project management takes a similar pattern of definition (initiation), planning, execution, control, and closure. A project cycle begins with definition or initiation stage in which a project manager defines the project details, and what the project users expect to attain by carrying out the project. It also entails an outline of project deliverables, and the results of the particular set of tasks. Here, the project manager works with firm’s manager or sponsor who desires to have the projected enforced and other stakeholders; those individuals who have considerable interest in the project’s result. Moreover, it entails documentation of business case, feasibility study, and terms of reference, and establishment of project office. According to Lock (2007, pp. 347-350), the second phase of project management is planning of the project in which all the activities involved are defined. Here, the project manager outlines all tasks or activities; how they are connected; how long each of the tasks will take; and how every activity involved is tied to a particular deadline. This stage also enables the project manager to establish the links between activities so that, for instance, if a certain activity is five days late, the project tasks connected to it will reflect the same delay. Similarly, the project manager may set milestones; dates by which significant project aspects should be met. Moreover, Westland (2007, pp. 1-10) maintains that the second phase includes the definition of the requirements for the completion of the project. Here, the project manager establishes the number of people or resources required in project implementation; costs or expenses incurred in the project and other necessities in the implementation of the project. Kerzner (2010, pp. 172-180) says that a project manager is also required to manage risks and assumptions regarding the project, as well as identifying possible project constraints. Normally, constraints are associated with schedule, budget, resources, and scope. An alteration of one constraint will naturally affect other constraints. For instance, a budget constraint can influence the number of individuals who can work on the project; hence causing a resource constraint. Similarly, if extra aspects are added to the project scope, resources, scheduling, and budget constraints will be affected (Kerzner, 2009, pp. 1-30). The third, Lock (2007, pp. 347-350) argues that the phase of project management entails project execution. This stage concerns the building of the project team. Here, the project manager is aware of the number of resources required in the implementation of the project. Besides, the project manager allocates the available resources and assigns the budget to certain activities in the project. Upon carrying out the aforementioned activities and responsibilities, the project starts. The fourth phase of project management is project control. Here, the project manager is responsible for updating the project plans so as to reflect real time taken by each activity. By monitoring the details of the project’s details, the project manager can understand how suitably the project is going on overall. Some products like Microsoft project enable the administrative features of project management (Köster, 2009, pp. 39-45). Lastly, there is the project closure stage that involves the business owner or project manager pulling together the project team and other stakeholders to analyze the project’s final result. Further, staff is released; deliverables are handed down to the client; and completion of post enforcement reviews (Kendrick, 2010, pp. 58-65). b) What is a Responsibility Matrix and how would it be used in project management? Gido (2009, pp. 118-125) asserts that a responsibility matrix is a significant communication tool in project management that identifies individual or departmental roles assigned to accomplish various categories of tasks. It lays down the key activities involved in the project and clearly details the roles and responsibilities of every stakeholder in the project. Biafore (2010, pp. 175-180) notes that a responsibility matrix is useful in project management in that it helps identify clearly various roles and responsibilities every individual involved in the project. It is most appropriate in a complex situation that involves many individuals participating in the project. It eases the setting of expectations and ensures that stakeholders know what is required from them. Taylor (2008, pp. 104-104) says that a responsibility matrix various roles are displayed on columns, while deliverables appear on rows. Further, its purpose is to achieve clarity and consensus on who does what so that the project manager can define columns that contain sensible details (Spiess, 2008, pp. 153-155). QUESTION 2: Priority Matrix Identify real life examples of a project that would fit each of the following priority scenarios, support your answer with some explanation: a) Time-constrain, Scope-enhance, Cost-accept In such a situation, time or schedule is fixed; cannot be changed, but scope of the project can be optimized and the cost is reduced so as to make the project successful (Harris, 2006, pp, 264-270). For example, planning a wedding that should take place at a specific date. Here, its scope will be optimized or adjusted, while the costs will be reduced. This is because the wedding must take place at the set date, and therefore, the planning committee ought to accept changes in the costs incurred and enhance the scope, while conforming to the fixed time (Ślęzak, 2009, pp. 144-147). b) Time-accept, Scope-constrain, Cost-accept In this case, time and cost can be adjusted or reduced, without changing the scope of the project (Harris, 2006, pp, 264-270). For instance, constructing a residential house will entail adjustment of time and costs so as to fit the scope that will remain fixed (Taylor, 2008, pp. 104-104). This implies that the house will be built as per the original design, but time and cost involved will be changed to suit the scope. This is because the goals planned to be achieved at the end of the project include construction of a house with particular design, rooms, roofing, furnishing, drainage, lighting, and even ceiling as per the customer’s needs (Schwester, 2012, pp. 289-292). Therefore, time can be changed and costs can be adjusted, as long as they conform to the scope of the project. c) Time-constrain, Scope-accept, Cost-enhance Here, scope accepts changes while attempting to enhance the costs incurred, at the same time complying with the fixed time of completing the project (Harris, 2006, pp, 264-270). For instance, in the development of a mobile application for a particular university by June, 2012, the time of completion of the project is fixed, but scope and cost are adjusted and enhanced respectively so as to achieve the set goal. The mobile application is vital in the university’s communication, image and general performance, and must be created by June, 2012. To achieve this objective, the scope can be changed, and the costs can be adjusted, as long as they fit to the fixed schedule of the project’s completion (Duncan, 2008, pp. 90-95). QUESTION 3 – Scope Statement The project scope template in the text book is simpler than the one in appendix I. Moreover, the template displayed in the textbook has been written in note form, while the one in appendix I has been written in prose form. In addition, the template in the textbook has lesser details than, whereas the one in the appendix I has many details as regards the scope of the project. For instance, in terms of the project overview, the template in appendix I has explained that the project is conducted to establish a new home for Mr. and Mrs. John Smith. The scope also explains the details of the residential house, such as, free-standing, single-family constructed on a two-acre plot. In addition, this template has explained the location of the building, its commencement date and the completion date. Application of modern building codes, materials and technology has been mentioned in the template appearing in appendix I. In fact, this template also informs on the specific overseers and managers as Apex Home Builders. On the other hand, the project scope template in the textbook does not show project overview, but it has a brief project objective statement of the quality, time and the cost of the building. What is more, the project scope template in the textbook is relatively short as compared to the one in appendix I. For instance, the template in the textbook consists of the project objectives, a list of deliverables, an outline of milestones, technical requirements, limits and exclusions of the project, and the review sections. On the contrary, the project scope statement template shown in appendix I contains two paragraphs of project overview, a paragraph of project purpose, a list of project scope, a list of numerous project milestones, an outline of project approach, a outline of issue management, a section of change management, a section of communication management; a list of procurement management, a list of resource management, a section of project’s outstanding issues, a section of approvals, a references section, section of deliverables and quality objectives, a list of quality control tasks, and a section of project schedule. In case I am involved in a certain project management, I will prefer the project scope statement template in the textbook, rather than the one in appendix I. This is because the one in the textbook is more precise, clear, simpler, while the one in appendix I is long and complex. I would also prefer the one in the textbook to the one in appendix I because it is easy to read and understand, especially that it has been written in note form. Although the one in appendix is more detailed than the one in the textbook, it is hard and consumes a lot of time to read through it. More so, the project scope template in the textbook is preferable to the one in appendix one because it conforms to the project scope checklist provided in class, which entails project objectives, deliverables, milestones, technical requirements, limits and exclusions, and the reviews with customers. QUESTION 4 – Work Breakdown structure Deliverables A conference on online teaching and learning VIP invitations Invitations to educators across UAE Distribution of VIP invitations a month prior to the conference Conference opening by college director Keynote speaker presentation Some parallel afternoon workshops Arranged coffee and lunch Work breakdown structure The following is a work breakdown structure with three levels: QUESTION 5 – Abu Dhabi Projects Abu Dhabi’s project of 24 new schools Project description The project involves the construction of a billion dollar 24 schools in Abu Dhabi. This is project is formulated in accordance to the country’s vision 2030 (The Abu Dhabi Economic Vision 2030, pp. 143-146). It is also done as part of the broad plan to restore the country’s public education system that has been inadequate in the emirate. These sustainable schools are set to be built in the Abu Dhabi and Al Ain, and the construction of the schools will take place in different phases. In Abu Dhabi, the modern campuses will be built in Bani Yas, Al Shamkha, Al Shawamekh, Al Bahia, and in new Al Falah, whereas in Al Ain, these sustainable schools will be constructed in Al Foaa, Al Yahar, Al Muwaiji, Al Bateen, Al Salamat, Al Wagan, Al Qattara, Al Shuwaib, and Al Qua (Olarte, 2012). The real locations are still being researched by the Abu Dhabi Education Council (ADEC) considering the growing populations in the rural areas. The approval to build 24 green schools was offered to the ADEC in January, 2012 by Abu Dhabi’s Executive Council. This boosts the education authority’s efforts to offer a safe, attractive, and flexible learning environment for all school-going individuals in Abu Dhabi (Olarte, 2012). By 2018, the country plans to construct 100 schools and to replace all the ageing schools with new and sustainable school buildings all over the emirate. In fact, it wants to ensure that all modern schools comply with the sustainability system that is developed so as to ensure that there is maximum utilization of water and energy resources. It also targets to preserve the environment by reducing waste and print. No materials capable of harming students, teachers, or environment should be used. Moreover, natural daylight and modern cooling facilities will be used in order to promote the school environment and minimize energy consumption. Olarte (2012) notes that the two design models are used for the construction of the new schools that range in floors between 30,000 sqm and 40, 000 sqm. They can also hold about 1,250 students. Grades 1-5 schools (mixed-gender Cycle 1) schools will be divided by the administration block. The new campuses will have classrooms that are equipped with the modern learning technologies, advanced IT infrastructure, fully-furnished, and surrounded by large landscape and spacious greenery. Every school will have a gym, auditorium, and a swimming that can be used by the community after school hours (Olarte, 2012). The schools’ delivery phases are explained as follows: 13 new schools will be constructed by 21013-2014, 5 in Abu Dhabi and 8 in Al Ain. These include 2 in Al Ain. In Abu Dhabi, new campuses will be opened in Al Falah area, Al Bahia, and Baniyas; and in Al Ain, there will new schools in Al Qattara, Al Salamat, Al Muwaiji, Al Yahar, Al Foaa, and Al Neama. Apart from these schools, the executive Council has approved the building of a Chinese School and a renovation of 10 schools in Al Ain and Abu Dhabi. There will also be a construction of teachers’ compound in the Western part including Al Wagan, Al Shuwaib, Al Qua, Al Merfaa, Madinat Zayed, and Al Selaa, and the construction will commence at around March. Moreover, a 52 residential-unit housing compound will also be constructed in Al Shuwaib, whereas two 78 residential-unit compounds will be built in Al Wagan and Al Qua. The teachers’ compounds will be fully-equipped with greenery areas, social clubs, and both outdoor and indoor sports areas to cater for their families and their teachers (Olarte, 2012). Olarte (2012) maintains that 23 modern schools were established were started in the emirate this academic year, and they included kindergarten and 14 new schools in Al Ain. As per ADEC figures, new students at public schools in 2012, have recorded an increase of about 10-14 per cent in the Cycle 1 and Kindergarten. Analysis of the project Project objectives To construct modern a dollar billion 24 sustainable schools across the emirate. It also intends to refurbish old schools in various parts of the country by 2030 (Olarte, 2012). Project’s deliverables Construction of 24 sustainable schools in Al Ain and Abu Dhabi Construction of new campuses in Bani Yas, Al Shamkha, Al Shawamekh, Al Bahia, and in new Al Falah. New campuses in Al Foaa, Al Yahar, Al Muwaiji, Al Bateen, Al Salamat, Al Wagan, Al Qattara, Al Shuwaib, and Al Qua. Safe, attractive, and flexible learning environment for all school-going individuals in Abu Dhabi. Construct 100 schools and replace all the ageing schools with new and sustainable school buildings all over the emirate by 2018. Creation and preservation of the environment by reducing waste and print. Minimized energy consumption. 30,000 sqm and 40, 000 sqm two design models are used for the construction of the new schools floors. Classrooms equipped with the modern learning technologies, advanced IT infrastructure, fully-furnished, and large landscape and spacious greenery Construction of 13 new schools by 21013-2014, 5 in Abu Dhabi and 8 in Al Ain and 2 in Al Ain. Building of Chinese School. Renovation of 10 schools in Al Ain and Abu Dhabi. Construction of teachers’ compound in the Western part including Al Wagan, Al Shuwaib, Al Qua, Al Merfaa, Madinat Zayed, and Al Selaa A 52 residential-unit housing compound will also be constructed in Al Shuwaib Two 78 residential-unit compounds will be built in Al Wagan and Al Qua. Fully-equipped with greenery areas, social clubs, and both outdoor and indoor sports areas to cater for their families and their teachers. 23 modern schools in Al Ain. Milestones Permits approved- January, 2012. Construction will commence at around-March, 2012. Construction of 23 modern schools were established – 2011-2012. Construction of 14 schools in Al Ain- 2011-2012. 13 new schools will be constructed -21013-2014. Construct 100 schools and replace all the ageing- 2018. Technical requirements Buildings must comply with the sustainability system that is developed so as to ensure that there is maximum utilization of water and energy resources. No materials capable of harming students, teachers, or environment should be used. Natural daylight and modern cooling facilities will be used to promote the school environment and minimize energy consumption. Limits and exclusions They will be built according to the specifications of the council. It does not provide time work limits in construction. Real locations are still being researched by the Abu Dhabi Education Council (ADEC). Classrooms will be equipped with the modern learning technologies, advanced IT. Infrastructure, fully-furnished, and large landscape and spacious greenery. Landscape chosen by owners (ADEC). Does not include libraries. Air conditioning is specified by use of natural cooling system. Reviews with customer ADEC Therefore, the Abu Dhabi’s project of constructing 24 sustainable schools is appropriate in that it contains all the requirements of a project. The project is designed with a scope statement that comprises of project objective, deliverables, milestones, technical requirements, limits and exclusion, and reviews with customers. References Biafore, B. (2010). Microsoft Project 2010: the missing manual. Beijing Cambridge, CA: Pogue Press/O'Reilly. Pp. 175-180. Dinsmore, P.C. & Cabanis-Brewin, J. (2011). The AMA handbook of project management. New York, NY: American Management Association. Pp. 475-480 Duncan, K. (2008). Tick Achieve How to Get Stuff Done. Chichester: John Wiley & Sons. Pp. 90-95. Gido, J. (2009). Successful project management. Mason, OH: South-Western Cengage Learning. Pp. 118-125 Harris, D. (2006). Integrated management. Oxford, UK: CIMA/Elsevier. Pp. 264-270. Heldman, K. (2009). PMP project management professional exam review guide. Indianapolis, Ind: Wiley Pub. Pp. 15-20. Kendrick, T. (2010). The project management tool kit 100 tips and techniques for getting the job done right. New York, NY: AMACOM American Management Association. Pp. 58-65. Kerzner, H. (2009). Project management a systems approach to planning, scheduling, and controlling. Hoboken, N.J: John Wiley & Sons. pp. 1-30. Kerzner, H. (2010). Project management best practices: achieving global excellence. Hoboken, N.J. New York: John Wiley & Sons International Institute for Learning. Pp. 172-180. Köster, K. (2009). International project management. London, UK: SAGE. Pp. 39-45. Lock, D. (2007). Project management. Aldershot, England Burlington, VT: Gower. Pp. 347-350. Olarte, O. (20 February, 2012). 24 sustainable schools
for Abu Dhabi, Al Ain. Khaleej Times Online. Retrieved on 2 February, 2012. http://www.khaleejtimes.com/DisplayArticle11.asp?xfile=data/theuae/2012/Febru ary/theuae_February553.xml§ion=theuae Schwester, R. (2012). Handbook of critical incident analysis. Armonk, N.Y: M.E. Sharpe, Inc. Pp. 289-292. Ślęzak, D. (2009). Database theory and application international conference, DTA 2009, held as part of the Future Generation Information Technology Conference, FGIT 2009, Jeju Island, Korea, December 10-12, 2009 : proceedings. Berlin New York, NY: Springer. Pp. 144-147. Spiess, W. (2008). Conflict prevention in project management strategies, methods, checklists and case studies. Berlin, NY: Springer. Pp. 153-155. Taylor, J. (2008). Project scheduling and cost control: planning, monitoring and controlling the baseline. Ft. Lauderdale, Fla: J. Ross Pub. Pp. 102-104. The Abu Dhabi Economic Vision 2030. Abu Dhabi’s Economic Policy Priorities. Pp. 143-146. http://mubadala.ae/images/uploads/Abu_Dhabi_Economic_Vision_2030.pdf Westland, J. (2007). The Project Management Life Cycle. AEW Services, Vancouver, BC. Pp. 1-10. http://www.maxwideman.com/papers/life_cycle/life_cycle.pdf Read More