MGT 408: The Art and Science of Project Management

Peter F. Drucker and Masatoshi Ito Graduate School of Management CLAREMONT GRADUATE UNIVERSITY MGT 408: THE ART AND SCIENCE OF PROJECT MANAGEMENT Professor Karen L. Higgins Spring 1 2010 Tuesdays 1:00 to 3:30 p.m. January 19 through March 2 Growing complexity, dynamics and uncertainty distinguish today’s business environment from the one we witnessed even a short decade ago. Funding and political support wax and wane; technology, materials, and product changes are rapid and profound. The competitive landscape shifts daily creating evolving goals and uncertainty that must be interpreted and managed. The global economy with its recent downturns not only affects financing and longevity of businesses, but also expands the need for teams of people to collaborate efficiently, make decisions quickly and take action, often across organizational and national boundaries. Organizations must rely on each other for products, expertise or facilities. Specialization of knowledge and decreasing product life cycles require flexibility as well as organized and structured ways to achieve goals. To accommodate complexity and accomplish their strategies and goals, businesses organize work into projects and assign responsibility and accountability for products, services and systems that are separate from routine or ongoing work. Projects range from efforts with thousands of people and billion dollar budgets, to small tasks with a few people, simple products and small budgets. Project management is a fundamental part of running a complex business, whether that business involves designing and developing new products, producing current products, or providing services. Once requirements are set and resources are allocated, the project begins. During implementation, the project team applies resources toward desired goals, products or services— all aimed at providing value for stakeholders. The project team may include members from different organizations. A project is accomplished within a larger organizational context and exists for a given time period, until it is complete. Successful implementation of a project requires more than traditional project management, whose roots lay in implementing massive government and construction projects over half a century ago. Leading a project today is much like running a small company within a company, with the added challenge of more immediate and exacting time-lines. Today’s project leaders must combine the tools and technology of traditional project management with leadership proficiency that includes communication and people skills as well as a deep understanding of the consequences of their actions. They must act quickly and flexibly while integrating all facets of project leadership; they must juggle disparate requirements among multiple stakeholders, maintain excellent relationships with customers, meet project cost, schedule and performance goals while motivating teams of people. They must reach beyond these conventional skills to appreciate cause and effects over time so that they can make Syllabus MGT 408 Spring 1 2010 17 Oct 2009 1 informed decisions. This insight comes from using a systems perspective to view organizations and projects as collections of interrelated and interactive parts. Systems perspective incorporates external influences as well as interactions among elements such as trust, communication, formal structures, reward systems, culture and relationships. Interactions may be simple, e.g. formal rewards that influence behavior, or they may be complex combinations that change products and performance over time. The purpose of this course is to develop such a systems perspective that will enhance the student’s ability to manage projects in today’s multifaceted world. Students will gain a grounded understanding of skills, characteristics and actions needed to succeed. The course treats project management as both art and science. As a science, project management considers formal systems such as metrics, rewards and traditional tools. As an art it emphasizes culture and the informal side of the organization. By integrating art and science – using a systems perspective – a project manager proactively influences success. Aspiring and current leaders regardless of level or responsibility will find the course useful. Course Objectives By the end of this course the student should be able to: • • • • Understand traditional approaches to project management that emphasize formal processes. The student will become familiar with project planning and implementation; setting requirements; cost, schedule and performance metrics; and tools such as work breakdown structures, cost estimation, PERT/Gantt charts, risk assessments and earned value management. The course presents these items as tools to be used in the course of managing a project, rather than as a primary focus. The course neither expects nor teaches project management computer applications, but students may independently use software such as MS Project for assignments. Analyze and diagnose real life project management problems. The course is highly participative with examples from complex cases. A team project exercises collaboration and communication skills and provides a hands-on example of planning and proposing a project. Using case study methodology and a Management Coordination System (MCS) Model, the student will understand how individual elements of a project interact. He or she will be able to identify influences that can change outcomes. Develop a systems perspective to understand interdependencies and the long and short term effects of actions. The student will be able integrate formal processes and tools with the human, less tangible part of an organization (e.g. culture, relationships) is crucial. The student will learn cause and effect relationships of formal and informal parts of an organization, on motivation and goal alignment, on internal characteristics such as trust and commitment and ultimately on performance. The student will recognize interactions with the external environment, including with customers and other stakeholders. Use a systems perspective to shape a project environment. By using the model in analyzing real-life situations, the student will be able to translate this systems perspective into an actionable knowledge of skills and actions that can influence long term success. Syllabus MGT 408 Spring 1 2010 17 Oct 2009 2 • Improve interpersonal communication skills. All project managers require excellent communication skills. To sharpen oral skills, students will give a presentation of their team project plan. In addition, they will have the opportunity to improve interpersonal communication skills through exercises conducted in a learning environment. Approach The course uses a variety of media, case studies, readings, real-life examples and a tested model to illustrate how the interplay of individual elements ultimately affects outcomes. We will combine academic knowledge with practical experience from various exercises and from the team project to build project management expertise. The student will begin to internalize the lessons and be able to apply them on-the-job. During the sessions, I will highlight important issues and relationships, but it is imperative that each student do the required reading prior to each session and come prepared to discuss each topic. Be prepared to explore reasons behind success or failure in the case studies. Class participation will benefit everyone. Grading Quality of your work on in-class exercises and the quality and quantity of contributions in class comprise 35% of the final grade. Quality will be evaluated from the insightfulness, relevance and clarity of: 1) comments during class discussion that are original contributions or that build further understanding from others’ comments and 2) completeness, thoroughness and level of participation for in-class exercises. Participation in all seven sessions is a significant part of the learning process for the course and final grades depend upon this participation. The team project including proposal and oral presentation will comprise 15% of the final grade. Grades will depend on the quality and thoroughness of your proposal and your contribution to the oral presentation. The paper on the assigned case study will count for 10% of your grade. Grades on this paper will depend on 1) completeness, relevance and thoughtfulness of answers, 2) logical organization of analysis and 3) integration of concepts discussed in class. The final project makes up 40% of your grade. Grades will depend on: 1) an understanding of the systems perspective and actions a project manager can use to influence project success, 2) completeness in addressing the points in the final project description, and 3) demonstration of clear and organized thought process. The specific grading plan follows: Class Contribution [including in-class exercises] Team Project [Proposal and Presentation] Paper on Case Study [Session 5] Final Project 35% 15% 10% 40% Students who miss more than one class (three hours) in this course are subject to instructor withdrawal at the instructor’s discretion. Syllabus MGT 408 Spring 1 2010 17 Oct 2009 3 I will be happy to discuss the course, your progress, or any other issues on an individual basis. Appointments can be made directly with me by e-mail ([email protected]) or by telephone (760-382-3287). Books and Material: 1. Frame, J. Davidson, The New Project Management: Tools for an Age of Rapid Change, Complexity and Other Business Realities, 2nd edition, SF: Jossey Bass, 2002 2. Senge, Peter M, The Fifth Discipline, NY: Currency, revised edition, 2006 3. Verzuh, Eric, The Fast Forward MBA in Project Management, 3rd ed., NJ: Wiley & Sons, 2008 4. Coursepack [purchase at Huntley Bookstore] Reference: For information and further study if desired: Not Required Reading 1. Project Management Institute, A Guide to the Project Management Body of Knowledge, 4th Edition, Newtown Square, PA: Project Management Institute, 2008 NOTE: Acronyms and Definitions from this source are provided in the coursepack Syllabus MGT 408 Spring 1 2010 17 Oct 2009 4 TEAM PROJECT Sessions 1 through 3 We will split into teams of 4 people maximum in Session 1. Teams will work together for the first 3 sessions to develop a project proposal in response to the customer’s “Request for Proposal” [RFP] included in this syllabus. This project will familiarize you with traditional project management planning tools and techniques and exercise your communication skills. • Proposal Development: Your proposal should include the following elements: o Brief description of selected design [1 to 2 slides] o Description of how your proposal meets customer requirements [1 slide only] o Final WBS [all 3 levels]; you may use a “tree” or a “list” [see Verzuh Chapter 6] Use a maximum of 3 levels and a graphic block diagram [tree diagram] format Level 1 should be called “Produce Birdhouses” Level 2 may have a maximum of 4 tasks Level 3 may have a maximum of 4 tasks for each Level 2 o Schedule. Base the schedule on Level 3 WBS tasks and include both a Gantt chart [bar chart] showing Resource Requirements for each WBS task [see Verzuh Chapter 7] and PERT Chart [with critical path] [see Mantel Section 5.1]. o On the Gantt, show sequence and duration of tasks, overlap and start/stop dates on a graph depicting “weeks after go-ahead”. Also show personnel resources required [number/type of people and for how long]. o On the PERT show the interdependencies and critical path [highlight or put in bold]. Use the “Activity-on-Node” [AON] format [see Mantel chapter 5.1]. You do not need to show Earliest Start Time [EST], Earliest Finish Time [EFT], Latest Start Time [LST] and Latest Finish Time [LFT] on your diagram. o Qualitative Risk Analysis. List 3 risks with a single sentence describing how you would manage each risk [see Frame, “Qualitative Risk Analysis” p. 85] o Final cost estimates. Show costs for 3rd, 2nd and top levels. Incorporate contingency plan costs and profit in your top level cost estimate o Assumptions for the design, implementation and cost estimate, including use of in-house personnel or contractors, type of contract chosen, and special requirements • Session 1: Customer Discussion and Coordination Teams will have an opportunity to discuss questions about the project with “the customer” [instructor] prior to the final bid. We will use a “contractor forum” format in which all teams hear the same information simultaneously. Together, teams will negotiate with the customer to determine what type of contract will be used [e.g. firm fixed price, cost plus incentive fee etc], so make certain you understand benefits and pitfalls of the various types. Each student should come to Session 1 with his/her own ideas on the following information: 1. Tasks required to accomplish the project, with estimated duration of each task 2. The number of people needed to complete the task on time and when they will be needed 3. Type of contract you recommend; the customer’s starting position is “firm fixed price” 4. Questions you wish to ask the customer Syllabus MGT 408 Spring 1 2010 17 Oct 2009 5 • Session 2: Presentation of WBS, Gantt, and PERT Charts Each team will have up a brief time to share its Work Breakdown Structure, Gantt and PERT charts with the rest of the class to get feedback. • Session 3: Proposal Presentation Each team will orally present [time limit TBD] its “best and final” proposal to the customer [the instructor and the rest of the class]. Teams may present proposals electronically as a PowerPoint document [loaded in class from a memory stick] or may hand out hard copies to the class. All members on your group must have a speaking part. Your presentation should address each element listed as part of the proposal development. Please hand in a hard copy at the end of your presentation and include all team members’ names. • Grading Criteria and Assessment The best proposals will clearly and succinctly describe the required items, so reduce the “filler information” and go only into enough detail to be understood. After all the presentations are complete, the customer [instructor and rest of the class] will evaluate the proposals and select the “winning proposal”. Weighted criteria for evaluating the proposals are: 1) cost (30%) 2) desirability of your design (20%) 3) believability of your assumptions [e.g. productivity rates] (20%) 4) ability to meet the scheduled delivery date (30%) • Possible Tools to Use for Proposal [These are suggested computer automated tools but are not required; students may also hand generate the proposal elements] POWERPOINT or other Presentation slides WBS “Tree-diagram format” MS PROJECT or Other WBS “list format” Gantt Chart with resource spreadsheet [show expected durations, critical path, milestone & resource requirements for each task] PERT/CPM EXCEL or Other Cost Estimation Spreadsheet Qualitative Risk Analysis Syllabus MGT 408 Spring 1 2010 17 Oct 2009 6 TEAM PROJECT REQUEST FOR PROPOSAL The “Tweeter Project” An established customer has sent out a Request for Proposal to design and build 1000 birdhouses. Your company has built other products for this customer and you value his continued business, so this will be a high priority project and you want to please him. You will have an opportunity to interact with the customer before your final bid [Session 1]. This customer sells various small garden and hobby-related items to clients of all ages. Your customer thinks birdhouses with more than one entry hole would be attractive to his clients. He wants 600 of them to be colorful and appeal to young families with children and 400 of them to appeal to senior citizens who enjoy bird watching. The birdhouses must last outdoors in a warm and rainy environment for at least 5 years. The customer is interested in novel and innovative designs that will appeal to his clientele. All 1000 birdhouses must be in the customer’s hands in 35 calendar days from the award of the contract so that he has them available for a previously scheduled product show, thus schedule is a critical factor. The customer’s facility is 300 miles from your facility. For each day you deliver late, you will pay a penalty of $400. Assumptions Use the following assumptions and list other assumptions you have made. Documenting your assumptions will be crucial to ensure a complete understanding of the project. • • • • • Your company has the following personnel available o 2 craftspersons and 2 designers [shared with other high priority projects] o 1 administrative and one other support person o 2 project managers who manage several projects Document your assumptions about productive hours per week, productive days in each week and productivity rates, i.e. how long does each personnel type take to complete a task. Also document your assumptions about material lead times and potential risk areas. [Remember, the customer must believe you!] Burdened labor rates [wages, benefits and overhead] in your company are: Craftspersons: $40 / hour, time and a half for >40 hrs/week; double time on weekends Designers: $60 / hour, time and a half for >40 hrs/week; double time on weekends Admin & Support: $35 /hour, time and a half for >40 hrs/week; double time on weekends Project Managers: $100 / hour, salaried [no overtime] If you need to outsource for additional support, labor costs an additional 10% You have no inventory and will need to purchase all materials. Make your own assumptions about cost of material used [order of magnitude is sufficient]. You do not need to consider cost of buildings, work-spaces or offices. You have enough equipment for this project and do not need to purchase any. Syllabus MGT 408 Spring 1 2010 17 Oct 2009 7 SESSION 5 WRITTEN HOMEWORK ASSIGNMENTS PAPER: Case Study—The Custom Woodworking Company Case Study Analyze the case study: “The Custom Woodworking Company – Woody 2000 Project”. Write a 3 page [max] typewritten and double spaced paper on the case. Please be certain to answer all of the following questions. You may use the Project Appraisal Questionnaire at the end of the case to aid your thinking, but you need not answer the questions in your paper. Your paper should be well organized and demonstrate a clear thought process. It should include project management concepts we have studied and can include other thoughts and references. We will discuss your conclusions in class. You can improve your paper by giving examples to illustrate your points. 1. Name three areas that caused the project to fail and discuss why. 2. When should Ian Leadbetter first have known that the project was in trouble? What could he have done at that time to reduce risk of failure? 3. Name three success indicators that should have been measured during execution. How would you measure these? 4. How did expectations differ from reality? 5. Characterize communication in the company. 6. Describe the culture of the company and how it might have affected the project. 7. What should President Emelia Carpenter do differently on the next project? PREPARATION FOR IN-CLASS GROUP EXERCISE: Case Study: AV-8B To prepare for Session 5, analyze the AV-8B Harrier Case, parts A and B from a systems perspective. Using the Management Coordination System (MCS) Model to structure your thinking, answer the questions below. You will discuss your analysis during class in small groups. Each group will select the best answers and share them with the class. No paper is due for this exercise, but your group discussion will contribute to your class participation grad.e 1. Select three (3) of the following MCS elements. For each element selected, describe one (1) major action that leadership took to increase success. a. Formal Systems b. Informal Systems [culture, relationships...] c. Communication d. External Environment [including customers and other external stakeholders] e. Internal Environment [Pick one: Commitment, Trust, Empowerment or Learning] f. Goal Alignment [internal] 2. For each of the three actions selected, answer the following a. Did this action affect individual motivation? If so how? b. With which other MCS element(s) did it interact? c. Were results of the action immediate or did they lag? Syllabus MGT 408 Spring 1 2010 17 Oct 2009 8 FINAL PROJECT Select option A or B or C and write a paper to discuss the topic described in the option. The paper should be 10 pages (max) typewritten and double spaced. It should be well organized and concise and should reflect your ability to apply project management techniques from a systems perspective. For all options, use the guidance in the next two paragraphs to demonstrate your insight into project management – it will make the difference in your grade! (1) Incorporate a systems perspective in your paper. Select a framework to organize your thoughts: a) the Management Coordination System Model or b) systems thinking principles from O’Connor & McDermott, Chapter 2 or Senge’s The Fifth Discipline [e.g. chapters 5-8 not assigned] or c) your own framework that will show interrelationships, cause and effects. Using this systems perspective, describe how leaders’ actions influenced elements inside the project. Include elements such as formal and informal systems; motivation; communication; goal alignment; commitment, trust, empowerment and learning; and any others you may identify. Describe effects of the external environment on the project, as well as influences of leaders’ actions on the external environment. Include customers and other stakeholders in your discussion of external environment. (2) Describe interactions and cause-effect relationships among the elements listed above. Note unintended consequences and how actions/ interactions relate to performance success or failure. Discuss short and long term effects and lags between action and effect. Clarify and illustrate your points with examples. Use course material and/or other external sources to substantiate the discussion. Option A: Discuss the philosophy and building blocks for project management in today's environment. Describe factors you believe are most important and delineate specific examples of what a project manager can do to create an environment for success. Describe potential pitfalls of a manager’s actions. Option B: Analyze project management in the following case, describing pitfalls, failures and areas of success. Provide recommendations about how the failures could have been prevented. Ignore questions at the end of the case. Should you choose this option, the case is included in Session 7 of your coursepack. Kerzner, Harold, (2009) “The Blue Spider Project”, Project Management Case Studies, 3rd Edition, NJ: Wiley, pp 301-316. Option C: Write and analyze your own case study based on your experience or knowledge. Provide background and actual outcomes for this case, and identify the pitfalls and areas of success. Write "lessons learned" as though you are the project manager. Describe what you would have done to increase success. Final projects are due no later than 9 March 2010. [email protected]. Earlier submittals are welcome. They may be sent via email to Syllabus MGT 408 Spring 1 2010 17 Oct 2009 9 CLASS ASSIGNMENTS Session 1 INTRODUCTION TO PROJECT MANAGEMENT Planning, Customers and Requirements Frame, J. Davidson, The New Project Management, 2nd edition, CA: Jossey-Bass, 2002 Chapter 5, “Satisfying Customers: Knowing Who They Are, What They Want, and When They Are Right or Wrong”, to “Steps for Improving Needs Definition...”, pp. 93-100 Chapter 6, “Defining Requirements That Bridge the Customer-Developer Gap”, to “Globus World ...”, pp. 118-124 and “The Communication Challenge...”, pp. 130-138. Chapter 12, “Outsourcing in Project Management” to “Invitation for Bid ”, pp.258-268 Kerzner, Harold, Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 10th Edition, NJ: Wiley, 2009 Chapter 2, “Project Management Growth…”, Sections 2.0-2.4, pp. 37-49 Kerzner, Harold, Project Management Case Studies”, 3rd ed., NJ: Wiley, 2009 Case Study, “Telestar International”, pp. 502-503 Project Management Institute, A Guide to the Project Management Body of Knowledge, 4th Edition, PA: Project Management Institute, 2008 Glossary, [REFERENCE ONLY], “Common Acronyms”, pp. 416-417 Verzuh, Eric, The Fast Forward MBA in Project Management, 3rd ed., NJ: Wiley & Sons, 2008 Chapter 2, “Foundation Principles of Project Management”, pp. 13-31 Chapter 5, “Write a Statement of Work” to “Responsibility Matrix”, pp. 60 -67 Chapter 6, “Work Breakdown Structure” to “Planning for Quality”, pp. 125-138 Homework prior to Session 1: • Prepare your individual ideas and questions for developing the proposal [see Session 1 description earlier in the syllabus]. Be ready to discuss in class with teammates. • If you choose to use MS Project, familiarize yourself with it. In Class Exercises: • Select team mates—up to 4 students per team. Break into your teams, compare homework assignments and begin your coordination process. During this exercise, your team should consolidate questions you wish to ask the customer. • Discuss requirements and negotiate with customer for contract type that will be used. All teams will participate and will use the same contract type agreed to during the discussion. Written Homework assignment for Session 2: • Working with your group, prepare the WBS, Gantt and PERT charts for the project [see earlier in this syllabus]. Prepare to share your results with the class during Session 2. Syllabus MGT 408 Spring 1 2010 17 Oct 2009 10 Session 2 TRADITIONAL PROJECT MANAGEMENT Scheduling, Cost Estimation and Earned Value Management Frame, J. Davidson, The New Project Management, 2nd edition, CA: Jossey-Bass, 2002 Chapter 10, “Estimating Realistic Costs, Schedules, and Specifications to Ensure Project Success”, to “Strategies for Dealing with Poor Estimates”, pp. 207-223 Chapter 13, “Integrating Cost and Schedule Control to Measure Work Performance”, to “Case Study: The Bora Bora Officers Club”, pp. 274-284 Mantel et al, Project Management in Practice, 3rd Edition, NY: Wiley, 2008 Chapter 5, “Scheduling the Project”, Section 5.1 “PERT and CPM Networks” p. 146-154 Verzuh, Eric, The Fast Forward MBA in Project Management, 3rd ed., NJ: Wiley & Sons, 2008 Chapter 7, “Realistic Scheduling”, pp. 145-177 Chapter 8, “The Art & Science of Accurate Estimating”, pp. 182-206 [skip Fig 8.5 & 8.6] Case Study, “SAFECO Field; Fast-Tracking a Baseball Stadium”, pp. 242-245 In-Class Exercises: • Tweeter Project Proposal: Each team will have a brief time to share its Work Breakdown Structure, Gantt and PERT charts for the Tweeter Project Proposal. [see earlier description] You do not need to present your design details at this session—these may be your competitive advantage! • Earned Value Management Questionnaire [handed out in class] Written Homework assignment for Session 3: • Prepare for the oral presentation of your team’s best and final proposal for the “Tweeter Project’. [see earlier description for specifics and grading criteria; time allotted for the presentation TBD] Syllabus MGT 408 Spring 1 2010 17 Oct 2009 11 Session 3 TRADITIONAL PROJECT MANAGEMENT Control, Risk Assessment, and Change Frame, J. Davidson, The New Project Management, 2nd edition, CA: Jossey-Bass, 2002 Chapter 3, “Engaging Change: Knowing When to Embrace, Accept, or Challenge,” pp. 44-71. Skip “The Rapid-Prototyping Procedure” section pp. 59-62. Chapter 4, “Managing Risk: Identifying, Analyzing and Planning Responses,” to “Modeling”, pp. 72-88. Skip p. 82. Chapter 15, “Understanding and Using Performance Metrics: Measuring the Right Stuff”, pp. 306-326. Skip “Generating Measures, pp 317-322 Kerzner, Harold, Project Management Case Studies, 3rd Ed., NJ: Wiley & Sons, 2009 Case: “The Trophy Project”, pp. 331-333 In Class Exercise: • Proposal Presentation: Each team will give an oral presentation of its “best and final” proposal to the customer [the rest of the class]. All team members must have a speaking part. Presentation of your proposal should address each element listed as part of the proposal development. See earlier discussion for presentation requirements and assessment criteria. Written Homework Assignment for Session 4: • Complete the “Motivational Questionnaire” in the session 4 section of course pack and consider the following questions: What Motivates You? How Do You Motivate? Syllabus MGT 408 Spring 1 2010 17 Oct 2009 12 Session 4 SYSTEMS PERSPECTIVE IN LEADING A PROJECT Systems Thinking, Motivation, Performance, Goal Alignment, Management Systems Higgins, Karen L., Management Coordination System Model, April 2009, to “Internal Environment”, pp. 1-16. Kerzner, Harold, Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 10th Edition, NJ: Wiley & Sons, 2009 Chapter 5, “Motivational Questionnaire”, pp. 277-283 Kerzner, Harold, Project Management Case Studies, 3rd Edition, NJ: Wiley, 2009 Case, “The Reluctant Workers”, pp. 20-21 Lewis, James P., Mastering Project Management, NY: McGraw-Hill, 1998 Chapter 10, “How to Apply Systems Thinking in Managing Projects”, pp. 101-108 Nohria, Nitin, Groysberg, Boris, Lee, Linda-Eling, “Employee Motivation: A Powerful New Model”, Harvard Business Review, Jul-Aug 2008, Reprint R0807G, pp. 1-7 O’Connor, Joseph & McDermott, Ian, The Art of Systems Thinking: Essential Skills for Creativity and Problem Solving, SF: HarperCollins, 1997. Chapter 1, “What is a system?” pp. 2-5 Chapter 2, “Thinking in Circles”, pp. 26-60 Senge, Peter, The Fifth Discipline, NY: Currency, revised edition, 2006 Chapter 4, “The Laws of the Fifth Discipline”, pp. 57-67 In-Class Exercise: • Discuss your observations on your completed Motivational Questionnaire [Kerzner] • Senge’s Eleven Laws Written Homework Assignment for Session 5: • Analyze The Custom Woodworking Company – Woody 2000 Project Case study. Write a 3 page paper answering questions described earlier in this syllabus. Be prepared to discuss your analysis in Session 5. • Analyze Parts A and B of the AV-8B Harrier Case using a systems perspective. [See earlier description in this syllabus for specific questions] Syllabus MGT 408 Spring 1 2010 17 Oct 2009 13 Session 5 SYSTEMS PERSPECTIVE IN LEADING A PROJECT Internal and External Environments Higgins, Karen L., Management Coordination System Model, April 2009, “Internal Environment,” to “Management Control System Interactions”, pp. 17-26 Higgins, Karen (rev March 25, 2009), AV-8B Harrier Aircraft Part A: Early Challenges, Case KH-PM-06-002A Part B: Later Challenges, Case KH-PM-06-002B Hurley, Robert F., Harvard Business Review, “The Decision to Trust”, Sept 2006 Wideman, Max (accessed 19 April 2007), “The Custom Woodworking Company – Woody 2000 Project” In-Class Exercises: • Discuss the Woody 2000 Project Case Study [see earlier description] • Break into small groups to discuss your analysis for the AV-8B. Each group will select the best answers for the above questions and share them with the class. [see earlier description] Paper Due: The Custom Woodworking Company – Woody 2000 Project case study analysis In Class Video: • “Software Development for the AV-8B Harrier: Shaping a Project Environment for Success” Syllabus MGT 408 Spring 1 2010 17 Oct 2009 14 Session 6 WHEN SYSTEMS PERSPECTIVE IS APPLIED Communication and Systems Applications Edmondson, Amy et al (2002 & 2003) “Group Process in the Challenger Launch Decision (A), (B) and (D)”, HBS Case Studies 9-603-068; 9-603-070; 9-603-073. Goleman, Daniel, Emotional Intelligence, 10th Anniversary Edition, NY: Bantam, 2006 Chapter 2, “Anatomy of an Emotional Hijacking”, excerpt, pp. 13-21 Chapter 3, “Can Emotions Be Intelligent” and “IQ and Emotional Intelligence: Pure Types”, pp. 42-45 Higgins, Karen L., Management Coordination System Model, April 2009, “Management Control System Interactions”, pp. 27-33 Higgins, Karen (rev 24 Mar 2009), The National Aeronautics and Space Administration Part A: Case KH-PM-06-001A Part B: The Rest of the Story, Case KH-PM-06-001B Part C: Implementing Change, Case KH-PM-06-001C In-Class Group Exercises: • NASA Functional Group discussion and Project Risk Assessment • Interpersonal Communication Listening Skills In Class Video • NASA Space Shuttle Challenger Video Written Homework Assignment for Session 7: • Leadership Effectiveness Problems [handout] Syllabus MGT 408 Spring 1 2010 17 Oct 2009 15 Session 7 SUCCESSFUL PROJECT LEADERSHIP & ETHICS Effective Leadership Higgins, Karen L., Management Coordination System Model, April 2009, “Conclusions”, p. 34 Higgins, Karen L. (24 Oct 2008), “The Boeing Company” Part A: An Ethics Dilemma”, Case KH-SL-06-001A Part B: The Challenge of Deep Change, Case KH-SL-06-001B Kerzner, Harold, Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 10th Edition, NY: Wiley, 2009 Chapter 5, Section 5.16, “Project Management Bottlenecks,” and Section 5.17, “Communication Trap”, pp 243-245 Chapter 8 “Special Topics”, 8.6 “Morality, Ethics, and the Corporate Culture” p. 339-342 Posner, B.Z. (1987), “What It Takes To Be a Good Project Manager”, in Meredith & Mantel, Project Management: A Managerial Approach, NY: Wiley, 7th edition, 2009, pp. 157-160 Senge, Peter, The Fifth Discipline, NY: Currency, revised edition, 2006 Chapter 10, “Shared Vision”, partial, pp. 191-207 Case for Final Paper, Option B Kerzner, Harold, Project Management Case Studies, 3rd Edition, NJ: Wiley, 2009 Case, “The Blue Spider Project”, pp 301-316 In-Class Group Exercises: • Leadership Effectiveness Problems • Boeing Culture Change • Project Manager Keys to Success Syllabus MGT 408 Spring 1 2010 17 Oct 2009 16