Chapter Materials
Full file at
PREFACE
This resource manual is designed to complement the text Project Management: The Managerial Process, 5thEdition). The manual is divided into three main sections: chapter materials, supplemental materials, and what’s new in the 5th edition
CHAPTER MATERIALS
A.Chapter Outline. These chapter outlines provide a handy reference to assist in preparing for classes dealing with chapter content.
B.Chapter Objectives. The authors are aware that everyone who teaches a project management course uses different styles, comes from different backgrounds, and places importance on different project management topics. The teaching objectives are tied closely to the text and represent our backgrounds and biases. We hope these objectives are helpful as you organize to teach your project management course.
C.Review Questions Abstracts. These questions are provided to reinforce the important issues of the chapter. Short, suggested answers to review questions are given. These short answers should not be viewed as “the answer;” they only touch on some of the key points. Student responses should be more detailed and allow for creativity.
D.Answers to Exercises. Solutions for the chapter exercises are given. Note: Network problems can be drawn many ways; the instructor should check that the dependency relationships are correct, given the information provided. In a few chapters, there are extra exercises. Transparency masters for some exercises are provided.
E.Suggestions for Using Chapter Cases in Classroom Situations. Most chapters include one or more cases. These cases can be assigned for class discussion or as written assignments. Some cases are highly focused and structured, while others are unstructured covering several issues and/or data analysis opportunities. A review of the case notes will indicate the major quantitative and qualitative directions of the case. The notes are intended as guidelines rather than answer keys, since most cases do not have a concrete answer. The notes typically address the case text questions, teaching strategy, and any data analysis which may be necessary.
F.Transparencies by Chapter. When appropriate,the manual provides transparency masters for class instruction. These masters can also be used by students to follow along with class discussion and/or exercises. The authors work some exercises in class with a felt tip pen and have found some commercial transparency materials water soluble which results in transparencies only used once. The solution has been the use of transparency sleeves over the master.
SUPPLEMENTAL MATERIALS
Appendix A. Sample Course Schedules and Class Syllabi including an on-line version of a course.
Appendix B. Cases and Supplemental Materials from External Sources. A few cases and videos from case clearing houses are suggested for use as supplemental materials. Most of the cases are integrative cases which cover several interrelated issues.
Appendix C. Computer Project Exercises. Three extended computer exercises are included in an appendix for the text: POM+, Blue Zuma and Conveyor Belt Project. Discussion of outputs is given along with key points to observe. Microsoft Project files for each exercise can be accessed from the publisher’s website.
Appendix D. Project Management YouTube Video Clips. A list of video clips that can be found at that correspond to subject matter in the text.
Appendix E. Text Topics Cross references to PMI PMBOK along with source for PMBOK review questions.
SupplementalReadings.
1. Using Monte Carlo to Assess Schedule Risk
2. Milestone Earned Value
WHAT’S NEW IN THE 5th EDITION?
New--Reorganization. We have reorganized the content to recognize the basic, core content of project management in chapters 1 through 14. These chapters are transferable across industries. Chapters 15-18 represent supplemental chapters that follow and expand on the core.
- Chapter 15. Explores different international environments in which the student may have to manage a project. In large high technology firms we estimate that 60-90 percent of their projects are virtual and across many cultures. The international chapter is an excellent introduction on the types of issues and conditions the student may encounter in an international project.
- Chapter 16. Oversight of managing projects is growing and evolving. Depending on the degree of oversight, oversight will set the operating environment in which the project is managed and implemented.
- Chapter 17. Agile methodology is used in complex projects where the final design requirements are not known and evolve as the project is implemented.
Familiarity and understanding these different operating environments should give the student confidence to enter and manage in such situations. We encourage you to read these chapters to increase your overall understanding of project management.
- Chapter 18 presents thoughts on career paths. The student may find some ideas useful as he/she considerstheir future career.
This reorganization is intended to give the instructor flexibility to customize their course to student's needs.
New--A new chapter on Agile acknowledges that some projects start with the final project requirements not known and present a different environment than projects with a well defined scope. Software and new product projects are good examples that fit the Agile approach to managing in these circumstances.The methodology breaks requirements into small functional pieces that allow rapid response to change. Agile embraces flexibility, change, small teams, and owner involvement. The Agile chapter is a good primer for those students who may start their first project as an Agile team member.
New--Project closure has been significantly revised to follow the trend of increased attention to lessons learned. Organizations are acutely aware that past processes have not realized the true benefits that lessons learned can and should provide. This phenomenon was often revealed in multi cultural projects where the lessons were not easily coordinated or transferred. Further study and experience suggested the lessons learned were poorly managed across all projects. The outcome for many companies was a process called retrospectives, which manages lessons learned more intensely with defined processes.
New---A third computer exercise (POM+) which challenges students to use project software to resolve project problems and report project information.
New---A video tutorial that walks you through step-by-step the completion of the Blue Zuma exercise using MS Project software. This video (only available to instructors) is designed to help instructor master MS Project fundamentals and could be used for on-line instruction.
New---Video tutorials of selected problem exercises. Instructors now have the option of having students complete these exercises, check their answers, and watch how the solutions were achieved.
New---A list of YouTube video clips currently on-line that correspond to text subject matter. These clips can be used to augment class lectures, compliment assigned readings, and support on-line instruction.
New---A course syllabus and detailed class outline for delivering a project management course on-line. This material is based on over three years of experience delivering a project management class on-line.
New---Two cases that address activity estimates under uncertainty in planning projects.
New--- Numerous newproblemexercises
New--- Answers to selected quantitative exercises included in a separatetext appendix
New-- PMP sample questions. 250 sample PMP Certification sample questions are available for instructors and students. These questions serve as a source for students who would like to prepare or get a sense of the types of questions they might find on the PMP examination offered by PMI. These questions have been developed by Oliver F. Lehmann and can be found at the following websites:
1.) 75 free sample questions to be answered against a timer at:
2.) 175 free sample questions at:
“This document may be freely printed, copied, and documented for private or commercial use, as long as the layout, contents, and copyright notes remain unchanged.”
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