Project Scope Statement by Zhuoqun Li PJM 6125 Project Evaluation 11, 05, 2019 Page 1 of 3 Project Scope Statement Project Name: Project management training for Ali company 1.0 Project Purpose Ali company conducted a survey on the importance of project management and found that project management plays an important role in modern enterprises. Project managers and employees with professional project management skills can greatly improve the efficiency and quality of work in the enterprise. Professional project managers are more likely to succeed than non-professional employees. Therefore, Ali company plans to develop a project management training plan for employees for 2 months, aiming to improve their project management ability and expand their knowledge of project management by offering training courses and lectures on project management. Ali hopes to get staff with project management skills through this training, and 60% of the employees who participate in the training can obtain PMP certification. During the project, Ali hopes that employees can develop project management expertise and improve personal performance by at least 10% and company performance by 5%. 2.0 Project Scope Project Objective: The project is to provide the project management training for Ali company’s 500 employees for 2 months, from November10 to January 10. The budget will be $50,000. The project will include course training, lectures, providing meeting rooms and instructors. The project will not include providing meals, the fees for attending PMP exams, the instructors’ accommodations. Employees cannot influence existing work during training Project Deliverables: 1. Project documents 2. Hiring project management instructors 3. Project training courses 4. Project management lectures 5. Sign-in System 6. Employees scoring mechanism 7. Company project management test bank Page 2 of 3 3.0 Project milestones 1. Project approved 2. Training plan completed 3. Training course completed 4. Project sign-off 5. Project closed 4.0 User acceptance criteria     The project will be finished on time, before January 10 and under the budget within $50,000. 500 employees completed project management training courses. 60% of employees get PMP qualification certificate. The company’s personal performance of employees participating in the training increased by 10%, and the company’s performance increased by 5%. 6.0 Project constraints     Due to the large number of employees involved, it is difficult to guarantee the quality of training for everyone. The training time of some project management training instructors is not fixed. PMP exams are difficult and cannot guarantee that employees will pass the exam. Projects last longer and may affect the work of employees Page 3 of 3 For this assignment, you will establish some evaluation goals for your project based on the method and lens covered in this week’s lecture. Please reference the attached document for specific assignment instructions and the assignment rubric. This is a hypothetical project, and you can add whatever conditions you think are reasonable 1 2 In this lesson, we're going to be looking at establishing evaluation goals. We begin by remembering something we talked about in the last lesson which is "why do we evaluate?" In the last lesson, we said there was a few reasons for evaluating projects. We evaluate projects to: Understand performance. Understand how to improve processes, Determine whether our objectives are being achieved Inform and support decisions We also said that until we know why we're evaluating, we don't know how we evaluate and we don't know what to evaluate. In this lesson, we will look at how do we understand what we evaluate and how we establish clear evaluation goals. We will use evaluation goals as measures during our project and when our project comes to completion. 3 There are a few very practical places we start when we want to understand how to do project evaluation and what the goals for evaluation need to be. Project Charter: This sets out some very clear things that are foundational to the project and when we begin to understand what those are, then we can move forward with establishing evaluation goals. Scope Statement: This is separate from the charter but components of it are often times included in the charter. Work Breakdown Structure (WBS): If you do have a WBS document, you will want to review it because it is foundational for our entire project. Stakeholder Analysis: This document may need to be enhanced to establish performance goals but it's a key document. Key Performance Metrics: These are metrics that we rely on within our organization and other projects because they are going to give us insight into what we want to evaluate in terms of our particular project. There is no specific template for key performance metrics, as each company or organization needs to determine what its key performance metrics are. Most often, these metrics focus on cost, schedule, scope, and quality. Throughout the lesson materials, you will learn more about the different types of metrics that may be used, and you will have the opportunity to develop a 4 The stakeholder analysis begins to build a holistic picture of what success looks like. A stakeholder analysis is also going to give us some insight into the potentially conflicting goals and how we can begin to aligning those conflicting goals to get a clear picture of what a success is going to look like for our project. This should result in a clear goal set for moving forward with the project. In this process, it's really important that we seek to engage these stakeholders as partners, not combatants. We need to see them as integral to project's success. Some want your project to succeed and some don't want your project to succeed. Regardless of the stakeholder's attitude towards project success, if a stakeholder is integral to the project, you need to work with them to try to make sure that you are partnering with them even if they don't really see themselves as partners. They may see themselves as antagonists. We have high level stakeholders. We have low level stakeholders. We have stakeholders with a high degree of interest and a low degree of interest. High degree of potential impact and low degree of potential impact. These stakeholders are all over the continuum but we need to begin to understand who they are. A good stakeholder analysis is going to identify who that stakeholder is, what their role is, what their interests are, their influence, their perspective on the project, and then the engagement strategy for working with that stakeholder. 5 One really simply way to get analysis information is to interview the stakeholders that you have identified. I have often done this and done it with some fairly basic open ended questions. Some questions that are often helpful in obtaining the information that you need are: What will make this project a success? What does success look like to you as a stakeholder? As we are working on this project, how do you think we might gauge if we are succeeding or failing in this undertaking? What your hoping that the outcome of this project will be? How do you hope that this improves your work? How do you hope that it impacts you or does it impact you? Where should I be concerned about performance as related to this project in your opinion? Now it is important to remember that different stakeholders will have different levels of types of performance expectations. And you may need to switch the questions around depending on the type of stakeholder you are interviewing. 6 Some of the different type of performance metrics will fall within these categories. We can look at the performance metrics associated with the triple constraints (cost, schedule, and scope). We can look at customer requirements. Such as the house must be 2,500 square feet and made out of brick. We can look at quality standards, such as building codes. We can look at the business case, the business goal we hope this project accomplishes, how it aligns with our corporate strategy and initiatives. We can also look at regulatory requirements in terms of performance metrics. Here are a lot of different definitions of project success and it's our job to try to understand what those are. Now, sometimes you can deliver a project that's on budget, on schedule, within scope, and your end-user says it's a failure because it didn't ultimately accomplish the business case. Then you can do a project that accomplishes 7 To capture this, performance metrics should not simply be a list of quantitative measures. Often times there are some qualitative measures that come into play and we need to conceptually understand, and create metrics for measuring this in a way that key stakeholders understand. So lets recap some important elements we should keep in mind regarding stakeholders First, we need to partner with stakeholders. Not only do we need to see them as partners but we also want to make sure they see us as partners. If we don't, we can be assured that performance is going to potentially be a massive failure. We need to understand the layers and types of performance goals. There are maybe goals for that division of the business that align with that project but somehow roll up into the higher level strategic initiatives of the organization. We need to help stakeholders frame those goals holistically and appropriately. Sometimes we can't give them all the information they want or need, but what we can do is help them understand what they need and frame our goals to best approximate the data that we can give them to understand what success looks like for the project. 8 In the lessons from Week 1, the Three Lenses were introduced. In this lesson we will take a look at how the Efficiency, Effectiveness and Impact lens is applied to establishing evaluation goals. Efficiency – how we are using what we have Effectiveness – are we accomplishing what we want to Impact – what are the consequences 9 So if we begin with looking first at efficiency, by this we are talking about the use of the resources of the project. So here think about are we on time? Are we on budget? Are we meeting those metrics, or are there variances with what we had intended to do, what we had expected to do? So are we making an efficient use of the resources that have been given to us for the work of the project? 10 We also talk about effectiveness. Are we actually accomplishing the goals of the project? And there's two levels that we need to think about effectiveness. The first is in conformance to scope. So with that, whenever a project is chartered, a specific scope is identified, are we effectively delivering that scope of work? Are we accomplishing what was outlined for the project to accomplish? So that's the first level, the scope of work in terms of effectiveness. And the second level is value on the business case. So the business case was written to accomplish and deliver on a certain value to the organization, a certain value proposition. And so the question is, is whether or not the project within scope is actually delivering that value to the organization. 11 And then finally, impact. And here we're talking both about the short term and the long term impact of the project. Does it actually deliver the long term value that it was intended to deliver? So, if we're developing a new solution, a new software solution for the use within our company, and part of that is to increase efficiencies of work, we look at this after we implemented and see, did it actually increase the efficiency? So we want to look at the impact or the outcomes of we intended them to be so. You can see that by using this framework we have a more holistic understanding, we're not just looking at one lens of efficiency. But we're also looking at these additional lenses of effectiveness and impact, to give us a better understanding of the actual performance of the project. 12 And then finally, impact. And here we're talking both about the short term and the long term impact of the project. Does it actually deliver the long term value that it was intended to deliver? So, if we're developing a new solution, a new software solution for the use within our company, and part of that is to increase efficiencies of work, we look at this after we implemented and see, did it actually increase the efficiency? So we want to look at the impact or the outcomes of we intended them to be so. You can see that by using this framework we have a more holistic understanding, we're not just looking at one lens of efficiency. But we're also looking at these additional lenses of effectiveness and impact, to give us a better understanding of the actual performance of the project. 13 Lets look at a Project Management training example to walk through how to establish clear goals. However, lets first briefly cover some information, just to review. We have already talked about the different sort of areas of performance metrics. We can think about the triple constraint customer requirements quality standards the business case, regulatory requirements This is just a sampling, but there are many more, as we know. It's not just time, cost, and budget or scope of the triple constraint. It's all these items and more that we made need to look at and measure against. Previously, we discussed the lens of efficiency, effectiveness, and impact. We should consider, "Are we using what we have?", "Are we accomplishing what we want to?" and "What are the consequences?" Project Management Training Program The scope of the project is to design and execute a project management training programs for all internal project management core team members. The project management division of our company needs some training and 14 What does success look like? If we look at efficiency, we're going to ask, "did we stay within the budget, deliver on time, and not ever use those resources or ever allocate those resources? If we look at effectiveness, "did we deliver the desired training using quality resources?" If we look at impact, "did the project management knowledge and performance increase as a result of the training?" Success isn't, we ran a training program. Success is, we improve the way we manage projects and our performance increase. Using this lens, let's establish some fairly concrete metrics for this project. It's a way for us to try to establish clear criteria for this project. We need to understand that performance goals can be multidimensional and more than cost, schedule, and scope. We need to establish these concrete performance criteria just like we showed previously. Next, lets look at how metrics were selected for the Project Management Training Program in more detail. 15 An efficiency measure is "within budget" and the metric is $25,000 into the project. Are we within the $25,000 budget? Another efficiency measure is schedule guidelines, and the metric is six month time frame. Did we get everything planned, executed and closed within the six month time frame? We also had this efficiency measure of 15% resource usage. As we're progressing through the project, that specific metric is rolling, allocating 15% of those resources timed to work on this project. 16 We want a nationally known trainer so previous national level presentations. We might say that we look at the last five presentations the trainer gave and we say they must have had 80 to 85% approval rating of good or great for their presentations. The next effectiveness measure is full participation by the project management staff in this training. Next effectiveness question is “Did we effectively train them?” Thus we need to train all of them, thus a 100% participation rate for the project management staff. Included in that is an increase in project management knowledge. This could be measured by a post-training assessment or a self-reporting survey that asks participants if the training increased their project management knowledge. Strongly agree, agreed, neutral, disagree, strongly disagree or we might say we want so many of them to take the PMP exam or the CAPM exam as a result of this or maybe we just design a test for them and let them take the test. 17 Whatever the way is, we want to know how can we measure impact? How can we measure knowledge increase? We need to come up with some concrete metric so that we can do that. What about project management performance increase? What was another goal. That's an impact measure type and then we might say that the cost in schedule averages are reduced by 10% within six months so maybe the impetus for this project was the fact that we were overrunning our budget, overrunning our schedules, and so we want to reduce those overruns by at least 10% within six months and that's going to be a measure of impact for the project. Here are some example concrete metrics that deal with the efficiency effectiveness and impact level for this project. 18 The resulting metrics are set to address the Efficiency, Effectiveness and Impact of the lens. We will revisit this example in Week 3 to identify the appropriate tools needed for evaluation As we choose our tool, we will ask ourselves "What's our goal?" "What's the measure type?" "What's the metric? and "How can we determine whether or not that metric's been met?" Once we have shared agreement on all of these, we can truly say that this tells us whether or not we've performed at an acceptable level to meet the demands and needs of our stakeholders. 19 We want to establish clear performance goals that are multidimensional and holistic. We already discussed the need for performance goals being multidimensional. We also need to make sure these goals are as holistic as possible. We don't want to just look at efficiency, we don't want to just look at effectiveness, we don't want to just look at impact. If we want to understand project performance with a holistic perspective, we need to be looking at all three of those. Let begin by reviewing a very simple three step process for ensuring that we establish clear performance goals so that then we can move forward towards project success. 20 To establish clear, multidimensional and holistic goals for the training project, first we need to establish concrete performance criteria. 21 The concrete performance criteria for the Project Management Training Program might included $25,000 budget , six months schedule, and 15% resource usage. We also set the metric for the trainer to have national level presentations and the metric for participation to be 100%. Again, these are all concrete metrics. 22 Since, we are not always going to hit the performance goals, next we need to identify acceptable levels of tolerance. For example, we might say that a presenter must have a rating of 85% or better on national level presentations. Or because we may not get 100% participation from the PM staff, we establish 95% attendance as our tolerance. This provides a level of flexibility for normal variation within some of the performance criteria. 23 This very simple three step process is how you establish clear performance goals for your project. By doing this, we ensure that we have not defined arbitrary goals or we do not have an out of balance set of goals, such as budget and schedule only. Only by doing this can we be certain that we're accomplishing one of our ultimate goals as project managers which is delivering value to the organization. 24 When you have defined the criteria, consider using a chart like the one shown to communicate your selected metrics. Ask stakeholder " Do these look like good goals?" Once they sign off on the metrics presented, you have a shared understanding and agreement on what holistic success looks like for your project. 25 26 27 28 PJM6125 Project Evaluation: Stakeholder Analysis & Evaluation Goal Matrix Overview and Rationale For this assignment, you will establish some evaluation goals for your project based on the method and lens covered in this week’s lecture. Program and Course Outcomes This assignment is directly linked to the following key learning outcomes from the course syllabus: LO1: Identify and analyze stakeholders associated with performance evaluation. LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency, and effectiveness LO6: Compare change management procedures needed to respond to the results of both tactical and non-tactical performance evaluation L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures Essential Components & Instructions This assignment is completed in two parts. First, using your chosen project that you submitted as part of Lesson 1, complete the following items: Stakeholder Register / Analysis: • Create a stakeholder register / analysis that includes the following minimum columns: o Stakeholder o Stakeholder Position / Role o Type of Stakeholder (internal or external) o Stakeholder expectation (high level needs or expectations of project) o Stakeholder interest (high / medium / low) o Stakeholder influence level (high / medium / low) o Stakeholder view of project (supportive / neutral / opposed) o • Stakeholder Management strategy (approach to engaging stakeholder to support success of project) Once you create the register, create entries for a minimum of 12 - 15 project stakeholders, performing a full analysis for each of them. Part 2: Evaluation Goals Matrix: After completing the stakeholder register, you will create an evaluation goals matrix, as illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have designed the evaluation goal matrix, you will need to list at least four evaluation goals for each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics / goals. You will be assess on the clarity of the metrics, the concreteness of the measures (Example: increased performance by 12 percent (concrete) vs. increase performance (not concrete, as no specific measurement of increase)), and how well the metric will measure the success of project relative to the overview of the project you provided as a case study. Format Below are some key guidelines you will want to ensure you follow in all three elements of this assignment. Think of this short list as a quality control checklist, along with the attached grading rubric. • • • • • • Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted as a single file (MsWord or .pdf) You should include a cover page You should format the documents professionally The tables should be readable without having to zoom in on small text You should follow the formats given in the lesson and referenced above, plus the additional column requested You should include the appropriate number of evaluation goals and metrics from each category Please be sure to review the attached rubric. It along with these assignment instructions will ensure you have a solid understanding of the assignment requirements. Rubric(s) Assessment Element Above Standard (100-95%) Meets Standards (94.9 – 84%) Evaluation Matrix (35%) The evaluation goal matrix includes a total of 12 goals, with a minimum of three goals from each category, and each goal is concretely identified. Additionally, the evaluation goals introduced show a high degree of understanding and relevance to the project. The evaluation goal matrix includes a total of 12 goals, with a minimum of three goals from each category, and each goal is concretely identified. Each goal is relevant to the project Stakeholder Register (35%) Stakeholder register includes all required columns and provides a full analysis of more than 15 stakeholders with particular attention given to managing each in light of their performance related concerns. Professional insights into depth and breadth of assignment - goes WELL beyond assignment Stakeholder register includes all required columns and provides a full analysis of 12 – 15 stakeholders with particular attention given to managing each in light of their performance related concerns. Showcases a comprehensive understanding of the performance issues Critical Thinking (15%) Approaching Standards (83.9 – 77%) The evaluation goal matrix includes a total of 12 goals, with a minimum of three goals from each category, and not all goals are concretely specified. Each goal is vaguely relevant to the project Stakeholder register includes all required columns and provides a full analysis of 12 – 15 stakeholders but does not give particular attention to managing each in light of their performance related concerns. Showcases a base understanding of the performance issues related to the project Below Standard (76.9 – 70%) Not Evident (69.9 – 0%) The evaluation goal matrix includes a total of 12 goals, but without an equal distribution between the categories and/or not all goals are concretely specified or not relevant to the project. The evaluation goal matrix either does not provide a sufficient number of goals or an appropriate number by distribution between the various categories. Goals do not appear to be relevant to the project Stakeholder register includes all required columns but does not provide a full and substantial analysis of 12 – 15 stakeholders. The submission fails in a significant manner to capture relevant stakeholders and analyze them in a comprehensive manner Does not evidence a base understanding of the performance issues related to the project Evidences a very poor understanding of the relevant stakeholders and/or the performance requirements to explore performance evaluation and appropriate stakeholders and evaluation goals. Grammar & Clarity (15%) All work grammatically correct with no misspellings or grammatical mistakes. Expresses ideas and opinions clearly and concisely in a manner appropriate to the assignment. related to the project environment and evidences a strong analysis of the case through the design of the matrix and stakeholder register. All work grammatically correct with rare misspellings. environment and evidences a less than thorough analysis of the case through the design of the matrix and stakeholder register. environment and evidences a weak analysis of the case through the design of the matrix and stakeholder register. goals that are relevant to the project. Minimal errors in spelling, grammar, sentence structure and/or other writing conventions but the reader is able to understand what the writer meant. Frequent errors in spelling, grammar, sentence structure, and/or other writing conventions that distract the reader. Writing contains numerous errors in spelling, grammar, sentence structure, etc. that interfere with comprehension. The reader is unable to understand some of the intended meaning.
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