Project Closure Process, management homework help

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Develop a 3 to 4 -slide presentation with detailed speaker notes on the Project Closure Process. Include the recommended project closure process as defined in section 4.6, titled Close Project or Phase, in A Guide to the Project Management Body of Knowledge. Remember to consider how you will do recognition's and rewards and how the team will identify its learning for future projects.

Resources: Project Charter created in Week 2, Final Project Management Plan developed in Week 3, and Project Implementation Plan Parts 1 and 2 completed in Week 3 and 4 (all are attached).

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1 Preliminary Project Plan Team C CPMGT/302 October 7, 2016 John P. Braeger 2 Revision History Version Number 1.0 Description Preliminary Project Plan Date Modified 11/7/16 Author Team C Preliminary Project Management Plan Overview: The objective of this section is to provide an overview of the scope and nature of the project to help enable the team to select one project to work on for the rest of the course. Project Selection Matrix Criteria Benefit to the company Feasibility of the project Risk of failure Profitability Market share Payback Period (of original investment) Total Project Score Weight Scoring Values 5 5 4 3 2 2 Noble Project Harrison Richards Campbell Spalione Project Project Project Project Lisa Project Bailey Project 0, 3, 6, 9 42.5 45 45 37.5 42.5 40 40 35 30 35 45 32.5 37.5 27.5 16 16 14 20 14 16 12 16.5 20 18 18 16.5 15 18 12 12 10 10 11 11 11 12 11 11 10 10 11 14 134 134 133 140.5 126.5 130.5 122.5 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 Larson and Gray (2014) described the criteria for selecting projects as being typically financial and nonfinancial. Financial criteria are preferred by most managers and are most “appropriate when there is a high level of confidence associated with estimates of future cash flows”. Nonfinancial criteria align more with a company’s strategic and long-term goals to help companies select projects that are within their core mission (Larson & Gray, 2014). This selection matrix contains three financial and three nonfinancial selection criteria that were used to select a project. The three financial criteria are: profitability, increasing market share, and Preliminary Project Management Plan payback period which all received lower weights than the nonfinancial criteria which aligned better to company goals. Nonfinancial criteria selected are: benefit to the company, project feasibility, and risk of failure. After deciding on the criteria to be used each one was assigned a weight based on which would contribute more to strategic objectives and goals resulting in the nonfinancial criteria receiving the higher weights. When companies use a criteria based selection matrix like this it increases the selection process reliability by making it more standardized. Executive Summary Our document gives the list of all projects that were submitted and the rating of probability. In this documentation we will give our final selection, tell why it was chosen, the details of planning for the project, risks and final product. Each phase will be discussed and the challenges encountered and what steps need to be taken for positive solutions. Project title: STEM For Girls High-level project scope: The project will provide a seven-week course of instruction that teaches the principles of science, technology, engineering, and mathematics. The classes will be designed for young women between the ages of twelve to seventeen and based on the Information Technologies (IT) program which accommodates the Girls Who Code organizational goal in bringing computer sciences to middle and high school aged girls (Girlswhocode.com", 2016). The course will be designed for girls in grades sixth through tenth that will serve as a preparatory instructional course for the current classes offered to junior and senior high school students. Preliminary Project Management Plan Authority Signatures The Project Lead (Business Side) and the Project Manager agree to deliver the Identification Stage of this project in accordance with this PPP and amend it periodically as project parameters change. Prepared by: Prepared by: (PWGSC) Signature (PWGSC Signature ) Please print: Name Position Date Please print: Name Project Analyst Recommended by: (PWGSC) Signature Please print: Name Title Date Approved by: (See NPMS procedures for approval Body) (PWGSC) Signature Please print: Name Title Date Dat e Preliminary Project Management Plan The Problem to be solved: The objective of Girls Who Code is to decrease the loss of interest in computer sciences for female freshmen college students. The drop in interest diminishes from 66% for girls aged 7-12, to 32% for girls ages 13-17, and drops to 4% for college freshmen (Girlswhocode.com", 2016). Thus the objective for Porsha’s Learning Solutions is to develop a class to maintain the interest of girls in the grades 7-10; as well as prepare them for current classes offered to junior and senior high school students. Project purpose: Porsha’s Learning Solutions is contracted with Girls Who Code to develop a computer science curriculum to prepare middle school aged girls for further instruction in computer science technologies and maintain their interest as they progress through higher levels of education. High-level requirements:  Design content and activities for Computer Science courses.  Content Design Review (CDR): All content and course material will be presented to the customer for review. Feedback from the customer will be provided within two weeks from delivery of the CDR. Feedback from the customer should include any suggestions or changes that need to be made to the content and course materials.  Initiation of Pilot Course - Porsha’s Learning Solutions will hold a seven-week class to teach the course content to the girls at Girl’s Who Code before delivering the project. Students will provide feedback on the subjects that they learned, on the activities that were provided, as well as the interest gained in the subject.  Deliver project to the customer Preliminary Project Management Plan High-level risks:  Aggressive project schedule  Delays in content delivery  Complexity of course content  Amount of course content  Limited personnel resources  Children fail to show an interest in Computer Science Technologies  Contracting the testing facilities to design appropriate surveys that identify desired objectives. High-level milestone: The four milestones in the Project are listed with the respective tasks that will enable the completion of each phase. Project kickoff- 12/10/16 Phase 1: Develop Content for Weeks 1, 2, and 3 and Pre-test  Develop Week 1 content- 12/20/16  Develop Week 2 content- 1/20/17  Develop Week 3 content- 2/6/17  Create pre-test- 2/6/17  Status Update to Stakeholders – (Deliverable due 2/6/17) Phase 2: Develop Week 4, 5, and 6 content  Develop Week 4 content- 2/24/17 Preliminary Project Management Plan  Develop Week 5 content- 3/20/17  Develop Week 6 content- 4/14/17  Secure contract with Survey Company to design age-appropriate surveys for students.  Status Update to Stakeholders – (Deliverable due 4/14/17) Phase 3: Develop Week 7, Procure equipment, Receive Customer Feedback and Approval  Develop Week 7- 5/20/17  Content Design Review with Stakeholders - (Deliverable due 06/05/17)  Include feedback from Stakeholders in course content - 07/14/17 Phase 4: Conduct Pilot Program  Purchase Equipment - 8/1/17  Initiation of Pilot Course - 08/14/17  Completion of Pilot Course and Survey - 09/25/17  Submit Course Feedback from students - (Deliverable due 10/06/17) Submit Final Report - 10/27/17 Summary of the high-level budget: The budget for each phase is presented in the following table. Cost Type Fiscal Year Fiscal Year 2016/2017 2017/2018 Total Phase 1 Labor $45,000 $45,000.00 Preliminary Project Management Plan Material $4,000.00 $4,000.00 Other $4,500.00 $4,500.00 $49,000 $53,500.00 $45,000.00 $45,000.00 Material $4,000.00 $4,000.00 Other $4,500.00 $4,500.00 $49,000 $53,500.00 Sub-total Phase 2 Labor Sub-total Phase 3 Labor $30,000.00 $35,000.00 $65,000.00 Material $2,000.00 $2,000.00 $4,000.00 Other $3,000.00 $1,500.00 $4,500.00 $35,000.00 $38,500.00 $73,500.00 Labor $45,000.00 $45,000.00 Material $18,000.00 $18,000.00 Other $50,000.00 $50,000.00 $113,000.00 $113,000.00 $149,500.00 $293,500.00 Sub-total Phase 4 Sub-total Total $135,000.00 Preliminary Project Management Plan STEM for Girls Preliminary Project Schedule The project will take a duration of approximately 12 months with the exemption of the weekends, kicking off on December 10th, 2016 and closing the project on October 27th, 2017. Project Title: STEM for Girls ID Task Name 1 Project kick off 2 Phase 1 58 days 4 Develop content for week 1 31 days 5 Develop content for week 2 17 days 6 Develop content for week 3 18 days 7 Create pre-test 1 day 8 Stakeholder status updates 1 day 9 Phase 2 85 days 10 Develop content for week 4 24 days 11 Develop content for week 5 25 days 12 Develop content for week 6 36 days 13 Secure contract with Survey company 1 days 14 Status Update to Stakeholders 1 day 15 Phase 3 73 days 16 Develop content for week 7 16 days 17 Content Design Review with Stakeholders 39 days 18 Receive feedback 18 days 19 Phase 4 87 days 20 Purchase Equipment 13 days 21 Initiation of Pilot Course 42 days 22 Completion of Pilot Course and Survey 11 days 23 Feedback from students 21 days 24 Submit Final Report 1 day Prepared by: Signature: Duration 12/10 12/20 1/20 2/6 2/24 3/20 4/14 5/20 6/5 7/14 8/1 8/14 9/25 10/6 10/27 Preliminary Project Management Plan Date: Project Preliminary 2Budget Estimate Customer: Prepared by: Girls Who Code ShaLisa R Bailey Project: Date: November 5, 2016 Stem For Girls Project Task Labor Labor Material Other Hour Cost Cost Cost 4 $1120 Total per Task $1,120 1. Project Kickoff 2. Project Development 800 $96,000 2.1 Research Course Content 160 $16,000 2.2 Develop Course Content 752 $75,200 2.3 Create Pre-Test 24 $2,400 2.4 Procure Student Equipment 2.5 Create Feedback Questionnaires 24 $2,400 3. Pilot Course 210 $21,000 4. Project Management 79 $12,940 $1,450 4.1 Stakeholders Progress Meetings/Reports 8 $2,240 $350 4.2 Internal Status Meetings/Reports 14 $3,920 $450 4.3 Content Design Review with Stakeholders 6 $1,680 $250 4.4 Conduct Student Survey 3 $300 $100 $14,000 $110,000 $14,000 $21,000 $14,390 Preliminary Project Management Plan Project Task Labor Labor Material Other Hour Cost Cost Cost 4.5 Review/Analyze Student Feedback 32 $3,200 4.6 Final Report/Closeout 16 $1,600 Total per Task $300 Sub-Totals: $146,510 Risk (Contingency) $30,200 TOTAL (scheduled) $176,710 Comments: Risk Probabilit y Cost Impact Expected Monetary Value Content Delays/Additional Personnel 30% $96,000 $28,800 Defective Student Equipment 10% $14,000 $1,400 Total EMV $30,200 Project Manager Authority and Responsibilities: The PM does not have the authority to manage the budget, obtain resources, or make decisions affecting the project; these responsibilities fall on the project sponsor or administrator (Whitaker, 2012). The PM is responsible for delivering the project within the constraints of the budget, schedule, and scope. The PM will plan, organize, control, and lead the project through closure. The PM is also responsible for developing the project plan, schedule, and final definition of the scope of the project. (Lynda.com, Inc, 2016). Preliminary Project Management Plan Stakeholder Approval Sign-Off: CEO (Sponsor): Date and signature CFO: Date and signature Project Manager: Date and signature Instructor 1: Date and signature Instructor 2: Date and signature Instructor 3: Date and signature Instructor 4: Date and signature Stage Closure As this project discussed earlier, Porsha’s Learning Solutions has been contracted by Girls Who Code to design a seven week course of instruction that teaches principles of science, technology, engineering, and math; otherwise known as STEM For Girls’. Girls Who Code is a non-profit organization who recognized the gradual decline of women entering computer science fields, and designed a program to solve this problem. According to Girls Who Code “Cracking The Gender Code measured how the factors influencing girls’ pursuit of computer sciences change at each stage of their education and recommends a more tailored and sequenced series of actions starting in junior high school and sustained through high school and college (Let’s Triple the Number of Women in Computing, 2016”. STEM For Girls will be an engaging and interactive class designed to capture the interest of young women in grades 6th through 10th who are interested in STEM related classes and fields. The purpose of STEM For Girls is to support and further Girls’ Who Code’s organizational goals by designing a stimulating 7-week computer science curriculum that will teach the basic fundamentals of computer science technologies to middle Preliminary Project Management Plan school girls in an effort to encourage them to pursue STEM related classes and fields in high school and beyond. Porsha’s Learning Solutions has been hired to simply design a course for Girl’s Who Code, not to teach the course after the project has been completed. Any arrangements made for Porsha’s Learning Solutions to teach STEM For Girls beyond the completion of the project must be agreed to by both parties and will require a separate contract. Preliminary Project Management Plan References Girlswhocode.com. (2016). Retrieved from https://girlswhocode.com/summer-immersionprograms/ Larson, E.W., & Gray, C.F. (2014). Project Management: The Managerial Process (6th ed.). New York, NY: McGraw-Hill Education. Let's Triple The Number Of Women In Computing. (2016). Retrieved from https://girlswhocode.com/womens-share-u-s-computing-workforce-declininginterventions-triple-pipeline-2025-according-research-accenture-girls-code/ Lynda.com, Inc. (2016). Www.lynda.com. Retrieved from https://www.lynda.com/Projecttutorials/Create-resource-management-plan/424947/486858-4.html?autoplay=true Mariyappa, T. (2016). 15 Criteria for Selecting a Viable DMAIC Project. Retrieved from https://www.isixsigma.com/implementation/project-selection-tracking/15-criteriaselecting-viable-dmaic-project/ Whitaker, S. (2012). Www.seanwhitaker.com. Retrieved from http://seanwhitaker.com/professional-development/ 1 Final Project Management Plan Team C CPMGT/305 November 14, 2016 John P. Braeger 2 Revision History Version Number 1.0 2.0 Description Preliminary Project Plan Final Project Plan Date Modified 11/7/16 11/14/16 Author Team C Team C Preliminary Project Management Plan Overview: The objective of this section is to provide an overview of the scope and nature of the project to help enable the team to select one project to work on for the rest of the course. Our final choice was the STEM For Girls because of the impact it has on young girls, and the project is very unique. Project Selection Matrix Criteria Benefit to the company Feasibility of the project Risk of failure Profitability Market share Payback Period (of original investment) Total Project Score Weight Scoring Values 5 5 4 3 2 2 Noble Project Harrison Richards Campbell Spalione Project Project Project Project Lisa Project Bailey Project 0, 3, 6, 9 42.5 45 45 37.5 42.5 40 40 35 30 35 45 32.5 37.5 27.5 16 16 14 20 14 16 12 16.5 20 18 18 16.5 15 18 12 12 10 10 11 11 11 12 11 11 10 10 11 14 134 134 133 140.5 126.5 130.5 122.5 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 0, 3, 6, 9 Larson and Gray (2014) described the criteria for selecting projects as being typically financial and nonfinancial. Financial criteria are preferred by most managers and are most “appropriate when there is a high level of confidence associated with estimates of future cash flows”. Nonfinancial criteria align more with a company’s strategic and long-term goals to help companies select projects that are within their core mission (Larson & Gray, 2014). This Preliminary Project Management Plan selection matrix contains three financial and three nonfinancial selection criteria that were used to select a project. The three financial criteria are: profitability, increasing market share, and payback period which all received lower weights than the nonfinancial criteria which aligned better to company goals. Nonfinancial criteria selected are: benefit to the company, project feasibility, and risk of failure. After deciding on the criteria to be used each one was assigned a weight based on which would contribute more to strategic objectives and goals resulting in the nonfinancial criteria receiving the higher weights. When companies use a criteria based selection matrix like this it increases the selection process reliability by making it more standardized. Executive Summary Our document gives the list of all projects that were submitted and the rating of probability. In this documentation we will give our final selection, tell why it was chosen, the details of planning for the project, risks and final product. Each phase will be discussed and the challenges encountered and what steps need to be taken for positive solutions. Project title: STEM For Girls High-level project scope: The project will provide a seven-week course of instruction that teaches the principles of science, technology, engineering, and mathematics. The classes will be designed for young women between the ages of twelve to seventeen and based on the Information Technologies (IT) program which accommodates the Girls Who Code organizational goal in bringing computer sciences to middle and high school aged girls (Girlswhocode.com", 2016). The course will be designed for girls in grades sixth through tenth Preliminary Project Management Plan that will serve as a preparatory instructional course for the current classes offered to junior and senior high school students. Authority Signatures The Project Lead (Business Side) and the Project Manager agree to deliver the Identification Stage of this project in accordance with this PPP and amend it periodically as project parameters change. Prepared by: Prepared by: (PWGSC) Signature (PWGSC Signature ) Please print: Name Position Date Please print: Name Project Analyst Recommended by: (PWGSC) Signature Please print: Name Title Approved by: (See NPMS procedures for approval Body) (PWGSC) Please print: Signature Date Dat e Preliminary Project Management Plan Name Title Date The Problem to be solved: The objective of Girls Who Code is to decrease the loss of interest in computer sciences for female freshmen college students. The drop in interest diminishes from 66% for girls aged 7-12, to 32% for girls ages 13-17, and drops to 4% for college freshmen (Girlswhocode.com", 2016). Thus the objective for Porsha’s Learning Solutions is to develop a class to maintain the interest of girls in the grades 7-10; as well as prepare them for current classes offered to junior and senior high school students. Project purpose: Porsha’s Learning Solutions is contracted with Girls Who Code to develop a computer science curriculum to prepare middle school aged girls for further instruction in computer science technologies and maintain their interest as they progress through higher levels of education. High-level requirements:  Design content and activities for Computer Science courses.  Content Design Review (CDR): All content and course material will be presented to the customer for review. Feedback from the customer will be provided within two weeks from delivery of the CDR. Feedback from the customer should include any suggestions or changes that need to be made to the content and course materials.  Initiation of Pilot Course - Porsha’s Learning Solutions will hold a seven-week class to teach the course content to the girls at Girl’s Who Code before delivering the project. Students Preliminary Project Management Plan will provide feedback on the subjects that they learned, on the activities that were provided, as well as the interest gained in the subject.  Deliver project to the customer High-level risks:  Aggressive project schedule  Delays in content delivery  Complexity of course content  Amount of course content  Limited personnel resources  Children fail to show an interest in Computer Science Technologies  Contracting the testing facilities to design appropriate surveys that identify desired objectives. High-level milestone: The four milestones in the Project are listed with the respective tasks that will enable the completion of each phase. Project kickoff- 12/10/16 Phase 1: Develop Content for Weeks 1, 2, and 3 and Pre-test  Develop Week 1 content- 12/20/16  Develop Week 2 content- 1/20/17  Develop Week 3 content- 2/6/17  Create pre-test- 2/6/17  Status Update to Stakeholders – (Deliverable due 2/6/17) Phase 2: Develop Week 4, 5, and 6 content Preliminary Project Management Plan  Develop Week 4 content- 2/24/17  Develop Week 5 content- 3/20/17  Develop Week 6 content- 4/14/17  Secure contract with Survey Company to design age-appropriate surveys for students.  Status Update to Stakeholders – (Deliverable due 4/14/17) Phase 3: Develop Week 7, Procure equipment, Receive Customer Feedback and Approval  Develop Week 7- 5/20/17  Content Design Review with Stakeholders - (Deliverable due 06/05/17)  Include feedback from Stakeholders in course content - 07/14/17 Phase 4: Conduct Pilot Program  Purchase Equipment - 8/1/17  Initiation of Pilot Course - 08/14/17  Completion of Pilot Course and Survey - 09/25/17  Submit Course Feedback from students - (Deliverable due 10/06/17) Submit Final Report - 10/27/17 Summary of Milestones and Tasks Milestones are used to identify major events within the project, and signify the completion of tasks that were dependent on reaching the milestone. The primary goal of Stem For Girls is to design a seven week course of instruction teaching the fundamentals of science, technology, engineering, and math for young women in grades 6th through 10th. STEM For Girls project schedule is broken down into four Preliminary Project Management Plan phases, each phase has a milestone that much be reached concluding the end of the phase. Below are the four milestones in the project schedule:  Project kickoff - 12/10/2016  Status Update to Stakeholders - 4/14/17  Content Design Review - 06/05/17  Final Report - 10/27/17 The Project Kickoff occurs after contracts have been signed initiating the start of the project. During the project kickoff the project manager, client, and project team will discuss expectations of the project and team members, define roles, and begin planning. The second milestone, Status Update to Stakeholders will be a brief conference call between the Project Manager and stakeholders. During this call the Project Manager will update stakeholders on the progress made in the content development of Phase 1. The Content Design Review with Stakeholders is a face to face meeting held between the Project Manager, Instructional Designer, and Stakeholders. This meeting will introduce the course to stakeholders, and cover the content design of the course. After the meeting stakeholders will be provided with a hard copy of the course content covering weeks 1 through 7. Stakeholders are expected to review the course content, and send all feedback and changes to the Project Manager by 07/14/17. The last milestone is the Final Report of the project 10/27/16. The final report will be used to formally close the project, determine the success of the project, and identify lessons learned for future projects. The following are a list of phases and subsequent tasks that must be completed in order to reach each milestone: Project kickoff- 12/10/2016 Phase 1: Develop Content for Weeks 1, 2, and 3 and Pre-test Preliminary Project Management Plan  Develop Week 1 content - 12/20/16  Develop Week 2 content - 1/20/17  Develop Week 3 content - 2/6/17  Create pre-test - 2/6/17  Status Update to Stakeholders – (Deliverable due 2/6/17) Phase 2: Develop Week 4, 5, and 6 content  Develop Week 4 content - 2/24/17  Develop Week 5 content - 3/20/17  Develop Week 6 content - 4/14/17  Secure contract with Survey Company to design age-appropriate surveys for students.  Status Update to Stakeholders – (Deliverable due 4/14/17) Phase 3: Develop Week 7, Procure equipment, Receive Customer Feedback and Approval  Develop Week 7 - 5/20/17  Content Design Review with Stakeholders - (Deliverable due 06/05/17)  Include feedback from Stakeholders in course content - 07/14/17 Phase 4: Conduct Pilot Program  Purchase Equipment - 8/1/17  Initiation of Pilot Course - 08/14/17  Completion of Pilot Course and Survey - 09/25/17  Submit Course Feedback from students - (Deliverable due 10/06/17) Submit Final Report - 10/27/17 Summary of the budget: The budget for each phase is presented in the following table. Preliminary Project Management Plan Cost Type Fiscal Year Fiscal Year 2016/2017 2017/2018 Total Phase 1 Labor $45,000 $45,000.00 Material $4,000.00 $4,000.00 Other $4,500.00 $4,500.00 $49,000 $53,500.00 $45,000.00 $45,000.00 Material $4,000.00 $4,000.00 Other $4,500.00 $4,500.00 $49,000 $53,500.00 Sub-total Phase 2 Labor Sub-total Phase 3 Labor $30,000.00 $35,000.00 $65,000.00 Material $2,000.00 $2,000.00 $4,000.00 Other $3,000.00 $1,500.00 $4,500.00 $35,000.00 $38,500.00 $73,500.00 Labor $45,000.00 $45,000.00 Material $18,000.00 $18,000.00 Other $50,000.00 $50,000.00 $113,000.00 $113,000.00 $149,500.00 $293,500.00 Sub-total Phase 4 Sub-total Total $135,000.00 Preliminary Project Management Plan STEM for Girls Preliminary Project Schedule The project will take a duration of approximately 12 months with the exemption of the weekends, kicking off on December 10th, 2016 and closing the project on October 27th, 2017. (See attached MS Project schedule) Project Title: STEM for Girls Project Preliminary 2Budget Estimate Customer: Prepared by: Girls Who Code ShaLisa R Bailey Project: Date: November 5, 2016 Stem For Girls Project Task Labor Labor Material Other Hour Cost Cost Cost 4 $1120 1. Project Kickoff 2. Project Development 800 $96,000 2.1 Research Course Content 160 $16,000 2.2 Develop Course Content 752 $75,200 2.3 Create Pre-Test 24 $2,400 2.4 Procure Student Equipment 2.5 Create Feedback Questionnaires 24 $2,400 3. Pilot Course 210 $21,000 4. Project Management 79 $12,940 Total per Task $1,120 $14,000 $110,000 $14,000 $21,000 $1,450 $14,390 Preliminary Project Management Plan Project Task Labor Labor Material Other Hour Cost Cost Cost 4.1 Stakeholders Progress Meetings/Reports 8 $2,240 $350 4.2 Internal Status Meetings/Reports 14 $3,920 $450 4.3 Content Design Review with Stakeholders 6 $1,680 $250 4.4 Conduct Student Survey 3 $300 $100 4.5 Review/Analyze Student Feedback 32 $3,200 4.6 Final Report/Closeout 16 $1,600 Total per Task $300 Sub-Totals: $146,510 Risk (Contingency) $30,200 TOTAL (scheduled) $176,710 Comments: Risk Probabilit y Cost Impact Expected Monetary Value Content Delays/Additional Personnel 30% $96,000 $28,800 Defective Student Equipment 10% $14,000 $1,400 Total EMV $30,200 Project Manager Authority and Responsibilities: The PM does not have the authority to manage the budget, obtain resources, or make decisions affecting the project; these responsibilities fall on the project sponsor or administrator (Whitaker, 2012). The PM is Preliminary Project Management Plan responsible for delivering the project within the constraints of the budget, schedule, and scope. The PM will plan, organize, control, and lead the project through closure. The PM is also responsible for developing the project plan, schedule, and final definition of the scope of the project. (Lynda.com, Inc, 2016). Stakeholder Approval Sign-Off: CEO (Sponsor): Date and signature CFO: Date and signature Project Manager: Date and signature Instructor 1: Date and signature Instructor 2: Date and signature Instructor 3: Date and signature Instructor 4: Date and signature Stage Closure As this project discussed earlier, Porsha’s Learning Solutions has been contracted by Girls Who Code to design a seven week course of instruction that teaches principles of science, technology, engineering, and math; otherwise known as STEM For Girls’. Girls Who Code is a non-profit organization who recognized the gradual decline of women entering computer science fields, and designed a program to solve this problem. According to Girls Who Code “Cracking The Gender Code measured how the factors influencing girls’ pursuit of computer sciences change at each stage of their education and recommends a more tailored and sequenced series of actions starting in junior high school and sustained through high school and college (Let’s Triple the Number of Preliminary Project Management Plan Women in Computing, 2016”. STEM For Girls will be an engaging and interactive class designed to capture the interest of young women in grades 6th through 10th who are interested in STEM related classes and fields. The purpose of STEM For Girls is to support and further Girls’ Who Code’s organizational goals by designing a stimulating 7-week computer science curriculum that will teach the basic fundamentals of computer science technologies to middle school girls in an effort to encourage them to pursue STEM related classes and fields in high school and beyond. Porsha’s Learning Solutions has been hired to simply design a course for Girl’s Who Code, not to teach the course after the project has been completed. Any arrangements made for Porsha’s Learning Solutions to teach STEM For Girls beyond the completion of the project must be agreed to by both parties and will require a separate contract. Preliminary Project Management Plan References Girlswhocode.com. (2016). Retrieved from https://girlswhocode.com/summer-immersionprograms/ Larson, E.W., & Gray, C.F. (2014). Project Management: The Managerial Process (6th ed.). New York, NY: McGraw-Hill Education. Let's Triple The Number Of Women In Computing. (2016). Retrieved from https://girlswhocode.com/womens-share-u-s-computing-workforce-declininginterventions-triple-pipeline-2025-according-research-accenture-girls-code/ Lynda.com, Inc. (2016). Www.lynda.com. Retrieved from https://www.lynda.com/Projecttutorials/Create-resource-management-plan/424947/486858-4.html?autoplay=true Mariyappa, T. (2016). 15 Criteria for Selecting a Viable DMAIC Project. Retrieved from https://www.isixsigma.com/implementation/project-selection-tracking/15-criteriaselecting-viable-dmaic-project/ Whitaker, S. (2012). Www.seanwhitaker.com. Retrieved from http://seanwhitaker.com/professional-development/ 1 Project Implementation Plan Robin Richards CPMGT/305 November 14, 2016 John Braeger 2 Project Implementation Plan A project implementation plan is a structured format that provides the representation of a project. As a result, the implementation plan plays a pivotal role in the course of executing project activities, which intensifies the capacity of realizing a successful project. The implementation plan enhances a systematic approach in the process of discharging various activities in the course of implementing a project (Larson & Gray, 2011). The project structured format provides direction to the team members as well as the stakeholders; thus, enhancing accountability in assigning roles and responsibilities for completing the tasks. Subsequently, the project implementation plan heightens the capacity of the project custodians to invest adequate resources on a project that ensures smooth execution of project tasks as well as the reliability during the implementation process (Kerzner, 2013). It is imperative for an enterprise to embrace a project implementation plan in the process executing various projects in the organization to enhance the capacity of realizing the project objectives. Project Implementation Human Resource Plan The human resources plan entails a comprehensive process of identifying the future as well as current human resources requirements in the process of implementing a project. As a result, the human resource plan acts as a link between human resources administration and the organizational tactical plan (Need, 2006). In the process of implementing the project STEM For Girls, various human resources are required to intensify the capacity of realizing a successful implementation of the project. Additionally, the human resource plan comprises of the various processes, such as recruitment of staff, training, the setting of salaries and benefits packages, among others. 3 Role Project Manager Authority Making decisions on behalf of the project sponsors and the institution. Quality assurance Ensuring quality of the deliverables meets the set standards and regulations Project team Executing to their duties diligently. Responsibility  Developing and applying project administration standards.  Managing essential deliverable.  Monitoring the project progress  Managing project potential loss  Administration of possible interdependencies  Preparing plan of action  Establish sufficiency of quality standards.  Collect and compile quality statistical information.  Develop and monitor project preventive and corrective actions  Prepare quality assurance reports  Draft and amending quality assurance procedures and policies.  Contributing towards the overall program objective  Process documentation  Providing expertise  Completing individual deliverables  Establishing and meeting the business needs. Competencies  Professionalism, compliance, and ethics.  Leadership  Solution development  Procurement  Schedule management skills       Attentive to details Data collection, administration analysis. Clear judgment Decision-making Teamwork Excellent communication skills      Attentive to details Decision-making Teamwork Excellent communication skills Expertise in various fields. STEM For Girls Project Organization Chart Project Sponsors Project steering committee Stakeholders Project Manager Principle of science Information technology Engineering Mathematics 4 Staffing Administration Plan The staffing administration plan is a layout embraced by the human resource in the course of filling project positions by identifying the needs of a program (Storey, 2007). Staffing entails the recruitment processes, selection of the candidate, appraisals as well as the compensation plan for the project team. In the STEM For Girls project, the staffing plan will include the recruitment of various team member. In the desire to meet the project’s needs, the project team will be hired on contract basis for a period of one year during the project execution duration. Besides, the recruitment and selection of the candidates will be based on their merits, qualifications as well as the expertise to deliver to the project activities. Additionally, the team should be objective oriented, and possess excellent communication skills. Role Project responsibility Project Manager Administration and foreseeing the project implementation Instruct students of science subject Instruct students of Information technology Instruct students of Engineering Instruct students of Mathematics Principle of science Information technology Engineering Mathematics Method of acquisition External recruitment When For how long October 2016 One year External recruitment October 2016 One year External recruitment October 2016 One year External recruitment October 2016 One year External recruitment October 2016 One year Quality Management Plan Quality management plan (QML) is used to define the acceptable degree of quality, which shows how a company's qualities policies are executed. A quality management plan shows the management of the project lifecycle throughout its process, as well as defining how the team involved in the project will execute, support, and communicate the quality practices for the project (Sallis, 2014). Besides, QML includes procedures and processes for carrying out quality assurance, planning, control, as well as continuous improvement process. Therefore, for the 5 success of the STEM project, it is paramount to ensure that all the project stakeholders are familiar with the procedures. There are several ways of implementing quality policies in an organization. Firstly, the policy could be executed by training the project staff on the policies, which enhances the capacity of the team to understand the policies and work toward realizing the set quality standards. Besides, training the project staff on the quality policies heightens the remembrance of the policies that promotes the effectiveness of implementing the procedures in the process of executing the STEM For Girls program. The policies could be implemented by making the program staff aware of the regulations and the procedures by sending the policies on their work emails. Similarly, this would play a pivotal role in the process of implementing the policy in an organization as well as enhancing the execution of the quality policies. Besides, the project manager could make printouts of the quality policies and place them on the worker's notice board that would ensure that all project workers reads the policies and apply them in the course of executing the project activities. On the other hand, to enhance the capacity of the project team meeting the STEM For Girls project set quality requirements, by ensuring that they adhere to the set quality standards. Adhering to the quality standard would be realized by the project team making a commitment to meet the set quality standards in the process of making the project deliverables. Additionally, to heighten the ability to meet the quality requirement in the process of executing the project STEM For Girls, the project team will ensure they meet the quality of the deliverables through standard identification (Stevenson, & Sum, 2002). The program team would track their mistakes, a process that would enhance the capacity of meeting the quality required in the program. This will be realized by the team conducting impromptu activities reviews and assessment by giving the students a pretest after a specific duration to ensure that the set quality standards are met in the 6 course of the project implementation. Besides, the project leadership has invested time and resources to train the project team a process that would enhance significantly the capacity of meeting the program quality standards. The team will ensure that the project deliverables meets the acceptable criteria, which would play a pivotal role in the process ensuring that the project execution process meets the quality standards. Lastly, the project custodian would utilize various methods to promote, heighten and cultivate the right attitude among the project teams, which contributes towards realizing the set quality standard. Project Procurement Plan A project procurement plan comprises of a layout that defines how project custodians would procure goods as well as services from the scopes of the sponsoring organization. Besides, the procurement plan defines the procedures that purchasing of goods and services should follow to the closure of the procurement documents (Kerzner, 2013). Firstly, in the STEM For Girls project, prior to any form of procuring goods and services, the project team must identify the need for procuring the products as well as developing the procurement strategies. This would provide the reasons why procuring the product is necessary as well as align the products with the project goals and objectives. In addition, the project team identifies the specific need for procuring the products and defines the characteristics and features of the required goods and services. The program will utilize a fixed-price contract because the project reveals less uncertainty of the scope of work. Additionally, standardized documentation will be utilized and a fair selection will be conducted through a rigorous tendering process. Subsequently, the supplier will be appointed based on the quality of the products and services as well as the competitive prices offered. Nonetheless, healthy negotiations will be made to reach an agreement with the supplier selected and a contract will be offered for the supply of the said goods and services 7 outside the organization. Lastly, proper procurement documentation will be put in place in the process of closing the procurement process. In the process of procuring products, there are various documents that will be used to enhance the purchasing process as well as ensuring the integrity of the process. Firstly, the tenderer will be required to process standardized prequalification documents, which entails the preliminary phase in the bidding process. The second phase of procurement documentation entails the development of prequalification guidance notes. Thirdly, the project procurement will involve a standard request for proposal that defines the prices, quantity and quality of the products to be supplied. Lastly, the procurement process will involve a standard form of contract that is time-based and the extent of terminating the contract defined in the contract (Rendon, 2008). At the end of the procurement process and all the supplies are counter checked for quality and quantity check, various documents used in the process are verified for accuracy, for example, the receipts processed by the supplier. Additionally, the invoices are approved by various project leaders and the program manager for the sake of processing the payments for the procured goods and services that enhance the project success. The documents are closed once a comprehensive verification is done to identify any form errors and filling is done for future reference in a process known as record keeping, which ensures that all relevant documents for the complete procurement. In brief, it is vital for the project custodians to formulate a project management plan to enhance the ability to realize a successful project implementation. A quality management plan, as well as a procurement plan, plays a critical role in heightening the success of project activities execution; thus, ensuring a successful implementation. It is paramount for an enterprise and the 8 project coordinators to embrace a project implementation plan in the process of executing various projects in the organization to enhance the ability to achieve the project goals. 9 References Kerzner, H. R. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons. Larson, E. W., & Gray, C. F. (2011). Project management: The managerial process. Need, W. C. D. H. P. (2006). Human resource management: Gaining a competitive advantage. Rendon, R. G. (2008). Procurement process maturity: Key to performance measurement. Journal of Public Procurement, 8(2), 200. Sallis, E. (2014). Total quality management in education. Routledge. Stevenson, W. J., & Sum, C. C. (2002). Operations management (Vol. 8). New York, NY: McGraw-Hill/Irwin. Storey, J. (2007). Human resource management: A critical text. Cengage Learning EMEA. 1 Project Implementation Plan Robin Richards CPMGT/305 November 21, 2016 John Braeger 2 Project Implementation Plan A project implementation plan is a designed layout describing how various project activities are handled in the process of executing a project; thus, assuring a project’s success as well as the realization of the programs main objectives. Besides, a project implementation plan describes various project stakeholders, the human resources management, the procurement process plan as well as the quality assurance procedures (Meredith, & Mantel Jr, 2011). Nonetheless, a project implementation plan describes the flow of tasks from the project kickoff to the closure of the project including the activities critical path and different predecessors that defines the dependency of various tasks. A project communication plan is another integral part of the project implementation plan because it defines various reporting lines and the communication flow within various scopes of a project. On the other hand, an implementation plan reveals various approaches in which different stakeholders in a project would handle any arising potential losses in the course of discharging project tasks (Kerzner, 2013). As a result, in the desire to heighten the capacity to achieve the primary objective intended by implementing a project, it is imperative for the program custodians to design a project implementation plan that defines every scope of the project. Project Communication Procedures A project communication layout entails the policies that provide a project team with the approaches that could be utilized in the process of disseminating project information to different stakeholders. A communication proposition in project management defines the specific individuals who receive particular information regarding the project progress as well as feedback reports and when to deliver the reports (Larson & Gray, 2011). The information disseminating plan in project implementation also outlines various channels to be utilized in 3 relaying the information to the respective program personnel. Therefore, in the course of formulating a project communication plan, the project custodian identifies and defines the project stakeholders to enhance the selection of efficient channels of relaying the information. In the process of implementing the project STEM for girls, a course aimed at improving the desire of girls taking science engineering mathematic and information technology at their high school and college levels, all the project communications will be channeled through the project coordinator's office. Subsequently, the project manager will disseminate the information to the relevant stakeholders who will provide feedback as well as comments regarding the information delivered. Since most of the stakeholder are away from the project site, the information will be relayed by work emails and in one on one meetings on a weekly basis unless the piece of information requires an urgent intervention. In such a case, the project coordinator has the authority to make a telephone call to the respective person and due documentation filed for retrieval in the future. On the other hand, project teams will utilize meetings as avenues to pass messages within the course of implementing the project. The table below depicts the communication plan for project STEM for girls. Mode of communication Custodian Update meeting Project sponsors Frequency of communication Weekly Team meeting Project manager Daily Aim    Project team meeting Project manager Weekly   The project manager updates the sponsors of the project in a one on one meeting the full implementation of a project, the challenges and limitations and the achievements realized within the week of program execution. The team will utilize the moment to make various updates, feedback, and setbacks encountered in the previous day. Every member of the team will outline the plan of the day and the intended approach towards realizing the primary objectives in alignment with the core project targets. Discussing the project progress Deliberating on the upcoming project milestones. 4 Status reports Project manager Weekly    Quality assurance meeting Project Manager and quality team Daily  Making a review of the risk issues Discussing the arising matters Review various project scope such as how well the project team is working within the project schedule as well as issues arising in the course of implementing project tasks. Besides, the team leaders review the allocated budget and the benefits realized by the project. The team makes an update on the quality issues arising that could negatively impact the outcome of the project, provide a quality assurance way forward as well as the control measure that could be adopted to minimize the project quality problems. Project Risk Analysis Risk analysis in project implementation is vital to heighten the capacity of minimizing the impact of a risk or mitigate the potential loss by preventing the risk from happening. Therefore, project risk analysis entails a comprehensive review the potential losses attached to a particular task in a project implementation. In most cases, project risks are attributed to security issues, information technology, budget allocations as well as various factors associated with the project tasks implementation (Haimes, 2015). The risk analysis could be performed quantitatively and qualitatively depending on the type of information available regarding the possible loss. The qualitative project risk analysis entails identifying the risks on a set risk rating scale that assists in estimating the actual impact of an identified risk in the course of implementing a project. On the other hand, a quantitative loss analysis entails a process of further analyzing of the established losses listed in numerals to establish the probability of the risk occurring; thus, enhancing the ability of the project custodian identifying the project risk as high median or low priority potential loss in a risk matrix . In the process of executing the project STEM for girl tasks, the team identifies possible risks associated with the tasks and develop a plan to minimize the loss or prevent the risks from occurring by avoiding the risky areas. 5 Additionally, the identified risks are classified into the levels of impact on the project objective, for example, the risks that posit high impact to the losses that depict the least influence on the project implementation. The project team will utilize various methods in the course of establishing possible solutions to prevent the risk from materializing or formulating the countermeasure that would reduce the impact of the risk (Haimes, 2015). Firstly, the team would embark on a brainstorming forum intended to identify and provide solutions to the risks identified in the desire of realizing the primary program objectives. Secondly, the project manager would find more information and remarks made in similar project's, which would act as a way of identifying possible losses as well as establishing possible solutions to mitigate the risks (Kerzner, 2013). Thirdly, a risk in the process of implementing project tasks could be identified by carrying a survey to seek the opinion of the respondent especially, the risks associated with the impact of a project, for instance, girls developing a new attitude toward STEM subjects. Other risks attributed to physical factors would as well be provided with solutions to minimize the impacts on the end results of a program. Lastly, the project would embrace the service of an expert judgment to enhance the capacity of reducing and mitigating risks associated with implementing the project. This includes various expertise in different areas; hence, entails a comprehensive identification and establishment of potential loss administration plan. In summary, project implementation plan provides the basis of how well project objectives would be realized as well as providing essential layout on how the project tasks should flow in alignment with the project objectives. A project communication plan is also vital because the plan outlines various channels of relaying information from one party to the other, for instance, the project team to the project sponsors. Nevertheless, a project risk analysis plan 6 assists in the process of identifying the possible losses as well as various approaches that would mitigate or minimize the impact of the risk on the project objectives. Indeed, in the quest of heightening the ability to achieve the primary objective intended by implementing a project, it is paramount for the project custodians to design a project implementation plan that defines every scope of the project. 7 References Kerzner, H. R. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons. Meredith, J. R., & Mantel Jr, S. J. (2011). Project management: a managerial approach. John Wiley & Sons. Larson, E. W., & Gray, C. F. (2011). Project management: The managerial process. Haimes, Y. Y. (2015). Risk modeling, assessment, and management. John Wiley & Sons. 4.6: Close Project or Phase Close Project or Phase is the process of finalizing all activities across all of the Project Management Process Groups to formally complete the project or phase. The key benefit of this process is that it provides lessons learned, the formal ending of project work, and the release of organization resources to pursue new endeavors. The inputs, tools and techniques, and outputs of this process are depicted in Figure 4-12. Figure 413 depicts the data flow diagram of the process. When closing the project, the project manager reviews all prior information from the previous phase closures to ensure that all project work is completed and that the project has met its objectives. Since project scope is measured against the project management plan, the project manager reviews the scope baseline to ensure completion before considering the project closed. The Close Project or Phase process also establishes the procedures to investigate and document the reasons for actions taken if a project is terminated before completion. In order to successfully achieve this, the project manager needs to engage all the proper stakeholders in the process. This includes all planned activities necessary for administrative closure of the project or phase, including step-by-step methodologies that address:    • Actions and activities necessary to satisfy completion or exit criteria for the phase or project; • Actions and activities necessary to transfer the project’s products, services, or results to the next phase or to production and/or operations; and • Activities needed to collect project or phase records, audit project success or failure, gather lessons learned and archive project information for future use by the organization. 4.6.1: Close Project or Phase: Inputs 4.6.1.1: Project Management Plan Described in Section 4.2.3.1. The project management plan becomes the agreement between the project manager and project sponsor, defining what constitutes project completion. 4.6.1.2: Accepted Deliverables Described in Section 5.5. Accepted deliverables may include approved product specifications, delivery receipts, and work performance documents. Partial or interim deliverables may also be included for phased or cancelled projects. 4.6.1.3: Organizational Process Assets Described in Section 2.1.4. The organizational process assets that can influence the Close Project or Phase process include, but are not limited to:   • Project or phase closure guidelines or requirements (e.g., administrative procedures, project audits, project evaluations, and transition criteria); and • Historical information and lessons learned knowledge base (e.g., project records and documents, all project closure information and documentation, information about both the results of previous project selection decisions and previous project performance information, and information from risk management activities). 4.6.2: Close Project or Phase: Tools and Techniques 4.6.2.1: Expert Judgment Expert judgment is applied when performing administrative closure activities. These experts ensure the project or phase closure is performed to the appropriate standards. Expertise is available from many sources, including but not limited to    • Other project managers within the organization, • Project management office (PMO), and • Professional and technical associations. 4.6.2.2: Analytical Techniques Described in Section 4.4.2.2. Examples of analytical techniques used in project closeout are:   • Regression analysis, and • Trend analysis. 4.6.2.3: Meetings Described in Section 4.3.2.3. Meetings may be face-to-face, virtual, formal, or informal. This may include project team members and other stakeholders, involved in or affected by the project. Types of meetings include, but are not limited to lessons learned, closeout, user group, and review meetings. 4.6.3: Close Project or Phase: Outputs 4.6.3.1: Final Product, Service, or Result Transition This output refers to the transition of the final product, service, or result that the project was authorized to produce (or in the case of phase closure, the intermediate product, service, or result of that phase). 4.6.3.2: Organizational Process Assets Updates The organizational process assets that are updated as a result of the Close Project or Phase process include, but are not limited to:   Project files—Documentation resulting from the project’s activities, for example, project management plan; scope, cost, schedule, and project calendars; risk registers and other registers; change management documentation; planned risk response actions; and risk impact. • Project or phase closure documents—Project or phase closure documents, consisting of formal documentation that indicates completion of the project or phase and the transfer of the completed project or phase deliverables to others, such as an operations group or to the next phase. During project closure, the project manager reviews prior phase documentation, customer acceptance documentation from the  Validate Scope process (Section 5.4), and the contract (if applicable), to ensure that all project requirements are completed prior to finalizing the closure of the project. If the project was terminated prior to completion, the formal documentation indicates why the project was terminated and formalizes the procedures for the transfer of the finished and unfinished deliverables of the cancelled project to others. • Historical information—Historical information and lessons learned information are transferred to the lessons learned knowledge base for use by future projects or phases. This can include information on issues and risks as well as techniques that worked well that can be applied to future projects.
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Project Closure Process
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Introduction
Project Closure Layout
Step1: Wrapping up the Project
Step 2: Post Implementation Evaluation
Step 3: Retrospective Activities
Conclusion


Project Closure Process
Student’s Name
Institutional Affiliation

Introduction
✓ Project closure is the last phase in the implementation of a project that comprises of various
activities, for example;
• Project evaluation by the custodian,

• Documenting the project procurements and bookkeeping
• Acceptance of the overall project by the project sponsors (Kerzner, 2013).
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