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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