Project Management

"To the optimist, the glass is half full. To the pessimist, the glass is half empty. To the project manager, the glass is twice as big as it needs to be. "

Planning your project with ten Key Questions

Here are ten key questions you could ask during the planning stage.
  1. What are the Deliverables (Things you have to Do / Hand In - check the design specification and project definition statement (PID- statement based on design brief and design specification))
  2. What are the steps needed to create these Deliverables? - The 'critical path analysis'
  3. What are the milestones or 'break-points' at which to review and check progress?
  4. How long do you estimate each step will take?
  5. What resources are needed at each step?
  6. What are the deadlines?
  7. What time do you have available? - Lessons and homework
  8. What are the risks? / possible problems? - A risk Analysis)
  9. What modifications if any do you think you will need to make to your design?
  10. What is your final Work Breakdown Structure (WBS)? ( When will I complete each step?) - The Gantt chart

1. What are the Deliverables? (Things you have to Do / Hand In - The PID)

Hopefully this will be easy to identify! Deliverables can be essays, models, presentations, speeches etc. - Check the design specification and your final design brief. Write down a clear statement detailing exactly what you must do.

This project definition statement (PID)) should be written as a contract and signed by you and your client

Avoid wasting time by working on those areas which should not be included!

2. What are the Steps to create these Deliverables? - 'Critical Path Analysis'

List out the steps to create each deliverable. It's a question of putting the steps in a logical order, and establishing relationships and links between each step.

Method 1: This is easy to see as a table.

Deliverable
Step
   
   

Method 2: Another, more advanced way is to develop a 'Critical Path Analysis' A critical path analysis is a diagrammatical representation of what needs done and when.
.

A Critical Path Analysis for making a traditional english breakfast:

  1. First note down all the issues (resources and activities in a rough order):

    Assemble crockery and utensils, assemble ingredients, prepare equipment, make toast, fry sausages and eggs, grill bacon and tomatoes, lay table, warm plates, serve.

  2. Create a flow chart (Microsoft Visio is very good tool for this).



    Note that some of these activities must happen in parallel. That is to say, if you tried to make a fried breakfast by doing one task at a time, and one after the other, things would go wrong. Certain tasks must be started before others, and certain tasks must be completed in order for others to begin. The plates need to be warming while other activities are going on. The toast needs to be toasting while the sausages are frying, and at the same time the bacon and sausages are under the grill. The eggs need to be fried last.


3. What are the milestones?

Probably the biggest problem we have in achieving time based goals is to focus on how long each task should take, rather than milestones along the way. A milestone is a black or white point where we deliver a component of the assignment. It may take the completion of one or many activities before the milestone is reached.

It is important that we pick a point that is easily measured - not something like 40% of the create stage completed. These milestones or break points should be used to check actual progress against the original plan.

4. Estimate the Duration (Time) for each Step

Better estimating can be carried out by looking at best case and worst case. If you think your best case estimate is 3 lessons to complete a task and the best case is 1 lesson. You can take the average of 2 lessons and feel fairly comfortable that you can achieve your goal in that time.

At this point you may want to start you Gantt chart or expand your table to include estimated time. See below for such a table:

Deliverable
Step
Estimated Time
Worst case Best case Average
         
         

5. What resources are needed at each step?

You are one resource! - If you were planning a large project you would enter the number of people working on each stage as a resource. In our case the resources would mainly be materials and equipment.

6. What are the deadlines?

How long do you have?

7. What time do you have available?

Most projects come in late - that's just the way it is! - so don't plan a timescale that is over-ambitious. Working out time available can become much more reliable if you sit down with your student planner and work out upcoming commitments. School play? sports? This will help you be more realistic in your planning, and result in fewer surprises. Dont forget holidays and homework!

To make it easier later on I recommend that you count a single lesson or a double lesson both as 1 hour. Even think of homework sessiona as one hour blocks.

Look at the estimated time needed. You may need to rethink the plan. Do you have enough time?

Also build in time for the unknown. Time may need to be set aside for unknown events. (fire drills, illness etc)

You could make a table.

Day (date)                  
Time in hours (hrs) (count a double or single lesson as 1 hour)                  
Cumulative total time (hrs)                  

 

8. What are the risks / possible problems?- Have a clear project monitoring and reviewing process

A plan is not static. Things are bound to change. The schedule is not just something you file away and forget. As the weeks pass, constantly review the schedule. Enter the actual time you spend. Adjust the time estimates if you find they have changed (create a new version of your Gantt chart if necessary) Manage yourself to the schedule. Importantly, focus on the next milestone. Work towards the next milestone and adopt the railway station approach. Provided you go through each station on time, you will get to your destination on time.

Think about :

  1. How will you review progress?
  2. what could go wrong?

When we come up with a risk, we need to look at:

  • Impact. What impact will it have on our project. (High, Medium or Low)
  • Probability. How likely is it to happen (High, Medium or Low)

You need to complete a detailed risk analysis before you start

Here are some common problems faced while creating a final project.

  • Not planning at all.
  • Leaving it all to the last minute. Usually results in a stressed environment where the
    result is either not delivered, or the quality is lacking.
  • Not allowing for unknowns. If you are not 100% clear on what work is involved,
    leave some time for the unknown. There is bound to be something you have not
    considered which will blow out your schedule.
  • Not setting enough short term goals. Focus on the short term and you will reach the end on time.
  • No printer working! If you need a printer, what is the plan if it doesnt work on that day?
  • No computer! What will you do?

Again a table is useful at this stage

Risk
impact / probability
Action
     
     
     
     

9. What modifications if any do you think you will need to make to your design?

  • You may need to go back to your design and make some changes. Perhaps

10. Finally, create your Personal Schedule - The Work Breakdown Structure (WBS) -

The WBS is the hierarchical list of the project's.

One very good way to create a WBS is with the help of a Gantt chart. Below are the terms used in Microsoft Project, our school project planning (Gantt Charting) software.

  • phases - A group of related tasks that completes a major step in a project.
  • milestones - A reference point marking a major event in a project and used to monitor the project's progress.
  • Steps (Tasks in Microsoft Project) - An activity that has a beginning and an end. Project plans are made up of tasks.
  • The logical sequence needed to complete these tasks
  • The estimated duration of each task (time needed to complete each task)
  • The total time available (based on deadlines)

Above: A Gantt chart for breakfast.

 

This is what you need for a 6 'The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design. "