224818597-Chap-004

Chapter 04 - Defining the Project P roject

Chapter 04 Defining the Project Multiple Choice Questions

1. The method used to collect information to use through all phases of the project life cycle is called A. Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. 'or% pac%age

). *ose is loo%ing at a document do cument that outlines the specific tas%s and sutas%s re+uired to complete the &riting of a technical support manual. The method that &as proaly used to de,elop the document is most li%ely A. Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. 'or% pac%age

. The first step in creating the necessary information to manage a project is to A. (stalish project priorities ". Define the project scope C. erify the udget a,ailale D. Assign team memers to &or% on the project (. Determine the re+uired completion date

4. /inda has just een assigned a project to de,elop a ne& ad,ertising campaign for an estalished product. er first step should e to A. (stalish project priorities ". Define the project scope C. erify the udget a,ailale D. Assign team memers to &or% on the project (. Determine the re+uired completion date

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. Research sho&s the most fre+uently mentioned arrier to project success is A. 2ot enough udget resources ". Poor performance y team memers C. 'ea% project leadership D. Poorly defined scope or mission (. Political in-fighting

3. An e!pected output o,er the life of a project &ould e classified as A. A deli,erale ". A product C. An end oject D. An ojecti,e (. A target

. The first step of project scope definition is to A. Analy$e the strategic plan ". Analy$e the current udget plan C. 5eet &ith team memers D. 6elect team memers (. Define the o,erall ojecti,e to meet the customer7s needs

8. 9n re,ie&ing the project plan: 6usan sees that the first prototype is due y #ctoer 1). This &ould e est classified as a A. Project target ". /imit item C. 5ilestone D. Project ojecti,e (. Critical goal

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. Research sho&s the most fre+uently mentioned arrier to project success is A. 2ot enough udget resources ". Poor performance y team memers C. 'ea% project leadership D. Poorly defined scope or mission (. Political in-fighting

3. An e!pected output o,er the life of a project &ould e classified as A. A deli,erale ". A product C. An end oject D. An ojecti,e (. A target

. The first step of project scope definition is to A. Analy$e the strategic plan ". Analy$e the current udget plan C. 5eet &ith team memers D. 6elect team memers (. Define the o,erall ojecti,e to meet the customer7s needs

8. 9n re,ie&ing the project plan: 6usan sees that the first prototype is due y #ctoer 1). This &ould e est classified as a A. Project target ". /imit item C. 5ilestone D. Project ojecti,e (. Critical goal

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;. The aility of ;11 emergency systems to identify the caller7s phone numer and location are considered to e a A. Technical re+uirement ". 5ilestone C. Project limit D. Project e!clusion (. Project deli,erale

10. 'hich of the follo&ing is not one of the items that &ould appear on a project scope chec%list< A. Deli,erales ". Technical re+uirements C. #jecti,es D. 'or% rea%do&n structure (. Re,ie&s &ith customer

11. =To construct a high-+uality: custom home ho me &ithin fi,e months at costs not to e!ceed >10:000= is est classified as A. A deli,erale ". A milestone C. An ojecti,e D. A limit (. An e!clusion

1). The second step in the defining of a project &ould e to A. Analy$e the strategic plan ". Analy$e the current udget plan C. (stalish project priorities D. 6elect team memers (. Define the major ojecti,es to meet the customer7s needs

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1. 'hich of the follo&ing is not one o ne of the asic classifications of project priorities< A. Profit ". Cost C. Time D. Performance (. All of these are asic classifications

14. 9f a project criterion indicates that the project must meet a specific date: that criterion is classified as A. Constrained ". (nhanced C. Accepted D. /imited (. ?i!ed

1. 6cott has just een gi,en g i,en a project that has a specific target date. After discussion &ith top management he finds that &hile the date is important the cost is more important and a slip in deli,ery &ould e acceptale if re+uired to meet the cost targets. The target date d ate is est classified as A. Constrain ". (nhance C. Accept D. /imit (. #ptional

13. The tool used to assist in ma%ing project trade-offs et&een schedule: udget: and performance ojecti,es is called a A. Responsiility matri! ". 'or% rea%do&n structure C. Project priority matri! D. 'or% pac%age (. Criterion matri!

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1. The lo&est element in the hierarchical rea%do&n of the '"6 is A. A deli,erale ". A &or% pac%age C. A cost account D. A lo&est su deli,erale (. An oject

18. The highest element in the hierarchical rea%do&n of the '"6 is A. A &or% pac%age ". 6u deli,erales C. A cost account D. 5ajor deli,erales (. The project

1;. All of the follo&ing are true aout &or% pac%ages e!cept A. Consume resources ". Assigned to only one manager C. a,e medium to long duration D. Definiti,e starts and stops dates (. All of these are true

)0. All of the follo&ing are usually included in a &or% pac%age e!cept A. 'hat &ill e done< ". The time needed to complete the &or%. C. A single person &ho is responsile for its completion. D. All the costs for the &or% pac%age. (. All of these are included in a &or% pac%age.

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Chapter 04 - Defining the Project

)1. The integration of project &or% pac%ages &ithin the organi$ation7s management structure is %no&n as A. Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure

)). The final step in the creation of a 'or% "rea%do&n 6tructure is to A. Code the '"6 for trac%ing ". Assign the cost account to a manager C. Assign the &or% pac%age to a manager D. De,elop the responsiility matri! (. All of these are included in the final step

). The intersection of the '"6 and the #"6 is called the A. Responsiility matri! ". Priority matri! C. 'or% pac%age D. Cost account (. Project o,erlap

)4. Creating an e!tranet &esite or an internal soft&are dataase system &ould e most closely associated &ith the A. Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure

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). 9f a project is small or of narro& scope and does not re+uire an elaorate system: &hich of the follo&ing is a good choice< A. Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure

)3. The project scope statement indicates that the client is responsile for training the people &ho &ill e using the e+uipment and that the project team &ill train the client7s trainers. This is an e!ample of@ A. Project ojecti,es ". Deli,erales C. /imits and e!clusions D. Technical re+uirements (. 5ilestones

). The tendency for the project deli,erales to e!pand o,er timeusually y changing re+uirements: specifications: and prioritiesis called@ A. 6cope erosion ". 6cope creep C. Project loat D. 6cope enhancement (. Project add-ons

)8. 'hich of the follo&ing is a good e!ample of a Process "rea%do&n 6tructure< A. 2e& car prototype ". 2e& soft&are program C. 2e& computer hard&are D. 2e& sports stadium (. 2e& project management oo%

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);. 'hich of the follo& is least li%ely to e included in a 'or% Pac%age< A. 5aterials ". /aor C. #,erhead D. Duration (. Responsiilities

0. The 6napshot from Practice dealing &ith "ig "ertha 99 illustrated ho& important a project7s BBBBBBBBBB is to the successful completion of a project. A. #jecti,e ". Deli,erales C. Technical re+uirements D. 5ilestones (. /imits and e!clusions

Fill in the Blank Questions

1. A selecti,e outline of the project that ensures the identification of all tas%s and an understanding of &hat is to e done is called a BBBBBBBBBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

). The first step in planning any project is to BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

. The primary purpose of the first step of defining a project is to identify the BBBBBBB B for the end user and to focus project plans. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

4. 6ignificant e,ents in a project that occur at a specific point in time: are natural control points: and are easily recogni$ed y project participants are %no&n as BBBBBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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. The need for a computer to function in countries ha,ing different electrical systems is an e!ample of a BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

3. The agreement that training &ill e the responsiility of the customer is an e!ample of a project BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

. A project parameter such as completion date or cost is BBBBBBBB if it is fi!ed and must e met. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

8. Ta%ing ad,antage of opportunities to reduce costs or accelerate the schedule are e!amples of project criteria eing classified as BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

;. 9n ma%ing project trade-offs: a criteria that is allo&ed to not meet the original target is classified as BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

40. De,eloping a BBBBBBBB pro,ides a forum for clearly estalishing priorities &ith customers and top management so as to create shared e!pectations and a,oid misunderstandings. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

41. The result of sudi,iding the &or% of a project into smaller and smaller &or% elements is called BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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4). The most detailed element in the hierarchical rea%do&n of the project &or% to e accomplished is %no&n as the BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

4. An BBBBBBBB is a grouping of &or% pac%ages for monitoring progress and responsiility. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

44. Practice suggests that a &or% pac%age should not e!ceed BBBBBBBB &or%days or one reporting period. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

4. The process of assigning specific &or% pac%ages to a particular group or person &ithin the organi$ation is called BBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

43. The final step in the defining of a project is focused on assigning BBBBBBBB to each of the &or% pac%ages. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

4. 9n a &or% rea%do&n structure the BBBBBBBB is the focal point ecause all udgets: &or% assignments: time: cost: and technical performance come together at that point. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

48. #nce the BBBBBBBBBB has een estalished: it is the asis for ma%ing trade-off decisions later in the project. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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4;. 9n a BBBBBBBB the project is organi$ed around phases or groups of acti,ities rather than the more con,entional deli,erales. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

0. The BBBBBBBB summari$es: in graphic format: the tas%s to e accomplished and &ho is responsile for &hat on a gi,en project. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

1. The 'or% "rea%do&n 6tructure is an outline of the project &ith different le,els of BBBBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

). The purposes of the BBBBBBBBBBBB are to pro,ide a frame&or% to summari$e organi$ation unit &or% performance: identify organi$ation units responsile for &or% pac%ages: and tie the organi$ational unit to cost control accounts. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

. The most commonly used method for coding the '"6 is BBBBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

4. The gradual e!pansion of project re+uirements during the e!ecution of project is %no&n as BBBBBBBBBB. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

True / False Questions

. The de,elopment of a &or% rea%do&n structure &ith appropriate dates and udget is usually accomplished in a single iteration. True ?alse

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3. 6tudies suggest that there is a strong correlation et&een project success and clear project scope definition. True ?alse

. Project scope descries &hat you e!pect to deli,er to your customers &hen the project is complete. True ?alse

8. #ne of the items included on a project scope chec%list is the re,ie&s &ith the customer. True ?alse

;. Euality and the ultimate success of a project are traditionally defined as meeting or e!ceeding the e!pectations of the customer or management. Refer to ?igure 4.1 True ?alse

30. The criteria for project success include attaining ojecti,es relating to cost: schedule: and re,enue. Refer to ?igure 4.1 True ?alse

31. 6tatements of project scope are sometimes referred to as 6tatements of 'or% or Project Charters. True ?alse

3). 9f a project criterion should e optimi$ed if at all possile: it is classified as eing constrained. True ?alse

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3. "asically: the '"6 is an outline of the project &ith different le,els of detail. True ?alse

34. 9n general: &or% pac%ages should not e!ceed 10 &or% days. True ?alse

3. 9n a 'or% "rea%do&n 6tructure for a soft&are de,elopment project: the typical structure follo&s the major phases of soft&are de,elopment. Refer to ?igure 4.4 True ?alse

33. 9ntegrating a project7s &or% pac%ages &ithin the organi$ation7s management structure is %no&n as &or% rea%do&n structure. True ?alse

3. 6cope definitions are usually rief &ith only one or t&o pages eing typical for small projects. True ?alse

38. A &or% rea%do&n structure is fre+uently used on projects such as soft&are de,elopment &here the project is focused on acti,ities rather than deli,erales. Refer to 6napshot from Practice on Page114 True ?alse

3;. Responsiility matrices are used primarily &ith small and medium si$ed projects and ha,e limited use in large projects. True ?alse

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0. 9n a &or% rea%do&n structure deli,erales are ignored and replaced &ith acti,ities or tas%s that ha,e een grouped in phases. True ?alse

1. The intersection of the '"6 and the #"6 represents a control point: called a cost account. True ?alse

). The most commonly used scheme for coding the &or% rea%do&n structure is to use a department project numer assigned y the accounting department. True ?alse

. ?or large companies: the organi$ation rea%do&n structure is used rather than the &or% rea%do&n structure. True ?alse

4. The hierarchical &or% rea%do&n structure can e used to represent the need for information at ,arious le,els of management. True ?alse

. The intersection of &or% pac%ages and the organi$ation unit creates a project control point called a cost account. True ?alse

3. Re,ie&s &ith customers only refers to projects &ith e!ternal customers &ho are paying for the project. True ?alse

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. A typical responsiility matri! &ill include not only those responsile for a specific tas% ut also those &ho supply support and assistance. Refer to ?igure 4.3 True ?alse

Short Anser Questions

8. 9dentify and riefly descrie the fi,e steps in defining a project.

;. 9dentify and riefly descrie the si! elements on the recommended project scope chec%list.

80. 9n terms of project management: &hat is a deli,erale and gi,e an e!ample.

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81. 9dentify and riefly descrie the three elements that are traditionally used to measure the ultimate success of a project.

8). 9n project management terms: &hat is meant y =managing the trade-offs<=

8. 9dentify and riefly descrie the three categories used to classify the priority of major project parameters.

84. 'hat is a Project Priority 5atri! and ho& &ould you use one<

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8. 'hat is meant y a &or% rea%do&n structure and ho& does it help manage projects<

83. 9dentify in order from roadest to most specific: the si! parts of the hierarchical rea%do&n of the '"6.

8. 'hat is a Responsiility 5atri! and ho& &ould it e used in project management<

88. 'hat is meant y =6cope Creep= and &hy is it significant to project managers<

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8;. 'hat is an #"6 and ho& &ould you use it to plan a project<

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Chapter 04 Defining the Project Ans&er Fey

Multiple Choice Questions

1. The method used to collect information to use through all phases of the project life cycle is called A. Responsiility matri! ". #rgani$ation rea%do&n structure C! 'or% rea%do&n structure D. Priority matri! (. 'or% pac%age The method suggested is a selecti,e outline of the project called the &or% rea%do&n structure.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ": #efining the $roect Sco!e Level: %as&

). *ose is loo%ing at a document that outlines the specific tas%s and sutas%s re+uired to complete the &riting of a technical support manual. The method that &as proaly used to de,elop the document is most li%ely A. Responsiility matri! ". #rgani$ation rea%do&n structure C! 'or% rea%do&n structure D. Priority matri! (. 'or% pac%age The method suggested is a selecti,e outline of the project called the &or% rea%do&n structure. The early stages of de,eloping the outline ser,e to ensure that all tas%s are identified and that participants of the project ha,e an understanding of &hat is to e done.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! ": #efining the $roect Sco!e Level: edi(m

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. The first step in creating the necessary information to manage a project is to A. (stalish project priorities B! Define the project scope C. erify the udget a,ailale D. Assign team memers to &or% on the project (. Determine the re+uired completion date Defining the project scope sets the stage for de,eloping a project plan. Project scope is a definition of the end result or mission of your projecta product or ser,ice for your clientGcustomer.


4. /inda has just een assigned a project to de,elop a ne& ad,ertising campaign for an estalished product. er first step should e to A. (stalish project priorities B! Define the project scope C. erify the udget a,ailale D. Assign team memers to &or% on the project (. Determine the re+uired completion date Defining the project scope sets the stage for de,eloping a project plan. Project scope is a definition of the end result or mission of your projecta product or ser,ice for your clientGcustomer.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ": #efining the $roect Sco!e Level: edi(m

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. Research sho&s the most fre+uently mentioned arrier to project success is A. 2ot enough udget resources ". Poor performance y team memers C. 'ea% project leadership D! Poorly defined scope or mission (. Political in-fighting Research clearly sho&s that a poorly defined scope or mission is the most fre+uently mentioned arrier to project success.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ": #efining the $roect Sco!e Level: edi(m

3. An e!pected output o,er the life of a project &ould e classified as A! A deli,erale ". A product C. An end oject D. An ojecti,e (. A target 5ajor deli,eralesthe e!pected outputs o,er the life of the project.


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. The first step of project scope definition is to A. Analy$e the strategic plan ". Analy$e the current udget plan C. 5eet &ith team memers D. 6elect team memers "! Define the o,erall ojecti,e to meet the customer7s needs The first step of project scope definition is to define the o,erall ojecti,e to meet your customer7s needs.


8. 9n re,ie&ing the project plan: 6usan sees that the first prototype is due y #ctoer 1). This &ould e est classified as a A. Project target ". /imit item C! 5ilestone D. Project ojecti,e (. Critical goal A milestone is a significant e,ent in a project that occurs at a point in time. The milestone schedule sho&s only major segments of &or%H it represents first: rough-cut estimates of time: cost: and resources for the project.


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;. The aility of ;11 emergency systems to identify the caller7s phone numer and location are considered to e a A! Technical re+uirement ". 5ilestone C. Project limit D. Project e!clusion (. Project deli,erale 5ore fre+uently than not: a product or ser,ice &ill ha,e technical re+uirements to ensure proper performance.


10. 'hich of the follo&ing is not one of the items that &ould appear on a project scope chec%list< A. Deli,erales ". Technical re+uirements C. #jecti,es D! 'or% rea%do&n structure (. Re,ie&s &ith customer 6ee Project 6cope Chec%list on Page 10).


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11. =To construct a high-+uality: custom home &ithin fi,e months at costs not to e!ceed >10:000= is est classified as A. A deli,erale ". A milestone C! An ojecti,e D. A limit (. An e!clusion The first step of project scope definition is to define the o,erall ojecti,e to meet your customer7s needs. ?or e!ample: as a result of e!tensi,e mar%et research a computer soft&are company decides to de,elop a program that automatically translates ,eral sentences in (nglish to Russian. The project should e completed &ithin three years at a cost not to e!ceed >1. million.


1). The second step in the defining of a project &ould e to A. Analy$e the strategic plan ". Analy$e the current udget plan C! (stalish project priorities D. 6elect team memers (. Define the major ojecti,es to meet the customer7s needs Euality and the ultimate success of a project are traditionally defined as meeting andGor e!ceeding the e!pectations of the customer andGor upper management in terms of cost udget: time schedule: and performance scope of the project see ?igure 4.1.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ): %stablishing $roect $riorities Level: %as&

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1. 'hich of the follo&ing is not one of the asic classifications of project priorities< A! Profit ". Cost C. Time D. Performance (. All of these are asic classifications #ne of the primary jos of a project manager is to manage the trade-offs among time: cost: and performance. To do so: project managers must define and understand the nature of the priorities of the project.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ): %stablishing $roect $riorities Level: %as&

14. 9f a project criterion indicates that the project must meet a specific date: that criterion is classified as A! Constrained ". (nhanced C. Accepted D. /imited (. ?i!ed The original parameter is fi!ed. The project must meet the completion date: specifications and scope of the project: or udget.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! ): %stablishing $roect $riorities Level: edi(m

4-)


1. 6cott has just een gi,en a project that has a specific target date. After discussion &ith top management he finds that &hile the date is important the cost is more important and a slip in deli,ery &ould e acceptale if re+uired to meet the cost targets. The target date is est classified as A. Constrain ". (nhance C! Accept D. /imit (. #ptional ?or &hich criterion is it tolerale not to meet the original parameters< 'hen trade-offs ha,e to e made: is it permissile for the schedule to slip: to reduce the scope and performance of the project: or to go o,er udget<

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! ): %stablishing $roect $riorities Level: edi(m

13. The tool used to assist in ma%ing project trade-offs et&een schedule: udget: and performance ojecti,es is called a A. Responsiility matri! ". 'or% rea%do&n structure C! Project priority matri! D. 'or% pac%age (. Criterion matri! #ne techni+ue found in practice that is useful for this purpose is completing a priority matri! for the project to identify &hich criterion is constrained: &hich should e enhanced: and &hich can e accepted.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ): %stablishing $roect $riorities Level: edi(m

4-)3


1. The lo&est element in the hierarchical rea%do&n of the '"6 is A. A deli,erale B! A &or% pac%age C. A cost account D. A lo&est su deli,erale (. An oject 6ee ?igure 4. on page 108.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: edi(m

18. The highest element in the hierarchical rea%do&n of the '"6 is A. A &or% pac%age ". 6u deli,erales C. A cost account D. 5ajor deli,erales "! The project 6ee ?igure 4. on page 108.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: edi(m

4-)


1;. All of the follo&ing are true aout &or% pac%ages e!cept A. Consume resources ". Assigned to only one manager C! a,e medium to long duration D. Definiti,e starts and stops dates (. All of these are true 'or% pac%ages are short duration tas%s that ha,e a definite start and stop point: consume resources: and represent cost. (ach &or% pac%age is a control point. A &or% pac%age manager is responsile for seeing that the pac%age is completed on time: &ithin udget: and according to technical specifications.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: edi(m

)0. All of the follo&ing are usually included in a &or% pac%age e!cept A. 'hat &ill e done< ". The time needed to complete the &or%. C. A single person &ho is responsile for its completion. D. All the costs for the &or% pac%age. "! All of these are included in a &or% pac%age. 'or% pac%ages are short duration tas%s that ha,e a definite start and stop point: consume resources: and represent cost. (ach &or% pac%age is a control point. A &or% pac%age manager is responsile for seeing that the pac%age is completed on time: &ithin udget: and according to technical specifications.


4-)8


)1. The integration of project &or% pac%ages &ithin the organi$ation7s management structure is %no&n as A. Responsiility matri! B! #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure 9n practice: the outcome of this process is the organi$ation rea%do&n structure #"6. The #"6 depicts ho& the firm has organi$ed to discharge &or% responsiility.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

)). The final step in the creation of a 'or% "rea%do&n 6tructure is to A! Code the '"6 for trac%ing ". Assign the cost account to a manager C. Assign the &or% pac%age to a manager D. De,elop the responsiility matri! (. All of these are included in the final step The codes are used to define le,els and elements in the '"6: organi$ation elements: &or% pac%ages: and udget and cost information.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! /: Coding the +BS for the -nformation S&stem Level: %as&

4-);


). The intersection of the '"6 and the #"6 is called the A. Responsiility matri! ". Priority matri! C. 'or% pac%age D! Cost account (. Project o,erlap The =cost account= is the focal point ecause all udgets: &or% assignments: time: cost: and technical performance come together at this point.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

)4. Creating an e!tranet &esite or an internal soft&are dataase system &ould e most closely associated &ith the A. Responsiility matri! ". #rgani$ation rea%do&n structure C! 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure The classic '"6 is &hen the project is ro%en do&n to the lo&est manageale deli,erale and suse+uent &or% pac%ages.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

4-0


). 9f a project is small or of narro& scope and does not re+uire an elaorate system: &hich of the follo&ing is a good choice< A! Responsiility matri! ". #rgani$ation rea%do&n structure C. 'or% rea%do&n structure D. Priority matri! (. Process rea%do&n structure The R5 sometimes called a linear responsiility chart summari$es the tas%s to e accomplished and &ho is responsile for &hat on a project.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Res!onsibilit& atrices Level: edi(m

)3. The project scope statement indicates that the client is responsile for training the people &ho &ill e using the e+uipment and that the project team &ill train the client7s trainers. This is an e!ample of@ A. Project ojecti,es ". Deli,erales C! /imits and e!clusions D. Technical re+uirements (. 5ilestones The limits of scope should e defined. ?ailure to do so can lead to false e!pectations and to e!pending resources and time on the &rong prolem.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ": #efining the $roect Sco!e Level: %as&

4-1


). The tendency for the project deli,erales to e!pand o,er timeusually y changing re+uirements: specifications: and prioritiesis called@ A. 6cope erosion B! 6cope creep C. Project loat D. 6cope enhancement (. Project add-ons The tendency for the project scope to e!pand o,er timeusually y changing re+uirements: specifications: and priorities. 6cope creep can e reduced y carefully &riting your scope statement.


)8. 'hich of the follo&ing is a good e!ample of a Process "rea%do&n 6tructure< A. 2e& car prototype B! 2e& soft&are program C. 2e& computer hard&are D. 2e& sports stadium (. 2e& project management oo% 6ee ?igure 4.4 on Page 11).


4-)


);. 'hich of the follo& is least li%ely to e included in a 'or% Pac%age< A. 5aterials ". /aor C! #,erhead D. Duration (. Responsiilities 'or% pac%ages are short duration tas%s that ha,e a definite start and stop point: consume resources: and represent cost.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

0. The 6napshot from Practice dealing &ith "ig "ertha 99 illustrated ho& important a project7s BBBBBBBBBB is to the successful completion of a project. A. #jecti,e ". Deli,erales C! Technical re+uirements D. 5ilestones (. /imits and e!clusions 6ee 6napshot from Practice on Page 104.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

Fill in the Blank Questions

4-


1. A selecti,e outline of the project that ensures the identification of all tas%s and an understanding of &hat is to e done is called a BBBBBBBBBBBBBBB. ork #reak$on structure #nce the scope and deli,erales ha,e een identified: the &or% of the project can e successi,ely sudi,ided into smaller and smaller &or% elements. The outcome of this hierarchical process is called the &or% rea%do&n structure '"6.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: %as&

). The first step in planning any project is to BBBBBBBB. $efine the project scope Defining the project scope sets the stage for de,eloping a project plan. Project scope is a definition of the end result or mission of your projecta product or ser,ice for your clientGcustomer.


. The primary purpose of the first step of defining a project is to identify the BBBBBBB B for the end user and to focus project plans. o#jecti%e The first step of project scope definition is to define the o,erall ojecti,e to meet your customer7s needs.


4-4


4. 6ignificant e,ents in a project that occur at a specific point in time: are natural control points: and are easily recogni$ed y project participants are %no&n as BBBBBBBBBBB. Milestones A milestone is a significant e,ent in a project that occurs at a point in time. The milestone schedule sho&s only major segments of &or%H it represents first: rough-cut estimates of time: cost: and resources for the project.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! ": #efining the $roect Sco!e Level: edi(m

. The need for a computer to function in countries ha,ing different electrical systems is an e!ample of a BBBBBBBB. technical re&uire'ent 5ore fre+uently than not: a product or ser,ice &ill ha,e technical re+uirements to ensure proper performance. ?or e!ample: a technical re+uirement for a personal computer might e the aility to accept 1)0-,olt alternating current or )40-,olt direct current &ithout any adapters or user s&itches.


3. The agreement that training &ill e the responsiility of the customer is an e!ample of a project BBBBBBBB. li'it an$ e(clusion The limits of scope should e defined. ?ailure to do so can lead to false e!pectations and to e!pending resources and time on the &rong prolem.


4-


. A project parameter such as completion date or cost is BBBBBBBB if it is fi!ed and must e met. constraine$ The original parameter is fi!ed. The project must meet the completion date: specifications and scope of the project: or udget.


8. Ta%ing ad,antage of opportunities to reduce costs or accelerate the schedule are e!amples of project criteria eing classified as BBBBBBBB. enhance 9n the case of time and cost: this usually means ta%ing ad,antage of opportunities to either reduce costs or shorten the schedule. Con,ersely: &ith regard to performance: enhancing means adding ,alue to the project.


;. 9n ma%ing project trade-offs: a criteria that is allo&ed to not meet the original target is classified as BBBBBBBB. accept Euestions to as% in regards to accept. ?or &hich criterion is it tolerale not to meet the original parameters< 'hen trade-offs ha,e to e made: is it permissile for the schedule to slip: to reduce the scope and performance of the project: or to go o,er udget<


4-3


40. De,eloping a BBBBBBBB pro,ides a forum for clearly estalishing priorities &ith customers and top management so as to create shared e!pectations and a,oid misunderstandings. priorit) 'atri( #ne techni+ue found in practice that is useful for this purpose is completing a priority matri! for the project to identify &hich criterion is constrained: &hich should e enhanced: and &hich can e accepted.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! ): %stablishing $roect $riorities Level: edi(m

41. The result of sudi,iding the &or% of a project into smaller and smaller &or% elements is called BBBBBBBB. ork #reak$on structure #nce the scope and deli,erales ha,e een identified: the &or% of the project can e successi,ely sudi,ided into smaller and smaller &or% elements. The outcome of this hierarchical process is called the &or% rea%do&n structure '"6.


4). The most detailed element in the hierarchical rea%do&n of the project &or% to e accomplished is %no&n as the BBBBBBBB. ork package The lo&est le,el of the '"6 is called a &or% pac%age. 'or% pac%ages are short duration tas%s that ha,e a definite start and stop point: consume resources: and represent cost.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: %as&

4-


4. An BBBBBBBB is a grouping of &or% pac%ages for monitoring progress and responsiility. cost account 6ee ?igure 4. on Page 108.


44. Practice suggests that a &or% pac%age should not e!ceed BBBBBBBB &or%days or one reporting period. ten Practice suggests a &or% pac%age should not e!ceed 10 &or%days or one reporting period. 9f a &or% pac%age has a duration e!ceeding 10 days: chec% or monitoring points should e estalished &ithin the duration: say: e,ery three to fi,e days: so progress and prolems can e identified efore too much time has passed.


4. The process of assigning specific &or% pac%ages to a particular group or person &ithin the organi$ation is called BBBBBBBB. organi*ation #reak$on structure The '"6 is used to lin% the organi$ational units responsile for performing the &or%. 9n practice: the outcome of this process is the organi$ation rea%do&n structure #"6.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: %as&

4-8


43. The final step in the defining of a project is focused on assigning BBBBBBBB to each of the &or% pac%ages. co$es Iaining the ma!imum usefulness of a rea%do&n structure depends on a coding system. The codes are used to define le,els and elements in the '"6: organi$ation elements: &or% pac%ages: and udget and cost information.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Ste! /: Coding the +BS for the -nformation S&stem Level: edi(m

4. 9n a &or% rea%do&n structure the BBBBBBBB is the focal point ecause all udgets: &or% assignments: time: cost: and technical performance come together at that point. cost account The =cost account= is the focal point ecause all udgets: &or% assignments time: cost: and technical performance come together at this point.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! /: Coding the +BS for the -nformation S&stem Level: edi(m

48. #nce the BBBBBBBBBB has een estalished: it is the asis for ma%ing trade-off decisions later in the project. Priorit) Matri( 9f mid&ay through the project: a trade-off must e made et&een cost and e!pediting: &hich criterion has priority< #ne techni+ue found in practice that is useful for this purpose is completing a priority matri! for the project to identify &hich criterion is con strained: &hich should e enhanced: and &hich can e accepted.


4-;


4;. 9n a BBBBBBBB the project is organi$ed around phases or groups of acti,ities rather than the more con,entional deli,erales. ork #reak$on structure #nce the scope and deli,erales ha,e een identified: the &or% of the project can e successi,ely sudi,ided into smaller and smaller &or% elements. The outcome of this hierarchical process is called the &or% rea%do&n structure '"6.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: edi(m

0. The BBBBBBBB summari$es: in graphic format: the tas%s to e accomplished and &ho is responsile for &hat on a gi,en project. responsi#ilit) 'atri( The R5 sometimes called a linear responsiility chart summari$es the tas%s to e accomplished and &ho is responsile for &hat on a project.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Res!onsibilit& atrices Level: %as&

1. The 'or% "rea%do&n 6tructure is an outline of the project &ith different le,els of BBBBBBBBBB. $etail The '"6 is an outline of the project &ith different le,els of detail.


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). The purposes of the BBBBBBBBBBBB are to pro,ide a frame&or% to summari$e organi$ation unit &or% performance: identify organi$ation units responsile for &or% pac%ages: and tie the organi$ational unit to cost control accounts. +BS ,+rgani*ation Break$on StructureThe purposes of the #"6 are to pro,ide a frame&or% to summari$e organi$ation unit &or% performance: identify organi$ation units responsile for &or% pac%ages: and tie the organi$ational unit to cost control accounts.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: %as&

. The most commonly used method for coding the '"6 is BBBBBBBBBB. nu'eric in$ention The most commonly used scheme in practice is numeric indention.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! /: Coding the +BS for the -nformation S&stem Level: %as&

4. The gradual e!pansion of project re+uirements during the e!ecution of project is %no&n as BBBBBBBBBB. scope creep 6cope descries &hat you e!pect to deli,er to your customer &hen the project is complete. Jour project scope should define the results to e achie,ed in specific: tangile: and measurale terms.


True / False Questions

4-41


. The de,elopment of a &or% rea%do&n structure &ith appropriate dates and udget is usually accomplished in a single iteration. FA.S" The '"6 is an outline of the project &ith different le,els of detail.


3. 6tudies suggest that there is a strong correlation et&een project success and clear project scope definition. T" Research clearly sho&s that a poorly defined scope or mission is the most fre+uently mentioned arrier to project success.


. Project scope descries &hat you e!pect to deli,er to your customers &hen the project is complete. T" Project scope is a definition of the end result or mission of your projecta product or ser,ice for your clientGcustomer.


4-4)


8. #ne of the items included on a project scope chec%list is the re,ie&s &ith the customer. T" 6ee Project 6cope Chec%list on Page 10).


;. Euality and the ultimate success of a project are traditionally defined as meeting or e!ceeding the e!pectations of the customer or management. Refer to ?igure 4.1 T" Euality and the ultimate success of a project are traditionally defined as meeting andGor e!ceeding the e!pectations of the customer andGor upper management in terms of cost udget: time schedule: and performance scope of the project see ?igure 4.1.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ): %stablishing $roect $riorities Level: %as&

30. The criteria for project success include attaining ojecti,es relating to cost: schedule: and re,enue. Refer to ?igure 4.1 FA.S" Euality and the ultimate success of a project are traditionally defined as meeting andGor e!ceeding the e!pectations of the customer andGor upper management in terms of cost udget: time schedule: and performance scope of the project see ?igure 4.1.


4-4


31. 6tatements of project scope are sometimes referred to as 6tatements of 'or% or Project Charters. T" 5any companies engaged in contracted &or% refer to scope statements as statements of &or% 6#'. #ther organi$ations use the term project charter. o&e,er: the term project charter has emerged to ha,e a special meaning in the &orld of project management. A project charter refers to a document that authori$es the project manager to initiate and lead the project.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: $roect anagement Str(ct(re Level: %as&

3). 9f a project criterion should e optimi$ed if at all possile: it is classified as eing constrained. FA.S" The original parameter is fi!ed. The project must meet the completion date: specifications and scope of the project: or udget.


3. "asically: the '"6 is an outline of the project &ith different le,els of detail. T" The '"6 is an outline of the project &ith different le,els of detail.


4-44


34. 9n general: &or% pac%ages should not e!ceed 10 &or% days. T" Practice suggests a &or% pac%age should not e!ceed 10 &or%days or one reporting period. 9f a &or% pac%age has a duration e!ceeding 10 days: chec% or monitoring points should e estalished &ithin the duration: say: e,ery three to fi,e days: so progress and prolems can e identified efore too much time has passed.


3. 9n a 'or% "rea%do&n 6tructure for a soft&are de,elopment project: the typical structure follo&s the major phases of soft&are de,elopment. Refer to ?igure 4.4 T" 6ee ?igure 4.4 on Page 11).

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! *: Creating the +ork Breakdown Str(ct(re Level: edi(m

33. 9ntegrating a project7s &or% pac%ages &ithin the organi$ation7s management structure is %no&n as &or% rea%do&n structure. FA.S" 'or% pac%ages are short duration tas%s that ha,e a definite start and stop point: consume resources: and represent cost.


4-4


3. 6cope definitions are usually rief &ith only one or t&o pages eing typical for small projects. T" 6cope definition should e as rief as possile ut completeH one or t&o pages are typical for small projects.


38. A &or% rea%do&n structure is fre+uently used on projects such as soft&are de,elopment &here the project is focused on acti,ities rather than deli,erales. Refer to 6napshot from Practice on Page114 T" The '"6 should conform to ho& you are going to schedule &or%. ?or e!ample: if assignments are made in terms of days: then tas%s should e limited as est as possile to one day or more to complete. Con,ersely: if hours are the smallest unit for scheduling: then &or% can e ro%en do&n to one-hour incrementsH final acti,ities should ha,e clearly defined startGend e,ents. A,oid open-ended tas%s li%e =research= or =mar%et analysis.=


3;. Responsiility matrices are used primarily &ith small and medium si$ed projects and ha,e limited use in large projects. FA.S" #ne tool that is &idely used y project managers and tas% force leaders of small projects is the responsiility matri! R5. The R5 sometimes called a linear responsiility chart summari$es the tas%s to e accomplished and &ho is responsile for &hat on a project.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Res!onsibilit& atrices Level: edi(m

4-43


0. 9n a &or% rea%do&n structure deli,erales are ignored and replaced &ith acti,ities or tas%s that ha,e een grouped in phases. FA.S" #nce the scope and deli,erales ha,e een identified: the &or% of the project can e successi,ely sudi,ided into smaller and smaller &or% elements. The outcome of this hierarchical process is called the &or% rea%do&n structure '"6.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: $roect anagement Str(ct(re Level: edi(m

1. The intersection of the '"6 and the #"6 represents a control point: called a cost account. T" The intersection of the '"6 and #"6 represents the set of &or% pac%ages necessary to complete the sudeli,erale located immediately ao,e and the organi$ational unit on the left responsile for accomplishing the pac%ages at the intersection.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: %as&

). The most commonly used scheme for coding the &or% rea%do&n structure is to use a department project numer assigned y the accounting department. FA.S" The most commonly used scheme in practice is numeric indention.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! /: Coding the +BS for the -nformation S&stem Level: edi(m

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. ?or large companies: the organi$ation rea%do&n structure is used rather than the &or% rea%do&n structure. FA.S" The #"6 defines the organi$ation sudeli,erales in a hierarchical pattern in successi,ely smaller and smaller units. ?re+uently: the traditional organi$ation structure can e used. (,en if the project is completely performed y a team: it is necessary to rea% do&n the team structure for assigning responsiility for udgets: time: and technical performance.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

4. The hierarchical &or% rea%do&n structure can e used to represent the need for information at ,arious le,els of management. T" The '"6 is a map of the project. Kse of '"6 helps to assure project managers that all products and &or% elements are identified: to integrate the project &ith the current organi$ation: and to estalish a asis for control.


. The intersection of &or% pac%ages and the organi$ation unit creates a project control point called a cost account. T" The intersection of the '"6 and #"6 represents the set of &or% pac%ages necessary to complete the sudeli,erale located immediately ao,e and the organi$ational unit on the left responsile for accomplishing the pac%ages at the intersection.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Ste! ,: -ntegrating the +BS with the Organi.ation Level: edi(m

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3. Re,ie&s &ith customers only refers to projects &ith e!ternal customers &ho are paying for the project. FA.S" Completion of the scope chec%list ends &ith a re,ie& &ith your customerinternal or e!ternal. The main concern here is the understanding and agreement of e!pectations.


. A typical responsiility matri! &ill include not only those responsile for a specific tas% ut also those &ho supply support and assistance. Refer to ?igure 4.3 T" 6ee ?igure 4.3 on page 11.

AACSB: Reflective Thinking Bloom's: Com!rehension Learning Obective: Res!onsibilit& atrices Level: %as&

Short Anser Questions

8. 9dentify and riefly descrie the fi,e steps in defining a project. 1. defining the project scope: ). estalishing project priorities: . creating the &or% rea%do&n structure: 4. integrating the '"6 &ith the organi$ation: and . coding the '"6


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;. 9dentify and riefly descrie the si! elements on the recommended project scope chec%list. 1. project ojecti,es: ). deli,erales: . milestones: 4. technical re+uirements: . limits and e!clusions: and 3. re,ie&s &ith customers


80. 9n terms of project management: &hat is a deli,erale and gi,e an e!ample. A deli,erale is an e!pected output that occurs during the life of a project.

AACSB: Anal&tic Bloom's: Knowledge Learning Obective: Ste! ": #efining the $roect Sco!e Level: %as&

81. 9dentify and riefly descrie the three elements that are traditionally used to measure the ultimate success of a project. 1. costs udget: ). time schedule: and . performance scope


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8). 9n project management terms: &hat is meant y =managing the trade-offs<= During project e!ecution decisions &ill e needed to alance the three success criteriaH costs: schedule: and performance. Typically one &ill e degraded in order to maintain or impro,e another. Thus the criteria are traded off.

AACSB: Anal&tic Bloom's: S&nthesis Learning Obective: Ste! ): %stablishing $roect $riorities Level: #iffic(lt

8. 9dentify and riefly descrie the three categories used to classify the priority of major project parameters. 1. constrain the parameter is fi!ed: ). enhance the parameter should e optimi$ed: and . accept lo&er results are acceptale


84. 'hat is a Project Priority 5atri! and ho& &ould you use one< The Project Priority 5atri! is a graphic representation classifying the major project parameters of time: performance: and cost according to their priority. 9t is used to assist in ma%ing project trade-off decisions.

AACSB: Anal&tic Bloom's: S&nthesis Learning Obective: Ste! ): %stablishing $roect $riorities Level: #iffic(lt

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8. 'hat is meant y a &or% rea%do&n structure and ho& does it help manage projects< '"6 is the logical sudi,iding of major acti,ities into smaller elements. 9t is useful to ensure complete planning of a project as &ell as a asis for monitoring progress.


83. 9dentify in order from roadest to most specific: the si! parts of the hierarchical rea%do&n of the '"6. 1. project: ). deli,erale: . su deli,erale: 4. lo&est su deli,erale: . cost account: and &or% pac%age


8. 'hat is a Responsiility 5atri! and ho& &ould it e used in project management< The R5 summari$es the tas%s to e accomplished and &ho is responsile for &hat on a project. 9t is used to ensure that all participants understand and agree on their assignments.

AACSB: Anal&tic Bloom's: Com!rehension Learning Obective: Res!onsibilit& atrices Level: edi(m

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