Chapter 01 Modern Project Management Multiple Choice Questions 1. A professio professional nal organiza organization tion for project project managem management ent speciali specialists sts is the
A. B. C. D. E.
PMI. AMA. MIS. IPM. PMB!.
". #hich #hich of the follo$ing follo$ing is %& %& considere considered d to 'e a characteri characteristic stic of a projec project( t(
A. B. C. D. E.
An esta'lished o'jecti)e A clear 'eginning and end Speci*c time+ cost and performance re,-irements re,-irements or internal -se onl/ Something ne)er 'een done 'efore
. #hich #hich of the follo$ing follo$ing acti) acti)ities ities is is %& consider considered ed a project( project(
A. B. C. D. E.
De)eloping a ne$ soft$are program Designing a space station Preparing the site for the l/mpic ames Prod-ction of a-tomo'ile tires De)eloping a ne$ ad)ertising program
2. #hich #hich of the follo$ing follo$ing acti) acti)ities ities is is the 'est 'est e3ample e3ample of a project project( (
A. B. C. D. E.
Processing ins-rance claims Prod-cing a-tomo'iles #riting a polic/ man-al Monitoring prod-ct ,-alit/ )erseeing c-stomer re,-ests
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4. #hich #hich of the follo$in follo$ing g is %& one one of the stages stages of of a project project life life c/cle( c/cle(
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
5. In the 6666666666666 6666666666666 stage of the project project life c/cle+ project o'jecti)es o'jecti)es are are esta'lished+ esta'lished+ teams are formed+ and major responsi'ilities are assigned.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
7. In the 6666666666 6666666666666 666 stage stage of the project project life c/cle+ c/cle+ a major major portion of the ph/sical ph/sical project $or8 performed.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
9. In the 6666666666666 6666666666666 stage of the project project life c/cle /o/o- are more li8el/ li8el/ to *nd *nd stat-s reports+ changes+ and the creation of forecasts fo recasts..
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
:. In the 6666666666666 6666666666666 stage of the project project life c/cle the the project;s sched-le and '-dget $ill 'e determined.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
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4. #hich #hich of the follo$in follo$ing g is %& one one of the stages stages of of a project project life life c/cle( c/cle(
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
5. In the 6666666666666 6666666666666 stage of the project project life c/cle+ project o'jecti)es o'jecti)es are are esta'lished+ esta'lished+ teams are formed+ and major responsi'ilities are assigned.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
7. In the 6666666666 6666666666666 666 stage stage of the project project life c/cle+ c/cle+ a major major portion of the ph/sical ph/sical project $or8 performed.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
9. In the 6666666666666 6666666666666 stage of the project project life c/cle /o/o- are more li8el/ li8el/ to *nd *nd stat-s reports+ changes+ and the creation of forecasts fo recasts..
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
:. In the 6666666666666 6666666666666 stage of the project project life c/cle the the project;s sched-le and '-dget $ill 'e determined.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
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10. In the 6666666666666 stage of the project life c/cle project project the prod-ct is deli)ered deli)ered to the c-stomer and reso-rces are reassigned.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
11. #hich of the follo$ing is %& %& t/pical of a project project manager(
A. Managing a temporar/ acti)it/ B. )erseeing e3isting operations C. Managing a nonrepetiti)e nonrepetit i)e acti)it/ D. s E. #or8 $ith a gro-p of o-tsiders+ o-tsiders+ incl-ding incl-ding )endors )endors and s-ppliers s-ppliers 1". #hich of the follo$ing is %& one of the dri)ing forces 'ehind the increasing increasing demand for project management(
A. B. C. D. E.
Compression Compression of the prod-ct life c/cle !no$ledge e3plosion Increasing need for m-ltiproject management Declining need for prod-ct c-stomization More s-staina'le '-siness practices
1. Project management management is ideall/ s-ited for a '-siness en)ironment re,-iring all of the follo$ing E?CEP&
A. B. C. D. E.
Acco-nta'ilit/. le3i'ilit/. Inno)ation. Speed.
12. #hich dimension of project management management centers on creating creating a temporar/ social s/stem $ithin a larger organizational en)ironment that com'ines the talents of a di)ergent set of professionals $or8ing to complete the project(
A. B. C. D. E.
Comm-nication Socioc-lt-ral Social &echnical Sched-ling
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14. #hich of the follo$ing follo$ing statements statements is tr-e(
A. Project management management is far from from a standard $a/ $a/ of doing '-siness B. Project management management is increasingl/ increasingl/ contri'-ting to achie)ing organizational organizational strategies C. Project management management is 'eing -sed at a consistent consistent percentage of a *rm;s e>orts D. Project management is a specialt/ that fe$ organizations ha)e access to E. All of these statements are false 15. Project management management is important to -nderstand $hen people are are a part of a project team 'eca-se the/
A. #or8 $ith others to create a sched-le and '-dget. B. %eed to -nderstand project priorities so the/ can ma8e independent decisions. decisions. C. %eed to 'e a'le to monitor and report report project project progress. progress. D. %eed to -nderstand the project charter or scope statement that de*nes the o'jecti)es and parameters of the project. E. All of these are reasons it is important for project team mem'ers to -nderstand project management. 17. Project go)ernance go)ernance does %& incl-de incl-de
A. Setting standards for project selection. B. )erseeing project management acti)ities. C. Centralization Centralization of project processes processes and practices. D. ptions for contin-o-s impro)ement. E. Allo$ing project project managers to plan the project the $a/ the/ see see *t. 19. Projects sho-ld sho-ld align $ith the organization;s organization;s o)erall strateg/ in order to
A. Complete the project safel/. safel/. B.
A. B. C. D. E.
&echnical and socioc-lt-ral. socioc-lt -ral. Cost and time. Planned and -ne3pected. Esta'lished and ne$. ne$. @ni,-e and reocc-rring.
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"0. #hich of these is %& part of the technical dimension of project management(
A. B. C. D. E.
#BS B-dgets Pro'lem sol)ing Sched-les Stat-s reports
"1. #hich of these is %& part of the socioc-lt-ral dimension of project management(
A. B. C. D. E.
%egotiation
"". Corporate do$nsizing has increased the trend to$ard
A. B. C. D. E.
". #hich of the follo$ing is %& a reason $h/ project management has 'ecome a standard $a/ of doing '-siness(
A. Increased need for s8illed management of sta8eholders o-tside of organization B. Projects need to 'e done faster C. rganizations are doing more project $or8 in=ho-se instead of o-tso-rcing D. rganizations are e3ec-ting more and more projects E. Increased prod-ct comple3it/ and inno)ation "2. #hich of the follo$ing is t/picall/ the responsi'ilit/ of a project manager(
A. B. C. D. E.
Meeting '-dget re,-irements Meeting sched-le re,-irements Meeting performance speci*cations Coordinating the actions of the team mem'ers All of these are t/pical responsi'ilities
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"4. A series of coordinated+ related+ m-ltiple projects that contin-e o)er an e3tended time period and are intended to achie)e a goal is 8no$n as a
A. B. C. D. E.
Strateg/. Program. Campaign. Cr-sade. ent-re.
"5. #hich of the follo$ing is %& tr-e a'o-t project management(
A. It is not limited to the pri)ate sector B. Man/ opport-nities are a)aila'le for indi)id-als interested in this career path C. It impro)es one;s a'ilit/ to plan+ implement and manage acti)ities to accomplish speci*c organizational o'jecti)es D. It foc-ses primaril/ on technical processes E. It is a set of tools "7. As the n-m'er of small projects increase $ithin an organization;s portfolio+ $hat is a challenge an organization faces(
A. B. C. D. E.
Sharing reso-rces Meas-ring ecienc/ Managing ris8 Prioritizing projects All of these are challenges
"9. o)ernance of all project management processes and proced-res helps pro)ide senior management $ith all of the follo$ing E?CEP&
A. A method to ens-re projects that are important to senior management are 'eing implemented B. An assessment of the ris8 their portfolio of projects represents C. An o)er)ie$ of all project management acti)ities D. A metric to meas-re the impro)ement of managing projects relati)e to others in the ind-str/ E. A 'ig pict-re of ho$ organizational reso-rces are 'eing -sed ":. #hich of the follo$ing is a good e3ample of a program(
A. Planting a garden B. De)eloping a ne$ residential area that incl-des si3 c-stom homes C. De)eloping a ne$ mar8eting plan D. &a8ing notes each class meeting to prepare for the *nal E. Planning a $edding
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0. #hich of the follo$ing represents the correct order of stages $ithin the project life c/cle(
A. B. C. D. E.
Planning+ De*ning+ E3ec-ting+ Closing Closing+ Planning+ De*ning+ E3ec-ting De*ning+ Planning+ E3ec-ting+ Closing E3ec-ting+ De*ning+ Planning+ Closing Planning+ De*ning+ Closing+ E3ec-ting
Fill in the Blank Questions 1. Project management is not limited to the 6666666666 sector. 6666666666666666666666666666666666666666 ". &he initial stage in the project life c/cle is the 6666666666 stage. 6666666666666666666666666666666666666666 . &he *nal stage in the project life c/cle is the 6666666666 stage. 6666666666666666666666666666666666666666 2. A professional organization for project managers that has gro$n from :+000 in "00" to more than 4"0+000 c-rrentl/ is the 66666666666. 6666666666666666666666666666666666666666 4. A major part of the project $or8+ 'oth ph/sical and mental+ ta8es place in the 66666666666 stage of the project life c/cle. 6666666666666666666666666666666666666666 5. &he project;s sched-le and '-dget $ill 'e determined in the 66666666666 stage of the project life c/cle. 6666666666666666666666666666666666666666 7. A temporar/ endea)or -nderta8en to create a -ni,-e prod-ct+ ser)ice+ or res-lt is anF 666666666. 6666666666666666666666666666666666666666 9. In toda/;s high=tech ind-stries the prod-ct life c/cle is a)eraging 666666666 to /ears. 6666666666666666666666666666666666666666
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:. &he ad)ent of man/ small projects has created the need for an organization that can s-pport 6666666666 management. 6666666666666666666666666666666666666666 20. Increased competition has placed a premi-m on c-stomer satisfaction and the de)elopment of 6666666666 prod-cts and ser)ices. 6666666666666666666666666666666666666666 21. In some organizations+ selection and management of projects often fail to s-pport the o)erall 666666666 of the organization. 6666666666666666666666666666666666666666 2". #BS+ sched-les+ and '-dgets are e3amples of the 666666666 dimension of the project management process. 6666666666666666666666666666666666666666 2. eadership+ team$or8+ and negotiation are e3amples of the 666666666 dimension of the project management process. 6666666666666666666666666666666666666666 22. A professional organization for project management specialists is the 66666666666. 6666666666666666666666666666666666666666 24. ne of the de*ning characteristics of a project is that it has a sing-lar p-rpose+ i.e.+ an esta'lished 66666666. 6666666666666666666666666666666666666666 25. Beca-se projects ha)e a de*ned 'eginning and end+ the 66666666 is fre,-entl/ -sed to manage the transitions of a project from start to completion. 6666666666666666666666666666666666666666 27. &he 6666666666666 t/picall/ passes se,-entiall/ thro-gh fo-r stages. 6666666666666666666666666666666666666666 29. &he esta'lishment of project goals+ speci*cations+ and responsi'ilities -s-all/ occ-rs in the 66666666 stage of the project life c/cle. 6666666666666666666666666666666666666666 2:. &raining the c-stomer+ reassigning sta>+ and releasing reso-rces occ-rs in the 66666666 stage of the project life c/cle. 6666666666666666666666666666666666666666
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40. Project managers are e3pected to ens-re that appropriate trade=o>s are made 'et$een the time+ cost+ and 6666666666 re,-irements of the project. 6666666666666666666666666666666666666666 41. An increase in the comple3it/ of projects+ 'eca-se projects t/picall/ incl-de the latest ad)ances+ can 'e the res-lt of a gro$th in ne$ 6666666666. 6666666666666666666666666666666666666666 4". AnF 666666666 is a series of coordinated+ related m-ltiple projects that contin-e o)er an e3tended time intended to achie)e a goal. 6666666666666666666666666666666666666666 4. Appl/ing a set of 8no$ledge+ s8ills+ tools+ and techni,-es to a collection of projects in order to mo)e the organization to$ard its strategic goals is 8no$n as project 666666666666. 6666666666666666666666666666666666666666
True / False Questions 42. Beca-se of the pro*ta'ilit/ moti)e+ project management is nearl/ al$a/s limited to the pri)ate sector. &r-e
alse
44. Most people $ho e3cel at managing projects ne)er ha)e the title of project manager. &r-e
alse
45. &he professional certi*cation for project managers is a Project Management Professional PMPF. &r-e
alse
47. Beca-se of its Ge3i'ilit/+ project management is e,-all/ -sef-l in ongoing+ ro-tine $or8 as $ell as -ni,-e+ one=time projects. &r-e
alse
49. ne of the de*ning characteristics of project management is that the projects are not con*ned to a single department '-t in)ol)e se)eral departments and professionals. &r-e
alse
4:. ne of the characteristics that separate project management from other endea)ors of the organization is that there are speci*c time+ cost+ and performance re,-irements. &r-e
alse
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50. %ot onl/ is project management critical to man/ careers+ the s8ill set is transfera'le across most '-sinesses and professions. &r-e
alse
51. Since a constr-ction compan/ '-ilds man/ '-ildings+ the '-ildings '-ilt after the *rst do not *t the de*nition of a project. &r-e
alse
5". &he *rst stage in the project life c/cle is the concept stage. &r-e
alse
5. A major portion of the project $or8+ 'oth ph/sical and mental+ ta8es place d-ring the prod-ction stage of the project life c/cle. &r-e
alse
52. A program is a process designed to accomplish a common goal o)er time. &r-e
alse
54. Beca-se of the re,-irement for in=depth e3pertise+ project management is generall/ restricted to specialists. &r-e
alse
55. Project go)ernance means appl/ing a set of 8no$ledge+ s8ills+ tools+ and techni,-es to a collection of projects in order to mo)e the organization to$ard its strategic goals. &r-e
alse
57. ne of the most signi*cant dri)ing forces 'ehind the demand for project management is the e)er increasing lengthening of the prod-ct life c/cle. &r-e
alse
59. Project management appears to 'e ideall/ s-ited for a '-siness en)ironment re,-iring acco-nta'ilit/+ Ge3i'ilit/+ inno)ation and repeata'ilit/. &r-e
alse
5:. At *rst glance+ project managers perform the same f-nctions as other managers. &hat is+ the/ plan+ sched-le+ moti)ate and control. &r-e
alse
70. Strategic plans sho-ld 'e $ritten '/ one gro-p of managers+ projects sho-ld 'e selected '/ another gro-p+ and projects sho-ld 'e implemented '/ another gro-p. &r-e
alse
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71. &oda/+ projects are the mod-s operandi or the method -sed for implementing organizational strateg/. &r-e
alse
7". D-e to corporate do$nsizing+ signi*cant segments of project $or8 ha)e 'een o-tso-rced to other organizations. &r-e
alse
7. Smaller projects in larger organizations tend not to need project management s8ills. &r-e
alse
72. S-ccessf-l project managers foc-s primaril/ on technical dimensions of project management+ $hich incl-de planning+ sched-ling+ and controlling projects. &r-e
alse
74. &he socioc-lt-ral dimension of project management incl-des managing relationships+ moti)ating team mem'ers and negotiating project terms. &r-e
alse
75. Small '-siness de)elopment is a major dri)er of project management. &r-e
alse
Short Answer Questions 77. Compare and contrast the Prod-ct ife C/cle and the Project ife C/cle.
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79. Identif/ the *)e major characteristics of a project.
7:. Identif/ and 'rieG/ descri'e the fo-r stages of the Project ife C/cle.
90. Project managers perform the same f-nctions as other managers. Agree or disagree+ and s-pport /o-r decision.
91. Identif/ and 'rieG/ descri'e the si3 c-rrent dri)ers of project management.
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9". Descri'e $hat project go)ernance means to project management. #h/ is it important to organizational strateg/(
9. E)en if /o- ne)er aspire to 'e a project manager+ $h/ is it important to 8no$ ho$ to manage projects e>ecti)el/( E3plain /o-r ans$er and -se an e3ample to s-pport /o-r ans$er.
92. Identif/ and 'rieG/ disc-ss the t$o 8e/ dimensions of managing act-al projects. E3plain $h/ 'oth are important to s-ccessf-ll/ manage a project. @se an e3ample to s-pport /o-r ans$er.
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94. #hat are the major di>erences 'et$een managing a process and managing a project(
95. Descri'e $hat it means that a project manager m-st $or8 $ith a di)erse gro-p of characters(
97. #hat is the di>erence 'et$een a project and a program(
99. Descri'e ho$ corporate do$nsizing is a dri)er for project management.
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Chapter 01 Modern Project Management Ans$er !e/ Multiple Choice Questions 1.
A professional organization for project management specialists is the
A. B. C. D. E.
PMI. AMA. MIS. IPM. PMB!.
&he Project Management Instit-te PMIF is a professional organization for project managers. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
".
#hich of the follo$ing is %& considered to 'e a characteristic of a project(
A. B. C. D. E.
An esta'lished o'jecti)e A clear 'eginning and end Speci*c time+ cost and performance re,-irements or internal -se onl/ Something ne)er 'een done 'efore
Projects ha)e an esta'lished o'jecti)e+ a de*ned life span+ the in)ol)ement of se)eral departments and professionals+ is something that has ne)er 'een done 'efore+ and it has speci*c time+ cost and performance re,-irements. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: A**ly Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
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.
#hich of the follo$ing acti)ities is %& considered a project(
A. B. C. D. E.
De)eloping a ne$ soft$are program Designing a space station Preparing the site for the l/mpic ames Prod-ction of a-tomo'ile tires De)eloping a ne$ ad)ertising program
A project is not ro-tine+ repetiti)e $or8H rdinar/ dail/ $or8 t/picall/ re,-ires doing the same or similar $or8 o)er and o)er+ $hile a project is done onl/ once a ne$ prod-ct or ser)ice e3ists $hen the project is completed. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
2.
#hich of the follo$ing acti)ities is the 'est e3ample of a project(
A. B. C. D. E.
Processing ins-rance claims Prod-cing a-tomo'iles #riting a polic/ man-al Monitoring prod-ct ,-alit/ )erseeing c-stomer re,-ests
A project is not ro-tine+ repetiti)e $or8H rdinar/ dail/ $or8 t/picall/ re,-ires doing the same or similar $or8 o)er and o)er+ $hile a project is done onl/ once a ne$ prod-ct or ser)ice e3ists $hen the project is completed. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
4.
#hich of the follo$ing is %& one of the stages of a project life c/cle(
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
&he project life c/cle passes se,-entiall/ thro-gh fo-r stagesJ de*ning+ planning+ e3ec-ting and closing. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand 1-1& Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
5.
In the 6666666666666 stage of the project life c/cle+ project o'jecti)es are esta'lished+ teams are formed+ and major responsi'ilities are assigned.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
Speci*cations of the project are de*ned project o'jecti)es are esta'lished teams are formed major responsi'ilities are assigned in the de*ning stage. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
7.
In the 6666666666666 stage of the project life c/cle+ a major portion of the ph/sical project $or8 performed.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
A major portion of the project $or8 ta8es placeK'oth ph/sical and mentalKin the e3ec-ting stage. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
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9.
In the 6666666666666 stage of the project life c/cle /o- are more li8el/ to *nd stat-s reports+ changes+ and the creation of forecasts.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
Lo- are more li8el/ to *nd stat-s reports+ changes and the creation of forecasts in the e3ec-ting stage of the project life c/cle. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
:.
In the 6666666666666 stage of the project life c/cle the project;s sched-le and '-dget $ill 'e determined.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
&he sched-le and '-dget are determined in the planning stage of the project life c/cle. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
10.
In the 6666666666666 stage of the project life c/cle project the prod-ct is deli)ered to the c-stomer and reso-rces are reassigned.
A. B. C. D. E.
Identif/ing De*ning Planning E3ec-ting Closing
&he prod-ct is deli)ered and project reso-rces are reassigned in the closing stage of the prod-ct life c/cle. AACSB: Refective Thinking 1-1( Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
11.
#hich of the follo$ing is %& t/pical of a project manager(
A. B. C. D. E.
Managing a temporar/ acti)it/ )erseeing e3isting operations Managing a nonrepetiti)e acti)it/ s #or8 $ith a gro-p of o-tsiders+ incl-ding )endors and s-ppliers
Project managers manage temporar/+ nonrepetiti)e acti)ities -nli8e f-nctional managers $ho manage e3isting operations. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: A**ly Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
1".
#hich of the follo$ing is %& one of the dri)ing forces 'ehind the increasing demand for project management(
A. B. C. D. E.
Compression of the prod-ct life c/cle !no$ledge e3plosion Increasing need for m-ltiproject management Declining need for prod-ct c-stomization More s-staina'le '-siness practices
An increase in need for prod-ct c-stomization is a dri)ing force 'ehind the increasing demand for project management. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
1-1) Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
1.
Project management is ideall/ s-ited for a '-siness en)ironment re,-iring all of the follo$ing E?CEP&
A. B. C. D. E.
Acco-nta'ilit/. le3i'ilit/. Inno)ation. Speed.
Competing in a glo'al mar8et inG-enced '/ rapid change+ inno)ation+ and time to mar8et means organizations manage more and more projects. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
12.
#hich dimension of project management centers on creating a temporar/ social s/stem $ithin a larger organizational en)ironment that com'ines the talents of a di)ergent set of professionals $or8ing to complete the project(
A. B. C. D. E.
Comm-nication Socioc-lt-ral Social &echnical Sched-ling
&he socioc-lt-ral dimension of project management centers on creating a temporar/ social s/stem that s-pports the project. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: + ,edi'm
1-20 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
14.
#hich of the follo$ing statements is tr-e(
A. Project management is far from a standard $a/ of doing '-siness B. Project management is increasingl/ contri'-ting to achie)ing organizational strategies C. Project management is 'eing -sed at a consistent percentage of a *rm;s e>orts D. Project management is a specialt/ that fe$ organizations ha)e access to E. All of these statements are false Project management is rapidl/ 'ecoming a standard $a/ of doing '-siness. &he f-t-re promises an increase in the importance and the role of projects in contri'-ting to the strategic direction of organizations. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: 0 1ard
15.
Project management is important to -nderstand $hen people are a part of a project team 'eca-se the/
A. #or8 $ith others to create a sched-le and '-dget. B. %eed to -nderstand project priorities so the/ can ma8e independent decisions. C. %eed to 'e a'le to monitor and report project progress. D. %eed to -nderstand the project charter or scope statement that de*nes the o'jecti)es and parameters of the project. E. All of these are reasons it is important for project team mem'ers to -nderstand project management. Project mem'ers are e3pected to -se project management tools and concepts s-ch as $or8ing as a team to create a '-dget or sched-le and 'e a'le to monitor project progress. &he/ also need to 'e a'le to -nderstand project priorities and parameters. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
1-21 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
17.
Project go)ernance does %& incl-de
A. B. C. D. E.
Setting standards for project selection. )erseeing project management acti)ities. Centralization of project processes and practices. ptions for contin-o-s impro)ement. Allo$ing project managers to plan the project the $a/ the/ see *t.
Project go)ernance incl-des the centralization of p roject management processes and practices. &his in)ol)es setting standards for project selection and o)erseeing project management acti)ities+ $hich res-lts in options for contin-o-s impro)ement. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: 0 1ard
19.
Projects sho-ld align $ith the organization;s o)erall strateg/ in order to
A. Complete the project safel/. ecti)e -se of organization reso-rces. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
1:.
&$o dimensions $ithin the project management process are
A. B. C. D. E.
&echnical and socioc-lt-ral. Cost and time. Planned and -ne3pected. Esta'lished and ne$. @ni,-e and reocc-rring.
&here are t$o dimensions $ithin the act-al e3ec-tion of projects. &hese incl-de the technical dimension and the socioc-lt-ral dimension. AACSB: Refective Thinking 1-22 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: ( )asy
"0.
#hich of these is %& part of the technical dimension of project management(
A. B. C. D. E.
#BS B-dgets Pro'lem sol)ing Sched-les Stat-s reports
&he technical dimension incl-des de)eloping the #BS+ '-dgets+ sched-les and stat-s reports. Pro'lem sol)ing $o-ld 'e a part of the socioc-lt-ral dimension. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: + ,edi'm
"1.
#hich of these is %& part of the socioc-lt-ral dimension of project management(
A. B. C. D. E.
%egotiation
&he socioc-lt-ral dimension incl-des negotiation+ managing c-stomer e3pectations+ leadership and dealing $ith politics.
1-2$ Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
"".
Corporate do$nsizing has increased the trend to$ard
A. B. C. D. E.
Companies o-tso-rce signi*cant segments of project $or8+ and project managers ha)e to manage not onl/ their o$n people '-t also their co-nterparts in di>erent organizations. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
".
#hich of the follo$ing is %& a reason $h/ project management has 'ecome a standard $a/ of doing '-siness(
A. Increased need for s8illed management of sta8eholders o-tside of organization B. Projects need to 'e done faster C. rganizations are doing more project $or8 in=ho-se instead of o-tso-rcing D. rganizations are e3ec-ting more and more projects E. Increased prod-ct comple3it/ and inno)ation ne of the most signi*cant dri)ing forces 'ehind the demand for project management is corporate do$nsizing. &his has also led to a change in the $a/ organizations approach projects. Companies o-tso-rce signi*cant segments of project $or8+ and project managers ha)e to manage not onl/ their o$n people '-t also their co-nterparts in di>erent organizations. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
1-24 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
"2.
#hich of the follo$ing is t/picall/ the responsi'ilit/ of a project manager(
A. B. C. D. E.
Meeting '-dget re,-irements Meeting sched-le re,-irements Meeting performance speci*cations Coordinating the actions of the team mem'ers All of these are t/pical responsi'ilities
Project managers m-st ens-re that appropriate trade=o>s are made 'et$een the time+ cost+ and performance re,-irements of the project. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
"4.
A series of coordinated+ related+ m-ltiple projects that contin-e o)er an e3tended time period and are intended to achie)e a goal is 8no$n as a
A. B. C. D. E.
Strateg/. Program. Campaign. Cr-sade. ent-re.
A program is a gro-p of related projects designed to accomplish a common goal o)er an e3tended period of time. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
"5.
#hich of the follo$ing is %& tr-e a'o-t project management(
A. It is not limited to the pri)ate sector B. Man/ opport-nities are a)aila'le for indi)id-als interested in this career path C. It impro)es one;s a'ilit/ to plan+ implement and manage acti)ities to accomplish speci*c organizational o'jecti)es It foc-ses primaril/ on technical processes D. E. It is a set of tools Project management is more than a set of tools it also foc-ses on '-ilding colla'orati)e relationships among a di)erse cast of indi)id-als. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand 1-2% Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
"7.
As the n-m'er of small projects increase $ithin an organization;s portfolio+ $hat is a challenge an organization faces(
A. B. C. D. E.
Sharing reso-rces Meas-ring ecienc/ Managing ris8 Prioritizing projects All of these are challenges
Man/ *rms ha)e no idea of the pro'lems that can res-lt from inecient management of small projects. &hese incl-de sharing reso-rces+ meas-ring ecienc/+ managing ris8 and 'eing a'le to prioritize projects. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
"9.
o)ernance of all project management processes and proced-res helps pro)ide senior management $ith all of the follo$ing E?CEP&
A. A method to ens-re projects that are important to senior management are 'eing implemented B. An assessment of the ris8 their portfolio of projects represents C. An o)er)ie$ of all project management acti)ities D. A metric to meas-re the impro)ement of managing projects relati)e to others in the ind-str/ E. A 'ig pict-re of ho$ organizational reso-rces are 'eing -sed
o)ernance incl-des implementing methods of selecting projects that align $ith organizational strateg/ and not on ho$ important the project is to senior management. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
1-2& Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
":.
#hich of the follo$ing is a good e3ample of a program(
A. Planting a garden B. De)eloping a ne$ residential area that incl-des si3 c-stom homes C. De)eloping a ne$ mar8eting plan D. &a8ing notes each class meeting to prepare for the *nal E. Planning a $edding A program is a gro-p of related projects designed to accomplish a common goal o)er an e3tended period of time. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: A**ly Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
0.
#hich of the follo$ing represents the correct order of stages $ithin the project life c/cle(
A. B. C. D. E.
Planning+ De*ning+ E3ec-ting+ Closing Closing+ Planning+ De*ning+ E3ec-ting De*ning+ Planning+ E3ec-ting+ Closing E3ec-ting+ De*ning+ Planning+ Closing Planning+ De*ning+ Closing+ E3ec-ting
&he project life c/cle passes se,-entiall/ thro-gh fo-r stagesJ de*ning+ planning+ e3ec-ting+ and closing. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
Fill in the Blank Questions 1.
Project management is not limited to the 6666666666 sector. private
Project management is also a )ehicle for doing good deeds and sol)ing social pro'lems. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# 1-2' Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Level o$ %i&c'lty: ( )asy
".
&he initial stage in the project life c/cle is the 6666666666 stage. defnin
Speci*cations of the project are de*ned project o'jecti)es are esta'lished teams are formed major responsi'ilities are assigned in the de*ning stage of the project life c/cle. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
.
&he *nal stage in the project life c/cle is the 6666666666 stage. closin
Closing incl-des three acti)itiesJ deli)ering the project prod-ct to the c-stomer+ redeplo/ing project reso-rces+ and post=project re)ie$. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
2.
A professional organization for project managers that has gro$n from :+000 in "00" to more than 4"0+000 c-rrentl/ is the 66666666666. !M"
&he Project Management Instit-te PMIF is a professional organization for project managers. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
4.
A major part of the project $or8+ 'oth ph/sical and mental+ ta8es place in the 66666666666 stage of the project life c/cle. e#ecutin
A major portion of the project $or8K'oth ph/sical and mentalKta8es place d-ring the e3ec-ting stage of the project life c/cle. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
1-2( Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
5.
&he project;s sched-le and '-dget $ill 'e determined in the 66666666666 stage of the project life c/cle. plannin
D-ring the planning stage+ the le)el of e>ort increases+ and plans are de)eloped to determine $hat the project $ill entail+ $hen it $ill 'e sched-led+ $hom it $ill 'ene*t+ $hat ,-alit/ le)el sho-ld 'e maintained+ and $hat the '-dget $ill 'e. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
7.
A temporar/ endea)or -nderta8en to create a -ni,-e prod-ct+ ser)ice+ or res-lt is anF 666666666. pro$ect
As de*ned '/ the PMI+ a project is a temporar/ endea)or -nderta8en to create a -ni,-e prod-ct+ ser)ice or res-lt. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
9.
In toda/;s high=tech ind-stries the prod-ct life c/cle is a)eraging 666666666 to /ears. % &onths
&oda/ in high=tech ind-stries the prod-ct life c/cle is a)eraging 5 months to /ears. nl/ 0 /ears ago+ life c/cles of 10 to 14 /ears $ere not -ncommon. AACSB: Refective Thinking Blooms: Remember Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: ( )asy
:.
&he ad)ent of man/ small projects has created the need for an organization that can s-pport 6666666666 management. &ultipro$ect
&his climate has created a m-ltiproject en)ironment and a plethora of ne$ pro'lems. Sharing and prioritizing reso-rces across a portfolio of projects is a major challenge for senior management. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
1-2) Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
20.
Increased competition has placed a premi-m on c-stomer satisfaction and the de)elopment of 6666666666 prod-cts and ser)ices. custo&i'ed
C-stomers $ant c-stomized prod-cts and ser)ices that cater to their speci*c needs. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
21.
In some organizations+ selection and management of projects often fail to s-pport the o)erall 666666666 of the organization. strateic plan
&oda/+ projects are the mod-s operandi for implementing strateg/. Let in some organizations+ selection and management of projects often fail to s-pport the strategic plan of the organization. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
2".
#BS+ sched-les+ and '-dgets are e3amples of the 666666666 dimension of the project management process. technical
&he technical dimension incl-des de)eloping the #BS+ '-dgets+ sched-les and stat-s reports. &he socioc-lt-ral dimension incl-des leadership+ negotiation+ team$or8 and pro'lem sol)ing. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: ( )asy
2.
eadership+ team$or8+ and negotiation are e3amples of the 666666666 dimension of the project management process. sociocultural
&he technical dimension incl-des de)eloping the #BS+ '-dgets+ sched-les and stat-s reports. &he socioc-lt-ral dimension incl-des leadership+ negotiation+ team$or8 and pro'lem sol)ing. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: ( )asy 1-$0 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
22.
A professional organization for project management specialists is the 66666666666. !ro$ect Manae&ent "nstitute (!M")
&he Project Management Instit-te PMIF is a professional organization for project managers. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
24.
ne of the de*ning characteristics of a project is that it has a sing-lar p-rpose+ i.e.+ an esta'lished 66666666. o*$ective
Projects ha)e a de*ned o'jecti)eK$hether it is constr-cting a 1"=stor/ apartment comple3 '/ an-ar/ 1 or releasing )ersion ".0 of a speci*c soft$are pac8age as ,-ic8l/ as possi'le. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
25.
Beca-se projects ha)e a de*ned 'eginning and end+ the 66666666 is fre,-entl/ -sed to manage the transitions of a project from start to completion. pro$ect li+e c,cle
&he project life c/cle t/picall/ passes se,-entiall/ thro-gh fo-r stagesJ de*ning+ planning+ e3ec-ting+ and deli)ering. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: 0 1ard
27.
&he 6666666666666 t/picall/ passes se,-entiall/ thro-gh fo-r stages. pro$ect li+e c,cle
&he project life c/cle t/picall/ passes se,-entiall/ thro-gh fo-r stagesJ de*ning+ planning+ e3ec-ting+ and deli)ering. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
1-$1 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
29.
&he esta'lishment of project goals+ speci*cations+ and responsi'ilities -s-all/ occ-rs in the 66666666 stage of the project life c/cle. defnin
Speci*cations of the project are de*ned project o'jecti)es are esta'lished teams are formed major responsi'ilities are assigned d-ring the de*ning stage of the project life c/cle. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
2:.
&raining the c-stomer+ reassigning sta>+ and releasing reso-rces occ-rs in the 66666666 stage of the project life c/cle. closin
&he closing stage incl-des three acti)itiesJ deli)ering the project prod-ct to the c-stomer+ redeplo/ing project reso-rces+ and post=project re)ie$. Deli)er/ of the project might incl-de c-stomer training and transferring doc-ments. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
40.
Project managers are e3pected to ens-re that appropriate trade=o>s are made 'et$een the time+ cost+ and 6666666666 re,-irements of the project. per+or&ance
Project managers are -ltimatel/ responsi'le for performance fre,-entl/ $ith too little a-thorit/F. &he/ m-st ens-re that appropriate trade=o>s are made 'et$een the time+ cost+ and performance re,-irements of the project. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
41.
An increase in the comple3it/ of projects+ 'eca-se projects t/picall/ incl-de the latest ad)ances+ can 'e the res-lt of a gro$th in ne$ 6666666666. knowlede
&he gro$th in ne$ 8no$ledge has increased the comple3it/ of projects 'eca-se projects encompass the latest ad)ances. Prod-ct comple3it/ has increased the need to integrate di)ergent technologies. Project management has emerged as an important discipline for achie)ing this tas8. AACSB: Refective Thinking 1-$2 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
4".
AnF 666666666 is a series of coordinated+ related m-ltiple projects that contin-e o)er an e3tended time intended to achie)e a goal. prora&
A program is a gro-p of related projects designed to accomplish a common goal o)er an e3tended period of time. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
4.
Appl/ing a set of 8no$ledge+ s8ills+ tools+ and techni,-es to a collection of projects in order to mo)e the organization to$ard its strategic goals is 8no$n as project 666666666666. overnance
Project go)ernance is designed to impro)e project management in the long ha-l '/ appl/ing a set of 8no$ledge+ s8ills+ tools and techni,-es to a collection of projects. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
True / False Questions 42.
Beca-se of the pro*ta'ilit/ moti)e+ project management is nearl/ al$a/s limited to the pri)ate sector. FA-SE
Project management is not limited to the pri)ate sector. Project management is also a )ehicle for doing good deeds and sol)ing social pro'lems. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
1-$$ Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
44.
Most people $ho e3cel at managing projects ne)er ha)e the title of project manager. TE
&he/ incl-de acco-ntants+ la$/ers+ administrators+ scientists+ contractors+ teachers+ etc. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
45.
&he professional certi*cation for project managers is a Project Management Professional PMPF. TE
PMI pro)ides certi*cation as a Project Management Professional PMPFKsomeone $ho has doc-mented s-cient project e3perience+ agreed to follo$ the PMI code of professional cond-ct+ and demonstrated master/ of the *eld of project management '/ passing a comprehensi)e e3amination. See SnapshotJ &he Project Management Instit-te. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
47.
Beca-se of its Ge3i'ilit/+ project management is e,-all/ -sef-l in ongoing+ ro-tine $or8 as $ell as -ni,-e+ one=time projects. FA-SE
A project is not ro-tine+ repetiti)e $or8H rdinar/ dail/ $or8 t/picall/ re,-ires doing the same or similar $or8 o)er and o)er+ $hile a project is done onl/ once a ne$ prod-ct or ser)ice e3ists $hen the project is completed. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
1-$4 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
49.
ne of the de*ning characteristics of project management is that the projects are not con*ned to a single department '-t in)ol)e se)eral departments and professionals. TE
ne of the major characteristics is the in)ol)ement of se)eral departments and professionals. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
4:.
ne of the characteristics that separate project management from other endea)ors of the organization is that there are speci*c time+ cost+ and performance re,-irements. TE
Major characteristics are speci*c time+ cost+ and performance re,-irements. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
50.
%ot onl/ is project management critical to man/ careers+ the s8ill set is transfera'le across most '-sinesses and professions. TE
At its core+ project management f-ndamentals are -ni)ersal. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
51.
Since a constr-ction compan/ '-ilds man/ '-ildings+ the '-ildings '-ilt after the *rst do not *t the de*nition of a project. FA-SE
All projects are nonro-tine and ha)e some -ni,-e elements. %ot all '-ildings $ill 'e '-ilt on the same space or -se the same materials. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm 1-$% Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
5".
&he *rst stage in the project life c/cle is the concept stage. FA-SE
&he *rst stage is de*ning. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
5.
A major portion of the project $or8+ 'oth ph/sical and mental+ ta8es place d-ring the prod-ction stage of the project life c/cle. FA-SE
A major portion of the project $or8+ 'oth ph/sical and mental+ is done in the e3ec-ting stage. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
52.
A program is a process designed to accomplish a common goal o)er time. FA-SE
A program is a gro-p of related projects designed to accomplish a common goal o)er an e3tended period of time. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
54.
Beca-se of the re,-irement for in=depth e3pertise+ project management is generall/ restricted to specialists. FA-SE
@nli8e their f-nctional co-nterparts+ project managers generall/ possess onl/ r-dimentar/ technical 8no$ledge. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
1-$& Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
55.
Project go)ernance means appl/ing a set of 8no$ledge+ s8ills+ tools+ and techni,-es to a collection of projects in order to mo)e the organization to$ard its strategic goals. TE
o)ernance incl-des centralization of all project processes and practices to impro)e project management. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: ( )asy
57.
ne of the most signi*cant dri)ing forces 'ehind the demand for project management is the e)er increasing lengthening of the prod-ct life c/cle. FA-SE
ne of the most signi*cant dri)ing forces 'ehind the demand for project management is the shortening of the prod-ct life c/cle. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
59.
Project management appears to 'e ideall/ s-ited for a '-siness en)ironment re,-iring acco-nta'ilit/+ Ge3i'ilit/+ inno)ation and repeata'ilit/. FA-SE
Project management appears to 'e ideall/ s-ited for a '-siness en)ironment re,-iring acco-nta'ilit/+ Ge3i'ilit/+ inno)ation+ speed and contin-o-s impro)ement. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: ( )asy
5:.
At *rst glance+ project managers perform the same f-nctions as other managers. &hat is+ the/ plan+ sched-le+ moti)ate and control. TE
Project managers perform the same f-nctions as other managers ho$e)er+ $hat ma8es them -ni,-e is that the/ also manage temporar/+ nonrepetiti)e acti)ities to complete a *3ed life project. AACSB: Refective Thinking Accessibility: Keyboard Navigation 1-$' Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
70.
Strategic plans sho-ld 'e $ritten '/ one gro-p of managers+ projects sho-ld 'e selected '/ another gro-p+ and projects sho-ld 'e implemented '/ another gro-p. FA-SE
&hese independent decisions '/ di>erent gro-ps of managers create a set of conditions leading to conGict+ conf-sion+ and fre,-entl/ an -nsatis*ed c-stomer. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: + ,edi'm
71.
&oda/+ projects are the mod-s operandi or the method -sed for implementing organizational strateg/. TE
Projects are ho$ organizations implement strateg/. &his is $h/ it is imperati)e that the t$o are aligned. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: ( )asy
7".
D-e to corporate do$nsizing+ signi*cant segments of project $or8 ha)e 'een o-tso-rced to other organizations. TE
Corporate do$nsizing has also led to a change in the $a/ organizations approach projects. Companies o-tso-rce signi*cant segments of project $or8+ and project managers ha)e to manage not onl/ their o$n people '-t also their co-nterparts in di>erent organizations. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: ( )asy
1-$( Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
7.
Smaller projects in larger organizations tend not to need project management s8ills. FA-SE
Man/ small projects can eat -p the people reso-rces of a *rm and represent hidden costs not meas-red in the acco-nting s/stem. rganizations $ith man/ small projects going on conc-rrentl/ face the most dic-lt project management pro'lems. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
72.
S-ccessf-l project managers foc-s primaril/ on technical dimensions of project management+ $hich incl-de planning+ sched-ling+ and controlling projects. FA-SE
Project managers m-st master 'oth the technical and the socioc-lt-ral aspects of project management in order to 'e s-ccessf-l. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: + ,edi'm
74.
&he socioc-lt-ral dimension of project management incl-des managing relationships+ moti)ating team mem'ers and negotiating project terms. TE
&he socioc-lt-ral dimension of project management incl-des managing relationships+ moti)ating team mem'ers and negotiating project terms. See ig-re 1.J &he Socio=&echnical Dimensions of the Project Management Process. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: ( )asy
75.
Small '-siness de)elopment is a major dri)er of project management. FA-SE
Compression of the prod-ct life c/cle+ 8no$ledge e3plosion+ triple 'ottom line+ corporate do$nsizing+ increased c-stomer foc-s+ and small projects represent 'ig pro'lems and are the major dri)ers of project management. AACSB: Refective Thinking 1-$) Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
Accessibility: Keyboard Navigation Blooms: -nderstand Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: ( )asy
Short Answer Questions 77.
Compare and contrast the Prod-ct ife C/cle and the Project ife C/cle.
Ans$er $ill )ar/ eed'ac8J &he Prod-ct ife C/cle deals $ith the time it ta8es to de)elop a prod-ct and the time it remains in the mar8etplace. &he Project ife C/cle is the stages that a ne$ prod-ct goes thro-gh $hile 'eing de)eloped. AACSB: Analytic Blooms: Analy2e Learning Obective: C'rrent %rivers o$ "roect ,anagement Level o$ %i&c'lty: + ,edi'm
79.
Identif/ the *)e major characteristics of a project.
Ans$er $ill )ar/ eed'ac8J 1F An esta'lished o'jecti)e "F A de*ned life span $ith a 'eginning and end F @s-all/ the in)ol)ement of se)eral departments and professionals 2F &/picall/+ doing something that has ne)er 'een done 'efore 4F Speci*c time+ cost and performance re,-irements. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
1-40 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
7:.
Identif/ and 'rieG/ descri'e the fo-r stages of the Project ife C/cle.
Ans$er $ill )ar/ eed'ac8J De*ning stageJ goals+ speci*cations and o'jecti)es esta'lished Planning stageJ sched-les+ '-dgets+ ris8s management and reso-rce assignment E3ec-ting stageJ majorit/ of ph/sical and mental $or8+ stat-s reports+ changes and forecasts Closing stageJ train c-stomer+ transfer doc-ments+ release reso-rces+ and lessons learned. AACSB: Refective Thinking Blooms: Remember Learning Obective: !hat is a "roect# Level o$ %i&c'lty: ( )asy
90.
Project managers perform the same f-nctions as other managers. Agree or disagree+ and s-pport /o-r decision.
Ans$er $ill )ar/ eed'ac8J Man/ of the same 'asic management f-nctions are performed '/ project managers ho$e)er+ there are aspects of the project manager;s jo' that ma8e it -ni,-e. or e3ample+ the/ manage temporar/+ nonrepetiti)e acti)ities to complete a *3ed life project. AACSB: Analytic Blooms: Analy2e Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
91.
Identif/ and 'rieG/ descri'e the si3 c-rrent dri)ers of project management.
Ans$er $ill )ar/ eed'ac8J 1F Compression of the prod-ct life c/cle "F !no$ledge e3plosion F. &riple 'ottom line 2F Corporate do$nsizing 4F Increased c-stomer foc-s 5F Small projects represent 'ig pro'lems. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: The 3m*ortance o$ "roect ,anagement Level o$ %i&c'lty: 0 1ard
1-41 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
9".
Descri'e $hat project go)ernance means to project management. #h/ is it important to organizational strateg/(
Ans$er $ill )ar/ eed'ac8J Project go)ernance means appl/ing a set of 8no$ledge+ s8ills+ tools and techni,-es to a collection of projects in order to mo)e the organization to$ard its strategic goals. AACSB: Analytic Blooms: -nderstand Learning Obective: "roect .overnance Level o$ %i&c'lty: 0 1ard
9.
E)en if /o- ne)er aspire to 'e a project manager+ $h/ is it important to 8no$ ho$ to manage projects e>ecti)el/( E3plain /o-r ans$er and -se an e3ample to s-pport /o-r ans$er.
Ans$er $ill )ar/ eed'ac8J E)en if /o- ha)e no desire to 'e a project manager /o- ma/ 'e a part of a project team $here /o- $ill ha)e a 'etter -nderstanding of the processes in)ol)ed. In addition+ there are man/ project management s8ills that can 'e applied to other professions and ind-stries. AACSB: Analytic Blooms: A**ly Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
92.
Identif/ and 'rieG/ disc-ss the t$o 8e/ dimensions of managing act-al projects. E3plain $h/ 'oth are important to s-ccessf-ll/ manage a project. @se an e3ample to s-pport /o-r ans$er.
Ans$er $ill )ar/ eed'ac8J &he technical incl-des sched-les and stat-s reports. &he socioc-lt-ral dimension incl-des leadership+ pro'lem sol)ing and negotiation. AACSB: Analytic Blooms: A**ly Learning Obective: "roect ,anagement Today/A Socio/Technical A**roach Level o$ %i&c'lty: + ,edi'm
1-42 Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
94.
#hat are the major di>erences 'et$een managing a process and managing a project(
Ans$er $ill )ar/ eed'ac8J At *rst glance project managers perform the same f-nctions as other managers. &hat is+ the/ plan+ sched-le+ and control. No$e)er+ $hat ma8es them -ni,-e is that the/ manage temporar/+ non=repetiti)e acti)ities to complete a *3ed life project. AACSB: Refective Thinking Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
95.
Descri'e $hat it means that a project manager m-st $or8 $ith a di)erse gro-p of characters(
Ans$er $ill )ar/ eed'ac8J Project managers manage the tension 'et$een c-stomer e3pectations and $hat is feasi'le and reasona'le. &he/ pro)ide direction+ coordination+ and integration to the project team. &he/ often m-st $or8 $ith a di)erse gro-p of o-tsidersK)endors+ s-ppliers+ s-'contractorsK$ho do not necessaril/ share their project allegiance. AACSB: Analytic Blooms: Analy2e Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
97.
#hat is the di>erence 'et$een a project and a program(
Ans$er $ill )ar/ eed'ac8J &he terms are often -sed interchangea'l/ in '-siness ho$e)er+ a program is considered to 'e a series of coordinated+ related+ and m-ltiple projects that contin-e o)er an e3tended time intended to achie)e a goal. AACSB: Analytic Blooms: -nderstand Learning Obective: !hat is a "roect# Level o$ %i&c'lty: + ,edi'm
1-4$ Copyright © 2014 McGraw-Hill Education. All rights resered. !o reproduction or distri"ution without the prior written consent o# McGraw-Hill Education.
