Project Management: The Managerial Process,
SOLUTION MANUAL
Project Management: The Managerial Process,
8th Edition By Erik Larson and Clifford Gray
Verified Chapters 1 - 16, Complete
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
TABLE OF CONTENTS
Ch. 1 Modern Project Management
Ch. 2 Organization Strategy and Project Selection
Ch. 3 Organization: Structure and Culture
Ch. 4 Defining the Project
Ch. 5 Estimating Project Times and Costs
Ch. 6 Developing a Project Schedule
Ch. 7 Managing Risk
Ch. 8 Scheduling Resources and Costs
Ch. 9 Reducing Project Duration
Ch. 10 Being an Effective Project Manager
Ch. 11 Managing Project Teams
Ch. 12 Outsourcing: Managing Interorganizational Relations
Ch. 13 Progress and Performance Measurement and Evaluation
Ch. 14 Project Closure
Ch. 15 Agile Project Management
Ch. 16 International Projects
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
Chapter 1
Modern Project Management
Chapter Outline
1. What Is a Project?
A. What a Project Is Not
B. Program versus Project
C. The Project Life Cycle
D. The Project Manager
E. Being Part of a Project Team
2. Agile Project Management
3. Current Drivers of Project Management
A. Compression of the Product Life Cycle
B. Knowledge Explosion
C. Triple Bottom Line (Planet, People, Profit)
D. Increased Customer Focus
E. Small Projects Represent Big Problems
4. Project Management Today: A Socio-Technical Approach
5. Summary
6. Text Overview
7. Key Terms
8. Review Questions
9. Snapshot from Practice: Discussion Questions
10. Exercises
11. Case 1.1: A Day in the Life—2019
12. Case 1.2: The Hokies Lunch Group
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
Chapter Learning Objectives
After reading this chapter you should be able to:
LO 1-1 Understand why project management is crucial in today’s world.
LO 1-2 Distinguish a project from routine operations.
LO 1-3 Identify the different stages of a project life cycle.
LO 1-4 Describe how Agile PM is different from traditional PM.
LO 1-5 Understand that managing projects involves balancing the technical and
sociocultural dimensions of the project.
Review Questions
1. Define a project. What are five characteristics which help differentiate projects
from other functions carried out in the daily operations of the organization?
A project is a complex, non-routine, one-time effort limited by time, budget, resource,
and specifications. Differentiating characteristics of projects from routine, repetitive
daily work are below:
a. A defined lifespan
b. A well-defined objective
c. Typically involves people from several disciplines
d. A project life cycle
e. Specific time, cost, and performance requirements.
2. What are some of the key environmental forces that have changed the way
projects are managed? What has been the effect of these forces on the
management of projects?
Some environmental forces that have changed the way we manage projects are the
product life cycle, knowledge growth, global competition, organization downsizing,
technology changes, time-to-market. The impact of these forces is more projects per
organization, project teams responsible for implementing projects, accountability,
changing organization structures, need for rapid completion of projects, linking
projects to organization strategy and customers, prioritizing projects to conserve
organization resources, alliances with external organizations, and so on.
3. Describe the four phases of the traditional project life cycle. Which phase do you
think would be most the difficult one to complete?
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
1. Defining: Project specifications objectives are defined, and teams are formed with
major responsibilities assigned. Much of this is referred to as defining the Scope
of a project.
2. Planning: The creation of a comprehensive plan that includes schedules, budgets,
staffing and risk assessment.
3. Executing: Work begins, deliverables are produced, and progress is monitored.
4. Closing: Putting the project to bed includes customer delivery, post project review
or audit, and redeployment of project team.
problematic. Disagreements at the customer acceptance can lead to rework, tension
and in many cases litigation. Veteran project managers answer to this question would
be ―It all depends‖.
4. What kinds of projects is Agile PM best suited for and why?
R&D work, technological breakthroughs, and creative endeavors.
5. The technical and sociocultural dimensions of project management are two sides
to the same coin. Explain.
The technical and sociocultural dimensions of project management are two sides of
the same coin because successful project managers are skillful in both areas. The
point is successful project managers need to be very comfortable and skillful in both
areas.
Snapshot from Practice: Discussion Questions
1.1 The Project Management Institute
1. If you were a student interested in pursuing a career in project management how
important do you think being CAPM would be?
There is no data available on the value of the CAPM in the job market. Experts suggest at
a minimum it demonstrates a strong interest in project management and a good
understanding of the project management processes. Given the growing demand for
people to work on projects, the CAPM may just separate you from other applicants.
2. How valuable do you think being a certified PMP is?
Reliable data is hard to find. PMI reported that the median salary for a PMP is $108,200.
Non-certified project managers, on the other hand, showed a median income of $91,000.
According to a different survey, eighty percent of high-performing projects used PMP
certified project managers.
1.3 London Calling: Seattle Seahawks versus Oakland Raiders
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
1. Why was it important to give players and staff a chance to explore London one
evening?
This will be a tough question for those not familiar with intense team sports. They will
not be aware of the importance coaches devote to eliminating distractions that can disrupt
team concentration and focus. Coach Carroll reportedly said, ―There was no avoiding the
fact that we were in a foreign country. Players and staff were curious and excited, so we
decided instead of denying it we would let them explore London‖.
2. What are one or two lessons you learned from this Snapshot?
Several lessons can be gleaned from this Snapshot:
High performance projects need to devote significant attention to providing a
work environment that supports high performance.
The importance of interjecting fun on intense projects.
The impact time zone changes can have on individual performance.
The attention to detail exhibited in the project.
The importance of managing the rhythm and pace of a group to accomplish
project objectives.
Sports fans will draw attention to coach Carroll driving the players to the stadium the day
before the game. This eliminated the distraction of not knowing what the field or locker
room would be like. It answered the question of what kind of shoes the players would be
wearing. Players like quarterback Russell Wilson like to form vivid, mental images of big
plays the night before a big game.
1.4 Ron Parker
1. Do you agree with Ron Parker’s statement: ―To be successful, you must also be willing
to run at problems/opportunities when everyone else is running away from them‖?
This is somewhat of a philosophical question. While not the only way to become
successful this is one path to success especially when other opportunities or advantages
are not available. Tackling tough projects is a great way to gain visibility and establish a
reputation. The flip side is that these projects are risky, and failure may damage one’s
reputation. Organizations that excel at project management recognize that these projects
often fail despite superior effort. They value experience and devote significant attention
to improving future project performance by articulating lessons learned from current
projects.
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
Exercises
1. Review the front page of your local newspaper and try to identify all the projects
contained in the articles. How many were you able to find?
It is nearly impossible to open a newspaper and not find articles relating to projects.
Sunday editions are especially good for this exercise. Even experienced project
managers find the number of projects far greater than they would have predicted.
Each one is managed by a project manager! This is a good illustration of the
important role projects play in our daily lives.
2. Individually identify what you consider to be the greatest achievements
accomplished by mankind in the last five decades. Now share your list with three
to five other students in the class and come up with an expanded list. Review
these accomplishments in terms of the definition of a project. What does your
review suggest about the importance of project management?
Typical responses center on technology, medical advances, space exploration—e.g.,
computer advances, laser operations and new drugs, building the space station. Often
you have to point out that many of these projects are really programs.
We usually select two or three student suggestions of projects (there will be plenty!)
and ask the students to identify the kinds of problems the project manager of the
project may have had to deal with. Again, once the students get into the exercise, the
problems they can envision are many. These problems are placed on the board. After
the board is nearly filled and most students have participated, we try to show or
classify on the board the problems by the content of the text chapters. The intent is to
demonstrate to the class the course and text will address many of the problems
suggested by the students.
3. Individually identify projects assigned in previous terms. Were both
sociocultural and technical elements factors in the success or difficulties in the
projects?
Students will naturally focus on sociocultural aspects in part because they are more
familiar with concepts such as leadership, problem-solving, and teamwork than
scope, WBS, and baseline budgets. Furthermore, interpersonal friction is often a
source of consternation on student projects. The instructor may have to point out that
interpersonal conflicts often arise from ill-defined scopes, uneven work schedules,
and poor planning.
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
4. Check out the Project Management Institute‘s home page at www.pmi.org.
a. Review general information about PMI as well as membership information.
Answers will vary. The PMI website undergoes periodic updates.
b. See if there is a PMI chapter in your state. If not, where is the closest one?
Answers will vary depending on your location.
c. Use the search function at the PMI home page to find information on Project
Management Body of Knowledge (PMBOK). What are the major knowledge
areas of PMBOK?
This search turns up a very wide variety of information including books the
student can purchase, how-to articles, and tools and templates. It will take some
searching, but the student can find that the ten knowledge areas are as follows:
1. Project Integration Management
2. Project Scope Management
3. Project Time Management
4. Project Cost Management
5. Project Quality Management
6. Project Human Resource Management
7. Project Communications Management
8. Project Risk Management
9. Project Procurement Management
10. Project Stakeholder Management
d. Explore other links that PMI provides. What do these links tell you about the
nature and future of project management?
Answers will vary, but most will tout the significance of project management as
well as different aspects of a career in Project Management.
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
Case 1.1
A Day in the Life—2019
Troi, the project manager of a large information systems project, arrives at her
office early to get caught up with work before her co-workers and project team
arrive. However, as she enters the office, she meets Neil, one of her fellow project
managers, who also wants to get an early start on the day. Neil has just completed a
project overseas. They spend 10 minutes socializing and catching up on personal
news.
(Rest of case not shown due to length.)
This case shows a glimpse of what it is like to be a project manager. It also underscores
that being a project manager is more social than technical and that project managers
spend the majority of their time interacting with various people who impact a project.
Note: This case can either be used up front in the course or towards the end when the
sociocultural aspects of project management have been covered.
1. How effectively do you think Troi spent her day?
Students will be divided in their evaluation of Troi. Some will argue that she is inefficient
and does not have control over her time. Others will argue that this is the nature of the job
and is to be expected. They will point out that she is appropriately spending her time
managing relations and keeping on top of things that affect the project. We tend to
observe that students with little work experience are much more critical than those with
work experience.
2. What does the case tell you about what it is like to be a project manager?
Troi’s day underscores three key functions project managers spend their time performing:
a. Building and sustaining interpersonal relations. Project managers have to network
and develop good working relations with team members and other project
stakeholders.
b. Information gathering and dissemination. Project managers are the information
hub for their projects. They are in constant communication with various
stakeholders, collecting information from various sources, and sending it to those
who have a need to know.
c. Decision-making. Project managers consult with various people to make decisions
necessary to complete the project.
Project Management: The Managerial Process,
, Project Management: The Managerial Process,
Case 1.2
The Hokies Lunch Group
Fatma settled down for lunch at the Yank Sing Chinese restaurant. She was early
and took the time to catch up on her e-mail. Soon she would be joined by Jasper and
Viktoria, two fellow 2014 grads from Virginia Tech in Blacksburg, Virginia.
(Rest of case not shown due to length.)
This case is designed to provide students a glimpse of what it is like to work on projects.
Over the course of monthly lunch meetings students are exposed to a variety of
management issues as well as the different phases of the project life cycle.
1. For each part (A, B, C) what phase of the project life cycle is each project in?
Part A
Viktoria and Jasper’s projects are in the Executing phase with PAX2 entering a critical
testing stage. Fatma’s project appears to be in the Defining phase where she is working
on defining the scope of the project.
Part B
Viktoria and Jasper’s projects continue to be in the Executing phase with Jasper feeling
intense pressure after missing a second milestone. Fatma’s project appears to be in the
planning phase since she is involved in scheduling work.
Part C
Viktoria is wrapping up her successful project during the Closing phase. Jasper’s project,
on the other hand, has been canceled and he is now looking for work. Fatma’ renovation
project is now in the Executing phase.
2. What are two important things you learned about working on projects from the
case? Why are they important?
This is an open-ended question and responses will vary depending upon level of
experience and exposure to project management.
The case involves a number of key project management issues:
Part A
How projects vary in the degree that scope can be defined up front and how difficult it
can be to define the scope of software projects.
Project Management: The Managerial Process,
