Creating A Methodology Case Study
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Creating A Methodology Case Study
CASE STUDY
CREATING A METHODOLOGY1
Background
John Compton, the president of the company, expressed his feelings
quite bluntly at the executive staff meeting;
We are no longer competitive in the marketplace. Almost all of the
Requests for Proposal (RFP) that we want to bid on have a requirement
that we must identify in the proposal the project management
methodology we will use on the contract should we be awarded the
contract. We have no project management methodology. We have just a
few templates we use based upon the PMBOK® Guide. All of our
competitors have methodologies, but not us.
I have been asking for a methodology to be developed for more than a
year now, and all I get are excuses. Some of you are obviously afraid
that you might lose power and authority once the methodology is up and
running. That may be true, but losing some power and authority is
obviously better than losing your job. In six months I want to see a
methodology in use on all projects or I will handle the situation myself.
I simply cannot believe that my executive staff is afraid to develop a
project management methodology.
Critical Issues
The executive staff knew this day was inevitable; they had to take the
initiative in the implementation of a project management methodology.
Last year, a consultant was brought in to conduct a morning three-hour
session on the benefits of project management and the value of an
enterprise project management methodology (EPM). As part of the
session, the consultant explained that the time needed to develop and
implement an EPM system can be shortened if the company has a
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project management office (PMO) in place to take the lead role. The
consultant also explained that whichever executive gets control of the
PMO may become more powerful than other executives because he or
she now controls all of the project management intellectual property.
The executive staff fully understood the implication of this and
therefore became reluctant to visibly support project management until
they could see how their organization would be affected. In the
meantime, project management suffered.
Reluctantly, a PMO was formed reporting to the chief information
officer. The PMO was comprised of a handful of experienced project
managers that could hopefully take the lead in the development of a
methodology. The PMO concluded that there were five steps that had to
be done initially. After the five steps were done, the executive
committee would receive a final briefing on what had been
accomplished. The final briefing would be in addition to the monthly
updates and progress reports. The PMO believed that getting executive
support and signoffs in a timely manner would be difficult.
The first step that needed to be done was the establishment of the
number of life-cycle phases. Some people interviewed wanted ten to
twelve life-cycle phases. That meant that there would be ten to twelve
gate review meetings and the project managers would spend a great
deal of time preparing paperwork for the gate review meetings rather
than managing the project. The decision was then made to have no more
than six life-cycle phases.
The second step was to decide whether the methodology should be
designed around rigid policies and procedures or go the more informal
route of using forms, guidelines, checklists, and templates. The PMO
felt that project managers needed some degree of freedom in dealing
with clients and therefore the more informal approach would work
best. Also, clients were asking to have the methodology designed
around the client’s business needs and the more informal approach
would provide the flexibility to do this.
The third step was to see what could be salvaged from the existing
templates and checklists. The company had a few templates and
checklists but not all of the project managers used them. The decision
was made to develop a standardized set of documents in accordance
with the information in the PMBOK® Guide. The project managers
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could then select whatever forms, guidelines, templates, and checklists
were appropriate for a particular project and client.
The fourth step would be to develop a means for capturing best
practices using the EPM system. Clients were now requiring in their
RFP that best practices on a project must be captured and shared with
the client prior to the closeout of the project. Most of the people in the
PMO believed that this could be done using forms or checklists at the
final project debriefing meeting.
The fifth step involved education and training. The project managers
and functional organizations that would staff the projects would need to
be trained in the use of the new methodology. The PMO believed that a
one-day training program would suffice and the functional
organizations could easily release their people for a one-day training
session.
QUESTIONS
- What can you determine about the corporate culture from the fact
that they waited this long to consider the development of an EPM
system?
- Can a PMO accelerate the implementation process?
- Is it acceptable for the PMO to report to the chief information
officer or to someone else?
- Why is it best to have six or less life-cycle phases in an EPM
system?
- Is it best to design an EPM system around flexible or inflexible
elements? Generally, when first developing an EPM system, do
companies prefer to use formality or informality in the design?
- Should an EPM system have the capability of capturing best
practices?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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