PJM330 Colorado State University Effective Project Scheduling and Control Discussion Please respond to both POST1: and POST2: with at least 200 words each and APA cited reference.
Chapters 18 & 21 in Project Management
Part 1: Sections 4.4 and 4.7 in A Guide to the Project Management Body of Knowledge (PMBOK® Guide)
Chapters 15 & 16 in Fundamentals of Project Management
Bongers, A. (2017). Learning and forgetting in the jet fighter aircraft industry. PLos ONE 12(9), 1-19.
Chapters 1, 2, & 3 in Project Management Institute [PMI]. (2013). Organizational Project Management Maturity Model (OPM3®) (3rd Ed.). Newtown Square, PA: Author.(Product information available at http://marketplace.pmi.org/Pages/ProductDetail.aspx?GMProduct=00101463501)
International Institute for Learning. (2012). Kerzner project maturity model online assessment. Retrieved from http://www.iil.com/pm/kpmmm
Reference for Business. (2012). Experience and learning curves. Retrieved from http://www.referenceforbusiness.com/management/Em-Exp/Experience-and-Learning-Curves.html
Module 7: Discussion Forum
Schedule slippage and delays are always going to be a challenge project managers face. Utilizing the Learning Theory and Project Management Maturity Model (PMMM) can help to control these issues. There are a lot of companies that do not subscribe to project mangers and some that only subscribe to certain levels of it. Kerzner (2017) give us a breakdown of the maturity model and what each level means.
Level 1 is common language. This is where companies recognize how important project management is and how having a coming terminology.a
Example: A company would have processes defined but little adherence to them. Management is aware of the need for a project manager. (Pennypacker, 2002)
Level 2 is common processes: This is where companies recognize project management principles can be applied to support other areas of the company and how this process can be distributed amounts other departments.
Example: Project management exists in the company, but they are basic. Management supports project managers, but they are not consistent and there is not requirements of it. Everything is done manually. (Pennypacker, 2002)
Level 3 is singular methodology: The company understands the need to combine all departments in the same project management methodologies.
Example: All departments have the same process in place for project management. They are standard across the company. There are formal documents existing as well as processes and standards. (Pennypacker, 2002)
Level 4 is benchmarking: This means that the company has the standards and procedures in place to maintain a competitive advantage. “Benchmarking must be performed on a continuous basis. The company must decide whom to benchmark and what to benchmark.” (Kerzner, 2017, p. 735) .
Example: Management uses effective metrics to make decisions based on what they learned from previous mistakes. All projects are evaluated and based on the metrics they set in place. (Pennypacker, 2002)
Level 5 is continuous improvement: This means that the company has processes in place to evaluate the information they received from benchmarking and can make a decision if that information will enhance the methodologies.
Example: Management put into place processes to continually improve and to make better decisions in the future. (Pennypacker, 2002)
Kerzner, H. (2017). Project Management: A systems approach to planning, scheduling, and controlling (12th ed.). Hoboken, NJ: Wiley
Pennypacker, J. S. & Grant, K. P. (2002). Project management
maturity: an industry-wide assessment. Paper presented at PMI® Research
Conference 2002: Frontiers of Project Manage
Things such as underestimating project duration, incorrect dependencies, departing personnel, material shortages and delivery delays are few of the examples that can cause schedule slippage (skillpower.co.nz) during the life of a project, and sometimes it’s inevitable regardless of the learning theories or project management maturity models (PMMM) in practice to handle schedule slippage. However, learning theories and PMMM are of significant importance in assisting to minimize and control schedule slippage.
The learning theory of experience curves is based on the concept that continuous repetition of the same process or operation will result in reduction of time and effort that is required to achieve a process (Kerzner 2017, pg. 643).
PMMM is established as the set of tools for understanding capabilities and the identification of improvement opportunities (pmi.org) in a project. The levels that make up PMMM include:
Level 1- Common Language, organizations must establish a good understanding of the basic knowledge on project management, along with the language terminology.
Level 2- Common Processes, common processes are defined and developed in a way that success in one project can be repeated on other projects.
Level 3- Singular Methodology, organizations recognize that synergism and process control can be best achieved through the development of a singular methodology, instead than multiple methodologies.
Level 4- Benchmarking, is the recognition that process improvement is necessary in order to maintain competitive advantage, while deciding who and what to benchmark.
Level 5- Continuous improvement, organizations analyze the results of benchmarking in order to decide if the information will enhance the singular methodology.
These levels can overlap each other more than once. However, the order of completion of phases does not change. For instance if level 1 and level 2 overlap, level 1 must be completed first before level 2 (Kerzner 2017, pg. 734, 735).
By implementing and following the steps of learning curves and PMMM, organizations can improve their project cost and scheduling matters.
Kerzner, H. (2017). Project management: a systems approach to planning, scheduling, and controlling. Hoboken, NJ: Wiley
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