Final Case Analysis Student Learning Objectives (SLO) for PRM600FinalCase Analysis

Final Case Analysis

Student Learning Objectives (SLO) for PRM600FinalCase Analysis
The student is expected to be able to do the following:
1. Apply key project management terms
2. Analyze the environment in which projects operate
3. Describe a generalized view of how the various project management processes commonly interact
4. Identify project integration, scope, time, cost, quality, human resource, communications, risk, and procurement management process inputs, tools and
techniques, and outputs
5. Identify lifecycle phases appropriate to a project
6. Analyze stakeholder needs and expectations
.
Instructions:
1. Please review the Case Analysis scenario for this Case Analysis (included below). This is a different scenario than the one used for earlier.
2. Answerfive(5) of the six questions for a total of 75 points. Each of the five questions that you answer is worth up to 15 points. Please turn in the Case
Analysis on time for a total of 75 points possible.
3. You may use your notes and your books and the templates. You should not look at the Web or outside sources. The sources used to develop the questions were the
PMBOK® Guide (PMI, 2013)and Schwalbe(2015).
4. Both textbooks were used in writing the Case Analysis. Paraphrase concepts from both authors to support your statements. One point will be deducted for every
instance of copying a source without using appropriate citation, so use quote marks for words copied exactly and paraphrase well.If you are using an e-book, Chapter
and Section numbers are required for direct quotes, (instead of page numbers).
5. Use Single or 1.5 spacing. Please submit a Word document, not a PDF. It makes it easier for me to provide feedback. Most students write about one half page
single-spaced for each question or a little more.
6. Based on this case study, please answer each question briefly, but use critical thinking to support your answers. Your answers should have accuracy, clarity,
depth and significance and support. A grading rubric is provided for you.

GRADING RUBRIC —> Novice Satisfactory Proficient
a. Accuracy No sources or section numbers cited Cites some sources and page or section numbers Cites most relevant primary sources, and section or page
numbers
b. Clarity Restates concepts from textbook or case Analysis Paraphrases some concepts from text or case Analysis Succinctly paraphrases the key concepts
from the textbooks and the case study
c. Depth and Significance Does not distinguish between significant and insignificant components Identifies the important components Identifies and
integrates the most salient components of the case Analysis or response
d. Support and Questioning Little support for opinions or conclusions Provides clear examples or connections to the case study. Uses examples to
support opinions with references to sources cited
e. Directness of answer Misinterprets the question being asked Clearly and directly answers all questions being asked and clearly identifies the key case
Analysis elements. Paraphrases the question succinctly and then briefly but completely answers each element of each question.

Case Scenario
LSS is engaged in flood relief support nationally, and has been asked to do several international Camp Noah projects. Last year the French government asked for
resources for children in Southeastern France who had been affected by floods;LSS responded within 15 weeks with a French Camp Noah curriculum that met many of the
project objectives. The Board of Directors of LSS commended the effort; international expansion was added to this year’s strategic objectives for the LSS
organization.

The French Camp Noah project was not completed on time, the scope had to be reduced to meet even the delayed time frame, the cost was30% higher than expected, and
quality control measurements indicated that there were many small disappointments within the project. During the French Camp Noah project, the project manager had
been unable to keep the team focused on the planning process. Initiation took longer than expected, and executing work on the project was well under-way before
detailed planning even began. Many team members skipped planning meetings in favor of just using the time to do the project work. The gap between the plans and the
execution became so large that the project manager finally just started having ad hoc meetings and documenting the notes from the meetings, and stopped looking at the
plans.
At a post-project review meeting, the team agreed that, although they felt they had done everything possible given the short time-frame, they would not want to repeat
the experience without improving the project management process. Many of them had missed family and other commitments while responding heroically to this challenge;
they were stressed-out, burned-out, and feeling overwhelmed from the French Camp Noah project.

LSS announced that it was funding a six-month long project to proactively create a Latino Camp Noah that can be deployed in any Spanish-speaking country. To avoid
tight deadlines and scrambling, the Latino product will not be available until the end of the project, whether or not a flood occurs in a Spanish speaking area. The
project called “Campamento de Noé” was chartered, and by the end of the first month, detailed planning was completed. Two months ago, the team started executing the
project plan and they expect to complete the project on time by completing the remaining tasks to be executed within two months.

In general, the great planning paid off. Many things are working smoothly and the work is getting done. There are, however, a few problems that Amina, the project
manager, would like your help with in the Execution, Monitoring and Control, and Closure stages of the project. Changes to the project scope, cost and schedule on the
“Campamento de Noé” project have become troublesome and Amina is worried about the potential for scope creep. Amina is uneasy about the level of team performance and
team communications – at some level, everyone just isn’t working together smoothly.
Questions:
Q1: There is no clearly defined process at LSS to deal with changes to the project baselines, and Amina is determined to prevent scope creep. When someone approaches
her about an idea for a change, Amina listens carefully to the person. Then, Amina tells the person that, although it sounds like a great idea, it is not consistent
with the project plan. Recently, Jenna, one of the functional leads, told Amina she wanted to purchase a new graphics software package. Amina told Jenna that she
agreed that a new graphics software would be beneficial to the “Campamento de Noé” project; but, unfortunately, it was not in the project plan. Jenna purchased the
graphics software, and had it charged to the project. Jenna says this is an approved change because she talked to Amina about it but Amina says it is a variance. Who
is correct? What caused this problem and how should Amina change the project management processes to prevent future problems?
==Type your answer here

Q2: About one third of the team members on the “Campamento de Noé” project had participated in the French Camp Noah project. However, two thirds of the team members
are new to the project. Amina recently left a team meeting feeling surprised at the level of disagreement between team members: it feels like storming, not
performing. For example, during a meeting, Ben, who manages ongoing Camp Noah operations, was surprised to hear that he needed to integrate the new Latino products
into his operation – he thought the “Campamento de Noé” team would continue to support the product indefinitely. After that uncomfortable and unproductive meeting,
Amina’s manager suggested that she come up with better approaches to dealing with conflict. a) How do you recommend that Amina deal with conflict as it arises during
meetings? b) Describe the steps to implement an ongoing issue log and the rationale Amina could use to help her team understand the purpose and value of an issue
log.
==Type your answer here

Q3: Formal project reporting is new to this organization, and unfortunately Amina made the early mistake of requiring lengthy, detailed status reports. No one on the
project team turns them in consistently, and no one in management reads her reports. What should Amina do? She is considering a) giving up on status reporting, or
b) enforcing the detailed reporting or c) creating a new shorter, more focused status report template. Support your recommendation and describe the key elements of
the report that you suggest she uses.
==Type your answer here

Q4: Quality planning went well, and the team also did a good job performing quality assurance. Recommend at least three (3) quality control techniques, or procedures
that Amina could incorporate into this project to help it be successful. Explain how each one might be applied to a specific problem or metric.
==Type your answer here

Q5: As the project nears closure, Amina is considering her options for learning from the project. Recommend an approach for learning from the project and describe
both what she should do and why she should do it.
==Type your answer here

Q6: Procurement is one area in which Amina has very little experience. She needs to Close Procurements for the contract for discounted airline flights that they had
negotiated with a travel agency. Using the process flow diagram in the PMBOK Guide for Close Procurements, (PMI, 2013) explain how the close procurements process
applies to the airline flight contract, and why each step is important to successful project closure.
==Type your answer here

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