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© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

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Page 1: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Page 2: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

2

ByHarold Kerzner, Ph.D.

Page 3: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

DRUG DEVELOPMENT (LIFE CYCLE PHASES)

DISCOVERY(R & D)

DISCOVERY(R & D) DEVELOPMENTDEVELOPMENT COMMERCIAL-

IZATION

COMMERCIAL-IZATION

Page 4: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

DRUG DEVELOPMENT (MANAGEMENT STYLE)

DISCOVERY(R & D)

DISCOVERY(R & D) DEVELOPMENTDEVELOPMENT COMMERCIAL-

IZATION

COMMERCIAL-IZATION

PROJECTMANAGEMENT

PROJECTMANAGEMENT

PROGRAMMANAGEMENT

PROGRAMMANAGEMENT

PRODUCTMANAGEMENT

PRODUCTMANAGEMENT

Page 5: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

DRUG DEVELOPMENT (COST)

DISCOVERY(R & D)

DISCOVERY(R & D) DEVELOPMENTDEVELOPMENT COMMERCIAL-

IZATION

COMMERCIAL-IZATION

$850 MILLION$850 MILLION

Page 6: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

DRUG DEVELOPMENT (TIMING)

DISCOVERY(R & D)

DISCOVERY(R & D) DEVELOPMENTDEVELOPMENT COMMERCIAL-

IZATION

COMMERCIAL-IZATION

3000 DAYS3000 DAYS

Page 7: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Commer-cialization

Commer-cialization

Solution/Prototyping

SolutionThroughAdoption

SolutionThroughInvention

DebuggingPrototype

& Scale-up

ProblemSolving

Experiment-ation &

Calculation

Idea Formulation& Evaluation

TechnicalFeasibility

Rough Design Concept & Evaluation

EconomicFeasibility

Modeling the Innovation Process

ProblemRecognition

RecognizeTechnical

Need

RecognizeMarketNeed

Current State of the Art

Page 8: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

PenetrateNew Markets

Extend Existing Markets

Strengths, Weaknesses, Opportunities, Threats

The R&D Strategic Planning Process

Support for Present Products

Defensive R&D

PenetrateNew Markets

Extend Existing Markets

Environmental Analysis

Competitive Forces

R&D Goals, Objectives and Strategies

Integration into the Strategic Plan

Evaluation and Selection of R&D Projects

Feedback

Support for New Products

Offensive R&D

Page 9: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Project Selection Process

Environmental Situation

Competitive Situation

Resources & Capabilities

Analysis of Past

Performance

Project Definition

Opportunities & Threats

Strengths & Weaknesses

Specification of Present

Project

Project Objectives

Impact AnalysisImpact

Analysis

Identify Skills Needed

Develop Potential Benefits

Identify Skills Needed

Develop Potential Benefits

Risks

Cost / Schedule

Technical

Decisions

Accept The Project

Reject The Project

Page 10: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Differences in Strategic Importance

Project A

Project B

Project C

AvailabilityQualityProduct VarietyPrice Features

Marketing Least ImportantLeast Important

MediumImportanceMediumImportance

MostImportantMostImportant

MarketingImportance

Page 11: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Differences in Strategic Importance

Project A

Project B

Project C

Cost Reduction Quality

Rate of Changes

Hard Automation

Innovation/Technology

Manufacturing Least ImportantLeast Important

MediumImportanceMediumImportance

MostImportantMostImportant

Page 12: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Mortality of New Product Ideas

Cumulative Time

60

Screening

Number of Ideas

10

15

5

0

BusinessAnalysis

Development Test

Commercialization

One SuccessfulNew Product

Page 13: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Cumulative Expenditures and Time

Per

cent

of

Tot

al E

volu

tion

Exp

endi

ture

s (C

um

ula

tive

)(E

xpen

se I

tem

s P

lus

Cap

ital

Exp

endi

ture

s)

Cumulative Time

100%

90

80

70

60

50

40

30

20

10

00% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Screen BusinessAnalysis

Development Test Commercialize

TotalExpenditures

CapitalExpenditures

Expensed Items

Page 14: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

14

Today’s View of Project Management

Project management has evolved into more of a business process rather than just a project management process.

Today we are managing our business by projects, and project management is being applied to both traditional and nontraditional projects.

Each project is seen as a collection of value scheduled for realization.

Project managers are now filling program and product management positions

Page 15: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

15

Changes in Project Management

ROLE ANDRESPONSIBILITY

MONITOR AND CONTROL DURINGEXECUTION

PLANNING FOR PROJECTEXECUTION

STRATEGY DEVELOPMENT AND PROJECT SELECTIONINPUT

WHEN BROUGHTON BOARD

AFTER CONTRACT AWARD OR AT END OF INITIATION

DURING PROPOSALPREPARATION

DURING CONCEPT DEVELOPMENT AND INPUTIN THE BID/NO-BID DECISION

KNOWLEDGEREQUIREMENTS

TECHNICAL KNOWLEDGE (COMMAND OF TECHNOLOGY)

MOSTLY TECHNICAL BUT SOME BUSINESS KNOWLEDGE

MOSTLY BUSINESS BUT SOME TECHNICAL KNOWLEDGE (UNDERSTANDING OF TECHNOLOGY)

CUSTOMEREXPECTATIONS DELIVERABLES DELIVERABLES BUSINESS SOLUTIONS

DEFINITION OF SUCCESS

MEETING THE TRIPLE CONSTRAINT

MEETING THE TRIPLE CONSTRAINT

MULTIPLE SUCCESS CRITERIA (BOTH PROJECT AND BUSINESS SUCCESS)

HISTORICAL 1990’S TODAYVIEW (AND IN THE FUTURE)

Page 16: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

16Defining Project, Program and Product Success

PROGRAMSUCCESS

PROJECT,PROGRAM AND PRODUCT

SUCCESSARE INTEGRATED

PROJECT SUCCESS

PAST VIEW PRESENT VIEW

UNCOUPLED COUPLED

Page 17: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Customer RFP Requirements

Contractors must have PMP®s

Contractors must have an EPM system, and it may have to be qualified or approved by the client

Contractors must capture best practices and share intellectual property with the client

Contractors must identify a reasonable maturity level in project management

17

Page 18: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

18

Customer’sExpectations

Contractor’sExpectations

BusinessSolutions

Long Term Strategic

Partnerships

“Engagement” Expectations

Page 19: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Before and After Engagement Proj. Mgt.

BEFORE ENGAGEMENT

PROJECT MANAGEMENT

AFTER ENGAGEMENT PROJECT

MANAGEMENT

Continuous competitive bidding

Sole-source or single-source contracting (fewer suppliers to deal with)

Focus on near-term value of the deliverable

Focus on lifetime value of the deliverable

Contractor provides minimal support for client with their customers

Support client with their customer value analyses (CVA) and customer value measurements (CVM)

Utilize one inflexible, linear EPM system

Access to contractor’s many nonlinear systems

19

Page 20: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

The Need for Business Solution Partners

Not all companies have the ability to manage complexity in new product development

Solution providers must learn while managing the project

Solution providers can bring years of history to the table

Solution providers have a greater understanding of cultural change and the ability to work within almost any culture

20

Page 21: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

21

Two Types of Projects

Traditional Project:

Focus on the Triple Constraint

Nontraditional Project:

Focus on the Triple Constraint and Value

Page 22: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

22

Percent of Projects Using Project Management

Current use of project management

Page 23: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

23

TraditionalProjects

NontraditionalProjects

Fuzzy, Gray AreaProjects

Radical Breakthrough

High Technology Platforms

Maintenance and Enhancements

• Linear thinking

• Structured processes

• Within existing technology

• With existing resources

• Without changing the culture

• Nonlinear thinking

• Spontaneous

• Technology breakthrough needed

• Consultants and contractors required

• Cultural change highly probable

Elements of Complexity

Page 24: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

24

The “Traditional” Project

Time duration of 6-18 months

The assumptions are not expected to change over the duration of the project

Technology is known and will not change over the duration of the project

People that start on the project will remain through to completion (the team and the sponsor)

The statement of work is reasonably well-defined

The target is stationary

Page 25: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

25The “Nontraditional” (Complex) Project

Time duration can be over several years

The assumptions can and will change over the duration of the project

Technology will change over the duration of the project

People that approved the project (and are part of the governance) may not be there at completion

The statement of work is ill-defined and subject to numerous changes

The target may be moving

Page 26: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

26

Why Traditional Project Mgt. Must Change

New projects have become: Highly complex and with greater

acceptance of risks that may not be fully understood during project approval

More uncertainty in the outcomes of the projects with no guarantee of value at the end

Pressed for speed-to-market irrespective of the risks

Page 27: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

27

Why Traditional Project Mgt. Must Change

The statement of work (SOW) is: Not always well-defined especially on

long-term projects Based upon possibly flawed, irrational

or unrealistic assumptions Inconsiderate of unknown and rapidly

changing economic and environmental conditions

Based upon a stationary rather than moving target for final business value

Page 28: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

28

Why Traditional Project Mgt. Must Change

The management cost and control systems (enterprise project management methodologies [EPM]) focus on: An ideal situation (as in the PMBOK®

Guide) Theories rather than the understanding of

the work flow Inflexible processes Periodically reporting time at completion

and cost at completion but not value (or benefits) at completion

Project continuation rather than cancelling projects with limited or no value

Page 29: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

29

MANAGINGTRADITIONAL

PROJECTS

MANAGINGNONTRADITIONAL

PROJECT

Single person sponsorship Governance by committee

Possibly a single stakeholder

Multiple stakeholders

Project decision-making Both project and business decision-making

Inflexible project management methodology

Flexible or “fluid” project management methodology

Periodic reporting Real time reporting

Success is defined by the triple constraint

Success is defined by the triple constraint and business value

KPI are derived from earned value measurement (EVM)

Unique value-driven KPI can exist on every project

Traditional Versus Nontraditional Projects

Page 30: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

30

The Need for “Value” as a Driver

Factors promoting value-driven project management include: Identifying the value of business

opportunities that do not yet exist Identifying better ways of selecting projects

with the greatest potential value Identifying better ways of measuring the

value of projects once they begin and/or end Making better decisions in turbulent and

highly dynamic markets Measuring value has become a competitive

necessity Implementing customer-value programs

Page 31: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

31

The benefits of “Value” as a Driver

Value-driven project management leads to: Better decision-making especially when

considering non-financial (intangible) benefits Better analysis of options especially when

considering scope changes and tradeoffs Better alignment of projects to corporate

objectives during business case development Easier to get stakeholder consensus on value than

on just the triple constraint Better persuasive and defendable justification for

funding during portfolio project selection activities

Typical project portfolios can expect an increase of 30% or higher in total portfolio value, but can be industry-specific

Page 32: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

32

Postulate #1

It doesn’t matter if you execute a project extremely well or extremely poorly if you are working on the wrong project.

Page 33: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

33

Postulate #2

Being on time and on budget is not necessarily success.

Page 34: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

34

Postulate #3

Completing a project within the triple constraint does not guarantee that the necessary business value will be there at project completion.

Page 35: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

35

Postulate #4

Having mature project management practices, including an enterprise project management methodology, does not guarantee that business value will be there at project completion.

Page 36: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

36

Postulate #5

Price is what you pay. Value is what you get.

Warren Buffett

Page 37: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

37

Postulate #6

Business value is what your customer perceives as worth paying for.

Page 38: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

38

Postulate #7

Success is when business value is achieved.

Page 39: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

39

Following a project plan to conclusion is not always success if business-related changes were necessary but never implemented.

Postulate #8

Page 40: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

40

The Changing Definition of Success

Success is simply the triple constraint

Customer satisfaction must also be considered

There are other (secondary) factors to be considered

Success must have a business component

The constraints must be prioritized

There are multiple definitions of success (each customer/stakeholder can have a different definition)

There are categories of success, and value is now part of the success criteria

(2004)

(2008)

Page 41: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

41

Redefining The Triple ConstraintSuccess Criteria

Co

st

Time

Quality

(or Scope)

Page 42: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

42

Secondary Success Factors

Secondary Factors: Customer Reference Follow-on Work Financial Success Technical Superiority Strategic Alignment Regulatory Agency Relationships Health and Safety Environmental Protection Corporate Reputation Employee Alignment Ethical Conduct (Sarbannes-Oxley Law)

Page 43: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

43

Disney’s Prioritization of Constraints

• Safety• Aesthetic Value• Quality

• Time• Cost• Scope

Page 44: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

44

Success

Success is not necessarily achieved by completing the project within the triple constraint. Success is when the planned business value is achieved within the imposed constraints and assumptions and the customer receives the desired value.

Page 45: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

45

New Developments in Project Management

New Success Criteria

Key Performance Indicators

Dashboard Design

Governance

Measurement

Page 46: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

46

Defining Value at Initiation

How do we define value in the early life cycle phases of a project when value may be just a perception?

Page 47: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

47

A New Job Responsibility

Part of the project manager’s new role is to understand what are the key metrics (KPI) that need to be identified and managed for the project to be viewed as a success by all of the stakeholders.

Page 48: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

48

A New Job Responsibility

Defining project-specific metrics and key performance indicators are necessities in order to get stakeholder agreement.

Page 49: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

49

Selecting The Right KPI

Not everything that counts can be counted.

Not everything that can be counted counts.

Page 50: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

50

Defining Value Metrics (KPI)

PAST VIEW PRESENT VIEW

Metrics are fixed for the duration of the

project

Metrics can change over the duration of

the project

(Metric-Driven ProjectManagement)

Page 51: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Uses for a KPI

Selecting the right KPI will: Allow for better decision-making Improve results Help identify problem areas faster Improve customer-contractor

relations

51

Page 52: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Complexities with Identifying KPI

It may be difficult to get customer and stakeholder agreement on the KPI

Must determine if the KPI data is in the system or needs to be collected

Must determine the cost, complexity and timing for obtaining the data

May have to consider the risks of information system changes and/or obsolescence that can impact KPI data collection over the life of the project

52

Page 53: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

53

The Need for Changing Metrics

Metrics can change, from project to project, at each life cycle phase and over time because of: The way the company defines value internally The way the customer and contractor jointly

define success and value at project initiation The way the customer and contractor come to an

agreement at project initiation as to what metrics should be used on a given project

New or updated versions of tracking software Improvements to the enterprise project

management methodology and accompanying PMIS

Changes in the enterprise environmental factors Changes in the assumptions

Page 54: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

54

New Developments in Project Management

New Success Criteria

Key Performance Indicators

Dashboard Design

Governance

Measurement

Page 55: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

55

Dashboard Design

Page 56: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

56

Dashboards Versus Scorecards

FACTOR DASHBOARDS

SCORECARDS

Performance Operational issues

Strategic issues

WBS level for measurement

Work package level

Summary level

Frequency of update

Real time data Periodic data

Target audience

Working levels Executive levels

Page 57: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Dashboard Design and Layout

Factors that must be considered include: Colors Positioning Brightness Orientation Saturation Size Texture Shape

57

Page 58: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Dashboard Design and Layout

Some rules exist for dashboard design and layout: Rules for selecting the right artwork Rules for artwork placement Rules for color selection Rules for accuracy of information

58

Page 59: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Examples of Rules

Must select the correct metaphor (i.e. gauges cannot show trends; pretty artwork can distract users from critical information)

There must be a speed of perception (i.e. upper left corner more critical than lower right corner)

Visualization (i.e. easy to read and understand)

Aesthetics (i.e. pleasing to the eye)

59

Page 60: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

60

New Developments in Project Management

New Success Criteria

Key Performance Indicators

Dashboard Design

Governance

Measurement

Page 61: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

61

When to Assess Value

We must establish a time frame for how long we are willing to wait to measure the value or benefits from a project. This is particularly important if the actual value cannot be identified until some time after the project has been completed.

Page 62: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

62

New Developments in Project Management

New Success Criteria

Key Performance Indicators

Dashboard Design

Governance

Measurement

Page 63: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

KPI for Added Value Decision-Making

Cost of Obtaining

Added Value

Low

High

Low High

Percentage Increase in Value

RISK BOUNDARYUnacceptable Risk

Acceptable Risk

63

Page 64: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Cost versus Value

Paradise

Cemetery

Cost of Obtaining The Value

Low HighLow

High

Imp

act

of

Th

e V

alu

e

Sustained Competitive Advantage

Su

sta

ined

Com

peti

tive

Ad

van

tag

eRegion of

Competitiveness

Danger Zone

64

Page 65: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

65

Failures

Projects

Time

SuccessesSuccesses

MATURITYMATURITY EXCELLENCEEXCELLENCE

2 YEARS2 YEARS 5 YEARS5 YEARS

Page 66: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

Customer RFP Requirements

Contractors must have PMP®s

Contractors must have an EPM system, and it may have to be qualified or approved by the client

Contractors must capture best practices and share intellectual property with the client

Contractors must identify a reasonable maturity level in project management

66

Page 67: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

67Best Practices Questions

DEFINITION VALIDATION

IMPLEMENTATION

PUBLICATION

UTILIZATION

MANAGEMENT

REVALIDATION

DISCOVERY

CLASSIFICATION

Page 68: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

68

Question #1

What is the definition of a best practice in project management?

(Past view vs. present view)

DEFINITION

Page 69: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

69

Question #2

How do we discover best practices? Where should we look first? Who is responsible for the discovery?

DISCOVERY

Page 70: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

70

Question #3

How do we validate that something actually is a best practice? Who should perform the validation?

VALIDATION

Page 71: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

71

Question #4

Are there levels or categories of best practices? If so, who is ultimately responsible for determining the levels?

CLASSIFICATION

Page 72: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

72

Question #5

Who has the responsibility for the ultimate management/ administration of the best practice once it is identified?

MANAGEMENT

Page 73: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

73

Question #6

Who has the responsibility for revalidation of current best practices? How is this accomplished and how often?

REVALIDATION

Page 74: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

74

Question #7

How are best practices commonly used by companies once they are validated and/or revalidated?

UTILIZATION UTILIZATION

Page 75: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

75

Question #8

What techniques are available by which best practices can be effectively communicated to the employees within a company?

PUBLICATION

Page 76: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

76

Question #9

How do we get employees to use a best practice? How do we validate that it is used properly?

IMPLEMENTATION

Page 77: © 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC

© 2009 INTERNATIONAL INSTITUTE FOR LEARNING, INC.

77

Conclusion