Final Paper #4.Doc Project Management

Moving the Tassel;

A Guide to Help Improve the Success from High School to College!

Laura Casares

Stephanie C. Feyen

Josh Gauthier

Davenport University

MGMT411- Project Management

Barb Mitchell-Gorecki

December 14, 2005

Moving The Tassel 2

Table of Contents

TABLE OF CONTENTSTABLE OF CONTENTS............................................................................................................- 2 -OVERVIEWOVERVIEW....................................................................................................................................3SELECTION OF PROJECT MANAGERSELECTION OF PROJECT MANAGER..................................................................................- 4 -MASTER SCHEDULE WITH MILESTONES (GROUP/TEAM)MASTER SCHEDULE WITH MILESTONES (GROUP/TEAM)............................................- 5 -MASTER SCHEDULE WITH MILESTONES (PROJECT)MASTER SCHEDULE WITH MILESTONES (PROJECT).....................................................- 6 -LINEAR RESPONSIBILITY MATRIXLINEAR RESPONSIBILITY MATRIX..................................................................................- 10 -BUDGETBUDGET..................................................................................................................................- 10 -APPENDIX AAPPENDIX A...........................................................................................................................- 14 -APPENDIX BAPPENDIX B...........................................................................................................................- 15 -

Minutes..........................................................................................................................- 15 -Other Information.........................................................................................................- 15 -

Team Meeting...........................................................................................................................- 16 -Minutes..........................................................................................................................- 16 -Other Information.........................................................................................................- 16 -








Moving The Tassel - 3 -

OVERVIEWOVERVIEW

Project ObjectiveMoving the tassel, a guide to help improve the success from high school to college!

Deliverables Prepare for ACT & SAT Testing Identify methods of accomplishing

career assessments Research and narrow down specific

colleges Ensure all financial resources have been

identified Meet scholarship

deadlines/requirements to ensure funds Satisfy curiosities utilizing specific

questions Narrow down potential colleges Submit applications to university

review board First day – “The learning begins”

Milestones1. Study, prepare, & take tests –

12 mos.2. Identify colleges – 12 mos.3. Apply, submit, and register – 6 mos.4. Finalize and begin school – 3 mos.

Technical Requirements1. Access to computer2. Internet access3. Support (i.e. family, friends,

coworkers)4. Instructor/student input and insight

Limits and Exclusions1. Testing – (common costs,

registration fees, and potential time constraints)

2. Career assessments – (interests, SWOT, job shadowing, extracurricular activities)

3. College search – (align w/career interests, narrow down locations, identify overall costs involved)

4. FAFSA & Scholarship – (determine deadlines, meet/beat deadlines, apply, submit, and wait)

5. Touring schools – (how to make the most of your visit, questions to ask, identify likes and dislikes)

6. Choosing a college – (accepted 4 out of 5, rank on checklist, make decision)

7. Application process – (narrow down, meet requirements, and submit)

8. Finalize – (meet advisor, finalize living arrangements, start school)

Customer ReviewInstructors, other students, and College Review Board

Moving The Tassel 4

SELECTION OF PROJECT MANAGERSELECTION OF PROJECT MANAGER

The project manager is someone that oversees the entire project while deciding and

implementing the proper steps and means to effectively and efficiently utilize the resources that

are given for the project to be completed successfully. Thus, the person we chose to be the

project manager needed to possess great time management and leadership skills while being a

team-orientated person. Although, both Laura and Josh had taken a Project Management class

and were familiar with Project Management processes, it was felt that Stephanie would be the

best person for the job at hand. Stephanie showed the leadership and skills, technically, to

maintain communication with the other team members, on a regular basis. Also, the fact that

Stephanie has been working on a fund-raising project for work, helped increase the decision to

assign her as the Project Manager for this particular project. Stephanie has a great ability to

communicate with upper management (professor) and her teammates; to make sure things are

done on time and that the team is staying on task. Another reason why we chose Stephanie is

because she has shown great attention to detail in our class and is very organized when things

need to be done on a deadline. Overall, as a team, we are very confident in our choice as project

manager in Stephanie and feel that we will succeed with her as our leader.

Moving The Tassel 5

MASTER SCHEDULE WITH MILESTONES (GROUP/TEAM)MASTER SCHEDULE WITH MILESTONES (GROUP/TEAM)

Moving The Tassel 6

MASTER SCHEDULE WITH MILESTONES (PROJECT)MASTER SCHEDULE WITH MILESTONES (PROJECT)

Moving The Tassel 7

WORK BREAKDOWN STRUCTURE (WBS)WORK BREAKDOWN STRUCTURE (WBS)

Moving The Tassel 8

WORK BREAKDOWN STRUCTURE (WBS- PROJECT)WORK BREAKDOWN STRUCTURE (WBS- PROJECT)

Moving The Tassel 9

POTENTIAL PROBLEMSPOTENTIAL PROBLEMS

Funding: Failure to obtain adequate financial assistance with given financial records

o –Effect: Lack of funding may keep the student financially unable to afford classes and living expense.

Inability to achieve sufficient scores on ACT/SAT exams:

o –Effect: Student might have to go to a community college for first year and try to reapply to desired college the following year.

Failure to graduate high school with GPA below college requirements:

o –Effect: Student might have to go to a community college for first year and try to reapply to desired college the following year.

Did not meet desired college eligibility requirements:

o –Effect: Student may need to go to a community college or an alternative choice school with different requirements that they can meet.

Fail to satisfy time deadlines:

o –Effect: Ability to obtain the funding needed to attend college, chosen school will not admit past entrance deadline, or desired classes are filled not allowing student to enroll.

Major unforeseen family change or health issue:

o –Effect: Circumstance would delay or prevent enrollment

Inability to generate income needed to provide basic needs for part or full time classes:

o –Effect: A student may have to work full time first and save enough money before enrolling in college.

Desire shifts from wanting to obtain higher education vs. entering the work force:

o –Effect: Circumstance would delay or prevent enrollment

Lack of confidence in self to successfully pursue college:

o –Effect: A student does not have enough courage to feel they are capable of moving to the next level of education.

Moving The Tassel 10

LINEAR RESPONSIBILITY MATRIXLINEAR RESPONSIBILITY MATRIX

Task Stephanie Laura JoshIdentify project scope R R RIdentify objectives R S SMonitor responsibilities R S SCreate responsibility matrix RPotential problem summary RGantt chart S RAction plan R S SBudget & paper continuity RPowerPoint R S SPresentation R R R

R = Responsible

S = Supportive/Assists

BUDGETBUDGET

Moving the Tassel, H.S. to College BUDGET

Task Fixed Cost Total Cost Actual Cost

Research $50.00 $50.00 $48.00

Folders/Supplies $20.00 $20.00 $18.00

Printing $50.00 $50.00 $42.00

Financial Aid App. $50.00 $50.00 $10.00

College Apps. $300.00 $300.00 $350.00

Touring Schools $350.00 $350.00 $425.00

*Expenses $250.00 $250.00 $325.00 *Travel Time $100.00 $100.00 $100.00

TOTAL: $820.00 $820.00 $893.00

* Please also see appendix A for Budget Graph breakdown. PROJECT REALITY VS. THEORYPROJECT REALITY VS. THEORY


Theory -

As the chosen historian for “Moving the Tassel” project, it was my responsibility

to monitor, document, and observe project processes including any uprising issues regarding

project team members.

The idea for a project was laid out on October 31, 2005 and a deadline of December 14,

2005, was set. Shortly thereafter, project processes; deadlines were identified and team members

were assigned.

First, it was determined that it was necessary to identify a highly motivated, optimistic,

and project-driven project manager. This led to our decision to nominate Stephanie Feyen as

project manager. Next, the team recognized a need for someone to monitor, document, and

observe all areas of the project; wherefore, Laura Casares was chosen to fill this role.

Second, team members discussed and shared across-the-table areas of strengths,

weaknesses; experiences and comfort zones. In doing so, the team met to identify a project,

provide amplified suggestions, and brainstorm.

Team members focused on producing a successful project. All members met to discuss

the project scope; establish guidelines, determine processes to be delegated, identify potential

constraints, maintain communication amongst team members, and complete project within the

established timeline allotted.

The team agreed to maintain communication on processes, progress, and/or conflicting

issues via email, meeting minutes, and back-to-back responses via feedback. End result is the

projected outcome – a successful project!


Reality -

While the process of resolving issues was not determined or even discussed, it was

decided that should problems arise, the team was to handle rising issues as quickly and swiftly as

possible without enabling time to become a debilitating factor in successfully completing our

project. Afterall, deadlines were easily defined. In the beginning, things appeared to be going

great. Team members expressed interest, excitement, and even optimism.

In an attempt to ensure a successful project, meetings were scheduled; tasks were

assigned, individual responsibilities and deadlines were set. The team met more than 8 times to

discuss their progress, potential problems, suggestions, and at some point, resolution alternatives.

Only one incident occurred where a meeting was not held and the team did not meet; due

to lack of member participation (i.e. because of illness or unexpected events). For the most part,

the project moved swiftly, smoothly, and on schedule.

One major issue was identified throughout the project processes. While the project

manager and project historian remained committed to the project, its deadlines, and

responsibilities; one member failed to perform as such. As a result of this member’s lack of

ownership/responsibility, failure to maintain participation and lack of cooperation in meeting

scheduled timelines; the potential to complete the project one week ahead of schedule was no

longer possible.

In closing, it was determined that backup responsibilities should be assigned and

completed to ensure the delivery of a successful project as originally discussed and scheduled.


TEAM REFLECTION AND EVALUATIONTEAM REFLECTION AND EVALUATION

Termination and Controls-

Since this project is not considerably large in terms of cost but in terms of importance and

preparing a young adult for a huge transition, this type of product is very large and beneficial.

The main control in this product has been to make sure all lines of communication are open and

everyone is on the same page in getting the project completed. At the end, to terminate the

project, we will hand the information and successful results of our findings and the project to

upcoming students that will be attending college.

Evaluation Methods-

To maintain the process that needs to be followed for this project and specific questions

and objections that may arise for future students, we have developed an effective way to make

the transition from high school to college much easier for students that plan to attend higher

levels of education. We have developed a process using research, past experiences and charts to

achieve our goal in making this project successful. This project will provide new students that

are transitioning from high school to college a better understanding and opportunity to show how

much easier this difficult and stressful time in their life can be and how things can be improved

from past processes. In reviewing the process of this project, we have learned that it can be very

difficult to have everyone on the same page, at the same time, when all members of the team

have such a busy schedule; but, with good communication and teamwork skills, the project can

get done.


APPENDIX AAPPENDIX A

H.S. to College - BUDGET -

4%1%3%

1%

27%

31%

25%

8%

Research Folders/Supplies Printing Financial Aid App.

College Apps. Touring Schools *Expenses *Travel Time


APPENDIX BAPPENDIX B

Team Meeting October 31, 2005

1:30p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Team Member Introduction

Facilitator: Barb-Mitchell Gorecki Note taker: Laura Casares

Timekeeper: Laura Casares

Attendees: Stephanie Feyen, Laura Casares

Minutes

Agenda item: Discussed upcoming assignment – think about projects Presenter: Group meeting

Discussion:Groups were assigned and it was determined that we would discuss potential projects, assign Project Manager and Project Historian once all members of the team were in attendance.

Both Stephanie and I, Laura Casares, shared some potential ideas on some potential good projects to consider.

Conclusions: No projects were identified

Action items Person responsible Deadline

Update absentee Stephanie 11/03/05

Brainstorm - potential projects All team members 11/03/05

Choose Project Manager, Project Historian, and project All team members 11/03/05

Other Information

Observers:

Resources:

Special notes:

2:00 p.m. – Meeting was adjourned.


Team Meeting Thursday, November 2, 2005

1:30p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Brainstorming



Attendees: Stephanie Feyen, Laura Casares, Josh Gauthier

Minutes

Agenda item: Updated absentee – Josh Presenter: Group meeting

Discussion: Discuss and review last weeks assignments

Last week’s assignment was discussed and reviewed with Josh so that he was aware on where we are – as far as the project goes and chosen team members.

Stephanie/Laura

Conclusions:Assign Project Manager, project historian, identify a project, and begin brainstorming on the remaining steps involved.

Open


Must identify a project Team 11/7/05

Choose a project manager Team 11/7/05

Choose a project historian Team 11/7/05

Begin listing objectives Team 11/7/05

Other Information

Observers:

Resources:

Special notes:



Team Meeting Thursday, November 7, 2005

1:30p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Fill in the blanks – start gathering information




Minutes

Agenda item:Project was identified, project manager was named, and project historian was chosen.

Presenter: Team

Discussion: Once it was agreed that Stephanie would be project manager; Laura would be project historian, and Josh would consolidate information – Objectives were identified and project breakdown began.

Objectives chosen are:

1. ACT & SAT Testing

2. Career assessment

3. College search

4. Financial aid

5. Touring schools

6. Choosing a college

7. Application process

8. Finalize classes

Conclusions:Due to the fact that Josh needed to leave early, it was agreed that the chosen objectives could and would be broken down further to clarify the processes of choosing a college entails.


Identify WBS Team 11/9/05

List additional sub-points Team 11/9/05

Identify linear responsibility chart Team 11/9/05

Divide, assign, and delegate objectives to be researched Stephanie 11/9/05

Other Information

Observers:

Resources:

Special notes:

1:40 p.m. – Josh had to leave back to work. Stephanie and I continued to work on the sub-points from our chosen objectives.



Team Meeting Wednesday, November 9, 2005

1:30p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Information gathering checklist



Attendees: Stephanie Feyen, Laura Casares

Minutes

Agenda item: Checklist of project progress was verified with Instructor Presenter: Team

Discussion: Delegate project tasks and responsibilities

Conclusions: Josh, again, was not in attendance. It was determined that he would still be assigned something


Identify WBS Team 11/9/05

List additional sub-points Team 11/9/05

Identify linear responsibility chart Team 11/9/05

Divide, assign, and delegate objectives to be researched Stephanie 11/9/05

Other Information

Observers:

Resources:

Special notes:

1:40 p.m. – Josh had to leave back to work. Stephanie and I continued to work on the sub-points from our chosen objectives.




1:30p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting:



Attendees:

Minutes

Agenda item:Presenter: Team

Discussion:

Conclusions:


Team 11/9/05

Team 11/9/05

Team 11/9/05

Stephanie 11/9/05

Other Information

Observers:

Resources:

Special notes:



1:00p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Information gathering checklist




Minutes

Agenda item: Review last meeting Presenter: Stephanie Feyen

Discussion: Clarify and update individual team member responsibilities, submit completed tasks, discuss proposed revisions on completed tasks

Laura – inquired on the previous meeting’s topic of discussion because she was absent – due to being ill

She was informed that a meeting was not held for lack of participation

Stephanie – Reviewed, revised, instructed, and clarified proposed deadlines in order to accomplish anticipated project deadline

Informed Laura on revisions to be made to project overview and responsibility matrix

Imposed suggested revisions to responsibility matrix to reflect delegated tasks to Josh

Acknowledged complications with her inability to complete project Gantt chart due to her inexperience with required software program

Ensured all members were aware and clear on deadline to submit all tasks

Conclusions: Submit all responsible tasks to Josh to accomplish hardcopy consolidation of project


Stephanie – work on PowerPoint presentation Stephanie 12/05/05

Laura – submit all material to Josh for consolidation of project Laura 12/05/05

Josh – collate and consolidate all material submitted to reflect project Josh 12/05/05

Be ready to present and deliver project within two weeks Team 12/07/05

Other Information

Observers:

Resources:

Special notes:




1:15p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Update on where we are




Minutes


Discussion: Where in the project are we?

Stephanie

o Inquired on potential problems

o Assisted with potential resolution feedback

o Identified unfinished areas - Josh

Laura

o Made adjustments to original project overview

o Identified/redefined deadlines

Josh

o Assisted with redefining deadlines of project overview

Conclusions: Maintain communication, submit responsibilities as they are done, and review project scope for accuracy


Stephanie – Make appropriate adjustments to project packet Stephanie 12/05/05

Laura – Work on theory & reality summarization Laura 12/05/05

Josh – Maintain communication with Stephanie to ensure all charts are in order for presentation

Josh 12/05/05

Upon completion of adjustments, edit packet for errors (i.e. grammar, spelling, order of deliverance) and modify necessary items

Team 12/07/05

Other Information

Observers:

Resources:

Special notes:




1:15p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Work on charts




Minutes


Discussion: Work on charts, update imperative information, and review project packet for accuracy

Stephanie

o Reviewed project packet

o Open – suggestions, ideas, concerns

o Reminded team on importance of meeting scheduled deadlines

o Worked closely with Josh to make necessary chart modifications

Laura

o Requested clarification on her responsibilities

o Offered to be available for further assistance

Josh

o Worked with Stephanie to modify project charts, deadlines, and durations

Conclusions: Review, edit, and modify necessary areas of project packet to prepare for submittal


Stephanie – Modify chart info to reflect new deadlines Stephanie 12/05/05

Laura – Work on completing theory vs. reality summary and editing packet for grammar, spelling, and accuracy

Laura 12/05/05

Josh – Maintain communication with Stephanie to ensure charts are modified accordingly

Josh 12/05/05

Provide necessary feedback to Project manager regarding findings, concerns, or revision suggestions

Team 12/07/05

Other Information

Observers:

Resources:

Special notes:





1:15p.m.

MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Discuss loose ends




Minutes


Discussion: Discuss what’s outstanding, identify necessary revisions, ensure team’s on same page, and enforce deadline requirements

Stephanie

o Project packet was discussed, again

o Expressed need for assistance with project charts

o Requested editing and grammar assistance from Laura and Josh on final project packet

o Enforced communication requirements to ensure completion of project on time

Laura

o Requested reassurance that her tasks were completed

o Offered to be available for assistance

Josh

o Made revisions to project charts, as previously identified

o Obtained clarification on last minute responsibilities for project deadline

Conclusions: Practice presentation of project; review, identify, and revise any unfinished tasks.


Stephanie – Complete PowerPoint Stephanie 12/05/05

Laura – Edit project packet for punctuation, grammar, or alignment errors

Laura 12/05/05

Josh – Assist in final editing process and ensure all charts have been collated into project packet, as expected

Josh 12/05/05

Team – Practice, practice, practice; be prepared and confident for upcoming final project presentation

Team 12/07/05

Other Information

Observers:

Resources:

Special notes:




***** Can anyone think of anything else needed or that could enhance the project further?

Documents

Final Paper #4.Doc Project Management