Course Syllabus

Course Information OPRE 6376.PJM Advanced Project Management and Simulation Summer 2011

Professor Contact Information Mr. James Szot jimszot@utdallas.edu (instructor of record) Dr. Sue Freedman suefreedman@utdallas.edu Mr. James Joiner jamesj@utdallas.edu Dr. Tom Sheives tom.s@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions OPRE 6375 Project Execution and Closeout

Course Description This course explores advanced topics in project management including project organizational competence, maturity models; project portfolio management; program management; PM offices; alternate project management methodologies; and leadership & management perspectives. It includes a simulation modeling all five of the project management process groups and concludes with an introduction to the Business Core Phase of the degree program.

Student Learning Objectives/Outcomes Students will demonstrate the ability to  Describe the processes for aligning an organization’s projects with its strategic objectives  Describe techniques used to assure organizational processes are effective and efficient  Describe the characteristics, advantages, and disadvantages of alternate project management methodologies  Describe the use of behavioral instruments as tools to improve project team effectiveness  Plan and execute a simulated project

Required Textbooks and Materials Articles Cohen, M. and Schwaber, K. (2003). The Need for Agile Project Management. Agile Times, 1 (1/03). Retrieved from http://www.mountaingoatsoftware.com/articles/14-theneed-for-agile-project-management Cooke-Davies, T. (2002). Project management maturity models: does it make sense to adopt one? Project Manager Today, May, 1-4. Cooper, R., & Edgett, S. (1997). Portfolio management in new product development: Lessons from the leaders--I. Research Technology Management, 40(5), 16.

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Cooper, R., & Edgett, S. (1997). Portfolio management in new product development: Lessons from the leaders--II. Research Technology Management, 40(6), 43. Pellegrinelli, S. (1997). Programme management: organizing project-based change. International Journal of Project Management 15(3), 141. Thiry, Michel (2004) “For DAD”: a programme management life-cycle process. International Journal of Project Management (22), 245. Books (purchased by student or available online: Chin, Gary. (2004). Agile Project Management: How to Succeed in the Face of Changing Project Requirements. New York: AMACOM. ISBN 0-8144-7176-5 [PMI eReads and Reference] Kendall, Gerald I. and Rollins, Steven C. (2003). Advanced Project Portfolio Management and the PMO. Boca Raton, FL: J. Ross Publishing. ISBN 1-932159-02-9 [PMI eReads and Reference] Letavec, Craig J. (2006). The Program Management Office: Establishing, Managing and Growing the Value of a PMO. Boca Ratton, FL: J. Ross Publishing. ISBN 9781932159592 [PMI eReads and Reference] Pinto, Jeffrey K. and Parente, Diane H. (2004). Players Manual for use with SimProject™ . New York: McGraw-Hill/Irwin. [Download from Blackboard] Project Management Institute. (2008). Organizational Project Management Maturity Mode (OPM3®),2nd ed. Newtown Square, PA: Project Management Institute. ISBN 978933890-54-8 [PMI Standards] Project Management Institute. (2008). The Standard for Portfolio Management, 2nd ed. Newtown Square, PA: Project Management Institute. ISBN 978-1-933890-53-1 [PMI Standards] Project Management Institute. (2008). The Standard for Program Management,2nd ed. Newtown Square, PA: Project Management Institute. ISBN 978-1-933890-52-4 [PMI Standards] Sutherland, Jeff and Schwaber. (2007). The Scrum Papers: Nuts, Bolts, and Origins of an Agile Process. Retrieved from http://jeffsutherland.com/ScrumPapers.pdf

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Assignments & Academic Calendar Title/Date
Major Assignment: Career Management Plan Sue Freedman

Overview
The final Major Assignment in the Project Management Core Phase, The Career Management Plan, asks you to integrate and apply what you have learned about organizational behavior and the power side of project management to your organization and career. To complete this assignment you will need to interview at least four sources in your organization, including peers, subordinates and supervisors.

Objectives
To understand more about what others see as your strengths and challenges, to aid in building critical relationships within or outside the organization, and to enable you to make more active and better informed decisions about your career development and planning.  

Assignments
Individual Assignment Detailed instructions are found on Blackboard Assignments Post your Career Management Plan by 11:59 PM, 10 July 2011

Organizational Project Management 1: Project Management Across the Organization Tom Sheives June 9 AM

Organizations that effectively adopt project management ensure that the processes surrounding the management of projects are supported from the top levels of the organization to the lower levels of the organization. This module explores advanced topics related to organization wide adoption of project management by presenting the student with project management competence, project management maturity models, project portfolio management, program management, and the Project Management Office.

Students will be able to: 1. State the importance and the framework around Project Management Competence 2. State the key characteristics of a project manager that achieves excellence through leadership 3. State the importance of how Team Competence relates to project management competence Describe the framework for Organizational competence and organizational Project Management

Reading Assignments  PMI, OPM3 Knowledge Foundation, pages 1-39  Cook-Davies , Project management maturity…

Individual Assignment   Download and read the Organizational SelfAssessment questions – review the processes referenced in the spreadsheet. Complete an assessment of your company (or one you are familiar with) using the Organizational Self-Assessment question spreadsheet. Post your assessment results (completed spreadsheet) to Blackboard before 11:59 PM, June 8, 2011.

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Title/Date
Organizational Project Management 2: Program and Portfolio Management Tom Sheives June 9 PM

Overview
As a part of organization wide adoption of project management, it is important that an organization have processes that manage their collection of both programs and projects. This module addresses the topic of portfolio management for programs and projects. This module also addresses the differences between program management and project management. . 1.

Objectives
Students will be able to: State the definition and application of portfolio management to organizations 2. State the benefits of portfolio management and the challenges that organizations face when they do not have this process 3. State the application of the stage gate process to portfolio management 4. State the important differences between program management and project management 5. State the benefits of program management State the competencies that are different between program management and project management

Assignments
Reading Assignments  Cooper and Edgett, Portfolio Management… I and II  Kendall and Rollins, Advanced Project Portfolio Management and the PMO  Pellegrinelli, Programme management…  PMI, Practice Standard for Portfolio Management  PMI, Practice Standard for Program Management  Thiry, “For DAD”: a programme management…

Individual Assignment  Be prepared to discuss your own company’s portfolio management process during class.

Organizational Project Management 3: The Project Management Office Tom Sheives June 10 AM

The Project Management Office (PMO) is one of the most controversial and yet important topics in organizational project management. Project Management Offices have been stood up, eliminated, and then stood up again. The search for added value remains the challenge for any organizational. There are different types with different functions and the goal is to find the one size that is suitable for the organizational culture. This module will give an overview of the project office and provide an investigation into the business case for a PMO.

Students will be able to: 1. State the functions of the different types of project management offices 2. State how project management offices interface with other processes with an organization 3. Describe the different maturity levels of a project management office 4. State the methods used to establish an effective PMO culture 5. Describe how to effective sell a PMO into an organization 6. Describe the key benefits of having a PMO

Reading Assignments  Letavec, The Program Management Office…

Review prior reading  Cooke-Davies, Project Management Maturity Models…  PMI, Organizational Project Management Maturity Model Knowledge Foundation Individual Assignment  Be prepared to discuss steps that you would take to establish a successful PMO for an organization of your choice.

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Title/Date
Project Simulation - 1 Jim Szot June 10 PM June 11 AM

Overview
Project teams compete in a simulated project environment

Objectives
Demonstrate your ability to work as a team to plan and execute a simulated project  

Assignments
Reading Assignments Pinto and Parente

Individual Assignment Complete the quiz on Blackboard by 11:59 PM, June 9, 2011. Quiz is based on the assigned reading.

Team Assignment  Reports and presentations assigned during the simulation Behavioral Assessment Sue Freedman June 11 PM In this module, we will explore human behavior, how we perceive ourselves as behaving, and how others perceive that same behavior. We’ll measure our behavior under both normal and stressful conditions by completing a widely used and effective behavioral instrument, LIFO, or Life Orientation. We will use the Dr. Stuart Atkins’ LIFO Instrument to first measure our own behavioral strengths, followed by others’ perception of our demonstrated behavioral characteristics. This module introduces the use of a behavioral measurement instrument as a tool to improve project team effectiveness. There are three critical considerations regarding project team member behavior: 1. Understanding the behavioral strengths of each team member 2. Understanding the behavioral strengths of the project manager 3. Understanding the behavioral strengths of team members and project managers under both normal and adverse conditions…such as high stress. A team that is well aware of the behavioral strengths and characteristics of the manager and the team members before the stress environment occurs is a team that is better prepared to work efficiently and effectively under stress. In-class assignments

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Title/Date
New Project Management Concepts & Agile Project Management Tom Sheives July 14 AM

Overview
New project management concepts and new Non-PMI organizations have become wellestablished in the last several years. The newest concept to emerge that has taken a real stronghold in software development projects is Agile Project Management. The fundamentals of this approach will be described relative to its features, benefits, and the differences with traditional PMI related project management. Scrum is the most popular of all Agile methodologies. This module will take the basics learned in module 4 and give the student some good examples and practice in implementing Scrum in organizations and understanding where Scrum fits and does not fit in certain projects. In addition, this module will examine other PM methodology frameworks such as Prince2 and IPMA. These two new non-PMI organizations have achieved increased notoriety in recent years. 1. 2.

Objectives
Students will be able to: State the fundamental features of Agile Project Management State the benefits of Agile Project Management and where its application is best suited State the fundamentals of Scrum State the benefits of Scrum State the defined roles in Scrum

Assignments
Reading Assignments  Cohn and Schwaber, The Need for Agile Project Management  Sutherland and Schwaber, The Scrum Papers…, Chapter 1: Introduction to Scrum Individual Assignment  In table format, generate a comparison of Scrum with traditional project management  Post to Blackboard by 11:59 PM, July 13, 2011.  Be prepared to discuss during this class.

3. 4. 5.

Scrum and Project Management Tom Sheives July 14 PM

Students will be able to: 1. State the challenges of conducting Scrum in real life projects 2. State the leadership roles and participant roles in scrum by conducting some mock scrum meetings 3. Know the key steps in implementing Scrum in an organization 4. State a few of the key tools used to support Scrum 5. State some scrum lessons learned from reviewing scrum case study 6. State the differences between Agile Project Management and PMI’s project management processes 6. State the differences in a Scrum Culture versus a traditional project management culture 7. State key non-PMI organizations and their features and differences from PMI

Reading Assignments  Chin, Chapters 1-3  Sutherland and Schwaber, The Scrum Papers…: o Chapters 2-3: Introduction to Scrum o Chapter 7: Case Studies In-class Team Assignments  Instructions will be provided in class  Post your results to Blackboard by 11:59 PM, July 14, 2011.

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Title/Date
Project Simulation - 2 Jim Szot July 15 AM/PM Business Core Preparation Jim Joiner John Wiorkowski July 16 AM/PM

Overview
Project teams compete in a simulated project environment

Objectives
Demonstrate your ability to work as a team to plan and execute a simulated project

Assignments
Team Assignment  Reports and presentations assigned during the simulation

Information on the International Study Trip. Review of accounting and statistics principles that will assist you in the next phase of the program.

Prepare you for starting for the Business Core phase of the program

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Grading Policy
Graded assignments should be posted to Blackboard or delivered in class by the stated deadlines. For assignments to be posted to Blackboard: If you do not find a link, e-mail Wei Wang [weiwang@utdallas.edu], Debbie Samac [debbie@utdallas.edu] and Jim Szot [jimszot@utdallas.edu].

Assignments
OPM Assessment Project simulation pre-work quiz LIFO participation Career management plan Scrum comparison User stories Project simulation

Module
Organizational Project Management (Sheives) Project Simulation (Szot) Behavioral Assessment (Freedman) Course (Freedman) New PM Concepts and Agile PM (Sheives) Scrum and PM (Sheives) Project Simulation (Szot)

Percentage
5% 5% 5% 50% 10% 5% 20%

Type
Individual Individual Individual Individual Individual Team Team

Due Date
June 8 June 9 June 11 July 10 July 13 July 14 July 15

Technical Support
For assistance with Blackboard, Adobe Connect, and other Project Management Program technology issues, e-mail Wei Wang [weiwang@utdallas.edu] and Debbie Samac [debbie@utdallas.edu]. If you experience any problems with your UTD account you may send an email to assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911. Do not contact the UTD Computer Helpdesk for questions about or problems with Blackboard or Adobe Connect. They cannot help you – these products are supported by the Project Management Program.

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University Policies Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD printed publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391) and online at http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owner’s rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

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Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.

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Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) disabilityservice@utdallas.edu If you anticipate issues related to the format or requirements of this course, please meet with the Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Services to notify them of your eligibility for reasonable accommodations. Disability Services can then plan how best to coordinate your accommodations. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

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