Q 1. List and explain in brief the inputs to the following processes [25=10 marks]. a. Acquiring a project team. b.

Communication plan a. Acquiring a project team. The acquire project team process involves the process of obtaining the specific people needed to accomplish all phases of the given project. Ultimately the team members would all bring specific qualifications and capabilities to the project team, although when workloads require so, duplicity may be required. Often times, the ultimate selection of a project team is made by the project management team. In addition to toe goal of diversifying the team and acquiring team members that bring differing assets to the team, a number of other factors should be considered when choosing the team members, Those factors include a series of enterprise environmental factors (such as work experience, availability, and cost among others), derivation of clear and concise project organization charts, and formulation of a thorough staffing management plan. Once the team has been properly staffed, the next steps (or outputs) of the process involve staffing out assignments to the team, determining availability of our resources, and updating your staffing management plan b. Communication plan

The Project Manager will take a proactive role in ensuring effective communications on this project. The communications requirements are documented in the Communications Matrix presented in this document. The Communications Matrix will be used as the guide for what information to communicate, who is to do the communicating, when to communicate it and to whom to communicate. Roles Project Sponsor The project sponsor is the champion of the project and has authorized the project by signing the project charter. This person is responsible for the funding of the project and is ultimately responsible for its success. Since the Project Sponsor is at the executive level communications should be presented in summary format unless the Project Sponsor requests more detailed communications. Program Manager The Program Manager oversees the project at the portfolio level and owns most of the resources assigned to the project. The Program Manager is responsible for overall program costs and profitability as such they require more detailed communications than the Project Sponsor. Key Stakeholders Normally Stakeholders includes all individuals and organizations who are impacted by the project. For this project we are defining a subset of the stakeholders as Key Stakeholders. These are the stakeholders with whom we need to communicate with and are not included in the other

roles defined in this section. The Key Stakeholders includes executive management with an interest in the project and key users identified for participation in the project. Change Control Board The Change Control Board is a designated group which is reviews technical specifications and authorizes changes within the organizations infrastructure. Technical design documents, user impact analysis and implementation strategies are typical of the types of communication this group requires. Customer You should identify the customer if the project is the result of a solicitation. In such a case, the customer will be involved in reviewing prototypes, approval of designs and implementation stages and acceptance of the final project the project generates. The customer for this project is <Customer Name>. As the customer who will be accepting the final deliverable of this project they will be informed of the project status including potential impacts to the schedule for the final deliverable or the product itself. Project Manager The Project Manager has overall responsibility for the execution of the project. The Project Manager manages day to day resources, provides project guidance and monitors and reports on the projects metrics as defined in the Project Management Plan. As the person responsible for the execution of the project, the Project Manager is the primary communicator for the project distributing information according to this Communications Management Plan. Project Team The Project Team is comprised of all persons who have a role performing work on the project. The project team needs to have a clear understanding of the work to be completed and the framework in which the project is to be executed. Since the Project Team is responsible for completing the work for the project they played a key role in creating the Project Plan including defining its schedule and work packages. The Project Team requires a detailed level of communications which is achieved through day to day interactions with the Project Manager and other team members along with weekly team meetings. Steering Committee The Steering Committee includes management representing the departments which make up the organization. The Steering Committee provides strategic oversight for changes which impact the overall organization. The purpose of the Steering Committee is to ensure that changes within the organization are effected in such a way that it benefits the organization as a whole. The Steering Committee requires communication on matters which will change the scope of the project and its deliverables. Technical Lead The Technical Lead is a person on the Project Team who is designated to be responsible for ensuring that all technical aspects of the project are addressed and that the project is implemented in a technically sound manner. The Technical Lead is responsible for all technical

designs, overseeing the implementation of the designs and developing as-build documentation. The Technical Lead requires close communications with the Project Manager and the Project Team.
Q 2. Write short notes on the following idea generation technique: [2.54=10 marks]. a. Mind mapping b. Delphi technique c. Brainstorming d. Nominal Group technique a. Mind mapping

A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. The elements of a given mind map are arranged intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas, with the goal of representing semantic or other connections between portions of information. Mind maps may also aid recall of existing memories.[citation needed] By presenting ideas in a radial, graphical, non-linear manner, mind maps encourage a brainstorming approach to planning and organizational tasks.[citation needed] Though the branches of a mindmap represent hierarchical tree structures, their radial arrangement disrupts the prioritizing of concepts typically associated with hierarchies presented with more linear visual cues.[citation needed] This orientation towards brainstorming encourages users to enumerate and connect concepts without a tendency to begin within a particular conceptual framework.[citation needed] The mind map can be contrasted with the similar idea of concept mapping. The former is based on radial hierarchies and tree structures denoting relationships with a central governing concept, whereas concept maps are based on connections between concepts in more diverse patterns.
b. Delphi technique

The Delphi Technique was originally conceived as a way to obtain the opinion of experts
without necessarily bringing them together face to face. In recent times, however, it has taken on an all new meaning and purpose. In Educating for the New World Order by B. Eakman, the reader finds reference upon reference for the need to preserve the illusion that there is "lay, or community, participation (in the decision-making process), while lay citizens were, in fact, being squeezed out." The Delphi Technique is the method being used to squeeze citizens out of the process, effecting a left-wing take over of the schools. A specialized use of this technique was developed for teachers, the "Alinsky Method" (ibid, p.123). The setting or group is, however, immaterial; the point is that people in groups tend

to share a certain knowledge base and display certain identifiable characteristics (known as group dynamics). This allows for a special application of a basic technique. The change agent or facilitator goes through the motions of acting as an organizer, getting each person in the target group to elicit expression of their concerns about a program, project, or policy in question. The facilitator listens attentively, forms "task forces," "urges everyone to make lists," and so on. While s/he is doing this, the facilitator learns something about each member of the target group. S/He identifies the "leaders," the "loud mouths," as well as those who frequently turn sides during the argument the "weak or noncommittal". Suddenly, the amiable facilitator becomes "devil's advocate." S/He dons his professional agitator hat. Using the "divide and conquer" technique, s/he manipulates one group opinion against the other. This is accomplished by manipulating those who are out of step to appear "ridiculous, unknowledgeable, inarticulate, or dogmatic." S/He wants certain members of the group to become angry, thereby forcing tensions to accelerate. The facilitator is well trained in psychological manipulation. S/He is able to predict the reactions of each group member. Individuals in opposition to the policy or program will be shut out of the group. The method works. It is very effective with parents, teachers, school children, and any community group. The "targets" rarely, if ever, know that they are being manipulated. Or, if they suspect this is happening, do not know how to end the process. The desired result is for group polarization, and for the facilitator to become accepted as a member of the group and group process. S/He will then throw the desired idea on the table and ask for opinions during discussion. Very soon his/her associates from the divided group begin to adopt the idea as if it were their own, and pressure the entire group to accept the proposition. This technique is a very unethical method of achieving consensus on a controversial topic in group settings. It requires well-trained professionals who deliberately escalate tension among group members, pitting one faction against the other, so as to make one viewpoint appear ridiculous so the other becomes "sensible" whether such is warranted or not. The Delphi Technique is based on the Hegelian Principle of achieving Oneness of Mind through a three step process of thesis, antithesis, and synthesis. In thesis and antithesis, all present their opinion or views on a given subject, establishing views and opposing views. In synthesis, opposites are brought together to form the new thesis. All participants are then to accept ownership of the new thesis and support it, changing their own views to align with the new thesis. Through a continual process of evolution, Oneness of Mind will supposedly occur. The theory of the Delphi and the reality of the Delphi are, obviously, quite different the reality being that Oneness of Mind does not occur but only the illusion of Oneness of Mind with those who refuse to be Delphi'd being alienated from participating in the process. While proponents of education reform feel they are quite justified in this, the effect of this unethical manipulation of people is to create polarized camps. In an effort to maintain the process, advocates have marketed a plethora of publications (such as What's Left After the Right, No Right Turn and If You Don't, They Will) intended to label, castigate, and alienate

anyone who does not go along with them. As a result, parents come to understand that their role in education reform is merely perfunctory; that the outcome is preset, that they are not but the rah-rah team so when opposition does arise, advocates of education reform can say, "we had community input." To make sure that the situation is controlled, only those parents who agree with the process are allowed on the restructuring teams. New participants are carefully screened to ensure that education reform goes forward unquestioned. If measurable opposition persists, advocates are told, get the local ministers on board. Take steps to neutralize, by whatever means necessary, the opposition. In some places, opponents have been harassed, both at home and on the job, personal property has been damaged and vandalized, people have lost their jobs. Anyone who does not go along with the restructuring of our society is susceptible to the totalitarian tactics of those promoting education reform whether it be parents, teachers, principals, superintendents or board members. The need exists for advocates to maintain an iron grip on the process. They cannot, for instance, withstand open public debate of the issues. Therefore, they do not partake in public forums. They cannot withstand the criticism, so they close every avenue for parents to address the issues. They are rapidly creating, through their divisive tactics, a volatile situation. America is being torn apart. Parents, citizens, teachers, principals, superintendents who are opposed to the new purpose being given our American education system need tools to withstand the process being used to bring it in against the Delphi Technique and consensus which, through their basis in the Hegelian Principle, have Marxist connections and purposes. First, no opportunity must be left untaken to expose this unethical, divisive process. Second, when this process is used, it can be disrupted. To do so, however, one must be able to recognize when the Delphi Technique is being used, and how to disrupt it.

c. Brainstorming

Brainstorming is a process for developing creative solutions to problems. Alex Faickney Osborn, an advertising manager, popularized the method in 1953 in his book, Applied Imagination. Ten years later, he proposed that teams could double their creative output with brainstorming (Osborn, 1963). Brainstorming works by focusing on a problem, and then deliberately coming up with as many solutions as possible and by pushing the ideas as far as possible. One of the reasons it is so effective is that the brainstormers not only come up with new ideas in a session, but also spark off from associations with other people's ideas by developing and refining them. While some research has found brainstorming to be ineffective, this seems more of a problem with the research itself than with the brainstorming tool (Isaksen, 1998). There are four basic rules in brainstorming (Osborn, 1963) intended to reduce social inhibitions among team members, stimulate idea generation, and increase overall creativity:

y y y

No criticism: Criticism of ideas are withheld during the brainstorming session as the purpose is on generating varied and unusual ideals and extending or adding to these ideas. Criticism is reserved for the evaluation stage of the the process. This allows the members to feel comfortable with the idea of generating unusual ideas. Welcome unusual ideas: Unusual ideas are welcomed as it is normally easier to "tame down" than to "tame up" as new ways of thinking and looking at the world may provide better solutions. Quantity Wanted: The greater the number of ideas generated, the greater the chance of producing a radical and effective solution. Combine and improve ideas: Not only are a variety of ideals wanted, but also ways to combine ideas in order to make them better.
d.Nominal Group technique

The nominal group technique is an excellent tool that enables everyone to participate in process development. Decision making and problem solving in groups is absolutely empowering, however sometimes shouters and dominants may take over the process. The technique ensures that even the shy and intimidated has an equal impact in the process outcome and it can be used not just for consensus decision making and problem solving but also for priority settings, strategy building, etc. Here's The Nominal Group Technique in four steps:

Step 1: Silent Idea Generation

This first step is designed to allow participants time to generate ideas and/or possible solutions to a given problem. Participants are given worksheets with the problem statement printed at the top and are asked to write their own ideas. They are discouraged from discussing with their peers. It is an individual exercise that stimulates serious thinking, creativity and objectivity.

Step 2: Round-Robin Reporting of Ideas

In this second step participants share their ideas with the group. All participants ideas are listed on a flipchart, using their exact words. Each idea is labeled with a letter of the alphabet. This labeling makes the ranking of solutions easier in the last step. The purpose of round-robin reporting is to encourage everyone to present ideas, particularly for intimidated , shyer participants who may feel overwhelmed by the most dominant participants.

Step 3: Discussion for clarification

This step provides an opportunity for open discussion and clarification of all the generated ideas Participants elaborate ideas, clarify meaning of words and phrases, which appear, on the worksheets.

Step 4: The ranking of problem solutions

The purpose of this final phase of the nominal group technique is to combine the ideas and opinions of individual members to determine the relative importance of the problems or solutions that have been identified. During this step each group member records five items of highest priority from those listed on the flipchart. They write one phrase and the identifying letter of the alphabet on each card. Then group members are asked to identify the items of highest importance and rank it as 5, the next highest importance as 4, and so on.
Q 3.Describe in brief the various sources of project financing.

Sources of funds
A company might raise new funds from the following sources: y The capital markets: i) new share issues, for example, by companies acquiring a stock market listing for the first time ii) rights issues y Loan stock y Retained earnings y Bank borrowing y Government sources y Business expansion scheme funds y Venture capital y Franchising.
Explain the important concepts in Research design

Variable, a variable is defined as anything that varies or changes in values. In other word a variables generally is anything that may assume different numeric or categorical values. The variable sex may be categorized as male or female; sex is therefore a categorical variable because it has a limited number of distinct values. Sales volume may encompasses an infinite range of number, it is therefore a continues variable-one with an infinite number of possible ways. In causal research the terms dependent and independent variable are frequently encountered. A dependant variable is a criterion or a variable that is to be predicted or explained. Independent variables are variables that are expected to influences the dependant variables. Like average hourly rate or pay may be a dependant variable that is influenced or can be predicted by an independent variable such as number of years of experiences.

Independent variables that are not related to the purpose of the study, but may affect the dependant variable are termed as extraneous variables. Hypothesis testing research. When the purpose o research is to test a research hypothesis, it is termed as hypothesis testing research. It can be off the experimental design. In an experimental hypothesis testing research when a group is exposed to usual conditions, it is termed as a control group but when the group is exposed to special condition it is termed as experimental group. In the above illustration the group A can be called a control group and the group B an experimental group, if both group A and B are exposed to special studies program. Then both groups would be termed experimental group. It is possible to design studies which includes only experimental group or studies which include both experimental and control group. Research in which independents variable is manipulated is termed as experimental hypothesis, research in which an independent variable is not manipulated is called as non experimental hypothesis testing. The classification between monitoring and interrogation process, the former includes observation studies, in which the researcher inspects the activities of a subject or nature of some material without attempting to elicit responses from anyone. An observation of a group of decision makers is the example of monitoring. In this case the research notes and the records the information available from observation. In the survey mode information is gathered from a sample of people by use of a questionnaire or interview, a method of data collection based on communication with a representative sample of individual.
Project Vs. Program Vs. Portfolio

Project Management is the application of Tools and Techniques to meet Project Objectives. Project Management requires balancing key project constraints such as Scope, Schedule, Cost, Quality, Risk, Resources. Constraints are interdependent and changing one constraint impacts other constraints. Program group together many related projects to better manage interdependent Projects. Portfolio consist many projects and programs to better manage and align organizations objectives. Projects in Portfolio might not be related or interdependent.

b. Project work and Traditional functional work

Q 6. Describe the following quality control tools: [2.54=10 Marks] a. Ishikawa diagram b. Flow chart c. Pareto chart d. Scatter diagram a. Ishikawa diagram
The Ishikawa Diagram, also known as the Fishbone Diagram or the Cause-and-Effect Diagram, is a tool used for systematically identifying and presenting all the possible causes of a particular problem in graphical format. The possible causes are presented at various levels of detail in connected branches, with the level of detail increasing as the branch goes outward, i.e., an outer branch is a cause of the inner branch it is attached to. Thus, the outermost branches usually indicate the root causes of the problem. The Ishikawa Diagram resembles a fishbone (hence the alternative name "Fishbone Diagram") - it has a box (the 'fish head') that contains the statement of the problem at one end of the diagram. From this box originates the main branch (the 'fish spine') of the diagram. Sticking out of this main branch are major branches that categorize the causes according to their nature. In semiconductor manufacturing, 4 major branches are often used by beginners, referred to as the '4 M's', corresponding to 'Man', 'Machine', 'Materials', and 'Methods'. Sometimes 5 branches are used ('5 M's'), with the fifth branch standing for 'Measurement', or even 'M-vironment.' These 'M's' or problem cause categories are used to classify each cause identified for easier analysis of data. Of course, one is not constrained to use these categories in a fishbone diagram. Experienced users of the diagram add more branches and/or use different categories, depending on what would be more effective in dealing with the problem. Figure 1 shows the basic framework of an Ishikawa Diagram.

Figure 1. The Basic '4 M's' Framework of an Ishikawa Diagram The Ishikawa Diagram is employed by a problem-solving team as a tool for collating all inputs (as to what are the causes of the problem they're addressing) systematically and graphically, with the inputs usually coming from a brainstorming session. It enables the team to focus on why the problem occurs, and not on the history or symptoms of the problem, or other topics that digress from the intent of the session. It also displays a real-time 'snap-shot' of the collective inputs of the team as it is updated.

b. Flow chart

Flow charts are easy-to-understand diagrams showing how steps in a process fit together. This makes them useful tools for communicating how processes work, and for clearly documenting how a particular job is done. Furthermore, the act of mapping a process out in flow chart format

helps you clarify your understanding of the process, and helps you think about where the process can be improved. A flow chart can therefore be used to:
y y y

Define and analyze processes. Build a step-by-step picture of the process for analysis, discussion, or communication. Define, standardize or find areas for improvement in a process

Also, by conveying the information or processes in a step-by-step flow, you can then concentrate more intently on each individual step, without feeling overwhelmed by the bigger picture.

c. Pareto chart

PARETO CHARTS A Pareto Chart is a vertical bar graph showing problems in a prioritized order, so it can be determined which problems should be tackled first. It is often useful to make Pareto Charts of data collected using the Check Sheet method, and in fact, the Check Sheet option includes a built-in Pareto Charting feature. Choose the categories (or "problem areas") to collect data for by brainstorming, or use existing data to look for these problem areas. The data you analyze must be "counts" (Attributes data) or costs, and must be additive. Data should as yields or percentages cannot be added, so are inappropriate for Pareto analysis.

d. Scatter diagram The Scatter Diagram (also called Scatter Plot) graphically illustrates data from two variables. It is listed as a tool and technique of the fourth edition PMBOK s Perform Quality Control process. One of the two variables is on the x-axis, and the other variable is portrayed on the y-axis. In this fictional example, 17 people were given IQ tests and were then asked how many books they owned. Their IQ scores are shown on the y-axis, and the number of books they own are on the x-axis, so the red dot illustrates an individual with an IQ of 130 who owns 200 books. The dots are showing a general pattern of the higher the IQ, the more books that are owned. This is called a positive correlation, because the variables are increasing together. If we had seen the opposite pattern that the higher the IQ, the fewer books that are owned, it would be a negative correlation because one variable increases as the other decreases.