IFSM 438 Teaching Effectively-- snaptutorial.com

IFSM 438 ITP-1 Project Charter Final For more classes visit IFSM 438 ITP-1 Project Charter Final

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 ITP-3 WBS Word Document For more classes visit IFSM 438 ITP-3 WBS Word Document

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 ITP-4 Project Resources and Cost Final For more classes visit IFSM 438 ITP-4 Project Resources and Cost Final

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 ITP-5 Project Risk Assessment For more classes visit IFSM 438 ITP-5 Project Risk Assessment

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 ITP-6 Presentation For more classes visit IFSM 438 ITP-6 Presentation

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 ITP-7 Word Document For more classes visit IFSM 438 ITP-7 Word Document Brief Overview of Our Changes to the WBS What was the effect of the changes on your project cost? How much did it increase? Are you still on budget or are you over budget now?

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 MS Project Exercises For more classes visit IFSM 438 MS Project Exercises

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 TPP-1 Team Process Plan and Schedule For more classes visit IFSM 438 TPP-1 Team Process Plan and Schedule

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 1 Discussion For more classes visit How can we define project success? Based on what you have seen in your own experience, and based on what you have read so far, how would YOU define a successful project? What do you think contributes to a project being unsuccessful? And, when you read about HUGE failures, do you believe they are, in fact, failures? Please provide examples and explain your answers. One or two paragraphs is all that is required. Remember that the quality of your participation and contributions to these discussions can and does make a difference in your overall course grade.

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 2 Discussion Project Scope Management For more classes visit Week 2 Discussions - Project Scope Management Scope Creep (1) What is scope creep? (Note: The textbook seems to have a partial definition, leaving out some factors. So while you may wish to start with the textbook, don't end there. Do a little research on the Internet or in a library, for instance, to see what factors are involved. Then give a better definition of Scope Creep in your own words (but also properly citing any references you used).)

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 3 Discussions Project Time and Schedule Management For more classes visit Week 3 Discussions First, consider the following case study scenario: You are the newly appointed PM for a major new project in your company. You just stepped in and haven't yet had a chance to analyze the project. This project has significant executive support and an engaged executive sponsor. The project's executive sponsor catches you in the hallway on your day first or so on the job and asks you whether you will be able to complete the project in less than 6 months. Then answer the following questions:

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 4 Discussions Project Cost and Resources Management For more classes visit Week 4 Discussions Estimation Inaccuracies Consider a situation you've experienced when you made an inaccurate estimation for the duration of some activity. It doesn't necessarily need to be during a project (though that would be desirable if possible). a) What was the situation? b) Describe how you made the estimate. Discuss your reasoning for estimating the duration of the activity the way you did.

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 5 Discussions Project Risk Management For more classes visit Week 5 Discussions First, consider the following case study situation: Risk management often brings up ethical issues for project managers. For instance, software testing can be done in several different ways and with several different levels of rigor and comprehensiveness. Simpler tests may be faster and cheaper and may involve less system downtime, possibly using fewer test cases and fewer test runs. More robust testing may be rather expensive and time consuming, including extensive and rigorous test cases, many test runs, regression testing of previously completed production software, and so forth.

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 6 Discussions Project Quality Management For more classes visit Week 6 Discussions First, consider the following case study background: In this modern economic era of tight budgets, cutbacks, and shortfalls in both budgets and staffs, most organizations are pressured to "do more with less". Customers and executive sponsors push projects tocomplete earlier and cheaper, with less budget funding, but with the same scope and quality. Rapid Application Development (RAD) and Agile and Extreme development methods are pushed. The problem, as always, is with the balance of the triple constraint (this time, with the added factor of quality).

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 7 Discussions Project Execution Management For more classes visit Week 7 Discussions First, consider the following case study situation: You are the PM managing a project in which, during project execution, some tasks actually take longer than planned, some go over the planned budget, and the occasional task takes less time than planned. What's more, some of each of these changed tasks are on the critical path and some are not. Due to astute monitoring, you, as PM, have noticed these changes from the plan. Now, answer the following questions:

IFSM 438 Teaching Effectively-- snaptutorial.com IFSM 438 Week 8 Discussions Procurement and Stakeholder Management For more classes visit Week 8 Discussions "Around here, we keep half the people ignorant so they aren't prejudiced, and half the people prejudiced so they aren't ignorant." -- Dr. Jay Shulman, c.1980 First, consider the following case study background: Because people don't like to be the bearer of bad news, and are sometimes afraid that their management may "kill the messenger", employees are often very reluctant to bring unwelcome but critically important project status information to their management.

IFSM 438 Teaching Effectively-- snaptutorial.com