1. Module 5 Session 5.3 Visual 1 Module 5 Refining Objectives, Scope, and Other Project Parameters Session 5.3 Preparing the Product and Process Structures

2. Module 5 Session 5.3 Visual 2 Module 5 Module 6 Module 7 Module 5 Review PAR refine key parameters Module 6 Continue refining Module 7 Produce detailed schedule The product and process structure Project analysis report (PAR) (approval document) Product structure Other key project parameters Work breakdown structure (WBS) Responsibility matrix Master summary schedule Activity-based schedule (CPM) Project implementation plan Process structure

3. Module 5 Session 5.3 Visual 3 Product structure Process structure for implementation Instructional objectives  Create (refine) a product and process structure for a project  Describe how the control period relates to the level of detail used on the product and process structures Objectives Deliverables Life-cycle phases PAR The learner will be able to:

4. Module 5 Session 5.3 Visual 4 Product structure:a hierarchical description of the major components of each project deliverable or end item Component: a major part of a deliverable Subcomponent: a part of a component Element: a part of a subcomponent Each phase may have different deliverables The product structure

5. Module 5 Session 5.3 Visual 5 Characteristics of the product structure  Hierarchical structure (top-down)  Each level describes the major parts of the immediately preceding level  Each product piece has one and only one place  Outline format is typical (can be a tree diagram)  Most have 3 to 6 levels of detail  Only nouns appear on product structure

6. Module 5 Session 5.3 Visual 6 Simplified product structure of a house project 0 House project 1.1 House (Structure) 1.1.1 Site 1.1.2 Foundation 1.1.3 Frame 1.1.4 Roof 1.1.5 Systems 1.2 Landscaping 1.3 Manuals Level name 0 Project name 1 Deliverables 2 Component 3 Sub- component

7. Module 5 Session 5.3 Visual 7 Product structure: benefits  Clarifies scope (deliverables)  Helpful for all size projects  Essential for projects with many or complex deliverables  Promotes shared understanding  Reduces errors of omission  Serves as multipurpose common framework

8. Module 5 Session 5.3 Visual 8 The process structure  A planned life cycle promotes efficiency, productivity, and quality.  Define milestones (major events)  Specify decision gates  Specify documentation requirements for gates  Agree on decision makers and participants at gates  Agree on criteria for decision making DesignBuildInspectTerminate The process structure: The sequence of actions that result in creation of the deliverables

9. Module 5 Session 5.3 Visual 9 Process structure benefits  Improves project quality, efficiency, and productivity  Reduces errors of omission  Creates a game plan that clarifies expectations and promotes coordination

10. Module 5 Session 5.3 Visual 10 Formal process structure benefits  Improves overall communication and contact  Common framework and vocabulary for phases, subphases, process elements, and decision points  Consistency in naming activities during detailed scheduling  Clarifies expectations  Sets up creation of master summary schedule (module 6) The project team should always plan the process structure carefully

11. Module 5 Session 5.3 Visual 11 Level of detail  Product structure?  Process structure? How far do we go? Influenced by control period—how frequently progress is measured

12. Module 5 Session 5.3 Visual 12 Projects have several levels of detail TopMonths Middle Operating Weeks Days Different levels of management need different amounts of detail * This is called levels of indenture* Management level Control period SUMMARY PLAN DETAILED PLAN Weeks Month Days

13. Module 5 Session 5.3 Visual 13 How much disaggregation is enough? Time Product structureProcess structure (life cycle) Deliverable (House) Component (Roof)Component Subcomponent (Rafters) Subcomponent (Shingles) Subcomponent (Plywood skin) Phase 1Phase 2Phase 3 Subphase Element Process element Subelement Process element Process element Process element

14. Module 5 Session 5.3 Visual 14 Setting level of detail A) Control period – How frequently do I measure progress? – Time interval between measurements E) Detailed schedule – Unit of time for activity-level planning (module 7) – What pieces of work should I measure? B) Level of detail C) Product structure Process structure D) Disaggregation (modules 6 and 7) THINKAHEAD

15. Module 5 Session 5.3 Visual 15 Control period and level of detail  Shorter control periods usually need more detail  Longer control periods usually need less detail  Rule of thumb: Unit of time for activities is always one level less than control period’s Control period Quarter Month Week Day Activity unit of time Months Weeks Days Hours DAYS WEEKS MTWThF 1234 123 QUARTER MONTH

16. Module 5 Session 5.3 Visual 16 M6 Control period, activity duration, and management control Situation Illustration Management impact (Middle management) Activity 1 A) Control period smaller than activity duration Control period: month Activity duration: quarters  No control  Not enough detail  No insight on progress until month 4 Activity 2 M1 M2 M3 M4 M5

17. Module 5 Session 5.3 Visual 17 Control period, activity duration, and management control B) Control period equal to activity duration Control period: month Activity duration: months M1M2M3M4M5M6 A1.1 A1.2 A1.3  Weak control Situation Illustration Management impact (Middle management)

18. Module 5 Session 5.3 Visual 18 Control period, activity duration, and management control C) Control period about 1 unit greater than activity duration Control period: month Activity duration: weeks  Strong control  Appropriate detail Situation Illustration Management impact (Middle management) M1M2 A1.11 A1.12 A1.13 A2.20 A2.21

19. Module 5 Session 5.3 Visual 19  Weak control  Too much detail Situation Illustration Management impact (Middle management) Control period, activity duration, and management control D) Control period much greater than activity duration Control period: month Activity duration: days A1.03 M1 A1.01A1.02A1.30

20. Module 5 Session 5.3 Visual 20 Influences on length of control period  Level of management  Length of project  Degree of risk  Level of experience of workers

21. Module 5 Session 5.3 Visual 21 Control period and level of management  Control period varies with management levels  Closer to the work, the shorter the control period Control period Top management Operational Time House project Owner: Weekly reports“Is the roof on?” Contractor: 2 days“Are the shingles laid?” Subcontractor: Twice per day“How many square feet are finished?”

22. Module 5 Session 5.3 Visual 22 Control period and project length  Control period related to length of project  Shorter projects usually have shorter control periods  Longer projects usually have longer control periods Length of project (3 months) Weekly control period Activities in day units Length of project (3 years) M1M2M3Y1Y2Y3 Monthly control period Activities in weekly units

23. Module 5 Session 5.3 Visual 23 Control period and risk  The greater the risk, the shorter the control period  Shortening the control period can provide greater control  Redefining the control period influences the level of detail needed  Problems can result in resetting the control period 1 Day New control period 2 Days Old control period

24. Module 5 Session 5.3 Visual 24 Control period and experience Worker experience influences control period Experienced workers Need less supervision Longer control period Less detail Inexperienced workers Need more supervision Shorter control period More detail

25. Module 5 Session 5.3 Visual 25 Project implementation plan Management level Length Risk Experience Product structure Process structure Planning framework (module 6) Activity-based scheduling Summary: Control period or level of detail Control period Level of detail Module 5 Module 6 Module 7 Unit of time for activities

26. Module 5 Session 5.3 Visual 26 Optional discussion questions

27. Module 5 Session 5.3 Visual 27 OBJECTIVES DELIVERABLES A five-room house. House (structure) Landscape Manuals PRODUCT STRUCTURE OTHER SECTIONS PARPAR Creating the product structure  Start with the deliverables  Review other sections

28. Module 5 Session 5.3 Visual 28 House product structure 0 House project 1.1 House (Structure) 1.2 Landscape 1.3 Manuals Level 01 DeliverablesProject

29. Module 5 Session 5.3 Visual 29 1.2 Landscape 1.3 Manuals Level 01 DeliverablesProject House product structure (continued) 0 House project 1.1 House (Structure) 1.1.1 Site 1.1.2 Foundation 1.1.3 Frame 1.1.4 Roof 1.1.5 Systems 1.2.1 Plantings 1.2.2 Lawn

30. Module 5 Session 5.3 Visual 30 0 House project 1.1 House (Structure) 1.1.1 Site 1.1.2 Foundation 1.1.3 Frame 1.1.4 Roof 1.1.5 Systems 1.2 Landscape 1.3 Manuals 1.2.1 Plantings 1.2.2 Lawn Level 0 123 1.1.5.1 Electrical 1.1.5.2 Plumbing 1.1.5.3 Telephone House product structure (continued)

31. Module 5 Session 5.3 Visual 31 Creating the process structure PAR 2 months Plan 3 months Construct 1 week Inspect 1 week Terminate  Start with the project schedule in the PAR  Develop detail through team discussion  For each (sub)phase, clarify:  Actions  Decision gates  Documentation  Personnel involved  Criteria for decision making Project schedule for implementation phase

32. Module 5 Session 5.3 Visual 32 Implementation process - house project PlanConstructInspectTerminate Implementation phase

33. Module 5 Session 5.3 Visual 33 More detail improves control = milestone PlanConstructInspectTerminate MobilizeProcureBuildClean up Implementation phase End project Start operations Plans approvedFacility complete Subphase Process elements

34. Module 5 Session 5.3 Visual 34 Summary - Module 5  Goal: Organize and disaggregate work for better planning and control  The product and process structures create a framework for disaggregation  The level of detail is related to the control period  The length of the control period is influenced by:  Level of management  Length of project  Degree of risk  Level of experience of the workers

35. Module 5 Session 5.3 Visual 35 Summary - Module 5 (continued)  The analysis of the product and process structures yields:  Shared understanding of deliverables and processes  Fewer errors of omission  Improved team communication, coordination, and control  The development of the product and process structures should be a team effort  Refining key project parameters and the PAR is necessary  The PAR can be out of date  The PAR is not sufficiently detailed  The team needs to develop a shared understanding

36. Module 5 Session 5.3 Visual 36 Summary - Module 5 (continued)  Refining the PAR is beneficial  Common vocabulary  Shared understanding of objectives  Reduced miscommunication  Increased commitment  Better alignment within team  Greater efficiency and productivity

37. Module 5 Session 5.3 Visual 37 Summary - Module 5 (continued)  Review the PAR systematically:  Analyze  Escalate  Document  Projects are special undertakings  Temporary  Problem or need-oriented  No two are exactly alike  Every project should be carefully planned and systematically managed

38. Module 5 Session 5.3 Visual 38 Module 5 Module 6 Module 7 Module 5 Review PAR refine key parameters Module 6 Continue refining Module 7 Produce detailed schedule Summary - Module 5 (continued) Project analysis report (PAR) (approval document) Product structure Other key project parameters Work breakdown structure (WBS) Responsibility matrix Master summary schedule Activity-based schedule (CPM) Project implementation plan Process structure

39. Module 5 Session 5.3 Visual 39 End-of-module discussion questions  How does the length of the control period influence the level of detail of the product and process structures?  Comment on the value of developing well-defined product and process structures.

40. Module 5 Session 5.3 Visual 40 End-of-module discussion questions (continued)  What would the product and process structures look like for an education project, such as a new mathematics curriculum for a high school?