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Project Management related academic resources e.g research papers, article summaries , assignments and sample answers , essays , movie and book reviews , research proposals e.t.c

CIS 8010 Information System Project management All Assignments With Sample Answers

CIS 8010 Assignment 5 Instructions

This assignment is continuing from the (previous) assignment 3 and your task is to write a report to the CIO on the following aspects. Following on from the previous assignment, the CIO was comfortable with what has been proposed by you (in the first assignment) and would like to see three key elements be investigated and reported further in this assignment.

  1.  A comprehensive implementation plan of the cutting edge wireless technology infrastructure for the organization, highlighting potential risks and how these risks can be mitigated. This is a simple report, fully researched and developed with supporting arguments sourced from credible journals. This component should be validated through a plagiarism software and evidence that this has been done should be provided.
  2. An implementation plan detailing time, cost and resource schedules. This is a project management document and you must fully demonstrate your skills in presenting a project management plan.
  3. A document on various assumptions made and justifications for such assumptions. If you have introduced any slack, you must provide details on the same. These three key elements have to be packaged into a single PDF file and submitted via the EASE system.


Final Research Paper – Project Management And How It Relates To Project Management Maturity Model

Research Paper Instructions

This final research paper must demonstrate the understanding of new learning in the field of project management and how it relates to the Project Management Maturity Model.  This is an assignment with a length of 10- to 15- pages (not including title and reference pages) that should integrate the reading, multi-media and class discussion boards.  It is mandatory to have research from the classroom text, as well as at least 4 sources from the internet or online library to support your views.  A minimum of 2 of these sources must be from the Online Library.

Consider the validity of your resources carefully before using them in academic papers.  It is recommended to use examples from your professional experience where possible, or build from your learning in the discussion boards.  Use at least one project you have been a team member or a project manager as an example to discuss each of the following topics:

  • The definition of the Project Management Maturity Model and how organizations can increase their overall productivity using the model.
  • The importance of organizational strategy and how project management needs to link to objectives to achieve results.
  • Project communication methods including who the stakeholders are and why they are important to the project manager.
  • The use of project quality, including earned value analysis, and examples of successful and troubled projects.
  • A conclusion to describe how the probability of success can be found with an organization that is able to reach maturity in terms of project management.

Project Management Final Research Paper Instructions

Final Paper

The final six to eight page paper must demonstrate understanding of new learning in the field of project management. It is mandatory to have research from the classroom text, as well as five sources from the internet or online library to support your views. It is recommended to use examples from your professional experience where possible, or build from your learning in the discussion boards. (Suggestion: use at least one project of which you have been either a team member or a project manager as an example to describe the topics below):
The following topics must be reviewed in order for the paper to be complete:

  • Define project management and explain its importance to the business world.
  • Explain project life-cycle management and the benefits of project management to an organization.
  • Explain the concepts of planning in the project life-cycle and how research and critical thinking is mandatory in planning.
  • Explain project organizations and the importance of leadership and sponsorship.
  • Explain project team building, including techniques of successful team building.
  • Explain how to create a work breakdown structure and how a project manager breaks down the overall project into packages.
  • Explain the need for project management software in large integrated programs and the benefits to the overall project management organization.

Writing the Final Paper

The Final Paper:

  • Must be six to eight double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.
  • Must include a cover page that includes:
    • Student’s name
    • Course name and number
    • Title of paper
    • Instructor’s name
    • Date submitted
  • Must include an introductory paragraph with a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must conclude with a restatement of the thesis and a conclusion paragraph.
  • Must use APA style as outlined in the approved APA style guide to document all sources.
  • Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

GM591 Strategic Project Management Essay

Strategic Project Management

Project management is a critical tool instrumental in the growth and development of an organization or a business. Projects are developed and executed with a purpose to implement change. A project without strategy is merely a collusion of efforts resulting into confusion in a given set up of management. Strategy as we understand it focuses on choices; these choices are integrated together with an aim of improving a situation either by increasing efficiency or gaining a comparative advantage in a certain aspect.

In application, organization objectives are determinants of project selection and methods to incorporate. Objectives are merely the basis for project activities; they should be evaluated using the SMART approach. SMART stands for S-specific: they should be clearly stated having a specific outcome identified, M-measurable: every outcome should correspond with the success criteria, A-achievable: in utilizing time, resources and technology they should result to the desired quality, R-realistic: sensible with a flow of activities towards a set goal, T-timely: ought to be planned and executed in a given period of time (Rosenau, & Githens, 2011).

A project goal becomes a moving target due to its importance in improving performance. In today’s modern world traditional project management has scored very dismal this is part of the need for professionals in this field to wake up and think of new methods that tie strategy to outcome assuring advancement as competition has become a norm and to exist one has to adapt, conventional annual planning cycles and poor selection of projects that run down without adding value to a business have become outdated.

Project organization is a reflection of organization strategies. How a project is organized is informed by the mechanisms or blueprint that holds together a firm, better still projects are purposed to develop sustainable advantages or a superior edge against competitors. For instance, when an organization is experiencing hurdles in achieving its current strategy then pursuit of new goals and projects could be the answer (Norrie, & Walker, 2004).

Ambitious strategies are achieved by effective organization strategies. A highly competent project management guarantees success in fulfilling objectives. Managers play a role in reporting, work plan development and decision making, a good manager is eager to contribute to the project and work hand in hand with sponsors this is observed in board meetings where they act as secretaries.  A project sponsor is useful as he/she provides an oversight of the whole project, with time sponsors have had to assume a role of delegating to determine success of a project. A sponsor ought to chair a project committee or board as a senior with deep knowledge and insight.  Oftentimes projects have seniors who are responsible for every action and decision making.

As far as policies and procedures are concerned the field has and is still experiences a wide range of techniques and policies as many as the number of projects. To explain this we take a look at banks, most of bank project policies and procedures are tied to the operational policies, operational policies ensure that projects are appropriately packaged economically, financially and socially. In recent times sustainability has paid a courtesy call that organization are keen on addressing by designing policies that ensure environmental preservation (U.S.A, 2005). In industrial sectors firms are developing techniques and formulating policies that allow for least pollution and low energy consumption. Companies such as Kohl’s and STAPLES get their energy from renewable resources solar and wind are some of techniques used for low cost production. Policies and procedures continue to fine tune project management by designing an outcome with a benefit criterion.

Every project intends to successfully overcome the triple constraint. Triple constraint includes three elements these are; quality or scope, resources (cost) and schedule with is time. In application, all the tree factors must be balanced as failure to mismanage or misallocate one translates to a problematic management that may inhibit success (Norrie, & Walker, 2004).  Foremost a project manager ought to know how to prioritise the triple constraint, priority is to understand what a client wants this is done by communication with the client to discern what is important to them. Consequently, it is easier to determine what scope and resources to employ for a stipulated time to achieve the goal.

Communication is key in a project success thus it should be done accordingly. Fortunately this activity has become easier through making use project 2010. By using Ms project 2010 one can deliver information faster to a small unit or in a large organization through networking, Ms 2010 professional has a user friendly interface and is loaded with features that ease communication, data manipulation, planning and transfer of data both in two way mode. All the above will help one to have a good communication but one ought to know his/her audience, be in a team of right people and timing is important to have the seniors at their best, address the solutions of the organization through the project communication (Johannessen, & Olsen, 2011)

Conclusively, strategy alone is not enough as it is only a plan or an idea in writing it is given life when it manifests into a project. Strategic projects are therefore employing calculated efforts tailor made by an organization objectives to achieve a desired outcome or goal.




Cleland, D. I., & Ireland, L. R. (1999). Project management: strategic design and implementation (Vol. 4). Singapore: McGraw-Hill.

Norrie, J., & Walker, D. (2004). A balanced scorecard approach to project management leadership. Project Management Journal, 35(4), 47-56.

Johannessen, J. A., & Olsen, B. (2011). Projects as communicating systems: Creating a culture of innovation and performance. International Journal of Information Management, 31(1), 30-37.

Rosenau, M. D., & Githens, G. D. (2011). Successful project management: a step-by-step approach with practical examples. John Wiley & Sons.

United States. Division of the Federal Register, United States. Federal Register Division, United States. (2005). The Code of Federal Regulations of the United States of America. Oklahoma, U.S. Government Printing Office

Course Summary for a Desired Program to Enhance Project Management Skills In An Organization

The skills that a project manager possesses can either make a project successful or become a failure depending on their application of the skills they have in their management work, they achieve this through adequate utilization of available resources and proper time management. There are several factors that should be considered in order to enhance project management skills;

  1. Have effective communication skills- A project manager should be a good communicator consecutively encouraging the knowledge of the project to all stakeholders. He/ she is able to differentiate issues which are of more importance and discuss it with all stakeholders , these helps them to know what is expected of them throughout the life cycle of the project being carried out. The flow of information in an organization is vital and the manager should therefore be able to establish how it should be relayed and to what levels (Perce, 1998).Some of the information should not be communicated to a client and in circumstances where it should, and then the manager must be able to pass it on taking in to consideration the effects it could have on the overall success.
  2. A project manager should be highly organized and a good multi-tasker. They are entrusted with a great responsibility within the project and should be able to handle many tasks at the same time, paying attention not to prioritize some projects more than others in which case they many allocate resources inefficiently (Perce, 1998). As many tasks as they may be conducting on daily basis, they should be product- oriented in managing the projects. Lack of organization can lead to failure of the project.
  3. Be a leader and take charge of the project. Projects need to be led in a manner that builds harmony to generate credible relationships with key stakeholders and ensure alignment to the project objectives and emanate the assurance necessary to hold all participants in the project accountable (Brown, 2000). They should be able to demonstrate that the project has a future and that the result will be achieved at the end.
  4. Possess good negotiating skills, the manager should make the people to understand what it is that they are dealing with for the team to make individual efforts and accomplish the ultimate desired goals of the project(Brown, 2000). A lot time will be invested in making the negotiations to enhance the relationships and figuring out of the interests of stakeholders so that the project can move forward in the right direction. This will save time and hence resource utilization. Sometimes not being in the knowhow of negotiations may spoil achievement of the project set objectives and strategies, therefore the skills that the manager displays may affect the project positively or negatively.
  5. Be a problem-solver by being capable of recognizing them as soon as they start appearing. Certainly, in there will be times when problems and obstacles arise that involve immediate solutions this involves paying attention to details no matter how small or big the problem is this will ensure that the impacts likely or caused by the problem are addressed in time thus ensuring that proper measures are put in place(Perce, 1998). This is enhanced by knowledge which is invested technologically and good managerial skills about areas of their jurisdiction.

Project Management Maturity Model

A Project Management Maturity Model is formal tool that is meant to measure the maturity of an organizations project management (Crawford, 2014). Once the initial level of maturity has been identified as well as the areas of improvement have been identified, this model provides a road map which outlines the steps that need to be taken to help towards project management maturity performance improvement and advancement. It comprises of five levels. The first is the common language. This is the part where the organization makes a recognition of the fundamental principles of project management. This is the first step of project management which all projects need to go through.  The second step is the common process. This is the stage where the organization is able to use project management as well as develop the processes and the methodologies to support its effective use (Crawford, 2014). The behavioral expectations of the organizational personnel are at this point necessary for the methodology to be executed repetitively.  Singular methodology is the third step. It is at this level that the maturity of the organization is able to recognize that process control and synergism can be achieved best through the development of a singular methodology rather than by the use of multiple methodologies.  Most companies that are at this stage are committed totally to the project management project.

The fourth level is benchmarking. This is the level where the organization uses benchmarking to compare other professional projects with theirs so as to know where to make improvements.  Continuous improvement is the last stage where the organization looks at the information it collected during benchmarking and implements the changes that are necessary to make improvements (Crawford, 2014).

Art Project Management – Evaluation Phase

The evaluation phase serves as an important indicator in art organizational operations as it is here where the precise determination of its relative success is measured using parameters set earlier. Event planning benefits from the evaluation phase in the form of additional interventions geared towards the achieving the set objectives while aiding in decision making. Moreover, it is through evaluation that art and culture leaders gain insight into the goals that a particular program seeks to achieve and subsequently serve as a backdrop for a reflection into areas that require specific focus. It also informs those participating on the progress made thus far and whether the project is in line with the objectives. Project managers need to acknowledge its role in a continuous process that lasts throughout the operations. Moreover, the evaluation also crucial in assessing the level of community engagement in the project as it is these members who are meant to benefit most. Experts view community collaboration as vital to the cause as they develop a sense of ownership for the project which is a crucial factor in determining whether it will thrive (Brindle & DeVereaux, 2011). In this essay, I will focus on the method and roles of evaluation in the context of collaboration, participation and community engagement while using it as a measure of success coupled with factors that can be improved.

The methods used in evaluation often entail the use of quantitative, qualitative data or a combination of both. It is possible to use these techniques independently, but a combination of both provides the best results. In the case of the quantitative approach, the information is gathered observation, questionnaires or an appraisal of existing databases. In reality, this data is instrumental in measuring the extent of implementation about the number of persons who actively took part in the project (Brindle & DeVereaux, 2011). The samples collected are a representation of the community’s attitude and level of participation. On the other hand, the qualitative method seeks to interrogate the value that was added to the community, all individuals who took part and the timeline of events. Case studies and focus groups provide this data which is then received through an analysis phase for interpretation (Heagney, 2012). It enables the project leaders to explain the reasons behind the level of community engagement recorded through observing a wide range of complex issues that affect a specific group. These groups aid their facilitators by providing ideas on how best involve individuals from that particular locality in the project using contextual data. A combination of both methods is also a frequent phenomenon as it deals with an assortment of issues that might be affecting the implementation process.

Through evaluation, it is possible to assess the level of community participation through the data that has been collected. It is this information that will allow the major players to find the cause of the recorded level in a bid to seal all the loopholes and ensure all the objectives are met. The problems experienced throughout the implementation of the proposal among members of the community are spelled out and new measures introduced to correct these anomalies. Furthermore, an evaluation process can enable areas where the staff needs additional training resources that will allow them to bring the local community on board in participating fully in the project. The managers of the art project provide the information gathered to various stakeholders in the community who can aid in involving more of community members in the project. The need for additional funding can also be established during this stage as it is these resources that will determine a community’s level of collaboration.

A Guide to the Project Management Body of Knowledge – Critical Analysis Essay


This essay analyses the BOK (Body of Knowledge) captured in the “A Guide to the Project Management Body of Knowledge” treatise put together by the Project Management Institute (1996) critically. The institute projects the treatise as persisting with the custom of distinction in the management of projects. It projects the treatise and the BOK it bears as advancing the custom, or tradition, with an easy-to-appreciate and easy-to-implement standard, enhanced consistency as well as improved clarification. When one goes through the BOK, he or she gets the picture that project management, as a practice, has a standard language defining it, especially in the areas of project initiation, project planning, project execution, project monitoring, project control, and project closure. By and large, the book mirrors the knowledge, as well as collaboration, of serving project managers. As well, the book provides the project management essentials as they relate to varied projects. Particularly, the essay examines the treatise’s claim of the existence of universally agreed project management standards, including the treatise, and the claim that project management is a distinct profession critically.

Main Body

Project Management Standards

The Project Management Institute (1996) asserts that “A Guide to the Project Management Body of Knowledge” constitutes a standard for use by project management practitioners, or professionals. The institute claims that as the treatise, as a standard, guides the general project management BOK. Notably, the institute concedes that there is no single write-up or document containing all the BOK. The ones in already existence leave out some of the BOK unpublished, and merely appreciate it as constituting best norms and practices in the project management field. As well, the ones already in existence do not capture the whole of the BOK since it keeps on evolving and growing every succeeding day. The institute claims that as a standard, the treatise does not guide project management on how to execute given tasks or describe particular project management methodologies. Rather, it is a standard for guiding project management practitioners in developing other standards and own methodologies (Project Management Institute, 1996). Crawford, Pollack and England (2007) and Sanjuan and Froese (2013) concur with the institute that the treatise is among the standards for guiding project management practitioners in developing other standards and own methodologies.

The claim by the Project Management Institute (1996) that the “A Guide to the Project Management Body of Knowledge” is not a PMP examination specification or standard is somewhat confusing, especially if viewed in the light of the institute’s claim that the treatise is a standard guiding the general project management BOK. One is persuaded to think that the treatise is a PMP examination specification or standard, albeit minor, since the book covers about seven tenths of the content covered by the examination. One would think that the book is a PMP examination specification or standard as well as a CAPM examination specification or standard. The CAPM covers students’ appreciation of the book exclusively according to the Project Management Institute (1996).

By and large, Crawford, Pollack and England (2007), the Project Management Institute (1996), and Sanjuan and Froese (2013) project the book as a guide to the extensive project management BOK. They project it as providing the practitioners and students with entry-points to additional project management information. As well, as noted earlier, they project it as one of the numerous standards for creating unique methodologies, practices, techniques, and protocols in particular project management-related organisations and practices. The institute indicates that for best results, the book, as a standard, should be used together with other frameworks and standards that it has developed over time, including the Practice Standard for Work Breakdown Structures, the Standard for Program Management, and the Project Manager Competency Development Framework. As well, the institute indicates that for best results, the book, as a standard, should be used together with other frameworks and standards developed by other bodies, including scholarly organisations and professional organisations.

Even then, even as the Project Management Institute (1996) concedes that “A Guide to the Project Management Body of Knowledge”, as a standard, can be supplemented by other standards, it asserts that the book is the most dependable and most universally agreed-upon standard in project management. Notably, the institute’s thinking that the book is most dependable and most universally agreed-upon standard in project management appears motivated by its appreciation of the book as having a unique purpose and scope. Notably, a project is defined by its “scope and resources” (Project Management Institute, 2016, par.2). Crawford, Pollack and England (2007) and Sanjuan and Froese (2013) come about as disagreeing that there is any single standard that ought to be deemed, or considered, superior to the others. They appear to attach comparable weights to all the standards guiding project management practices.

Eskerod and Huemann (2013) appear to suggest that the weight ascribed to any of the standards should be based on the consideration of its inclusion of varied stakeholder management approaches and sustainable development practices rather than the standards’ purposes and scopes as suggested by the Project Management Institute (1996). According to Eskerod and Huemann (2013), most of the present standards, including “A Guide to the Project Management Body of Knowledge” treat varied stakeholder management approaches and sustainable development practices superficially. Rather, the standards should ideally commit the management of stakeholders to sustainable development contexts. Standards that accommodate approaches for managing stakeholders are seen as more ideal than the ones focused on ensuring that the stakeholders comply with the extant project requirements according to Eskerod and Huemann (2013).

Sanjuan and Froese (2013) hold that the best project management standards and practices lack in the “typical construction projects” (Sanjuan & Froese, 2013, p.91). That position contradicts the one held by the Project Management Institute (1996): that all the characteristic projects are defined by the standard typified by the book. One may conclude from the position put forth by Sanjuan and Froese (2013) that in some projects, the standard typified by the book may be inapplicable or even unacceptable, regardless of its being projected by the institute as the most dependable and most universally agreed-upon standard in project management owing to its unique purpose and scope.

Probably, it is not used in some projects where it may be taken as not accommodating approaches for managing stakeholders as suggested by Eskerod and Huemann (2013). Sanjuan and Froese (2013) appear to hold that several of the standards are welcome in projects, including the “A Guide to the Project Management Body of Knowledge” standard, Prince2, ISO 9000, and the IPMA Competence Baseline. Possibly, the last three are among those seen as capable of supplementing the first one by the institute. Crawford, Pollack and England (2007) appear to suggest that none of the standards should be deemed superior to the others since different nations opt for particular standards for the management of projects.

Is Project Management a Distinct Profession?

The Project Management Institute (1996) presents project management as being a distinct profession. It “began to emerge as a distinct profession in the mid-20th century” (Project Management Institute, 2016, par.9). According to the institute, there are numerous project managers pursuing the profession: executing varied project management roles and responsibilities. Even then, there are many non-professionals executing the roles and responsibilities as well. The institute and Dion (2013) present project management as a distinct profession with clearly cutout roles and responsibilities. Clearly, many organisations that represent practitioners of project management, including the International Project Management Association, the Association for Project Management, and the Project Management Institute view it as being a profession. When one goes over “A Guide to the Project Management Body of Knowledge”, he or she is likely to question whether or not project management is a distinct profession same as teaching, medicine, law, or engineering.

While the Project Management Institute (1996) presents project management as being a distinct profession, the Veatch (2011) and Smith (2011) appreciate it as being a process. They opine that it is not a profession since it is not defined by the control and definition of a related, specific, abstruse, complicated, cagey, esoteric, and unique BOK. The general BOK related to project management is seen as general: with methodologies, tools, and techniques that are comparable to the ones used in general management.

Veatch (2011) and Bates (1998) suggest that project managers can raise their professional image by appreciating that project management is a process and that the process is application-specific or context-specific, meaning that generic project management certifications are by and large worthless where they are not adapted for particular applications. When one reads the article by Smith (2011), he or she begins thinking that even if project management was taken as being a profession, it would remain an evolving one, a process as practitioners move from given expertise and responsibility areas to others. According to Smith (2011), all professionals are on a transformation journey.

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Selling Executives on Project Management Case Study Questions With Sample Answers

Read the Chapter 10 Case titled “Selling Executives on Project Management.” Write a one to two (1-2) page paper in which you:

  1. Analyze the fundamental reasons why the executives in the case refused to listen to their own employees but were willing to listen to a consultant. Discuss the main reasons why the executives still seemed apprehensive even after the consultant’s presentation.
  2. Imagine that you are the consultant from the case study. Speculate on three (3) strategies that you could employ to get the executives to understand your point of view and thus support your project management recommendations.
  3. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources. Your assignment must follow these formatting requirements:

The specific course learning outcomes associated with this assignment are:

  • Analyze the role of executive management in the life of a project.
  • Apply the project manager’s critical skills, in terms of project leadership, team building, time management, conflict management, and effective communication with executive sponsors, peers, team members, and project clients.
  • Use technology and information resources to research issues in project management.
  • Write clearly and concisely about project management using proper writing mechanics.

IT 301 : Project Management Course – What I Have Learnt

I have really learnt a lot in this class, not only about the concepts of project management but also about risk management. I intend to use the knowledge that I have acquired in this class to better manage future projects and to improve the capabilities of anyone else who may want to manage projects in future. First, I have learnt that in order to better manage a project, one must ensure that he properly understands the principles behind Crosby’s, Deming’s, and Juran’s philosophies of quality management. Although Juran’s approach was the most interesting to me, I think one should look at the project as a whole and decide on the best philosophy that if applied, will give the best results. Personally, I think the success nature of the project determines the type of philosophy that should be applied, and that there is not a single philosophy that fits in every project.

Additionally, by being in this class, I had an opportunity to learn the nine essential knowledge areas for project management. These knowledge areas include risk management, scope management, integration management, cost management, time management, communications management, human resources management, quality management, and procurement management. Under all these knowledge areas, detailed approach on how to accomplish functions of project management have been explained. The knowledge acquired in this class with respect to the nine areas of project management have moulded me to be an all round student who can easily manage both present and future projects. I will also use this knowledge to guide others on how they can achieve success when managing their projects.

Another thing that I have learnt so far in this class is the process followed in project risk management as well as the main purpose of conducting project risk management. According to Stackpole (2008), project risk management is conducted to reduce the probability of occurrence of a negative event and to increase the probability of occurrence of a positive event. In addition, I have been able to learn some of the obstacles that may prevent effective management of a project’s risks. For instance, some of the team members may impede project risk management because they tend to think that they do not have risks at a time when risks actually exist. If such issues are not solved on time, the probability of occurrence of negative events might be high (Stackpole, 2008).

The other thing that I was able to learn in this class is the role played by effective leadership in project management. During the entire session, I enjoyed being in the company of good leaders who helped me to understand the importance of creating a balance between different styles of leadership. I now understand why it was important for me to become part of this class because by being there, I have learnt how to use others’ leadership experiences to my advantage. I now know the main areas that need adjustments when I go back to the field to manage my own projects. Currently, I can look at project’s costs and risks objectively and determine the types of changes that are necessary to ensure the success of every project both in the short run and in the long run. Moreover, I now understand that I should remain open-minded when handling any project in order to achieve maximum success out of it.

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