Final Paper #4.Doc Project Management

Moving the Tassel;

A Guide to Help Improve the Success from High School to College!

Laura Casares

Stephanie C. Feyen

Josh Gauthier

Davenport University

MGMT411- Project Management

Barb Mitchell-Gorecki

December 14, 2005

Moving The Tassel 2

TABLE OF CONTENTS

Table of Contents.............................................................................................................................2
Overview..........................................................................................................................................3
Selection of Project Manager...........................................................................................................4
Master Schedule with Milestones (group/team)..............................................................................5
Master Schedule with Milestones (Project).....................................................................................6
Linear Responsibility Matrix.........................................................................................................10
Budget 10
Appendix A....................................................................................................................................14
Appendix B....................................................................................................................................15
Minutes..............................................................................................................................15
Other Information..............................................................................................................15
Team Meeting................................................................................................................................16
Minutes..............................................................................................................................16
Team Meeting................................................................................................................................17
Minutes..............................................................................................................................17
Team Meeting................................................................................................................................18
Minutes..............................................................................................................................18
Team Meeting................................................................................................................................19
Minutes..............................................................................................................................19
Team Meeting................................................................................................................................20
Minutes..............................................................................................................................20
Team Meeting................................................................................................................................21
Minutes..............................................................................................................................21
Team Meeting................................................................................................................................22
Minutes..............................................................................................................................22
Team Meeting................................................................................................................................24
Minutes..............................................................................................................................24

Moving The Tassel - 3 -

OVERVIEW

Project Objective Limits and Exclusions
Moving the tassel, a guide to help improve 1. Testing – (common costs,
the success from high school to college! registration fees, and potential
time constraints)
Deliverables 2. Career assessments –
• Prepare for ACT & SAT Testing (interests, SWOT, job
• Identify methods of accomplishing shadowing, extracurricular
career assessments activities)
• Research and narrow down specific 3. College search – (align
colleges w/career interests, narrow
• Ensure all financial resources have been down locations, identify
identified overall costs involved)
• Meet scholarship 4. FAFSA & Scholarship –
deadlines/requirements to ensure funds (determine deadlines,
• Satisfy curiosities utilizing specific meet/beat deadlines, apply,
questions submit, and wait)
5. Touring schools – (how to
• Narrow down potential colleges
make the most of your visit,
• Submit applications to university
questions to ask, identify likes
review board
and dislikes)
• First day – “The learning begins” 6. Choosing a college –
(accepted 4 out of 5, rank on
Milestones checklist, make decision)
1. Study, prepare, & take tests – 7. Application process – (narrow
12 mos. down, meet requirements, and
2. Identify colleges – 12 mos. submit)
3. Apply, submit, and register – 6 mos. 8. Finalize – (meet advisor,
4. Finalize and begin school – 3 mos. finalize living arrangements,
start school)
Technical Requirements
1. Access to computer Customer Review
2. Internet access Instructors, other students,
3. Support (i.e. family, friends, and College Review Board
coworkers)
4. Instructor/student input and insight

Moving The Tassel 4

SELECTION OF PROJECT MANAGER

The project manager is someone that oversees the entire project while deciding and

implementing the proper steps and means to effectively and efficiently utilize the resources that

are given for the project to be completed successfully. Thus, the person we chose to be the

project manager needed to possess great time management and leadership skills while being a

team-orientated person. Although, both Laura and Josh had taken a Project Management class

and were familiar with Project Management processes, it was felt that Stephanie would be the

best person for the job at hand. Stephanie showed the leadership and skills, technically, to

maintain communication with the other team members, on a regular basis. Also, the fact that

Stephanie has been working on a fund-raising project for work, helped increase the decision to

assign her as the Project Manager for this particular project. Stephanie has a great ability to

communicate with upper management (professor) and her teammates; to make sure things are

done on time and that the team is staying on task. Another reason why we chose Stephanie is

because she has shown great attention to detail in our class and is very organized when things

need to be done on a deadline. Overall, as a team, we are very confident in our choice as project

manager in Stephanie and feel that we will succeed with her as our leader.

Moving The Tassel 5

MASTER SCHEDULE WITH MILESTONES (GROUP/TEAM)

Moving The Tassel 6

MASTER SCHEDULE WITH MILESTONES (PROJECT)

Moving The Tassel 7

WORK BREAKDOWN STRUCTURE (WBS)

Moving The Tassel 8

WORK BREAKDOWN STRUCTURE (WBS- PROJECT)

College Gnatt [0]
[dur = 103 days]

Finacial Aid
Finalize Classes ACT/SAT Testing Career College Search/ Application
Application &
[6] [2] Assessments [1] Visit [3] Process [4]
Scholarship [5]
[dur = 9 days] [dur = 32 days] [dur = 90 days] [dur = 7 days] [dur = 10 days]
[dur = 61 days]

Develop Outline to
Finalize Living Receive
Practice Tests understand pers. Student Loans Tour College 2
Arrangements Acceptance
[2.2] Strengths & [5.2] [3.2]
[6.1] Letters [4.3]
[dur = 30 days] Weaknesses [1.2] [dur = 10 days] [dur = 2 days]
[dur = 1 day] [dur = 4 days]
[dur = 0 days]
Meet w/ Advisor Register to ACT / State/Federal Tour College 1 Narrow to 5
Job Shadow [1.3]
[6.2] SAT [2.1] (FAFSA) [5.3] [3.1] colleges [4.1]
[dur = 0 days]
[dur = 2 days] [dur = 1 day] [dur = 3 days] [dur = 1 day] [dur = 4 days]

Complete &
Take ACT / SAT Tour College 3
List Interests [1.1] Private Funds [5.1] Submit Application
Test [2.3] [3.3]
[dur = 0 days] [dur = 10 days] [4.2]
[dur = 1 day] [dur = 1 day]
[dur = 2 days]

Tour College 4
[3.4]
[dur = 1 day]

Tour College 5
[3.5]
[dur = 2 days]

Moving The Tassel 9

POTENTIAL PROBLEMS

♦ Funding: Failure to obtain adequate financial assistance with given financial records
o –Effect: Lack of funding may keep the student financially unable to afford classes and living
expense.
♦ Inability to achieve sufficient scores on ACT/SAT exams:
o –Effect: Student might have to go to a community college for first year and try to reapply to
desired college the following year.
♦ Failure to graduate high school with GPA below college requirements:
o –Effect: Student might have to go to a community college for first year and try to reapply to
desired college the following year.
♦ Did not meet desired college eligibility requirements:
o –Effect: Student may need to go to a community college or an alternative choice school with
different requirements that they can meet.
♦ Fail to satisfy time deadlines:
o –Effect: Ability to obtain the funding needed to attend college, chosen school will not admit
past entrance deadline, or desired classes are filled not allowing student to enroll.
♦ Major unforeseen family change or health issue:
o –Effect: Circumstance would delay or prevent enrollment
♦ Inability to generate income needed to provide basic needs for part or full time classes:
o –Effect: A student may have to work full time first and save enough money before enrolling
in college.
♦ Desire shifts from wanting to obtain higher education vs. entering the work force:
o –Effect: Circumstance would delay or prevent enrollment
♦ Lack of confidence in self to successfully pursue college:
o –Effect: A student does not have enough courage to feel they are capable of moving to the
next level of education.

Moving The Tassel 10

LINEAR RESPONSIBILITY MATRIX

Task Stephanie Laura Josh
Identify project scope R R R
Identify objectives R S S
Monitor responsibilities R S S
Create responsibility matrix R
Potential problem summary R
Gantt chart S R
Action plan R S S
Budget & paper continuity R
PowerPoint R S S
Presentation R R R

R = Responsible

S = Supportive/Assists

BUDGET

Moving the Tassel, H.S. to College BUDGET

Task Fixed Cost Total Cost Actual Cost

Research $50.00 $50.00 $48.00

Folders/Supplies $20.00 $20.00 $18.00

Printing $50.00 $50.00 $42.00

Financial Aid
App. $50.00 $50.00 $10.00

College Apps. $300.00 $300.00 $350.00

Touring Schools $350.00 $350.00 $425.00
*Expenses $250.00 $250.00 $325.00
*Travel Time $100.00 $100.00 $100.00

TOTAL: $820.00 $820.00 $893.00
* Please also see appendix A for Budget Graph breakdown.


PROJECT REALITY VS. THEORY

Theory -

As the chosen historian for “Moving the Tassel” project, it was my responsibility

to monitor, document, and observe project processes including any uprising issues regarding

project team members.

The idea for a project was laid out on October 31, 2005 and a deadline of December 14,

2005, was set. Shortly thereafter, project processes; deadlines were identified and team members

were assigned.

First, it was determined that it was necessary to identify a highly motivated, optimistic,

and project-driven project manager. This led to our decision to nominate Stephanie Feyen as

project manager. Next, the team recognized a need for someone to monitor, document, and

observe all areas of the project; wherefore, Laura Casares was chosen to fill this role.

Second, team members discussed and shared across-the-table areas of strengths,

weaknesses; experiences and comfort zones. In doing so, the team met to identify a project,

provide amplified suggestions, and brainstorm.

Team members focused on producing a successful project. All members met to discuss

the project scope; establish guidelines, determine processes to be delegated, identify potential

constraints, maintain communication amongst team members, and complete project within the

established timeline allotted.

The team agreed to maintain communication on processes, progress, and/or conflicting

issues via email, meeting minutes, and back-to-back responses via feedback. End result is the

projected outcome – a successful project!


Reality -

While the process of resolving issues was not determined or even discussed, it was

decided that should problems arise, the team was to handle rising issues as quickly and swiftly as

possible without enabling time to become a debilitating factor in successfully completing our

project. Afterall, deadlines were easily defined. In the beginning, things appeared to be going

great. Team members expressed interest, excitement, and even optimism.

In an attempt to ensure a successful project, meetings were scheduled; tasks were

assigned, individual responsibilities and deadlines were set. The team met more than 8 times to

discuss their progress, potential problems, suggestions, and at some point, resolution alternatives.

Only one incident occurred where a meeting was not held and the team did not meet; due

to lack of member participation (i.e. because of illness or unexpected events). For the most part,

the project moved swiftly, smoothly, and on schedule.

One major issue was identified throughout the project processes. While the project

manager and project historian remained committed to the project, its deadlines, and

responsibilities; one member failed to perform as such. As a result of this member’s lack of

ownership/responsibility, failure to maintain participation and lack of cooperation in meeting

scheduled timelines; the potential to complete the project one week ahead of schedule was no

longer possible.

In closing, it was determined that backup responsibilities should be assigned and

completed to ensure the delivery of a successful project as originally discussed and scheduled.


TEAM REFLECTION AND EVALUATION

Termination and Controls-

Since this project is not considerably large in terms of cost but in terms of importance and

preparing a young adult for a huge transition, this type of product is very large and beneficial.

The main control in this product has been to make sure all lines of communication are open and

everyone is on the same page in getting the project completed. At the end, to terminate the

project, we will hand the information and successful results of our findings and the project to

upcoming students that will be attending college.

Evaluation Methods-

To maintain the process that needs to be followed for this project and specific questions

and objections that may arise for future students, we have developed an effective way to make

the transition from high school to college much easier for students that plan to attend higher

levels of education. We have developed a process using research, past experiences and charts to

achieve our goal in making this project successful. This project will provide new students that

are transitioning from high school to college a better understanding and opportunity to show how

much easier this difficult and stressful time in their life can be and how things can be improved

from past processes. In reviewing the process of this project, we have learned that it can be very

difficult to have everyone on the same page, at the same time, when all members of the team

have such a busy schedule; but, with good communication and teamwork skills, the project can

get done.


APPENDIX A

H.S. to College - BUDGET -

31%

25%
27%
1% 1% 4% 8%
3%
Research Folders/Supplies Printing Financial Aid App.
College Apps. Touring Schools *Expenses *Travel Time


APPENDIX B

Team Meeting October 31, 2005
1:30p.m.
MGMT411_RM#209
Meeting called by: Stephanie Feyen Type of meeting: Team Member Introduction
Facilitator: Barb-Mitchell Gorecki Note taker: Laura Casares
Timekeeper: Laura Casares
Attendees: Stephanie Feyen, Laura Casares

Minutes
Agenda item: Discussed upcoming assignment – think about projects Presenter: Group meeting

Groups were assigned and it was determined that we would discuss potential projects, assign
Discussion:
Project Manager and Project Historian once all members of the team were in attendance.

Both Stephanie and I, Laura Casares, shared some potential ideas on some potential good projects to consider.

Conclusions: No projects were identified

Action items Person responsible Deadline
 Update absentee Stephanie 11/03/05
 Brainstorm - potential projects All team members 11/03/05
 Choose Project Manager, Project Historian, and project All team members 11/03/05


Other Information
Observers:

Resources:

Special notes:
2:00 p.m. – Meeting was adjourned.


Team Meeting Thursday, November 2, 2005
1:30p.m.
MGMT411_RM#209
Meeting called by: Stephanie Feyen Type of meeting: Brainstorming
Attendees: Stephanie Feyen, Laura Casares, Josh Gauthier

Minutes
Agenda item: Updated absentee – Josh Presenter: Group meeting
Discussion: Discuss and review last weeks assignments

Last week’s assignment was discussed and reviewed
with Josh so that he was aware on where we are – as far Stephanie/Laura
as the project goes and chosen team members.

Assign Project Manager, project historian, identify a
Conclusions: project, and begin brainstorming on the remaining steps Open
involved.

 Must identify a project Team 11/7/05
 Choose a project manager Team 11/7/05
 Choose a project historian Team 11/7/05
 Begin listing objectives Team 11/7/05

Other Information
Observers:

Resources:

Special notes:


Team Meeting Thursday, November 7, 2005
1:30p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Fill in the blanks – start gathering
information

Minutes
Project was identified, project manager was named, and
Agenda item: Presenter: Team
project historian was chosen.

Once it was agreed that Stephanie would be project manager; Laura would be project historian,
Discussion:
and Josh would consolidate information – Objectives were identified and project breakdown began.
Objectives chosen are:
1. ACT & SAT Testing
2. Career assessment
3. College search
4. Financial aid
5. Touring schools
6. Choosing a college
7. Application process
8. Finalize classes

Due to the fact that Josh needed to leave early, it was agreed that the chosen objectives could and
Conclusions:
would be broken down further to clarify the processes of choosing a college entails.

 Identify WBS Team 11/9/05
 List additional sub-points Team 11/9/05
 Identify linear responsibility chart Team 11/9/05
 Divide, assign, and delegate objectives to be researched Stephanie 11/9/05

Other Information
Observers:

Resources:

Special notes:
1:40 p.m. – Josh had to leave back to work. Stephanie and I continued to work on the sub-points from our chosen
objectives.



Team Meeting Wednesday, November 9, 2005

1:30p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Information gathering checklist

Attendees: Stephanie Feyen, Laura Casares

Minutes

Agenda item: Checklist of project progress was verified with Instructor Presenter: Team

Discussion: Delegate project tasks and responsibilities

Conclusions: Josh, again, was not in attendance. It was determined that he would still be assigned something

 Identify WBS Team 11/9/05
 List additional sub-points Team 11/9/05
 Identify linear responsibility chart Team 11/9/05
 Divide, assign, and delegate objectives to be researched Stephanie 11/9/05

Other Information
Observers:

Resources:

Special notes:
1:40 p.m. – Josh had to leave back to work. Stephanie and I continued to work on the sub-points from our chosen
objectives.




1:30p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting:

Attendees:

Minutes

Agenda item: Presenter: Team

Discussion:

Conclusions:

 Team 11/9/05
 Team 11/9/05
 Team 11/9/05
 Stephanie 11/9/05

Other Information
Observers:

Resources:

Special notes:



1:00p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Information gathering checklist


Minutes

Agenda item: Review last meeting Presenter: Stephanie Feyen

Clarify and update individual team member responsibilities, submit completed tasks, discuss
Discussion:
proposed revisions on completed tasks
Laura – inquired on the previous meeting’s topic of discussion because she was absent – due to being ill
• She was informed that a meeting was not held for lack of participation
Stephanie – Reviewed, revised, instructed, and clarified proposed deadlines in order to accomplish anticipated
project deadline
• Informed Laura on revisions to be made to project overview and responsibility matrix
• Imposed suggested revisions to responsibility matrix to reflect delegated tasks to Josh
• Acknowledged complications with her inability to complete project Gantt chart due to her inexperience with
required software program
• Ensured all members were aware and clear on deadline to submit all tasks

Conclusions: Submit all responsible tasks to Josh to accomplish hardcopy consolidation of project

 Stephanie – work on PowerPoint presentation Stephanie 12/05/05
 Laura – submit all material to Josh for consolidation of project Laura 12/05/05
 Josh – collate and consolidate all material submitted to reflect project Josh 12/05/05
 Be ready to present and deliver project within two weeks Team 12/07/05

Other Information
Observers:

Resources:

Special notes:



1:15p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Update on where we are


Minutes


Discussion: Where in the project are we?

• Stephanie
o Inquired on potential problems
o Assisted with potential resolution feedback
o Identified unfinished areas - Josh
• Laura
o Made adjustments to original project overview
o Identified/redefined deadlines
• Josh
o Assisted with redefining deadlines of project overview

Conclusions: Maintain communication, submit responsibilities as they are done, and review project scope for
accuracy
 Stephanie – Make appropriate adjustments to project packet Stephanie 12/05/05
 Laura – Work on theory & reality summarization Laura 12/05/05
 Josh – Maintain communication with Stephanie to ensure all charts Josh 12/05/05
are in order for presentation
 Upon completion of adjustments, edit packet for errors (i.e. grammar,
Team 12/07/05
spelling, order of deliverance) and modify necessary items

Other Information
Observers:

Resources:

Special notes:


1:15p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Work on charts


Minutes


Discussion: Work on charts, update imperative information, and review project packet for accuracy

• Stephanie
o Reviewed project packet
o Open – suggestions, ideas, concerns
o Reminded team on importance of meeting scheduled deadlines
o Worked closely with Josh to make necessary chart modifications
• Laura
o Requested clarification on her responsibilities
o Offered to be available for further assistance
• Josh
o Worked with Stephanie to modify project charts, deadlines, and durations

Conclusions: Review, edit, and modify necessary areas of project packet to prepare for submittal

 Stephanie – Modify chart info to reflect new deadlines Stephanie 12/05/05
 Laura – Work on completing theory vs. reality summary and editing
Laura 12/05/05
packet for grammar, spelling, and accuracy
 Josh – Maintain communication with Stephanie to ensure charts are Josh 12/05/05
modified accordingly
 Provide necessary feedback to Project manager regarding findings,
Team 12/07/05
concerns, or revision suggestions

Other Information
Observers:

Resources:

Special notes:


1:15p.m.
MGMT411_RM#209

Meeting called by: Stephanie Feyen Type of meeting: Discuss loose ends

Minutes

Discuss what’s outstanding, identify necessary revisions, ensure team’s on same page, and
Discussion:
enforce deadline requirements
• Stephanie
o Project packet was discussed, again
o Expressed need for assistance with project charts
o Requested editing and grammar assistance from Laura and Josh on final project packet
o Enforced communication requirements to ensure completion of project on time
• Laura
o Requested reassurance that her tasks were completed
o Offered to be available for assistance
• Josh
o Made revisions to project charts, as previously identified
o Obtained clarification on last minute responsibilities for project deadline

Conclusions: Practice presentation of project; review, identify, and revise any unfinished tasks.
 Stephanie – Complete PowerPoint Stephanie 12/05/05
 Laura – Edit project packet for punctuation, grammar, or alignment
Laura 12/05/05
errors
 Josh – Assist in final editing process and ensure all charts have been Josh 12/05/05
collated into project packet, as expected
 Team – Practice, practice, practice; be prepared and confident for
Team 12/07/05
upcoming final project presentation

Other Information
Observers:

Resources:

Special notes:


***** Can anyone think of anything else needed or that could
enhance the project further?

Final Paper #4.Doc Project Management

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