Project management module (advanced level)

PROJECT MANEGEMENT MODULEADVANCED COURSE OF MEDIA LITERACY 1
1.PROJECT
MANAGEMENT MODULE
ADVANCED
COURSE OF MEDIA LITERACY

ADVANCED
AUGUST 2014
AUTHOR
Authors: Skaidrite Bukbãrde, Žarko Čižmar,Antra Skinča, Ivan Stojilović.
Partners: Telecentre Europe, DemNet, Fundatia EOS - Educating for An Open Society,
IAN,Telecentar, LIKTA, Langas ateit, Fundación Esplai.
Coordination of the content development: Alba Agulló
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LEGAL NOTICE
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information
contained therein.

Index 1PROJECT
MANAGEMENT MODULE
1.1 Introduction P.4
1.2 Ten Axioms for Success P.6
1.3 What Is Project Management? P.7
1.3.1 Scope Triangle
1.3.2 Scope
1.3.3 Visions and Goals
1.4 Understanding the Project Life Cycle P.9
1.5 Stage 1: Initiating P.11
1.5.1 Setting SMART project objectives
1.5.1 The Kick-off Meeting
1.6 Stage 2: Planning P.14
1.6.1 The Elements of a Project Plan
1.6.2 The Fine Art of Scheduling
1.6.2.1 The Format of Project Schedules
1.6.3 Costing and Budgeting
1.6.3.1 Costing
1.6.3.2 Budgeting
1.6.4 Risk Management
1.6.4.1 Risk Profiles P
1.6.5 Change Management
1.7 Stage 3: Executing P.20
1.8 Stage 4: Controlling P.20
1.8.1 Managing People
1.8.1.1 Negotiation
1.8.1.2 Building a team
1.8.1.2 Group development
1.8.2 Effective Leadership and Management
1.9 Stage 5: Closing P.25
1.9.1 Review
1.9.2 Agree
1.9.3 Complete
1.9.4 Celebrate
1.10 Annexes P.26
Annex 1: Work plan for Visual Art Festival
Annex 2: Template of a Project Initiation Document
(PID) Preparation Information
Annex 3a: Project Schedule – Simple Example
Annex 3b: Project Schedule – Complex Example
Annex 3c: Example of an Event timeline for
an exhibition
Annex 4: Recording risks
1.11 Activities P.35
1.12 Bibliography P.37

Upon completion of this module,
students will be able to define the
concept of the project, explain the
role of project management, write
a brief description of the project,
define the objectives and expected
results of the project, divide the
project into smaller components,
make a schedule of activities, and
plan the roles and responsibilities
of the project team members.
1.1 Introduction
Project Management is something that every person is faced
with at some stage of his or her life. Everyone has to organise a
birthday party or a function of some kind. Project management
is more a part of one’s daily life than we realise or even think of.
The basic principles of project management can be applied in
organising Sunday lunch for a family gathering, managing the
school drama competition, organising a national arts festival and
building a bridge!
All projects have common characteristics: every project has a
scope, budget, timeframe and schedule. Projects also differ. Un-
derstanding how projects differ and what that difference means
to the management of the project is critical to successfully ma-
naging a project. Large, complex projects need project manage-
ment tools, systems, and processes that are very different from
the small and less complex project.
Project management is challenging1
. In some ways, this is a good
thing because students who learn how to manage projects well
will find it a rewarding career, and there will always be a demand
for their services. Project management is challenging because
projects consist of many activities that are interrelated, and the
actions taken in one activity affect several other aspects of the
project. Project management is complex because project mana-
1 Darnall, R., & Preston, J. M. (2010). Project Management from Simple to Complex, Available at: http://goo.gl/M2sbri
(accessed on 10 March 2014).

gers must understand several knowledge areas and develop a
variety of tools and techniques to successfully manage a project.
This complexity makes it challenging to learn about project mana-
gement because regardless of which activity you begin to study,
you need to know something about the other activities to which it
is related.
Nothing or very little, in arts and culture happens outside the fra-
mework of project management: creativity, activities, doings and
happenings2
. Project management should therefore be conside-
red as one of the fundamentals of the successful management of
the creative sector; crucial to the long-term sustainability of arts
and culture and ensuring a sound and stable environment in which
artists can be creative. The performing and visual arts, broadcas-
ting, film-making, writing and design for example encompass a
range of activities which are economic and need to be managed
well to realise effective results.
2 ARTerial Network Project Management Toolkit for Arts and Culture, http://www.arterialnetwork.org/

• Shows, concerts, productions
• Festivals of all kinds
• Training projects
• Craft development projects
• Visual arts projects
• Exhibitions of all kinds
• Commercial arts projects
• Filmmaking projects
• Design arts projects
• Website design projects
• Graphic design projects
• Arts development projects
• Arts/culture conferences
• Arts/culture advocacy projects
• Arts/culture competitions
• Publishing projects
• Symposia, conferences,
summits on arts and culture
EXAMPLES
OF ARTS
AND
CULTURE
PROJECTS

1.2 Ten axioms for success
To help you get started here’s ten truths from Nick Jenkins book
“A Project Management Primer”3
:
1. Know your goal
It sounds obvious but if you don’t have an end-point in mind, you’ll
never get there. You must be able to clearly state the goal of your
project so that anyone can understand it. If you can’t adequately
describe your goal in a single sentence then your chances of
achieving it are pretty slim.
2. Know your team
Your team is the most important resource you have available and
their enthusiastic contribution will make or break your project.
Look after them and make sure the team operates as a unit and
not as a collection of individuals. Communications are vital! Invest
time in promoting trust and ensuring that everyone knows what
they have to contribute to the bigger picture.
3. Know your stakeholders
Spend time with your stakeholders. Stakeholders will either contri-
bute expert knowledge to the project or will offer their political or
commercial endorsement which will be essential to success. Sha-
ke hands as necessary and grease the wheels of the bureaucra-
tic machine so that your project has the smoothest ride possible.
3 Jenkins, N. (2006). A project management primer. Available at: http://www.nickjenkins.net/prose/projectPrimer.pdf
4. Spend time on planning and design
A big mistake traditionally committed on projects is to leap befo-
re you`re are ready. When you`re under pressure to deliver, the
temptation is to “get the ball rolling”. The ball however, is big and
heavy and it’s very, very difficult to change its direction once it
gets moving. You need to spend time deciding exactly how you’re
going to solve your problem in the most efficient and elegant way.
5. Promise low and deliver high
Try and deliver happy surprises and not unpleasant ones. By pro-
mising low (understating your goals) and delivering high (delive-
ring more than your promised) you:
• Build confidence in yourself, the project and the team
• Buy yourself contingency in the event that things go wrong
• Generate a positive and receptive atmosphere
Consider this: if you finish early everyone will be happy; if some-
thing goes wrong you might still finish on time and everyone will
still be happy; if things go really badly you might still not deliver
what you anticipated but it will still be better than if you over-pro-
mised!
6. Iterate! Increment! Evolve!
Most problems worth solving are too big to swallow in one lump.
Any serious project will require some kind of decomposition of
the problem in order to solve it. This works but only with close at-
tention to how each piece is analysed and resolved and how the
whole fits together. Without a systematic approach you end up
with a hundred different solutions instead of one big one.

7. Stay on track
Presumably you have an end goal in mind. Maybe it’s your job, ma-
ybe your business depends upon it or maybe you’re going to revo-
lutionise the world with the next Google, the next World Wide Web
or the next Oracle. If this is the case you need to work methodica-
lly towards a goal and provide leadership (make decisions). This
applies whether you’re a senior project manager running a team
of 20 or you’re a lone web developer or photographer. You need
to learn to use tools like schedules and budgets to keep on track.
8. Manage change
We live in a changing world. As your project progresses the temp-
tation to deviate from the plan will become irresistible. Stakehol-
ders will come up with new and “interesting” ideas, your team will
bolt down all kinds of rat holes and your original goal will have
all the permanence of a snowflake in quicksand. Scope creep or
drift is a major source of project failure and you need to manage
or control changes if you want to succeed.
This doesn’t imply that there should be single, immutable plan
which is written down and all other ideas must be stifled. You
need to build a flexible approach that allows you to accommoda-
te changes as they arise. The best way to handle this is to have a
plan, to update it regularly and make sure everyone is following it
and pointing in the same direction.
9. Test Early, Test Often
Projects usually involve creative disciplines loaded with assump-
tions and mistakes. The only way to eliminate errors is through
testing. Sure you can do a lot of valuable work to prevent these
mistakes being introduced, but to err is human and some of those
errors will make it into your finished product code. Testing is the
only way to find and eliminates errors.
10. Keep an open mind!
Be flexible! The essential outcome is delivery of the finished pro-
ject to a customer who is satisfied with the result. Any means ne-
cessary can be used to achieve this and every rule listed above
can be broken in the right circumstances, for the right reasons.
What is
Project Management?1.3
An official definition of project management, courtesy of the Pro-
ject Management Institute, defines the term as: “the application
of knowledge, skills, tools and techniques to project activities to
meet project requirements.” A more tangible description is that
project management is “everything you need to make a project
happen on time and within budget to deliver the needed scope
and quality”4
. Or project management is an endeavour in which
human, material and financial resources are organised in a novel
way, to undertake a unique scope of work, of given specifica-
tions, with constraints of cost and time, so as to achieve beneficial
change by quantitative and qualitative objectives”5
4 Williams, M. (2008). The principles of project management. EAS. IN.
5 Turner, J. R. (1998) The handbook of project-based management: Improving the Process for Achieving Strategic
Objectives. McGraw-Hill Professional; 3 edition

Meredith and Mantel6
added a new aspect of project manage-
ment-the expectations of the client. One client-centred definition
of project management is the application of knowledge, skills,
tools, and techniques to meet or exceed the expectations of the
client. This definition focuses on delivering a product or service
to the client that meets expectations rather than project specifica-
tions. It is possible to meet all project specifications and not meet
client expectations or fail to meet one or more specifications and
still meet or exceed a client’s expectation.
The primary challenge of project management is to achieve all of
the project goals and objectives while honouring the preconcei-
ved constraints. The primary constraints are scope, time, quality
and budget.
1.3.1 Scope Triangle
This so called “Scope Triangle” illustrates the relationship be-
tween three primary forces in a project. Time is the available time
to deliver the project, cost represents the amount of money or re-
sources available and quality represents the “fit-to-purpose” that
the project must achieve to be a success.
In reality the normal situation is that one of these factors is fixed
and the other two will vary in inverse proportion to each other.
For example “Time” is often fixed in a project and the “Quality” of
the end project will depend on the “Cost” or resources available.
Similarly if you are working to a fixed level of “Quality” then the
“Cost” of the project will largely be dependent upon the “Time”
available (if you have longer you can do it with fewer people).
6 Meredith, J. R. and Mantel, Jr.,S.J. (2008). Project Management: A Managerial Approach. Hoboken, NJ: Wiley
1.3.2 Scope
You have to know what you are trying to do. This seems obvious
but lack of clarity in the early stages of a project is very common
and causes many problems. Many projects start up with vague
or ill defined ideas of what they want to achieve. If you hope to
deliver a successful project in a finite amount of time you need to
determine the final state your product must achieve, you need to
set yourself a concrete goal.
1.3.3 Scope, Visions and Goals
Scope is a general term to describe everything that a project en-
compasses, everything that must be achieved for the project to
COST QUALITY
TIM

be complete 7
. This would encompass vision, goals and require-
ments and would be embodied in documents such as a “project
proposal” and at a lower level “commercial specifications” and
“technical specifications”.
As regards vision a single encapsulated idea is needed which
defines the aim of the project. Why are you doing the project in
the first place? What makes a project a project is the fact that it is
a standalone task (or set of tasks) that has an intended outcome.
When the project is completed, you move on to the next.
Without a single, linking goal all the dependent steps of project
planning become difficult to manage. That single vision may be
broken up in sub-goals but it provides the link that holds diffe-
rent parts of the project together into a single enterprise. It gives
your team and stakeholders a sense of purpose and defines the
success of your project. Goals are slightly lower-level and more
specific than the vision. Goals should directly support the overall
vision of the project but refine its definition. While the vision en-
compasses the whole project, goals may refer only to the objecti-
ves of a particular segment of the project.
Note that the terms scope, vision and goal are largely interchan-
geable. Different organisations use them in different contexts to
refer to much the same concepts. The definitions set out here are
the most commonly used versions. Use the version most appro-
priate to you.
Understanding
the Project Life Cycle1.4
Projects, by definition, have a beginning and an end. They also
have defined phases between the project kick-off and project clo-
seout. A phase represents a grouping of similar activities that has
a very loosely defined beginning and end. Phases are typically se-
quential, where the prior phase is essentially complete before the
beginning of the next phase; however, phases do not have clear-
cut end dates and some activities in an early phase of the pro-
ject will continue into the later phases. This is in contrast to project
beginning and ending dates and milestone dates, which do have
clearly defined dates with the expectation that these dates will be
met (see example for Art Festival in Annex 1).
Project Management is all about management of processes. The-
se processes must be clearly defined and well implemented. The
project life cycle is fairly simple-first you start the project (called
Initiating), then you go on to actually do the project (through the
Planning, Executing, and Controlling phases, which form a loop),
and finally you finish with everyone happy and a strategy for the
future in place (Closing).

Figure 1: Project Life Cycle
Most people spend most of the project time working in the Execu-
ting and Controlling phases-actually doing the tasks, building the
product, and making sure everything is on track. Of course, this
work is hugely valuable-without it, there wouldn’t be much point
starting the project at all-but these phases aren’t typically where
the success or failure of a project is dictated. That happens in the
other three phases-Initiating, Planning, and Closing-which makes
them the most important phases of all.8
Figure 2: Group processes overlap during project management9
9 Jovanovi, P. (2006). Upravljanje projektom, Fakultet organizacionih nauka, Beograd
1.Initiating
Gather all relevant information
Determine precisely what the project is about
2.Planning
Plan all actions to be taken
3.Executing
Bring planning into action
4.Controlling
Measure action
against planning
5.Closing
Finalise
Report
Inititating
Beginning Time End
Processinteractiondegree
Planning
Executing
Controlling
Closing

Stage 1: Initiating1.5
If Initiating isn’t done right, you often end up in a situation where
the project team members have very different ideas about the
project’s purpose, and eventually disagree about the point at
which the project is really finished. The Initiating phase is one of
the most important processes in project management, because
this is where it all begins10
. It is also the process that normally gets
the least attention; this shows clearly in the success of the project.
This process is primarily about gathering all the information nee-
ded to plan and execute the project successfully.
The initiation phase, which Project Management Institute labels
“starting the project”, includes all the activities necessary to be-
gin planning the project. The initiation phase typically begins with
the assignment of the project manager and ends when the pro-
ject team has sufficient information to begin developing a detai-
led schedule and budget. Activities during the initiation phase
include project kick-off meetings, identifying the project team, de-
veloping the resources needed to develop the project plan, and
identifying and acquiring the project management infrastructure
(space, computers)11
. On projects where the scope of work for
the project is not well defined, the project team will invest time
and resources in developing a clearer scope of work. On projects
11 Project Management for Instructional Designers. Available at: http://downloads.pm4id.org/pm4id.pdf
where the major project stakeholders are not aligned, the project
team will expend resources and time creating stakeholder align-
ment.
All the gathered information must be organised into a Project Ini-
tiation Document or Project Charter (Annex 2). The Project Initia-
tion Document (PID) summarizes the what, how, when, and why
of the project. It represents the agreement between all parties
on what the project is about and, importantly, why the project is
being undertaken.
The PID needs to summarize:
• the project’s objective (what you’re trying to achieve)
• the key deliverables (how you’re going to achieve the objective)
• the overall rationale for the project (why you’re undertaking it)
• the initial timings (when it will be achieved)
• the project’s initial organization (who is involved)
Other elements that should be included in the initiation document
are key assumptions and constraints, and success criteria. It’s
important that the PID be as concise as possible. The shorter the
PID, the greater are the chances that the stakeholders will actua-
lly read it at the outset, which can smooth the project’s progress
over time.

1.5.1 Setting SMART project objectives
One of the main points in PID is defining project objectives. The
setting of SMART objectives is a useful tool for management at all
levels in an organisation. A well-defined and agreed (set of) ob-
jective(s) is a necessary pre-cursor to detailed project planning.
For the objectives to be useful as an aid to project management
they must be12
:
• Specific to the project, and within the project. For example the
objective: “to improve the efficiency of our interactions with ar-
tists.” is too vague. It is really a goal shared by a number of
programmes, projects and business as usual activities. On the
other hand “to develop relevant communication channels to
inform and interact with the local artist in the community.” is a
much clearer indication of what the project must do. However
it is not yet very measurable.
• Measurable. Measurability will depend on the nature of the ob-
jective and may be in terms of such things as performance,
cost, effort, % change, amount of time, deliverables, quality
levels, numbers of events, agreements, approvals, commen-
cement or termination of something, numbers of people/orga-
nisations, a benefit to be achieved within the life of the project
etc. The example above might be made measurable by saying
“increase ArtGuide list sign ups through.
• Achievable. It must be possible to achieve the objective
in practical terms and also within whatever time target has
been set (see Time bound below). You might need to consi-
der constraints of technology, people and processes when
12 Guidelines for Managing Projects (2007) Department for Business, Enterprise and Regulatory Reform
assessing achievability. You should be realistic without being
too conservative - project objectives will often be challenging.
Objectives must also be relevant to the bigger picture of the
environment within which the project is running.
• Relevant. Is the objective consistent with, and does it contribu-
te towards, the goal/objective at the next level up (Programme,
Departmental, Organisation)? Make sure the project, or some
part of it has not been influenced by an agenda that is not alig-
ned with the organisation’s core purpose.
• Time Bound (and, perhaps Trackable). It is useful to have a
target date by which each objective should be achieved. So-
metimes there will be one date that applies to most or all ob-
jectives. In other cases each project objective may require its
own time frame. Setting interim time targets may also be use-
ful for certain types of objective. This will make the objective
trackable so that you can measure whether or not you are on
course to achieve it and hence can take early action if not. The
following example is both time bound and trackable: “Increase
the number of gallery visitors who purchase (in person or onli-
ne) by 20% from 2013 figure by June 30, 2014 and by further
10% by December 31, 2014“.
1.5.2 The Kick- off Meeting
The kick-off meeting is more of a best practice than a tool. It’s es-
sentially a meeting at which you bring together the key players in
the project to officially get the project started. Usually this will take
at least a couple of hours, but you should judge an appropriate
timeframe based on the complexity of your project.

Tip
The Seven Essentials of Highly Successful Project Initiations
Project managers know that successful projects most often start
with successful beginnings. Before actual project implementa-
tion, the mix of the project, people, tools, and approaches could
either spell success... or disaster. Project Initiation is that critical
stage of the project where information about the nature of the pro-
ject, why the project exists, who is involved, and how the project
will be delivered must be laid down. Meri Williams, author of “The
Principles of Project Management” (2008) cites seven best prac-
tices for a successful project initiation:
1. Choose projects that are important to the organisation
and to its future. Ask whether your project takes your organisa-
tion in the right direction.
2. Make sure that you have appropriate resources for your
project. Ensure that you have the right mix of people, ideas,
practices, technologies, sponsors, budget and schedule.
3. Include the people who are affected by, and interested in
your project. Stakeholders must be able to voice their opinions
about the project and provide succinct ideas about whether or
not the project matters. The more the project members are pro-
fessionally and personally involved in the project, the better it is
for everyone.
4. Set up a project board with the necessary members at the
beginning of the project. A project board (or a steering com-
mittee or advisory panel) must be composed of the people who,
on top of knowing the right answers, must also ask the right
questions. More importantly, you should appoint people who are
not afraid to make difficult decisions.
5. Create a Project Initiation Document (PID) and review it
with the project team, board members, and key stakehol-
ders. Although it may be inevitable that certain aspects of your
project will change over time, your PID must record the pro-
ject’s very basic information, such as objectives, deliverables,
schedules, and initial organisation. These items do not have to
be written in detail as a high-level view of the most important
facts is all that is needed.
6. Get your project started with a kick-off meeting. You have
identified the when, what, where, how, and how much of your
project. Now it is time to have a meeting so that you can com-
municate the answers to all members of the project. It is also
at the kick-off meeting where you can make sure that individual
members’ objectives for, and knowledge about, the project are
aligned with those of the organisation.
7. Create a communications plan that outlines who needs
to be kept informed about your project’s progress and how
you plan to communicate with those people. Your communi-
cation plan should consider who should be included in gene-
ral and specific communications. Moreover, your plan should
identify communication cycles, schedules, and modes of com-
munication e-mails, conference calls, and so on.

Stage 2: Planning1.6
The planning phase, which PMI labels “organizing and prepa-
ring,” includes the development of more detailed schedules and a
budget. The planning also includes developing detailed staffing,
procurement, and project controls plans. The emphasis of the
planning phase is to develop an understanding of how the project
will be executed and a plan for acquiring the resources needed
to execute it. Although much of the planning activity takes place
during the planning phase, the project plan will continue to be ad-
justed to respond to new challenges and opportunities. Planning
activities occur during the entire life of the project.
1.6.1 The Elements of a Project Plan
Every project planning methodology has its own specific taxo-
nomy and names for its parts. But in a very broad sense the mini-
mum elements a project plan must specify are13
:
• What is to be done: what is desired of the project and what it
must deliver to succeed
• When it needs to be done by: the deadlines by which the objec-
tives must be met
• Who is to do it: The people or the team who are to deliver those
objectives. This also usually implies costs since in most pro-
jects the application of costs implies the use of skilled labour
• How it is to be achieved: This is normally in documents such as
a technical specification
1.6.2 The Fine Art of Scheduling
In truth the art of scheduling is based on experience and the more
experience you have, the more accurate your schedule will be.
However, you can still produce an accurate schedule by following
some simple rules.
1.6.2.1 The Format of Project Schedules
Milestones
In a project, “milestones” usually denote the completion of sig-
nificant portions of the project or the transition from one phase
to another. At each milestone there will be “deliverables” which
must be completed to move on to the next phase. A complex
project may involve different levels of scheduling. You might work
on a weekly schedule with high level milestones while other team
members will have smaller scale schedules with finer grade mi-
lestones. In the Annex 3 you can see example of simple and com-
plex time scheduling.
The Work Breakdown Structure (WBS)
WBS is a hierarchical decomposition of the project into pha-
ses, deliverables and work packages. In a project, the WBS is
developed by starting with the end objective and successively
subdividing it into manageable components in terms of size,
duration, and responsibility which include all steps necessary
to achieve the objective. The WBS is organised around the pri-
mary products of the project (or planned outcomes) instead of
the work needed to produce the products (planned actions).

An important design principle for work breakdown structures is
called the 100% rule. The 100% rule states that the WBS includes
100% of the work defined by the project scope and captures all
deliverables – internal, external, interim – in terms of the work to
be completed, including project management. The rule applies at
all levels within the hierarchy: the sum of the work at the “child”
level must equal 100% of the work represented by the “parent”
and the WBS should not include any work that falls outside the
actual scope of the project, that is, it cannot include more than
100% of the work…
Figure 3: The WBS construction technique employing the 100% rule (source: Wikipedia)
WEBS LEVEL 1
1.Bicycle 100
WEBS LEVEL 2
1.Bicycle
1.1 Frame Set 15
1.2 Crank Set 5
1.3 Wheels 30
1.4 Braking System 5
1.5 Shifting System 5
1.6 Integration 35
1.7 Project Mgt 5
100
WEBS LEVEL 3
1.Bicycle
1.1 Frame Set
1.1.1 frame 7
1.1.2 Handlebar 2
1.1.3 Fork 3
1.1.4 Seat 3
1.2 Crank Set 5
1.3 Wheels
1.3.1 Front Wheel 13
1.3.2 Rear Wheel 17
1.4 Braking System 5
1.4 Shifting System 5
1.4 Integration
1.6.1 Concept 3
1.6.2 Design 5
1.6.3 Assembly 10
1.6.4 Testing 17
1.4 Project Mgt 5
100

Gantt chart
One useful tool available to project managers is a Gantt chart.
This is simply a visual representation of a schedule. In a Gantt
chart, time is represented along a horizontal axis and tasks listed
down the left-hand side. The duration of a task is then represen-
ted in the body of the graph by a horizontal bar. Milestones are
usually represented by single points or diamonds. Dependencies
between tasks are also shown as linked arrows. An arrow indica-
tes the necessary order of completion for each task and therefore
the progress of the project.
In the above diagram you can also note that “Web site design”
has been broken down into three sub phases. Delivery of the “In-
terface”, “Navigation” and “Content development” have all been
estimated separately to come up with the overall estimate for the
Website design phase and delivery of the Beta version milestone.
Note that either different people are working on the “Interface”
and “Navigation” (since they are happening in parallel) or someo-
ne is working overtime!
Figure 4: Gantt chart
Component/week 01 02 02 04 05 06 07 08 09 10
Scope and Plan
Tech. Requirments
Web site design
Interface
Navigation
Content development
Beta version

1.6.3 Costing and Budgeting
Accounting, costing and budgeting are extensive topics in them-
selves and I will not attempt to cover all them here. Instead we
will focus on the specific application of costing and budgeting
to projects and attempt to give you grounding in the necessary
terminology and principles.
1.6.3.1 Costing
At a basic level the process of costing is reasonably simple. You
draw up a list of all your possible expenditure and put a numerical
value against each item; the total therefore represents the tangi-
ble cost of your project. You may also however need to consider
“intangible” items.
Tangible costs
• Capital Expenditure: any large asset of the project which is
purchased outright. This usually includes plant, hardware, sof-
tware and sometimes buildings although these can be accoun-
ted for in a number of ways.
• Lease costs: some assets are not purchased outright but are
leased to spread the cost over the life of the project. These
should be accounted for separately to capital expenditure since
the project or company does not own these assets.
• Staff costs: all costs for staff must be accounted for and this in-
cludes (but is not limited to): salary and pension costs, insuran-
ce costs, recruitment costs, anything which can be tied directly
to employing, training and retaining staff.
• Professional services: all large-scale projects require the input
of one or more professional groups such as lawyers or accoun-
tants. These are normally accounted for separately since a close
watch needs to be kept upon expenditure in this area. Without
scrutiny the costs of a consultant engineer, accountant or lawyer
can quickly dwarf other costs.
• Supplies and consumables: regular expenditure on supplies
is often best covered by a single item in your budget under
which these figures are accrued. They are related to overhead
below.
• One-off costs: one-off costs apply to expenditure which is not
related to any of the above categories but occurs on an irregu-
lar basis. Staff training might be an example. While it might be
appropriate to list this under staff costs you might wish to track
it independently as an irregular cost.
• Overheads sometime called indirect costs, these are costs
which are not directly attributable to any of the above catego-
ries but never-the-less impact upon your budget. For example it
may not be appropriate to reflect the phone bill for your project
in staff costs, yet this still has to be paid and accounted for.
Costing for overheads is usually done as a rough percentage
of one of the other factors such as “staff costs” or as a definite
percentage (for example 7%) of the overall project budget.

Intangible costs
It has become fashionable to account for “intangible” assets on
the balance sheets of companies and possibly also projects. The
argument goes like this: some contributions to a project are ex-
tremely valuable but cannot necessarily have a tangible value
associated with them. Should you then account for them in the
budget or costing? Typical things you might place in the budget
under intangibles are “goodwill” and “intellectual property”. Per-
sonnel-related figures are a frequent source of intangible assets
and so you might find things like “management team”, “relations-
hips” and “contacts” on an intangibles balance sheet.
1.6.3.2 Budgeting
Once you have costed your project you can then prepare an
appropriate budget to secure the requisite funds and plan your
cash flow over the life of the project. Costing and budgeting fo-
llow the iterative life cycle as do other tasks within the project.
As you refine your design, so you will need to refine the costing
which is based upon it.
As in scheduling, you need to build in adequate contingency (re-
serves) to account for unexpected expenditure. For example, if
due to a failure in the critical path a task is delayed and a miles-
tone (like software purchase) falls due in the month after it was
scheduled. This can wreck your carefully planned cash flow. But
if you have carefully budgeted your project then variations should
be relatively easy to spot and cope with as they arise.
1.6.4 Risk Management
Risk management needs to happen throughout the lifespan of
the project, from inception to its completion. The consequences
of not managing risk from the project initiation stage could prove
more costly further down the line the more one is vested in the
project i.e. the more resources-time, money, human capital -com-
mitted to the project. Risk management is concerned with future
events whose exact outcome is unknown. In general, these out-
comes can either be favourable or unfavourable to your project.
Risk management is the art and science of planning, assessing
(identifying and analysing), handling, and monitoring actions to
ensure favourable outcomes. For example if there is a probability
of a loss of power on a film shoot, a generator will be on location.
This will minimise the amount of filming time that is lost in the
event of a power failure.
1.6.4.1 Risk Profiles
Risk to a project can be measured on two major axes: likelihood
of failure and impact of failure. The more likely a problem is to
occur, the more risk it poses to the project. Even fairly minor pro-
blems or issues can become a threat to the project if they occur
so frequently that they can’t be avoided. Similarly, the impact or
consequences of a problem are also important. Some problems
can stop a project in its tracks all by themselves.
Many systems exist for categorising risks into different categories
but the one presented here is fairly simple. In this system each
risk item is qualified on two scales: likelihood and impact. Each
scale is divided into two simple categories of “low” or “high” and
risks are rated according to each scale.

Figure 5: Risk Przofiles
A “critical” issue represents one that will stop the project in its
tracks and must be dealt with immediately. “Major” risks represent
a significant threat to the project because of their frequency or
because of the seriousness of their impact; these threats usually
have to be dealt with as soon as possible. The third category of
risks are “minor” risks which are neither likely nor particularly se-
rious and can be left until others have been dealt with. In Annex 4
you can see how to record the Risks.
1.6.5 Change Management
A project of any significant length will necessarily deviate from its
original plan in response to circumstances. This is fine as long as
the change is understood. If the change is not managed but is
happens at a whim, it is no longer a project, it`s anarchy!
Change management is a way of assessing the implications of
potential changes and managing the impact on your project. For
example a change in client requirements might mean a minor fix
or it might mean a complete re-write of the design. Change ma-
nagement gives you a process to evaluate this and introduce the
change in a controlled fashion.
Major
Minor
Critical
Major
HIGHLOW
LOW HIGH
LIKELIHOOD

Stage 3: Executing1.7
The project takes shape during the Executing phase (“carrying
out the work” in PMI terminology). This phase includes the ma-
jor activities needed to accomplish the work of the project. On a
construction project, this would include the design and construc-
tion activities. On an information technology project, this would in-
clude the development of the software code. On a training project,
this would include the development and delivery of the training.
There’s really just one rule for the Executing phase of the project:
Each and every deliverable needs to have an owner.14
Each and
every deliverable or milestone, each page that needs to be built,
each database that must be configured, each design that must
dazzle, needs to be owned by one person. That individual is per-
sonally responsible and accountable for making it happen.
That’s not to say that each deliverable is only worked on by one
person, but that there has to be someone in the team who feels
committed to getting that design created, page written, or feature
built. That person will coordinate the work of the others involved,
escalate issues to the project manager if it looks like things are
going off-track, and ask for help when it’s needed.
Stage 4: Controlling1.8
The Controlling phase of the project life cycle is all about unders-
tanding how you’re doing, tracking your progress, and adapting
to changing circumstances.
When we were planning the project, we planned deliverables,
not tasks. This means that we are able simply to track whether
something is completed or not, rather than worrying about the
percentage of each task that’s complete. During execution, we’ve
given ownership of discrete deliverables to just one person, so
that individual is the ultimate authority on whether or not we’re on
track to deliver that element on time.
1.8.1 Managing People
It is not often recognised that a project manager must be a people
manager as well. Most project managers excel at the technical
aspects of project management such as scheduling, design and
testing. Many, however, are weak or uncomfortable with the core
management disciplines which deal with ‘soft skills’. This section
will give an overview of some important people skills for the pro-
ject manager.
1.8.1.1 Negotiation
Negotiation is the process of achieving consensus while avoiding
conflict. Central to this is the understanding that the best solution
to a problem is one which attracts the consensus of all those in-

volved. Finding the best solution will involve compromises and
the project manager will be the focal point around which the dis-
cussions between different parties revolve.
Negotiating is a skill which anyone can learn, although some will
find it easier and more natural than others. It is not the ‘black art’
of tricks and stunts that it is sometimes made out to be. There are
techniques, but behind the techniques lie an attitude: your attitu-
de to negotiating may be one of the following.
• It is a game of win and lose and I’m frightened I’m going to lose.
• It is a game of win and lose and I’m going to win at all costs.
• I’m looking for a fair deal for everyone.
Even if you would like your attitude to be the third one, a flavour
of the first two often lurks in the subconscious mind of many ne-
gotiators. The first attitude leads people to accept poor deals,
although the negotiator may be able to invent reasons why they
should be considered acceptable. The second attitude leads ne-
gotiators to crush their opposite number even when no ‘victory’
is needed. So think about your underlying attitude to negotiating
and also think about what actually happens when you negotiate,
just to be sure.
1.8.1.2 Building a team
Wince if you must at the title of this section, but one of the most
important facets of project management is “team building”. Ra-
ther than the fatuous team building games you often encounter at
company days, I am referring to some more subtle people mana-
gement skills.
Trust – Be Open and Honest. Be as open and honest with your
team mates as you can. Answer their questions directly and act
as a conduit of information for them, not a barrier. If you feel you
cannot divulge something, say so. Your team will appreciate your
honestly and reciprocate by relaying information and producing
honest and accurate estimates for you.
Equality – Be fair and even handed. In public you should dish
out credit wherever it is due but never criticism. Being criticised in
public, in front of your peers, is not a motivating force for anyone.
Open discussion of the problem will encourage the team to take
ownership for the problem and solve it themselves.
Loyalty – Protect your team. You will have a split responsibility
- on the one hand you have a duty to your client to see the pro-
ject succeeds - on the other you have a responsibility to repre-
sent your team and to support each other. Usually these two aims
should be neatly aligned – but not always!
Learn to delegate. Proper delegation entails laying out the task so
someone understand it, so that it has reasonable and achievable
goals and so that you give them all the support they require to get
the job done. It also entails giving them enough room to get the
task done on their own. If you leave the execution of tasks to them
they will, in return, leave you alone to get on with your job.
Reward collaboration. Members of your team need to feel that
they’ll be rewarded for helping each other. These rewards don’t
need to be anything as big as a salary incentive -simply acknowle-
dging the team member’s individual contributions publicly as and
when they’re made is enough to show the value of their work.

Reward collaboration. Members of your team need to feel that
they’ll be rewarded for helping each other. These rewards don’t
need to be anything as big as a salary incentive -simply ack-
nowledging the team member’s individual contributions publicly
as and when they’re made is enough to show the value of their
work.
1.8.1.3 Group development
Tuckman reviewed about fifty studies of group development in
the mid-sixties and synthesized their commonalities in one of the
most frequently cited models of group development15
. The mo-
del describes four linear stages (forming, storming, norming, and
performing) that a group will go through in its unitary sequence
of decision making. A fifth stage (adjourning) was added in 1977
when a new set of studies were reviewed 16
.
Stage 1: Forming
In the first stage of team building, the forming of the team takes
place. The individual’s behaviour is driven by a desire to be ac-
cepted by the others, and avoid controversy or conflict. Serious
issues and feelings are avoided, and people focus on being busy
with routines, such as team organization, who does what, when
to meet each other, etc. Individuals are also gathering information
and impressions – about each other, and about the scope of the
task and how to approach it 17
.
15 Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-399.
16 Tuckman, B. W. & Jensen, M. A. (1977). Stages of small-group development revisited. Group Org. Studies 2:419-27
17 Source Wikipedia: http://en.wikipedia.org/wiki/Tuckman’s_stages_of_group_development
Stage 2: Storming
Every group will next enter the storming stage in which different
ideas compete for consideration. The team addresses issues
such as what problems they are really supposed to solve, how
they will function independently and together and what leaders-
hip model they will accept. Team members open up to each other
and confront each other’s ideas and perspectives. In some cases
storming can be resolved quickly. In others, the team never lea-
ves this stage.
Figure 6: Tuckman’s Stages of Group Development
FOCUSONTHETASK
RELATIONSHIP
Forming
Storming
Norming
Performing

Stage 3: Norming
The team manages to have one goal and come to a mutual plan
for the team at this stage. Some may have to give up their own
ideas and agree with others to make the team function. In this
stage, all team members take the responsibility and have the am-
bition to work for the success of the team’s goals. The danger here
is that members may be so focused on preventing conflict that
they are reluctant to share controversial ideas.
Stage 4: Performing
It is possible for some teams to reach the performing stage. These
high-performing teams can function as a unit as they find ways to
get the job done smoothly and effectively without inappropriate
conflict or the need for external supervision. By this time, they
are motivated and knowledgeable. The team members are now
competent, autonomous and able to handle the decision-making
process without supervision.
Stage 5: Adjourning
The final stage that teams experience is adjourning-the team is
disbanded, usually when the project is completed. Often indivi-
duals will have built up strong relationships with other team mem-
bers, and may stay in contact long after the initial team has been
disbanded.
1.8.2 Effective Leadership
and Management
A project manager has two roles-one as manager, coordinating
the efforts on the project, the other as leader, making sure that the
project delivers the right results. Hersey and Blanchard develo-
ped a model for understanding how people’s needs for direction
and management differ depending on the situation they’re in. In
the same way, the style of the manager or leader should change
to fit what individuals need most from them18
. The leadership and
management behaviour types defined by Hersey and Blanchard
are illustrated in Figure 6.
Figure 7: Situational Leadership Model
18 Paul Hersey, Kenneth Blanchard and Dewey Johnson. Management of Organizational Behavior, Prentice Hall, New
Jersey 2000.
1
Supportin
3
Delegating
2
Coachin
4
Directin
Low
Low
high
highSupportive
behaviour
Directive behaviour

There are four main styles of behaviour leadership and manage-
ment:
1.Directing involves close supervision, defining roles and tasks in
detail, and telling the team member what to do and how to do it.
2.Coaching, which is more interactive, entails helping the team
member to come up with his or her own ideas and follow them
through, but still required you to define roles and the broad
approach.
3.Supporting. With this style, day-to-day decisions (such as
which tasks to complete) rest with the team member; the manager
participates in those decisions on an as-needed.
4.Delegating. Wholesale pieces of work are given to the team
member to own; that team member chooses if and when to invol-
ve the manager.
Team members can be at a variety of developmental levels:
• D1: Low Competence, High Commitment. The team member
is keen and motivated, but lacks some of the knowledge or skills
required.
• D2: Some Competence, Low Commitment. The team member
has some skills, but still needs some help and direction, and
may lack motivation.
• D3: High Competence, Variable Commitment. The team mem-
ber is experienced, and has all the right skills, but might lack the
confidence or motivation to just “go it alone.”
• D4: High Competence, High Commitment. The team member
is experienced, confident and motivated-possibly even more
skilled than the manager in the relevant arena.
D1
Low
Competence
High
Commitment
D2
Low to Some
Competence
Low
Commitment
D3
Moderate to
High Competence
Variable
Commitment
D4
High
Competence
High
Commitment
Figure 8: Development level of the individual

Stage 5: Closing1.9
Williams19
listed four step processes in closing your project:
review, agree, complete, and celebrate.
1.9.1 Review
The first step in closing is to review the project, presenting the
product or process that has been delivered. Your focus should
be on the success criteria that were agreed in the Initiating
phase, and were revisited regularly when changes were made
during the Planning, Executing, and Controlling phases.
Your project review (which will typically be a meeting, as we’ll
discuss below) should essentially answer four questions:
• Has the project come in on or under budget?
• Has the project been delivered on time?
• Has the project delivered the required scope?
• Has the project been delivered to the required standard of
quality?
1.9.2 Agree
The next step is to gain agreement on exactly what remains
to be done before the project can be officially closed. Typical
deliverables at this stage would be documentation, training for
those who will perform the new process or support the product,
and administrative tasks such as completing final budget recon-
ciliations.
1.9.3 Complete
The next stage is to complete the final tasks and deliverables
that were agreed to. How well you execute this point is going to
heavily influence people’s perceptions of how the project was
handled, so it’s important to pay attention to detail.
1.9.4 Celebrate
Last, but certainly not least, it’s important to celebrate the end of
the project! It’s easy for projects to fizzle out as they’re comple-
ted, for the new process or product to become the status quo for
the stakeholders, for the project board’s attention to be diverted
elsewhere, and for project team members to float off to their next
projects or assignments.

Annexes1.10
Annex 1: Work plan for Visual Art Festival
Visual Art Festival
April 2014 - March 2014 APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR
Evaluation and Narrative
Reports,VAF13
Staff appraisals, crew
certificates
Negotiate Principal
Sponsorship,VAF 2014-16
Financial Reports,VAF13
Design and print
postcards,VAF14
Design and print posters
(1),VAF14
Call for Artists,VAF14
Planning and Budgeting,
VAF14
Fundraising sponsors,
VAF14
Financial Audits,
FY2014-15

Visual Art Festival
Newsletter - Final Call
for Artists
Fundraising donors,VAF14
Recruit Press Officer
Staff Training And
Development
Selection of artists,VAF14
Assessment
Negotiate contracts with
shortlisted artists,VAF14
Open meeting with
government & business
leaders
Contracts for rental of ve-
nues & equipment,VAF14
Planning and Budget
Review,VAF14
Newsletter - Announcing
List of artists
Workshop - artistic, mana-
gement or technical (tbc)
Recruitment of festival
crew,VAF14

Visual Art Festival
Preparations for film
screenings and
projections
Flights,Visas & Accommo-
dation logistics,VAF14
Newsletter - Final
Countdown
Design & Printing - festival
timetables, programmes
Event licenses, artists’ visa
and work permits
Street promotion, radio
advertising, media
campaigns
Plan for 2014 Festival
Impact Assessment
Street exhibition
Movers & Shakers
networking forum
Visual Art Festival, 8 - 12
February
Documentation, Evalua-
tion and Donor Reports

Annex 2: Template of a Project
Initiation Document (PID)20
Preparation Information:
Project
name:
Prepared
by:
Signature: Date
prepared:
Version Nº:
Project Manager/Team leader Information
Name of Project
Manager:
Telephone numbers: Email:
Client Information
Name of
Company/Org:
Contact person:
Telephone numbers: Email:
20 Adapted from ARTerial Network Project Management Toolkit for Arts and Culture
1. Background/Summary of Project
This should briefly describe where the idea for your project
came from and how it has been developed. This needs to be
short and snappy and tell the reader in just a few sentences
what the project is and z: What is going to happen? Why is the
project happening? Proof of Viability and Feasibility?
2. Project objective
Your PID should include your main project aims and objectives.
It is easiest to just put them in bullet points, that way they stand
out on the page and are easily referred to. Don’t try and do too
much with your project, keep to no more than four or five aims
/ objectives – if you try and achieve too much you will end up
diluting all your aims / objectives and risk not achieving them.
Relevant question: What do we want to achieve?
3. Project deliverables
Here, you just need to give an idea of the biggest chunks of
work to be done. Try to make sure that no deliverable will take
longer than a month to complete, though-if you’re still looking
at phases of three months or more, break those phases into a
little more detail.
Relevant question: How we’re going to achieve the objective?
4.(optional) Assumptions that have been
made:

5.(optional) Constraints
What could slow this project down or stop it?
6.Timeline
In your PID you will need to outline a rough timeline for your
project, with key milestones for you to work towards. It will most
likely change as you advance through your project and you will
most likely experience what is called ‘slippage’ which basically
means you are behind schedule – this is not usually a bad thing
unless it interferes with the timescales and deadlines of your
funders.
7. Funding / budget
In this section you will need to outline two things. First of all your
draft costings for the project, itemised where possible, and then
where you intend to get the money from own funds, grant fun-
ding, sponsorship, etc… It is important to recognise that both
your project budget and where you get the money from may
change as you progress further through your project planning.
8. Project organisation
Explains who’s involved in the project and where they fit in the
overall organizational, or project, plan. First you’d include your-
self, the project manager, with the project team linked in benea-
th. You report to the project board, which is led by the project
sponsor. Depending on the specifics of your project, you will li-
kely then group the remaining stakeholders into their respective
areas (for instance, end users and IT staff).
Annex 3a: Project Schedule
Simple Example
Milestone Milestone
Project starts 01 Jan
Complete scope and plan 10 Jan
Specify requirements 21 Jan
Production 1 Mar
Implementation 8 Mar
Review 15 Mar
A simple development project is shown which lists all of its major
milestones. There is no contingency scheduled between tasks
which could lead to complications or failure of the project to deli-
ver on time.

Annex 3a: Project Schedule
Complex Example
Phase Start Finish Duration Deliverable
Scope and
plan
01 Jan 10 Jan 7 days
Project
proposal
Specify
requirements
13 Jan 24 Jan 10 days
Requirements
spec.
Production
phase 1
3 Feb 14 Feb 10 days Alpha
Production
phase 2
24 Feb 7 Mar 10 days Beta
Production
phase 3
17 Mar 28 Mar 10 days Final candidate
Acceptance
testing
7 Apr 11 Apr 5 days
Release
system
Implementa-
tion
21 Apr 25 Apr 5 days -
Launch 28 Apr 28 Apr 0 days -
Total 67 days -
A project is broken down into a number of phases and the start
and finish of each phase is recorded separately. Columns have
also been added to include the duration of each phase and the
deliverables to be completed at the end of that phase. This new
project schedule includes three scheduled iterations of the pro-
duction cycle of design-develop-evaluate. The deliverables for
these production cycles are an “alpha”, “beta” and “final” version
of the system. The first thing to note is that the “Duration” column
does not match the number of calendar days between the sche-
duled start and finish dates. This is because the duration column
indicates the number of working days between the two dates. For
example in 2003, while there are 10 calendar days from the 1st of
January to the 10th of January (inclusive) there are only 7 working
days due to the fact that the 1st is a public holiday, New Year’s
Day, and the 5th and the 6th are a weekend .
The next important point to note is that the phases of the pro-
ject no longer occur contiguously. That is, there are distinct gaps
between some phases of the project. For example between the
specification of requirements (which concludes on the 24th of
January) and the commencement of the first production phase
(on the 3rd of Feb) there are 5 working days unaccounted for.
These days are held in reserve by the project as contingency.
How much contingency to include is a matter of experience. As a
rule of thumb 10-20% is normal, although more is not uncommon.
Take as much as you think your project can live with.

Annex 3c: Example of an Event
timeline for an exhibition21
Six months to a year ahead
• Define exhibition/ curatorial approach - this may be conceptual
in the case of a curator, or if a solo show, more about objectives
• Create an estimated budget and get approval
• Contract artist/s
• Organise monthly critical assessment meetings to track pro-
gress
• Select the date, but before confirming it, clear the date with im-
portant participants and double - check for conflicts with other
major functions
• Recruit event team
• Draw up preliminary guest list categories. Begin collecting ad-
dresses for save-the-date mailing
• Select the theme
• Select and reserve exhibition space
• Develop an appropriate rain plan if the event is to be held out-
doors –for example if the opening function and speeches are
outdoors. An outdoor exhibition including stone sculptures will
be rain-friendly
• Choose a caterer
• Reserve rental equipment: sound systems, screens, lights, ta-
bles, chairs, tents, etc.
• Confirm a master of ceremonies and the program speakers
21 ARTerial Network Project Management Toolkit for Arts and Culture
• Make preliminary security arrangements
• Check and confirm insurance coverage for your event if appli-
cable
• Get all necessary administrative approvals
• Plan promotion and publicity
Three to six months ahead
• Finalize image selection and sizes/paper etc., to include in
specific selection of media images. This could be done by the
curatorial people/person and should include the artist.
• Develop exhibition text (perhaps for vinyl, press release, ac-
companying pamphlet, publication)
• Visit framers for framing selection and order according to sizes
• Have images scanned/graded
• Print image proofs
• Sign-off on the agreed images
• Finalize and get approval of the guest list for the opening of the
exhibition
• Prepare mailing labels
• Select menus for canape’s / snacks or light supper; submit
them for approval
• Keep all relevant role players informed of your plans, and ask
for their support
• Begin publicity
• Begin creating a logistical outline to document all arrange-
ments as they are decided on and confirmed

Two months ahead
• Send signed work to printers for printing
• Send out invitations 4 - 6 weeks prior to event
• Check that the space is prepared accordingly painted if needs
be; equipment checked e.g. air conditioning , sound system,
IT equipment check that its working properly, establish what
software is needed
• Double-check the extra help that will be needed including ex-
hibition tour guides
• Make direction and welcome signs
• Send work to framers at the end of this month
• Design and order vinyl
• Order captions
Two to four weeks ahead
• Vinyl check – spelling – check the “missing dots on the i”
• Installation of images and vinyl
• Lighting rearrangement checked and done accordingly
• Record and acknowledge RSVPs as they are received
• Mail out confirmation tickets, parking permits, if necessary
• Double-check publicity progress. Revise and update plans if
necessary.
• Send detailed instructions to all program participants and
speakers
• Finalize details with caterer, rental company, and all vendors
• Write speeches and introductions if necessary
• Create a running order (timing schedule) for the opening of the
exhibition
One week ahead
• Prepare the briefing pack (press kit) for the media
• Brief the speakers – especially with the biography of the artist/s
and the final running order of the exhibition opening
• Ensure all protocol and security arrangements in place for any
dignitaries or VIP’s
• Make catering guarantees (i.e. how many people have rsvp’d
and what the final catering numbers are)
• Exhibition hanging completed
The big day
• Arrive early
• Bring the logistical outline, phone numbers of service provi-
ders, running order of the exhibition opening
• Be ready no later than 1 hour prior to the start of the opening
Event
After the event (the exhibition opening)
• Send thank you notes to staff, volunteers and vendors
• Finalize billing and prepare final budget
After the exhibition closes:
• Conduct exhibition debriefing to determine success, shortco-
mings and ways to improve in the future
• Report writing: with final expenditure. Send to appropriate
people

Annex 4: Recording risks
The simplest way of recording risks is with a table or spreadsheet
that lists the risks and their priorities. This can then be regularly
reviewed by the project team and action taken appropriately to
mitigate or eliminate those risks. Below is an example of a sample
risk table for a project:
Description Frequency/
Impact
Severity Timeframe Action
Short-term
absence of
key team
High/Low Major Project Accept
Members Low/High Major Project Reduce
Long-term
absence of
key team
Low/Low Minor Phase 1 Accept
Incorrect
scheduling
High/High Critical Project Reduce
... ... ... ... ...
In the above table, failure by suppliers to deliver some compo-
nents has been rated as a minor risk. This sort of judgement can
only be made on the basis of experience and within the context of
the current project. If the supplier is well known and trusted, then
the likelihood of them delivering late is likely to be low and hence
the risk can be classified as minor.
Labelling scheduling as a critical area of project risk is also an
outcome of experience. If previous projects of a similar nature
have run-over due to scheduling problems then it is highly likely
that this project will suffer a similar problem. Here, too, you can
see the benefits of having a separate risk-management officer
since it is unlikely a project manager, however honest, would rate
his own scheduling abilities as “high” risk.

Activities1.11
1. Introduction
Individual work:
1. What is project management? How would you define it using
your words?
2. What is a project? Use your language to define it. Did you
participate in any project? Describe it?
3. What are common project characteristics?
4. List some examples of projects in Arts and Culture or present
some of your project ideas.
2. Ten Axioms for Success. Activities.
Individual work:
1. List and explain some of the Axioms for Success
2. Why is it important to know the project goal? What could ha-
ppen if the project manager or the team does not know pro-
ject goals? What is the best way to introduce project goals to
the team?
3. Why is team communication important? What are the advan-
tages of written and what of oral communication?
4. Is flexibility needed for successful project management?
3.What Is Project Management?
Individual work:
1. What is the Scope Triangle? How the variation of one of the
factors influences the change of others?
2. Define Scope, Goal and Vision.
4.Understanding the Project Life Cycle
Individual work:
1. Define phases of the Project Life Cycle (use the figure “Pro-
ject Life Cycle” as an additional material from the Student’s
book)
2. Draw a Project Life Cycle graph and explain duration of each
phase (use the figure “Group processes overlap during pro-
ject management” and the example for Art Festival from the
Student’s book).
5.Stage 1: Initiating
Individual work:
1. Why is it important to identify risks at the beginning of a project?
2. What are SMART objectives?
Group Activity
Project teams will be established at this point. Student teams
will start developing own projects: develop the project’s objec-
tives, requirements, constraints, assumptions, milestones, and
cost estimate. This is a teacher led activity, where the teacher
explains each element and asks the students to identify those
elements within the projects.

1. Each group should define own project goal taking care about
“The Seven Essentials of Highly Successful Project Initiations”
tips
2. Practise a kick-off meeting in groups. Define all roles and tas-
ks in each group.
3. Define project objectives according to SMART rules
4. Create Project Initiation Document (Use Template of a Project
Initiation Document from the Student’s book)
6. Stage 2: Planning
Group Activity
Continue with the teams organized in the previous session.
1. Project teams should define own Project Plan (continue wor-
king on Template of the Project Initiation Document from Stu-
dent’s book)
2. Practice WBS and Gantt chart on own project (use MS Pro-
ject or some free tool. For example http://www.ganttproject.
biz/ or http://www.smartdraw.com/software/projectchart.asp)
3. Develop a budget for own project (use MS Excel or some
other software for developing a budget)
4. Define all types of risks for own project (use template for Re-
cording risks from the Student’s book)
7. Stage 3: Executing
Group Activity
1. Simulate implementations of the projects. Develop different
possible scenarios for project implementation.
8. Stage 4: Controlling
Individual work:
1. Discuss four main styles of behaviour leadership and mana-
gement
Group Activity
1. Continue with simulating implementation of the project
2. Practise the following exercises: Negotiation process and/or
Building a team
9.Stage 5: Closing
Group Activity
1. Review the following questions for each student team work:
A.Has the project come in on or under budget?
B.Has the project been delivered on time?
C.Has the project delivered the required scope?
D.Has the project been delivered to the required standard of
quality?
2. Prepare presentation of own project and present it to other
groups (use PowerPoint or some other tool for the presenta-
tion).

Bibliography1.12
• ARTerial Network Project Management Toolkit
for Arts and Culture, http://www.arterialnetwork.org/
• Darnall, R., & Preston, J. M. (2010).
Project Management from Simple to Complex, Available at:
http://goo.gl/M2sbri (accessed on 10 March 2014)
• Guidelines for Managing Projects (2007)
Department for Business, Enterprise and Regulatory Reform
• Hersey, P., Blanchard, K. and Johnson, D. (2000)
Management of Organizational Behavior, Prentice Hall,
New Jersey
• Jenkins, N. (2006). A project management primer. Available
at: http://www.nickjenkins.net/prose/projectPrimer.pdf (acces-
sed on 12 March 2014)
• Jovanović, P. (2006). Upravljanje projektom, Fakultet organi-
zacionih nauka, Beograd
• Meredith, J. R. and Mantel, Jr.,S.J. (2008). Project Manage-
ment: A Managerial Approach. Hoboken, NJ: Wiley
• Project Management for Instructional Designers. Available
at: http://downloads.pm4id.org/pm4id.pdf
• Tuckman, B. W. (1965). Developmental sequence in small
groups. Psychological Bulletin, 63, 384-399
• Turner, J. R. (1998) The handbook of project-based mana-
gement: Improving the Process for Achieving Strategic
Objectives. McGraw-Hill Professional; 3 edition
• Wikipedia: http://en.wikipedia.org/wiki/Tuckman’s_stages_of_
group_development
• Williams, M. (2008). The principles of project management.
EAS. IN

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This project has been funded with support from the European Commission

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