OM 386.5 - Managing Projects (Anderson)

Document Sample
OM 386.5 - Managing Projects (Anderson) Powered By Docstoc
					                                       Syllabus
                             OM 386.5: Project Management
         Fall 2007, Unique No. 04080 (Monday-Wednesday 2:00-3:30 pm, UTC 1.130)
                                      August 28, 2007

Edward G. Anderson
Department of Information, Risk, & Operations Management
Office: CBA 3.430 Office Hours: Wednesday 3:30 - 4:30 pm and by appointment
Phone: 471-6394 E-mail: edward.anderson@mccombs.utexas.edu

Collaboration within and across a variety of projects is a growing trend. Project management has
been identified as a critical skill set, which must be retained within the firm, in the face of
emerging business models that are based on globalization and distributed work arrangements.
Our course aims to build relevant management skills by exploring tactical and strategic decisions
across three modules: (1) Effective management of tasks and risks within individual projects, (2)
Aggregate linkages across a portfolio of projects, (3) Cross-firm, cross-continent, open source,
start up and really novel developments. The course will be taught using a combination of cases,
spreadsheet assignments, managerial readings and a team based term project. The course is
designed for students interested in the intersection of following roles: business/ operations/ risk
analyst, entrepreneur, product manager, product line manager, process consultant, and supply
chain integrators.

Course Material

1. Course Texts:
    • Ezra Verzuh, The Fast Forward MBA in Project Management 2nd Edition, New York:
         Wiley, 2005, and
    • Ted Klastorin, Project Management: Tools and Trade-offs, Wiley, 2004.
2. Reading packet: Cases and additional readings will be in a course packet available at the UT
    Coop.
3. Software: It will be helpful to have Microsoft Project installed on your laptop from the very
    first day. Instructions are posted on Blackboard. (For non-MBAs, a student version of MS
    Project is available at the campus computer store.) We will also illustrate the use @risk in
    class.

Learning Goals

The course has two objectives:

1. To address the core managerial issues underlying the range, scope, and variety of risks and
   rewards for while setting up and executing projects.
2. To provide exposure to the strategic dimensions of successful project management practices
   from the following perspective:
   • understand project management as a key approach to strategy implementation
   • appreciate the tensions faced by project managers and their sponsors



                                                                                                   1
Caveat: Training students on use of tools, such as Microsoft Project, is not a course goal. While
using such tools/data sets, we will focus on the art and analytical challenges of making
managerial decisions in project settings. Details on setting up and deploying such technology
tools will be discussed in class at appropriate times.

Skills

The course is designed to build a skill set around the following concepts:

•   Module 1 (techniques): Project and task definition, critical path, work breakdown structures,
    estimation, scheduling, resource allocation, and progress management; managing
    uncertainty; risk mitigation and management of residual risks in conventional projects;
    project control, including rework and iteration; project close-out and organizational learning.

•   Module 2 (managing multiple projects and distributed work): Project portfolio
    management; valuation and risk analysis; managing offshoring & outsourcing; contracting
    and incentives; special issues in product development.


Course Requirements/Grading

OM386.5 has requirements along several dimensions of learning: preparation, thoughtful
participation, group assignments, a mid-semester quiz, providing project content and process
consultation to a client team, and successful completion of a team-based project. Attendance is
important. Up to two missed/late sessions will be allowed. There will be a substantial deduction
associated with every additional session missed beyond the allowed limit. Students are
encouraged to connect with the instructor, ahead of time, for all planned absences. Where
possible, makeup work will be assigned for any planned absences.

My belief is that high levels of transparency, and multiple types of inputs, lead to a fair and
positively reinforced grading system. The following chart shows the dimensions of grading and
relevant sources of inputs:

        Dimension               Type                    Measurement               Weight
 Preparation/Contribution   Individual       Instructor's notes + TC Index         20
 Mid-term Quiz              Individual       Scored by instructor                  20
 Group Assignments          Group Grade      Scored by instructor                  20
 Project Presentation &
 Executive Summary*         Team Grade       Scored by instructor + EP Index         20
 Team-mate Feedback *       Individual       Scored by instructor + TF Index        10
 Client Feedback**          Individual       Scored by instructor + CF Index        10
 Total                                                                              100

 Course Terminology/Comment:               See daily assignment sheet


                                                                                                 2
 Preparation (present assigned material)
 TC (thoughtful contribution) Index:         Based on scaled input from the entire class
 Mid-term Quiz:                              Closed book;
 EP (Effective Presentation) Index:          Based on scaled input from entire class
 CF (Client Feedback) Index:                 Based on scaled input from your clients
 TF (Team-mate Feedback) Index:              Based on scaled input from your teammates

* Related to your team project
** Related to assignments to help a client team during their project

Criteria and instructions for scoring, along with standardized scoring sheets for computing these
indices, will be available during the term.

Team Project

The objective of this four-person team exercise is to apply concepts and principles of project
management (as covered in course text, cases, and readings) to a specific project of your choice.
It is important that you envision the lifecycle of your project and how complexities,
uncertainties, and resource problems might unfold through out the term. The project exercise,
described below, can be done using either secondary data or original research. Your team may
either conduct some field work or may work with secondary data. As described below, this
exercise has been designed to create a sequence of targeted learning opportunities.

You will work together on this multi-week exercise with classmates assigned to you. Picking a
suitable project that relates to your professional interests will leverage the value you derive from
this course. A series of five phased deliverables – two of which will be reviewed by peer
consultants – will bolster your team’s learning efforts. In addition to working on your own team,
you will be assigned a client team, on whose project you can provide consultation and feedback.

There are two ways in which you can meet your independent team work requirement:

(i) Qualitative/Conceptual Project: Select and read one of the suggested books/ articles (see
    the attached list at the end of this document), then select at least 3 other relevant articles (e.g.
    from HBR, Sloan Management Review etc) on your own. Synthesize key ideas and then
    collect data and analyze a real business project related to these key ideas. The data collection
    can be qualitative and could be based on the experiences of one of your team members. Write
    a short description of these experiences and then analyze the lessons from the assigned and
    selected papers did (or did not) apply. If more than one team picks a suggested theme, the
    instructor would view it as a competitive situation. Such teams, and their peer consultants,
    are expected to keep data/ material/ analysis separate from other team projects.

(ii) Quantitative/Tools-Based/Analytical Project: Identify a real, reasonably-complex,
     recently-completed project for which there is available information from prior to its formal
     beginning through its completion. Suitable projects are unique (not routine or recurring),
     have been completed sometime within the last ten years, have a duration of less than two
     years, are moderately complex (budget between 1 and 20 million dollars, project personnel


                                                                                                      3
   between 25 and 100), and are known to have experienced some difficulties. Common types
   of suitable projects include: public or private infrastructure development, organizational
   change, product or process innovations, mergers or acquisitions, or unique events.
   Experimentation with analytical techniques, either using real or assumed data, is encouraged
   in this type projects. You are allowed to use a HBS case as a data source.

Deliverable 1 (Initial Proposal): By approximately the second full week of class you will be
asked submit a short (two Powerpoint slides max) description of your selected theme and how
you intend to conduct research/collect suitable information on it. Doing this selection
successfully requires you to first become acquainted with the set of three subsequent deliverables
that you will be expected to produce.

Deliverable 2A (Content Briefing): Once your project theme is approved, you will focus first
upon its origins – when strategic and organizational foundations for the project were established.
Develop a briefing that describes the project’s content (concepts, purpose, stakeholders, charter,
scope, deliverables, key resource and relevant organizational structures and inter-relationships).
Deliverable 2A, in the format of Powerpoint slides (max 3), is due on ??? and will be critically
reviewed by assigned peer consultants. The Powerpoint format is only to facilitate your group
work, not for verbal presentation. Accordingly, slides must say what you mean and will contain
more words than required only as cues for a verbal presentation. List the questions that you
would ask (to whom?) in order to assess the project plan in terms of its apparent completeness,
feasibility, and risks. Your peer consultants will provide you with written feedback based on a
preliminary assessment of this briefing in terms of its clarity, constraints, gaps, and hidden
assumptions.

Deliverable 2B: Peer consultants are expected to provide feedback to their clients. Instructions
on the feedback format will be posted separately.

Deliverable 3A (Status/Project Management Briefing): Develop a briefing that describes your
project’s process and management issues (e.g. your own project’s organization, tasks,
milestones, risk, resource dependencies etc). Deliverable 3A, in the format of Powerpoint slides
(max 2), is due on ??? and will be critically reviewed by assigned peer consultants.

Deliverable 3B: Peer consultants are expected to provide feedback to their clients. Instructions
on the feedback format will be posted separately.

Deliverable 4A: Your team’s final presentation on this exercise will focus on the content side.
You will present as a team during the final two weeks of class. In addition, prepare a 1-2 page
executive summary of your project’s findings to be handed in at the time of the presentation in
addition to a hard copy of the Powerpoint presentation.

Deliverable 4B: In addition to your final presentation, each team member will be asked to reflect
on the project management issues and the process of working in your team. The deliverable for
each individual team member is a (2 page) write-up. This will be due on the last day of class.




                                                                                                4
Project Meetings with the Instructor: Because the kickoff/ramp up of a suitable project is so
important to maximize your learning from this course, each team should set up a time and meet
with the instructor at during week # 4. The instructor will also make extra time slots available for
project discussions in week # 10/11.

Additional information on each of these write-ups and allied assessments will be posted on
Blackboard in the Assignments section. Pertinent issues will also be discussed in class.

Group Assignments
A number of group assignments, some of which will involve mini-presentations, will be assigned
during the semester. Their purpose is to provide a further venue for project management skills
than available from lecture and the team project. Note that membership in the groups
responsible that perform group assignments will, in general, differ from membership in the teams
responsible for the team project. They will be available on Blackboard in the Assignments
section.

Please consult the Course Schedule on the last page of the syllabus.


Regrade Policy
a. If you wish a regrade of any piece of course work, please return your work to be regarded
   and your written statement appealing its grading to me (either by mail to my mailing
   address above or to my mailbox in CBA 4.202) within FIFTEEN (15) CALENDAR DAYS
   of its return in class (or in the case of the Group Project Presentation—within FIFTEEN
   (15) CALENDAR DAYS of the first class day of the semester immediately following your
   course). After the regrade period for the exam has elapsed, I will consider all
   coursework and semester grades final unless there has been an appeal.

b. If you decide to appeal your exam grade, prepare a brief written statement explaining what
   aspects of the grading on your coursework are incorrect. Be sure to document your reasons
   by documenting mistakes in the grading of your coursework questions or errors in point
   calculations. (Please realize that there are standard policies for point deductions for each
   piece of coursework, so unless the grader has misapprehended your intent or misread your
   work, partial credit is unlikely to change.)

c) Submit the written statement together with the exam either by email or directly to my
   mailbox in CBA 5.202. I will consider your request and give you my decision in writing or
   via email.


McCOMBS CLASSROOM PROFESSIONALISM POLICY

The highest professional standards are expected of members of the McCombs community. The collective
class reputation and the value of the McCombs experience hinges on this.

Faculty are expected to be professional and prepared to deliver value for each and every class session.
Students are expected to be professional in all respects.


                                                                                                          5
Classroom expectations of students include:
• Students will arrive on time.
• Students will be fully prepared for each class.
• Students will attend the class section to which they are registered.
• Students will respect the views and opinions of their colleagues. Disagreement and debate are
    encouraged. Intolerance for the views of others is unacceptable.
• Plagiarism will not be tolerated and will be dealt with severely.
• Phones and wireless devices are turned off.
• Laptops are closed and put away unless faculty require their use.

You are competing for the best faculty McCombs has to offer. Your professionalism and activity in class
contributes to your success in attracting the best faculty to this program.



HONOR CODE
By teaching this course, I observe all of the faculty responsibilities with regard to the Honor
System. By enrolling in this class, you have agreed to observe all the student responsibilities
with regard to the Honor System

Please do not use any materials (packet of overheads, homeworks, course notes, handouts, exams,
homework solutions, case summaries) from previous semesters or from other sections of the course
being offered in this semester unless the same has been made available by me to every one of your
fellow students in this class. If the application of the Honor System to this class and its
assignments is unclear in any way, it is your responsibility to ask me for clarification. Many
thanks in advance for your cooperation and assistance.


ADDITIONAL POLICIES
The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. If you have a condition (e.g.
learning disability, chronic medical condition, etc.), of holiday that needs accommodation,
please see me early in the semester so that we can take appropriate step. For additional
information about the University’s policies, contact the Office of the Dean of Students at
471-6259 or 471-4641.




                                                                                                          6
OM386.5 Managing Projects – Additional Class Detail for Specific Sessions
(Note: not all sessions will have additional details listed)
Session 1

Prepare: (i)      Welcome on board!


Session 2

Prepare: (i)      Read the one page write up on OrthoSpot (reproduced from pp. 11 of Verzuh for
                   those folks who may not get the book in time), and be prepared to discuss the
                   following:
                  (a) Think about the business context/goals for this firm and who the stake
                       holders are?
                  (b) Bill Schafer, the CEO, attributes the company survival and growth to “using
                       fundamental project management techniques?” What might these
                       fundamental project management issues/techniques be for a start up?
                  (c) If you work in a larger (more established) firm: what might some of the
                       fundamental project management issues/techniques be for your firm?
          (iii)   Review the list of suggested themes for your term project. This is available at the
                  end of the course description document.
          (iv)    Visit Blackboard and check if you can access the course material in general.
                  Note that only some of it will be posted at the beginning of the semester. More
                  will be added as we progress through the semester.
          (v)     Read the entire syllabus and bring any questions to class.


Session 3

   (i)       Evaluate strengths and weaknesses of posted sample Deliverable #1 for in-class
             discussion
   (ii)      Be prepared to present your group’s response to the CSP group assignment and be
             debriefed in class. For more details, see Group Assignment #1 on Blackboard’s
             Assignment section.




                                                                                                   7
Session 6

Case: Red River (BB)
   1. Prepare a written Project Scope Statement for the project as presented to Jim and Brenda
       (see Table 4.1 of Verzuh text). We may use these 2 written responses in class discussions
       (not for grading).
   2. Does the text chapter 4, "Making the rules" apply to this project? In what ways? Why?
       Why not? (for class discussion).
   3. (Optional): If you have MS Project – enter data, given in the spread sheet on the web, and
       be ready to discuss what you see.


Session 8

Evaluate strengths and weaknesses of posted sample Deliverable #2 for in-class discussion.


Prepare: Teradyne Corporation -- The Jaguar Project
       (a) How critical is Jaguar project for Teradyne’s competitive strategy?
       (b) What are the types of data that will be needed to carry out WBS, Critical Path, 3 Point
           Estimates and Earned Value Analyses?
       (c) What do you think of the Project Execution Strategy Matrix shown in exhibit 3? Is a
           “heavyweight” project team the right approach for project/task governance?
       (d) Does the phase gate process in exhibit 2 ensure that the “voice of the customer” is
           heard at each phase of the development process?
       (e) How firm are the decisions that are made at each gate?
       (f) What are the residual risks in Teradyne’s process?

Session 9

Prepare: Flip the House (We will play this game in class)

Q. What are the decisions, uncertainties and risks in flipping a house?

Before the case is run in class, the instructor or the students must:
• Upload the table of activities from Excel into MS Project.
• Establish resource availability (owners, Pat, contractors).
• Assign resources to tasks.
• Level resources. Students need to recognize that the basic MS Project file has tasks entered
   with appropriate precedence relationships, but does not take into consideration the fact that
   many tasks are performed by the same resources. Therefore, the first step is to “level”
   resources. This increases project duration from 21 days to 47 days. Once resources have
   been leveled, MS Project will re-level.




                                                                                                   8
Session 10

Prepare: PCNET (A) and (B)
           (a) How should Jack Miller report on the status of PCNET project when he meets
               with Max Schmelling and the integration management team?
           (b) What kinds of data and analyses might be needed to arrive at exhibits 5, 6 and 8?
           (c) How difficult might it be to implement the risk prioritization scheme shown in
               exhibit 7?
           (d) What are the pros and cons of using “dashboard” as a project monitoring tool?
           (e) Do you think that the “Top ten list” will have an impact on operating partners’
               behavior?


Session 12

Deliverable # 2A: Teams to provide a project content brief to peer consultants.
We will set aside time for in-class team meetings with peer consultants



Session 13
Review course material for a mid-term quiz.

Prepare: fileTRUST (A) and (B)
   (a) How does the fileTRUST project differ from other cases we have studied in this course?
       Why? What are the associated managerial implications?
   (b) What should Marcel Meth be prepared to propose with respect to the development and
       delivery of this new service? What else should Meth emphasize in his proposal to Fleet
       senior management?
   (c) What are the advantages and potential risks of the learning approach they chose to
       follow? What are the areas where working with suppliers can provide major learning
       opportunities?
   (d) How should Fleet assess this new service? What should they do next?



Session 14
Review course material for a mid-term quiz. The quiz will cover through session 12 (inclusive).



Session 15

Guest Speaker: Mr. Christopher Jones (IBM Global Services)

Prepare by examining the www.ibm.com/services website


                                                                                                   9
Session 16

Read the EPI exercise on Blackboard.


Session 18

Prepare: Siemens Global Development
   (a) How would you characterize the global development strategy? Why does it have RDCs
       all around the world?
   (b) What are the differences in management issues at RDCs in India, Germany and the US?
   (c) What is wrong with the NetManager Project from Bangalore and Munich perspectives?
   (d) Contrast NetManager experience against the findings of the assigned reading.
   (e) Decision Point: How should corporate management respond to NetManager crisis? (i)
       Let Bangalore solve it (ii) Move all decisions to Europe (iii) Move entire operation to
       Europe?


Session 19

Guest Speaker: Mr. Scott Palmer (e2open)

Prepare by examining the www.e2open.com website


Session 21

Prepare: XYZ Pharma (Available on Blackboard)
   (a) What are the objectives, constraints and risks for project portfolio management at XYZ?
       What are the alternatives?
   (b) What information is required for project portfolio management at XYZ?
   (c) How would you determine the value of the following project (‘Project 1’) in XYZ’s
       portfolio, a project in the pre-clinical phase part of the Oncology therapeutic area, based
       on a data set and spread sheets that will be provided on smgtools site? Would you execute
       this project? How would you assess the technical (technology) risk of this project? How
       would you evaluate the market (commercial) risk of this project?*
   (d) Suppose that next year’s R&D budget for the oncology area has been reduced to $50
       million. How would you decide which projects to continue, and which to put on hold? *
   * Note: You will need the free plug in on @risk to execute this in excel.


Session 22

Guest Speaker: Mr. David Angelow


                                                                                               10
Session 28

Guest Speaker: Ms. Mary Ann Anderson (NASA)

Prepare by examining the www.nasa.gov/returntoflight website.




                                                                11
Suggested Themes/Materials for Projects


      Title                               Authors             Reference             Access #         Year       Comment/Theme
                                                                                                                How Optimism
                                          Lovallo &                                 Product #:                  Undermines
  1   Delusions of Success                Kahneman            HBR                   R0307D             2003     Executive Decisions
      Comments on the Second Toyota                                                                             Use of Modularity
      Paradox: With Appendix on                                                     Product                     in Task Design to
      Modularity for Managing                                                       Number: 9-                  Reduce
  2   Complex System Design               Steven Spear        HBSP Note             602-035            2001     Dependencies
      Using Aggregate Project Planning                                                                          Linking project,
      to Link Strategy, Innovation, and   Clayton M.                                Product#:                   human capital and
  3   the Resource Allocation Process     Christensen         HBSP Note             301041             2000     portfolio planning

      Contracting for major projects:     C. von              International
      eight business levers for top       Branconi,C.         Journal of Project                                Contracting
  4   management                          Loch                Management            22, 119–130        2004     Challenges
                                          Philip Evans,                             Product#:                   Open Source
  5   Collaboration Rules                 Bob Wolf            HBR                   R0507H             2005     Projects
                                                              Production and        Available
                                          G.Parker, E.        Operations            from                        Supply Chain
  6   From Buyer to Integrator            Anderson            Management            Instructor         2002     Integration Projects
                                                                                    Product
      Using Supplier Networks to          J. H. Dyer and      SMR /Available        Number: 9-                  Inter-organizational
  7   Learn Faster                        N.W. Hatch          through HBSP          SMR-137            2004     Learning
      Coordination of Design Supply                                                                             Coordination across
      Chains for Bundling Physical and    N.Joglekar and      Journal of PIM                                    organizations and
  8   Software Products                   S. Rosenthal        20:374-390                               2003     technologies

      Building Effective R&D                                                        Product#:                   Off-shoring
  9   Capabilities Abroad                 W. Kuemmerle        HBR                   97206              1997     challenges
                                                                                                                Best Practices in
      Enabling Knowledge Creation in      Malhotra &.         IEEE EMR33(4),                                    Distributed
 10   Far Flung Teams                     Majchrzak           pp. 86-98                                2005     Knowledge Work
                                                                                                                Using US Army’s
      After Action Review:                See factsheet - http://www.hqda.army.mil/ari/news/factsheets.shtml    AAR concepts in
 11   Methods and Tools.                  Or www.signetconsulting.com/actions_items/executive_study.php         Commercial Setting
                 Themes conducive to exploring quantitative aspects of project management shown in the last column
                                                                                                                Decision analysis in
                                                                                    Product                     support of IT
  1   Administrative Data Project (A)                         HBSP Case             9-803-051         2003      projects

                                                                                                                Financials decision
      Petrolera Zuata, Petrozuata C.A                                                                           making for risky
  2                                                           HBSP Case                                1998     technology projects
                                                                                                                Information Maps
                                                                                                                used in Task Design
      Innovation at Speed of                                                        Product#:                   to Reduce
  3   Information                                             HBR article           R0101L             2001     Dependencies
                                                                                                                Accounting &
  4   Turner Construction Co.                                 HBSP Case                                         Control
                                                                                                                Denver
                                                                                                                International
                                                                                                                Airport Baggage-
  5   BAE Automated Systems                                   HBSP Case                                         Handling System




                                                                                                                                       13
                                      MAN 386.5      Course Schedule      Fall 2007


Sess-                                                                                                                   Assign
 ion        Date                     Topic                           Exercise/Case                Readings              ments
  1     W     8/29 Introduction, PMI                            Team Formation         FFMBA* ch. 1
        M      9/3 ***Labor Day***
                                                                Orthoshot Case         FFMBA ch. 2, Klastorin pp. 24-
  2     W     9/5  Project Lifecycle, Goals, & Metrics          (FFMBA p. 11)          37
                   Project Definition, Stakeholders, &                                 FFMBA ch. 3, Klastorin pp. 41-
  3     M     9/10 Organization                                 CSP Case (BB)          54                             GA-1
                                                                                       FFMBA ch. 4; Klastorin ch. 4,
  4     W     9/12 Critical Path Analysis                                              Appendix 4B

                                                                Columbus Inc. Exercise
  5     M     9/17   Task Definition (WBS & Estimation)         (Klastorin, p. 59)     FFMBA chaps. 6, 8                GA-2
  6     W     9/19   MS-Project Tutorial                        Red River Exercise                                      PD-1
  7     M     9/24   Resource allocation & leveling                                    Klastorin ch. 8
  8     W     9/26   Monitoring & Control                       Teradyne Case          Klastorin ch. 9
                                                                Flip this House
  9     M     10/1 The Impact of Uncertainty                    Exercise (BB)          "Flip the House" (BB)
 10     W     10/3 Managing Uncertainty & Risk                  PCNET Case             FFMBA ch. 5
 11     M     10/8 Managing Uncertainty & Risk (cont.)          CSP Exercise B                                          GA-3
                                                                Briefing w/ Peer
 12     W 10/10 Probabilistic Scheduling & Budgeting            Consults.              Klastorin ch. 6                  PD-2A
 13     M 10/15 Close-out and Handoff                           fileTrust Case (BB)    FFMBA ch. 9
 14     W 10/17 Quiz

 15     M 10/22 IBM Guest Presenter: Christopher Jones                                                                  PD-2B
                                                                                       "Beyond PM 101" by Graham;
                Interlude: Systems Thinking: Curse of                                  "Past the Tipping Point"
 16     W 10/24 Rework, Firefighting, Assumption Blow-up        EPI Exercise (BB)      (handout)                        GA-4
 17     M 10/29 Interlude: Systems Thinking (cont.)
                                                                                       FFMBA chaps. 10, 11, "From
                                                                                       Buyer to Integrator" by Parker
 18     W 10/31 DPM (cont.): Outsourcing & Offshoring           Siemens Case (A)       & Anderson                       PD-3A
 19     M 11/5 Guest Speaker: Scott Palmer (e2open)
                                                                CSP Exercise 3 (in-                                     GA-5,
 20     W     11/7 DPM (cont.): Contracting & Incentives        class)                 Contracting handout              PD-3B
                                                                XYZ Pharma Case        "How SmithKline Beecham
 21     M    11/12   Multi-Project Management (MPM)             (BB)                   Makes..." by Sharpe & Keelin     GA-6
 22     W    11/14   Guest Presenter: David Angelow
 23     M    11/19   Managing the Unknown Unknowns**            JSF Case (in-class)
 24     W    11/21   In-Class Work Day
                                                                                       "The Innovation Butterfly" by
 25     M 11/26 Shaping the Future                                                     Anderson & Joglekar (BB)
 26     W 11/28 Presentations                                                                                           PD-4A
 27     W 11/3 No class in compensatition for JSF Class
                Guest Presenter: Mary Ann Anderson
 28     M 11/5 (NASA)                                                                                                   PD-4B

Cases and readings will be found in the reading packet unless otherwise noted
 (BB) = on Blackboard, (in-class) = handed out in class
*FFMBA = The Verzuh Fast-Forward MBA Text
**Evening class to allow for extra time required