Beginning Project Management Course

Beginning Project Management

Beginning Project Management

Faster, cheaper, and better has become the mantra of not only profit-making organizations seeking to increase market share and profits but also nonprofits and governmental organizations seeking to increase their value to clients.

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Duration: hour(s)
Institution: Saylor Academy's
Type: Text
Price: free

Course Information

Course Description

Faster, cheaper, and better has become the mantra of not only profit-making organizations seeking to increase market share and profits but also nonprofits and governmental organizations seeking to increase their value to clients. Organizations are increasingly using projects to meet these goals. Projects are goal directed and time framed, and when managed well, projects deliver on time and within budget. This book is about how to manage projects well.

All projects have common characteristics: every project has a scope, budget, and schedule. Projects also differ. Understanding how projects differ and what that difference means to the management of the project is critical to successfully managing a project. Large, complex projects need project management tools, systems, and processes that are very different from the small and less complex project. Within this text, we provide a tool for profiling a project based on the complexity of the project and describe the different project management approaches needed for the difference in project profiles.

Project management is complicated. 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 complicated 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 managers 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 management because regardless of which activity you begin to study, you need to know something about the other activities to which it is related.

Authores

Russell W. Darnall

Russell W. Darnall has more than twenty-five years of project management experience with some of the largest international companies, and he is an expert in the human and organizational dynamics of projects. Darnall began his career in social work and became the director of the Cherokee Children’s Home on the Cherokee Indian Boundary in North Carolina. His educational background in sociology and his experience dealing with people from another culture served him well when his career shifted to project management. Darnall has a doctorate of management in Organizational Leadership, which has helped him combine practical knowledge with academic research. Darnall is the author of two books and several articles on project management, including The World’s Greatest Project, which was published by the Project Management Institute in 1996. Darnall provided the keynote address at the South Latin America Project Management Conference in Santiago, Chile, and Poland’s Project Management Conference in Gdansk in 2004 and Warsaw in 2008. From his wealth of knowledge, he has chosen the most fundamentally important concepts and skills that project managers must have at the foundation of their education.

John M. Preston

John M. Preston is an associate professor who has been teaching and utilizing new technologies in the College of Technology at Eastern Michigan University for more than twenty-five years. He has written or coauthored more than thirty books, including Computers in a Changing Society (2005) and Computer Literacy for IC3 Unit 3: Living Online (2009). Preston takes advantage of the connected learning environment that is available in Unnamed Publisher to create learning experiences that are not possible in a printed textbook. His experience in the classroom is transferred to the structure of this book in the form of learning outcomes and assessment tools that allow instructors to conveniently meet emerging requirements for outcomes-based instruction and to use this text in online teaching environments.