Chapter 7: Beyond Competence: Developing Managers of Complex Projects,  Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies) Dr Ziyad Abunada Lecturer in Project Management, School of Engineering & Technology Higher Education Division, CQUniversity It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations. Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market. 1 Week 7 - Topic: Beyond Competence. Mandatory Readings: Aspects of Complexity: Managing Projects in a Complex World (2011) Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman Tutorial: 1- Watch the video for 8 min: https://hml.uthsc.edu/Play/449) 2-Creating Complexity Radar using Excel https://goo.gl/7o5SDW 3rd Discussion Forum 2 2 Content and main points Introduction Professional Competence and Beyond Developing Reflective Practitioners Managing Experiential Learning in the Workplace Industry/University Alliances, Corporate Universities, and Project Academies Benchmarking Project Academies: Methodology and Results Methodology Demographics Results Experiential Learning Roles and Responsibilities of Project Academies Workforce development Advocacy for practitioners’ professional development needs Common vocabulary Alignment with corporate strategy Alignment with external stakeholders Promotion of continuous learning across the organization Promotion of institutional knowledge Conclusion 3 Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence. Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects. They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience. They finally lament that few organisations are investing in mentoring and support of meta-competencies. 4 What is threshold competencies? Are there any Minimum standards of KNOWLEDGE for workplace performance? If so, are these standards applicable for all projects? Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards Can we learn from mistakes? 5 The Old and the new approach in skill transfer Until 1970, organizations had taken much responsibility for developin.

1. Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-
Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of
discussion group. The aim is to address the difference between
Experience and education and why they cannot be equated to
each other. The constraints in moving skills and experience to
next generations.
Students input is vital in understanding what d they expect and
to what extent they think CQU should prepare them to the
market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World
(2011)
Chapter 7 Beyond Competence: Developing Managers of
Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)

2. 2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and
Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of

3. Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project
management—as a profession and as an approach to effectively
delivering corporate strategy—demands capability that goes
beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that
are taking direct responsibility for developing sufficient people
with the right set of skills, experience, and behaviors to cope
with the management of complex projects.
They then articulate the development of higher-order expertise,
which is required to manage more complex projects, requires
opportunities to gain relevant experience.
They finally lament that few organisations are investing in
mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for
workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies
& changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for
developing workforce staff by training, coaching and mentoring
their staff
With the influence of economic rationalism, organizations asked
education agencies to produce work ready graduates!
Authors claimed current seniors had not got the opportunity to

4. learn how to transfer their skills and expertise due to many
reasons. To what extend you agree
Ways of rapidly developing high level of expertise to underpin
the senior performance
6
What is a Competence? How to correlate with complex project
management
7
8
Prescriptive of desired/expected behavior rather than
descriptive of established ways of working.
Defining of excellence in performance rather than typical
performance.
Focused on the job holders role and contribution in the larger
organization or the system rather than the job in isolation.
Enablers of organizational effectiveness, development, and
change rather than maintenance of the status quo
Competency standard approaches
UK National Vocational Qualification (NVQ)
Australia Qualification Framework (AQF)
South Africa and others

5. 9
Text book, Page91
Chapter 7 Beyond Competence: Developing Managers of
Complex Projects by Lynn Crawford and Ed Hoffman
generically applicable standards are derived through the
competency standards approach.
Competency Standards and qualifications frameworks of the
U.K. (National Vocational Qualifications [NVQ])
http://www.qca.org.uk
Australian Qualifications Framework (AQF)
https://www.aqf.edu.au/
This degree is subject to the AQF Specification at page 59 of
https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-
2013.pdf
10
11
Context
Aspect
Unit of Assessment
Assessment Guide/Method
Attribute-Based Inference of Competence
Performance-Based Inference of Competence
Chapter 7 Beyond Competence: Developing Managers of

6. Complex Projects by Lynn Crawford and Ed Hoffman
Project Type
Job Description
Competence
Demonstrable Performance
Job Role
Input Competencies
Personal Competencies
Output Competencies
Knowledge
Qualifications & Experience
Knowledge Guides

7. PMBOK Guide
APMBOK (UK)
IPMA Competence
Baseline (ICB)
P2M Japan
Resume of Curriculum Vitae
Underlying Enabling Attitudes & Behaviors
Instruments Such as
OPQ, 16PF
Meyers Briggs
Caliper Profile
Competency Model
Assessment Centre
Competency Standards
YK – ECITB
Australia – NCSPM
South Africa – SAQA
Global - GAPPS

9. Page 91: The shortage f the IPMA model
They delineate the requirements for minimum rather than
superior performance in work roles.
They can be used to ensure that the foundation are in place but
go no further.
Do not provide guidance for assessment and development of
abilities to work in complex projects.
One more thing is that standards are always built based on
known codification of experience on pre-defined situations
rather than
12
Skill acquisition
Dreyfus model on how to develop a skill
13
It is not a Smooth Transition yet!!
14
15
Benchmarking Project Academies: Methodology and Results

10. Methodology
Demographics
Results
Experiential Learning
16
https://www.youtube.com/watch?v=V8QZzvhkIyQ
https://www.youtube.com/watch?v=SBoT8WJXq4s
Roles and Responsibilities of Project Academies
The chapters ended with highlighting main roles of project
academies in Page ‘95’ include:
Workforce development
Advocacy of practitioners
Common Vocabulary
Alignment with corporate strategy
Alignment with stakeholders
Promotional of institutional knowledge
Do you agree, disagree and what do you think else can be added
to the list as a GRADUATE
17
In the Previous Discussion Form, You have assessed the level of
complexity of the CC , Now you are invited to further discuss
this assessment considering the complexity factors we discussed
in week 5. The factors are presented with their corresponding
ratios in slide #8.
Your task is to discuss these factors with their weights by
reflecting this chart to the Climate Change issue.
Do you think there weights are valid for the Climate Change

11. - If so how and why do you think so, give detailed summary by
commenting on each factor.
- If not, why do you think so, Propose a new weight for each
factor in light of your understanding to the climate change
issue
- Produce a Radar Diagram (refer to Week 3 tutorial video)
showing the weights of the most significant factors
•Please make sure that you meet the deadlines set for this
assignment.
Extensions will only be allowed by using the CQU Assessment
Extension Request link in this Moodle web page.
•You must use the correct academic communication method to
write your explanation, including in-text references and a
reference list.
See the Academic Learning Centre Moodle web page in the
Moodle Support section on this web page if you do not know
how to do this.
Your submission should not exceed 1,000 word limit includes
all the text you enter, which also consists of in-text references
and the reference list.
Submissions made after the deadline will receive a 5% penalty
for each day late.
18
PPMP 20014
Complex Project Management
Lecture 5 for Week 5

12. By: Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
The purpose of these notes are to provide you (the lecturer) with
that means of being able to structure your presentation to
students.
It is expected that you will modify these notes according to your
requirements. Feel free to delete or change anything that you
want.
You can add new material. Modify the sequence within each
week, but you cannot change the overall weekly structure that
matches the topics as outlined in the Course Profile.
You could incorporate this material within a tutorial as well as
a lecture. It is entirely up to you. This is why I use the term
presentation, if you wish to use the same terminology with your
students, then that’s fine. But make sure you don’t give their
students these notes since they are addressed to you as the
lecturer and not the students taking the course.
1
PPMP20014
Complex Project Management
The week’s Readings and Study
2
Week 5 - Topic: Fear of Flying.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World

13. (2011)
Chapter 5 Fear of Flying by Stephen Carver and Harvey Maylor
Optional Readings:
Strategies for Managing the Structural and Dynamic
Consequences of Project Complexity
This week tutorial will present how to write a good essay,
How to structure your written assignment, what are the main
features to be included.
See the short video on Moodle
3
3
Chapter 5: Fear of Flying
by Stephen Carver and Harvey Maylor
Introduction
The Accidental Profession
Rethinking Project (and Program and Portfolio) Management
Understanding the Managerial Context
Stage 1—Being MODeST
Stage 2—Being Comprehensive
Stage 3—Trying To Be Useful!
Reflections on the Use of the Typology
Implications of Assessment of Complexities
The Nature of the Processes or Systems Required To Run the
Task
The Amount of Time and Effort Managing the Task Will Take
The Requirements of the Task Manager
Flying
Application of the Flying Analogy
Implications for Organizations
Conclusions

14. 4
4
Chapter 5: Fear of Flying by Stephen Carver and Harvey Maylor
The chapter 5:
Starts with the question “what makes projects difficult to
manage?”
Considers the structural and dynamic elements of complexity.
Classifies the experience and challenge of managers.
Applies an Analogy of Flying!
5
5
What makes Projects difficult to manage?
Structural and Dynamic elements
Frame them together and classify these elements.
Analogy of flying!
Success rate of projects still poor (32%)! Why do you think so?
Then, New way of managing projects is needed.
Rethinking PPPM;
Theory and Practice (what is the relationship!)
6
Rethinking between 20th and 21st Century!
Do the 21st century practitioners need same strategies as 20th
century ones.
Will they use same tools for different type of projects?
20th century project management focused on Heavy-Handed and
unintelligent application of tools.

15. New approach: Compliances versus convection!
This is Understanding the situation and work accordingly
One size does not fit all.
7
Recall the characteristics of complex projects
8
http://www.richardcorbridge.com/navigating-complex-
uncertain-world/. Access: Jan.2019
How can we correlate this to the complexity type?
9
(Semenova,2014)
Understanding the management context
What exactly cause complexity
Go deeper and think about particular cause and type of
complexity rather than general ones
This shows TWO types of complexity (Dynamic and Structural)!
What about the other complexities we studied? Are they
included within these two? Or they are different
What is the combination of Dynamic and Structural complexity?
How they introduced the analogy of flying to represent this
combination?

16. What is role of Project, Program, Portfolio Managers (PPM)
under different condition?
10
Understanding the Managerial Context!
What makes project complex to manage?
Does complex equal complicated?
11
The Four Possible Combinations
Four Different combination of structural and Dynamic complex,
resulting in matrix of complexity
12
How to deal with each condition
Analogy of Flying!
Being MODeST
Being Comprehensive
Trying to be Useful
13
1- Being MODeST
How Structural complexity can leads to Dynamic complexity?
14

17. Origin of Dynamic Complexity= Unstable Structural
15
When elements of Structural complexity change with time it
leads to Dynamic complexity
16
Unstable Structural complexity=Dynamic Complexity
17
Structural Complexity within the Project Complexity
2- Being Comprehensive
Levels of complexity:
1-Scale: How big is the task being undertaken
2-Uncertainity: Level of the unknown in tasks

18. 3- Pace: The time required for delivery compared the natural
time
4-Socio-political: The interaction between different parties
associated with tasks
18
3- Trying to be Useful!
What makes a task complex to manage?
19
Combination of Dynamic and Structural
Type A:
Well bounded Project with well defined structure, stakeholders
with minimum changes
Type B:
When many projects are linked together (program or Portfolio)
with high interconnected works. However, it seems simple to
manage
Type C:
As in ill defined requirements, stakeholders, technologies,
policy and environment. Frequent change is likely to happen
and traditional management may not work
Type D:
This might be a program and portfolio linked projects with high
level of uncertainty and ill design. Greater level of importance
20
Implications of assessing complexities

19. To assess how the task could be manage:
The nature of processes or systems required to run the task
The amount of time and effort managing the task
The requirements of the task manager
21
The Flying Analogy
The pilot Vs the project manager
The initiation Vs the journey planning
Flight rules Vs. project procedures
Interrelated flights Vs. complexity and programs
Clear runaway Vs. enough resources available
Place to land Vs. handing over
Air traffic controller are not pilots, can handle many flights at
once!
Weather Vs. risk
Radar Vs. Risk identification tools
Unexpected storms vs Unknowns unknowns
Severe weather leads to longer routs and Unexpected events
lead to extra resources
22
22
Flight/ project analogy
23

20. The four generic types of management
24
Type A:
The pilot can manage the venture and lead to the destination
Type B:
The air traffic controller model to ensure the coordination of
many projects and minimize the conflict between flights
Type C:
Fighter pilot needs planning skills as to accept some risk
Type D:
The war-room needs to manage external flights as well as
internal ones in a challenging environment. Prediction,
expecting, accepting high level of change
What type of pilot you are and Why?
25
The four generic types of management
For your written assignment!
Having identified the structural and dynamic matrix of project
complexity, can you place the Climate Change in this matrix?
What level of complexity you think the Climate change is?
Place it in this map and explain how this can be justified
Use the examples of cases studies
Page 64-65.
26

21. Questions?
27
Sheet1Assessment of the Complexity Level of Climate Change
Complexity Factor Descriptor and Points Project Complexity
Level Score Project stability Very LowLowMediumHighVery
High34-44The cost of the projectVery
HighHighMediumLowHigh23-33Number of activities and tasks
involved in climate changeVery
HighHighMediumLowMediumDec-22Stakeholders
involvementVery HighHighMediumLowLow0-11Implications of
the climate changeVery HighHighMediumLowNameEmail ID
(@cqumail.com)Q1Q2Q3Q4Q5Q6Q7Q8Q9
Q10Raghu[email protected]4523444523Santhan
Reddy[email protected]323444334Rahul
Reddy[email protected]5443433434Rohith
Reddy[email protected]3454344342Jyothi[email protected]
mail.com4532434434Venkatesh[email protected]4443535444An
il kumar deva[email protected]3543454335Pruthvi
gogineni[email protected]2354235444sravya
nalla[email protected]5233435435pavan kumar
Kamatham[email protected]4435453332Total
Score37383734373741373237ComplexityVery HighVery
HighVery HighVery HighVery HighVery HighVery HighVery
High HighVery High
37 38 37 34 37 37 41 37 32 37
mailto:[email protected]mailto:[email protected]mailto:[em
ail protected]mailto:[email protected]mailto:[email protected]m
ailto:[email protected]mailto:[email protected]%20mail.commai
lto:[email protected]%20mail.commailto:[email protected]mailt
o:[email protected]mailto:[email protected]
Sheet2
Sheet3

22. CLIMATE CHANGE
DISCUSSION FORUM 2PPMP 20014CLIMATE CHANGES
Student Name: Sri Divya Sahithi Ravuru
Student ID: 12062730
Campus: Melbourne
Climate Change
Climate change (CC) is one of the most complex issues in the
world. The effects of climate change are global in scope. Once
greenhouse gases are released into the atmosphere, it becomes a
global problem. The effects of climate change are
unprecedented in scale, and its impacts on human life are
significant. Effects of climate change range from the rise in sea
levels, long droughts and heat wave, flooding and
desertification. These impacts have an extensive effect on
human life and the environment. The impact of change in
rainfall variability, rising temperature, and heat wave in
Australia has an adverse effect on human health. Extreme
temperatures and heat waves in 2014 caused 167 deaths in
Victoria, Australia (Energy.gov.au, 2019). The effects of
climate change demonstrate the complexity of managing and
controlling the issue. Management of climate change requires a
massive pool of resource and time to mitigate it successfully.

23. The level of complexity of a project on climate change is very
high. The complexity assessment matrix above measures the
level complexity of various complex factors of climate change.
Some of the factors that were assessed include the degree
involvement of key stakeholders such as the government of
Australia in climate change, stability, the implication of the
project, the cost of pursuing the project on climate change and
several tasks and activities involved in the project. The project
complexity level ranged from Very Low, Low, Medium, High
and Very High. The project complexity factors that were very
high had a score 25-28. For instance, the cost of the project on
climate change, activities, and the implications of the project
are very. On the other hand, complexity factors with a score
ranging from 0-11 are low, and these include the stability of the
project on climate change.
Complexity Indicators
Complexity indicators of climate change show that level of
difficulty of the project. Different indicators are used to
measure the complexity of the project. First, there is the
stakeholder cohesion indicator which covers the communication
and interaction between different organizations and individuals
involved in climate change. Second, the project objective
measures the project’s alignment goals and goal-paths. Most
projects on climate change in Australia lack clear definition and
objectives. Also, the country lacks scientific technologies to
tackle the issue of climate change. The leadership team
involved in climate change is politically influenced, hence
jeopardizing the project. Another key complexity indicator of
climate change is the issue of social-cultural factors.
Organizations and individuals engaged in climate control in

24. Australia have different interests, opinions and loyalties hence
increasing the complexity of the project. Tools, processes,
methods, and techniques used in the project also contribute to
complexity.
Types of Complexity
There are four main types of complexity. These include
structural, technical, directional, and temporal complexity.
Structural complexity emanates from large projects that have
several interconnected parts while technical complexity is
caused by challenges in design and other technicalities.
Directional complexity of the project is caused by unclear goals
and conflicting objectives such as communication and cultural
barriers while temporal complexity defines the uncontrollable
scope of the project, impacts on the environment and
uncertainties.
Structural Complexity
The structural complexity of a project on climate change stems
from the fact that causes of climate change are interconnected.
The emission of greenhouse gases into the atmosphere causes
several environment effects. According to Grimm et al. (2013),
the effect of climate change increases the complexity of the
ecosystem structure. For instance, the combination of forest
fires and outbreak of insects causes a depreciation in forest
productivity while melting of sea ice and increase in
temperature results in loss of marine life (Grimm et al., 2013).
This demonstrates that interconnection of causes of climate
change increases the structural complexity of the project.
Technical Complexity
Technical complexity presents a challenge to a project on
climate change. Technical challenges stem from the fact that
there are no clear solutions to climate change. Although experts
have revealed that the effect of climate change is a threat to

25. humanity, no clear solutions have been developed to mitigate
the problem. According to Samuelson (2014), the world lack
necessary technologies to stop climate change and the debates
on climate change held by different quotas confuses more
instead of providing a clear solution. For instance,
environmental experts have argued that fossil fuel such coal,
natural gas, and oil are major emitters of carbon dioxide, but no
practical replacement have been developed hence increasing the
technical complexity of climate change.
Directional Complexity
There are several stakeholders involved in climate change
control. These stakeholders have different cultures, opinions,
loyalties, and interests. Therefore, their interaction leads to
unexpected directional challenges that make the issue of climate
change difficult to resolve. According to Cooke-Davies
(2011), the interaction of people from different backgrounds
results in unhelpful behaviors that increase the complexity of
the problem.
Temporal Complexity
The scope of climate change is uncontrollable. The effects of
climate change are global in scale and not restricted to a region.
Once greenhouse gases have been released into the atmosphere,
its impacts become global. Also, the effects of climate change
are temporal in the sense that they are unpredictable. Effects of
climate change such as hurricanes rainstorms and heat waves
are unpredictable and have adverse impacts on the environment.
Varieties that Leads to Climate Change
Several external varieties contribute to the complexity of
climate change. External factors that affect the complexity of
climate change include political influence, industrial, and social
factors. Political factors influence pro-climate change policies.
As the impact of climate change continues to mount in

26. Australia, there has been a political divide on those who accept
science and those who reject it. According to Beckmann &
Tarzia (2010), the issue of climate change is increasingly
viewed through a political perspective which undermines the
accuracy of the situation. Also, the involvement of different
industries in climate change control contributes to its
complexity. For instance, the involvement of fossil fuel
industries in climate change control leads to a conflict of
interest thus causing farther complexities. Moreover, there is a
common social belief that climate is caused by natural factors
and has nothing to do with human activities.
Although controlling and managing climate change is difficult,
it is necessary. If nothing is done about the issue, climate
change will be more costly in the future. Structural, technical,
directional and temporal complexities contribute to difficulty in
the management of climate change. It is important to control
political influence and industrial influence on climate change to
achieve the objectives of the project.
References
Beckmann, R. & Tarzia, M. (2010). The politics and science of
climate change. Retrieved from
https://www.aph.gov.au/About_Parliament/Parliamentary_Depar
tments/Parliamentary_Library/pubs/BriefingBook43p/polsciclim

27. atechange
Cooke-Davies, T. (2011, August). Aspects of complexity:
Managing projects in a complex world. Project Management
Institute.
Energy.gov.au. (2019). Climate change impacts in Australia.
Retrieved from https://www.environment.gov.au/climate-
change/climate-science-data/climate-science/impacts
Grimm, N. B., Chapin III, F. S., Bierwagen, B., Gonzalez, P.,
Groffman, P. M., Luo, Y., ... & Schimel, J. (2013). The impacts
of climate change on ecosystem structure and
function. Frontiers in Ecology and the Environment, 11(9), 474-
482.
Samuelson, J. R. (2014). Robert Samuelson: On climate change,
we have no solution. The Washington Post, retrieved from
https://www.washingtonpost.com/opinions/robert-samuelson-on-
climate-change-we-have-no-solution/2014/05/11/24d767c6-
d77d-11e3-95d3-
3bcd77cd4e11_story.html?noredirect=on&utm_term=.e40ea370
1994
2
2
sd 2.xlsx
Sheet1Assessment of the Complexity Level of Climate
ChangeComplexity FactorDescriptor and PointsProject
Complexity LevelScoreProject stabilityVery

28. LowLowMediumHighVery High34-44The cost of the
projectVery HighHighMediumLowHigh23-33Number of
activities and tasks involved in climate changeVery
HighHighMediumLowMediumDec-22Stakeholders
involvementVery HighHighMediumLowLow0-11Implications of
the climate changeVery HighHighMediumLowNameEmail ID
(@cqumail.com)Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Pranay
Bhushan120679394523444523Abdul
Razzak120791133234444334Rahul
Reddyrahulreddy.dandu5443433434Ravi
Reddyr.annapareddy3454344342Ganesh
Dandothikarg.dandothikar4532434434Rajiv
Yarlagaddarajiv.yarlagadda4443535444Santhan
Reddysanthanreddy.bandi3543454335Muhammed
Ishaq120756042354235444Vikram
Reddyv.katpaliy5233435435Sai Krishna
Narrasaikrishna.narra4435453332Total
Score37383734373741373237ComplexityVery HighVery
HighVery HighVery HighVery HighVery HighVery HighVery
HighHighVery High
Sheet1
Sheet2
Sheet3
Sheet1Assessment of the Complexity Level of Climate
ChangeComplexity FactorDescriptor and PointsProject
Complexity LevelScoreProject stabilityVery
LowLowMediumHighVery High34-44The cost of the
projectVery HighHighMediumLowHigh23-33Number of
activities and tasks involved in climate changeVery
HighHighMediumLowMediumDec-22Stakeholders
involvementVery HighHighMediumLowLow0-11Implications of
the climate changeVery HighHighMediumLowNameEmail ID
(@cqumail.com)Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Pranay
Bhushan120679394523444523Abdul
Razzak120791133234444334Rahul
Reddyrahulreddy.dandu5443433434Ravi

29. Reddyr.annapareddy3454344342Ganesh
Dandothikarg.dandothikar4532434434Rajiv
Yarlagaddarajiv.yarlagadda4443535444Santhan
Reddysanthanreddy.bandi3543454335Muhammed
Ishaq120756042354235444Vikram
Reddyv.katpaliy5233435435Sai Krishna
Narrasaikrishna.narra4435453332Total
Score37383734373741373237ComplexityVery HighVery
HighVery HighVery HighVery HighVery HighVery HighVery
HighHighVery High
Sheet1
Sheet2
Sheet3