Slides from the session I ran for APM PMO SIG at MMU business school on 12 Dec. (Most of the session was taken up with the simulation, but these slides cover some of the lessons you might learn as a project reviewer.)
3. Agenda
10 min -- Introductions
60 min -- Project review simulation
50 min -- Debrief (& models)
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4. Objectives
Explore project review process & the pressures it creates
Explore what support the PMO can give
Share experience and expertise
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6. People lose touch with reality
The single underlying cause for most project failures…
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7. Role of the reviewer…
… is to help people keep in touch with reality
PMI Research
About 75% of the things that go
wrong on projects, someone knew
about the issue but didn’t know how
to deal with / who to tell about it.
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8. Assessing project Airfix
24:1 scale model
(1 hour = 3 working days)
6 teams
Conduct a health check of
project Airfix
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9. Assessing project Airfix - Rules
1) You have
Project briefing
Team / resource list
Planning framework
2) Read briefing & identify who / what
you want to see over the 3 days
3) I will give document outlines &
interview notes in line with your
plan
4) Analyse notes and present findings
(2 mins)
5) Describe how you got these
findings
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10. Findings
2 minutes (= 45 mins in real time)
1. Present your key findings
2. Describe how you got to these findings
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11. Debrief
What was common to your findings? Different? Why?
What was common to your plans? Different? Why?
How did you feel during the exercise?
What was challenging?
What was confusing?
What was interesting?
How was this like real life? How did it differ?
How can the PMO help make reviews easier?
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12. Some possible learnings
Planning Analysis
Knowing who to talk to is tough Knowing what to look for is tough
You can’t cover everyone in You may need technical skills
limited time People will say conflicting stuff –
You will probably identify more you need to probe
people, documents, etc You can’t uncover every issue –
You need to time to analyse you have to focus
and frame an actionable report Balancing breadth versus depth
You have to pace yourself or is tough
you’ll burn out It’s easy to make inferences
based on limited information, or
to be overwhelmed with data
(And you didn’t have to deal with all the negotiating and so on that
happens when managing stakeholders)
There is never enough time!
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13. Some possible learnings
Data Gathering
Getting stakeholders together You may need depth for results
may mean they spark off each to be actionable – evidence
other adds to credibility and specific
details help action.
Two people may make slower
progress together initially (e.g. There’s always a risk that you’ll
interview coverage), but they miss stuff. This damages the
project and your credibility.
may also fill gaps in each
Don’t let this freeze you. Be
other’s coverage organised and open minded to
There’s always noise that you’ll minimize the risk.
need to untangle (if it was
obvious, others would have
covered it)
Organisations & teams have
inconsistent terminology
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14. Some thoughts
Which sources will give you a quick overview?
Review & project sponsors, programme manager
Risk register
Business case
Plans
Are the documents still current? Are they well maintained?
What does your experience tell you to look for?
Patterns in this company or industry?
Bad smells?
How do you hit the ground running?
Define charter up front
Clear process for data gathering, recording and analysis
Checklists to help with planning (what to look for, what to ask)
Heuristics and models to help you plan will buy time for data collection
and analysis
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15. Role of PMO
Establish context for regular reviews
Maintain review checklists and guidelines
Monitoring effectiveness
Tracking project-level actions
Supporting programme- and portfolio-level actions
Embedding lessons learned into organisational stds
Providing administrative support
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18. Types of Project Review
Timing Attributes
Event-based Objectives
Periodic Status
Ad hoc Risk
Quality
Degree of Independence Process
Independent assurance Compliance
Peer
Self-assessment Summative vs Formative
Degree of formality
Spectrum
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19. Gate or Regular Review?
Gate Review Regular Review
Depth • Tend to go deep into • Tend to be more
project status and issues lightweight
Trends • Infrequent • Regular reviews can
track trends
Reviewer • Takes time to get up to • Get to know the project
Overhead
speed
Project • Can be disruptive • Small but frequent
Overhead
disruption
Objectivity • Reviewers are well • Risk of going native
separated
Specialist • May be needed for deep • Can often spot trends
skills
review without them
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20. Peer review or independent assurance?
Peer Review Independent Assurance
Availability of • Must find time from own • Dedicated team
Reviewers
projects
Skills of • Non-specialist • Rigorous approach. Develop
Reviewers
skills in gathering evidence,
conducting interviews, etc
Understanding • Reviewers are managing • Reviewers risk losing touch.
of Projects
similar projects themselves.
Understanding • See many projects
of Issues
Relationship to • Open, friendly relationship • Risk being adversarial
Proj Team
Organisational • Good way to share • Risk focusing on assessing
Learning
experiences projects
Match to • Organisational learning • Executive info & assurance
Overall
Objectives
• Formative reviews • Summative reviews
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21. Independent Assurance or Peer Review?
Peer review Independent Assurance
Project team’s peers provide Dedicated team focused on reviews
outside perspective (people may rotate through it)
Probably take time off own projects Work across multiple projects in a
to do it (so it can be hard to get programme or portfolio (so need to
time from reviewers) manage availability for each project)
Provide advice and reality check to Probably focused on checking status
project manager (& sponsor?) (but may provide advice), reporting
to sponsor or external executives
Open and friendly, with emphasis May become adversarial – “project
on 2-way learning from their peers police” – and lose learning focus
Non-specialists may be Can develop review skills and
unstructured in approach, and methods, but need to overcome
reluctant to challenge peers team resistance
Dependent on team goodwill Have authority (if dangerous to use!)
May mix roles, but helps to be clear which hat you wear
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22. Independent Assurance or Peer Review?
Peer review Independent Assurance
Project team’s peers provide Dedicated team focused on reviews
outside perspective (people may rotate through it)
Probably take time off own projects Help across multiple projects in a
Work executives manage
Help the project team
to do it (so it can be hard to get programme or activities need to
manage the project external portfolio (so
time from reviewers) manage availability for each project)
Provide advice and reality check to Probably focused on checking status
project manager (& sponsor?) (but may provide advice), reporting
to sponsor or external executives
Open and friendly, with emphasis May become adversarial – “project
on 2-way learning from their peers police” – and lose learning focus
Non-specialists may be Can develop review skills and
Help sponsors manage interventions
unstructured in approach, and methods, but need to overcome
reluctant to challenge peers team resistance
Dependent on team goodwill Have authority (if dangerous to use!)
May mix roles, but helps to be clear which hat you wear
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23. Types of Project Review
You can mix up the types
Formal, independent gateways at key points during initiation
Regular peer reviews during execution
Occasional health checks
Self-assessments for low-risk projects or high-capability teams
Shift from objectives, risk and process to quality and status
How much to budget?
½ to 2%?
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24. Review process (Chapters 3, 4, 5)
Control parameters Criteria
Baseline Reference Feedback
Models to improve
reference
models
Inputs Review execution Outputs
Artefacts & other Analysis Loop
items to review, plus Go / No -go Improved
supporting details. decision. artefacts.
Recommendations to
improve review artefacts
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25. Analysis Loop (Chapter 6)
Raw Data
(e.g. Documents Structured Data
& Interviews) (e.g. Issues Log)
Analysis drives
additional data gathering
(e.g. to buy information on key risks) Analysis
&
Hypothesis
Generation
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26. Analysis Loop Raw Data
(e.g. Documents
& Interviews)
Structured Data
(e.g. Issues Log)
Iterations may be based on Analysis drives
additional data gathering
(e.g. to buy information on key risks) Analysis
Breadth then depth &
Hypothesis
Generation
Risk
Dependencies
…
Gather information into “issues log” for analysis and clustering
Hence build models of potential problems, and of information we
might gather to refine our understanding and confirm / disconfirm
Build traceability from problem to issues cluster to detailed issues
and their supporting notes
You’ll often start with some sort of hypothesis: be aware of biases
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28. Interview Protocol
Questions
Closed
Open
Clarifying
Metaquestions
Demonstrations
Use a mix of question types!
Directive or non-directive interviewing?
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29. Interviewing
Don’t be afraid of pauses and silences
LISTEN
Use note-taking to create space
Don’t let the protocol dominate
(I throw it away)
Have a plan, but follow the energy
Check opinions, assumptions and assertions: “what
leads you to believe that?”
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30. Observation
The ability to gather data is essential to assessment. Data comes in
a variety of forms other than documents & interviews:
Interaction
Body language
The environment
“You can observe a lot just by watching”
- Yogi Barra
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31. Checklists
Guide your activities – help avoid gaps, prioritise
Help capture learning
Checklists on disk
Project review
Sponsor Interview
Business Case
Project Process / Policy
Boundary Definition
Plan Review
Project Manager
Diagnostics
(These are starting points. They’re not complete – adapt for your context)
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32. Assurance as an information conduit
Project teams often have
problems communicating key messages:
Lack savvy
Lack credibility
Lack access
Assurance teams can help them frame their messages and
communicate them effectively
Likewise, sponsors often have trouble picking the critical information
from the mass of stuff that comes their way
Assurance teams can help them recognise key information and
frame appropriate interventions
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