WEBVTT

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Welcome to TrueTroop.

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I'm Paul.

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If project planning is new to you, this

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is a good place to begin.

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We will learn ten basic ideas using one

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simple example: a council building a new

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school.

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We will call it Riverside School.

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The school, dates and figures are

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teaching examples.

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You do not need to open any software or

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remember complicated calculations.

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Listen for what each term means, picture

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the example, and connect it to something

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you already understand.

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Let's start with the word project.

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A project is a temporary piece of work

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undertaken to deliver a specific, unique

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result.

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Temporary means the project has a

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beginning and an end.

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It does not mean the result is only

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useful for a short time.

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Building Riverside School is a project.

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The work starts with an agreed need and

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ends when the agreed school and handover

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requirements have been delivered.

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The building may then serve children for

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many years.

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Running lessons in the school every week

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is different: that is ongoing

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operational work.

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A useful question is, are we creating or

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changing something through a defined

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piece of work?

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If so, we may be looking at a project.

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Remember: a project delivers a

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particular result.

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A programme brings related projects and

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change activities together so they can

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achieve a wider benefit.

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Managing the work together helps the

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organisation coordinate decisions,

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resources and the changes people need to

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make.

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Imagine that the council wants to

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improve access to education.

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Building Riverside School is one

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project.

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Refurbishing two existing schools is

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another.

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Introducing a shared teaching technology

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system is a third.

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Training staff to use the new facilities

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also supports the change.

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Together, these activities could form an

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education improvement programme.

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The shared benefit is better education

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provision, not simply three completed

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construction or technology projects.

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In American English, this management

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term is usually written program.

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The central idea is the same: related

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changes managed together.

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A portfolio is a collection of projects

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and programmes managed to support an

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organisation's priorities.

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The individual investments do not all

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have to be related to one another.

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Our council may invest in better

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schools, safer roads and new housing.

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Those activities have different

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immediate purposes, but they all support

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the council's wider plans for the

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community.

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They can therefore sit within its

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investment portfolio.

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Portfolio decisions include choosing

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which investments to fund and balancing

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limited money and people across them.

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A portfolio is not simply a very large

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project.

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Think of it as the organisation's wider

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collection of chosen investments.

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Some projects sit within programmes.

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Others may sit directly within a

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portfolio.

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Let's connect those three words using

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Riverside School.

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Building the school is the project.

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Improving education through several

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related projects and changes is the

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programme.

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The council's wider collection of

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education, roads and housing investments

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is the portfolio.

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These are three different views of the

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work.

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At project level, the team asks, how

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will we deliver this school?

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At programme level, the team asks, how

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will these related changes improve

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education together?

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At portfolio level, the organisation

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asks, which investments best support our

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priorities with the resources we have?

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This example shows one possible

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arrangement.

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Not every project must belong to a

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programme.

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For now, remember the school, the

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education improvement programme, and the

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council investment portfolio.

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The project life cycle is the set of

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stages a project passes through from its

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initial idea to completion.

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It helps the team understand where the

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project is and what needs to happen

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next.

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For Riverside School, a simple example

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has four stages.

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First, identify the need and decide

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whether the project should go ahead.

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Second, plan and design the school.

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Third, carry out the delivery work,

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including construction and the required

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checks.

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Fourth, complete handover and close the

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project.

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Different organisations use different

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stage names, and some stages may

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overlap.

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Monitoring and control take place

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throughout the journey.

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The important idea is that a project

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develops through stages; it does not

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begin and end with the construction work

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alone.

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Scope describes the agreed work and

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deliverables included in the project.

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It also makes the boundaries clear: what

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is included, and what is excluded?

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Imagine the agreed scope for Riverside

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School includes six classrooms, toilets,

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an office and a playground.

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A sports hall is not included.

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If somebody later asks for a sports

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hall, that request changes the agreed

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scope.

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The team needs to assess the effect and

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obtain the required approval.

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Clear scope helps people estimate time,

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cost and resources.

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It also reduces misunderstandings about

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what the finished project should

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contain.

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When you hear the word scope, ask a

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simple question: exactly what have we

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agreed to deliver?

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Do not assume that everybody has the

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same picture in mind.

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A deliverable is an identifiable output

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that the project must produce.

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It could be something physical, a

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document, a system or another agreed

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result.

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At Riverside School, a completed

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classroom is a deliverable.

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An approved design drawing can also be a

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deliverable.

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So can the handover pack that explains

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how the building should be operated and

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maintained.

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Deliverables help us describe what

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successful completion looks like.

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Compare the words work and output.

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Installing classroom windows is work.

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The installed, accepted windows are an

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output of that work.

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Later, we will use activities to

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describe the tasks needed to produce

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deliverables.

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For now, remember that a deliverable is

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something the project produces and that

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its required completion or acceptance

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conditions should be clear.

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Stakeholders are people or organisations

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that can influence the project, are

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involved in it, or are affected by its

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outcome.

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They do not all work for the project

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team.

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At Riverside School, the council

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provides funding and direction.

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Teachers need classrooms that support

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teaching.

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The contractor carries out the building

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work.

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Pupils will use the school, and

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neighbours may be affected by

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construction traffic and noise.

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These are all examples of stakeholders.

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Their needs and influence will differ.

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The planner may need information or

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decisions from several of them before

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the schedule can be realistic.

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You do not need a complicated

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stakeholder chart yet.

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Start by asking: who can affect this

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project, who is affected by it, and

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whose input do we need?

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A constraint is a requirement or limit

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within which the project must operate.

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Three familiar project limits concern

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scope, time and cost.

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The required quality must also be

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achieved.

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For our school, scope could mean six

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classrooms and the agreed supporting

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facilities.

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Time could mean being ready for the new

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school year.

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Cost means staying within the authorised

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budget.

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If the client adds two classrooms, the

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team should consider whether more time,

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more money or a different delivery

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approach is needed.

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Changing one part can affect the others.

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It would not be sensible simply to

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promise more work in the same time with

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the same resources without checking.

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Quality requirements still apply.

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Remember: what must we deliver, by when,

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and within what budget?

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These broad project constraints are

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different from the date constraints we

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will introduce in P-six later.

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Resources are the people, equipment and

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materials needed to carry out the work.

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When planning an activity, we need to

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consider what resources it requires and

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whether those resources will be

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available.

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For example, building a wall at

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Riverside School may require a

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bricklaying crew, suitable access

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equipment, bricks and mortar.

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Having materials on site does not help

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if the required people are unavailable.

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Equally, a crew cannot install windows

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that have not arrived.

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Resource availability can therefore

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limit when work can happen.

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We will learn the practical details in

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class.

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At this stage, remember the three

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everyday categories: people, equipment

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and materials.

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Before accepting a planned date, ask

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whether the resources needed to achieve

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it are actually available.

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You now have the basic language.

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A project delivers a particular result.

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A programme coordinates related changes.

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A portfolio brings investments together

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around wider priorities.

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A project moves through a life cycle,

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has a defined scope, produces

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deliverables and involves stakeholders.

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It also needs resources and must work

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within limits.

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Think back to Riverside School: what are

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we delivering, for whom, with what

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resources, and within which limits?

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When you are ready, click the quiz

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button below the video.

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You will have ten minutes to answer ten

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questions and download your results.

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After submitting them, you can continue

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to Lesson Two.