Breakthrough Technology Project Management 2nd ed Edition Bennet P. Lientz
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- 5. Breakthrough Technology Project Management 2nd ed Edition Bennet P. Lientz Digital Instant Download Author(s): Bennet P. Lientz, Kathryn P. Rea ISBN(s): 9780124499683, 0124499686 Edition: 2nd ed File Details: PDF, 6.92 MB Year: 2001 Language: english
- 7. E-BusinessSolutions Bennet P. Lientz and Kathryn P. Rea Series Editors The list of titles in this series includes: Start Right in E-Business Dynamic E-Business ImplementationManagement BreakthroughTechnology Project Management,2nd ed. Grow Your E-Business for Success
- 8. Breakthrough Technology Project Management Second Edition Bennet P. Lientz John E. Anderson School of Management University of California,Los Angeles Kathryn P. Rea TheConsulting Edge, Inc. Beuerly Hills, California E I N E M A N N l P = - = San Diego Sun Francisco New York Boston London Sydney Tokyo
- 9. Butterworth-Heinemannis an imprint of ElsevierScience. Copyright O 2001,2000 by ElsevierScience (USA) All rights reserved. No part of this publicationmay be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,or otherwise,without the prior writtenpermission of the publisher. Permissions may be soughtdirectly from Elsevier's Science & Technology fights Department in Oxford, UK: phone: (+44) 1865 843830, fax: (+44) 1865 853333,e-mail: permissions@elsevier.co.uk. You may also completeyour request on-linevia the ElsevierScience homepage (http://www.elsevier.com), by selecting'Customer Support' and then 'Obtaining Permissions'. @ This bookis printed on acid-freepaper. Libraryof Congress Cataloging-in-PublicationData A catalog record for this book is availablefrom the Library of Congress. ISBN 0-12-449968-6 The publisheroffers special discountson bulk orders of this book. For information,please contact: Manager of SpecialSales Elsevier Science 200 Wheeler Road Burlington, MA 01803 Tel: 781-313-4700 Fax: 781-313-4802 For informationon all Buttenvorth-Heinemannpublications available,contact our World Wide Web homepage at http://www.bh.com Printedin the United States of America
- 10. Contents Preface xvii I About the Authors xxv I Part I Improving P L - - L . . - I the roject Manage Lrlayrer I Introduction Project Management Concepts 3 Definitions 3 DifferencesbetweenStandard and IT Projects 5 Trends in Business 6 Trends in Technology 7 Trends in Systems 7 Trends in ProjectManagement 8 Common Systems Project Management Myths 9 Why IT Projects Fail 11 Traditional Project Process 11 Twenty-Six Reasons That Systems Projects Fail 12 Guidelines forSuccess 15 Modem Project Management Process 15 Why Projects Succeed 16 Organization of the Book 17 E-BusinessLessons Learned 17 What to Do Next 18 Summary 19
- 11. vi Contents Chapter 2 Developing Your Project Management Process and Strategy Introduction 21 Approach 22 Step 1: Establish Basic Components of the Project Management Process 23 Step 2: Define Critical Business Processes and Activities as Well as the System Architectureand Process Plans 26 Step 3: Review All Current Projects and Associate Them with the Process Plans and Architecture 26 Step 4: Develop Project Conceptsfor New Project Ideas and Current Projects 27 Step 5: Analyze and Relate All Project Concepts 28 Step 6: Determine Which Projects Will Be Approved for Implementation 28 Step 7: Develop Detailed Project Plans for Approved Projects and Begin Work 29 Step 8: Manage, Monitor, and Report on the Project Slate 29 Step 9: Develop and ImplementCriteria for Project Ending and Termination 30 Transition to the New Project Management Process 30 Marketingthe New Project Management Process 31 Example: Beaumont Insurance 33 E-Business Lessons Learned 35 Guidelines 36 What to Do Next 37 Summary 37 Chapter 3 Managing Multiple Projects and the Project Slate Introduction 39 Approach 41 Categoriesof Interdependence 41 Assessment of Current Projects 43 Planning across Multiple Projects 47 Setting Priorities and the Project Slate 47 Example: Astro Bank 52
- 12. Contents E-BusinessLessons Learned 54 Guidelines 54 What to Do Next 55 Summary 55 Part I1 Developing Your Project Plans Chapter 4 The Project Concept Introduction 59 Approach 60 What Is in the Project Concept? 60 Conceiving of a Project 61 Step 1: Define Alternativesfor the Project Objectives 64 Step 2: Determine Alternativesfor the Scope of the Project 65 Step 3: Prepare AlternativeSchedules,Costs, and Benefits 68 Step 4: Define the Role for the Alternatives 69 Step 5: Analyze the Results of Steps 1-4 and Determinethe Recommended Project Concept 70 Step 6: Identify Initial Issues 70 Step 7: Obtain Management Feedback and Commitment 71 Example: Astro Bank 72 E-Business Lessons Learned 74 Guidelines 74 What to Do Next 75 Summary 75 Chapter 5 The Right Project Leader Introduction 77 Approach 78 What Should You Look for in a Project Leader? 78 How Do You Find and Select Project Managers? 80 What Are the Duties of a Modern Project Leader? 81 How Do the Duties Shift during the Life of the Project? 85 vii
- 13. Contents What Does a Project Leader Need to Know? 85 How Do You Become a Project Leader? 86 What Is the Role of a Superproject Leader? 86 How Do the Responsibilities of a Manager of a Small Systems Project Differ from That of a Large Project? 87 What Is the Role of the Project Coordinator? 88 What Are the Role and Suitabilityof the Project Office? 88 Can a Project Leader Manage Multiple Projects? 89 Sources of Failure for a Project Leader 90 Success for a Project Leader 91 How Do You Measure a Project Leader? 92 Examplesof Project Leaders 92 Project Leaders in Manufacturing 92 General Systems Project Leader 93 E-Business Lessons Learned 93 Guidelines 94 What to Do Next 94 Summary 95 Chapter 6 Building the Project Team Introduction 97 Approach 99 What Are the Responsibilities of Team Members? 99 What Skills Do You Require for the Team- by Phase? 99 When Should You Form the Team? 100 How Do You Get Team Members? 101 Should You Use Consultants? 101 How Should You Hire and Direct Consultants? 103 Team Dynamics 104 Sharing Team Members between Projects 105 Common Team Problems 106 ManagingTeams 108 How Do You Keep Team Members? 109 How Do You Discharge and Replace Team Members? 109 Example: Astro Bank 110 E-BusinessLessons Learned 111 Guidelines 111 What to Do Next 113 Summary 113
- 14. Contents Chapter 7 Developing the Project Plan Introduction 115 Approach 116 What Information Must Be Managed? 116 What Methods and Tools Will Be Employed for Project Management? 116 What Methods and Tools Will Be Used Directly in the Project? 119 How Do Templates, Issues, LessonsLearned, and the Plan Link? 120 How Should You Develop ProjectTemplates? 121 How Do You Establish an Effective and Flexible Task List? 121 How Should You Assign Resources? 123 How Do You Relate Areas of Risk to the Plan? 123 How Should You EstablishDates and Durations? 124 How Should You Link Projects? 124 How Do You Create the Project Budget? 125 How Do You DetermineBenefits? 128 How Should You EstablishMultiple Projects? 128 How Do You Establish a Baseline Plan? 128 How Do You Sell the Plan? 129 How Do You Fix an Existing Schedule? 130 Example: ElectronicCommerce 131 E-Business LessonsLearned 131 Guidelines 132 What to Do Next 132 Summary 133 Part I11 Managing p r o * Chapter 8 Effective Project Tracking and Coordination Introduction 137 Approach 138 How Do You Identify and ManageIssues? 138 How Do You Measure Open Issues? 139
- 15. Contents What General Issues AnalysisDo You Perform? 140 How Do You Measure the Work in a Systems and Technology Project? 141 How Do You Analyze a Project? 143 How Do You Perform Budget versus Actual Analysis? 146 How Do You Track MultipleProjects? 146 How Should You CommunicateEffectively with Management? 147 How Do You Cope with a Project Crisis? 152 How Can You EffectivelyEmploy Lessons Learned? 152 Example: Beaumont Insurance 153 E-Business Lessons Learned 153 Guidelines 154 What to Do Next 155 Summary 155 Chapter9 Software Development Introduction 157 Modem versus Traditional Development 157 Methods and Tools 158 Approach 159 Requirementsfor a Development Approach 159 Steps in a Development Approach 160 Step 1: Understand the Current Business Process and Systems 161 Step 2: Define the New or Modified Business Process 163 Step 3: Determine the Benefits, User Requirements, and System Requirements 165 Step 4: Design the New Transactions, System, and Interfaces 168 Step 5: Develop, Integrate, and Test the System 169 Step 6: PrepareOperations Manuals, TrainingMaterials, and Operations Procedures 170 Step 7: Convert and Set Up the System and Process for Operation 170 Step 8: Convert to the New Process and System 171 Example: Arcadia Health Services 171 E-Business Lessons Learned 173 Guidelines 173
- 16. Contents What to Do Next 174 Summary 174 Chapter 10 Operations, Maintenance, and Enhancement Introduction 175 Approach 177 A Proactive Management Approach 177 Step 1: Measure Information Systems Allocations 179 Step 2: Develop Process Plans for Key Processes 181 Step 3: Create a Strategic Systems Plan 183 Step 4: Construct Departmental Systems Plans 184 Step 5: Set the Slate of Work 184 Step 6: Follow Through on the Work 188 Example: Rapid Energy Company 190 E-BusinessLessons Learned 190 Guidelines 191 What to Do Next 191 Summary 192 Chapter 1 1 Software Packages Introduction 193 Approach 195 Steps in Implementation 195 Step 1: Assess Your Current Systems, Processes, and Technology 196 Step 2: EvaluateSoftwarePackages and Support Requirements 198 Step 3: Select the Package and Negotiate the Contract Step 4: Install the Software and Conduct a Pilot Project Step 5: Undertake Full-ScaleImplementation 209 Examples 210 South County- A Near Disaster 210 Vixen Manufacturing 211 E-BusinessLessons Learned 212 Guidelines 212 What to Do Next 213 Summary 213
- 17. xii Contents Chapter 12 TechnologyProjects Introduction 215 Approach 216 Your Information Systems and Technology Architecture 216 Risks in TechnologyProjects 218 Costs and Benefits of TechnologyProjects 219 Steps in a TechnologyProject 220 Step 1: DetermineTechnology Opportunities 221 Step 2: Define the Long-Term Architecture 222 Step 3: Develop a TechnologyProject Strategy 223 Step 4: Evaluate and Select Products 225 Step 5: Develop the Project Plan 226 Step 6: Implement the Technology 227 Step 7: Measurethe Project Results 227 ThingsThat Go Wrong and What to Do about Them 228 Examples 230 Electronic Commerce 230 Groupware 230 IntranetIInternet 231 E-Business Lessons Learned 231 Guidelines 232 What to Do Next 232 Summary 233 Part IV How to Successfully Address Project Issues Chapter13 Business Issues Introduction 237 Issues 237 Issue: The Business Unit Changes Requirements Frequently 237 Issue: The Business Unit Does Not Provide Good People for the Project 239 Issue: The Business Unit Is Unwilling to Change the BusinessProcess 240
- 18. Contents Issue: Several Business Units Cannot Agree among Themselves 241 Issue: The Business Unit Cannot Consistently Resolve Issues 242 Issue: The Business Unit Staff Members Do Not Know the Business Process 242 Issue: The Existing Business Process Is in Poor Condition 243 Issue: MiddleLevel Business Unit Management Resists Change and the System 244 Issue: The Business Unit Attempts to Dominate the Project 245 Issue: The BusinessUnit View Does Not Fit with That of Upper Management or the Industry 246 Issue: Business Unit Managers and Staff Lack Technical Knowledge 247 Issue: Business Unit Management Is Replaced 248 Issue: The BusinessUnit Has No Interest in the Project 248 Issue: Other Work or Projects Have Higher Priority for the Business Unit Than Your Project Does 249 Issue: The Business Unit Has ExistingTechnologyThat Conflicts with That of the Project 250 What to Do Next 251 Summary 251 Chapter14 Human ResourceIssues Introduction 253 Issues 253 Issue: Turnoverof Project Team Members 253 Issue: Lack of Commitment 256 Issue: Lack of Knowledge 257 Issue: Team Members Are Inflexible 258 Issue: Team Members Resist Project Management 260 Issue: Conflicts within the Team 260 Issue: Team Members Spend Too Much Time on the Wrong Tasks 261 Issue: Team Members Are Overcommitted to Projects 262 Issue: There Is a Personnel Gap-Missing Skills 263 Issue: A Team Member Is Reluctant to Leave the Project 264 Issue: Team Members Spend Too Much Time in Communications 264
- 19. xiv Contents Issue: A Team Member Resists Learning New Skills 265 Issue: A Team Member Leaves, Producing a Gap 267 Issue: The Quality of a Team Member's Work Is Inadequate 268 Issue: There Is Conflict between Junior and Senior Staff 269 Issue: The New Team Member Does Not Fit 270 What to Do Next 271 Chapter 15 Management Issues Introduction 273 Issues 273 Issue: ManagementChanges Direction of the Project 273 Issue: ManagementLoses Interest 274 Issue: Key Manager Who Supported the Project Leaves 275 Issue: Management ExpandsScope 276 Issue: There Is No Will to Allocate Resources 276 Issue: Management Rules by Consensus 277 Issue: Management Locks onto Hot Topics 278 Issue: Management Adopts a Specific Packageand Jams It Down Everyone's Throat 278 Issue: Management Listens Too Much to Consultants 279 Issue: Management Wants to Change E-Business Priorities 280 Issue: MarketingDefines New E-BusinessInitiatives with ManagementSupport 281 What to Do Next 282 Summary 282 Chapter 16 Technical Issues Introduction 283 Issues 283 Issue: Legacy System Support Is Too Resource Intensive 283 Issue: There Is a Lack of Available Training for Staff 284 Issue: The Technology Requires a Leaming Curve That Is Too Long 285 Issue: There Is a Lack of Experienceand Knowledge of the Technology 286 Issue: The Technology Does Not Work 287 Issue: Ordering and Delivery of the Technology Are Delayed 288
- 20. Contents Issue: A New Version of the TechnologyWill Be AvailableSoon 289 Issue: There Is a Lack of Support for Interfaces to ExistingTechnology 290 Issue: There Is a Gap in the Technology 290 Issue: The Pilot Results from the TechnologyWere Not Successful 291 Issue: The Performanceof the Technology Is Not Satisfactory 292 Issue: Features Are Missing 293 Issue: The Technologyin Use Is Obsolete 294 Issue: The TechnologyIs Not Scalable to Handle the Workload 295 Issue: The Wrong Directionin TechnologyWas Taken 296 What to Do Next 297 Summary 297 Chapter17 Vendor and Consultant Issues Introduction 299 Issues 299 Issue: There Is a Lack of Support from the Vendor 299 Issue: The Vendor Attempts to Take Over the Project 301 Issue: The Vendor Delivers Something Differentfrom What Was Promised 302 Issue: The Vendor Provides the Wrong Staff 303 Issue: The Vendor Takes a Different Business Direction, Leaving You Adrift 304 Issue: The Vendor's Staff Members Are Absent from the Project Too Much 305 Issue: The Vendor's Work Is of Poor Quality 306 Issue: The Vendor's Skills Are Insufficient,Producing a Gap 306 Issue: The Vendor's Staff Members Seem to Remain on the Project Forever 307 Issue: There Is No Committed Schedulefrom the Vendor 308 Issue: There Is SubstantialTurnover of Vendor Staff Assigned to the Project 309 Issue: There Are Delays in Vendor Responses to Problems,Affecting the Project 310 Issue: The Vendor's Staff Members Are Locked into Their Own Methods, Which Are Incompatiblewith the Project 311 Issue: The Project Is Overdependent on the Vendor 312
- 21. xvi Issue: Vendors Don't Cooperateamong Themselves 312 Issue: Vendor Subcontracts Out the Work and Then Disappears 313 Issue: Vendor Uses What It Did on Your Project with Its Next Client 314 Issue: Vendor Turns Over Work ProductsThat Are Not Usable 315 What to Do Next 315 Summary 316 Chapter18 How to Implement Improved Project Management Introduction 317 Approach 317 Quick Hit ImplementationSteps 317 Intermediate-Term Actions 320 Long-Term Steps 321 Points of PotentialResistance and What to Do 323 Summary 324 Bibliography 325 Web Sites 327 Appendix 1: The Magic Cross Reference 329 Appendix 2: Issues Checklist 333 Index 337 Contents
- 22. Preface INFORMATIONTECHNOLOGY (IT)PROJECTS FAIL TOO OFTEN Studies repeatedly point out that 30 to 45% of systems projects fail prior to completion.Over half of all systems projectsoverrun their budgets and schedules by 200% or more. Combined costs of failure and overruns total in the hundreds of billions of dollars. Failures and problems continue, despite improved tools and technology.Data also indicatethat the failed projectswere viewed as critically im- portant by management. FAILURE STATISTICS ARE STAGGERING The resultsof severalsurveyswere published in Computerworld,a leadingsys- tems magazine. Here are some of their results: Failed systems projectscost more than $100 billion per year. One of every two projectsoverruns its budget by 180% or more. A survey of what was missing in the project management process indicated the following: Project office--42% Integrated methods--41% Trainingand mentoring-38% Policies and procedures-35% Implementationplans-23% Executive support-22% xvii
- 23. WHY ARE IT PROJECTSDIFFERENT FROM PROJECTSOF THE PAST? Many of the methods and techniques of the past are still being used today, even though the technology, methods, management, and entire environmenthave changed.Some of the differences are listed in the following table. Factor Traditional Modem Focus Managementattention Staffinglresources Project Staffing Milestones Project status Large projects Small projects Risk Lessonslearned Managementexpectations IT projects Single project Critical path Full timeldedicated Side by side to business Best people Assume that they can be reviewed Budget versus actual;% complete Divide by organization Often not treatedas project Often treatedin a fuzzy way Each project treated as unique so that lessons learned are not stressed Moderate Critical to departments Multipleprojects Management;critical path focusingon risk and issues Part-timelhll-time mix,shared Processesand systems are linked Average peoplewith energy Reviews must be selective due to time and resources Unresolved issues; future tasks with risk and issues Divide by risk Includeas projects Treated tangibly through issues Major emphasison lessons learned High Critical to the enterprise There is a need to update the project managementapproach to reflect the modem environment. Systems and technology implementationand support are complex and involve many elements, necessitatingplanning and project management. Managementfor these projects is different from that for some standard projects in industries such as construction and engineering.The projects often involve new technology with which the project team is unfamiliar.The projects includeinterfaces with existing systems and other,incompatibletechnologies. Integrationis often required. Given that many peopletreat softwaredevelopment and programming as an art,it is easy to see why systems projectsbecomeeven more complex. Nor are the requirements for the systems stable. Business, technology, and externallygenerated changes can arise in the middle of the project. Systems projects require extensivecooperation between business units, informationtechnology,and management. Therefore, it is not surprising that half of client-server projects fail or that al- most as many reengineering projects suffer the same fate. Managers at more than 60%of the firms in one survey thought that they had implemented purchased soft- ware packages incorrectly and had achieved little or no benefit. Firms indicatethat when afailureoccurs, the direct lossescan be in the millions of dollarsand the total
- 24. Preface xix indirect losses in business are often much more (because the f i r m was depending on the results of the completed projects for revenue or for cost reductions). E-BUSINESS FAILURE IS SIGNIFICANT There is no doubt thate-businessis a majorforceand trend for theearly 21stcen- tury.The benefits of e-businessare well known in all of the media. However, many don't want to discussthe dark side---business failures.Most of these are not pub- licized. After all, what would happen to a company's stock price if the failure were widely known?Some of the causes of e-business failure are the following: E-business implementation is treated like a traditionalproject-a bad idea. The scope of the e-business effort is defined as IT only. Business process and organizational change are not included. There is an inadequateprovision for change in direction.The project is in- flexible to change. This book addresses these issues and more. Most chapters include a section with e-business guidelines. WHY DO MANY TECHNOLOGYPROJECTSFAIL? Why do so many technologyand systems fail?Why don't people learnfrom their mistakes and those of others? Complexity is part of the answer. Also, people get caught upin theirwork.They movefromoneprojector piece of workto thenext. Al- though they continue to use many of the same tools, they do not gather or apply lessons learned. Werethis notenough,managementand thebusinessdependon tech- nology today as never before. Technologiesnot only must be implemented correctly but alsomust be integrated. Thebarsof standards and expectations have been raised. Failure also occurs because people manage technology projects the same way they manage other projects. However, technology projects are different. The dura- tion of the project can be long. During that time, the technology advancesand can affect the project. The requirementsof the businesscan change. Typically, technol- ogy projectsare not carried out from scratch. The new project must always be inte- gratedinto thefabricof thecurrent systems and technology-called thearchitecture in this book. As part of the project, the projectteam members may have to learn the technology as they go. These characteristicsare different from what oneencounters when building bridges, launching new products, or undertaking other, more com- mon projects.On the other hand, many of the lessonslearnedfrom the project man- agement can be applied to systems and technology projects. Another reason for failure is that projects are managed singly-like disjoint construction projects. This does not work for technology because (1)the projects
- 25. xx Preface are often interdependent,(2) many projects depend on the same technology and resources, and (3) issues that cross many projects are resolved in contradictoryor conflicting ways between projects.A fundamentaltheme of this book is that tech- nology projectsmust be managed as a whole, not as individualprojects. WHAT ARE THE BENEFITS OF PROJECTSUCCESS? With all of this t a l k about failure, why do projects at all? There are many rea- sons, includingcomplexity,duration of the work, and the need for organizationof the work. If you are successful in better managing single and multiple projects, experienceand lessons learned point to the following benefits: There are greater benefits to the business, becausethe purpose and scope are set and supported to providetangible business benefits. Risk can be minimized and managed better because all projectsare being managed collectively as well as individually. Resources are better managed, utilization increases,and critical resources can be spread across multiple projects. There are fewer surprises in project work and schedules, allowing more predictability. You get more productivity and results from investmentin technology and systems. PURPOSE AND SCOPE OF THE BOOK The purposeof this book is to answer the following questions: How can the overall technology project management process be improved? Which systems projects should be given resources and approved for action? How can you better manage all systems and technology projectstogether? How can individualprojects be better managed and more successful? What are specific guidelines for managing different types of projects? The scope of the book includesthese and other technology areas and addresses these questions: What projects should be approved? How do you formulate and start projectseffectively? How do you manage single and multiple projects? How do you identify, analyze, and address specific project issues? How do you communicateeffectively with management, team members, staff, and vendors to obtain results?
- 26. Discovering Diverse Content Through Random Scribd Documents
- 27. Swift, 321, 322 Swimmerets of crayfish and lobster, 373, 375 Sycamore, 157, 158; buds of, 56, 60; fruit of, 3, 8, 171, 173; leaves of, 38, 42, 58, 157, 158; seeds of, 3, 8, 11, 13 Tadpoles, 341, 344 Tail, of rabbit, 215; of tadpole, 346, 347 Teeth, of cat, 246, 255; of dog, 248, 255; of frog, 333, 336; of rabbit, 219; of sheep, 257, 259 Tendrils, 43, 76, 79 Tentacles of snail, 379, 382 Thistle, 112, 114 Thorax, of cockroach, 350, 353; of rabbit, 218 Thorns, 75, 78 Throstle, 301, 303 Thrush, 301, 303; family, 301, 303; missel, 302, 306 Thyme, 118 Tiger-moth, 364, 369 Timothy grass, 132, 135, 136 Toadstools, 204, 206 Tongue, of cat, 246, 252; of frog, 333, 336
- 28. Tuber, 81, 84, 191, 194 Tumbler pigeon, 279 Turnip, 94, 95 Twining stems, 76, 79, 80 Valves, of heart, 236, 238, 239; of veins, 235, 239 Vapourer-moth, 364, 369 Vegetable marrow, seed of, 3, 7, 11, 14; fruit of, 176, 179 Vegetable mould, formation of, by earthworms, 384, 386 Veins, of leaves, 37, 39; valves of, 235, 239 Ventral, 217 Ventricles of heart, 235, 237 Vertebrae, of pigeon, 269; of rabbit, 223, 227 Vertebral column, 217, 222, 227 Vertebrates, 220, 355 Vetch, 100 Violet, fruit of, 166, 169 Wallflower, 88, 89; family, 93, 94; fruit of, 165, 167 Warren of rabbit, 211, 214 Water, amount of, in plants, 26; culture, 27; dropwort, 108; hemlock, 108 Wheat seed, 18, 19; germination of, 21
- 29. Whiskers, of bat, 256; of cat, 246, 250; of rabbit, 217 White, mould, 207, 208; of egg, 283, 285 Wild oat, 133, 136 Willow, 150; fruit of, 171, 173 Windhover, 329, 331 Wind-sown seed, 172 Wing-covers, of cockroach, 350, 354; of beetles, 358, 359, 362 Winged seeds, 174 Wings, of bat, 257; of cockroach, 350, 353; of pea flower, 100, 102; of pigeon, 266, 270, 273 Wood 70, 71, 72; avens, fruit of, 174, 177; louse, 377 Wool, 257, 258 “Woolly bear,” 364, 369 Worm castings, 384, 386 Worms, 383 Yellowoat Grass, 137 Yolk of hen’s egg, 283, 285 Yorkshire fog, 125, 132, 136 GLASGOW: PRINTED AT THE UNIVERSITY PRESS BY ROBERT MACLEHOSE AND CO. LTD.
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- 36. MACMILLAN’S NEW GLOBE READERS. Primer I., 4d. Primer II., 5d. Infant Reader I., 6d. Infant Reader II., 8d. Book I., 10d. Book II., 1s. Book III., 1s. 2d. Book IV., 1s. 4d. Book V., 1s. 6d. Book VI., 1s. 8d. MACMILLAN’S NEW LITERARY READERS. Reading Sheets (17 sheets on Manilla. Size, 37×28) 12s. Primer I. 4d. Primer II. 5d. Infant Reader 6d. Introductory 8d. Book I. 9d. Book II. 10d. Book III. 1s. Book IV. 1s. 4d. Book V. 1s. 6d. Book VI. 1s. 6d. MACMILLAN’S HISTORY READERS. Book I. Simple Stories 9d. Book II. Simple Stories 10d.
- 37. Book III. Stories and Tales 1s. Book IV. 1066 to 1485 1s. 4d. Book V. The Tudor Period 1s. 6d. Book VI. The Stuart Period 1s. 8d. Book VII. The Hanoverian Period 1s. 9d. MACMILLAN’S NEW HISTORY READERS ON THE CONCENTRIC PLAN. Primary. 1s. Junior. 1s. 6d. Intermediate. 1s. 6d. Senior. 2s. Summaries: Junior and Intermediate. 3d. each. Senior. 4d. Scottish Edition. Primary. 1s. Junior. 1s. 6d. Intermediate. 1s. 6d. Senior. 2s. Summaries: Junior and Intermediate. 3d. each. Senior. 4d. MACMILLAN’S GEOGRAPHY READERS. Book I. 10d. Book II. 1s. Book III. England 1s. 4d.
- 38. Book IV. The British Empire 1s. 4d. Book V. Europe 1s. 6d. Book VI. The British Colonies, etc. 1s. 6d. Book VII. The United States, etc. 1s. 9d. MACMILLAN’S NEW GEOGRAPHY READERS. Asia. 1s. 6d. America. 1s. 6d. Africa and Australasia. 1s. 6d. MACMILLAN’S SHORT GEOGRAPHY OF THE WORLD. By George F. Bosworth, F.R.G.S. 1s. 6d. A SUMMARY OF GEOGRAPHY. By George F. Bosworth, F.R.G.S. With Maps. In Three Parts. Sewed, 4d. each Part I.—The British Isles and Europe. Part II.—Asia and Africa. Part III.—America, Australia, and Islands of the Pacific. MACMILLAN & CO., LTD.,
- 39. St. Martin’s Street, London, w.c. MACMILLAN AND CO.’S PUBLICATIONS. MACMILLAN’S OROGRAPHICAL MAP OF EUROPE. Designed by B. B. Dickinson, M.A., and A. W. Andrews, M.A. Cloth, mounted on Rollers, and Varnished. 15s. Unmounted. 11s. Mounted on Weekes’ Rollers with cords, unvarnished. 21s. Notes to same. 1s. MACMILLAN’S GLOBE GEOGRAPHY READERS. By V. T. Murché. Introductory. 1s. Junior. 1s. 6d. Intermediate (England). 1s. 9d. Intermediate (Our Island Home). 2s. Senior. 2s. 6d. MURCHÉ’S OBJECT LESSONS FOR INFANTS. Two Vols. 2s. 6d. each.
- 40. MURCHÉ’S OBJECT LESSONS IN ELEMENTARY SCIENCE. Vol. II.—Stages III., IV. 3s. MURCHÉ’S OBJECT LESSONS IN ELEMENTARY SCIENCE. New Edition. Stage I. 2s. Stage II. 2s. Stage III. 2s. Stage IV. 2s. Stage V. 2s. Stage VI. 2s. Stage VII. 2s. MURCHÉ’S SCIENCE READERS. Book I. 1s. Book II. 1s. Book III. 1s. 4d. Book IV. 1s. 4d. Book V. 1s. 6d. Book VI. 1s. 6d. Book VII. 1s. 9d. MURCHÉ’S TEACHERS’ MANUAL OF OBJECT LESSONS IN DOMESTIC ECONOMY.
- 41. Vol. I.—Stages I., II. 2s. 6d. Vol. II.—Stages III., IV.3s. MURCHÉ’S DOMESTIC SCIENCE READERS. Book I. 1s. Book II. 1s. Book III. 1s. 4d. Book IV. 1s. 4d. Book V. 1s. 6d. Book VI. 1s. 6d. Book VII. 1s. 9d. MURCHÉ’S TEACHERS’ MANUAL OF OBJECT LESSONS IN GEOGRAPHY. 3s. 6d. MURCHÉ’S TEACHERS’ MANUAL OF OBJECT LESSONS IN ELEMENTARY SCIENCE AND GEOGRAPHY. A Complete Scheme. Vol. I.—Stage I. 1s. 6d. Vol. II.—Stage II. 1s. 6d. Vol. III.—Stage III. 1s. 6d.
- 42. MURCHÉ’S READERS IN ELEMENTARY SCIENCE AND GEOGRAPHY. Book I. 1s. Book II. 1s. Book III. 1s. 4d. A HEALTH READER. By C. E. Shelly, M.A., M.D., and E. Stenhouse, B.Sc. Book I. 1s. Book II. 1s. 4d. [Book III. In preparation. MURCHÉ’S OBJECT LESSONS IN NATURE KNOWLEDGE. Junior. 1s. 6d. Intermediate. 2s. Senior. 2s. 6d. MURCHÉ’S NATURE KNOWLEDGE READERS (RURAL READERS). Junior. 1s. Intermediate. 1s. 3d. Senior. 1s. 9d.
- 43. BUCHANAN AND GREGORY’S JUNIOR COUNTRY READERS. Book I. True Animal Stories. 1s. Book II. More True Animal Stories. 1s. 2d. Book III. Talks on Country Life. 1s. 4d. BUCHANAN’S SENIOR COUNTRY READERS. Book I., 1s. 6d.; Book II., 1s. 6d.; Book III., 2s. BUCHANAN AND GREGORY’S LESSONS ON COUNTRY LIFE. 3s. 6d. MACMILLAN’S WALL PICTURES OF FARM ANIMALS. Unmounted, varnished or unvarnished, 3s. each; mounted on cards, bound edges, and hanger, varnished, 3s. 6d. each; in oak frame, varnished, 5s. each. 1, Thoroughbred Horse. 2, Shire Horse. 3, Shorthorn Cow. 4, Ayrshire Cow. 5, Lincoln and Southdown Sheep. 6, Large White and Berkshire Pigs.
- 44. MACMILLAN’S MENTAL ARITHMETIC. With Answers. Stages I., II. 6d. Stages III., IV. 6d. Stages V., VI. 6d. Stages I. to VI. separately. Without Answers. 2d. each. THE RATIONAL ARITHMETIC. By George Ricks, B.Sc. Teachers’ Books for First, Second, Third, Fourth, Fifth, Sixth, and Seventh Years’ Courses. 8d. each. Scholars’ Books for First, Second, Third, Fourth, Fifth, Sixth, and Seventh Years’ Courses. 3d. each. MACMILLAN’S RATIONAL TEST CARDS IN ARITHMETIC. Third, Fourth, Fifth, Sixth, and Seventh Years. 64 Cards in each. 1s. net per packet. MACMILLAN’S PICTURE ARITHMETIC. Book I. 3d. Book II. 3d. Book III. 3d. Answers I.-III. 4d.
- 45. MACMILLAN’S ARITHMETIC FOR IRISH ELEMENTARY SCHOOLS. By W. H. Adair. Parts I. and II. 1½d. each. III. and IV. 2d. each. V., VI. and VII. 3d. each. METRIC ARITHMETIC. With Copious Examples and Answers. By Richard Wilson, B.A. (Lond.). Globe 8vo. Sewed. 6d. ARITHMETIC FOR THE STANDARDS. Scheme A. By Rev. J. B. Lock, M.A., and Geo. Collar, B.A. B.Sc. Part I. 2d. Part II. 2d. Part III. 2d. Part IV. 2d. Part V. 3d. Part VI. 4d. Part VII. 6d. Answers to Parts I., II., III., IV., 3d. each; Parts V., VI., VII., 4d. each.
- 46. ARITHMETICAL TEST CARDS. Scheme A. Stage II., 60 Cards and 2 sets of Answers, 1s. 6d. per packet. Stage VI., 48 Cards, 1s. 6d. per packet. Stage VII., 40 Cards, 1s. 6d. per packet. ARITHMETIC FOR PROMOTION. Scheme B. By Rev. J. B. Lock, M.A., and R. F. Macdonald. Part I. 3d. Part II. 3d. Part III. 3d. Part IV. 3d. Part V. 3d. Part VI. 4d. Part VII. 6d. Answers to Parts I., II., III., IV., 3d. each; Parts V., VI., VII., 4d. each. ARITHMETICAL TEST CARDS FOR ARITHMETIC FOR PROMOTION. Scheme B. By R. F. Macdonald. Stages III. to VII., 1s. 6d. each.
- 47. MACMILLAN’S MONTHLY TEST BOOKS IN ARITHMETIC. Scheme B. By R. F. Macdonald. Part I. 3d. Part II. 3d. Part III. 3d. Part IV. 3d. Part V. 3d. Part VI. 3d. Part VII. 3d. Answers, 4d. each. ALGEBRA FOR ELEMENTARY SCHOOLS. By H. S. Hall and R. J. Wood. Parts I., II., and III., 6d. each Cloth, 8d. each. Answers, 4d. each. MENSURATION FOR BEGINNERS. With the Rudiments of Geometrical Drawing. By F. H. Stevens, M.A. 1s. 6d. ENGLISH GRAMMAR FOR ELEMENTARY SCHOOLS. By J. C. Nesfield, M.A.
- 48. Book I. 3d. Book II. 4d. Book III. 5d. Book IV. 6d. WORD-BUILDING AND COMPOSITION. By Robert S. Wood. Book I. 2d. Book II. 2d. Book III. 3d. Book IV. 3d. Complete in 1 Vol. Cloth 1s. Book V. 6d. Book VI. 6d. Book VII. 1s. Complete in 1 Vol. Cloth 2s. THE TEACHERS’ MANUAL OF COMPOSITION. By Robert S. Wood. Vol. I. Junior.—For Infants and Stages I. and II. 1s. 6d. SIX LARGE CHARTS IN COLOURS FOR THE CLASS TEACHING OF COMPOSITION. (1) Sentence Structure and Anatomy (Diagram)— Synoptic and Analytic.
- 49. (2) A Writer’s Guide and Danger Signal Code in marking Exercises. (3) Common Faults in Composition—Their effectual Criticism and Prevention. (4) How to orally Describe Common Objects for Juniors. (5) Letter-Writing Guide—General and Commercial Correspondence. (6) Use of Capitals, Stops, and Marks in Writing. Price 3s. each, Mounted and Varnished. The Six on Roller to turn over, 13s. (E. J. Arnold and Son, Publishers, Leeds.) A TEXT-BOOK OF NEEDLEWORK, KNITTING, AND CUTTING OUT, WITH METHODS OF TEACHING. By Elizabeth Rosevear, Training College, Stockwell. With Illustrations. Crown 8vo. 4s. 6d. NEEDLEWORK, KNITTING, AND CUTTING OUT FOR OLDER GIRLS. By Elizabeth Rosevear. Globe 8vo. Stage V. 8d. Stages VI., VII., and Ex-VII. 1s.
- 50. VARIED OCCUPATIONS IN WEAVING, AND CANE AND STRAW WORK. By Louisa Walker. With Illustrations. Globe 8vo. 3s. 6d. VARIED OCCUPATIONS IN STRING WORK. Comprising Knotting, Netting, Looping, Plaiting, and Macrame. By Louisa Walker. Illustrated. Globe 8vo. 3s. 6d. THE TEACHERS’ WORK BOOK; Syllabus of Instruction and Examination; Progress and Mark Book; and Head Teachers’ Report Book. Arranged by A. Flavell and G. H. Robinson. Fcap. folio. 1s. 6d. THE INFANT SCHOOL TEACHERS’ WORK BOOK: Syllabus of Instruction and Examination; Progress and Mark Book; and Head Teachers’ Report Book.
- 51. Arranged by A. Flavell and G. H. Robinson. Fcap. folio. 1s. 6d. MACMILLAN’S ATTENDANCE REGISTER. For the Latest Requirements of the Code. 1s. 6d. MACMILLAN’S REGISTER OF ADMISSION, PROGRESS, AND WITHDRAWAL. 8s. 6d. SUMMARY OF ATTENDANCES FOR FIVE YEARS. Arranged for a Mixed or an Infants’ Department. 3s. 6d. Arranged for a Boys’ or Girls’ Department. 3s. 6d. Arranged for an Infants’ Department. 3s. 6d. MACMILLAN’S “THREE TERM” CLASS RECORD BOOK. 4to. 1s. MACMILLAN’S CLASS TIME TABLE. Arranged by A. Flavell and G. H. Robinson. 6d.
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