Capstone Paper, Part I· Introduction (Completed in Week 1) ·.docx

Capstone Paper, Part I
· Introduction (Completed in Week 1)
· State the practice problem in measurable terms and that reflect
quality indicators.
This is the same problem described in the Week 1 Practice
Experience discussion.
Provide the rationale for selecting the practice problem
· Include a purpose statement.
· Analysis of Evidence (Completed in Week 2)
· Synthesize a minimum of 5 evidence-based practice resources
that support your practice problem. Include a minimum of two
to three research studies obtained from the Walden Library.
· Quality Improvement Process (Completed in Week 3)
· Describe the quality improvement process and a brief
overview the quality model that will be used to improve your
practice problem. Include a description of a quality tool that
will be used in the quality improvement plan.
· This process will be used to support the detailed proposed
quality improvement plan in Week 4
· Explain why the specific quality model was selected and
document your explanation with references.
· Summary
· Summarize the key points discussed in the paper.
Project Management

Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
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Library of Congress Cataloging-in-Publication Data
Names: Shtub, Avraham, author. | Rosenwein, Moshe, author.

Title: Project management : processes, methodologies, and
economics /
Avraham Shtub, Faculty of Industrial Engineering and
Management, The
Technion-Israel Institute of Technology, Moshe Rosenwein,
Department of
Industrial Engineering and Operations Research, Columbia
University.
Other titles: Project management (Boston, Mass.)
Description: 3E. | Pearson | Includes bibliographical references
and index.
Identifiers: LCCN 2016030485 | ISBN 9780134478661 (pbk.)
Subjects: LCSH: Engineering—Management. | Project
management.
Classification: LCC TA190 .S583 2017 | DDC 658.4/04—dc23
LC record
available at https://lccn.loc.gov/2016030485
10 9 8 7 6 5 4 3 2 1
http://www.pearsoned.com/permissions/
https://lccn.loc.gov/2016030485
ISBN-10: 0-13-447866-5
ISBN-13: 978-0-13-447866-1
This book is dedicated to my grandchildren Zoey, Danielle,
Adam, and Noam
Shtub.
This book is dedicated to my wife, Debbie; my three children,
David,

Hannah, and Benjamin; my late parents, Zvi and Blanche
Rosenwein; and my
in-laws, Dr. Herman and Irma Kaplan.
Contents
1. Nomenclature xv
2. Preface xvii
3. What’s New in this Edition xxi
4. About the Authors xxiii
1. 1 Introduction 1
1. 1.1 Nature of Project Management 1
2. 1.2 Relationship Between Projects and Other Production
Systems 2
3. 1.3 Characteristics of Projects 4
1. 1.3.1 Definitions and Issues 5
2. 1.3.2 Risk and Uncertainty 7
3. 1.3.3 Phases of a Project 9
4. 1.3.4 Organizing for a Project 11
4. 1.4 Project Manager 14
1. 1.4.1 Basic Functions 15

2. 1.4.2 Characteristics of Effective Project Managers 16
5. 1.5 Components, Concepts, and Terminology 16
6. 1.6 Movement to Project-Based Work 24
7. 1.7 Life Cycle of a Project: Strategic and Tactical Issues 26
8. 1.8 Factors that Affect the Success of a Project 29
9. 1.9 About the book: Purpose and Structure 31
1. Team Project 35
2. Discussion Questions 38
3. Exercises 39
4. Bibliography 41
5. Appendix 1A: Engineering Versus Management 43
6. 1A.1 Nature of Management 43
7. 1A.2 Differences between Engineering and Management 43
8. 1A.3 Transition from Engineer to Manager 45
9. Additional References 45
2. 2 Process Approach to Project Management 47
1. 2.1 Introduction 47

1. 2.1.1 Life-Cycle Models 48
2. 2.1.2 Example of a Project Life Cycle 51
3. 2.1.3 Application of the Waterfall Model for Software
Development 51
2. 2.2 Project Management Processes 53
1. 2.2.1 Process Design 53
2. 2.2.2 PMBOK and Processes in the Project Life Cycle 54
3. 2.3 Project Integration Management 54
1. 2.3.1 Accompanying Processes 54
2. 2.3.2 Description 56
4. 2.4 Project Scope Management 60
5. 2.5 Project Time Management 61
6. 2.6 Project Cost Management 63

7. 2.7 Project Quality Management 64
8. 2.8 Project Human Resource Management 66
9. 2.9 Project Communications Management 67
10. 2.10 Project Risk Management 69
11. 2.11 Project Procurement Management 71
12. 2.12 Project Stakeholders Management 74

13. 2.13 The Learning Organization and Continuous
Improvement 76
1. 2.13.1 Individual and Organizational Learning 76
2. 2.13.2 Workflow and Process Design as the Basis of
Learning 76
1. Team Project 77
3. Exercises 78
4. Bibliography 78
3. 3 Engineering Economic Analysis 81
1. 3.1.1 Need for Economic Analysis 82
2. 3.1.2 Time Value of Money 82
3. 3.1.3 Discount Rate, Interest Rate, and Minimum Acceptable
Rate of Return 83
2. 3.2 Compound Interest Formulas 84

1. 3.2.1 Present Worth, Future Worth, Uniform Series, and
Gradient Series 86
2. 3.2.2 Nominal and Effective Interest Rates 89
3. 3.2.3 Inflation 90
4. 3.2.4 Treatment of Risk 92
3. 3.3 Comparison of Alternatives 92
1. 3.3.1 Defining Investment Alternatives 94
2. 3.3.2 Steps in the Analysis 96
4. 3.4 Equivalent Worth Methods 97
1. 3.4.1 Present Worth Method 97
2. 3.4.2 Annual Worth Method 98
3. 3.4.3 Future Worth Method 99
4. 3.4.4 Discussion of Present Worth, Annual Worth and Future
Worth Methods 101
5. 3.4.5 Internal Rate of Return Method 102
6. 3.4.6 Payback Period Method 109
5. 3.5 Sensitivity and Breakeven Analysis 111
6. 3.6 Effect of Tax and Depreciation on Investment Decisions
114

1. 3.6.1 Capital Expansion Decision 116
2. 3.6.2 Replacement Decision 118
3. 3.6.3 Make-or-Buy Decision 123
4. 3.6.4 Lease-or-Buy Decision 124
7. 3.7 Utility Theory 125
1. 3.7.1 Expected Utility Maximization 126
2. 3.7.2 Bernoulli’s Principle 128
3. 3.7.3 Constructing the Utility Function 129
4. 3.7.4 Evaluating Alternatives 133
5. 3.7.5 Characteristics of the Utility Function 135
1. Team Project 137
3. Exercises 142
4. Bibliography 152
4. 4 Life-Cycle Costing 155
1. 4.1 Need for Life-Cycle Cost Analysis 155
2. 4.2 Uncertainties in Life-Cycle Cost Models 158
3. 4.3 Classification of Cost Components 161

4. 4.4 Developing the LCC Model 168
5. 4.5 Using the Life-Cycle Cost Model 175
1. Team Project 176
3. Exercises 177
4. Bibliography 179
5. 5 Portfolio Management—Project Screening and Selection
181
1. 5.1 Components of the Evaluation Process 181
2. 5.2 Dynamics of Project Selection 183
3. 5.3 Checklists and Scoring Models 184
4. 5.4 Benefit-Cost Analysis 187
1. 5.4.1 Step-By-Step Approach 193
2. 5.4.2 Using the Methodology 193
3. 5.4.3 Classes of Benefits and Costs 193
4. 5.4.4 Shortcomings of the Benefit-Cost Methodology 194
5. 5.5 Cost-Effectiveness Analysis 195

6. 5.6 Issues Related to Risk 198
1. 5.6.1 Accepting and Managing Risk 200
2. 5.6.2 Coping with Uncertainty 201
3. 5.6.3 Non-Probabilistic Evaluation Methods when
Uncertainty Is Present 202
4. 5.6.4 Risk-Benefit Analysis 207
5. 5.6.5 Limits of Risk Analysis 210
7. 5.7 Decision Trees 210
1. 5.7.1 Decision Tree Steps 217
2. 5.7.2 Basic Principles of Diagramming 218
3. 5.7.3 Use of Statistics to Determine the Value of More
Information 219
4. 5.7.4 Discussion and Assessment 222
8. 5.8 Real Options 223
1. 5.8.1 Drivers of Value 223
2. 5.8.2 Relationship to Portfolio Management 224
1. Team Project 225

3. Exercises 229
4. Bibliography 237
5. Appendix 5A: Bayes’ Theorem for Discrete Outcomes 239
6. 6 Multiple-Criteria Methods for Evaluation and Group
Decision
Making 241
2. 6.2 Framework for Evaluation and Selection 242
1. 6.2.1 Objectives and Attributes 242
2. 6.2.2 Aggregating Objectives Into a Value Model 244
3. 6.3 Multiattribute Utility Theory 244
1. 6.3.1 Violations of Multiattribute Utility Theory 249
4. 6.4 Analytic Hierarchy Process 254
1. 6.4.1 Determining Local Priorities 255
2. 6.4.2 Checking for Consistency 260
3. 6.4.3 Determining Global Priorities 261
5. 6.5 Group Decision Making 262
1. 6.5.1 Group Composition 263

2. 6.5.2 Running the Decision-Making Session 264
3. 6.5.3 Implementing the Results 265
4. 6.5.4 Group Decision Support Systems 265
1. Team Project 267
3. Exercises 268
4. Bibliography 271
5. Appendix 6A: Comparison of Multiattribute Utility Theory
with
the AHP: Case Study 275
6. 6A.1 Introduction and Background 275
7. 6A.2 The Cargo Handling Problem 276
1. 6A.2.1 System Objectives 276
2. 6A.2.2 Possibility of Commercial Procurement 277
3. 6A.2.3 Alternative Approaches 277
8. 6A.3 Analytic Hierarchy Process 279
1. 6A.3.1 Definition of Attributes 280
2. 6A.3.2 Analytic Hierarchy Process Computations 281

3. 6A.3.3 Data Collection and Results for AHP 283
4. 6A.3.4 Discussion of Analytic Hierarchy Process and Results
284
9. 6A.4 Multiattribute Utility Theory 286
1. 6A.4.1 Data Collection and Results for Multiattribute Utility
Theory 286
2. 6A.4.2 Discussion of Multiattribute Utility Theory and
Results 290
10. 6A.5 Additional Observations 290
11. 6A.6 Conclusions for the Case Study 291
12. References 291
7. 7 Scope and Organizational Structure of a Project 293
2. 7.2 Organizational Structures 294
1. 7.2.1 Functional Organization 295
2. 7.2.2 Project Organization 297
3. 7.2.3 Product Organization 298
4. 7.2.4 Customer Organization 298
5. 7.2.5 Territorial Organization 299

6. 7.2.6 The Matrix Organization 299
7. 7.2.7 Criteria for Selecting an Organizational Structure 302
3. 7.3 Organizational Breakdown Structure of Projects 303
1. 7.3.1 Factors in Selecting a Structure 304
2. 7.3.2 The Project Manager 305
3. 7.3.3 Project Office 309
4. 7.4 Project Scope 312
1. 7.4.1 Work Breakdown Structure 313
2. 7.4.2 Work Package Design 320
5. 7.5 Combining the Organizational and Work Breakdown
Structures
322
1. 7.5.1 Linear Responsibility Chart 323
6. 7.6 Management of Human Resources 324
1. 7.6.1 Developing and Managing the Team 325
2. 7.6.2 Encouraging Creativity and Innovation 329
3. 7.6.3 Leadership, Authority, and Responsibility 331
4. 7.6.4 Ethical and Legal Aspects of Project Management 334
1. Team Project 335

3. Exercises 336
4. Bibliography 338
8. 8 Management of Product, Process, and Support Design 341
1. 8.1 Design of Products, Services, and Systems 341
1. 8.1.1 Principles of Good Design 342
2. 8.1.2 Management of Technology and Design in Projects 344
2. 8.2 Project Manager’s Role 345
3. 8.3 Importance of Time and the Use of Teams 346
1. 8.3.1 Concurrent Engineering and Time-Based Competition
347
2. 8.3.2 Time Management 349
3. 8.3.3 Guideposts for Success 352
4. 8.3.4 Industrial Experience 354
5. 8.3.5 Unresolved Issues 355
4. 8.4 Supporting Tools 355
1. 8.4.1 Quality Function Deployment 355

2. 8.4.2 Configuration Selection 358
3. 8.4.3 Configuration Management 361
4. 8.4.4 Risk Management 365
5. 8.5 Quality Management 370
1. 8.5.1 Philosophy and Methods 371
2. 8.5.2 Importance of Quality in Design 382
3. 8.5.3 Quality Planning 383
4. 8.5.4 Quality Assurance 383
5. 8.5.5 Quality Control 384
6. 8.5.6 Cost of Quality 385
1. Team Project 387
3. Exercises 389
4. Bibliography 389
9. 9 Project Scheduling 395
1. 9.1.1 Key Milestones 398

2. 9.1.2 Network Techniques 399
2. 9.2 Estimating the Duration of Project Activities 401
1. 9.2.1 Stochastic Approach 402
2. 9.2.2 Deterministic Approach 406
3. 9.2.3 Modular Technique 406
4. 9.2.4 Benchmark Job Technique 407
5. 9.2.5 Parametric Technique 407
3. 9.3 Effect of Learning 412
4. 9.4 Precedence Relations Among Activities 414
5. 9.5 Gantt Chart 416
6. 9.6 Activity-On-Arrow Network Approach for CPM Analysis
420
1. 9.6.1 Calculating Event Times and Critical Path 428
2. 9.6.2 Calculating Activity Start and Finish Times 431
3. 9.6.3 Calculating Slacks 432
7. 9.7 Activity-On-Node Network Approach for CPM Analysis
433
1. 9.7.1 Calculating Early Start and Early Finish Times of
Activities 434

2. 9.7.2 Calculating Late Start and Late Finish Times of
Activities 434
8. 9.8 Precedence Diagramming with Lead–Lag Relationships
436
9. 9.9 Linear Programming Approach for CPM Analysis 442
10. 9.10 Aggregating Activities in the Network 443
1. 9.10.1 Hammock Activities 443
2. 9.10.2 Milestones 444
11. 9.11 Dealing with Uncertainty 445
1. 9.11.1 Simulation Approach 445
2. 9.11.2 Pert and Extensions 447
12. 9.12 Critique of Pert and CPM Assumptions 454
13. 9.13 Critical Chain Process 455
14. 9.14 Scheduling Conflicts 457
1. Team Project 458
3. Exercises 460
4. Bibliography 467

5. Appendix 9A: Least-Squares Regression Analysis 471
6. Appendix 9B: Learning Curve Tables 473
7. Appendix 9C: Normal Distribution Function 476
10. 10 Resource Management 477
1. 10.1 Effect of Resources on Project Planning 477
2. 10.2 Classification of Resources Used in Projects 478
3. 10.3 Resource Leveling Subject to Project Due-Date
Constraints
481
4. 10.4 Resource Allocation Subject to Resource Availability
Constraints 487
5. 10.5 Priority Rules for Resource Allocation 491
6. 10.6 Critical Chain: Project Management by Constraints 496
7. 10.7 Mathematical Models for Resource Allocation 496
8. 10.8 Projects Performed in Parallel 499
1. Team Project 500
3. Exercises 501

4. Bibliography 506
11. 11 Project Budget 509
2. 11.2 Project Budget and Organizational Goals 511
3. 11.3 Preparing the Budget 513
1. 11.3.1 Top-Down Budgeting 514
2. 11.3.2 Bottom-Up Budgeting 514
3. 11.3.3 Iterative Budgeting 515
4. 11.4 Techniques for Managing the Project Budget 516
1. 11.4.1 Slack Management 516
2. 11.4.2 Crashing 520
5. 11.5 Presenting the Budget 527
6. 11.6 Project Execution: Consuming the Budget 529
7. 11.7 The Budgeting Process: Concluding Remarks 530
1. Team Project 531
3. Exercises 532
4. Bibliography 537

5. Appendix 11A: Time–Cost Tradeoff with Excel 539
12. 12 Project Control 545
2. 12.2 Common Forms of Project Control 548
3. 12.3 Integrating the OBS and WBS with Cost and Schedule
Control
551
1. 12.3.1 Hierarchical Structures 552
2. 12.3.2 Earned Value Approach 556
4. 12.4 Reporting Progress 565
5. 12.5 Updating Cost and Schedule Estimates 566
6. 12.6 Technological Control: Quality and Configuration 569
7. 12.7 Line of Balance 569
8. 12.8 Overhead Control 574
1. Team Project 576
3. Exercises 577
4. Bibliography 580

13. Appendix 12A: Example of a Work Breakdown Structure
581
14. Appendix 12B: Department of Energy Cost/Schedule
Control Systems
Criteria 583
15. 13 Research and Development Projects 587
2. 13.2 New Product Development 589
1. 13.2.1 Evaluation and Assessment of Innovations 589
2. 13.2.2 Changing Expectations 593
3. 13.2.3 Technology Leapfrogging 593
4. 13.2.4 Standards 594
5. 13.2.5 Cost and Time Overruns 595
3. 13.3 Managing Technology 595
1. 13.3.1 Classification of Technologies 596
2. 13.3.2 Exploiting Mature Technologies 597
3. 13.3.3 Relationship Between Technology and Projects 598
4. 13.4 Strategic R&D Planning 600
1. 13.4.1 Role of R&D Manager 600

2. 13.4.2 Planning Team 601
5. 13.5 Parallel Funding: Dealing with Uncertainty 603
1. 13.5.1 Categorizing Strategies 604
2. 13.5.2 Analytic Framework 605
3. 13.5.3 Q-Gert 606
6. 13.6 Managing the R&D Portfolio 607
1. 13.6.1 Evaluating an Ongoing Project 609
2. 13.6.2 Analytic Methodology 612
1. Team Project 617
3. Exercises 619
4. Bibliography 619
5. Appendix 13A: Portfolio Management Case Study 622
16. 14 Computer Support for Project Management 627
2. 14.2 Use of Computers in Project Management 628
1. 14.2.1 Supporting the Project Management Process Approach

629
2. 14.2.2 Tools and Techniques for Project Management 629
3. 14.3 Criteria for Software Selection 643
4. 14.4 Software Selection Process 648
5. 14.5 Software Implementation 650
6. 14.6 Project Management Software Vendors 656
1. Team Project 657
3. Exercises 658
4. Bibliography 659
5. Appendix 14A: PMI Software Evaluation Checklist 660
6. 14A.1 Category 1: Suites 660
7. 14A.2 Category 2: Process Management 660
8. 14A.3 Category 3: Schedule Management 661
9. 14A.4 Category 4: Cost Management 661
10. 14A.5 Category 5: Resource Management 661
11. 14A.6 Category 6: Communications Management 661

12. 14A.7 Category 7: Risk Management 662
13. 14A.8 General (Common) Criteria 662
14. 14A.9 Category-Specific Criteria Category 1: Suites 663
15. 14A.10 Category 2: Process Management 663
16. 14A.11 Category 3: Schedule Management 664
17. 14A.12 Category 4: Cost Management 665
18. 14A.13 Category 5: Resource Management 666
19. 14A.14 Category 6: Communications Management 666
20. 14A.15 Category 7: Risk Management 668
17. 15 Project Termination 671
2. 15.2 When to Terminate a Project 672
3. 15.3 Planning for Project Termination 677
4. 15.4 Implementing Project Termination 681
5. 15.5 Final Report 682
1. Team Project 683

3. Exercises 684
4. Bibliography 685
18. 16 New Frontiers in Teaching Project Management in
MBA and
Engineering Programs 687
2. 16.2 Motivation for Simulation-Based Training 687
3. 16.3 Specific Example—The Project Team Builder (PTB) 691
4. 16.4 The Global Network for Advanced Management
(GNAM)
MBA New Product Development (NPD) Course 692
5. 16.5 Project Management for Engineers at Columbia
University
693
6. 16.6 Experiments and Results 694
7. 16.7 The Use of Simulation-Based Training for Teaching
Project
Management in Europe 695
8. 16.8 Summary 696
1. Bibliography 697
1. Index 699

Nomenclature
AC annual cost
ACWP actual cost of work performed
AHP analytic hierarchy process
AOA activity on arrow
AON activity on node
AW annual worth
BAC budget at completion
B/C benefit/cost
BCWP budgeted cost of work performed
BCWS budgeted cost of work scheduled
CBS cost breakdown structure
CCB change control board
CCBM critical chain buffer management
CDR critical design review
CE certainty equivalent, concurrent engineering
C-E cost-effectiveness
CER cost estimating relationship
CI cost index; consistency index;

criticality index
CM configuration management
COO chief operating officer
CPIF cost plus incentive fee
CPM critical path method
CR capital recovery, consistency ratio
C/SCSC cost/schedule control systems criteria
CV cost variance
DOD Department of Defense
DOE Department of Energy
DOH direct overhead costs
DSS decision support system
EAC estimate at completion
ECO engineering change order
ECR engineering change request
EMV expected monetary value
EOM end of month

EOY end of year
ERP enterprise resource planning
ETC estimate to complete
ETMS early termination monitoring system
EUAC equivalent uniform annual cost
EV earned value
EVPI expected value of perfect information
EVSI expected value of sample information
FFP firm fixed price
FMS flexible manufacturing system
FPIF fixed price incentive fee
FW future worth
GAO General Accounting Office
GDSS group decision support system
GERT graphical evaluation and review technique
HR human resources
IPT integraded product team

IRR internal rate of return
IRS Internal Revenue Service
ISO International Standards Organization
IT information technology
LCC life-cycle cost
LOB line of balance
LOE level of effort
LP linear program
LRC linear responsibility chart
MACRS modified accelerated cost recovery system
MARR minimum acceptable (attractive) rate of return
MAUT multiattribute utility theory
MBO management by objectives
MIS management information system
MIT Massachusetts Institute of Technology
MPS master production schedule
MTBF mean time between failures

MTTR mean time to repair
NAC net annual cost
NASA National Aeronautics and Space Administration
NBC nuclear, biological, chemical
NPV net present value
OBS organizational breakdown structure
O&M operations and maintenance
PDMS product data management system
PDR preliminary design review
PERT program evaluation and review technique
PMBOK project management body of knowledge
PMI Project Management Institute
PMP project management professional
PO project office
PT project team
PV planned value
PW present worth

QA quality assurance
QFD quality function deployment
RAM reliability, availability, and maintainability; random
access
memory
R&D research and development
RDT&E research, development, testing, and evaluation
RFP request for proposal
ROR rate of return
SI schedule index
SOW statement of work
SOYD sum-of-the-years digits
SV schedule variance
TQM total quality management
WBS work breakdown structure
WP work package
WR work remaining

Preface
We all deal with projects in our daily lives. In most cases,
organization and
management simply amount to constructing a list of tasks and
executing them
in sequence, but when the information is limited or imprecise
and when
cause-and-effect relationships are uncertain, a more considered
approach is
called for. This is especially true when the stakes are high and
time is
pressing. Getting the job done right the first time is essential.
This means
doing the upfront work thoroughly, even at the cost of
lengthening the initial
phases of the project. Shaving expenses in the early stages with
the intent of
leaving time and money for revisions later might seem like a
good idea but
could have consequences of painful proportions. Seasoned
managers will tell
you that it is more cost-effective in the long run to add five
extra engineers at
the beginning of a project than to have to add 50 toward the
end.
The quality revolution in manufacturing has brought this point
home.
Companies in all areas of technology have come to learn that
quality cannot
be inspected into a product; it must be built in. Recalling the
1980s, the
global competitive battles of that time were won by companies
that could
achieve cost and quality advantages in existing, well-defined

markets. In the
1990s, these battles were won by companies that could build
and dominate
new markets. Today, the emphasis is partnering and better
coordination of the
supply chain. Planning is a critical component of this process
and is the
foundation of project management.
Projects may involve dozens of firms and hundreds of people
who need to be
managed and coordinated. They need to know what has to be
done, who is to
do it, when it should be done, how it will be done, and what
resources will be
used. Proper planning is the first step in communicating these
intentions. The
problem is made difficult by what can be characterized as an
atmosphere of
uncertainty, chaos, and conflicting goals. To ensure teamwork,
all major
participants and stakeholders should be involved at each stage
of the process.
How is this achieved efficiently, within budget, and on
schedule? The
primary objective in writing our first book was to answer this
question from
the perspective of the project manager. We did this by
identifying the
components of modern project management and showing how
they relate to
the basic phases of a project, starting with conceptual design

and advanced
development, and continuing through detailed design,
production, and
termination. Taking a practical approach, we drew on our
collective
experience in the electronics, information services, and
aerospace industries.
The purpose of the second edition was to update the
developments in the field
over the last 10 years and to expand on some of the concerns
that are
foremost in the minds of practitioners. In doing so, we have
incorporated new
material in many of the chapters specifically related to the
Project
Management Body of Knowledge (PMBOK) published by the
Project
Management Institute. This material reflects the tools,
techniques, and
processes that have gained widespread acceptance by the
profession because
of their proven value and usefulness.
Over the years, numerous books have been written with similar
objectives in
mind. We acknowledge their contribution and have endeavored
to build on
their strengths. As such in the third edition of the book, we have
focused on
integrative concepts rather than isolated methodologies. We
have relied on
simple models to convey ideas and have intentionally avoided
detailed
mathematical formulations and solution algorithms––aspects of
the field
better left to other parts of the curriculum. Nevertheless, we do

present some
models of a more technical nature and provide references for
readers who
wish to gain a deeper understanding of their use. The
availability of powerful,
commercial codes brings model solutions within reach of the
project team.
To ensure that project participants work toward the same end
and hold the
same expectations, short- and long-term goals must be
identified and
communicated continually. The project plan is the vehicle by
which this is
accomplished and, once approved, becomes the basis for
monitoring,
controlling, and evaluating progress at each phase of the
project’s life cycle.
To help the project manager in this effort, various software
packages have
been developed; the most common run interactively on
microcomputers and
have full functional and report-generating capabilities. In our
experience,
even the most timid users are able to take advantage of their
main features
after only a few hours of hands-on instruction.
A second objective in writing this book has been to fill a void
between texts
aimed at low- to mid-level managers and those aimed at
technical personnel
with strong analytic skills but little training in or exposure to
organizational

issues. Those who teach engineering or business students at
both the late
undergraduate and early graduate levels should find it suitable.
In addition,
the book is intended to serve as a reference for the practitioner
who is new …
PAGE
1
Title of the Capstone in Full Goes Here
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no
indentation. It is a brief summation of your paper and should be
120 words or less. It should be accurate and concise. Your
abstract should also be written in a self-contained way so
people reading only your abstract would fully understand the
content and the implications of your paper. It may be helpful to
write this section last when you have collected all the
information in your paper. See section 2.04 APA for helpful tips
and for more information on writing abstracts.
Title of the Capstone
Do not add any extra spaces between your heading and your text
(check Spacing under Format, Paragraph in your word
processor, and make sure that it’s set to 0”)—just double space
as usual, indent your work a full ½ inch (preferably using the
tab button), and start typing. Your introduction should receive
no specific heading because it is assumed that your first section

is your introduction section.
Once you’ve considered these formatting issues, you will need
to construct a thesis statement, something that lets your reader
know how you synthesized the literature into a treatise that is
capable of advancing a new point of view. This statement will
then provide your reader with a lens for understanding the
forthcoming research you’ve decided to present in the body of
your essay (after all, each piece of literature should support and
be made applicable to this thesis statement).
Once you’ve established your thesis, you can then begin
constructing your introduction. An easy template is as follows:
1. Start with what’s been said/done regarding your topic of
interest.
2. Explain the problem with what’s been said or done.
3. Offer your solution, your thesis statement (one that can be
supported by the literature).
Level 1 Head
This will be the beginning of the body of your essay. Even
though it has a new heading, you want to make sure you connect
this to your previous section so your reader can follow you and
better understand your hard work. Remember to make sure your
first sentence in each paragraph both transitions from your
previous paragraph and summarizes the main point in your
paragraph. Stick to one topic per paragraph, and when you see
yourself drifting to another idea, make sure you break into a
new paragraph. Try to avoid long paragraphs to avoid losing
your reader and to hold his or her attention--it’s much better to
have many shorter paragraphs than few long ones. Think: new
idea, new paragraph.

Level 2 Head
The Level 2 heading here implies that we are in a subsection of
the previous section. Using headings are a great way to organize
your paper and increase its readability, so be sure to review
heading rules on APA 3.02 and 3.03 in order to format them
correctly. For shorter papers, using one or two levels is all that
is needed. You would use Level 1 (centered, bold font with both
uppercase and lowercase) and Level 2 (left aligned, bold, both
uppercase and lowercase).
Level 3 heading.The number of headings you need in a
particular paper is not set, but for longer papers, you may need
another heading level. You would then use Level 3 (indented,
bold, lowercase paragraph heading).
One crucial area in APA is learning how to cite in your
academic work. You really want to make sure you cite your
work throughout your paper to avoid plagiarism. This is critical:
you need to give credit to your sources and avoid copying
other’s work at all costs. Look at APA starting at 6.01 for
guidelines on citing your work in your text.
References
(Please note that the following references are intended as
examples only.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14-31.
doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319-4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565-582.

doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:
Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making
Good Songs Great, 18(3), 31-22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf
Applying Process Improvement Models
I shall use the Plan-Do-Study-Act (PDSA) cycle as the process
improvement model in developing my practice project on
Catheter-Associated Urinary Tract Infections (CAUTI)
management plan. The PDSA cycle was modified from Walter A
Stewhart’ Plan-Do-Check-Act (PDCA) cycle by one W Edwards
Edwards Deming. According to Deming, the 'check' phase in the

PDCA cycle emphasized inspection over-analysis. PDSA has
grown to become the most commonly used model for process
improvement, and it encompasses completing the sequences,
then repeating the process until the achievement of the desired
outcomes (Spath, 2013). CAUTIs comprise one of the most
prevalent hospitals acquired infections (HAI) globally.
Furthermore, the prevalence of the cases is subject to changes.
In my view, PDSA is the most appropriate model for long-term
management of CAUTIs in hospitals because it caters for any
changes that may come with a new infection conditions.
1). Plan: The phase would involve objectives, processes, and
action-plan establishment for the delivery of the results that are
desired. CAUTI infections will be reduced through the creation
and implementation of a multidisciplinary CAUTI prevention
plan. The plan would be a master-piece on how the process
improvement for CAUTI prevention would be implemented.
There would also be a plan for performance measurements
across the organization. There should be a plan to integrate
CAUTI risk prevention strategies into the organizations’
processes.
2). DO: The members of the the multidisciplinary team would
include staff from all the concerned departments. Successful
CAUTI prevention teams include a team leader, nurse, and
physician champions, executive partners, frontline nurses,
infection prevention and discharge planners or case managers,
risk managers, etc. Apart from being in charge of the CAUTI
management, the team of planners would give weekly, monthly,
annual reports concerning the progress of their undertakings.
Furthermore, they would be responsible for educating the staff
and patients and their families regarding CAUTI infection
preventions.
Lastly, they shall be in charge of case risk evaluations and risk
scoring throughout the hospital. Secondly, the CAUTI
prevention team, all the staff, and patients, especially in the
acute care unit, will have a weekly CAUTI risk meeting. All the
case and risk reports will be dispatched to the concerned

individuals, such as department managers, patients, and the
Board, etc., on a weekly, monthly, annual basis. A dedicated
CAUTI risk management head shall be appointed to be in charge
of the management of all cases, including prevention and
treatment strategies. The prevention strategies would be based
on evidence-based measures, including care for urinary catheter
during placement, urinary catheters' timely removal based on
nurse-driven processes, and inappropriate short-term catheter
use' prevention (American Nurses Association, 2020).
3). Study: The phase would involve analyzing the incident
monitoring reports and other scoring tools to determine whether
all the implemented prevention strategies for CAUTI have
yielded any positive results. The necessary the information
would be collected from the patients and their families, facility
staff, prevention committee, hourly-round feedbacks, etc.
4). Act: The phase would involve acting on the outcome or
result gathered from the previous phase ad making appropriate
and necessary changes. For instance, the facility would need to
fine-tune the prevention measures to optimize the positive
outcomes or find other alternative CAUTI prevention strategies
if the current ones have not been successful.
References
American Nurses Association. (2020). ANA CAUTI Prevention
Tool. Retrieved March 10, 2020, from Nursing World:
https://www.nursingworld.org/practice-policy/work-
environment/health-safety/infection-prevention/ana-cauti-
prevention-tool/
Spath, P. L. (2013). Continuous Improvement. Introduction to
Healthcare Quality Management (2 ed., pp. 117-119). Chicago,
Illinois, the United States of America: Health Administration
Press.
Practice Experience Discussion -Catheter Associated Urinary

Tract Infection
Hospitalization or prolonged stay in hospitals is
becoming one of the most dangerous ways of contracting
catheter-associated urinary tract infections (CAUTI). Indwelling
catheters cause this problem among patients. An indwelling
catheter is a tube-like structure inserted into a urethra of a
patient. This tube drains patient urine from the bladder into a
collection bag. Patients who had surgery or are not able to
control the functioning of their bladder require a catheter. It is
very critical to monitor the amount of urine that kidneys
produce. Limited resources at a healthcare facility are one of
the most contributing factors to the prevalent of CAUTI. As a
result, CAUTI causes an increased rate of hospitalization, 30-
day readmission, poor quality care services, and increased
healthcare costs.
After conducting a 20-minute interview with a hospital
nurse leader and hospital manager, the outcome revealed that
CAUTI is a leading challenge in the provision of quality care
services and the enhancement of patient safety. These two
leaders highlighted strong urine odor, chills, blood in the urine,
unexplained fatigue, cloudy urine, and leakage of urine around
the catheter are significant symptoms of a patient with CAUTI
(Goldstein, MacFadden, Karaca, Steiner, Viboud, & Lipsitch,
2019). The two leaders stated that the diagnosis of CAUTI is
challenging, especially when a patient has been admitted. The
reason for diagnosis challenges are due to similar symptoms
that may be part of a patient’s original illness.
A nurse leader noted that when bacteria enter a
patient’s urinary tract through the catheter, chances of being
infected with CAUTI are high. When a catheter is contaminated,
or a drainage bag is not frequently emptied often, a patient is
also likely to get infected. Other ways in which an infection
occur include a dirt catheter and a backward flow of urine in the

catheter into the bladder. National Healthcare Safety Network
(NHSN) Report indicates 449, 334 CAUTI cases yearly in the
United States (Richards, 2017). The report further reveals that
CAUTI rates range from 0.00% per 1,000 catheter days to high
of 53.2 per 1,000 catheter days between location types, type of
medical institute affiliation of the hospital, and location bed
size.
I work in the admission room at The Royal Children’s Hospital,
where most of the Indwelling urinary catheter insertions (IDC)
is done. Preparation of environment and equipment at the room
ensure dressed trolley, catheterized pack and drapes, and
sterilized gloves (HanCHett, 2012). Only a trained and
competent nurse and doctor in urinary catheterization do the
Insertion of an IDC. Between 12% to 16% of inpatients are
likely to have indwelling urinary catheters during their
treatment (hospitalization). Daily, a patient has a 3% to a 7%
high risk of contracting CAUTI (Richards, 2017). More than 13,
000 deaths every year result from CAUTI according to the
Center for Disease Control (CDC) statistics. A nurse leader and
hospital manager identified CAUTI preventions outlined in the
CDC, where preventive measures are given. These prevention
measures are minimization of urinary catheter use and usage
period among patients, avoiding the use of urinary catheters in
patients to manage incontinence, and using urinary catheters in
operative patients when critical.
After an in-depth discussion on CAUTI, it was agreed that
inappropriate uses of dewing catheters are worsening the
situation and leading to the delivery of low-quality care
services. For instance, the hospital manager identified a
prolonged postoperative period with inappropriate indications
as improper use of indwelling catheters. Also, a substitute for
the care of a patient without incontinence is the wrong use of
indwelling catheters. Nurses, clinicians, and doctors must
ensure quality care services through an appropriate removal of
urinary catheter insertion and cleaning perineal area frequently.
References

Goldstein, E., MacFadden, D. R., Karaca, Z., Steiner, C. A.,
Viboud, C., & Lipsitch, M. (2019). Antimicrobial resistance
prevalence, rates of hospitalization with septicemia and rates of
mortality with sepsis in adults in different US states.
International journal of antimicrobial agents, 54(1), 23-34.
HanCHett, M., & Rn, M. (2012). Preventing CAUTI: A patient-
centered approach. Prevention, 43, 42-50.
Richards, D. E. (2017). Catheter-Associated Urinary Tract
Infection (CAUTI) Targeted Assessment for Prevention (TAP)
Effective Practices. American Journal of Infection Control,
45(6), S10-S11.
Week 1
Catheter-Associated Urinary Tract Infections
Hospital-acquired infections cost healthcare organizations
billions of dollars every year. They are the leading courses of
the extended length of stay in a hospital, increased use of
resources and a decreased patient outcome. After speaking with
nursing management and infectious control department, it is
clear that Catheter-Associated Urinary Tract Infections has
become a menace in our healthcare facility with a higher acute
rehabilitation unit incidence (Saini et al., 2017). I also noted
that low hygiene and poor catheter insertion and removal
techniques are the leading causes of organism inoculation inside
the bladder promoting bacterial colonization through providing
adhesion surfaces and resulting in irritation of the mucosal

membrane in the perineal area.
Unnecessary and prolonged use of the indwelling urinary
catheters is the major predisposing factor leading to (CAUTI)
Catheter-Associated Urinary Tract Infections ((Felix, et al.,
2016), and more so failure to adequately clean the perineal area
and on daily basis. Alone, CAUTI causes approximately 13000
deaths annually, causing increased mortality and morbidity
arête and increased healthcare costs. Yet hospital-acquired
infections such as CAUTI can be easily prevented (Healthcare-
associated infection, 2018). Indwelling urinary catheters are
external catheters used by in cooperative urinary tract male
patients with a dysfunction of bladder emptying or such
conditions as a spinal injury. Therefore the urinary tract
catheter device is inserted by a physician to help in managing
the flow of urine in cases where there is no bladder obstruction
or urinary retention.
Indwelling urinary catheter insertions (IDC) is done mostly in
the admission room which is where I work in a community
hospital. CAUTI has become a serious infection concern which
occurs when urinary catheter insertion or removal is
inappropriate or unjustified and lack of frequent cleaning of the
perineal area (CDC, 2016). Working in an environment where
most patients get urinary tract catheter insertions makes those
patients more prone to acquiring infections while in the
hospital. CAUTI can be devastating complications for patients
that are already critically ill in the intensive care unit.
According to (Curiej, 2019), hospital-acquired infections affect
1.7 million patients annually and result in 9,000 deaths each
year. Research has shown the risk of developing bacteriuria on
catheterized patients as high as 3% to 10% per day and close to
100% after the catheter has been in place for 30 days (McNeill,
2017). In the United States, the statistics are alarming,
approximately five million catheters are placed annually, and
50% of the patients do not meet appropriate criteria, and 40% of

physicians are unaware of their patients have a urinary catheter
in place (Mori, 2014).
After discussing with the critical care manager and infectious
control team, it was agreed that perineal area damage during
insertion and removal of the urinary catheter in the urethra and
lack of frequent cleaning is detrimental to patient outcomes
which include the entry of gram-negative bacteremia, sepsis,
and high mortality (Skanlon, 2017). We discussed many ways to
prevent CAUTI which include use of the long-term acute care
hospital (LTACH), that involve frequent and regular cleaning of
the perineal area. extra catheter care supplies, such as Foley
catheter bags, tubing, stat locks, perineal soap, etc. and
providing educational resources for staff and patients on
recognizing CAUTI, ways of preventing CAUTI and general
care for an indwelling catheter. It is very important to prevent
any complications when it comes and the quality of care that is
provided is the main contribution to whether an infection is
either obtained or prevented.
References
European Society of Radiology (ESR. (2019). Patient safety in
medical imaging: A joint paper of the European Society of
Radiology (ESR) and the European Federation of Radiographer
Societies (EFRS). Insights into imaging, 10(1), 45.
Gould, C. V., Umscheid, C. A., Agarwal, R. K., Kuntz, G.,
Pegues, D. A., & Healthcare Infection Control Practices
Advisory Committee. (2010). Guideline for prevention of
catheter-associated urinary tract infections 2009. Infection
Control & Hospital Epidemiology, 31(4), 319-326.
McNeill, L. (2017). Back to basics: How evidence-based
nursing practice can prevent catheter-associated urinary tract
infections. Urologic Nursing, 37(4), 204-207.

Oliveira, P. R., Carvalho, V. C., Felix, C. D. S., Paula, A. P. D.,
Santos-Silva, J., & Lima, A. L. L. M. (2016). The incidence and
microbiological profile of surgical site infections following
internal fixation of closed and open fractures. Revista brasileira
de ortopedia, 51(4), 396-399.
Saini, H., Vadekeetil, A., Chhibber, S., & Harjai, K. (2017).
Azithromycin-ciprofloxacin-impregnated urinary catheters avert
bacterial colonization, biofilm formation, and inflammation in a
murine model of foreign-body-associated urinary tract
infections caused by Pseudomonas aeruginosa. Antimicrobial
agents and chemotherapy, 61(3), e01906-16.
Scanlon, K. A., Wells, C. M., Woolforde, L., Khameraj, A., &
Baumgarten, J. (2017). Saving lives and reducing harm: A
CAUTI reduction program. Nursing Economics, 35(3), 134-141.

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