M2.2 Logic, Critical Path & Float

The learner should be able to construct and analyse a logically linked schedule, choose relationships, recognise missing or inappropriate logic, distinguish logic from constraints, identify critical and near-critical paths, understand total and free float, recognise negative or unusually high float.

By the end of this section, the practitioner should be able to establish, test and explain an integrated project baseline that brings authorised scope, schedule, budget, assumptions, progress rules and accountability into one coherent reference position.

By the end of this section, the learner should be able to establish and operate a project-controls data environment in which important information is complete enough, accurate enough, timely enough, consistent enough and traceable enough to support management decisions.

By the end of this section, the learner should be able to turn authorised scope and an agreed delivery strategy into a credible, structured and maintainable project schedule that explains what work must be performed, in what broad sequence, and over what durations and calendars etc.

1. Practical outcome The learner should be able to preserve relevant records, define a forensic question, establish a reliable chronology, test cause and effect across schedule and cost, distinguish facts from assumptions and produce reproducible findings. They should understand how project-controls…

1. Practical outcomeThe learner should be able to plan and conduct a proportionate review of project-controls data, processes and outputs; test evidence against stated criteria; identify material weaknesses; communicate their consequences; and verify corrective action. They should distinguish…

1. Practical outcomeThe learner should be able to turn a bounded approval into a verified revision of the affected scope, schedule, budget, progress, risk and configuration records. They should preserve previous baselines, maintain relationships between approved, forecast and as-built information,…

1. Practical outcomeThe learner should be able to turn a project objective and a management decision into a small, coherent set of performance measures. They should define what each measure means, calculate it from controlled evidence, establish an appropriate reference and response threshold,…

1. Practical outcomeBy the end of this section, the learner should be able to turn an analysed threat or opportunity into a controlled management response that is proportionate, owned, time-bound and integrated with the way the project is actually delivered. They should be able to distinguish a…

1. Practical outcomeBy the end of this section, the learner should be able to take a defined project objective, a credible current schedule or cost model, and a selected set of material uncertainties and turn them into a transparent quantitative view of possible outcomes. They should be able to…

Ten ways to keep your client happy, protect your construction programme and build stronger working relationships.Every construction planner knows that keeping the client happy matters. But what…

Sunchana Johnston

Several months ago, I was engaged as the planning lead with one of the most significant infrastructure organisations.My assignments appeared straightforward: to provide independent planning expertise and advise senior stakeholders on the most appropriate software solution to support the extensive…

Sunchana Johnston

Fed up with adverts from software companies and consultancies that are going to change the world of Planning and solve all your project problems? This series of occasional articles promises nothing but thought provoking questions on how well we understand the basics of our profession from the…

PP Admin

Programme Planning Standards: The Rules of the GameStudies consistently show that organisations with mature project management practices achieve better delivery outcomes than those with ad hoc approaches. Yet one of the simplest disciplines is often overlooked—agreeing a common Programme Planning…

Sunchana Johnston

We make hundreds of assumptions and take small risks daily. Without them, we would spend innumerable hours worrying about everything. We assume our car will start. Our air conditioner will work. The weather forecast is accurate. These daily assumptions are banal. Recovering from these risks may be i

Alan Zucker

Balancing our work and home lives is a challenge that nearly everyone faces. I was a single parent for many years and managed large teams and projects in Fortune 100 companies. It was not always easy. Recently, I was talking to an old friend and former colleague. When we worked together, she did not

Alan Zucker