M2.2 Logic, Critical Path & Float

By the end of this section, the practitioner 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.

By the end of this section, the practitioner should be able to take identified risks and assess them systematically so that management attention focuses on what matters. They should be able to assess probability and impact, apply a scoring framework, use a matrix appropriately, consider other relevant factors,…

By the end of this section, the learner should be able to establish a disciplined risk-identification process that finds, frames and records uncertainty before it is scored or modelled. They should be able to distinguish risks from issues, assumptions, dependencies, decisions and actions.

By the end of this section, the learner should be able to take a credible current schedule and use it to forecast likely future outcomes, explain what is driving those outcomes, test alternative scenarios, assess the effect of uncertainty and management interventions.

1. Practical outcomeBy the end of this section, the learner should be able to take an approved schedule and turn it into a trustworthy current control model at each reporting cycle. They should be able to establish a clear data date, collect and validate actual progress, record actual starts and acomplishments.

By the end of this section, the learner should be able to test whether a logically valid schedule is actually deliverable with the people, skills, equipment, facilities and other constrained resources available to the project. They should be able to distinguish resource demand from capacity.

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 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.

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 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.

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