Logic

By the end of this section, the practitioner 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…

By the end of this section, the practitioner 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…

By the end of this section, the practitioner 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,…

By the end of this section, the practitioner 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,…

By the end of this section, the practitioner 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.

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 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.

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

What are we doing? And why are we doing it? These are the first two critical questions that must be asked at the start of every project. However, they often go unanswered!The nominal “what” is often provided. Implement a new system. Launch a new program. Build a road or bridge. However, the “why” is

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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.

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