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Simulation Teaching Notes Simulation Teaching Notes

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100% found this document useful (2 votes)

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Simulation Teaching Notes Simulation Teaching Notes

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Sunil Sharma

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Simulation Teaching Notes

Project Management and Implementation (Seneca College)

Studocu is not sponsored or endorsed by any college or university

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JU N E 1 6 , 2 0 2 1

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TEACHING NOTE

Project Management Simulation:

Scope, Resources, Schedule V3
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This teaching note was prepared by Professor Robert D. Austin of Ivey Business School for the sole purpose of aiding classroom instructors in
the use of Project Management Simulation: Scope, Resources, Schedule V3 (HBP No. 7701). HBP educational materials are developed solely as
the basis for class discussion. These materials are not intended to serve as endorsements, sources of primary data, or illustrations of effective
or ineffective management.
Copyright © 2021 Harvard Business School Publishing. To order copies or request permission to reproduce materials, call 1–800–545–7685,
write Harvard Business Publishing, Boston, MA 02163, or go to http://www.hbsp.harvard.edu. No part of this publication may be reproduced,
stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying,
recording, or otherwise—without the permission of Harvard Business Publishing.
Harvard Business Publishing is an affiliate of Harvard Business School.
This Teaching Note is authorized for use only by Harvey Ellis, Georgian College until Jan 2023. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
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Table of Contents

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Quick Facts ............................................................................................................................................. 6

Key Information ......................................................................................................................................... 6

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Running the Simulation ............................................................................................................................. 6
Learn More ................................................................................................................................................ 6
Getting Started.............................................................................................................................................. 7
Teaching Note ............................................................................................................................................... 7
Overview .................................................................................................................................................... 7

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Introduction ............................................................................................................................................... 7
Synopsis .................................................................................................................................................. 8
Varying Project Scenarios ....................................................................................................................... 9
Learning Objectives .............................................................................................................................. 10
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Audience ............................................................................................................................................... 11
Topics and Analyses for Simulation Learning .......................................................................................... 11
Top-Down Versus Bottom-Up Objectives: A Fundamental Tension in Project Management ............. 12
Top-Down Versus Bottom-Up Tension in the Simulation Scenarios .................................................... 14
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Preparing to Use the Simulation: Project Management Basics............................................................... 14

Starting the Simulation: Project Management Causes and Effects (Scenario A) ................................. 15
“People Factors” in Project Management (Scenarios A, B, and G) ...................................................... 17
Managing Risk and Uncertainty (Scenarios B, C, F, and G) .................................................................. 18
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Making Tough Tradeoffs (Scenarios D and E)....................................................................................... 20

Teaching Plan........................................................................................................................................... 21
Introducing the Simulation to Students (and to Yourself) ................................................................... 22
Deciding Whether to Use the Simulation in Class or Assign It as Homework ...................................... 22
Using the Simulation Individually or in Pairs ........................................................................................ 23
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Session 1: Play and Debrief of Scenario A (Project Management Causes and Effects) ........................ 23
Session 2: Play and Debrief of Scenarios B, C, F, and G (Managing Risk and Uncertainty) .................. 27
Session 3: Play and Debrief of Scenarios D and E (Making Tough Tradeoffs) ...................................... 30
Session 4: Summary Debrief (Developing a Project Management Framework) .................................. 33

HARVARD BUSINESS PUBLISHING | Project Management Simulation: Scope, Resources, Schedule 2

This Teaching Note is authorized for use only by Harvey Ellis, Georgian College until Jan 2023. Copying or posting is an infringement of copyright. [email protected] or
617.783.7860.
Downloaded by Bikram Lama ([email protected])
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Sample Course Outline with the Simulation Integrated.......................................................................... 33

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Teaching the Simulation in an Online Setting ......................................................................................... 33
Playing in a Live Synchronous Online Session ...................................................................................... 34
Playing in an Asynchronous, Student-Paced Manner .......................................................................... 34
Practical Considerations When Students Play in Pairs (or Teams) Online ........................................... 35

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Final Thoughts about Online Play ......................................................................................................... 35

Technical Guide................................................................................................................................... 37

Adopting the Simulation and Enabling Student Access........................................................................... 37

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Simulation Overview ................................................................................................................................... 39
Student User Screens .............................................................................................................................. 39
Welcome Page ...................................................................................................................................... 39
Prepare Page ........................................................................................................................................ 39
Tutorial ................................................................................................................................................. 40
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Decisions............................................................................................................................................... 41
Analyze Page......................................................................................................................................... 45
Alerts .................................................................................................................................................... 47
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Final Score ............................................................................................................................................ 49

Playing Again or Playing Additional Scenarios...................................................................................... 51
Team Play ............................................................................................................................................. 52
Scenario Progress Page and Leaderboard ............................................................................................ 53
Faculty Administration Screens ............................................................................................................... 54
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Manage Users and Teams .................................................................................................................... 56

Assign or Schedule Scenarios ............................................................................................................... 57
Customize Scenarios............................................................................................................................. 61
Class Results ......................................................................................................................................... 62
Facilitator Materials ............................................................................................................................. 65
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Appendices.................................................................................................................................................. 66
Appendix A: Prepare Tab Text ................................................................................................................. 66
Summary: Printer Cover Story .............................................................................................................. 66
Summary: Software Cover Story .......................................................................................................... 66

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Summary: Process Cover Story............................................................................................................. 66

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Managing Your Project ......................................................................................................................... 66
Appendix B: Scenario Point Totals ........................................................................................................... 69
Scenario A ............................................................................................................................................. 69
Scenario B ............................................................................................................................................. 69

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Scenario C ............................................................................................................................................. 70
Scenario D............................................................................................................................................. 70
Scenario E ............................................................................................................................................. 70
Scenario F ............................................................................................................................................. 71

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Scenario G............................................................................................................................................. 71
Appendix C: Casual Diagrams of the Model ............................................................................................ 71
Appendix D: Calculation of User Scores .................................................................................................. 76
Appendix E: Scenario F Model Description ............................................................................................. 77
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Prototypes ............................................................................................................................................ 77
Unexpected Events ............................................................................................................................... 77
Failure of Core Technology................................................................................................................... 78
Change of Staff ..................................................................................................................................... 78
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Change of Scope ................................................................................................................................... 78

Component Shortage ........................................................................................................................... 78
Appendix F: General Guidance for Successful Plays ................................................................................ 79
Overview of Scores ............................................................................................................................... 79
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General Best Practices .......................................................................................................................... 79

Scenarios .............................................................................................................................................. 79
Appendix G: Unanticipated Events Messaging ........................................................................................ 80
Appendix H: Team Morale Messaging ..................................................................................................... 83
Appendix I: Complementary Resources .................................................................................................. 85
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Appendix J: Sample Course Outline with Simulation Integrated ............................................................ 87

Class 1: Course Introduction (1 hour)................................................................................................... 87
Class 2: The Challenges of Project Management (1–2 hours) .............................................................. 87
Class 3: Project Management Basics (2 hours)..................................................................................... 87

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Class 4: Applying the Basics (2 hours) .................................................................................................. 87

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Class 5: Introduction to the Project Management Simulation (2 hours) ............................................. 88
Class 6: Stakeholders, Progress, and Team Dynamics (3 hours) ......................................................... 88
Class 7: Managing Risk and Uncertainty—Simulation (2 hours) ......................................................... 88
Class 8: Managing Risk and Uncertainty—Continued (3 hours) .......................................................... 88

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Class 9: Making Tough Tradeoffs—Simulation (2 hours) .................................................................... 88
Class 10: Conclusions and Course Wrap Up (2 hours).......................................................................... 88
Additional (Optional) Class Sessions: ................................................................................................... 89
Appendix K: Release Notes ...................................................................................................................... 89

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Quick Facts

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Key Information
Author Robert D. Austin

Players/Scenarios/Roles Single player and multiplayer, multiple scenarios

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Asynchronous Play? Yes

In-Class or Out-of-Class Play Either

Teaching Points Operations management, project management, prototyping, leading teams, managing
people, budgeting, resource planning

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Target Audience Undergraduate, graduate, or executive students in any course where the above subjects are
taught

Accompanying/ Teaching note, introductory slides, and debrief slides

Supplemental Material

Approx. Time Required Student preparation: 5–10 minutes Simulation play: 60–90 minutes Debrief: 45–60 minutes
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Running the Simulation
Technical specifications for this simulation can be found here: (A) Technical Specifications, (B) System Check. The typical steps
for setting up and running this simulation are as follows:
1. In the General Settings tab, click “Set up a new run.” The class can play multiple runs of the simulation, but only one at a
time.
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2. Customize the simulation as desired including cover story selection, how many times students can replay each scenario,
and whether they can see the leaderboard.
3. Click “Manage Users and Teams” to set up students as individuals or arrange teams.
4. Click “Manage Scenario Assignments” to select scenarios for your class. You can choose individual scenarios for each
student, assign scenarios to the class at large to be played in order, or schedule scenarios to open at specific dates and
times. If you choose to assign scenarios to the class or individuals, you must also select a default assignment for new
students.
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5. Open the simulation for play or you may choose to open the simulation in stages. When students are finished playing,
begin the debrief.

Learn More
To learn more about this simulation, carefully review the teaching note and take advantage of any or all of the following
resources:
• Free trial • Webinar recording
• Simulation preview • Information sheet
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• Web tour • Author videos

For these and other resources visit: https://hbsp.harvard.edu/product/7701-HTM-ENG

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Getting Started
This teaching note is designed for administrators of the Project Management Simulation: Scope, Resources,
Schedule (HBP No. 7701).

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• The Teaching Note section gives specific information related to the learning objectives and
teaching opportunities inherent in the simulation.

• The Technical Guide section reviews the process by which a faculty member adopts the simulation
through the Harvard Business Education website and extends that access to students.

• The Simulation Overview section provides screenshots and description of user and administrative

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screens.

• The Appendices section provides further information about the simulation as well as
supplemental reading suggestions.

Teaching Note
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Overview
After giving an overview of the simulation and outlining some technical requirements, we review in
detail the various tasks and challenges posed to the students. In doing so we provide details on the
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pedagogical concepts that each task allows covering and on the types of analyses and thought processes
that students are expected to perform (using the tools and information available to them as part of the
simulation) while attempting to respond to each task they are confronted with. We also discuss how to
customize the tool, prepare for class and teach using the set of exercises that are part of the simulation.

This teaching note was last updated on June 16, 2021. For detailed release notes, see Appendix K.
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Introduction
Whether you’re developing a new product, implementing a new system, planning an event, or seeking
some other more or less pre-specified outcome, you often can’t do it simply by repeating something
you’ve done before. Increasingly, the most important jobs encompass both figuring out how to do
something and actually doing it. They are one-offs—projects, in other words—and in a fast-changing
world they’re the means by which many vital ends are achieved. Simply put, projects carry out the
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intentions and strategies of organizations.

But within the practice of project management lies a paradox. Despite longstanding and widespread
agreement about how to “do” project management, examples of project management success remain
surprisingly rare. Indeed, projects fail at alarming rates. According to an oft-cited report on information
technology (IT) project management, 31% of IT projects are cancelled before they are completed, 53%

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overrun their budgets by a factor of two or more, and only 16% finish on time and under budget. a Project
management is not routinely done well—yet there are people and organizations that have the ability to

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manage projects with some consistency, which suggests that more of us can learn to do it better.

The objective of this simulation is to engage students in an active learning experience about project
management that offers better lessons than static textbook examples. As this teaching note will make
clear, the simulation can readily be used in conjunction with textbooks, cases, journal articles, and other

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materials. Complementing the simulation with other sources and modes of learning can provide a more
complete learning experience that encourages students to inhabit the role of a project manager and to test
the usefulness of principles learned from reading materials or classroom lectures. The ultimate objective,
then, is to help instructors develop managers who will be able to improve upon the success rate of
projects that are critical to organizations.

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Synopsis

This simulation offers students a hands-on opportunity to explore the complexities of managing projects
through rapid—and, in comparison with real project experience, safe and inexpensive—experimentation.
By setting and changing project parameters and observing effects on project outcomes, students discover
how scope, resources, and schedule (the three main levers of project management [see Exhibit 1],
together with team dynamics and project organization) combine to produce project success or failure. The
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simulation has been designed for use in courses that focus on project management, or in modules on
project management in broader courses.

Exhibit 1 Tradeoffs in Project Management Context

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a The Standish Group, Chaos Report, 1995; http://net.educause.edu/ir/library/pdf/NCP08083B.pdf.

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The dynamics built into the simulation are based on state-of-the-art understanding of project
management, to the extent possible (there are still notable gaps in what today is considered state-of-the-

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art). We make these dynamics transparent to instructors: Causal relationships built into the simulation
are presented as part of this note in Appendix C and can be presented in the classroom. They serve as an
important basis for classroom debriefs, wherein instructors and students compare relationships
discovered through their experimentation with the underlying principles built into the simulation model.
In some areas, especially where there are gaps in the research, instructors and students may disagree with

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the model’s underlying assumptions. It may, in fact, be beneficial to critique and debate those
assumptions. A post-simulation discussion that delves into the model’s assumptions and algorithms can
be a rich learning experience for students.

Much of what has been taught historically in project management courses has focused heavily on
project planning, for numerous reasons. Project planning lends itself readily to the application of certain

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analytical tools, such as algorithmic optimization approaches, that are of interest to many university
researchers. The idea that sound planning will lead to favorable outcomes has great intuitive appeal.
And, of course, planning is extremely important.

This simulation integrates easily into courses that emphasize project planning. In fact, the sample
course outline in Appendix J shows how to integrate a project planning lecture and use of the simulation.
The available Introductory Slides (HBP No. 7709) could also be used to discuss the planning components
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of project management. However, the simulation itself focuses on management during the course of a
project, after most of the planning has already been done. Management during projects has sometimes
received short shrift in project management courses, in part because it is difficult to explore in a
classroom setting the wide variety of outcomes that might arise as a project unfolds. This simulation is
designed to support such exploration and thereby fill a gap in project management pedagogy that has
often frustrated instructors.
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Varying Project Scenarios

The simulation allows the instructor to set up seven scenarios. Each one encourages students to focus on
a different aspect of management during a project and allows the instructor to highlight different learning
objectives.
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Scenario A Easily achievable targets, with even weighting between objectives and a low level of
uncertainty. This is a basic scenario most useful in exploring fundamental dynamics
of project behaviors, project parameters, and outcomes.
Scenario B A mid-project staffing crisis, in which the project will lose up to three staff members and
hiring will be frozen for two weeks. This scenario offers an opportunity to manage an
unexpected mid-project problem and to focus attention on people factors and team
effects.
Scenario C A mid-project surprise announcement about competition. Schedule target will move up and
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points for schedule will increase. This scenario offers an opportunity to manage an
unexpected mid-project problem, with an emphasis on the classic project
management levers of scope, resources, and schedule.
Scenario D Very difficult management targets, with points weighted toward schedule compliance. This
scenario offers an opportunity to manage a situation that is all too familiar for project
managers: one in which targets are not realistic, and in which the key challenge is
making tradeoffs that are sensitive to the overall business context and that account

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for the relative importance of different objectives. Students should note that schedule
is the most important objective in this scenario, and they should make tradeoffs that

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account for that. Relative to scenarios B and C, this scenario exhibits a low level of
uncertainty.
Scenario E Very difficult management targets, with points weighted toward scope compliance. This
scenario offers another opportunity to manage a situation in which targets are not
realistic. As in scenario D, the key challenge is making tradeoffs that are sensitive to
the relative importance of different objectives. Students should note that scope is the

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most important objective in this scenario, and they should make tradeoffs that
account for that. Like scenario D, this scenario exhibits relatively low uncertainty.
Scenario F Highly uncertain project objectives and multiple mid-project surprises. This scenario is
characterized by high levels of project uncertainty, a fact that is signaled to students
in the description of the scenario. The technology, final specifications, timeline, and
access to resources are all uncertain in scenario F. In playing this scenario, students
will have an opportunity to discover how creating prototypes and other factors, such

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as optimizing team skill levels, can help project managers in environments
characterized by high levels of uncertainty.
Scenario G Extremely disruptive scenario in which an event forces the local workforce to work remotely
throughout the project. In this scenario, local forest fires force management to ask all
employees to work from home for the foreseeable future. The unexpected change
strains telecommuting technologies and competencies. Like scenario F, there are
high levels of project uncertainty at play.
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Depending on the instructor’s teaching objectives and course design, the seven scenarios may be
employed separately or together. Some instructors, especially those dealing with project management as
a component of a broader course, may wish to rely primarily on scenario A, the basic scenario, in order to
explore carefully the causal complexities within the project management challenge. Others who wish to
address project management in more detail may use several of the scenarios, perhaps in different class
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sessions staggered throughout the course (see Appendix J for an example of how the scenarios might be
staggered). However an instructor uses the scenarios, students should be given enough time to play each
one so that they learn from different experiments and so that they arrive at overall principles by varying
practice and discovering effects on outcomes.

Students will vary in the amount of time they take to complete playing a scenario because they will use
different approaches in their experimentation. Some will experiment by doing many plays quickly; others
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will proceed more deliberately, trying something with a particular play, carefully observing the result,
and then trying something else within the same play. For rough planning purposes, however, instructors
might estimate 20–30 minutes for the first play of a scenario and around 15 minutes for subsequent plays.
However, in half an hour of class time, some students will complete only one play, whereas others will
complete several. The deliberate approach can elicit careful hypothesizing and thinking, but those who
play rapidly will conduct more experiments; both can generate insights. A mix of approaches that can be
compared in the classroom debrief might well lead to the best learning for all.
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Learning Objectives

Learning objectives will vary depending on the goals of the instructor and the nature of the class, and the
simulation should serve to support a wide range of learning objectives. After engaging in the simulation

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experience, in the context of other learning from reading and classroom lectures, students should be able
to demonstrate an understanding of the following:

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1. How the three classic project management levers—scope, resources, and schedule—can be used to
improve project outcomes and how these levers interact.

2. How project characteristics, including deadlines, overtime, outsourcing, and team skill levels,

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affect team morale and work quality.

3. The effects of project managers’ decisions on team morale, project coordination, and work
quality—e.g., how much time to spend on coaching or meetings, how much to rely on overtime or
outsourcing, what skill level to set for a project team, and when to add or reduce the numbers of
project team members.

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4. How prototyping and iterative project processes can help moderate the effects of uncertainty.

5. The effects of poor quality work on project outcomes.

6. How unanticipated events influence project outcomes.

7. How to make tradeoffs between desired project outcomes in situations in which not all project
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objectives can be met.

8. The importance of committing to realistic project objectives, minimizing scope change as much as
possible, and taking into account the level of uncertainty inherent in a project setting.

9. The implicit costs of too-frequent adjustments (e.g., in team size, level of outsourcing) that increase
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coordination difficulty and negatively impact work quality.

These are by no means all the possible learning objectives that the simulation supports, but they are
some of the major and most common ones.

Audience
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The simulation is suitable for use in a wide variety of educational programs, as well as in business, public
administration, engineering, computer science, and beyond. It can be used both at the undergraduate and
graduate levels, as well as with professional managers, engineers, and executives. In any field in which
people often encounter projects, this simulation should facilitate learning and provoke stimulating
discussions that can improve understanding and yield better outcomes in practice. The simulation offers
instructors a choice of three cover storie—product development, software development, and event
planning—to make it relevant to a broader range of course topics.
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Topics and Analyses for Simulation Learning

This section presents topics that can be explored by complementing the simulation with other suggested
materials. For each topic, themes and analyses suitable for a course on project management are described.
Topics may be addressed individually in separate class sessions, or in combination across sessions. The

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Teaching Plan section provides specific guidance on how classes might be conducted. The purposes of
the present section are to place that guidance in an overall context within a project management learning

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experience and to convey some of the content and analyses that are likely to be the focus of classroom
sessions.

Top-Down Versus Bottom-Up Objectives: A Fundamental Tension in Project

Management

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A fundamental tension inherent in managing most real-world projects arises from the two distinct ways
of setting project objectives. Both ways reflect legitimate concerns, but they sometimes (perhaps often)
conflict. Project objectives may be set top down, as when executives derive ideas about what a project
needs to accomplish from an analysis of the conditions in which an organization operates. Or, project
objectives may be set bottom up, as when project staff members arrive at objectives based on their

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understanding of the amount of work required to achieve target outcomes. Tension arises when the top-
down objectives set by executives don’t mesh with what the project team considers realistic, based on
their bottom-up analyses. A more detailed look at an example, this one from product development, will
demonstrate how such a tension might arise (see Exhibit 2).

Exhibit 2 Tension in Establishing Project Objectives

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A Project to Answer a Competitive Threat

Suppose that executives at a company—call it ProductCo—learn that a competitor will soon release a new
product that will eclipse ProductCo’s main product and, thus, drastically reduce the company’s sales.

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These executives conclude, reasonably enough, that they must answer the competitor’s moves with
moves of their own. They decide to create their own new product. They set out to decide when they’ll

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need their new product, what the new product will need to do in order to be competitive, and how much
the company can afford to spend to develop it. Let’s consider these decisions in turn.

To decide when to release their new product, ProductCo executives estimate when the competitor will
release its new product. They might conclude that the ProductCo new product should appear sooner (or,

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at worst, not too much later) than the competitor’s product to minimize the competitor’s opportunity to
win market share. If ProductCo executives believe the competitor’s product will appear in nine months,
then ProductCo’s development deadlines should be consistent with delivery of a new product in about
that same amount of time. Working backward from a nine-month delivery date yields a product
development deadline for the new product: a top-down–derived project deadline.

These same executives must also decide what their new product should be able to do—i.e., how much

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of an improvement it should be over the company’s current product. Again looking to the competitive
landscape, ProductCo executives might determine what the competitor’s new product will include.
Following from that, executives might decide what they need from their own new product. They can
aspire to avoid falling behind, to maintain parity, or to leapfrog the competitor. To avoid falling behind is
likely to require less project work than leapfrogging the competitor would. Let’s say that the executives
decide to maintain parity with the competitor: Estimates of the features of the competitor’s product then
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determine what the ProductCo project must accomplish, resulting in a top-down–derived project scope.

Finally, the executives might perform a cost analysis. Imagine that ProductCo is a publicly-traded
company and that its stock price is therefore related to the firm’s profit margin. A slip in the profit
margin might have an adverse effect on the company’s stock price and thereby hurt investors. Concerns
about this eventuality may help the executives decide how much they can afford to spend to develop the
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new product. Too expensive a development effort might hurt profits, and the stock market might punish
the company for that. Conversely, developing the product at a low cost might lead to better profit
margins and a higher stock price. Following this reasoning, executives at ProductCo can determine what
they consider a reasonable budget for the development project: a top-down–derived project cost target.

Notice that even though these top-down objectives seem to have been arrived at reasonably, they do
not at all reflect the practical challenges of actually doing the work. Top-down objectives reflect what the
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business needs competitively, not what is practical or even possible. Note also that executives might well
be tempted to (1) preempt the competitor’s announcement, (2) with a product that leapfrogs the
competitor’s new offering, (3) and that is developed at a very low cost. In other words, the most attractive
project from a competitive standpoint is quite likely to challenge feasibility.

When top-down–derived schedule, scope, and cost targets are conveyed to project staff members, the
project manager and their team will use the techniques of project planning (breaking down required
work into tasks, identifying task dependencies, and so on) to determine whether the work can be
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accomplished within the time allotted and for the cost specified. Often initial project planning analyses
reveal that the project objectives are not realistic. The ProductCo project team might realize, for example,
that because of dependencies between vital tasks, which force some tasks to be completed before others
begin, a realistic development schedule will deliver a new product in no fewer than 12 months.

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Such realizations typically trigger cycles of planning and adjustment in which numerous questions are
raised: Can ambitions for project scope be scaled back? Can dependencies be eliminated? Similar analyses

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and questions arise when realistic costs are out of line with targets: Can we save money by outsourcing
some work? Can we use lower-skill staff members who cost less to employ? After project planning
adjustments, objectives may be more realistic but still challenging. Because estimates of what can be
accomplished on time or within budget are not perfect, projects often begin with “stretch” objectives.
Adjustments to scope, resources, and schedule continue during the project itself as the project manager

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seeks to configure the project in a manner that has the best chance of achieving the objectives.

Top-Down Versus Bottom-Up Tension in the Simulation Scenarios

In the simulation, different scenarios begin with different degrees of this top-down versus bottom-up
tension. In Scenario A, the project objectives are realistic. Some students will succeed in delivering this

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project on time and under budget. They will be able to explore, in a relatively relaxed manner, the causal
factors that relate management decisions to outcomes. They will compete to see who can beat project
objectives by the greatest margin, by delivering a better than expected product, finishing faster, or
spending less than was planned.

In Scenarios B through G, the degree of tension increases. In Scenarios B, C, and especially F and G,
unexpected events intercede to require mid-project adjustments. In Scenarios D and E, executives’
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objectives are unrealistic; managing these projects will be an exercise in making unpleasant tradeoffs and
limiting damage.

The best way for students to understand the fundamental tension in project management is to have
them manage different scenarios. The job of a project manager is very different in Scenario A than it is in
Scenario C or Scenario E. A classroom debriefing session in which students reflect on the principles to
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apply in the different scenarios, as described in the Teaching Plan section, will help them understand the
challenges of project management. Nevertheless, it is beneficial early in a course to draw students’
attention to top-down and bottom-up perspectives and to the tension that often arises between them.
Even if students do not fully appreciate at first the differences in management principles that can arise
when objectives are more or less realistic, it is useful to ask questions about such differences in discussing
the individual scenarios. The questions will prompt students to think in terms of contingency—i.e., what
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is most appropriate in which circumstance. Such contingency is a vital part of project management
thinking.

Preparing to Use the Simulation: Project Management Basics

As already mentioned, the initial decisions and adjustments that project managers need to make arise in
the planning stages of a project. To set up use of the simulation, and to place the decisions required by the
simulation in an appropriate context, the instructor may wish to deliver a lecture on the basics of project
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management and assign readings that devote special attention to project planning. We recommend the
background note “Project Management Manual” (HBS No. 697034). The Introductory Slides that
correspond with this simulation (HBP No. 7709) can be used in conjunction with it. In addition, we
recommend chapters 1–7 from Harvard Business Essentials: Managing Projects Large and Small (Boston, MA:
Harvard Business Press, 2002).

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The content in these sources is quite consistent with other textbook treatments of the subject of project
management, so other resources are likely to serve equally well. Like other textbook treatments of the

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subject, these accounts focus mostly on project planning—activities that occur before the project actually
begins. The PowerPoint slides conclude with a summary of the three main levers of project management:
scope, resources, and schedule. Students will use these levers and others in the simulation as they
manage their in-progress (i.e., post-planning) projects. Such readings and lectures should cover planning
subjects and techniques such as the following:

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• Establishing a project organization (including sponsor and leader)

• Defining and agreeing on project objectives (scope, resources, and schedule)

• Setting up norms and systems for communication, meetings, issue tracking, and issue escalation

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• Documentation requirements

• Work-breakdown structure and task-ownership assignment

• Estimating effort required to complete individual tasks

• Identifying and classifying dependencies (when task A must be done before task B)
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• Gantt and PERT charts and the critical path

• Analysis of resource requirements and points of dependence on specialized resources

• Re-planning and adjustment to better fit top-down business objectives (what-if analysis)
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• Planning for contingencies and risks

These preliminaries move students toward management of an in-progress project in the simulation. The
overall idea behind this suggested teaching approach is first to present the basics and then to elaborate on
them through experience with the simulation and with cases and other materials that force students to
confront the less orderly realities of managing projects.
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Starting the Simulation: Project Management Causes and Effects (Scenario A)

Once students have been introduced to the basics of project management—especially the three main
levers of scope, resources, and schedule—they are prepared to experiment with scenario A and to
discover causal relationships between their actions and project outcomes. Before playing scenario A,
students should review the Prepare section of the simulation, including the information found in the
tutorial. This information will familiarize students with basic navigation and game play.
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After clicking on the “Play Now” button, students will enter their initial project decisions on the
Decision page, and then navigate the Analyze section of the simulation. Each Analyze tab includes a
different bit of information fundamental to the project management challenge. The Dashboard tab

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provides an overview of relevant information on a user-friendly dashboard. The Project Progress b tab
allows students to track the project’s progress against key performance indicators. The Resources tab

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helps students understand productivity and resource usage, and the Team Process tab helps them
understand critical human resources issues, including team morale and stress levels. Finally, the
Management Targets tab represents management’s performance targets for the project. Once students
have fully processed the information on these screens, they can make decisions through the rounds of the
simulation on the Decisions page. If at any point they want to review their decisions from a prior round,

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they can use the Decisions History tab. All scenarios require the student to follow this general flow of
activity. Exhibit 3 depicts the two stages of activity that the student engages in for each scenario.

Exhibit 3 Activity Each Round

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Some students may find even the relatively straightforward scenario A quite challenging. They will
experience the tension inherent in being told what competitive project targets need to be achieved. In the
early stages, by focusing on scenario A, students can build confidence, learn to interact with the
simulation software, and explore how the following factors relate to project outcomes:
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• Target scope

• Team size, skill level, and degree of outsourcing

• Target completion date

• Reliance on overtime
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• Amount of time spent on different types of meetings

bAlthough the concept of earned value management is not explicitly discussed in the simulation, students can arrive at an
understanding of some of its relevant concepts by comparing the management target graphs, which track process of tasks on one
chart and cost on another.

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• Number of prototypes constructed during the project

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• Effect of changing any of the above during the course of a project

• Relative effects of actions taken early or late in a project

• Effects of conditions that arise from the project manager’s decisions (e.g., team stress and the

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team’s rate of mistakes)

Even though students are given targets, they are free to depart from these in setting project parameters.
They can, for example, decide to aim for a more ambitious scope or a completion date earlier than the
target specified by executives if they think those are potentially good project management practices. Such
decisions will have consequences in the simulation. Opting for a more ambitious scope or schedule, for
example, will increase team stress, which will have a favorable effect up to a point and then begin to

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cause difficulties (e.g., more mistakes).

Students will typically formulate, execute, and refine strategies as they play the simulation. They might,
for instance, employ a strategy that calls for staffing up the project generously in early weeks, then
cutting back on staff in later weeks. Such strategies will be based on assumptions that students make
about causal relationships within projects and within the simulation model. Assumptions might be
derived from students’ beliefs and experiences, or perhaps from previous course readings or lectures. By
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experimenting within the simulation, students refine their assumptions and their personal “models” of
the causal relationships in the simulation.

A classroom debrief after this period of experimentation will help nail down the features of refined
personal models (see the Teaching Plan section for guidance on how to conduct such a classroom
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debrief). Various ways of examining the students’ decisions and their results are built into the simulation.
The Teaching Plan section describes in greater detail the individual play summaries, histograms, and
correlation graphs that can help students formulate their own project management ideas more precisely.

It can also be useful at this stage to employ other materials that raise questions and issues similar to
those raised by early experimentation with the simulation. For example, “Teradyne Corporation: The
Jaguar Project” (HBS No. 606042) describes a company that tries to follow textbook advice on how to
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manage a product development project and discovers that it’s easier said than done. “Foremostco” (HBS
No. 604017) tells the story of an IT project at a small company that goes wrong in just about every
possible way. It is a useful complement to Scenario A. We also recommend “Lessons for an Accidental
Profession” from Business Horizons 38 (March/April 1995).

“People Factors” in Project Management (Scenarios A, B, and G)

Of all the determinants of project outcomes, those related to people, teams, politics, and other “people
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factors” are perhaps the most important and elusive. They are difficult to convey in classroom settings,
especially to students who lack practical work experience, and difficult to incorporate into a simulation.
Nonetheless, this simulation is designed to facilitate learning about such people factors, at least to some
degree. By experimenting within the simulation, especially within scenarios A, B, and G, students can
gain insight into issues such as the following:

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• How stress levels and team morale change when deadlines become less realistic

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• How stress and morale affect team productivity

• How stress and morale affect the quality of a project

• How changing team membership influences team productivity

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• How communicating with outsourcing vendors affects team productivity

• The importance of coordination activities (such as meetings)

• The challenges of coordinating remote work (in scenario G)

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In scenario B, students experience a staffing crisis that causes them to lose people from the project team.
Total team productivity falls and experience is lost. The remaining team members experience greater
stress and lower morale. Students can take actions to influence stress level and morale (they might, for
example, temporarily change project targets). The staffing crisis also prompts students who might not
have been paying as much attention to people factors to give them a closer look. Thus, this scenario forces
students to consider the effects of varying team size at various points during a project.
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In scenario G, an external event suddenly leads to a need to complete project work from remote
locations (working from home). Many of the issues surfaced in scenario B are relevant here also, plus
there are many and unexpected difficulties in coordination and communication.

Other materials that can help address the people issues involved in project management, and that
might be appropriate to use in conjunction with scenarios A, B, and G include the following:
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“Chrysler and BMW: Tritec Engine Joint Venture” (HBS No. 600004) is an extremely rich case about a
young project manager who oversees a huge joint venture aimed at delivering a new high-performance
automobile engine. “Organizing and Leading ‘Heavyweight’ Development Teams” from California
Management Review 34 (1992) presents classic work on the relative merits of different team structures;
although the paper is about product development, the lessons are much more general. And
“Understanding the Role of Politics in Successful Project Management” from International Journal of Project
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Management 18 (2000) provides helpful guidance on how to navigate the treacherous waters of
organizational politics.

Although these materials go beyond the people factors built into the simulation, they can lead students
to a greater appreciation of the importance of “soft factors” in managing projects.

Managing Risk and Uncertainty (Scenarios B, C, F, and G)

For a long time, much project management advice seemed to imply that if you encountered an event for
which you hadn’t made a contingency plan then you should have planned better. If the unexpected event
included a change in what the project needed to achieve, then the assumption was that you, as a project
manager, should have prevented “scope creep” or that you should have been more disciplined or
thorough in forcing customers to say what they needed in the first place. The prescription for avoiding

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the trauma associated with the unexpected always seemed to boil down to “You should plan better next
time.”

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But saying you should have planned better is little help in dealing with the problems you are currently
confronting. Thorough planning is indeed important to project success. But as projects become more and
more complex, it becomes less and less likely that all contingencies can be anticipated, no matter how
thoroughly a manager plans. As long as the refrain “more planning” remained the answer to how to

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manage risk and uncertainty, there persisted a huge, gaping hole in project management conventional
wisdom. Project management wisdom included quite good advice for managing problems you can
anticipate, but very little to help with the problems you can’t anticipate. Fortunately, this situation has
now changed.

In recent years, there has been more research and practical thinking about projects that happen in fast-
changing environments, or environments where requirements are initially quite difficult to discern. These

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efforts focus on framing the principles of project management as contingent on the risk and uncertainty
inherent in the environments in which they occur. For example, in “Managing Project Uncertainty: From
Variation to Chaos” from MIT Sloan Management Review,42 (Winter 2002) the authors distinguish among
environments that exhibit (1) variation, (2) foreseen uncertainty, (3) unforeseen uncertainty, and (4) chaos,
and they recommend different project management approaches for each. Measures that lead to better
success in situations of high risk and uncertainty include the following:
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• Selecting project team members capable of in-progress learning and adjustment (rather than team
members who are narrowly task-oriented and thus best at executing a stable plan only)

• Obtaining top management sponsorship and attention, and establishing a process for their rapid
intervention when needed
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• Taking a flexible approach to scope that permits arranging project components for completion in a
different order than planned

• Creating risk-sharing arrangements with partners and vendors that provide everyone with
incentives to adjust, rather than to continue to operate under out-of-date plans
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• Creating more iterative project structures that divide projects into smaller pieces and allow more
frequent scope, resource, and schedule reconfiguration.

Another excellent (though longer) resource that presents this perspective on projects is Agile Project
Management: Creating Innovative Products (2nd edition, Addison Wesley Professional, 2009). Also, “Cisco
Systems, Inc. Implementing ERP” (HBS No. 699022) offers a good basis for discussing issues of project
risk and uncertainty.
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Within the simulation, scenarios B, C, F, and G present managers with unanticipated events. The key
maximizing potential for learning in these scenarios is to pose questions about how to change the way
you manage a project when you are certain that you will be surprised by unexpected events. The general
question posed by the scenarios is “What changes in our thinking about project management when we
are sure that we can expect the unexpected?” The Teaching Plan section offers some such material for use
with Scenarios B, C, F, and G.

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It’s important to remember that the unexpected problems that arise in these scenarios will be truly
unexpected only the first time students encounter them. However, this fact doesn’t prevent an instructor

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from facilitating a more general discussion of changes in project management when students must
contend with “unknown unknowns,” especially if the discussion also draws on complementary
materials, such as those mentioned in this teaching note. One sound approach is to ask students to
enumerate principles of project management for addressing predictable problems, and another set of
principles for addressing unpredictable problems (again, see the Teaching Plan section).

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Producing prototypes is a primary tool for managing a project with high levels of uncertainty. The
student can choose to push ahead with a slice of the project and thus construct a less than fully finished
outcome that is representative of the final project. In some settings, a manager might be able to construct
a mockup product with some functionality. On other projects, the manager might not be able to construct
an actual prototype, but can create detailed “paper prototypes” by walking through scenarios as they are

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expected to function in the final product. The Cisco case includes an example of the latter, which Cisco
calls “conference room pilots.” In the simulation, prototypes generate additional project costs, but they
also allow for earlier detection of unexpected problems. In low uncertainty environments, excessive
prototyping is wasteful. In high uncertainty situations, however, prototyping provides a crucial head
start on learning about important problems that were not (and perhaps could not be) anticipated during
the project planning stages.
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Making Tough Tradeoffs (Scenarios D and E)

Scenarios D and E present yet another kind of project management situation to students: one in which
you can’t win. The top-down objectives specified in these scenarios are unachievable. Students are forced
to contend with a situation all too familiar to many experienced project managers, one in which they need
to make tough tradeoffs and prioritize the outcomes that are most important to business success (scope,
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cost, deadline).

In scenarios like these, the best a project manager may be able to do is to strike a new deal with senior
management for more achievable top-down objectives—in effect, to turn a scenario D or E situation into a
scenario A situation. Alas, that is not always possible, whether because senior executives are intransigent
or because the business situation does not permit a new deal without compromising the company’s
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competitive situation. Thus, these two scenarios provide an opportunity for students to think about what
to do in situations that are far from ideal. Actions that might help in such situations include the following:

• Negotiating with senior managers for more flexibility in top-down objectives

• Prioritizing the most important business objectives when making tradeoffs

• Helping senior management to understand that not everything that’s desired can be achieved (to
avoid surprises and disappointment)
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• Gaining agreement across the organization about what will not be achieved, so that other things
can be (i.e., making sure everyone is on board when difficult tradeoffs are made)

• Preserving team capabilities for the next project, even in difficult situations (i.e., avoiding the
frustration, burnout, and attrition that can result when objectives seem impossible to meet)

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After experiencing and pushing beyond the exasperation of dealing with scenarios D and E, students
will be much better prepared to brainstorm measures that can be taken in such situations. Knowing how
to deal with a variety of situations (depicted in Exhibit 4) is extremely important for project managers,
and this discussion can be the richest that the simulation prompts.

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Exhibit 4 Pressures on the Project Team

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Teaching Plan
This section offers specific suggestions about how to use the simulation in actual classes. Courses and
their logistics obviously vary widely, and the suggestions lend themselves to customization and
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modification. Some instructors will decide to have students play the simulation as homework, whereas
others will use class time for that (of course, the length of class periods can vary widely among schools).
Whatever the situation, the basic recommended framework is one with three major teaching segments,
each composed of a combination of play and debriefing, each organized around a different topic, and
each with a summary teaching segment. However, the instructor can combine these in many ways, or
even extend them and integrate them with complementary materials. You might, for example, use part of
a class session for debriefing, then bridge to a discussion of a case or to a lecture based on a reading.
Many configurations are possible. As a starting point, here’s a basic structure:
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Session 1: Play and debrief of scenario A (project management causes and effects)

Session 2: Play and debrief of scenarios B, C, F, and G (managing risk and uncertainty)

Session 3: Play and debrief of scenarios D and E (making tough tradeoffs)

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Session 4: Summary debrief, to fill out a contingency-based project management framework

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Alternatively, if you have an extra session, you could also break scenarios B and G out into a separate
segment on managing people factors. Or you could use scenario B along with scenario A, in session 1 in
order to focus the discussion more on people issues.

Introducing the Simulation to Students (and to Yourself)

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The simulation is designed to be easy to initiate. If students are using the simulation outside of class, they
should be able to read the information on the Prepare tab and then simply begin. When the simulation is
used in class, the instructor may want to spend a few minutes demonstrating play, although this is not
necessary.

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Instructors should remind students that the Scenario Objectives page contains important information
that may change from run to run. The instructor may alter the scenario, which will change the
management targets and the scoring criteria. Students who overlook these changes may not score well.

Detailed screen capture movies are accessible from the administrative screens (see the Facilitator
Materials tab on the facilitator side of the simulation). These explain how to configure the simulation,
manage users, and use the Classroom Debrief tools. A short text-based tutorial is also available for
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students. All of these videos are useful as instructors familiarize themselves with the simulation. You can
also review the Simulation Overview section of this teaching note for an explanation of both user and
administrative screens.

The instructor chooses scenario(s) that will be active for a particular set of users. When the instructor
assigns the scenario(s), students will be able to play them in the order that they appear on the Manage
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Users screen. If more than one scenario is assigned by the instructor, the student will have the choice to
continue to the next scenario assigned or play the same scenario again once the current scenario is
completed. If only one scenario is chosen, then the student will see only the option to play the same
scenario again after the completion of a scenario. Students can read the information for the assigned
scenario on the Scenario Objectives page. Instructors should remind students to check this screen at the start of
each simulation game—it is common for students playing quickly to skip this step, but that will definitely inhibit
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learning because they will not be sufficiently aware of the project context (e.g., high or low uncertainty).

Deciding Whether to Use the Simulation in Class or Assign It as Homework

The simulation may be played by students before class commences or as an in-class assignment. Each
approach has its advantages and disadvantages.

Using the simulation in class allows the instructor opportunities for closer supervision and to help
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students who get stuck. In class, an instructor can walk around and observe what students are saying
(e.g., “I totally messed up this project!” or “That’s the last time I’ll take your advice!”). Such oversight can
help the instructor during the classroom debrief. In some simulations, it is fun and educational to capture
students’ comments, which can convey their level of confidence in understanding, interpretations of
mistakes, and evolving insights about what works. Kicking off a session with humorous student

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comments, or sprinkling these comments throughout the classroom debrief at key moments can add
energy to the discussion and encourage students to expand on the comments.

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Using the simulation in class also gives the instructor better control over when students experience
different scenarios. One can be used for a while, then another assigned based on what the instructor
observes about student experiences (e.g., are they becoming bored, do they need more time?).

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Of course, running the simulation in class takes up valuable class time. Assigning it as homework can
allow students more time to interact with the simulation. Our experience suggests that some students
find the simulation entertaining and continue to play it many times if they can access it outside class.
Because many factors within the simulation have a causal relationship with outcomes, it might take quite
a few plays for some relationships to reveal themselves. Some students, given access to the simulation
outside class, will play it a lot of times and will develop strong causal hypotheses; however, not all
students may be motivated to play a lot. Instructors using the simulation outside class hours may have

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difficulty making sure students spend enough time experimenting.

Using the Simulation Individually or in Pairs

Version 3 of the simulation allows for instructors to assign students to play in teams of two, if desired.
Asking students to work in pairs allows them to discuss their interpretations (and the instructor can hear,
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if playing in class). That can help students refine their personal models of project management more
quickly and can enable the instructor to clarify matters during the classroom debrief (e.g., “I noticed that
many of you were confused about…”). Working with someone else can also be more fun.

Session 1: Play and Debrief of Scenario A (Project Management Causes and Effects)
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This is each student’s first encounter with the simulation, so instructors should allow plenty of time for
play if it’s being done in class. We suggest at least 20 minutes, although 40 minutes would probably be
better. Before students begin, consider introducing how the simulation works and suggesting questions
for students to think about as they run the simulation.

Possible Assignment Questions for Session 1

1. As you play the simulation, try to discover how varying decision parameters (target scope, team
size, team skill level, amount of outsourcing, target completion date, overtime allowed, time in
meetings) affects project outcomes (tasks completed, cost incurred, productivity, new problems
discovered, projected completion date) and team attributes (morale, stress level, rates of mistakes).
What causes each effect? What might explain the causal relationships you’ve discovered?

2. What strategies did you attempt in managing your projects? What worked? What didn’t?
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3. What assumptions underlie your emerging ideas about managing projects in the simulation? In
other words, What change would prompt you to reconsider the approach you’re discovering is
best for managing projects?

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Sample Session 1 Schedule (may be split across two classes)

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1. Introduction (5–10 minutes)

2. Students play scenario A (25–35 minutes)

3. Classroom debrief (45–60 minutes)

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Plan for Classroom Debrief

This simulation, although simple in concept, has a number of subtle dynamics, many unfolding at once,
that students will encounter but not always recognize or understand. The objective of the classroom
debrief is to help students compare their different experimental approaches and, by doing so, identify the
important cause-effect relationships in the simulation. Toward the end of the debrief, the instructor might

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also ask students to begin translating their developing understanding of causal relationships into
prescriptive advice for managing projects.

The debrief should occur after all students are finished playing the simulation. The instructor should be
able to log into the administrative site of the simulation and see student results.
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A typical classroom debrief might proceed as follows:

1. Discuss students’ experiences and overall impressions (5–10 minutes)

2. Discuss high-scoring plays by specific students (10–15 minutes)

3. Discuss critical trends in the simulation: productivity, problems, morale (10–15 minutes)

4. Present simulation diagrams showing cause–effect, as designed in the simulation (10 minutes)

5. Identify basic advice and beginning frameworks for managing projects (10–15 minutes)

General discussion of students’ experiences and overall impressions (5–10 minutes)

To begin, ask the students to describe their experiences playing the simulation. If the instructor has been
observing during play, they can begin this discussion by talking about things overheard and asking
students to elaborate. This opening discussion allows students to voice frustrations, share stories about
their experiences, and articulate general insights about what happened.

Here are some questions that the instructor can consider posing:
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• Was this a frustrating or easy exercise to complete?

• Did your team complete the project faster or slower than you expected?

• If your team fell behind schedule, what did you do?

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• What kinds of meetings did you organize?

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• Were your teams mostly stressed, mostly bored, or somewhere in between the two?

• Did you complete your projects successfully?

Discussion of specific plays (10–15 minutes)

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Use the histograms built into the simulation (see the tabs in the administrative section, including Class
Summary  Class Results, Class Summary  Result Distribution, and Class Summary  Correlation
Graphs). Each of these tabs offers graphics for displaying results of simulation play. The instructor can
show the distribution of scores in the simulation and a list of the best and worst runs. A common range of
scores for this scenario is the mid 300s to the low 700s. Students usually perform best in scenario A

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because it is relatively easy to do well.

Consider asking students with the top-scoring plays to share their project management approaches
while you use the drill-down feature in the list to display the details of top-scoring plays. Instructors can
use the week-by-week account in the play summary to elicit more detailed thoughts from students (e.g.,
“What’s this you did in week 12?” or “Why did you outsource some tasks in Week 9?”). If there is time
between play and debriefing (e.g., if the play and debriefing periods are held on different days), the
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instructor will have more time to figure out what pointed questions to ask the students with superior
plays. In any case, asking students to comment on their plays while displaying them on screen for the
entire class can lead to a more detailed and specific discussion. Students who have played the simulation
numerous times might not remember what they did each time, so the play summaries can help to
facilitate the discussion.
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Discussion of critical trends (10–15 minutes)

The performance of projects in the simulation is significantly affected by team productivity, the number
of problems discovered, and team morale. Because none of these factors is under the direct control of the
project manager, students may wonder what is driving them. At this point in the discussion, begin to ask
the students to draw conclusions about which factors influence particular outcomes and behaviors.
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Possible questions to ask include the following:

• How productive were your team members?

• Did you encounter a significant number of problems or need for rework?

• How did your team morale vary over time?

• What seemed to be driving these factors? What made them worse or better?

Write students’ general conclusions on a board or flip chart. These conclusions are likely to include:

• Problems in task completion have a significant impact on meeting schedule deadlines.

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• Unrealistic goals lead to high stress and more mistakes.

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• Regular meetings (especially early in the process) can improve productivity and prevent mistakes.

• Changing team members frequently worsens productivity, due to knowledge loss and ramp-up
time for new team members.

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• Projects with more outsourcing need more coordination and benefit from more meetings about
coordination.

• It’s better to do coaching early to build productivity; however, if you do it too much, the team will
complain and morale will suffer.

• Teams with low morale work fewer hours and are less productive.

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Not all of these points will come up in the discussion, but with a large enough group of students many
of the points will be addressed. It’s best to avoid the temptation to formulate these conclusions for
students at this point. They’ll have other opportunities to name and refine them in future debriefs, and
many will come out in the next part of the discussion (during the presentation of causal diagrams). If
students fail to understand or agree fully at this point, or if they come to conclusions that are problematic,
self-contradictory, or just plain wrong, let them discover these problems in future sessions.
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Discussion of simulation causal diagrams (10 minutes)

At this point, show the simulation causal diagrams in Appendix C. These diagrams show the cause–effect
relationships built into the model. Specifically, they illustrate the following:
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• What determines the primary metrics of project implementation: productivity, hours worked, and
rate of mistakes

• The effect of stress on productivity and on problems

• The effect of project knowledge on productivity and on problems

• The effect of project coordination on problems

• The effect of morale on hours worked and productivity

An important point is that projects are shaped by tangible factors, such as productivity and hours
worked, but also by less tangible factors such as project knowledge, coordination, stress, and morale.
Students may be inclined to critique some of the assumptions built into the simulation’s causal
relationships, and this behavior should be encouraged. The question “Why does [factor] cause
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[outcome]?” can be asked repeatedly. Students will furnish hypotheses based on commonsense
understanding (e.g., “When people leave a project, their knowledge of it goes with them”) or on earlier
classroom learning (e.g., “Trying to catch up late by adding more people doesn’t work very well,
according to Brooks’ Law”).

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Basic advice and beginning project management frameworks (10–15 minutes)

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The final part of the discussion should return to a general level, as it should in each classroom debrief. If
you use the simulation in later sessions in your course, you don’t need to achieve closure here. In most
classes, this discussion will be more about starting a conversation than about finishing one.

Ask students to express general project management advice derived from simulation play. Also ask

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them how they managed the three most visible levers of project management: scope (what they aimed to
accomplish at various points throughout a project), resources (how they spent money and managed their
teams to accomplish goals), and schedule (how rapidly they aimed to accomplished goals). Students might
offer simple advice (“Don’t get behind on the schedule then expect to catch up” or “Don’t outsource in
the beginning”) or more complex approaches (“Staff up early with lots of coaching, then cut back staff
and outsource to bring costs back into line”). Capture what students say on a board or flip chart, but
frame their views as tentative advice to be modified as they refine their understanding of project

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management.

Slides to help you walk through these debrief steps can be found in the simulation Debrief PowerPoint,
which can be downloaded from the Facilitator Materials page. There are more slides provided than most
instructors will want (or have time) to use, but you can pick and choose (and alter) the slides to suit your
learning objectives.
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Session 2: Play and Debrief of Scenarios B, C, F, and G (Managing Risk and
Uncertainty)

This session should probably be shorter than the first session, because students are now already familiar
with the simulation and won’t be surprised by the unexpected events in the scenarios. It’s best to allow
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time to play each scenario, B, C, F, and G one or two times. Twenty to 30 minutes should be enough,
although more is reasonable. These scenarios will be more challenging for students than scenario A, so
they may want to play longer, in order to try to master the new challenge.

The instructor has some control over how surprised students are likely to be by the staffing crisis in
scenario B and the competitor announcement in scenario C, and the many sources of uncertainty in
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scenarios F and G. For example, situating the simulation within a course topic explicitly called something
like “Managing Risk and Uncertainty” can obviously forewarn the students. Even without complete
surprise, the simulation will be effective. The situation in the simulation will not be much different than
the situation facing a real project manager: They know to expect something unexpected, but don’t know
what it might be.

Before beginning, suggest some questions that guide student thinking in the direction of managing risk
and uncertainty but that do not give away too much.
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Possible Assignment Questions for Session 2

1. What’s different about the project context in this scenario?

2. In this scenario, how have causal relationships been affected or changed? Why have they changed?

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3. What strategies did you use to deal with this scenario? What worked? What didn’t? Were you able
to complete the project successfully?

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4. Having dealt now with different project scenarios, how would you revise your project management
advice? If so, how?

Sample Session 2 Schedule (may be split across two classes)

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1. Introduction (5 minutes)

2. Students play scenario B (10–15 minutes)

3. Students play scenario C (10–15 minutes)

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4. Students play scenario F (10–15 minutes)

5. Students play scenario G (10–15 minutes)

6. Classroom debrief (45–60 minutes)

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Plan for Classroom Debrief

The objective of this classroom debrief is to help students modify their personal models and project
management advice to account for risk and uncertainty. The overall effect of a successful discussion will
be to render more contingent the evolving principles of project management being developed by students.
After this discussion, students should have a better sense of how to manage projects in conditions of high
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uncertainty, and how management might differ when uncertainty is not as great. Of course,
complementary materials—cases, readings, and lectures—can enrich this discussion. The instructor may
choose to use the simulation to set up discussion of cases and readings or to summarize material
presented earlier. In effect, the content of the classroom debrief will depend on the timing of the
simulation relative to the presentation of other materials.
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A typical classroom debrief might proceed as follows:

1. Discuss students’ experiences and overall impressions (5–10 minutes)

2. Discuss high-scoring plays by specific students (10–15 minutes)

3. Discuss what has changed in scenarios B, C, F, and G (15–20 minutes)

4. Develop a more contingent framework for managing projects in the simulation (15–20 minutes)

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General discussion of students’ experiences and overall impressions (5–10 minutes)

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As in Session 1, ask the students to describe their experiences playing the simulation. Listen in particular
for expressions of frustration. Begin discussion by sharing those with the class and asking students to
elaborate.

Possible questions to ask include the following:

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• What was frustrating or difficult in these scenarios?

• What happened to your team’s stress levels and morale? Was that important?

• What happened to your own stress level?

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• Did you complete your projects successfully?

Discussion of specific plays (10–15 minutes)

Use the data available on the tabs in the administrator’s section to show the distribution of scores
achieved. (Note that the scoring criteria have changed from those in scenario A, so absolute numbers are
not directly comparable.) Also show the list of best and worst plays, and again ask students with the top-
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scoring runs (and maybe some with the worst) to share their project management thinking. Use the week-
by-week accounts in the run summaries to prompt a more concrete discussion.

Discussion of what changed (15–20 minutes)

Ask students to summarize what was different about these scenarios and how that affected the challenge
of managing the project. Students will find scenarios B, C, F, and G to be more difficult than scenario A.
Some students will find success in their ability to exceed expectations for certain targets that can help
them compensate for missing other targets.

Possible questions to ask include:

• What was different in these scenarios?

• How was managing them more difficult than the base case (scenario A)?

• How did you adjust? What worked? What didn’t?

Refining project management frameworks (15–20 minutes)

In this final part of the classroom debrief, students should refine their earlier developed models and make
them more contingent upon the level of uncertainty in the project environment. To guide this discussion,
consider displaying two lists of advice with these headings:

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As a starting point, consider introducing advice from the last part of the Session 1 classroom debrief
and then asking, “Does this apply in conditions of high uncertainty? How might you change your advice
now?” Students should derive a list of considerations that includes some of those identified earlier in this
note, in the analysis of managing risk and uncertainty (Possible Assignment Questions for Session 2).
This list will be more complete, of course, if generated after students have encountered complementary
materials, such as the Cisco case or the article by De Meyer, Loch, and Pich. If you use the simulation to

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introduce the topic of managing risk and uncertainty, you might defer this last block of discussion until
after students have completed additional cases and readings.

These scenarios are particularly valuable for helping students understand the role of prototyping in
managing project uncertainty. In general, students who prototype will discover difficulties earlier in these
scenarios, and they will be able to adjust more quickly. High team skill levels will also assist with
adaptation to unexpected problems. If students have encountered the Cisco case and/or the article by De
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Meyer et al., and are shrewd enough to apply the learning from these, they will be rewarded with higher
scores.

Slides to help you walk through these debrief steps can be found in the simulation Debrief PowerPoint,
which can be downloaded. There are more slides provided than most instructors will want (or have time)
to use, but you can pick and choose (and alter) the debrief slides to suit your learning objectives. There
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are slides that describe at a high level the situation in each of the different scenarios, which you can use to
help students understand what kind of issues each scenario is intended to examine.

Session 3: Play and Debrief of Scenarios D and E (Making Tough Tradeoffs)

Scenarios D and E present very different situations to students. They will find these scenarios very
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challenging and perhaps quite frustrating as they realize that they cannot achieve their objectives. Scores
in D and E tend to be lower than for the other scenarios, and the range of scores can be very wide.
Students should play long enough to realize that they won’t be able to complete these projects
successfully and will therefore need to adopt an approach the makes the best of a challenging situation. If
both scenarios are used, play time should last a bare minimum of 20 minutes. Again, suggest questions
for students to bear in mind as they run the simulation.

Possible Assignment Questions for Session 3

1. In this scenario, what has changed?

2. What strategies did you use to deal with this scenario? What worked? What didn’t? Were you able
to complete the project successfully?

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3. Having dealt now with these different project scenarios, how would you revise your project
management advice?

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Sample Session 3 Schedule (may be split across two classes)

1. Introduction (5 minutes)

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2. Students play scenario D (10–20 minutes)

3. Students play scenario E (10–20 minutes)

4. Classroom debrief (45–60 minutes)

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Plan for Classroom Debrief

Again, the objective is to help students modify their personal models and project management advice,
this time to incorporate the possibility of unachievable objectives. After this discussion, students should
have a better sense of how to manage projects and make tough tradeoffs in situations in which targets are
simply not realistic. They should accept the great difficulty of the situation and refocus their attention on
the business context—specifically, the scoring parameters in the simulation—in order to make tradeoffs
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that ameliorate the situation.

A typical classroom debrief might proceed as follows:

1. Discuss students’ experiences and overall impressions (10–15 minutes)

2. Discuss high-scoring plays by specific students (10–15 minutes)

3. Discuss what has changed in scenarios D and E (5–10 minutes)

4. Develop a more contingent framework for managing projects in the simulation (10–15 minutes)
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General discussion of students’ experiences and overall impressions (10–15 minutes)

Given that these scenarios are more challenging than the previous ones, it’s best to allow a bit more time
for this part of the classroom debrief. The bottom line is for students to recognize that they were not able
to meet all the objectives and that they had to decide which objectives were most important.

Possible questions to ask include the following:

•
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What was frustrating or difficult in these scenarios?

• What happened to your own stress level?

• Did you complete your projects successfully?

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Discussion of specific plays (10–15 minutes)

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Use the histogram to show the distribution of scores and the list of best and worst runs. Again, ask
students with the top-scoring runs (and maybe some with the worst) to share their project management
thinking. Students most attentive to the scoring parameters (the business context) as they made difficult
tradeoffs will have performed best. Have them articulate their approach.

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Discussion of what changed (5–10 minutes)

Ask students to summarize what was different about these scenarios and how those differences changed
the challenge of managing the project. Most of this will have already come out, but you might want to ask
additional questions to clarify the points.

Possible questions to ask include the following:

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• What was different about these scenarios?

• How was managing them more difficult than in earlier scenarios?

• How did you adjust? What worked? What didn’t?

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Refining project management frameworks (15–20 minutes)

Again, students should refine their earlier developed models and make them more contingent upon the
characteristics of the project—in this case, the achievability of the given project objectives. Display two
lists of advice with these headings:
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As a starting point, consider introducing advice from the previous classroom debriefs and then asking,
“What might you do differently when you realize you probably can’t achieve all of your project
objectives?” Students should derive a list of considerations that includes some of those identified earlier
in this note, in the analysis of making tough tradeoffs (discussion questions for Session 3 debrief). Ask
students to think beyond to the simulation, to include ways of managing relationships with the senior
managers whose objectives they know they can’t meet, for example, “How are senior executives likely to
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react when you don’t meet all of their objectives? How might you manage that reaction proactively?”

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Session 4: Summary Debrief (Developing a Project Management Framework)

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There are many ways to run the summary debrief. The basic goal is to synthesize learning from the
individual sessions. Here are two recommendations for discussion:

1. Discussion of correlation graphs based on the data from all scenarios

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2. Discussion that revisits advice in each of the topic areas mentioned in the Analysis section of this
guide (i.e., Project Planning, Basic Project Management Advice, Managing People Factors,
Managing Risk and Uncertainty, and Making Tough Tradeoffs).

The correlation graphs may be used earlier, but they are perhaps best used after a significant amount of
data (a large number of student runs) has been accumulated. It’s a good idea for the instructor to
carefully identify the correlation graphs that have something to offer (not all will). Note that the graphs

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don’t capture all the subtleties of the simulation—for example, graphing the number of hours in meetings
against a project outcome measure does not take into account when during the project (early or late) most
meeting hours occurred (and that does matter in the simulation).

Possible Assignment Questions for Session 4

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1. Let’s revisit your ideas about how decision parameters (target scope, team size, team skill level,
amount of outsourcing, target completion date, overtime allowed, time in meetings, number of
prototypes) affect project outcomes (tasks completed, cost incurred, productivity, new problems
discovered, projected completion date) and team attributes (morale, stress level, rates of mistakes).
How have your ideas about these causal relationships changed? How confident are you now in
your hypotheses about them?
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2. What strategies work for managing projects? What strategies work when uncertainty is low or
high? What strategies work when objectives are realistic or not?

Again, each instructor will approach the summary debrief in general, and these questions in particular,
differently.
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Sample Course Outline with the Simulation Integrated

See Appendix J for an example of an abbreviated syllabus into which the simulation has been integrated.
Of course, other variations are possible.

Teaching the Simulation in an Online Setting

Because simulations are inherently online experiences, a simulation can seem to students like a natural
extension of an online learning experience.

This simulation is well suited to online teaching, both synchronously, in a live facilitated session during
which all students play at the same time, or asynchronously, by allowing students (or teams of 2, if

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assigned) to choose when they would like to play during, say, a particular week. The way the simulation
works, student actions do not interact during play, so the simulation works equally well in either mode.

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An instructor might, of course, choose to require students to play synchronously or asynchronously for
pedagogical reasons. We have used it both ways and expect that instructors might make different choices,
to match their specific circumstances and/or learning objectives. There are specific advantages in each
mode. Because playing the simulation in a live facilitated session and playing it in a self-paced manner

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constitute different student learning experiences, we deal with these situations separately in what
follows.

Playing in a Live Synchronous Online Session

A synchronous session might be facilitated via Zoom, or another online conferencing technology. The

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primary advantages of structuring the learning experience this way include the following:

• When students play alongside others who are also playing, the energy and engagement tends to
be higher, and the competition between students for better scores is more immediate and
palpable.

• If students discuss with each other while they are playing, it tends to drive a more explicit
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conversation about why they are making certain choices in the simulation and how these choices
relate to outcomes. In our experience, having students play in pairs hits a happy medium
between 1) allowing students to play fast enough that they can play multiple times in a class
period and 2) slowing them down enough to make thoughtful choices and draw informed
conclusions. If you are using an online video conferencing tool that allows it, you might consider
assigning students in pairs to breakout rooms.
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• Online video conference tools that allow rapid movement between breakout sessions and the
main session can also facilitate an effective debrief structure that unfolds episodically. For
example, you might send students to breakout rooms to play one scenario, then call them back to
discuss before sending them again to breakouts to play yet a different scenario.

• If you are assigning students to play in teams of two, online sessions can go faster than in-person
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classes because the logistics are simpler—i.e., students don’t have to move themselves or chairs,
and students in an online breakout session cannot go get a cup of coffee together. In these ways,
playing in pairs might actually be simpler online than in an in-person class. There are no
communication features (i.e., video or text chat) built into the simulation interface, so students
playing in teams will need to communicate a different way, such as breakout rooms in Zoom or
another mutually-agreed-to app.

Playing in an Asynchronous, Student-Paced Manner

The primary advantages of structuring the learning experience asynchronously include the following:

• More efficient use of live class time; obviously, if students play the simulation as homework and
the live class is primarily a debrief experience, it costs you less in terms of class time to have
student play the simulation.

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The convenience for students of self-pacing. They get to choose when to play and take as much
time as they want; some students may learn more when they do not feel rushed, and many

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students prefer self-pacing.

• We find that many students who self-pace play many more times; this can be especially
important in simulations such as this one, that have a complex, underlying models that students
are trying to puzzle out.

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• In our experience, students tend to play this simulation in one of two ways: 1) either slowly and
thoughtfully, in which case the learning comes from their careful posing and testing of
hypotheses about relationships between decision factors and outcomes in the game, or 2) very
rapidly and many times, in which case they accumulate a lot of results that they can examine in
comparison with each other. In either case, asynchronous, non-time bound play may result in
longer play and deeper learning.

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• In an asynchronous mode, it is often possible to have students play multiple scenarios. You
could, for example, set up students to change scenarios every couple of days, thereby handling
multiple scenarios in, say, a week; covering the same number of scenarios in synchronous live
sessions would be much more expensive in terms of class time.

Practical Considerations When Students Play in Pairs (or Teams) Online

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The fact that students playing in pairs (or teams) are not generally in the same place physically when
they play online has a practical implications that instructors should probably point out when they
introduce the simulation:

• Only one student can enter choices into the simulation at a time, but students can take the “Editor”
role at any time from their teammate.
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• This means students playing in pairs will need to agree who will control the decisions, to avoid
wasting time in conflict over decision control.

Final Thoughts about Online Play

If you choose a mode of play in which students play unsupervised, you will probably want to provide
them with a list of questions to keep in mind as they play that signal to them how to prepare for debrief
sessions. You could also be more formal about this by asking students to provide a written report based
on a template. This allows the instructor to provide at least some of the structure he or she might have
provided verbally in a supervised setting.

While there are many choices that instructors might make in using this simulation online that we
would encourage, there is one choice that we would not endorse: skipping the debrief or carrying it out in
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asynchronous mode. While the game play can certainly be asynchronous, we believe that an instructor-
facilitated debrief is essential, and that a debrief results in better learning outcomes in a synchronous
mode. In a live session debrief, the instructor can direct the group’s focus and coax out learning that
comes from comparing student experiences. Students left on their own to do will probably not dig deeply

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or compare broadly enough. The model that underlies this simulation is complex, and we find that the
students do need active help in inferring valid takeaways from their simulation experiences.

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If you want additional suggestions and recommendations on how to use Project Management in an
online classroom, please refer to this guide.

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Technical Guide

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Adopting the Simulation and Enabling Student Access
The Harvard Business Publishing Education website allows you to distribute course materials—including
simulations—to students through online coursepacks. Detailed instructions on creating and managing

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coursepacks can be found on our site help page: https://hbpacademichelpcenter.zendesk.com/hc/en-us.

STEP 1: ADD
Add the simulation to a coursepack along with other HBP materials.

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• Search for the simulation on the Harvard Business Publishing Education website (http://hbsp.harvard.edu)
and add it to a new or existing coursepack.

STEP 2: ACTIVATE
Activate your coursepack to gain access to the simulation as a facilitator.
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• During the activation process you can determine payment mode (student-pay or institution-pay) and set
course information (course level, and so on).

• The activation process produces a unique coursepack link that you can email to students or post so they can
access—and purchase, if using student-pay mode—the simulation.
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• The activation process also provides a Manage Simulation link that grants access to the simulation as a
facilitator.

STEP 3: DISTRIBUTE
Distribute the coursepack link to students so they can enroll.
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• When students go to the coursepack link, they will reach a login screen to the Harvard Business Publishing
Education website (if students have an existing account, they can use it to log in; otherwise, they can complete
a brief registration to create an account).

• Student-pay: After logging in, students pay for the materials in the coursepack.

• Institution-pay: After logging in, students are automatically enrolled in the coursepack.
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• Once enrolled in the coursepack, students automatically appear in the simulation.

• If students click “Run Simulation” in their coursepack prior to the simulation being set to open, students will
see the following message: “The simulation is closed by the facilitator.”

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STEP 4: CONFIGURE
Configure the simulation for your class.

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• Click “Manage Simulation” from your coursepack view.

• Go to “General Settings” to configure the simulation.

• Click “Set up a new run.” The class can play multiple runs of the simulation, but only one at a time.

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• Customize the simulation as desired including cover story selection, how many times students can replay each
scenario, and whether they can see the leaderboard.

• Click “Manage Users and Teams” to set up students as individuals or arrange teams.

• Click “Manage Scenario Assignments” to select scenarios for your class. You can choose individual scenarios

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for each student, assign scenarios to the class at large to be played in order, or schedule scnearios to open at
specific dates and times. If you choose to assign scenarios to the class or individuals, you must also select a
default assignment for new students.

• Open the simulation for play or open the simulation in stages. When students are finished, begin the debrief.

Help Resources
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Tips to Optimize Computer Performance During a Simulation

1. Restart your computer. Computers that have not been restarted in a long time can run slowly. A restart will
help your computer’s speed and your overall simulation performance.

2. ONE browser + ONE tab. Simulations work best with only one browser and one tab open. Opening the
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simulation in more than one browser or tab has a negative impact on performance and on your data.

3. Clear your cache. Clearing your web browser’s cache can help eliminate any potential issues. This is especially
important if students have opened the simulation before or previously played a different simulation on the
same machine. Instructions can be found here: http://forio.com/hbp-support/how-to-cache.html

4. Close all other programs and browsers. Running fewer programs allows your computer to devote more
speed to the simulation.
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5. Turn off other wireless devices. Multiple devices simultaneously trying to access the wireless connection at
the same time can weaken the network strength. You may also have devices that are holding on to connections
from other distant locations. Shut off the wireless connections on all your devices and turn it back on for the
device you will be using for the simulation.

For technical and account support, contact Harvard Business Publishing Customer Support:

WEB: http://hbsp.harvard.edu/contact-us
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E-MAIL: [email protected]
PHONE: 1-800-810-8858 (+1 617-783-7700 outside the United States and Canada)
FAX: +1-617-783-7666

Please visit our website for the latest device technical requirements http://hbsp.harvard.edu/tech-specs

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Simulation Overview

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Student User Screens

Welcome Page

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Once users enter the simulation they are brought to the Welcome page. Before the facilitator opens the
simulation, a message will let users know that the simulation is not yet open. Once opened to any setting,
the “Begin” button is clickable for students.

Prepare Page

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Once the simulation is open, students will be able to access the Prepare page. The facilitator may choose
to restrict students to the Prepare page, Prepare & Tutorial, or have the simulation open for play. On the
Prepare page, there are three tabs where students can learn about their project and role. This text is
dynamic based on the selected cover story and scenario. The first tab, seen below, contains the project
brief: basic information about their company and the product/project options.
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On the second tab, Scenario Objectives, students learn about the target for their specific scenario and
how points will be awarded in the scenario.
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On the third tab, Managing Your Project, students learn about the different levers throughout the
simulation and what different simulation terms mean.
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Tutorial

From the Prepare page, students can also access the tutorial by clicking the “View Tutorial” button on the
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right. The tutorial walks students step-by-step through the different elements they will interact with in
the simulation. They can always return to the tutorial through the three dots in the upper right corner.

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Decisions

After clicking Play Now, students will see the Decisions pane on the right side of the screen. The Prepare
section will stay visible on the left side of the screen. For all decisions, students can click on an
information button to learn more.
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Below are the decisions that students can make in the Decisions panel:

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Scope: Students can choose to deliver a project with varying complexity, from level 1 to 4. Each level
has an associated number of tasks to complete. The management target is marked with an orange box

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and text and the student can click to highlight the deliverable target they will be shooting for—it is
outlined in blue once the student selects.

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Resources: Students can choose a team size between 1 and 12. Students must choose at least one team
member to submit decisions. Students can choose a skill level for their team. All team members will have
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the same general skill level. Students can choose whether to outsource any tasks. The box on the right will
tally costs based on student decisions as they make them.
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Schedule: Students can choose a target competition time (in weeks) for their project. This section also
dynamically displays the estimated completion based on the number of tasks completed thus far and the
management target for completion.
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Meetings: Students can choose how many meetings to have each week. They can choose from one-on-
one coaching, daily standups, and status reviews in any combination. The box on the right will tally total
number of hours of meetings per week as students make selections.

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Overtime: Students can choose whether to not allow overtime, allow it, or encourage it.
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Prototypes: Students can choose whether to create prototypes throughout their project, and if so, how
many. Prototypes will space out evenly when there are six or fewer, but will bunch up early on if more
than six are selected.
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At the bottom of the Decisions pane, students have a few options: If they have made their selections, the
“Submit” button will light up blue and they may submit. If they do not change the number of weeks to
advance by, then they will advance just one week. Students can choose to advance by more than one
week by typing in the box to the left of the Submit button. Lastly, students can choose to end their project
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from this panel.
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If students decide to end their project, a pop-up confirmation will make sure that they are certain.
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Analyze Page

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After submitting decisions, students will be brought to the Analyze page, on the Dashboard tab. Here
students can see an overview of the status of their project.

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The next tab, Project Progress, focuses on tasks completed in the prior week.
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The third tab, Resources, focuses on information about the team: size, statistics, and cost.

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The fourth tab, Team Process, focuses on team mood, time spent, morale, hours worked, and stress.
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The fifth tab, Management Targets, shows the management goals for scope and schedule and how the
student is tracking towards those goals.

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Alerts

As students play, alerts will pop up in between weeks. Alerts will not appear for every week. Alerts take
two forms: either recommendations or news.
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Recommendations appear dynamically based on student choices. They may encourage students to
reconsider specific decisions or examine a particular area of the Analyze tabs.
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News items appear at scheduled times—different for each scenario—at the same time for each student
in that scenario. These items alert the students to a change in their project, team, or environment.
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No
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Students can revisit all of their alerts in the Alerts tab at the top of the left pane.

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Final Score
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After students have reached the end of their project, they will receive a pop-up that lets them know their
project is complete and what their score is.
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Students can click “View Score Breakdown” to learn more specifics about how they were scored.

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They can also revisit their decision history via the link at the top right of this page.
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Playing Again or Playing Additional Scenarios

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Once their first scenario is complete, students have a few choices depending on the facilitator settings.
Students can choose to view upcoming (if there are upcoming scenarios assigned by the facilitator), play
the current scenario again (if there are replays allowed by the facilitator), or play the next scenario (if
assigned by the facilitator).

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View upcoming allows students to see all assigned scenarios. If the facilitator has scheduled them to
open at specific dates and times, that will be visible on this screen next to the scenario name. Students can
also see how many times they have played each scenario.

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Play next scenario: once clicked on, a pop-up asks students if they are ready to begin the next scenario.
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After they choose to start, they will be brought back to the prepare page but there will be new scenario
text. The “New” label encourages the student to read this new text as their scenario objectives have

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changed.

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Team Play

In team play, students wills see their team members on the Prepare page and who is currently online.
They can click “Play Now” if they are the first to arrive or the first to click. They can click “Join Team” if
another team member has begun the simulation. They will be brought to where their team is.
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One person for each team is the editor. That person makes decisions for the team. Other players will see
all choices and changes being made in real time but cannot make changes or click submit. The top of the

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decisions page lets a student know if they are the editor or another player is the editor. A student can take
control of this at any point in time. If the editor role is taken by another student, the previous editor will
receive a pop-up letting them know the role has moved.

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Students can review their team members and their online status via the drop down on the top right.
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Scenario Progress Page and Leaderboard

Throughout the simulation, students can access their scenario progress via the three dots in the upper
right corner. This will show them an overview of the scenarios they have played, including each time
they played, and their score. If there are replays allowed—or a play in progress—on a given scenario,
they may re-enter and play from this page.
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Leaderboard: If enabled by the facilitator, students can view the leaderboard from the dot menu in the
upper right corner. Columns are also sortable by clicking on the heading.
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Faculty Administration Screens

Facilitators begin on the General Settings page which walks through the steps required to set up the
simulation. To begin, facilitators should click “Set up a new run”. Next to this run, you will see how
many runs you have previously set up.

Step 2 is about customizing the simulation. Facilitators can choose from one of three cover stories. The
printer story is the same content as the V2 simulation. You can also choose the billing software or

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emergency relief process cover story. These cover stories do not change the Scenarios in the simulation
(point values, objectives, and events remain the same), but just change the text in the simulation. For

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instance, the billing software cover story has a different company name and different product outputs.

Facilitators can also choose how many times students are allowed to play each assigned scenario. The
maximum number of times is 30.

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Last in this section, facilitators can choose whether students may view the leaderboard.

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Step 3 of the General Settings is to ensure students are registered and assign teams if you so choose.
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More on that in the Manage Users and Teams section.

Step 4 is to assign or schedule scenarios. More on that in Assign or Schedule Scenarios. If you have not
set scenarios for your class or assigned a default scenario for joining students, you’ll se an error message
as displayed in the below screenshot.

The last step is to set that simulation status. The simulation can be in four states:
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1. Closed

2. View Prepare only (students can view the Prepare page and three tabs but nothing else)

3. View Prepare and Tutorial only (students can view the Prepare page and go through the
tutorial but cannot play the simulation yet)

4. Open Simulation (students can view Prepare, tutorial, and play simulation)
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If you have not assigned scenarios, you will not be able to move the simulation off of the “closed” state,
as noted in the below screenshot.

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If all settings are properly set, you will be able to change the simulation state.

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Manage Users and Teams

On the Manage Users and Teams page, facilitators have a few options:
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1. You can keep all students assigned as individuals (this is the default setting and will be applied if
you do not visit this page)
2. You can assign some users to teams by hand—choosing how many and which—students should
go into each team. The maximum team size is five students.
3. You can auto-assign teams based on a max number of players per team. The users will
automatically move into teams of that size.
4. You can have a mix of teams and individual students
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Assign or Schedule Scenarios

The Scenario Assignments page is where facilitators will choose scenarios for the class. There are two
options on this page:
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1. Assign scenarios mode allows facilitators to hand-select scenario assignments for individual
students or assign scenarios to the entire class. Students will be able to play scenarios one after
another in the order that facilitators choose. Facilitators must set a default scenario to be assigned
to any students who join after the simulation is open.

2. Schedule scenarios mode allows facilitators to schedule scenarios to open in a specific order at
specific dates and times. These scenarios would be applied to all students. This becomes the
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default scenario for any students who join after the simulation is open.
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Assign Scenarios Mode

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If you choose Assign Scenarios mode, you will drag and drop each scenario over on the right side in the
order you’d like the scenarios to appear. Then, you can choose to “Assign to all students”, in which case
all students in the class will be assigned the same scenarios. Or you can scroll down and select (via
checkboxes) different students to receive that scenario order. Then click “Assign selected students” and
the “Assign Scenarios” button.

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Below is a sample student list where all students have received the same assignment. To assign to
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specific students, you would check off the box to the left of the names and choose “Assign to selected
students” above. All students will be able to play their assigned scenarios, one after another, in the
assigned order. You can also clear assignment for specific students or unassign all scenarios with the
button above the list. Lastly, you can copy this student list to clipboard and paste into an application of
your choice.
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Facilitators must also set a default scenario for new users. If any student registers for the simulation
after the simulation has begun, they will receive this default scenario. Facilitators will drag and drop

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scenarios into the right slots and then click “Save Current as Default” to lock in that assignment.
Facilitators can change the default scenario any time before opening the simulation.

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Switching Modes

You may switch scenario modes any time before you open the simulation. If you do so after assigning
scenarios in Assign mode, a pop-up will confirm that you want to discard assignments before moving to
Schedule Mode so make sure to choose your mode before beginning assignments.
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Schedule Scenarios Mode

Facilitators can choose to schedule scenarios in this mode. Similar to Assign Scenarios mode, you will
drag and drop scenarios of your choosing to the right panel in open slots. You must place them in the
order you’d like them to open.
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Next, you will set dates and times for each scenario to open. The dates and times must be placed in
chronological order. Times are in your local time zone. Once complete, click “Schedule Scenarios to All
Students.” In this mode, you may not assign different scenarios to different students. Whichever scenario
you choose will also become the default scenario for any new students that join after the simulation is
opened.
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Below, you’ll see that the scenario has been assigned to all students.
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Customize Scenarios

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This tab is optional. Facilitators may choose to customize any of the existing scenarios on this tab or
create their own custom scenario. Customizing scenarios A–G allows you to rename the scenario and edit
the Prepare text. You may also run the scenario from the student side here.
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No
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Creating a custom scenario allows the facilitator to further customize point allocation and scenario
events. Facilitators can save this and assign this custom scenario to students.

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Class Results
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Overview

The Overview page allows facilitators to view runs through a variety of filters. First, choose the run to
view at the top of the page. Then, select your filtering. Each column is sortable. In addition, you can
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choose to filter by a particular scenario and “best runs” to view the best runs per student of that
particular scenario. You can choose to view even more information by toggling on “Show score
breakdown” and/or “Show game stats” to see additional details.

Next to each student play, you can choose to impersonate that student with the person icon, view their
play summary with the chart icon, or delete that play with the trash icon.
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Results Distribution

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The results distribution page allows facilitators to view the score distribution across the class. You may
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choose to view score distribution across all scenarios within a run or you can filter by a particular
scenario. Below, a student list displays score information filtered by parameters of your choosing. You
may filter by total score, scope, schedule, resource, average morale, or average stress. You can also choose
whether you want to view best plays only. Individual students can once again be impersonated via the
person icon or the play summary can be viewed via the chart icon.
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Output Graphs

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These output graphs (labelled as “Correlation Graphs” in the v2 of this simulation) allow a deeper view
into the users’ decision points, charted against each run’s resulting scope (by level of product), schedule
(by week finished), and cost. First, select a scenario from the drop-down above the graphs. This will make
it easier to target a metric specific to a given scenario, although some trends fundamental to all scenarios
could be sought by selecting “All Scenarios.”

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Below the graphs, select a decision point to examine from: one-on-one coaching, standup, status review,
team size, target completion date, prototypes. In each selection's graphs, the three meeting types (one-on-
one coaching, standup, and status review) is charted based on the cumulative number of hours spend in
each of those meetings over the course of the run. Team size is charted by the average team size
maintained over the course of the run, and target completion date is similarly averaged. Prototypes are
charted by the total number of prototypes achieved. If a strong trend is displayed by these metrics, you

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may wish to toggle the regression line on.
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Run Summaries

Run summaries can be viewed for specific class runs, by specific students or teams, for specific scenarios,
and plays. This page shows all the specific final stats as well as decision history for the selected play.
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Facilitator Materials yo
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The dynamic debrief slides can be found on the Facilitator Materials tab. You can export class data into
the various slides to use throughout your debrief.
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Appendices

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Appendix A: Prepare Tab Text

Summary: Printer Cover Story

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You are a senior project manager at Delphi Printers & Peripherals, a small electronics and computer
peripheral manufacturer. You have been tasked with assembling and directing a product design team to
develop a new and innovative consumer printer. Delphi has intelligence suggesting that a competitor is
launching a printer with similar features and capabilities in six months, putting pressure on you and your
team to develop a new printer that can compete effectively.

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Summary: Software Cover Story

You are a software project manager at Quaich Networks, a wireless mobile phone and data service
provider. The company’s legacy billing system uses old technology and is a significant source of
inflexibility that limits how quickly and well Quaich can match competitors' new pricing and marketing
campaigns. You have been tasked with assembling and directing a software development team to create a
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new billing system that will be highly reconfigurable and flexible. Other wireless operators are at various
stages with similar billing systems; some have been able to mount marketing campaigns that your legacy
billing system kept you from countering, leading you to lose market share. This has put pressure on you
and your team to develop a new system that can compete effectively against competitors.

Summary: Process Cover Story

You are a disaster response project manager at Romero Humanitarian Relief Services, a nongovernmental
organization (NGO). A densely populated but isolated island in the Pacific Ocean is experiencing an
intensifying pattern of devastating tropical storms, resulting in mudslides. You have been tasked with
building an emergency protocol that will deliver food, medical, and other humanitarian assistance to help
the victims of this natural disaster. Although it is unknown when these processes will be deployed, it is
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apparent that disaster preparedness is urgent to minimize harm to the island’s population.

Note that for the rest of this appendix, the text is drawn from the printer cover story. The other cover stories’
content is amended for consistency with their respective themes.

Managing Your Project

Before you start the project, and each week as it unfolds, you will have an opportunity to adjust certain
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project parameters. Spend a few minutes entering initial decisions for the following areas.

1. Project Scope

You have flexibility as to what type of printer you wish to design. Below are four possible products you
might develop. Each builds on the previous, allowing you to adjust mid-course if desired.

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4-color, wireless, manual duplex (2-sided printing), with regular and photo-
Level 1 130 tasks specific printing modes

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All of the above plus print-from-mobile functionality and touchscreen control
Level 2 170 tasks panel
All of the above plus duplex (2-sided) printing and 3-in-1 with scanning and
Level 3 185 tasks copying functions
Level 4 200 tasks All of the above with 6-color printing, plus nonmanual duplex (2-sided) printing

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Senior management has conveyed to you their expectations about project scope based on 1) their
analysis of the competitive situation and 2) their market objectives for the new printer.

You may change your project scope in any round. You may also choose to end the project at any time
by clicking the End Project button. However, if you depart from the scope expectations of senior

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management, you can expect your project performance to reflect this departure.

2. Project Schedule

Senior management has given you its objectives regarding schedule based on its analysis of the
competitive situation and required time for market launch of the new software.
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You may change your schedule (your target completion time) in any week. However, if you exceed the
completion target handed to you by senior management, you can expect your project performance to be
judged accordingly.

3. Project Resources
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To staff your project, you must choose a number of team members and an average staff skill level. You
may also choose to outsource some of the work in any week. More project team members can do more
work, but of course each additional team member also adds to project costs. Teams with higher average
skill levels are more productive, but they also cost more. Outsourcing offers some staffing cost savings,
but also incurs additional effort to coordinate work done at remote locations. Note that adding resources
during a project requires some startup communication and coordination work, this may temporarily
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hinder the team's productivity. Also, changing skill level during a project incurs temporary productivity
penalties, due to the changeover in personnel.

While you may choose how many individuals to put on the team, you will be rated on the total cost of
labor for this project.

Team Process
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You may make ongoing decisions regarding your team process.

Overtime

You may choose to allow overtime. Team members will work in excess of 40 hours/week as required to
complete the project. This is not guaranteed, however. If your team suffers from poor morale,

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absenteeism, or tardiness, for example, the number of hours worked will decline. If you "encourage" your
team to work overtime, they will work more hours per week than they would have otherwise. Finally,

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you may also choose to prohibit overtime..

Meetings

As you assemble your staff, you may want to schedule meetings to help coordinate activities among

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members or train new staff in the details of the project. You may choose among several types of meetings:

You work directly with an individual on your team, helping to

One-on-One develop specific knowledge and job skills. Such skill-building will
Coaching 2 hours/session increase productivity and decrease problems over the long term.
A 15-minute meeting to start every day in which team members

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discuss their plans for the day along with successes and problems
from the previous day. Standups aid in preventing mistakes and
Standup 0.25 hours/session subsequent rework due to mis-coordination.
A full team meeting discussing current status of the project,
Status ensuring everyone is informed. This helps both with team
Review 2 hours/session coordination and with personal skill-development.
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Meetings can have a positive effect on team productivity and skill level, but too many meetings will
reduce available task time and create stress.

You will also be rated on the average morale and stress of your team members.

Prototypes
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You may decide whether you want to create product prototypes during your project—and if so, how
many. Prototypes are rough, not fully-functional, mockups of the final product. It is extra work to create
them, but prototypes can help you discover things you might not know (but will eventually need to
know) about the product, how customers will interact with it, and other aspects of the product
development effort.
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Prototyping entails the creation of a prototype and a

testing/review period. Both internal resources and external
reviewers vet the prototype. External reviewers are paid for
feedback and the feedback generated from the vetting process
Prototypes Maximum of one per week informs necessary changes.

Tasks
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Product design efforts are measured in tasks, each of which typically takes about an eight-hour workday
for one person to accomplish. For the purposes of this initiative, you may treat them as independent tasks
that can be assigned and completed by your team.

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Scoring

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Senior management is looking closely at how you perform while managing this effort. The specific
breakdown will be listed in the Scenario Objectives tab. You will be scored on the following areas:

• Project Scope: Did you deliver a competitive printer that met or exceeded senior management's
expectations?

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• Project Schedule: Did you deliver on time to meet senior management's schedule requirements?
Was your schedule estimate consistent during the project?

• Project Resources: Did you complete the project within senior management's budget objective?

In addition, you will receive points for maintaining a consistently high level of morale and a low level

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of stress throughout the project.

Appendix B: Scenario Point Totals

Scenario A
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Easily achievable targets, with even weighting between objectives.

Target Points for Points for

Meeting Exceeding
Target Target
Project Scope Level 2 200 100
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Project Schedule Week 18 200 100

Project Resources $42,500 200 100

Team Process 85% morale 100 n/a

requirement
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Scenario B

Project has staffing crisis mid-project. Project will lose up to three staff members and be unable to hire for
two weeks.

Target Points for Points for

Meeting Exceeding
Target Target
Project Scope Level 3 175 100
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Project Schedule Week 17 175 100

Project Resources $39,220 250 100

Team Process 85% morale 100 n/a

requirement

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Scenario C

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Competitor issues surprise announcement mid-project. Schedule target will move up and points for
schedule will increase.

Note: After week 5, the target for project schedule is dropped to Week 12 and the point totals for
meeting the target is changed to 250.

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Target Points for Points for
Meeting Exceeding
Target Target
Project Scope Level 3 200 100
Project Schedule Week 17 200 100

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Project Resources $40,700 200 100

Team Process 85% morale 100 n/a

requirement

Scenario D
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Very difficult management targets, with points weighted towards schedule compliance.

Target Points for Points for

Meeting Exceeding
Target Target
Project Scope Level 4 125 n/a
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Project Schedule Week 12 300 100

Project Resources $40,000 200 100

Team Process 85% morale 100 n/a

requirement
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Scenario E

Very difficult management targets, with points weighted towards scope compliance.

Target Points for Points for

Meeting Exceeding
Target Target
Project Scope Level 4 300 n/a
Project Schedule Week 12 125 75
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Project Resources $40,000 200 100

Team Process 85% morale 100 n/a

requirement

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Scenario F

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Chaotic scenario in which students encounter multiple unanticipated events. Use of prototypes is key to
project success.

Target Points for Points for

Meeting Exceeding

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Target Target
Project Scope Level 4 300 n/a
Project Schedule Week 15 100 100

Project Resources $50,000 200 200

Team Process 85% morale 100 n/a

requirement

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Scenario G

Extremely disruptive scenario in which an event forces the local workforce to work remotely throughout
the project.
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Target Points for Points for
Meeting Exceeding
Target Target
Project Scope Level 4 200 n/a
Project Schedule Week 15 200 100

Project Resources $50,000 200 200

Team Process 85% morale 100 n/a

requirement

Appendix C: Casual Diagrams of the Model

Complete Causal Diagram

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Causal Sub-Diagram: Completion of Tasks
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Causal Sub-Diagram: New Tasks Completed Driven by Target Schedule and Scope

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Causal Sub-Diagram: Larger Teams and Task Outsourcing Require Greater Project Coordination
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Causal Sub-Diagram: Meeting Which Increase Project Knowledge Lead to More Productivity and
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Reduced Mistakes, but with Diminishing Returns

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Causal Sub-Diagram: Team Size, Hours Worked, Productivity, and Outsourcing As Drivers of New
Tasks Completed
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No

Causal Sub-Diagram: Unrealistic Schedules, High Stress, or Too Much Time in Meetings Lowers
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Morale

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Causal Sub-Diagram: Unexpected Events Cause Confusion and Sap Productivity (Skilled Team
Members Helps)
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No
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Appendix D: Calculation of User Scores
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Users of Project Management Simulation are scored on four criteria:
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• Project Scope: scope of completed project versus management target for scope
• Project Schedule: completion date of project versus management target for schedule
• Project Resources: cumulative cost for completed project versus management target for cost
• Team Process: average morale and stress throughout the project
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The number of points for each category varies according to the scenario. Points are awarded on a
variable scale for both meeting a target and for exceeding a target. For most scenarios c, 700 total points
are awarded if all targets are met and 300 maximum additional points are awarded for significantly
exceeding targets. The following discussion includes some details of how each component is calculated.

The score for project scope is determined by the type of product the student releases versus the target
scope. If the scope is the same as targeted, the user gets the full points for meeting the target. If the scope
No

achieved is two levels higher, the points for exceeding the target are awarded.

The score for project schedule is determined by two factors. Two-thirds of the “meeting target” score is
determined by the actual date the project is completed versus the management target. One-third of the
“meeting target” score is determined by consistency of the student’s target for completion. If the user’s
decision changes frequently, then the user is penalized for having an inconsistent schedule. Like the other
decisions, users are awarded points for exceeding the target (in this case, finishing earlier than expected,
up to half the management target for completion).
Do

The points for project resources are awarded based on cumulative cost proportional to the completed
scope. This avoids rewarding projects that finish less scope at less cost, or penalizing projects that

c Point totals for scenarios D and E exceed 700 total points.

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complete more scope at proportionately more cost. As an example, in scenario A, the target scope is
wireless (170 tasks) with a target cost of $42,500. If the student completes the minimal scope (130 tasks),

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the target resources becomes 74% (130/175) of $42,500, or $31,571. If the student completes the
multifunction scope (200 tasks) the target resources becomes 118% (200/170) of $42,500, or $50,000. Users
are awarded points for meeting the management resource targets; they are also awarded points for
exceeding the targets (finishing earlier than expected).

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Finally, students are awarded fewer points for maintaining good team process. This is the same for each
scenario and is defined as a minimum 85% average morale throughout the project.

Appendix E: Scenario F Model Description

Prototypes

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Prototypes affect the following in the simulation: reduced mistakes (in complex projects only), increased
cost (measured in time expended by the product team in meetings), and improved performance in the
face of unknown events.

Unexpected Events
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No
Do

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Failure of Core Technology

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How This Is Modeled

At week 10 the team discovers core technology is not workable, and 30–50% of team tasks need to be
redone. If the team builds a prototype before week 10, they discover the problema when the first
prototype launches.

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Impact on the Simulation

Without the prototype, players will suffer sever difficulty. This is a basic lesson regarding the Benefit of
prototyping.

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Change of Staff

How This Is Modeled

At week 7 all but one team member is replaced with new team members. Normally this would require
extensive training and meetings to bring people up to speed. Working on a new prototype can be a
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partial substitute for training new members (it helps align to team goals and gain knowledge).

Impact on the Simulation

Impact is minor, but it keeps the players attention.

Change of Scope

How This Is Modeled

The project originally starts with multifunction scope. At week 11 there is an announcement that the team
must now aim for “multifunction plus” scope (30 additional tasks) due to changes in the marketplace. If
No

two prototypes have already been built, the team is immediately awarded 20 of the 30 extra tasks for
anticipating this change in their prototypes.

Impact on the Simulation

Without prototypes the team will fall slightly behind schedule.

Component Shortage
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How This Is Modeled

At week 14 no tasks are completed for one week (and reduced for a second week) due to a shortage of
materials required for advanced effort in the project. If four prototypes have been built, this contingency
was anticipted and the outage is avoided.

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Impact on the Simulation

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This has significant impact on both schedule and cost.

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Appendix F: General Guidance for Successful Plays

Overview of Scores

• 0–400, low score

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• 400–600, typical score

• 600–800, good score

• 800–1000, exceptional (difficult to get)

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General Best Practices

Target Scope will typically be set to management’s target. It’s possible to get more points (particularly in
Scenario A) by aiming for a scope that exceeds target.

Target Schedule should be changed as infrequently as possible, as frequent changes cause morale
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problems.

Meetings consist of coaching, standups and status meetings. Coaching works best early in the project to
build knowledge, and can then taper off. Standups and status meetings coordinate the team members,
and need to happen over the lifetime of the project.

Team Size should not change much over the course of a project, as adding and removing people can
No

lead to loss of knowledge. Each person will complete 3–5 tasks per week, depending on skill level and
productivity. In most scenarios, a team size of three will be large enough to succeed.

Outsourcing, if used, requires additional status meetings for coordination.

Prototyping mitigates risk of technology problems in scenario F. Prototypes don’t hurt the other
scenarios, but each one does require a small increase in time and effort to create.
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Scenarios

There are multiple paths to success, but here are some guidelines for each scenario.

Scenario A: Very feasible to exceed targets for both scope and schedule. Choose level 3 target to exceed
expectations.

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Scenario B: Loss of staff can be compensated with overtime and extra outsourcing, but needs extra
coordination. Typically will be 1–2 weeks late on delivery. Start with a team of three, and when staff is

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lost, encourage overtime for a couple weeks and use outsourcing. Have three status meetings per week.
When schedule slips, move target schedule (just once) back one or two weeks.

Scenario C: Unexpected schedule change needs immediate action. Needs extra coordination and higher
skill staff. In week 6, increase to 5 highly skilled team members and outsource primary tasks. Do two

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weeks of coaching to bring new staff members up to speed. Reduce coaching to 0 by week 8 to allow extra
time. Project can be completed by week 12, but the 50 bonus points received for early release is at least
offset by the penalty of 50–75 points due to exceeding project resource target.

Scenario D: Focus on the schedule. Similar strategy to other scenarios, but can aim for smaller scope in
order to meet schedule deadlines.

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Scenario E: Focus on scope. Similar strategy to other scenarios, but students can aim for later schedule
in order to meet scope target.

Scenario F: Early prototyping mitigates risk, especially technology failures.

Scenario G: Adjust schedule early on to compensate for loss in productivity. Spend more time on
coordination meetings and outsourcing.
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Appendix G: Unanticipated Events Messaging
Note that the below messages are drawn from the printer cover story. The other cover stories’ content is
amended for consistency with their respective themes.
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Staffing Crisis: Unexpected loss of staff

Aggressive recruiting from a rival firm has led to several of your team members departing from the
project. Other projects at Delphi are similarly impacted.

Due to heavy competition for new hires, the HR department tells you that it will be at least three weeks
No

before you are able to bring anybody new on board.

Deadline Crisis: A competitor-inspired deadline shift

Your primary competitor has just announced they will be moving up their launch date by five weeks.
In order to achieve competitive parity, management has informed you that you will also need to release
the product five weeks ahead of the initial management target date.
Do

Due to the increased importance of meeting the schedule, you will receive 50 additional points for on-
time delivery.

Technology Failure: R&D goals proving elusive

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The new technology that your team had been counting on for breakthrough features has proven a
disappointment in testing. As a consequence, you will now need to devote additional effort to further

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develop the technology, or perhaps even substitute with an alternative technology. This will increase the
number of tasks you need to complete.

Technology Failure with Prototypes Selected (At least 4 must be selected): Technology disappointment,
caught early

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The new technology that your team had been counting on for breakthrough features has proven a
disappointment in testing. As a consequence, you will now need to devote additional effort to further
develop the technology, or perhaps even substitute with an alternative technology. This will increase the
number of tasks you need to complete. However, work you did on the first prototype allowed you to
identify the issue early.

yo
Technology Failure No Prototypes Selected: Technology disappointment

The new technology that your team had been counting on for breakthrough features has proven to be a
disappointment in testing. As a consequence, you will need to devote additional effort to further develop
the technology, or perhaps even substitute with an alternative technology. Your management is
disappointed that you did not build a prototype which would have allowed you to discover this earlier in
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the project. This oversight will increase the number of tasks you need to complete.

Scope Increase with Prototypes Selected (At least 4 must be selected): Moving Goals

More reliable information has suddenly become available about your main competitor's plans for a new
printer. The new information suggests that your competitor's plans are much more ambitious than
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previously assumed. This revelation has generated new pressure on your team to include as many new
and innovative features in your printer as possible. Although the project scope has increased by 30 tasks,
you are able to leverage effort from development of your second prototype and immediately complete
most of those tasks.

Scope Increase No Prototype Selected: Moving Goals

More reliable information has suddenly become available about your main competitor's plans for a new
printer. The new information suggests that your competitor's plans are much more ambitious than
previously assumed. This revelation has generated new pressure on your team to include as many new
and innovative features in your printer as possible. This means that you will have 30 extra tasks.

Team Change: Major accident (but everyone is okay)

Key members of your team have been injured in a car accident. There were no serious injuries, but they
Do

will not be at work for a few weeks while they recuperate. Management plans to substitute them with
other individuals, but they will be entirely new to your project. Since these employees are inexperienced
productivity may be lower and error rates may be higher.

Materials Shortage Week 1 With Prototypes Selected (At least 4 must be selected): Materials shortage

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Manufacturing difficulties at one of your key vendors has led to a delay in the provision of a key
component for your new printer. However there is little impact on your development efforts as the work

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done on the most recent prototype anticipated and planned for this supply chain risk.

Materials Shortage Week 1 No Prototypes Selected: Materials shortage

Manufacturing difficulties at one of your key vendors has led to a delay in the provision of a key

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component for your new printer. Consequently, your team will now need to find alternative suppliers for
this vital component.

Materials Shortage Week 2 With Prototypes (At least 4 must be selected): Materials shortage, lost week

Manufacturing difficulties at one of your key vendors has led to a delay in the provision of a key
component for your new printer. Consequently, your team will now need to find alternative suppliers for

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this vital component. This will prevent you from completing most of your tasks this week.

Materials Shortage Week 2 No Prototypes Selected: Materials shortage, work interruption

Manufacturing difficulties at your vendor continue for a second week, reducing the productivity of
your team. You have located an alternate supplier and plan to resume normal operations the following
week.
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Incomplete Hours (Scenario G): Home office transitions

While some members of your team have transitioned to a home office relatively easily, it's clear that
many are having more trouble. Not everyone's home internet connection can handle the bandwidth
required for video calls. What's more, schools haven't been able to reopen, and some employees are
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having difficulty managing their kids' needs while maintaining focus on the weeks' tasks.

IT Failsure (Scenario G): More teleconferencing troubles

Delphi's virtual meeting software has failed completely, due to emergency services accidentally
severing a power line to its primary local server. It won't be fixed for weeks, due to firefighting efforts
limiting access to the area. After a week of complete failure, your IT department announced it has hastily
No

rolled out a backup solution. Video calls are available again, but the sound quality is limited.

Poor Integration (Scenario G): Team dynamics

You've noticed an increase in problems surrounding two members of your team. They seem to be
having issues communicating with each other, which are exacerbated by the limitations of virtual
meetings.
Do

Staff Quitting (Scenario G): Unexpected employee turnover

There has been a sudden flurry of employee turnover across the organization. The combination of
natural job changes and some employees permanently leaving the area due to the fires means you
suddenly find yourself short-handed.

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Messaging Stakeholders Early (Scenario G): Meeting with senior management

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You have met with your project's most senior stakeholders to inform them that your team is unable to
meet their deadline. They are appreciative that you informed them so early so that they can adjust their
expectations and projections, and they grant you the extra time you need.

Messaging Stakeholders Midway (Scenario G): Meeting with senior management, too late

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You have met with your project's most senior stakeholders, to inform them that your team is unable to
meet their deadline. They are disappointed that they didn't know sooner so that they could adjust their
expections and projections. At this point, they need you to meet them partway, and only grant you some
of the extra time you ask for.

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Appendix H: Team Morale Messaging
At each round, the model chooses an appropriate category, then displays a random message from the
category.
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No
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ATTITUDE -- QUOTED PHRASE (TEAM PROCESS) CATEGORY
There's no way we're going to achieve our targets on time! Team is behind schedule.

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There are not enough hours in the day to finish all the work we
Team is behind schedule.
have!
We're struggling to keep up with the workload on this project! Team is behind schedule.
We'll never finish this project in the time required. Team is behind schedule.
Your targets for completing the project are unreasonable! Team is behind schedule.

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So far, the project is going well. Team is on or ahead of schedule.
We feel confident that we can meet the deadline Team is on or ahead of schedule.
Just tell us what your targets are and we'll make them happen. Team is on or ahead of schedule.
We're committed to making sure that this project is finished on
Team is on or ahead of schedule.
schedule.
Under your leadership, we believe we can complete the project

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Team is on or ahead of schedule.
on time.
We don't have all the skills we need to be successful on this Team needs more knowledge
project. (coaching)
We could use some help from you to problem solve some Team needs more knowledge
challenging issues. (coaching)
We don't understand how to do everything you would like us Team needs more knowledge
to accomplish. (coaching)
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We would like to get your advice more often on tasks that we Team needs more knowledge
don't understand. (coaching)
Team needs more knowledge
We're a talented group, but we're lacking some critical skills.
(coaching)
We know everything we need in order to make this project Team has enough knowledge (done
successful. with coaching)
Team has enough knowledge (done
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We are a well-trained team.

with coaching)
We understand how to do this; we don't need more advice from Team has enough knowledge (done
you. with coaching)
Team has enough knowledge (done
We've learned everything we can from you.
with coaching)
We are a talented team and we know what we need to do to Team has enough knowledge (done
make this project a success. with coaching)
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Team needs more coordination

You need to update us more often on the project status.
(coordination-related meetings)
Team needs more coordination
We have no idea what is happening on this project!
(coordination-related meetings)
Team needs more coordination
You're not communicating with us enough!
(coordination-related meetings)
Team needs more coordination
You're keeping us in the dark regarding the project objectives.
(coordination-related meetings)
Do

We don't understand how everyone is contributing to this Team needs more coordination
project. (coordination-related meetings)
Team has enough/too many
We appreciate the time you spend communicating with us.
coordination meetings
Team has enough/too many
We feel well-informed about our project objectives.
coordination meetings

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We understand how we fit into the project and what you expect Team has enough/too many
from us. coordination meetings

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Team has enough/too many
We like the frequent project updates you are providing us.
coordination meetings
We're glad we understand how this project contributes to the Team has enough/too many
success of the company. coordination meetings
Team has too many meetings and
We're spending too much time in meetings!
morale is suffering

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It seems all we do is sit around talking about the project. We Team has too many meetings and
want to make real progress! morale is suffering
Team has too many meetings and
Meetings around here are a waste of time.
morale is suffering
We're tired of constantly meeting with you about the project Team has too many meetings and
status. morale is suffering
Team has too many meetings and

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Quit wasting our time with all these project meetings!
morale is suffering
We're looking forward to a successful project under your
Introduction (first two weeks)
leadership.
The team is assembled and ready to go on the project. Introduction (first two weeks)
We're pleased to have the opportunity to work with you on this
Introduction (first two weeks)
project.
We're glad to be working with you and anticipate smooth
op
Introduction (first two weeks)
management of this project.
We are invested in this project and will do our best to ensure
Introduction (first two weeks)
success.
We feel like we're doing the same tasks over and over again on Team is making many mistakes (lots
this project. of rework)
Team is making many mistakes (lots
We don't seem to understand enough to get things done.
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of rework)
Team is making many mistakes (lots
We have found some problems with last week's work.
of rework)
For every step forward it seems like we are taking two steps Team is making many mistakes (lots
back. of rework)
My coworkers are making way too many mistakes on this Team is making many mistakes (lots
project—it's very frustrating. of rework)
No

Appendix I: Complementary Resources

Project Planning and Management General Overviews
Bowen, H. Kent. “Project Management Manual.” HBS No. 697-034 (Boston, Harvard Business School Publishing:
1996).

Demarco, Tom. The Deadline: A Novel About Project Management (New York: Dorset House, 1997).
Do

Gino, Francesca, Gary P. Pisano. “Teradyne Corporation: The Jaguar Project.” HBS No. 606-042 (Boston, Harvard
Business School Publishing: 2005).

Harvard Business Press. Managing Projects Large and Small: Harvard Business Essentials (Boston: Harvard Business
Press, 2003).

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Pinto, Jeffrey K. and Kharbanda, Om P. “Lessons for an Accidental Profession,” Business Horizons 38 (March/April
1995).

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Upton David M., and Virginia A. Fuller. “Foremostco,” HBS No. 604-017 (Boston, Harvard Business School
Publishing: 2004).

Managing Project “People Issues”

Bowen, H. Kent, and Courtney Purrington. “Chrysler and BMW: Tritec Engine Joint Venture.” HBS No. 600-004

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(Boston, Harvard Business School Publishing: 1999).

Pinto, Jeffrey K. “Understanding the Role of Politics in Successful Project Management,” International Journal of
Project Management 18 (2000).

Wheelwright, Steven C. and Kim B. Clark. “Organizing and Leading ‘Heavyweight’ Development Teams,”
California Management Review 34 (Spring 1992).

yo
Managing Project Risk and Uncertainty
Austin, Robert D., Richard L. Nolan, and Mark J. Cotteleer. “Cisco Systems, Inc. Implementing ERP.” HBS No. 699-
022 (Boston, Harvard Business School Publishing: 1998).

De Meyer, Arnoud, Christoph H. Loch, and Michael T. Pich. “Managing Project Uncertainty: From Variation to
Chaos,” MIT Sloan Management Review 42 (Winter 2002).
op
Highsmith, Jim. Agile Project Management: Creating Innovative Products (2nd ed.), (Boston: Addison Wesley
Professional, 2009).

Vendor Management
Austin, Robert D., Deborah Sole, and Mark Cotteleer. “Harley-Davidson Motor Company: Enterprise Software
Selection.” (HBS No. 600-006 (Boston, Harvard Business School Publishing: 1999).
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Kesner, Idalene and Sally Fowler. “When Consultants and Clients Clash,” Harvard Business Review 75
(November/December 1997).

Change Projects
Austin, Robert D. and Richard L. Nolan. “IBM Corporation: Turnaround.” HBS No. 600-098 (Boston, Harvard
Business School Publishing: 2000).
No

Beyersdorfer, Daniela, and Robert D. Austin. “Bang & Olufsen: Design Driven Innovation.” HBS No. 607-016
(Boston, Harvard Business School Publishing: 2006).

Managing Portfolios of Projects

Austin, Robert D., Warren Ritchie, and Greggory Garrett. “Volkswagen of America: Managing IT Priorities.” HBS
No. 606-003 (Boston, Harvard Business School Publishing: 2005).

Wheelwright, Steven C. and Kim B. Clark. “Creating Project Plans to Focus Product Development.” Harvard
Do

Business Review 70 (March/April 1992).

IT Project Management
Austin, Robert D., Richard L. Nolan, and Shannon O’Donnell. The Adventures of an IT Leader (Boston: Harvard
Business Press, 2009).

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Remote Work

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Dhawan, Ericaand Tomas Chamorro-Permuzic. “How to Collaborate Effectively If Your Team Is Remote.” Harvard
Business Review web. February 27, 2018. https://hbr.org/2018/02/how-to-collaborate-effectively-if-your-team-is-
remote, accessed June 10, 2021.

Ferrazzi, Keith. “How to Run a Great Virtual Meeting.” Harvard Business Review web article. March 27, 2015.
hbr.org/2015/03/how-to-run-a-great-virtual-meeting, accessed June 10, 2021.

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Mortensen, Mark. “A First-Time Manager’s Guide to Leading Virtual Teams.” Harvard Business Review web article.
September 25, 2015. https://hbr.org/2015/09/a-first-time-managers-guide-to-leading-virtual-teams, accessed June
10, 2021.

Appendix J: Sample Course Outline with Simulation Integrated

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Note that classes longer than one hour might be scheduled in shorter segments. Here they are grouped
thematically by topic, but they need not be scheduled this way. (Appendix I lists complete citations for
readings mentioned in this sample outline.)

Class 1: Course Introduction (1 hour)

Introduce the subject, course logistics, grading, class discussion norms, and so on.
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Readings:
Managing Projects Large and Small, Chapters 1–2
“A Note on Case Learning,” HBS 899-105.
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Class 2: The Challenges of Project Management (1–2 hours)

Discuss a project that went badly, to illustrate the stakes and the challenges.
Readings:
“Foremostco,” HBS 604-017 (Alternative: “The Fate of the Vasa,” HBS 605-026)
Managing Projects Large and Small, Chapters 3–4
No

Class 3: Project Management Basics (2 hours)

Give a lecture on project management basics (see the PowerPoint slides in Appendix J).
Readings:
“Project Management Manual,” HBS 697-034
Managing Projects Large and Small, Chapters 5–7
Do

Class 4: Applying the Basics (2 hours)

Discuss a case that illustrates the limits and challenges of applying traditional project management advice.
Readings:

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“Teradyne Corporation: The Jaguar Project,” HBS 606-042

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“Lessons for an Accidental Profession,” by Jeffrey K. Pinto and Om P. Kharbanda

Class 5: Introduction to the Project Management Simulation (2 hours)

Hold Session 1, as described in the Teaching Plan section in this guide.

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Class 6: Stakeholders, Progress, and Team Dynamics (3 hours)

Build upon discussions of stress and morale in the simulation, to examine more closely the importance of
“people factors” in project management.
Readings:

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“Chrysler and BMW: Tritec Engine Joint Venture,” HBS 600-004
Managing Projects Large and Small, Chapters 10–11
“Organizing and Leading ‘Heavyweight’ Development Teams,” by Steven C. Wheelwright and Kim B. Clark
“Understanding the Role of Politics in Successful Project Management,” by Jeffrey K. Pinto

Class 7: Managing Risk and Uncertainty—Simulation (2 hours)

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Hold Session 2, as described in the Teaching Plan section in this guide.

Class 8: Managing Risk and Uncertainty—Continued (3 hours)

Build on experiences in the second simulation session, to explore more fully the effects of risk and uncertainty
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on project management.
Readings:
“Cisco Systems, Inc. Implementing ERP,” HBS 699-022
Managing Projects Large and Small, Chapters 8–9
“Managing Project Uncertainty: From Variation to Chaos” by Arnoud De Meyer, Christoph H. Loch, and
No

Michael T. Pich

Class 9: Making Tough Tradeoffs—Simulation (2 hours)

Hold Session 3, as described in the Teaching Plan section in this guide.

Class 10: Conclusions and Course Wrap Up (2 hours)

Give closing lecture and hold Session 4, as described in the Teaching Plan section in this guide.
Readings:
Managing Projects Large and Small, Chapter 12

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Additional (Optional) Class Sessions:

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Class Option 1: Managing Vendors on Projects (3 hours)
Readings:
“Harley-Davidson Motor Company: Enterprise Software Selection,” HBS 600-006
“When Consultants and Clients Clash,” by Idalene Kesner and Sally Fowler

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Class Option 2: Change Projects (3 hours)

Readings:
“IBM Corporation: Turnaround,” HBS 600-098
“Bang & Olufsen: Design Driven Innovation,” HBS 607-016

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Class Option 3: Managing Portfolios of Projects (3 hours)
Readings:
“Volkswagen of America: Managing IT Priorities,” HBS 605-003 (Alternative: “Le Petit Chef,” HBS 602-080)
“Creating Project Plans to Focus Product Development,” by Steven C. Wheelwright and Kim B. Clark
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Appendix K: Release Notes
Date Simulation Changes Teaching Note Changes
June 16, 2021 Released V3 of the simulation. Updated design Released V3 teaching note.
and interface, one new scenario and two new
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cover stories, feedback within the simulation Released introductory slides (HBP No. 7709),
more comprehensive, mobile friendly, debrief slides (HBP No. 7704), and Quick Start
accessible, and facilitator changes including Guide (HBP No. 7712).
customization of scenarios and scenario timing.
No
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