Chapter 03 Organization: Structure and Culture Multiple Choice Questions 1. Organiza Organizational tional cultur culture e is best expla explained ined as organiz organization ational al A. B. C. ". $.
Personality. ierarchy. !eporting relationships. relationships . Bac#ground. %anage&ent style.
'. (hich (hich o) the )ollo*ing )ollo*ing is +O, +O, true o) pro-ect pro-ect &anage& &anage&ent ent structur structures es A. ,hey pro/ide pro/ide a )ra&e*or# )ra&e*or# )or launching and i&ple&enting i&ple&enting pro-ects B. ,hey appropriately balance the needs o) both the parent organization and the pro-ect C. n selecting a &anage&ent structure the culture o) the organization is not a huge consideration ". ,he pro-ect itsel) should be considered *hen deter&ining *hich structure is best $. ,hey help deter&ine deter&ine *ho has &ost authority in regard to &anaging the pro-ect pro-ect 3. All o) the )ollo*in )ollo*ing g are disad/ant disad/antages ages o) organizi organizing ng pro-ects pro-ects *ithin *ithin a &atrix &atrix arrange&ent $2C$P, A. "ys)unctional conict bet*een bet*een )unctional &anagers and pro-ect pro-ect &anagers. B. $xpensi/e. C. n4ghting. ". Stress)ul. $. 5onger pro-ect duration. 6. ,he structure structure that &anages pro-ects *ithin the the existing existing organizational organizational structure structure is 7777777777 organization. organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
3-1 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
9. Bill is *or#in *or#ing g on a pro-ect pro-ect in/ol/in in/ol/ing g the upgrading upgrading o) a &anage&ent &anage&ent in)or&atio in)or&ation n syste&. ,he pro-ect is being &anaged by the in)or&ation syste&s depart&ent *ith the coordination o) other depart&ents occurring occurring through nor&al channels. e is *or#ing in a 777777777 organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
. (hich (hich o) the )ollo*ing )ollo*ing is an an ad/antage ad/antage o) a )unctional )unctional pro-ect pro-ect &anage& &anage&ent ent organization A. B. C. ". $.
%axi&u& exibility exibility in the use o) sta;
=. (hich (hich o) the )ollo*ing )ollo*ing is a disad/a disad/antage ntage o) )uncti )unctional onal pro-ec pro-ectt &anage&ent &anage&ent organization A. 5ac# o) &oti/ation o) pro-ect tea& &e&bers B. 5onger pro-ect duration C. 5ac# o) )ocus on the pro-ect ". Poor integration $. All o) these are disad/antages disad/antages o) )unctional pro-ect &anage&ent organization organization >. (hich (hich o) the )ollo*ing )ollo*ing is a disad/a disad/antage ntage o) a pro-ec pro-ectized tized organ organizati ization on A. B. C. ". $.
t is expensi/e 5onger pro-ect duration Poor integration integrati on igh co&plexity 5ac# o) )ocus on the pro-ect
?. A pro-ect pro-ect tea& that that operates *ith a )ull@ti&e )ull@ti&e pro-ect pro-ect &anager as a separate separate unit )ro& )ro& the rest o) the organization is structured using 77777777 organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
3-2 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
9. Bill is *or#in *or#ing g on a pro-ect pro-ect in/ol/in in/ol/ing g the upgrading upgrading o) a &anage&ent &anage&ent in)or&atio in)or&ation n syste&. ,he pro-ect is being &anaged by the in)or&ation syste&s depart&ent *ith the coordination o) other depart&ents occurring occurring through nor&al channels. e is *or#ing in a 777777777 organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
. (hich (hich o) the )ollo*ing )ollo*ing is an an ad/antage ad/antage o) a )unctional )unctional pro-ect pro-ect &anage& &anage&ent ent organization A. B. C. ". $.
%axi&u& exibility exibility in the use o) sta;
=. (hich (hich o) the )ollo*ing )ollo*ing is a disad/a disad/antage ntage o) )uncti )unctional onal pro-ec pro-ectt &anage&ent &anage&ent organization A. 5ac# o) &oti/ation o) pro-ect tea& &e&bers B. 5onger pro-ect duration C. 5ac# o) )ocus on the pro-ect ". Poor integration $. All o) these are disad/antages disad/antages o) )unctional pro-ect &anage&ent organization organization >. (hich (hich o) the )ollo*ing )ollo*ing is a disad/a disad/antage ntage o) a pro-ec pro-ectized tized organ organizati ization on A. B. C. ". $.
t is expensi/e 5onger pro-ect duration Poor integration integrati on igh co&plexity 5ac# o) )ocus on the pro-ect
?. A pro-ect pro-ect tea& that that operates *ith a )ull@ti&e )ull@ti&e pro-ect pro-ect &anager as a separate separate unit )ro& )ro& the rest o) the organization is structured using 77777777 organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
3-2 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
10. (hich o) the )ollo*ing co&binations represents represents the extre&es o) pro-ect organization organization A. B. C. ". $.
Strong &atrix and balanced &atrix 8unctional and pro-ectized Pro-ectized and balanced &atrix Pro-ectized Pro-ectized and strong &atrix Strong &atrix and )unctional
11. %egaCo&puters nc. has assigned assigned a pro-ect &anager )or each o) the 4/e ne*@product ne*@product tea&s. ,he &anagers as *ell as the pro-ect tea& &e&bers *or# on the pro-ects on a )ull@ti&e basis. ,he structure structure being used is 77777777 organization. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
1'. All o) the )ollo*ing are organizational considerations *hen deter&ining deter&ining the right pro-ect &anage&ent structure $2C$P, A. o* i&portant pro-ect pro-ect &anage&ent is to the success success o) the organization organization B. (hat percentage o) core *or# in/ol/es pro-ects C. !esource a/ailability a/ailabi lity ". Assess current practices and deter&ine any changes that are needed to &ore e;ecti/ely &anage pro-ects $. Budget constraints 13. $lizabeth is considering ho* to structure a pro-ect tea& that *ill not directly disrupt ongoing operations. ,he pro-ect needs to be done uic#ly and a high le/el o) &oti/ation *ill be needed in order to do that. 8or this situation the 777777 organization *ould be the best choice. A. B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
3-3 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
16. At the pro-ect le/el le/el *hich o) the )ollo*ing is a )actor that should inuence the choice o) pro-ect &anage&ent structure structure A. ,he size o) the pro-ect B. ,he no/elty o) the pro-ect C. Budget and ti&e constraints ". ,he strategic i&portance o) the pro-ect $. All o) these are )actors that should inuence the choice o) pro-ect &anage&ent structure 19. (hich are the three three di;erent &atrix syste&s syste&s discussed in the text A. B. C. ". $.
8unctional (ea# Strong Balanced 8unctional Pro-ectized (ea# Strong Balanced +eutral (ea# Strong 8unctional +eutral Pro-ectized
1. 777777777 organization is a hybrid )or& in *hich *hich a horizontal pro-ect &anage&ent structure is o/erlaid in the nor&al )unctional hierarchy. A. B. C. ". $.
8unctional %atrix Pro-ect Balanced +eutral
1=. (hich o) the )ollo*ing is +O, true regarding regarding organizing pro-ects pro-ects *ithin a &atrix arrange&ent A. ts exibility exibility supports a strong pro-ect )ocus that helps alle/iate stress a&ong pro-ect tea& &e&bers B. t is designed to opti&ally utilize resources by ha/ing indi/iduals *or# on &ultiple pro-ects as *ell as being capable o) per)or&ing nor&al )unctional duties C. ,here are usually t*o chains o) co&&and ". Pro/ides Pro/ides a dual )ocus bet*een )unctionaltechnical expertise and pro-ect reuire&ents reuire&ents that is &issing in either the pro-ect tea& or the )unctional approach $. t is a hybrid )or& o) organization that co&bines characteristics characteristics o) both dedicated pro-ect tea&s and )unctional organization
3-4 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
1>. n *hich o) the )ollo*ing is the balance o) authority strongly in )a/or o) the )unctional &anagers A. B. C. ". $.
(ea# &atrix Balanced &atrix Strong &atrix %atrix +eutral &atrix
1?. All o) the )ollo*ing are )unctions culture culture plays in an organization $2C$P, $2C$P, A. B. C. ". $.
t pro/ides a sense o) identity. t helps legiti&ize the &anage&ent syste&. t replaces the need )or a pro-ect selection process. process. t helps create social order. order. t clari4es and rein)orces standards o) beha/ior.
'0. o* does so&eone learn &ore &ore about an organizationDs culture A. !ead about the organization organizati on B. nterpret nterpret stories about the organization C. Obser/e ho* people interact *ithin the organization ". Study the physical characteristics characteristics o) the organization $. All o) these are exa&ples o) ho* so&eone can learn &ore about an organizationDs culture '1. (hich organizationDs culture culture is +O, a culture a pro-ect pro-ect &anager has to be able to operate in or interact *ith A. ,he culture o) their parent organization organizati on B. ,he culture o) go/ern&ent and regulatory agencies C. ,he culture o) /endors and subcontractors ". ,he culture o) the pro-ectDs custo&er or client $. All o) these are cultures a pro-ect &anager has to be able to operate in or interact *ith ''. (hich structure structure *ould be &ost appropriate )or de/eloping de/eloping a ne* highly inno/ati/e product that has strict ti&e constraints A. B. C. ". $.
8unctional organization organizat ion Balanced &atrix "edicated pro-ect tea& Strong &atrix (ea# &atrix
3-% Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'3. 8ro& the list belo* *hich is +O, a pri&ary characteristic o) organizational culture A. B. C. ". $.
Control ,ea& e&phasis Pro4tability Conict tolerance !is# tolerance
'6. 8actors in identi)ying cultural characteristics include all the )ollo*ing $2C$P, A. +or&s. B. Custo&s. C. Ealues. ". Attitude. $. All o) these are )actors in identi)ying cultural characteristics. '9. (ho is responsible )or deter&ining ho* tas#s *ill be done in a *ea# &atrix pro-ect &anage&ent structure A. ,he )unctional &anager B. ,he pro-ect &anager C. Both the )unctional &anager and the pro-ect &anager are responsible ". ,here is no rule established )or *ho ta#es responsibility $. ,his is negotiated '. (hich o) the )ollo*ing cultural characteristics relates to the degree to *hich e&ployees identi)y *ith the organization as a *hole rather than *ith their type o) -ob or 4eld o) pro)essional expertise A. B. C. ". $.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
'=. (hich o) the )ollo*ing cultural characteristics relates to the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals A. B. C. ". $.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
3-& Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'>. (hich o) the )ollo*ing cultural characteristic relates to the degree to *hich rules policies and direct super/ision are used to o/ersee and control e&ployee beha/ior A. B. C. ". $.
%e&ber identity ,ea& $&phasis %anagerial )ocus Fnit integration Control
'?. (hich o) the )ollo*ing cultural characteristics relates to the degree to *hich groups *ithin the organization are encouraged to operate in a coordinated or independent &anner A. B. C. ". $.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
30. (hich o) the )ollo*ing cultural characteristics relates to the degree to *hich &anage&ent )ocuses on outco&es rather than on techniues and processes used to achie/e those outco&es A. B. C. ". $.
!is# tolerance !e*ard criteria Conict tolerance %eans /ersus end orientation Open@syste&s )ocus
Fill in the Blank Questions 31. ,he personality o) an organization is a si&ple explanation o) 77777777777. 7777777777777777777777777777777777777777 3'. ,he approach to pro-ect &anage&ent that uses the existing hierarchy o) the organization to &anage pro-ects is 77777777777 organization. 7777777777777777777777777777777777777777 33. +o radical alteration in the design or operation o) the parent organization is a &a-or ad/antage o) 7777777777 organization. 7777777777777777777777777777777777777777
3-' Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
36. ,*o o) the &a-or disad/antages o) the 77777777 organizational approach are that pro-ects &ay lac# )ocus and it can ta#e longer to co&plete pro-ects. 7777777777777777777777777777777777777777 39. 8ir&s *here pro-ects are the do&inant )or& o) business and the entire organization is designed to support pro-ect tea&s are usually structured as aGnH 777777777 organization. 7777777777777777777777777777777777777777 3. A high le/el o) &oti/ation and the tendency )or pro-ects to get done &ore uic#ly are bene4ts o) using the 77777777 organizational approach to pro-ect &anage&ent. 7777777777777777777777777777777777777777 3=. igh pro-ect costs and diIcult post@pro-ect transition are t*o e/ident *ea#nesses o) aGnH 7777777777 organization. 7777777777777777777777777777777777777777 3>. n aGnH 77777777 syste& there are usually t*o chains o) co&&and one along )unctional lines and the other along pro-ect lines. 7777777777777777777777777777777777777777 3?. ,he 77777777 structure is designed to opti&ally utilize resources by ha/ing indi/iduals *or# on &ultiple pro-ects as *ell as being capable o) per)or&ing nor&al )unctional duties. 7777777777777777777777777777777777777777 60. A &atrix in *hich the balance o) authority is strongly on the side o) the pro-ect &anager is described as 7777777777. 7777777777777777777777777777777777777777 61. A &atrix in *hich the balance o) authority is strongly on the side o) the )unctional &anager is described as 777777777. 7777777777777777777777777777777777777777 6'. igh le/els o) stress and dys)unctional conict are disad/antages o) aGnH 777777777 organization. 7777777777777777777777777777777777777777 63. ,he 77777777 &atrix )or& o) pro-ect organization is li#ely to enhance pro-ect integration di&inish internal po*er struggles and ulti&ately i&pro/e control o) pro-ect acti/ities and costs. 7777777777777777777777777777777777777777
3-( Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
66. ,he 77777777 &atrix )or& o) pro-ect organization is li#ely to i&pro/e technical uality as *ell as pro/ide a better syste& )or &anaging conict across pro-ects because the )unctional &anager assigns personnel to di;erent pro-ects. 7777777777777777777777777777777777777777 69. ,he 77777777 &atrix )or& o) pro-ect organization can achie/e better euilibriu& bet*een technical and pro-ect reuire&ents but it is a /ery delicate syste& to create and &anage. 7777777777777777777777777777777777777777 6. 77777777 pro-ect tea&s should be used )or urgent pro-ects in *hich the nature o) the *or# reuires people *or#ing steadily )ro& beginning to end. 7777777777777777777777777777777777777777 6=. Conict tolerance ris# tolerance re*ard criteria and unit integration are all exa&ples o) cultural 7777777777. 7777777777777777777777777777777777777777 6>. !esearch suggests that there is a strong connection bet*een pro-ect &anage&ent structure organizational 77777777 and pro-ect success. 7777777777777777777777777777777777777777 6?. Organization 77777777 re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich bind people together thereby creating shared &eanings. 7777777777777777777777777777777777777777 90. ,he &ore autono&y and authority the pro-ect &anager and pro-ect tea& need to be success)ul the &ore appropriate a dedicated pro-ect tea& or aGnH 77777777 &atrix structure is to &anage the pro-ect. 7777777777777777777777777777777777777777 91. (hen &ost o) the pro-ect *or# can be done *ithin a speci4ed depart&ent and any coordination *ith other depart&ents can be done easily through nor&al &anage&ent channels 77777777777 organization is &ost appropriate. 7777777777777777777777777777777777777777 9'. ,he cultural characteristic that re)ers to the degree to *hich re*ards such as pro&otion and salary increases are allocated according to e&ployee per)or&ance rather than seniority )a/oritis& or other nonper)or&ance )actors is #no*n as 7777777777777. 7777777777777777777777777777777777777777 93. ,he cultural characteristic that re)ers to the degree to *hich e&ployees are encouraged to air conicts and criticis&s openly is #no*n as 77777777777. 7777777777777777777777777777777777777777
3-) Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
96. ,he cultural characteristic that re)ers to the degree to *hich the organization &onitors and responds to changes in the external en/iron&ent is #no*n as 77777777777. 7777777777777777777777777777777777777777 99. ,he cultural characteristic that re)ers to the degree to *hich e&ployees are encouraged to be aggressi/e inno/ati/e and ris# see#ing is #no*n as 7777777777777. 7777777777777777777777777777777777777777
True / False Questions 9. (hile organization culture is i&portant to the o/erall )unction o) an organization it has &inor inuence on its pro-ect &anage&ent. ,rue
8alse
9=. ,here are o)ten considerable di;erences in ho* pro-ects are &anaged *ithin certain 4r&s e/en *hen si&ilar pro-ect &anage&ent structures are being used. ,rue
8alse
9>. ,he pro-ectized )or& o) pro-ect &anage&ent structure is co&&only used *hen one )unctional area plays a do&inant role in co&pleting the pro-ect or has a do&inant interest in the success o) the pro-ect. ,rue
8alse
9?. ,he &atrix )or& o) pro-ect &anage&ent structure is a good choice *hen resource usage needs to be opti&ized by ha/ing indi/iduals *or# on &ultiple pro-ects *hile still per)or&ing )unctional duties. ,rue
8alse
0. A disad/antage o) using the )unctional )or& o) pro-ect &anage&ent structure is that pro-ects generally ta#e longer to co&plete. ,rue
8alse
1. ,he )unctional pro-ect tea& is usually physically separated )ro& the parent organization and gi/en the pri&ary directi/e o) acco&plishing the ob-ecti/es o) the pro-ect. ,rue
8alse
'. n the pro-ectized )or& o) pro-ect &anage&ent structure there is li&ited technological expertise *hen co&pared to the )unctional or &atrix organization. ,rue
8alse
3-10 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
3. ,he pro-ectized )or& o) pro-ect &anage&ent structure is a good choice *hen speed o) co&pletion is i&portant and the pro-ect needs to be i&ple&ented *ithout directly disrupting ongoing operations. ,rue
8alse
6. One o) the &a-or disad/antages o) the pro-ectized )or& o) pro-ect &anage&ent structure is that it tends to be &ore expensi/e than other )or&s o) organization. ,rue
8alse
9. One ad/antage o) a &atrix pro-ect &anage&ent structure is that it is )ast and easy to i&ple&ent. ,rue
8alse
. A &atrix pro-ect &anage&ent structure is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. ,rue
8alse
=. (hen three )or&s o) the &atrix pro-ect &anage&ent structure are considered all share the sa&e ad/antages and disad/antages and at an eual le/el. ,rue
8alse
>. (hen deter&ining the &ost appropriate pro-ect &anage&ent structure considerations need to be &ade at the organizational le/el and at the pro-ect le/el. ,rue
8alse
?.
8alse
=0. As discussed in the text the three )or&s o) &atrix pro-ect &anage&ent are *ea# &ixed and strong. ,rue
8alse
=1. (ithin a &atrix pro-ect &anage&ent structure the extent to *hich the pro-ect &anager has direct authority o/er pro-ect participants depends on *hether the &atrix is *ea# balanced or strong. ,rue
8alse
='. n a balanced &atrix )or& o) pro-ect &anage&ent the pro-ect &anager is responsible )or de4ning what needs to be acco&plished *hile the )unctional &anagers are concerned *ith how it *ill be acco&plished. ,rue
8alse
3-11 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
=3. ,he &atrix )or& o) pro-ect &anage&ent is notable )or the tension it creates bet*een )unctional &anagers and pro-ect &anagers *ho both bring critical expertise and perspecti/es to the pro-ect. ,rue
8alse
=6. %e&ber identity re)ers to the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals. ,rue
8alse
=9. Control is the cultural characteristic that re)ers to the degree to *hich &anage&ent decisions ta#e into account the e;ect o) outco&es on people *ithin the organization. ,rue
8alse
=. Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich bind people together. ,rue
8alse
==. Fnit integration is the cultural characteristic that re)ers to the degree to *hich units *ithin the organization are encouraged to operate in a coordinated or independent &anner. ,rue
8alse
=>. ,here are strong connections a&ong pro-ect &anage&ent structure organizational culture and pro-ect success. ,rue
8alse
=?. Certain aspects o) the culture o) an organization support success)ul pro-ect &anage&ent *hile other aspects deter or inter)ere *ith e;ecti/e &anage&ent. ,rue
8alse
Short Answer Questions
3-12 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>0. ,here are o)ten considerable di;erences in ho* pro-ects are &anaged *ithin certain 4r&s e/en i) the sa&e pro-ect &anage&ent structure is being used. $xplain.
>1. (hat is &ore i&portant )or pro-ect success the )or&al pro-ect &anage&ent structure or the culture o) the parent organization
>'. denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ects *ithin the )unctional organization.
>3. denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ect tea&s as dedicated pro-ect tea&s.
3-13 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>6. denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ect tea&s using the &atrix &anage&ent approach.
>9. denti)y and briey describe the three )or&s o) organizing pro-ects using the &atrix &anage&ent approach.
>. Co&pare and contrast the ad/antages and disad/antage o) a *ea# pro-ect &anage&ent structure and a strong pro-ect &anage&ent structure.
>=. denti)y and briey describe three o) the 10 pri&ary characteristics o) organization culture.
3-14 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>>. Culture per)or&s se/eral i&portant )unctions in organizations. Clari)ying and rein)orcing standards o) beha/ior is one o) these. $xplain and pro/ide an exa&ple.
>?. "escribe the di;erence bet*een a strong or thic# culture and a thin or *ea# culture.
?0. Briey describe t*o *ays to diagnose the culture o) an organization and gi/e an exa&ple o) each.
3-1% Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
Chapter 03 Organization: Structure and Culture Ans*er Jey Multiple Choice Questions 1.
Organizational culture is best explained as organizational A.
B. C. ". $.
Personality. ierarchy. !eporting relationships. Bac#ground. %anage&ent style.
A si&ple explanation o) organizational culture is that it reects the personality o) an organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
'.
(hich o) the )ollo*ing is +O, true o) pro-ect &anage&ent structures A. ,hey pro/ide a )ra&e*or# )or launching and i&ple&enting pro-ects B. ,hey appropriately balance the needs o) both the parent organization and the pro-ect C. n selecting a &anage&ent structure the culture o) the organization is not a huge consideration ". ,he pro-ect itsel) should be considered *hen deter&ining *hich structure is best $. ,hey help deter&ine *ho has &ost authority in regard to &anaging the pro-ect (hen deter&ining *hich pro-ect &anage&ent structure is &ost appropriate organizational culture should be considered. ,here are o)ten large di;erences in ho* pro-ects are &anaged *ithin certain 4r&s e/en *ith si&ilar structures. !esearchers attribute this to organizational culture. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
3-1& Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
3.
All o) the )ollo*ing are disad/antages o) organizing pro-ects *ithin a &atrix arrange&ent $2C$P, A. "ys)unctional conict bet*een )unctional &anagers and pro-ect &anagers. $xpensi/e. B. C. n4ghting. ". Stress)ul. $. 5onger pro-ect duration. "ys)unctional conict in4ghting stress)ul situations and longer pro-ect duration are all disad/antages o) organizing pro-ects *ithin a &atrix arrange&ent. igh cost is a disad/antage o) dedicated pro-ect tea&s. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
6.
,he structure that &anages pro-ects *ithin the existing organizational structure is 7777777777 organization. A.
B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
One approach to organizing pro-ects is to si&ply &anage the& *ithin the existing )unctional hierarchy o) the organization. Once &anage&ent decides to i&ple&ent a pro-ect the di;erent seg&ents o) the pro-ect are delegated to the respecti/e )unctional units *ith each unit responsible )or co&pleting its seg&ent o) the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
3-1' Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
9.
Bill is *or#ing on a pro-ect in/ol/ing the upgrading o) a &anage&ent in)or&ation syste&. ,he pro-ect is being &anaged by the in)or&ation syste&s depart&ent *ith the coordination o) other depart&ents occurring through nor&al channels. e is *or#ing in a 777777777 organization. A.
B. C. ". $.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
(hen organizing pro-ects *ithin the )unctional organization once &anage&ent decides to i&ple&ent a pro-ect the di;erent seg&ents o) the pro-ect are delegated to the respecti/e )unctional units *ith each unit responsible )or co&pleting its seg&ent o) the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
.
(hich o) the )ollo*ing is an ad/antage o) a )unctional pro-ect &anage&ent organization A.
B. C. ". $.
%axi&u& exibility in the use o) sta;
,here is &axi&u& exibility in the use o) sta;. Appropriate specialists in di;erent )unctional units can te&porarily be assigned to *or# on the pro-ect and then return to their nor&al *or#. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
3-1( Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
=.
(hich o) the )ollo*ing is a disad/antage o) )unctional pro-ect &anage&ent organization A. B. C. ".
5ac# o) &oti/ation o) pro-ect tea& &e&bers 5onger pro-ect duration 5ac# o) )ocus on the pro-ect Poor integration E. All o) these are disad/antages o) )unctional pro-ect &anage&ent organization "isad/antages o) )unctional pro-ect &anage&ent organization are lac# o) )ocus on the pro-ect poor integration across )unctional units longer pro-ect duration due to slo* response ti&e and lac# o) o*nership. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
>.
(hich o) the )ollo*ing is a disad/antage o) a pro-ectized organization A.
B. C. ". $.
t is expensi/e 5onger pro-ect duration Poor integration igh co&plexity 5ac# o) )ocus on the pro-ect
"isad/antages o) organizing pro-ects as dedicated pro-ect tea&s are that it is expensi/e internal stri)e can occur li&ited technological expertise and diIcult post@pro-ect transition. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-1) Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
?.
A pro-ect tea& that operates *ith a )ull@ti&e pro-ect &anager as a separate unit )ro& the rest o) the organization is structured using 77777777 organization. A. B. C. ". E.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
nstead o) one or t*o special pro-ects the organization consists o) sets o) uasi@ independent tea&s *or#ing on speci4c pro-ects. ,he &ain responsibility o) traditional )unctional depart&ents is to assist and support these pro-ect tea&s. ,his type o) organization is re)erred to in the literature as a Pro-ectized Organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
10.
(hich o) the )ollo*ing co&binations represents the extre&es o) pro-ect organization A. B.
C. ". $.
Strong &atrix and balanced &atrix 8unctional and pro-ectized Pro-ectized and balanced &atrix Pro-ectized and strong &atrix Strong &atrix and )unctional
,he )unctional organization is also co&&only used *hen gi/en the nature o) the pro-ect one )unctional area plays a do&inant role in co&pleting the pro-ect or has a do&inant interest in the success o) the pro-ect. At the other end o) the structural spectru& is the creation o) dedicated pro-ect tea&s. ,hese tea&s operate as separate units )ro& the rest o) the parent organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-20 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
11.
%egaCo&puters nc. has assigned a pro-ect &anager )or each o) the 4/e ne*@ product tea&s. ,he &anagers as *ell as the pro-ect tea& &e&bers *or# on the pro-ects on a )ull@ti&e basis. ,he structure being used is 77777777 organization. A. B. C. ". E.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
nstead o) one or t*o special pro-ects the organization consists o) sets o) uasi@ independent tea&s *or#ing on speci4c pro-ects. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
1'.
All o) the )ollo*ing are organizational considerations *hen deter&ining the right pro-ect &anage&ent structure $2C$P, A. o* i&portant pro-ect &anage&ent is to the success o) the organization B. (hat percentage o) core *or# in/ol/es pro-ects C. !esource a/ailability ". Assess current practices and deter&ine any changes that are needed to &ore e;ecti/ely &anage pro-ects Budget constraints E. Budget constraints are a pro-ect consideration and not an organizational consideration. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
3-21 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
13.
$lizabeth is considering ho* to structure a pro-ect tea& that *ill not directly disrupt ongoing operations. ,he pro-ect needs to be done uic#ly and a high le/el o) &oti/ation *ill be needed in order to do that. 8or this situation the 777777 organization *ould be the best choice. A. B. C. ". E.
8unctional Balanced &atrix (ea# &atrix Strong &atrix Pro-ectized
n &any cases the pro-ect tea& approach is the opti&u& ap proach )or co&pleting a pro-ect *hen you /ie* it solely )ro& the standpoint o) *hat is best )or co&pleting the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
16.
At the pro-ect le/el *hich o) the )ollo*ing is a )actor that should inuence the choice o) pro-ect &anage&ent structure A. B. C. ".
,he size o) the pro-ect ,he no/elty o) the pro-ect Budget and ti&e constraints ,he strategic i&portance o) the pro-ect E. All o) these are )actors that should inuence the choice o) pro-ect &anage&ent structure At the pro-ect le/el se/en )actors should inuence the choice o) pro-ect &anage&ent structure. ,hey are the size o) the pro-ect the strategic i&portance the no/elty and need )or inno/ation the need )or integration the en/iron&ental co&plexity or the nu&ber o) external inter)aces budget and ti&e constraints and the stability o) resource reuire&ents. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
3-22 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
19.
(hich are the three di;erent &atrix syste&s discussed in the text A. B. C.
". $.
8unctional (ea# Strong Balanced 8unctional Pro-ectized (ea# Strong Balanced +eutral (ea# Strong 8unctional +eutral Pro-ectized
n practice there are really di;erent #inds o) syste&s depending on the relati/e authority o) the pro-ect and )unctional &anagers. ,he text discusses the *ea# &atrix the balanced &atrix and the strong &atrix. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
1.
777777777 organization is a hybrid )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid in the nor&al )unctional hierarchy. A. B. C. ". $.
8unctional %atrix Pro-ect Balanced +eutral
%atrix &anage&ent is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-23 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
1=.
(hich o) the )ollo*ing is +O, true regarding organizing pro-ects *ithin a &atrix arrange&ent A. ts exibility supports a strong pro-ect )ocus that helps alle/iate stress a&ong
B. C. ". $.
pro-ect tea& &e&bers t is designed to opti&ally utilize resources by ha/ing indi/iduals *or# on &ultiple pro-ects as *ell as being capable o) per)or&ing nor&al )unctional duties ,here are usually t*o chains o) co&&and Pro/ides a dual )ocus bet*een )unctionaltechnical expertise and pro-ect reuire&ents that is &issing in either the pro-ect tea& or the )unctional approach t is a hybrid )or& o) organization that co&bines characteristics o) both dedicated pro-ect tea&s and )unctional organization
t is true that a &atrix arrange&ent supports a stronger pro-ect )ocusK ho*e/er this arrange&ent is also /ery stress)ul )or tea& &e&bers due to the )act that they are reporting to t*o &anagers. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
1>.
n *hich o) the )ollo*ing is the balance o) authority strongly in )a/or o) the )unctional &anagers A.
B. C. ". $.
(ea# &atrix Balanced &atrix Strong &atrix %atrix +eutral &atrix
n a *ea# &atrix the )unctional &anagers call &ost o) the shots and decide *ho does *hat and *hen the *or# is co&pleted. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
3-24 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
1?.
All o) the )ollo*ing are )unctions culture plays in an organization $2C$P, A. B. C.
". $.
t pro/ides a sense o) identity. t helps legiti&ize the &anage&ent syste&. t replaces the need )or a pro-ect selection process. t helps create social order. t clari4es and rein)orces standards o) beha/ior.
An organizationDs culture pro/ides a sense o) identity helps legiti&ize the &anage&ent syste& helps create social order and clari4es and rein)orces standards o) beha/ior. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
'0.
o* does so&eone learn &ore about an organizationDs culture A. B. C. ".
!ead about the organization nterpret stories about the organization Obser/e ho* people interact *ithin the organization Study the physical characteristics o) the organization E. All o) these are exa&ples o) ho* so&eone can learn &ore about an organizationDs culture Physical characteristics Garchitecture oIce layout dLcorH public docu&ents Gannual reports /ision state&entsH beha/ior Gpace language &eetingsH and )ol#lore Gstories heroines heroes /illainsH are all *ays to 4nd out &ore about an organizationDs culture. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3-2% Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'1.
(hich organizationDs culture is +O, a culture a pro-ect &anager has to be able to operate in or interact *ith A. B. C. ".
,he culture o) their parent organization ,he culture o) go/ern&ent and regulatory agencies ,he culture o) /endors and subcontractors ,he culture o) the pro-ectDs custo&er or client E. All o) these are cultures a pro-ect &anager has to be able to operate in or interact *ith Pro-ect &anagers ha/e to be able to operate in se/eral potentially di/erse organizational cultures. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: 1m2lications o% rgani0ational C$lt$re %or rgani0ing "ro!ects Level o% &i'c$lty: ( )asy
''.
(hich structure *ould be &ost appropriate )or de/eloping a ne* highly inno/ati/e product that has strict ti&e constraints A. B. C.
". $.
8unctional organization Balanced &atrix "edicated pro-ect tea& Strong &atrix (ea# &atrix
A dedicated pro-ect tea& is separate )ro& the rest o) the parent organization and appropriate *hen the pro-ect is highly inno/ati/e and *hen there are budget and ti&e constraints. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
3-2& Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'3.
8ro& the list belo* *hich is +O, a pri&ary characteristic o) organizational culture A. B. C. ". $.
Control ,ea& e&phasis Pro4tability Conict tolerance !is# tolerance
Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich binds people together thereby creating shared &eanings. Pro4tability is not a pri&ary characteristic o) organizational culture. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
'6.
8actors in identi)ying cultural characteristics include all the )ollo*ing $2C$P, A. +or&s. B. Custo&s. C. Ealues. Attitude. D. $. All o) these are )actors in identi)ying cultural characteristics. Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich binds people together thereby creating shared &eanings. ,his syste& is &ani)ested by custo&s and habits that exe&pli)y the /alues and belie)s o) the organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
3-2' Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'9.
(ho is responsible )or deter&ining ho* tas#s *ill be done in a *ea# &atrix pro-ect &anage&ent structure ,he )unctional &anager B. ,he pro-ect &anager C. Both the )unctional &anager and the pro-ect &anager are responsible ". ,here is no rule established )or *ho ta#es responsibility $. ,his is negotiated A.
%atrix &anage&ent is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. n a &atrix syste& there are usually t*o chains o) co&&and one along )unctional lines and the other along pro-ect lines. nstead o) delegating seg&ents o) a pro-ect to di;erent units or creating an autono&ous tea& pro-ect participants report si&ultaneously to both )unctional and pro-ect &anagers. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
'.
(hich o) the )ollo*ing cultural characteristics relates to the degree to *hich e&ployees identi)y *ith the organization as a *hole rather than *ith their type o) -ob or 4eld o) pro)essional expertise A.
B. C. ". $.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
%e&ber identity is the degree to *hich e&ployees identi)y *ith the organization as a *hole rather than *ith their type o) -ob or 4eld o) pro)essional expertise. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3-2( Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'=.
(hich o) the )ollo*ing cultural characteristics relates to the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals A. B.
C. ". $.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
,ea& e&phasis is the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
'>.
(hich o) the )ollo*ing cultural characteristic relates to the degree to *hich rules policies and direct super/ision are used to o/ersee and control e&ployee beha/ior A. B. C. ". E.
%e&ber identity ,ea& $&phasis %anagerial )ocus Fnit integration Control
Control is the cultural characteristic that relates to the degree to *hich rules policies and direct super/ision are used to o/ersee and control e&ployee beha/ior. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3-2) Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
'?.
(hich o) the )ollo*ing cultural characteristics relates to the degree to *hich groups *ithin the organization are encouraged to operate in a coordinated or independent &anner A. B. C. D.
$.
%e&ber identity ,ea& e&phasis %anagerial )ocus Fnit integration Control
Fnit integration is the degree to *hich units *ithin the organization are encouraged to operate in a coordinated or independent &anner. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
30.
(hich o) the )ollo*ing cultural characteristics relates to the degree to *hich &anage&ent )ocuses on outco&es rather than on techniues and processes used to achie/e those outco&es A. B. C. D.
$.
!is# tolerance !e*ard criteria Conict tolerance %eans /ersus end orientation Open@syste&s )ocus
%eans /ersus end orientation is the degree to *hich &anage&ent )ocuses on outco&es rather than on techniues and processes used to achie/e those results. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
Fill in the Blank Questions
3-30 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
31.
,he personality o) an organization is a si&ple explanation o) 77777777777. organizational culture
Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich binds people together thereby creating shared &eanings. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3'.
,he approach to pro-ect &anage&ent that uses the existing hierarchy o) the organization to &anage pro-ects is 77777777777 organization. functional
One approach to organizing pro-ects is to si&ply &anage the& *ithin the existing )unctional hierarchy o) the organization. Once &anage&ent decides to i&ple&ent a pro-ect the di;erent seg&ents o) the pro-ect are delegated to the respecti/e )unctional units *ith each unit responsible )or co&pleting its seg&ent o) the pro-ect. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
33.
+o radical alteration in the design or operation o) the parent organization is a &a-or ad/antage o) 7777777777 organization. functional
Once &anage&ent decides to i&ple&ent a pro-ect the di;erent seg&ents o) the pro-ect are delegated to the respecti/e )unctional units *ith each unit responsible )or co&pleting its seg&ent o) the pro-ect. +o change in the design or operation o) the parent organization is a &a-or ad/antage to a )unctional organization. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
36.
,*o o) the &a-or disad/antages o) the 77777777 organizational approach are that pro-ects &ay lac# )ocus and it can ta#e longer to co&plete pro-ects. functional
,hese disad/antages are particularly pronounced *hen the scope o) the pro-ect is broad and one )unctional depart&ent does not ta#e the do&inant technological and &anagerial lead on the pro-ect. AACSB: Refective Thinking 3-31 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
39.
8ir&s *here pro-ects are the do&inant )or& o) business and the entire organization is designed to support pro-ect tea&s are usually structured as aGnH 777777777 organization. proectize!
nstead o) one or t*o special pro-ects the organization consists o) sets o) uasi@ independent tea&s *or#ing on speci4c pro-ects. ,his type o) organization is re)erred to in the literature as a pro-ectized organization. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3.
A high le/el o) &oti/ation and the tendency )or pro-ects to get done &ore uic#ly are bene4ts o) using the 77777777 organizational approach to pro-ect &anage&ent. proectize!
A high le/el o) &oti/ation and cohesi/eness o)ten e&erges *ithin the pro-ect tea&. Participants share a co&&on goal and personal responsibility to*ard the pro-ect and the tea&. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3=.
igh pro-ect costs and diIcult post@pro-ect transition are t*o e/ident *ea#nesses o) aGnH 7777777777 organization. proectize!
"isad/antages o) a pro-ectized organization include high pro-ect costs internal stri)e li&ited technological expertise and diIcult post@pro-ect transition. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-32 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
3>.
n aGnH 77777777 syste& there are usually t*o chains o) co&&and one along )unctional lines and the other along pro-ect lines. "atri#
%atrix &anage&ent is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
3?.
,he 77777777 structure is designed to opti&ally utilize resources by ha/ing indi/iduals *or# on &ultiple pro-ects as *ell as being capable o) per)or&ing nor&al )unctional duties. "atri#
nstead o) delegating seg&ents o) a pro-ect to di;erent units or creating an autono&ous tea& pro-ect participants report si&ultaneously to both )unctional and pro-ect &anagers. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
60.
A &atrix in *hich the balance o) authority is strongly on the side o) the pro-ect &anager is described as 7777777777. strong
(hen the do&inant organization culture inhibits collaboration and inno/ation it is ad/isable to insulate the pro-ect tea& )ro& the do&inant culture. ere it beco&es necessary to create a sel)@suIcient pro-ect tea&. ) a dedicated pro-ect tea& is i&possible because o) resource constraints then at least a pro-ect &atrix should be used *here the pro-ect &anager has do&inant control o/er the pro-ect. n both cases the &anagerial strategy is to create a distinct tea& subculture *here a ne* set o) nor&s custo&s and /alues e/ol/e that *ill be conduci/e to pro-ect co&pletion. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-33 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
61.
A &atrix in *hich the balance o) authority is strongly on the side o) the )unctional &anager is described as 777777777. weak
,his )or& is /ery si&ilar to )unctional organization *ith the exception that there is a )or&ally designated pro-ect &anager responsible )or coordinating pro-ect acti/ities. 8unctional &anagers call &ost o) the shots and decide *ho does *hat and *hen the *or# is co&pleted. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
6'.
igh le/els o) stress and dys)unctional conict are disad/antages o) aGnH 777777777 organization. "atri#
%atrix &anage&ent /iolates the &anage&ent principle o) unity o) co&&and. Pro-ect participants ha/e at least t*o bossesMtheir )unctional head and one or &ore pro-ect &anagers. ,his can result in high le/els o) stress and dys)unctional conict. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
63.
,he 77777777 &atrix )or& o) pro-ect organization is li#ely to enhance pro-ect integration di&inish internal po*er struggles and ulti&ately i&pro/e control o) pro-ect acti/ities and costs. strong
,he strong &atrix &ost closely rese&bles a dedicated pro-ect tea&. ,he )unctional &anager is consulted on a need basis. ,his is li#ely to enhance pro-ect integration di&inish internal po*er struggles and ulti&ately i&pro/e control o) pro-ect acti/ities and costs. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-34 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
66.
,he 77777777 &atrix )or& o) pro-ect organization is li#ely to i&pro/e technical uality as *ell as pro/ide a better syste& )or &anaging conict across pro-ects because the )unctional &anager assigns personnel to di;erent pro-ects. weak
,he *ea# &atrix &ost closely rese&bles )unctional organization. ,he pro-ect &anager basically acts as a sta; assistant *ho dra*s the schedules and chec#lists collects in)or&ation on status o) *or# and )acilitates pro-ect co&pletion. ,his is li#ely to i&pro/e technical uality as *ell as pro/ide a better syste& )or &anaging conict across pro-ects because the )unctional &anager assigns personnel to di;erent pro-ects. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
69.
,he 77777777 &atrix )or& o) pro-ect organization can achie/e better euilibriu& bet*een technical and pro-ect reuire&ents but it is a /ery delicate syste& to create and &anage. $alance!
,his is the classic &atrix in *hich the pro-ect &anager is responsible )or de4ning *hat needs to be acco&plished *hile the )unctional &anagers are concerned *ith ho* it *ill be acco&plished. %ore speci4cally the pro-ect &anager establishes the o/erall plan )or co&pleting the pro-ect integrates the contribution o) the di;erent disciplines sets schedules and &onitors progress. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
6.
77777777 pro-ect tea&s should be used )or urgent pro-ects in *hich the nature o) the *or# reuires people *or#ing steadily )ro& beginning to end. De!icate!
Strong budget and ti&e constraints and high stability o) resource reuire&ents i&ply &ore autono&y and authority that the pro-ect &anager and the pro-ect tea& need to be success)ul. ,his translates into using a dedicated pro-ect tea&. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
3-3% Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
6=.
Conict tolerance ris# tolerance re*ard criteria and unit integration are all exa&ples o) cultural 7777777777. characteristics
!esearch suggests that there are 10 pri&ary characteristics *hich capture the essence o) an organizationDs culture. ,hese include conict tolerance ris# tolerance re*ard criteria and unit integration. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
6>.
!esearch suggests that there is a strong connection bet*een pro-ect &anage&ent structure organizational 77777777 and pro-ect success. culture
Culture reects the personality o) the organization and si&ilar to an indi/idualDs personality can enable us to predict attitudes and beha/iors o) organizational &e&bers. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
6?.
Organization 77777777 re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich bind people together thereby creating shared &eanings. culture
Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich binds people together thereby creating shared &eanings. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
90.
,he &ore autono&y and authority the pro-ect &anager and pro-ect tea& need to be success)ul the &ore appropriate a dedicated pro-ect tea& or aGnH 77777777 &atrix structure is to &anage the pro-ect. strong
A dedicated pro-ect tea& or a strong &atrix is &ost appropriate *hen pro-ect consideration )actors such as pro-ect size strategic i&portance and need )or inno/ation are high. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ 3-3& Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
Level o% &i'c$lty: - #edi$m
91.
(hen &ost o) the pro-ect *or# can be done *ithin a speci4ed depart&ent and any coordination *ith other depart&ents can be done easily through nor&al &anage&ent channels 77777777777 organization is &ost appropriate. functional
,he )unctional organization is also co&&only used *hen gi/en the nature o) the pro-ect one )unctional area plays a do&inant role in co&pleting the pro-ect or has a do&inant interest in the success o) the pro-ect. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
9'.
,he cultural characteristic that re)ers to the degree to *hich re*ards such as pro&otion and salary increases are allocated according to e&ployee per)or&ance rather than seniority )a/oritis& or other nonper)or&ance )actors is #no*n as 7777777777777. rewar! criteria
!e*ard criteria reect the degree to *hich re*ards such as pro&otion and salary increases are allocated according to e&ployee per)or&ance rather than seniority )a/oritis& or other nonper)or&ance )actors. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
93.
,he cultural characteristic that re)ers to the degree to *hich e&ployees are encouraged to air conicts and criticis&s openly is #no*n as 77777777777. con%ict tolerance
Conict tolerance is the degree to *hich e&ployees are encouraged to air conicts and criticis&s openly. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
3-3' Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
96.
,he cultural characteristic that re)ers to the degree to *hich the organization &onitors and responds to changes in the external en/iron&ent is #no*n as 77777777777. open&s'ste"s focus
Open@syste&s )ocus is the degree to *hich the organization &onitors and responds to changes in the external en/iron&ent. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
99.
,he cultural characteristic that re)ers to the degree to *hich e&ployees are encouraged to be aggressi/e inno/ati/e and ris# see#ing is #no*n as 7777777777777. risk tolerance
!is# tolerance is the degree to *hich e&ployees are encouraged to be aggressi/e inno/ati/e and ris# see#ing. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
True / False Questions 9.
(hile organization culture is i&portant to the o/erall )unction o) an organization it has &inor inuence on its pro-ect &anage&ent. FA(SE
Culture reects the personality o) the organization and si&ilar to an indi/idualDs personality can enable us to predict attitudes and beha/iors o) organizational &e&bers. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3-3( Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
9=.
,here are o)ten considerable di;erences in ho* pro-ects are &anaged *ithin certain 4r&s e/en *hen si&ilar pro-ect &anage&ent structures are being used. T)*E
8or exa&ple *or#ing in a &atrix at A,N, is di;erent )ro& *or#ing in a &atrix en/iron&ent at e*lett@Pac#ard. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
9>.
,he pro-ectized )or& o) pro-ect &anage&ent structure is co&&only used *hen one )unctional area plays a do&inant role in co&pleting the pro-ect or has a do&inant interest in the success o) the pro-ect. FA(SE
,he )unctional organization is co&&only used *hen gi/en the nature o) the pro-ect one )unctional area plays a do&inant role in co&pleting the pro-ect or has a do&inant interest in the success o) the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
9?.
,he &atrix )or& o) pro-ect &anage&ent structure is a good choice *hen resource usage needs to be opti&ized by ha/ing indi/iduals *or# on &ultiple pro-ects *hile still per)or&ing )unctional duties. T)*E
,he &atrix structure is designed to opti&ally utilize resources by ha/ing indi/iduals *or# on &ultiple pro-ects as *ell as being capable o) per)or&ing nor&al )unctional duties. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-3) Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
0.
A disad/antage o) using the )unctional )or& o) pro-ect &anage&ent structure is that pro-ects generally ta#e longer to co&plete. T)*E
t generally ta#es longer to co&plete pro-ects through this )unctional arrange&ent. ,his is in part attributable to slo* response ti&e. Pro-ect in)or&ation and decisions ha/e to be circulated through nor&al &anage&ent channels. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
1.
,he )unctional pro-ect tea& is usually physically separated )ro& the parent organization and gi/en the pri&ary directi/e o) acco&plishing the ob-ecti/es o) the pro-ect. FA(SE
"edicated pro-ect tea&s are tea&s *hich operate as separate units )ro& the rest o) the parent organization. Fsually a )ull@ti&e pro-ect &anager is designated to pull together a core group o) specialists *ho *or# )ull ti&e on the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
'.
n the pro-ectized )or& o) pro-ect &anage&ent structure there is li&ited technological expertise *hen co&pared to the )unctional or &atrix organization. T)*E
Creating sel)@contained tea&s inhibits &axi&u& technological expertise. t is li&ited so&e*hat to the talents and experience o) the specialists assigned to the pro-ect. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-40 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
3.
,he pro-ectized )or& o) pro-ect &anage&ent structure is a good choice *hen speed o) co&pletion is i&portant and the pro-ect needs to be i&ple&ented *ithout directly disrupting ongoing operations. T)*E
Pro-ects tend to get done &ore uic#ly *hen participants de/ote their )ull attention to the pro-ect and are not distracted by ot her obligations and duties. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
6.
One o) the &a-or disad/antages o) the pro-ectized )or& o) pro-ect &anage&ent structure is that it tends to be &ore expensi/e than other )or&s o) organization. T)*E
,he pro-ectized )or& is expensi/e. +ot only ha/e you created a ne* &anage&ent position Gpro-ect &anagerH but resources are also assigned on a )ull@ti&e basis. ,his can result in duplication o) e;orts across pro-ects and a loss o) econo&ies o) scale. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
9.
One ad/antage o) a &atrix pro-ect &anage&ent structure is that it is )ast and easy to i&ple&ent. FA(SE
A &atrix structure cannot be installed o/ernight. $xperts argue that it ta#es 3@9 years )or a &atrix structure to )ully &ature. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-41 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
.
A &atrix pro-ect &anage&ent structure is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. T)*E
%atrix &anage&ent is a hybrid organizational )or& in *hich a horizontal pro-ect &anage&ent structure is o/erlaid on the nor&al )unctional hierarchy. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
=.
(hen three )or&s o) the &atrix pro-ect &anage&ent structure are considered all share the sa&e ad/antages and disad/antages and at an eual le/el. FA(SE
(hen the /ariant )or&s o) the &atrix approach are considered *e can see that ad/antages and disad/antages are not necessarily true )or all three )or&s. ,he strong &atrix is li#ely to enhance pro-ect integration di&inish internal po*er struggles and ulti&ately i&pro/e control o) pro-ect acti/ities and costs. On the do*nside technical uality &ay su;er because )unctional areas ha/e less control o/er their contributions. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
>.
(hen deter&ining the &ost appropriate pro-ect &anage&ent structure considerations need to be &ade at the organizational le/el and at the pro-ect le/el. T)*E
At the organizational le/el the i&portance o) pro-ect &anage&ent to the success o) the 4r& needs to be considered as *ell as resource a/ailability. At the pro-ect le/el things such as pro-ect size strategic i&portance and need )or inno/ation need to be considered. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
3-42 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
?.
,he bigger the pro-ect the &ore en/iron&entally co&plex the tighter the budget and cost constraint the &ore autono&y and authority the pro-ect &anager and the pro-ect tea& need to be success)ul. ,his translates into using either a dedicated pro-ect tea& or a strong pro-ect &atrix structure. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: .hat is the Right "ro!ect #anagement Str$ct$re/ Level o% &i'c$lty: - #edi$m
=0.
As discussed in the text the three )or&s o) &atrix pro-ect &anage&ent are *ea# &ixed and strong. FA(SE
,he three )or&s are *ea# balanced and strong. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: ( )asy
=1.
(ithin a &atrix pro-ect &anage&ent structure the extent to *hich the pro-ect &anager has direct authority o/er pro-ect participants depends on *hether the &atrix is *ea# balanced or strong. T)*E
n practice there are di;erent #inds o) &atrix syste&s depending on the relati/e authority o) the pro-ect and )unctional &anagers. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-43 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
='.
n a balanced &atrix )or& o) pro-ect &anage&ent the pro-ect &anager is responsible )or de4ning what needs to be acco&plished *hile the )unctional &anagers are concerned *ith how it *ill be acco&plished. T)*E
,he &erger o) *hat and ho* reuires both parties to *or# closely together and -ointly appro/e technical and operational decisions. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
=3.
,he &atrix )or& o) pro-ect &anage&ent is notable )or the tension it creates bet*een )unctional &anagers and pro-ect &anagers *ho both bring critical expertise and perspecti/es to the pro-ect. T)*E
,he &atrix approach is predicated on tension bet*een )unctional &anagers and pro-ect &anagers *ho bring critical expertise and perspecti/es to the pro-ect. Such tension is /ie*ed as a necessary &echanis& )or achie/ing an appropriate balance bet*een co&plex technical issues and uniue pro-ect reuire&ents. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
=6.
%e&ber identity re)ers to the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals. FA(SE
,ea& e&phasis re)ers to the degree to *hich *or# acti/ities are organized around groups rather than indi/iduals. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational Str$ct$re Level o% &i'c$lty: - #edi$m
3-44 Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
=9.
Control is the cultural characteristic that re)ers to the degree to *hich &anage&ent decisions ta#e into account the e;ect o) outco&es on people *ithin the organization. FA(SE
%anage&ent )ocus re)ers to the degree to *hich &anage&ent decisions ta#e into account the e;ect o) outco&es on people *ithin the organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational Str$ct$re Level o% &i'c$lty: - #edi$m
=.
Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich bind people together. T)*E
Organizational culture re)ers to a syste& o) shared nor&s belie)s /alues and assu&ptions *hich binds people together thereby creating shared &eanings. ,his syste& is &ani)ested by custo&s and habits that exe&pli)y the /alues and belie)s o) the organization. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
==.
Fnit integration is the cultural characteristic that re)ers to the degree to *hich units *ithin the organization are encouraged to operate in a coordinated or independent &anner. T)*E
Fnit integration re)ers to the degree to *hich units *ithin the organization are encouraged to operate in a coordinated or independent &anner. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: ( )asy
3-4% Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
=>.
,here are strong connections a&ong pro-ect &anage&ent structure organizational culture and pro-ect success. T)*E
,here are strong relationships a&ong pro-ect &anage&ent structure organizational culture and success)ul pro-ect &anage&ent. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: 1m2lications o% rgani0ational C$lt$re %or rgani0ing "ro!ects Level o% &i'c$lty: ( )asy
=?.
Certain aspects o) the culture o) an organization support success)ul pro-ect &anage&ent *hile other aspects deter or inter)ere *ith e;ecti/e &anage&ent. T)*E
,here are subcultures *ithin an organization *here di;ering nor&s and /alues exist. ,hose *or#ing in &ar#eting &ay ha/e di;erent /alues than those *or#ing in 4nance. AACSB: Refective Thinking Accessibility: Keyboard Navigation Blooms: *nderstand Learning b!ective: 1m2lications o% rgani0ational C$lt$re %or rgani0ing "ro!ects Level o% &i'c$lty: - #edi$m
Short Answer Questions >0.
,here are o)ten considerable di;erences in ho* pro-ects are &anaged *ithin certain 4r&s e/en i) the sa&e pro-ect &anage&ent structure is being used. $xplain.
Ans*er *ill /ary 8eedbac#: %any researchers attribute these di;erences to the organizational culture. ,he organizational culture reects the personality o) the organization. AACSB: Analytic Blooms: Analy0e Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-4& Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>1.
(hat is &ore i&portant )or pro-ect success the )or&al pro-ect &anage&ent structure or the culture o) the parent organization
Ans*er *ill /ary 8eedbac#: ,he culture o) the parent organization is &ore i&portant than the )or&al pro-ect &anage&ent structure. ,he pro-ect &anage&ent structure should deri/e )ro& the culture o) the organization. ,he culture should re/eal *hat types o) pro-ects the organization *ill do and in turn *ill be reected by the pro-ect &anage&ent structure. AACSB: Analytic Blooms: Analy0e Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
>'.
denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ects *ithin the )unctional organization.
Ans*er *ill /ary 8eedbac#: Ad/antages include no alteration in the design or operation o) the parent organization exibility in use o) sta; in@depth expertise and easy post@pro-ect transition. "isad/antages include lac# o) )ocus poor integration longer pro-ect duration and lac# o) &oti/ation and o*nership. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
>3.
denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ect tea&s as dedicated pro-ect tea&s.
Ans*er *ill /ary 8eedbac#: Ad/antages include si&plicity shorter pro-ect duration strong cohesi/eness o) pro-ect tea& &e&bers and cross@)unctional integration. "isad/antages include high cost internal stri)e li&ited technological expertise and diIcult post@pro-ect transition. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
3-4' Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>6.
denti)y and briey describe at least t*o ad/antages and t*o disad/antages o) organizing pro-ect tea&s using the &atrix &anage&ent approach.
Ans*er *ill /ary 8eedbac#: Ad/antages include high eIciency strong pro-ect )ocus easier post@ pro-ect transition and exibility. "isad/antages include dys)unctional conict in4ghting high le/els o) stress and longer pro-ect duration AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
>9.
denti)y and briey describe the three )or&s o) organizing pro-ects using the &atrix &anage&ent approach.
Ans*er *ill /ary 8eedbac#: G1H (ea# &atrixK G'H Balanced &atrixK G3H Strong &atrix. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: - #edi$m
>.
Co&pare and contrast the ad/antages and disad/antage o) a *ea# pro-ect &anage&ent structure and a strong pro-ect &anage&ent structure.
Ans*er *ill /ary 8eedbac#: ,he strong &atrix is li#ely to enhance pro-ect integration di&inish internal po*er struggles and i&pro/e control. o*e/er technical uality &ay su;er. ,he *ea# &atrix is li#ely to i&pro/e technical uality and pro/ide better conict &anage&entK ho*e/er there &ay be poor pro-ect integration. AACSB: Analytic Blooms: A22ly Learning b!ective: "ro!ect #anagement Str$ct$re Level o% &i'c$lty: + ,ard
3-4( Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
>=.
denti)y and briey describe three o) the 10 pri&ary characteristics o) organization culture.
Ans*er *ill /ary 8eedbac#: %e&ber identity tea& e&phasis &anage&ent )ocus unit integration unit integration control ris# tolerance re*ard criteria conict tolerance &eans /s. end orientation and open syste& )ocus. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
>>.
Culture per)or&s se/eral i&portant )unctions in organizations. Clari)ying and rein)orcing standards o) beha/ior is one o) these. $xplain and pro/ide an exa&ple.
Ans*er *ill /ary 8eedbac#: Culture de4nes *hat is per&issible and *hat inappropriate beha/ior is. ,hese standards span a *ide range o) beha/ior )ro& dress code and *or#ing hours to challenging the -udg&ent o) superiors. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
>?.
"escribe the di;erence bet*een a strong or thic# culture and a thin or *ea# culture.
Ans*er *ill /ary 8eedbac#: Strong or thic# are ad-ecti/es used to denote a culture in *hich the organizationDs core /alues and custo&s are *idely shared *ithin the entire organization. Con/ersely a thin or *ea# culture is one that is not *idely shared or practiced *ithin a 4r&. AACSB: Refective Thinking Blooms: *nderstand Learning b!ective: rgani0ational C$lt$re Level o% &i'c$lty: - #edi$m
3-4) Copyright © 2014 McGraw-Hill Education. All rights rsr!d. "o rproduction or distri#ution without th prior writtn consnt o$ McGraw-Hill Education.
