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Reasons why projects are successful
Other than the causal factors stated above, aspects were identified that were needed to ensure success. These factors, if in place, reduce the failure rate of projects. Accordingly, these factors will be discussed in this section. It can be seen from the discussion that what was stated by researchers as prerequisites for success are sometimes the inverse of the reasons why projects fail.
Piscopo (2009) lists the following prerequisites for a successful project:
Proper planning: The more forward, future oriented and in detail the planning, the higher the chances of success. Each and every activity that is expected down the line gets due attention. Not only is this pre-planning well documented, but also, even after the project has taken off, the project manager does not hesitate to re-plan if things don’t go according to plan, avoiding project management failure, and readily incorporates the changed circumstances in his or her new version, so that future events are controlled.
Clear responsibility and accountability: All team members have a clear understanding of their roles and duties. There is clear awareness of what exactly is expected of them.
Schedule control: Project managers are constantly on their toes, recording time elapsed, milestones reached, change in people/task allotments and the like. This helps to fine-tune the schedule on a real-time basis.
Organisational design: Proper organisational design and project execution structures like having a formalised programme management function that supports the project execution function are in place.
Project management office: A properly functioning project management office is also needed.
Organisational culture: Organisational change management is implemented to facilitate the shift in organisational culture, with the accompanying redefinition of roles and responsibilities.
Chapter 1. Background and context to the study .
1.1 Introduction
1.2 Problem statemen
1.3 Research aim and objectives
1.4 Research question
1.5 Expected contribution
1.6 Limitations
1.7 Assumptions
1.8 Structure of the research
1.9 Conclusion
Chapter 2. Research design and methodology
2.1 Introduction
2.2 Methodological underpinning .
2.3 The type of research .
2.4 Data handling .
2.5 Conclusion
Chapter 3. The South African legislative and statutory framework for education
3.1 Introduction
3.2 The South African educational context .
3.3 Conclusion
Chapter 4. Professional bodies, bodies of knowledge and competence frameworks
4.1 Introduction
4.2 The concept of locus, focus and function
4.3 Professional bodies
4.4 Conclusion
Chapter 5. Strategy: project, programme and portfolio managemen
5.1 Introduction
5.2 Project governance and strategy
5.3 Projects, programmes, portfolios and strategy
5.4 Organisational project management maturity
5.6 Programme managemen
5.7 Portfolio management
5.8 Conclusion .
Chapter 6. Governance and organisational design: portfolio, programme and project offices
Chapter 7. HR management in ICT project execution
Chapter 8. Conclusion, recommendations and framework presentation
References .
