• EMPHASIS ON HUMAN STRENGTHS GIVES STUDENTS A BETTER UNDERSTANDING OF HOW TO MAXIMIZE INDIVIDUALS' UNIQUE ABILITIES. With this text's discussion of human strengths, students learn how to use positive psychology to understand the unique abilities of individuals. An appendix describes each strength theme in the project context to better prepare students to lead and manage project teams effectively.
• STUDENT-ORIENTED, MEASURABLE LEARNING OBJECTIVES GUIDE LEARNING. Each chapter begins with core, behavioral, and technical learning outcomes. In addition, all knowledge areas and processes of the PMBOK® Guide are identified at the beginning of each chapter by a flowchart and a list of processes and outputs covered. Glossary definitions also correspond with the PMBOK® Guide and other PMI standards and guides. This consistency with established standard helps students prepare to become Certified Project Management Professionals (PMP®) or Certified Project Management Professionals (PMP®).
• NUMEROUS NEW EXAMPLES REFLECT THE LATEST BUSINESS DEVELOPMENTS. The book’s most popular examples, including chapter introductory examples, chapter examples, and Project Management in Action examples at the end of chapters, are now more fully integrated within the text. Many new examples from various industries on several continents enhance the content you are teaching. Examples address new industries, exposing students to a variety of business experiences.
• COVERAGE OF MICROSOFT® PROJECT 2016 PREPARES STUDENTS TO WORK WITH THE MOST RECENT TOOLS. Discussion of Microsoft® Project 2016 demonstrates how to automate the project management techniques addressed in each chapter. The author introduces all concepts using a step-by-step presentation that's consistent with PMBOK® work processes. Students learn additional MS Project functionality as they practice techniques such as identifying and overcoming resource overloads and crashing project schedules. Full-color screenshots make the content more realistic and easy to follow.
• EXPANDED COVERAGE OF THE PROJECT LIFE CYCLE BETTER PREPARES STUDENTS TO MANAGE ALL PHASES OF A PROJECT SUCCESSFULLY. Students learn how to select a project at the front end of the life cycle. This edition also discusses realizing benefits at the back end of the life cycle. Updated coverage extensively reflects the agile life cycle model and how to create hybrid models that use aspects of both traditional and agile, as so many companies do today.
• THREE TYPES OF LEARNING OBJECTIVES FOR EACH CHAPTER OFFER FLEXIBILITY IN TEACHING. Student Learning Objectives include Core Objectives, Behavioral Objectives that emphasize human performance on projects, and Technical Objectives that highlight more advanced technical skills. This combination enables you to use the book for classes ranging from brief core classes that are less than three semester hours to lengthier two-semester classes that emphasize both technical and behavioral approaches in detail.
• NEW EXAMPLES CLEARLY GUIDE STUDENTS IN SELECTING A TRADITIONAL, AGILE, OR HYBRID APPROACH TO A PROJECT USING THE LIFE-CYCLE MODEL. Two new example projects at the end each chapter help students visualize the best approach. For instance, Chapter 1’s traditional project example involves building a house and the agile example offers a complex set of programs for a new non-profit organization. Chapters alternate between emphasizing how to use concepts and techniques for one type of project

  and presenting questions for the other type of project.

• EXTENSIVE COVERAGE OF AGILE PROJECT MANAGEMENT APPROACH STARTS IN CHAPTER 1. An "agile" margin callout at the end of each section clearly identifies when agile projects are performed differently than traditional projects or where they are emphasized further. In many cases, this adapted or enhanced performance can be used with modification for more traditional projects. An agile appendix lists chapter-by-chapter where aspects of project management are different. The eBook links to the section of the book where agile project management is described in more detail.
• UPDATED CONTENT REFLECTS THE LATEST PMBOK® GUIDE. Content also corresponds with PMI standards from 18 PMI authoritative practice guides, Lexicon, and Code of Ethics and Professional Conduct. Chapters begin with a flowchart of the chapter's PMBOK® topics. End-of-chapter questions are similar to those used on the PMP and CAPM exams with ten new PMBOK® Guide questions in each chapter. A separate PMBOK® Guide inside the front cover of the book outlines where to find each topic. A PMBOK® Guide flowchart of processes and outputs on the back inside cover gives a quick visual reference.
• SUGGESTIONS FOR CAPM AND PMP STUDY APPEAR AT THE END OF EACH CHAPTER. These helpful suggestions are included just before the 10 CAPM/PMP example questions.

Part I: ORGANIZING PROJECTS.

1. Introduction to Project Management.

2. Project Selection and Prioritization.

3. Chartering Projects.

Part II: LEADING PROJECTS.

4. Organizational Capability: Structure, Culture, and Roles.

5. Leading and Managing Project Teams.

6. Stakeholder Analysis and Communication Planning.

Part III: PLANNING PROJECTS.

7. Scope Planning.

8. Scheduling Projects.

9. Resourcing Projects.

10. Budgeting Projects.

11. Project Risk Planning.

12. Project Quality Planning and Project Kick-off.

Part IV: PERFORMING PROJECTS.

13. Project Supply Chain Management.

14. Determining Project Progress and Results.

15. Finishing the Project and Realizing the Benefits.

Appendix A PMP and CAPM Exam Prep Suggestions

Appendix B Agile Differences Covered

Appendix C Answers to Selected Exercises

Appendix D Project Deliverables

Appendix E Strengths Themes as Used in Project Management (Available Online)

Glossary Terms consistent the PMBOK® Guide and multiple other PMI Guides and Standards.

Index.

Timothy Kloppenborg, Xavier University

Timothy J. Kloppenborg is a Professor Emeritus of Management at Williams College of Business, Xavier University. He previously held faculty positions at the University of North Carolina Charlotte and the Air Force Institute of Technology and has worked temporarily at Southern Cross University and Tecnológico de Monterrey. He has written more than 100 publications and 9 books, including STRATEGIC LEADERSHIP OF PORTFOLIO AND PROJECT MANAGEMENT, PROJECT MANAGEMENT ESSENTIALS, PROJECT LEADERSHIP, and MANAGING PROJECT QUALITY. His articles have appeared in MIT Sloan Management Review, Project Management Journal, Journal of Management Education, Journal of General Management, SAM Advanced Management Journal, Information Systems Education Journal, Journal of Managerial Issues, Quality Progress, Management Research News, and Journal of Small Business Strategy. Dr. Kloppenborg is the founding editor of the Portfolio and Project Management book collection for Business Expert Press, where he has edited 17 books. He has been active with the Project Management Institute for 30 years and a PMP® since 1991. He is a retired U.S. Air Force Reserve officer. Dr. Kloppenborg has worked with more than 150 volunteer organizations. He has hands-on and consulting project management experience on six continents and has work with organizations such Duke Energy, Ernst & Young LLP, Givaudan, Greater Cincinnati Water Works, Intelligrated, Legrand North America, Kroger, Procter & Gamble, TriHealth, and Texas Children's Hospital. Dr. Kloppenborg has developed corporate training and undergraduate, MBA, and Executive MBA classes in project management, leadership, teamwork, and quality improvement. He also teaches PMP Prep classes. He holds a BS from Benedictine College, an MBA from Western Illinois University, and a PhD in Operations Management from the University of Cincinnati.

Vittal S. Anantatmula, College of Business, Western Carolina University

Kathryn Wells, Tecnológico de Monterrey campuses in Guadalajara and Querétaro, Mexico