Project Management Case Study Please follow the instructions of the paper strictly BBA222 Project Management Case Study – 1 Task: ● The following assignme

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BBA222 Project Management Case Study – 1

Task:
● The following assignment is an individual task.
● Students are required to answer all questions.

Contextual information:
In this business case, it is necessary to

Structure:
Work must be submitted in PDF format and structured as follows:

● Page 1: Cover page
● Page 2: Table of contents
● Page 3: Question 1
● Page 4: Question 2
● Page 5: Question 3
● Page 6: Question 4
● Page 7: Question 5
● Page 8: Bibliography (if necessary)
● Page 9: Appendices (if necessary)

Formalities:
● Wordcount: 2000 – 2500
● Cover, Table of Contents, References and Appendix are excluded from the

total word count.
● Font: Arial 12.5 pts.
● Text alignment: Justified.
● The in-text References and the Bibliography have to be in Harvard’s

citation style.

Submission: Week 3 – Sunday, February 13th, 2022

Weight: This task is worth 30% of your total grade for this subject.

It assesses the following learning outcomes:
● Outcome 1: Ability to effectively describe the need for project

management in an organisation.
● Outcome 2: Understand the role of the project manager in an

organisation.

Case Study: Project Management at Fleur’s Flowers

Fleur’s Flowers was started four years ago by siblings Matt and Sarah Harris.
The idea was to create an online flower store that delivered fresh flowers and
floral decorations nationally along with occasional ‘pop-up’ stores. In the new
business, Sarah focused on supplier sourcing and plant care while Matt focused
on sales and marketing.
Their business was successful and profitable in the first two years, largely due to
contracts for floral event decorations. In their third year, they got very busy thanks
to a viral video of a local wedding they supplied. Prospective global clients
started reaching out to the company to do similar work for their events. They
hired several part-time employees to help them with their floral business. But by
the end of the third year of operation, Fleur’s Flowers started experiencing critical
problems. They were: unable to leverage all the new employees effectively,
unable to deliver arrangements to their customers on schedule and unable to
provide quality blooms — time and money were being spent fixing defects in their
products and training new employees. Unable to control costs — their business
was not profitable in the third year.
Fleur’s Flowers saw a significant rise in issues, a lot of unpleasant “surprises”
were cropping up; business was down as new resources were hired, also some
of the projects were poorly estimated. The international clients were unhappy as
their decorations either arrived late or wilted. In some cases, the decorations
were a week or two late. Since the events were time-sensitive the order needed
to arrive on time and in great condition.
One of the new part-time employees hired by Matt and Sarah, Chelsea, had
taken a project management course at college. Chelsea was excited about the
discipline of project management and had intentionally selected a job with Fleur’s
Flowers as she saw an opportunity to use project management in a creative
discipline.
One day, Chelsea approached Matt and expressed her interest in helping the
company with its logistical problems as she explained that she had taken a
project management course. Matt was open to hearing what Chelsea had to say
about the problems the company was facing and invited her for a lunch meeting.
Over lunch he questioned why their small business which had operated and
implemented projects so successfully over the first two years was being
challenged significantly now. He specifically listed the problems they were facing
and asked for input to solve them. Chelsea asked for more time to research all
the issues but noted that Fleur’s Flowers, while being innovative, completed
projects without a roadmap or a project plan and lacked a disciplined approach to
project management. She noted that Matt and Sarah did not use any project
software for scheduling and they did not use tools or techniques to estimate,
budget or communicate with stakeholders. Finally, they had no processes in
place to manage project risks and quality. Impressed with this and other
conversations, Matt asked Chelsea if she would consider joining them as a
project associate or project manager on a full-time basis to help them introduce

project management practises and help them tide over their current crisis.
Chelsea accepted the offer! She has several key skills—she is an excellent
communicator with very good interpersonal skills and is detail-oriented. Within the
first three months in her new role as PM, she introduced formal project
management processes, created a PM manual and trained the employees to get
the work done well. Within nine months Chelsea had fully turned things around.
Due to proactive risk analysis and risk response planning, surprises and issues
were reduced. Communication with stakeholders was enhanced. Matt and Sarah
noted that the company was delivering projects on schedule, the quality
processes worked—and customers were happy with the arrangements.

Comment on the following aspects of the case study:
1. Why did Fleur’s Flowers struggle?
2. What were the specific PM solutions that were introduced by Chelsea that

worked? Why?
3. Why is there a need for project management in organisations?
4. Which of the 4 of 10 knowledge areas would best work? Why?
5. Fleur’s Flowers is a technology-integrated business, but Chelsea is not

technically knowledgeable, will she continue to be a successful project
manager?

Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69
Knowledge &
Understandin

g (20%)

Student demonstrates
excellent
understanding of key
concepts and uses
vocabulary in an
entirely appropriate
manner.

Student
demonstrates good
understanding of the
task and mentions
some relevant
concepts and
demonstrates use of
the relevant
vocabulary.

Student understands
the task and provides
minimum theory
and/or some use of
vocabulary.

Student
understands the
task and attempts
to answer the
question but does
not mention key
concepts or uses
minimum amount
of relevant
vocabulary.

Application
(30%)

Student applies fully
relevant knowledge
from the topics
delivered in class.

Student applies
mostly relevant
knowledge from the
topics delivered in
class.

Student applies some
relevant knowledge
from the topics
delivered in class.
Misunderstanding
may be evident.

Student applies
little relevant
knowledge from
the topics delivered
in class.
Misunderstands are
evident.

Critical
Thinking

(30%)

Student critically
assesses in excellent
ways, drawing
outstanding
conclusions from
relevant authors.

Student critically
assesses in good
ways, drawing
conclusions from
relevant authors and
references.

Student provides
some insights but
stays on the surface
of the topic.
References may not
be relevant.

Student makes
little or none
critical thinking
insights, does not
quote appropriate
authors, and does
not provide valid
sources.

Communicati
on (20%)

Student communicates
their ideas extremely
clearly and concisely,
respecting word count,
grammar and
spellcheck

Student
communicates their
ideas clearly and
concisely, respecting
word count, grammar
and spellcheck

Student
communicates their
ideas with some
clarity and concision.
It may be slightly over
or under the
wordcount limit.
Some misspelling
errors may be
evident.

Student
communicates
their ideas in a
somewhat unclear
and unconcise way.
Does not reach or
does exceed
wordcount
excessively and
misspelling errors
are evident.

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