Project Proposal for National Polytechnic School of Engineering and Project Guru Pte

Ltd Collaboration
Project Overview:
Design and develop a Project Management board game, both in physical and online
formats, aimed at engaging various user groups in learning Project Management concepts
in an interactive and enjoyable way. The game should be adaptable for a range of expertise
levels, from beginners to experienced professionals.
Target Audience:
• Polytechnic full-time and part-time students
• Secondary school students
• Company staff and other professionals interested in Project Management
Objectives:
• Educate players on key Project Management concepts and methodologies.
• Enhance strategic thinking and decision-making skills related to project
management.
• Provide a versatile learning tool adaptable to various expertise levels.
• Ensure the game is engaging, replayable, and fun.

Project Idea 1: "Project Quest"

Concept:
A board game where players undertake roles within a project team, navigating through
various stages of a project life cycle. Each player has a unique role with specific abilities
and responsibilities. The game involves scenarios and challenges typical to real-world
projects.
Features:
• Role-based gameplay (e.g., Project Manager, Financial Analyst, Quality Control, etc.).
• Scenario cards presenting challenges and opportunities.
• Resource management elements.
• Progressive difficulty levels.
• Online and physical versions with synchronized gameplay options.
Learning Outcomes:
• Understanding of team dynamics in project management.
• Insight into various project phases and associated challenges.
• Resource allocation and risk management skills.
Project Idea 2: "Build & Conquer"
Concept:
A strategy-based board game focusing on project planning and execution in a competitive
environment. Players must develop, plan, and execute projects while adapting to changing
market conditions and competitor actions.
Features:
• Competitive gameplay with focus on strategy and adaptation.
• Variable market conditions simulated through random event cards.
• Project lifecycle stages as game phases.
• Stackable difficulty levels for different player groups.
• Both online and physical game modes.
Learning Outcomes:
• Strategic planning and competitive analysis in project environments.
• Adaptability to changing project conditions.
• Understanding the importance of market trends and competitor strategies in project
management.

Selection Criteria:
• Educational Value: How effectively does the game teach Project Management
concepts?
• Engagement: Is the game enjoyable and replayable?
• Adaptability: Can the game be easily adapted for different skill levels?
• Feasibility: Considerations for development costs and time.
Recommended Project: "Project Quest"
Reasons for Selection:
• Role-based learning: Encourages understanding of different aspects of project
management through immersive role play.
• Variety of Scenarios: Offers a broad spectrum of real-world challenges, enhancing
learning depth.
• Team Dynamics: Highlights the importance of teamwork in project management, a
crucial aspect for learners.
• Adaptability: The game's structure allows for easy scaling in complexity, making it
suitable for a wide audience range.

(1)
Stakeholder Analysis for the "Project Quest" Board Game Project
Stakeholder analysis is a crucial part of project management, helping to identify all parties
interested in or affected by the project. It also assesses their influence and interest, which is
essential for effective communication and engagement strategies.
Identification of Stakeholders:
• National Polytechnic School of Engineering: The academic institution involved in
the collaboration.
• Project Guru Pte Ltd: The Project Management Consultation company partnering
in the project.
• Students (Full-time and Part-time): Primary target audience for the board game.
• Secondary School Students: Potential future users.
• Company Staff and Professionals: Secondary target audience, especially those
interested in project management.
• Game Developers and Designers: Responsible for the actual creation of the board
game.
• Educators and Academic Staff: Those who will facilitate the use of the game in
educational settings.
• Marketing and Sales Teams: Responsible for promoting and selling the game.
• Investors or Sponsors: Entities or individuals funding the project.
• Regulatory Bodies: Ensuring compliance with educational and commercial
standards.
Stakeholder Analysis Matrix:
The matrix categorizes stakeholders based on their influence/power and interest in the
project:

Stakeholder Group Influence/Power Interest

National Polytechnic School High High
Project Guru Pte Ltd High High
Students (Full/Part-time) Low High
Secondary School Students Low Medium
Company Staff and Medium High
Professionals
Game Developers and High Medium
Designers
Educators and Academic Staff Medium High
Marketing and Sales Teams Medium High
Investors or Sponsors High Medium
Regulatory Bodies High Low
Analysis:
• High Influence/High Interest:
 • National Polytechnic School, Project Guru Pte Ltd, Students, Company Staff,
and Educators.
• These stakeholders are key drivers of the project and should be closely involved and
regularly updated. Their feedback and involvement are critical for the project's
success.
• High Influence/Low Interest:
• Regulatory Bodies.
• Keep them satisfied and informed, ensuring compliance without requiring their
constant engagement.
• Low Influence/High Interest:
• Students (Full/Part-time), Secondary School Students.
• Keep them adequately informed and consult with them for feedback, as they are
primary users but have little control over the project.
• Medium Influence/Medium Interest:
• Company Staff, Marketing and Sales Teams, Game Developers and Designers.
• Involve them sufficiently in decision-making processes, as their roles are significant
for the development and distribution of the game.
• High Influence/Medium Interest:
• Investors or Sponsors.
• They should be kept satisfied and informed about the project's progress and ROI
prospects.
Strategies for Engagement:
• High Influence/High Interest: Regular meetings, in-depth consultations, and
active involvement in decision-making processes.
• High Influence/Low Interest: Compliance reports and periodic updates to ensure
standards are met.
• Low Influence/High Interest: Surveys, feedback sessions, and regular
communications about game development.
• Medium Influence/Medium Interest: Regular updates, involve in specific
decisions where their input is valuable.
• High Influence/Medium Interest: Financial reports, presentations on progress
and potential market success.
This analysis will help prioritize stakeholder engagement and ensure effective
communication throughout the project.

(2)
Score Assignment Guideline
Criteria Score 1 Score 2 Score 3 Score 4 Score 5
Educational
Poor Fair Good Very Good Excellent
Value
Engagement &
Boring Mildly Engaging Engaging Very Engaging Highly Engaging
Fun
Fully
Customizability Rigid Slightly Flexible Flexible Highly Flexible
Customizable
Cost of
>$100K $75K-$100K $50K-$75K $25K-$50K <$25K
Development
Highly
Marketability Unknown Niche Market Recognized Popular
Demanded

Score Assignment
Criteria Project Pathways (Score) Stakeholder Safari (Score)
Educational Value 4 4
Engagement & Fun 4 4
Customizability 5 4
Cost of Development 3 3
Marketability 4 3

Weightage Assignment
Criteria Weightage (%)
Educational Value 30
Engagement & Fun 25
Customizability 20
Cost of Development 15
Marketability 10

Weighted Scores Calculation

Project Pathways (Weighted Stakeholder Safari (Weighted
Criteria Score) Score)
Educational Value 4 * 30% = 1.20 4 * 30% = 1.20
Engagement & Fun 4 * 25% = 1.00 4 * 25% = 1.00
Customizability 5 * 20% = 1.00 4 * 20% = 0.80
Cost of Development 3 * 15% = 0.45 3 * 15% = 0.45
Marketability 4 * 10% = 0.40 3 * 10% = 0.30
Total Score 4.05 3.75
(3)
(a)
Project Definition for "Project Quest" Board Game
Project Background
The National Polytechnic School of Engineering, in collaboration with Project Guru Pte Ltd, is
embarking on an innovative project to develop a board game titled "Project Quest." This game aims
to educate various user groups, particularly polytechnic students and professionals, about project
management in an engaging and interactive manner. The initiative stems from the need to present
project management concepts in a more relatable and enjoyable format, moving away from
traditional, often theoretical, learning methods.

Project Objective
• Primary Objective: To design and develop "Project Quest," a board game that effectively
teaches project management concepts to a diverse range of users, including polytechnic
students, secondary school students, and professionals.
• Educational Goals: Ensure that players gain a comprehensive understanding of project
management methodologies, team dynamics, and strategic decision-making through
gameplay.
• Engagement and Accessibility: Create a game that is not only educational but also
enjoyable, engaging, and adaptable to varying levels of project management knowledge.
Project Scope
• Inclusions:
• Design and development of the "Project Quest" board game in both physical and online
formats.
• Development of game rules, roles, scenarios, and challenges that reflect real-world project
management situations.
• Creation of scalable difficulty levels to cater to a range of players from beginners to
experienced professionals.
• Implementation of an iterative design process, including prototyping, testing, and
refinement stages.
• Exclusions:
• Development of other educational tools or software outside the "Project Quest" game.
• Expansion into other subjects or disciplines beyond the realm of project management.
• Large-scale manufacturing or mass production of the physical game set, which might be
considered in a separate project phase.
• Constraints:
• Budget limitations set by the collaborating entities.
• Time constraints for the project completion to align with academic calendars.
 • Technical limitations related to online platform development.
Performance Measures
• Learning Effectiveness: Measured through feedback surveys and assessments to
determine if players have gained knowledge in project management concepts after playing
the game.
• Engagement Metrics: Player engagement levels assessed through session duration,
frequency of gameplay, and repeat play rates.
• User Feedback: Quality of user experience measured through surveys, focus group
discussions, and online reviews.
• Adaptability Success: Effectiveness of the game in catering to various skill levels, evaluated
through diverse user group testing.
• Development Metrics: Adherence to project timelines, budget, and resource utilization
effectiveness.
These components provide a comprehensive overview and structured approach for the successful
development and implementation of the "Project Quest" board game, ensuring alignment with
educational goals and stakeholder expectations.

(b)
Work Items Task (Activity) Name Duration (Weeks) Predecessor

A - Conceptualization Finalize Game Concept 1 week -

and Design

B - Design Design Game Board & 1 weeks A

Components

C - Rule Creation Draft Rules & 3 week A

Instructions

D - Online Development Develop Online Version 2 weeks B, C

of the Game

E - Testing Test Game with Students 1 week D

F - Feedback Incorporate Feedback & 2 week D

Incorporation Revise

G - Production Mass Produce Physical 1 week E, F

Board Game

H - Launch & Launch & Distribute 2 week G

Distribution Games
(c)

Task (Activity)
Name Project Manager Game Designer Developers Testers
Finalize Game X X
Concept and
Design
Design Game X X
Board &
Components
Draft Rules & X X
Instructions
Develop Online X X
Version of the
Game
Test Game with X X
Students
Incorporate X X X
Feedback &
Revise
Mass Produce X
Physical Board
Game
Launch & X
Distribute Games

(d)
ACTIVITIE PREDECESS
WEEKS ES EF LS LF
S ORS

A 1 - 0 1 0 1

B 1 A 1 2 3 4

C 3 A 1 4 1 4

D 2 B,C 4 6 4 6
 E 1 D 6 7 7 8

F 2 D 6 8 6 8

G 1 E,F 8 9 8 9

H 2 G 9 11 9 11

GANTT CHART:
ACTIVITIES START DATE DURATION(WEEKS) END DATE

A week 1 1 week 2

B week 2 1 week 3

C week 3 3 week 6

D week 6 2 week 8

E week 8 1 week 9

F week 9 2 week 11

G week 11 1 week 12

H week 12 2 week 14
(4)
Activity Time Immediate Critical
Activity ES EF LS LF
(weeks) Predecessor(s) path

A 1 - 0 1 0 1 Yes

B 1 A 1 2 3 4 No

C 3 A 1 4 1 4 yes

D 2 B,C 4 6 4 6 yes
E 1 D 6 7 7 8 No
 F 2 D 6 8 6 8 yes

G 1 E,F 8 9 8 9 yes

H 2 G 9 11 9 11 yes

-A-B-D-E-G-H 1+1+2+1+1+2=8weeks
-A-B-D-F-G-H 1+1+2+2+1+2=9weeks
-A-C-D-E-G-H 1+3+2+1+1+2=10weeks
-A-C-D-F-G-H 1+3+2+2+1+2=11weeks (CRITICAL PATH)

To successfully complete the project in a span of 8 weeks, rather than the initially
estimated 11 weeks, we would need to implement strategies like fast-tracking and crashing
to expedite the project's timeline.
Fast-Tracking:
In fast-tracking, we overlap tasks that are typically done sequentially, executing them
concurrently for a part of their duration. This approach can increase risks and necessitates
continuous monitoring and adjustments of the project timetable to maintain coherence.
Crashing:
Crashing entails augmenting the project with extra resources to accelerate task completion.
This approach often leads to increased expenses and may result in reduced efficiency.
Prioritizing tasks on the critical path for crashing is essential, as they have a direct
influence on the total duration of the project.
Potential Adjustments:
• Review tasks on the critical path to determine if any can be conducted
simultaneously or completed more quickly without negatively impacting the overall
quality or scope of the project.
• Explore the possibility of reallocating slack time from non-critical tasks to expedite
activities on the critical path.
• Reallocate project resources more effectively. This could mean assigning additional
resources to crucial path activities to hasten their completion or transferring
resources from less critical tasks (which have slack and can afford delays) to those
on the critical path.