Project Management Processes

Methodologies and Economics 3rd

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 CHAPTER

7. SCOPE AND ORGANIZATIONAL STRUCTURE OF A PROJECT

7.1 Consider a joint venture between the Business School and the School of Medicine aimed at
the development of a new degree program in the management of health services. Because
both participants are at the same level in the university hierarchy, it makes sense to have
two project coordinators, one from each school. As is common in education, both schools
have a functional structure.

For project likes this, the organizational structure should be a weak matrix in which the two
coordinators call on resources (e.g., professors, laboratories) from the different functional
areas in their corresponding school to develop the new program. Both will be equally
responsible for the definition of the curriculum, the assessment of needs, the integration of
the two disciplines, the acquisition of new resources, and the implementation of the
program.

7.2 A New Solar Heater Project

Assuming that the project is performed by a functional organization with a strong
engineering department, the project manager will be an engineer with some managerial
experience (with an MBA, if possible). Two engineers will be assigned to the project full
time to perform most of the work. The first will be responsible for all R&D activities
including the development of a prototype. The second will be responsible for the transition
from development to production.

Both engineers will report to a senior project manager responsible for scheduling,
budgeting and integration problems. The work breakdown structure will follow a similar
line as shown below.

WBS
1. Solar Heater Project
1.1 R&D Management
1.1.1 Electrical components
1.1.2 Mechanical components
1.1.3 Computer hardware
1.1.3 Computer software
1.1.4 Integration of design
1.1.5 Quality Control
1.1.6 Budgeting of R&D activities
1.1.6 Scheduling of R&D activities
1.1.7 Configuration management
1.1.8 Logistics
1.1.9 Prototype

-1-
Chapter 7. Scope and Organizational Structure of a Project 2

1.2 Transition to Production

1.2.1 Production and assembly of electrical parts
1.2.2 Production and assembly of mechanical parts
1.2.3 Assembly of computer control
1.2.4 Software installation and integration
1.2.5 Integration of mechanical, electrical and logic components
1.2.6 Quality control and quality assurance plans
1.2.7 Preparation of training material for assembly workers
1.2.8 Inventory control, production scheduling
1.2.9 Facility design

7.3 Emergency Health Care Unit

Assuming that the hospital has a functional structure, which is most often the case, the
emergency health care unit draws on the resources of the various departments as needed.
The proposed organizational structure is thus based on the idea teams, which are formed on
an ad-hoc for each patient. In particular, the teams are assigned by the head resident and
consist of one or more doctors, one or more nurses, and perhaps medical students.

The emergency unit is related to other units in the following ways: (1) patients are referred
to other areas when the emergency has passed (sent to ICU, recovery, surgery, released,
etc.); (2) shared administrative department (admissions, billing). The OBS is shown in the
figure below.

Head resident

Other Head nurse

residents

Med student Head

Other nurses
interns orderly

Other
orderlies
Chapter 7. Scope and Organizational Structure of a Project 3

7.4 Construction Project. The proposed WBS is based on the type of work to be performed,
which has a high correlation with the stage in the project life cycle.
1. Construction Project
1.1 Design
1.2 Foundation
1.3 Walls and Floor
1.4 Plumbing and Electricity
1.5 Finish
1.6 Landscaping
1.7 Project Management
1.8 Logistics

7.5 Consider the development of a new electric car by an auto manufacturer and a manufacturer
of high-capacity batteries.
(a) The WBS
1. New Electric Car
1.1 Car development
1.1.1 Body
1.1.1.1 Frame
1.1.1.2 Fixed parts
1.1.1.3 Doors
1.1.1.4 Interior
1.1.2 Gear train
1.1.2.1 Motor
1.1.2.2 Transmission
1.1.2.3 Wheels and axles
1.1.3 Integration
1.1.3.1 Of body
1.1.3.2 Of gear train
1.1.3.3 Of body and gear train
1.2 Battery development
1.2.1 Mechanical development
1.2.1.1 Housing
1.2.2.2 Connections
1.2.2 Chemical development
1.2.2.1 Solid components
1.2.2.2 Fluids used in battery
1.3 Integration of Battery and Body
1.3.1 Mechanical integration
1.3.2 Electrical integration
1.4 Project management
1.4.1 Scheduling
1.4.1.1 Development of activity network
1.4.1.2 Computer runs and development of schedules
1.4.2 Project control
Chapter 7. Scope and Organizational Structure of a Project 4

(b) The OBS

1. Project management
1.1 Car manufacturer
1.1.1 Mechanical engineering
1.1.2 Electrical engineering
1.1.3 Manufacturing engineering
1.2 Battery manufacturer
1.2.1 Chemical engineering
1.2.2 Mechanical engineering
1.2.3 Manufacturing engineering
1.3 Integration and quality control
1.3.1 Car integration
1.3.2 Quality control
1.4 Project management and logistics
1.4.1 Project management
1.4.2 Contract management
1.4.3 Purchasing
1.4.4 Contracts

(c) A typical work package relates a lower level WBS element to a lower OBS element.
For example, the following can be thought of as a work package can be thought

WBS OBS
1.1.1.1 1.1.1
1.1.2.1 1.1.2
1.1.3.1 1.3.2

7.6 (a) WBS for the development of a new undergraduate program in Electrical Engineering

1. EE Undergraduate Program
1.1 Basic courses
1.1.1 Mathematics
1.1.2 Physics
1.1.3 Chemistry
1.1.4 Computer Science
1.1.5 English and Arts
1.2 General engineering
1.2.1 Thermodynamics
1.2.2 Materials
1.2.3 Computer aided design and drafting
1.2.4 Control
1.3 Electrical engineering
1.3.1 Components
1.3.1.1 Analog
1.3.1.2 Digital
1.3.2 Circuits
Chapter 7. Scope and Organizational Structure of a Project 5

1.3.2.1 Analog
1.3.2.2 Digital
1.4 Advanced engineering
1.4.1 Computer systems
1.4.2 High frequent and electro-optics
1.4.2 Numerical control
1.5 Upper level support courses
1.5.1 Quality and reliability
1.5.2 Project management
1.5.2.1 R&D projects
1.5.2.2 Manufacturing projects

(b) OBS. Because the new program contains courses from other schools e.g., sciences,
liberal arts) as well as EE, a committee should be formed to oversee its development.
The committee should be chaired by a senior EE faculty and be composed of members
from all the different schools that contribute to the curriculum. The members will draw
on their individual knowledge to develop courses that relate to their area of expertise,
perhaps with help from other faculty in their home departments.

7.7 The project we consider is to install a new computer catalog in a downtown library,
replacing the existing card catalog. In the LRC both the constructor and the client play an
important role. The head librarian in the client organization has the responsibility to
approve plans technical specifications of the system, for example, while the constructor has
the responsibility to implement those plans within the agreed upon budget and schedule.

(a) WBS

1. Automatic Library Catalog

1.2 Software 1.3 Installation

1.1 Hardware

1.1.1 Cataloguing 1.2.1 Input 1.3.1 Install cables

computers format
1.1.2 Public access 1.2.2 Search 1.3.2 Set up workstations
terminals capabilities
1.3.3 Test network
1.1.3 Printers 1.2.3 Output
format 1.3.4 Input catalog
1.1.4 Memory unit
1.3.5 Install printers
1.1.5 Cables
 Chapter 7. Scope and Organizational Structure of a Project 6

(b.1) Client OBS

Head librarian
|
|
|
_______________________________________|___________________________
| | |
| | |
Catalogue Collection development Reference
| | |
| | |
|–– Catalog technician |–– Order technician |–– Assistant
| | |
|–– Book processor |–– Shelver
|

(b.2) Contractor OBS

President
|
|
|
_______________________________________|___________________________
| | |
| | |
Hardware Software Customer
| | support
|–– Project managers |–– Database
| managers
|–– Engineers |
|–– Programmers

7.8 The first OBS is based on product lines, each line having a corresponding organizational
unit responsible for the development, manufacturing, distribution and service of its
products. The development of new generations, as well as logistic support for each product
type, are handled by the same organizational unit. This provides an advantage because
management and the technical staff can concentrate their efforts on a small number of
products. However, the duplication of functions for different product lines leads to the
inefficient use of resources.

The second OBS is a traditional functional organization. Units such as engineering,

marketing, and manufacturing are responsible for the corresponding activities on all
product lines. This structure makes better use of resources and information since they are
shared among all products lines; however, there is no focal point for each product type so
customer service may suffer as a result.
Chapter 7. Scope and Organizational Structure of a Project 7

7.9 Activity I: A Family White Water Rafting Trip

On this outing, my family was the customer and the rafting company organizing the trip
was the contractor. The tour guide served as the “project manager” for the contractor, and
escorted us from the pickup point to the end of the river. Using the resources of the
company, he developed the schedule, planned the logistics (food, transportation), and was
responsible for safety. In fact, he was the only point of contact we had with the company
after making the reservations and paying the fees.

Activity ΙΙ: Going to a Restaurant

In this activity, the customer plays a role in the planning phase (selecting from the menu)
the waiter serves as a communication channel and provide material handling services, while
the kitchen provide cooking services. The owner of the restaurant is responsibility for
quality control, customer relations, and overall management.

7.10 Many government agencies do not operate in an efficient manner, have cumbersome
decision-making processes, and are slow to react to request or mandates due to complex
organizational structures. The major problems are lack of motivation and a poor attitude
toward customers stemming primarily from the monopoly that governments have on most
services they provide. Solutions include reducing the role of government, minimizing
government involvement in supplying services, providing more incentives and penalties for
the work force, streamlining processes, and giving individuals more responsibility. In the
last few years, many government agencies have outsourced a portion of their charge to
private firms. This includes internal functions like information and janitorial services as
well as external functions like call centers.
Chapter 7. Scope and Organizational Structure of a Project 8

7.11 Setting up a new restaurant.

(a) The code consists of four fields, each containing one or more digits, depending on the
level of activity. The leftmost digit represents the first level of the WBS and so on, up
to the fourth level. The following partial solution demonstrates a possible code:

Level Work content Code number

1 Project – new restaurant 1 _ _ _
2 Specification of needs 1 1 _ _
3 Study needs 1 1 1 _
3 Restaurant survey 1 1 2 _
3 Possible food 1 1 3 _
3 Possible services 1 1 4 _
.
.
.
2 Labor preparation 1 5 _ _
3 Labor preparation - service 1 5 1 _
4 Labor preparation – service – req’ts 1 5 1 1
4 Labor preparation – service – training 1 5 1 2

(b) Any project that has similar work content can use the coding scheme developed above,
a portion of it, or an expanded version of it. Examples might be a chain of new
restaurants or the opening of a service center such as automotive repair shop. Both
cases would closely parallel the WBS presented in Fig. 7.11.

(c) In a construction project such as building or a bridge, the product design and the
process design should concentrate on construction related issues. These might include
the types of material used, the testing and curing processes, the support subsystems
(scaffolding), and equipment rentals.
Chapter 7. Scope and Organizational Structure of a Project 9

7.12 Continuation of the restaurant project in Exercise 7.11.

(a) The matrix organization as depicted in the following diagram is one possible OBS.

General Manager

Project manager 2 Project manager 1

Site selection

Product & process design

Construction

Purchasing

Advertisement

Human resources

(b) The work package “restaurant survey” will be assigned to the “site selection”
department. The work package “design cold dishes” will be assigned to the “product
and process design” department. The work package “electricity” will be assigned to the
construction department.

(c) The “restaurant survey” package should be coordinated with the “product and process
design” department to determine potential names that don’t conflict with known
competitors. The “design cold dishes” package should be coordinated with the
“construction” department to ensure that freezing requirements are addressed. The
“electricity” package should be coordinated with the “construction” department.

(d) A partial Linear Responsibility Chart for one site is given below.
Chapter 7. Scope and Organizational Structure of a Project 10

Work content
Functions Site selection Cold menu Electricity
General manager 1
Project manager 3 1 5
Site selection manager 2
Product and process manager 4 3
Cold dish designer 2
Warm dish designer 3
Construction manager 5 3 1
Electricity designer 2
Plumbing designer 3
Furniture designer
Purchasing manager 4 4
Advertising
Human resources 5

Approval levels, as determined by the project manager, are as follows:

1 must approve
2 general responsibility
3 must be consulted
4 may be consulted
5 must be notified
Chapter 7. Scope and Organizational Structure of a Project 11

7.13 For the restaurant project in Exercise 7.11:

(a) In the new WBS, the second level is based on its life cycle; i.e., specification, design,
execution, pilot study. The management of each work package will be assigned
separately.

1. New Restaurant Project

1.1 Specification of needs
1.2 Design
1.2.1 Product design
1.2.2 Menu design
1.2.3 Service design
1.2.4 Process design
1.2.5 Purchasing design
1.2.6 Advertisement design
1.2.7 Labor design
1.2.7.1 Service
1.2.7.2 Kitchen
1.2.7.3 Cleaning
1.2.2 Site design
1.2.2.1 Construction
1.2.2.2 Electricity
1.2.2.3 Plumbing
1.2.2.4 Equipment
1.2.2.4 Furniture
1.3 Execution
1.3.1 Purchase equipment and furnishings
1.3.2 Launch advertising campaign
1.3.3 Hire and train labor
1.3.3.1 Service
1.3.3.2 Kitchen
1.3.3.3 Cleaning
1.3.1 Site execution
1.3.1.1 Construction
1.3.1.2 Electricity
1.3.1.3 Plumbing
1.3.1.4 Equipment
1.3.1.5 Furniture
1.4 Start up

(b) Additional packages may be generated either as a result of a further division of existing
packages or by identifying additional work that needs to be done. An example of an
additional division is to split “Equipment” into “electric equipment” and “other
equipment.” Examples of two additional work packages are “audio design” and “audio
execution.”
Chapter 7. Scope and Organizational Structure of a Project 12

7.14 Network for restaurant project in Exercise 7.11.

(a) The first step is to generate the precedence-relationships, say

Notation Work package name Immediate predecessor

W1 Study needs START
W2 Restaurant survey START
W3 Possible food W2
W4 Possible services W2
W5 Menu-cold dishes W3, W1
W6 Menu-warm dishes W3, W1
W7 Design service style W4, W18, W1
W8 Design dining room W5, W6, W7, W8
W9 Design process-cold dishes W5
W10 Design process-warm dishes W6
W11 Design outside food W5, W6
W12 Purchase kitchen equipment W9, W10, W11
W13 Purchase line equipment W8
W14 Purchase dining equipment W8
W15 Purchase perishable food W26
W16 Purchase imperishable food W9, W10, W11
W17 Management-all functions START
W18 Coordination with authority START
W19 Advertisement within campus W28
W20 Advertisement outside W28
W21 Construction change W8, W9, W10, W11
W22 Electricity W21
W23 Plumbing W21
W24 Equipment installation W21, W12, W13,
W25 Furniture W21,
W14 W22, W23
W26 Start-up preparation W25, W24, W18
W27 Pilot run W26, W15, W30,
W28 Start up analysis W27
W32, W34 W34
W29 Labor-service requirements W7, W24, W25
W34W34
W30 Labor-service training W29
W31 Labor-kitchen requirements W9, W10, W24
W32 Labor-kitchen training W31
W33 Labor-cleaning requirements W24, W25
W34 Labor-cleaning training W33
Chapter 7. Scope and Organizational Structure of a Project 13
Chapter 7. Scope and Organizational Structure of a Project 14

7.15 To select the best project manager for a given project the participants in the Delphi session
will be asked to perform the following evaluations.

I. On a scale from 1 to 10 (1 = wholly inadequate, 10 = well above expectations), rank the

skills and experience of each candidate.

Candidate
Attribute Ι ΙΙ ΙΙΙ
Human skills
Managerial skills
Technical skills
Experience

After a few iterations of the procedure, a selection model such as the analytic hierarchy
process discussed in Chapter 6, (with weights for each skill and scores for each
candidate on each skill), can be used to determine the best applicant. To construct such
a model, it would be necessary to first develop weights for each attribute. The simplest
way to do this is for each participant to making the following assessments within the
Delphi framework.

II. On a scale from 1 to 10 (1 = insignificant, 10 = essential), rank the importance of the

following skills for the job.
1. human skills (e.g., communication, negotiation, authority)
2. managerial skills (e.g., scheduling, budgeting, control, marketing, finance)
3. technical skills (e.g., engineering, quality control, marketing, reliability)
4. experience as a project manager

7.16 Legal and ethical guidelines for international projects:

1. Consult a local authority whenever you are not sure (a lawyer concerning legal issues
and a local manager concerning ethical issues).
2. Always assume that the local law is as restrictive as the law in your own country unless
informed otherwise.
3. Never do (or undo) anything that is not considered acceptable in your own country.

7.17 – 7.18 No solutions.

Another random document with
no related content on Scribd:
 — Salon poikain, salon poikain.
— Keiden kanssa?
- Salon tyttöin, salon tyttöin.
— Älä narraa!
— Narri itse, narri itse.

Näin ne käet kukkuvat. Vaan mitäpä yksin käen kukunnoista.

Tiedättehän tytöt, että salon pojat teistä pitävät, teitä rakastavat. He
teitä omikseen odottavat kuin odottaa maamies hyvää viljavuotta,
lapset mansikkasuvea, taikka nuoruus kevään tuloa, elämä
henkeänsä.

ENSIMÄINEN TYTTÖ:

Meitä pilkkaamaanko olette tulleet?

Salon lapsia. 2

ENSIMÄINEN POIKA:

Kuinka voitte tuommoista ajatellakaan! Kauvan, kauvan on

salonpoikain silmä tänne tähdännyt, sydän täällä asunut. Vaan he
eivät ole uskaltaneet, he ovat vaan loitolta katselleet kuin kukkaa
vinhan virran tuolla puolen. Vaan nyt he vihdoinkin ovat käen neuvon
mieleensä panneet ja tulleet varmuutta saamaan. (Laulavat):

Laulu u;o 9 sävel u:o 10.

Kunnahalla, kukkulalla
Ompi meidän majamme;
Tulkaa, tulkaa tyttö armaat
Jakamaan se kanssamme.
 Iloks’ tulkaa äityellen,
Meille päivän paisteheks’;
Tulen tuojaks’ tupasehen
Valkeaisen vaalijaksi.

Korkea ei kotisemme,
Suuri myös ei sukumme,
Honkaseinä pirttisemme
Tehty järven rannalle.

Pirtin päässä petäjikkö,

Tuomi tuvan takana,
Pihamaalla pihlajikko,
Kankahalla kanerva.

TYTÖT (laulavat).

Laulu n:o 10, sävel u:o 11.

Ei ne vielä miehelähän
Nämä tytöt jouda,
Pitkät päivät miehelässä,
Pirtin nurkass’ routa.

Routa pirtin nurkkasessa,

Apen mieless’ halla,
Jospa sinne menisimme
Hupsut oltais vallan.

ENSIMÄINEN POIKA:
 Jo nyt laskette leikkiä. Ette ole kuulleet kaikkea, mitä käki on
kukkunut.

ENSIMÄINEN TYTTÖ:

Ne teidän käet, hahhaa! No mitä ne vielä ovat olleet kukkuvinaan?

ENSIMÄINEN POIKA:

Näin ne kukkuvat:

— Yksin yksin
— Mitä yksin?
— Yksin neito kotonansa, kuni kulopetäjä palolla.
— Kaksin kaksin.
— Mitä kaksin?
— Kaksin kaunis olla, kaksin lintusten metsässä.

ENSIMÄINEN TYTTÖ:

Äläppäs! Olen minäkin käkiä kuullut ja niitä on tavallisesti kaksi ja

se toinen aina lisää jotakin jatkoksi. Kuules, näin ne kukkuvat:

— Ensimäinen käki: kaksin kaksin kaunis olla

— Toinen käki: Kun saa toistaan höyhennellä.

ENSIMÄINEN POIKA:

Joutavia! — Kaksin huuletkin kaunihimmat.

ENSIMÄINEN TYTTÖ:
 Kun ovat eri paria.

ENSIMÄINEN POIKA:

Kaksin silmätkin somemmat.

ENSIMÄINEN TYTTÖ:

Päässä kierosilmäisen.

ENSIMÄINEN POIKA:

Kaksin aidanseipähätkin.

ENSIMÄINEN TYTTÖ:

Kumpikin omaan puoleensa punnistavi, sidevitsat katkaisevi.

ENSIMÄINEN POIKA:

Kutti, jo puhuit itsesi pussiin! Jos niin olisi, eipä sitte aidat pystyssä
pysyisi ja kun kaatuisi, niin kaatuisi kahtaanne päin. Vaan kuuleppas
sinä sanasutkija: sinunpa kanssasi minä haluaisin tulla saman
sidevitsan liittämäksi. Usko pois, en minä aivan pahoin puoleeni
punnistaisi.

ENSIMÄINEN TYTTÖ:

Vai et punnistaisi! Kyllä teidät tunnetaan: mesi kielellä kosijan.

Haluatko kuulla mitä tämä tyttö ajattelee? Näin (laulaa):

Laula u:o 11, sävel n:o 12,

 Valkea ompi kesäpäivä,
Kesäpäivä, kevätpäivä,
Valkea ompi kesäpäivä
Frallala, lallallaa.
Kotona neito valkeampi,
Neitosen valta valkeampi
Emon armaan kodissa.

Kotona neito mansikkana,

Mansikkana, vaapukkana,
Kotona neito mansikkana
Frallala, lallallaa.
Pitempi paljon piha ompi,
Kynnyskin hirttä korkeampi
Miniänä miehelässä.

Nyt sen kuulit!

ENSIMÄINEN POIKA:

Kuulin kyllä, vaan sanotaan että lintu joskus laulaa kielensä

kerkeyttä, ei aina sydämensä syvyyttä.

TOINEN POIKA:

Ja mitä sanoo minun tyttöni?

TOINEN TYTTÖ:

Mitäpä minä sanoisin! Minähän olen niin nuori, tämmöinen tyttö

hupakko.
(Laulaa):
 Laulu n:o 12, sävel 13, 14 ja 15.

(Sävel n:o 13.)

Oon kuin kasvava kataja
Tahi tuore tuomen latva;
(Sävel n:o 14.)
Isä kutsuu kuutamoksi,
Äiti päivän paisteheksi.
Puol’ on päätä palmikolla,
Puoli palmikoitsematta;
(Sävel n:o 15.)
Viel' on marjat poimimatta,
Kesken leikit leikkimättä;
Viel’ en jouda vierahalle
Tasaisesta taattolasta.

ENSIMÄINEN POIKA:

Taisimmepa saada rukkaset.

TOINEN POIKA:

Siltä kuulostaa.

ENSIMÄINEN POIKA:

Vaan minkäs sille; jätetään sikseen se asia. — Äiti käski

kertomaan teille paljo terveisiä ja sanomaan ettei tie salotorppaan
käy minkään ylipääsemättömän vuoren poikki.

ENSIMÄINEN TYTTÖ:
 Kiitoksia, kiitoksia! Mitenkä jaksaa äitivanhuksenne? Emme ole
moniin aikoihin hänestä mitään kuulleet. Olen aivan utelias.

ENSIMÄINEN POIKA:

Kiitos kysymästä. Eipä niistä äidin jaksamisista kehuen ole, niin on

vointi kuin sammuva illanrusko tahi kuloheinän kuiva latva. Yksin on
äitiparka, aivan liiaks askaretta vanhuksella.

ENSIMÄINEN TYTTÖ:

Sen arvaa sanomatta. Meidän talossa on kolme naista, eikä

kukaan joutilaaksi jouda. Voi kuinka minun tekisi mieleni auttaa
äitiänne. Teidän äitinnehän on niin hyvä, aivan kuin meidän oma
äitimme.

TOINEN TYTTÖ:

Samoin minä niin kovin mielelläni auttaisin. Kantaisin vettä tahi

puita juoksuttaisin, ellen muuhun kykenisi.

POJAT:

Oikeinko totta?

TYTÖT:

Tietysti.

ENSIMÄINEN TYTTÖ:

Kuinka voitte epäilläkään?

ENSIMÄINEN POIKA:

No hei, sitte on kaikki hyvin! Sitähän me juuri äsken tarkoitimme:

avustajiksi äitivanhuksellehan me teitä pyysimme. Ja te tulette niin
mielellänne, niinkuin sanat kuuluivat — — —

TYTÖT:

Ei, ei! Nyt aijotte pettää meidät salakavalasti. Emme me sitä

tarkoittaneet; emme jouda kuin viikoksi, pariksi.

ENSIMÄINEN POIKA:

Eivätkö jouda ainaiseksi, äiti?

EMÄNTÄ (Nauraen):

Joutavat kujeilemasta.

ISÄNTÄ:

Samaa sanon minä.

TYTÖT:

Ei, ei; tämähän on petosta…

ENSIMÄINEN POIKA:

Eikös mitä, elkäähän nyt suotta kaarrelko selvässä asiassa.

Vanhempainne puolesta joudatte ja itse lähdette niin mielellänne
äitiämme auttamaan. Tässä käsi, vankka niinkuin tammi, vaikka vielä
hieman heiveröinen.
ENSIMÄINEN TYTTÖ:

(Vetää molemmat kätensä selän taakse.) Näen että se on siinä,

vaan minäpä jo äsken lauloin.

ENSIMÄINEN POIKA:

Niin lauloit, vaan — tässä se nyt on (saa salaa käden omaansa) ja

pysyy.

ENSIMÄINEN TYTTÖ:

(On riuhtovinaan irti.) Minkäs minä mahdan, en saa irti. — Vaan

viekkaudellapa otit!

ENSIMÄINEN POIKA:

Mitäs joutavista kiistelemme. — — —

TOINEN POIKA:

Ja me kai nyt minun tyttöni kanssa poimimme yhdessä ne marjat,

jotka vielä ovat poimimatta? Pian ne silloin ropehet täyttyy. (Tarttuu
käteen). Eikö niin?

TOINEN TYTTÖ:

(Puoli-itkussa.) Niin, mihinkäs minä tänne yksin jään, kun siskokin

menee. (Iloisemmasti.) Vaan se on siskon syy, sen minä sanon.

MUMMO:
Sepä kovin hauska päätös tälle tarinalle. Arvasinkin, arvasinkin…

KAIKKI (Laulavat, nuoret käsikkäin):

Laulu tuo 13, sävel n:o 16.

Kevään henki luonnoss’ humajaa,

Nyt joka lehti liikkuu,
Kukat keinuu, kiikkuu,
Metsän jättikannel kumajaa
Ja linnut livertävät la-la-la-la-la-laa.
Niinpä salon lasten mieli sykähtää,
Silmä silmään uppoo,
Yhteen yhtyy
Ja käsikkäin
He nyt laulaa näin:
La-la-la-la-la-la-Ia-la-la-la-la-laa
Luonnon jättikannel kumajaa
Ja salon lapset laulaa la-la-la-la-la-laa.

Onnen pilviä taivas nostattaa,

Nyt joka hattar leijaa,
Lemmen hohdett’ heijaa,
Toivon sinikaaria kasvattaa
Ja nuoret laulelevat la-la-la-la-la-Iaa.
Metsän peikot mustat kauvas kaikkoaa,
Meidän liitto nuori
Niinkuin vuori
Ja vierekkäin
Me astumme näin:
La-la-la-la-la-la-la-la-la-la-la-laa
 Toivon kaaria taivas kasvattaa,
Ja salon lapset laulaa la-la-la-Ia-la-laa.

(Ulkoa kuuluu laulua).

EMÄNTÄ:

Mikä laulu se ulkona?

MUMMO:

Lapset kai ne lie, jotka palaavat juhannusseppeleitä sitelemästä.

Taisivat joutua seppeleet parempiin tarkoituksiin.

LAPSET (Tulevat seppeleitä päässään, kaulaessaan ja

käsivarsillaan.
Laulavat):

Laulu n:o 14, sävel n:o 17.

Nyt kesäkulta vallitsee

Ja nurmet vihannoivat,
Nyt linnut puissa laulelee
Ja paimenpillit soivat,
Nyt tuoksuavat kukkaset
Jo kankahilla, soilla,
Ja posket ompi punaiset
Nyt mäen mansikoilla.

Nyt kaikki uudet kasvot saa,

Myös pienet lapsukaiset
Nyt ruusupäisnä ruskottaa
 Kuin maalla mansikaiset.
Kuin hauska silloin lapsien
On kankahilla olla!
Saa seppeliä sidellen
He käydä nurmikolla.

TOINEN POIKA:

Siinäpä peippospari!

EMÄNTÄ:

Mitä lienevät kujeilijoita. No lapset, kohta saatte seppeleillänne

koristaa häätupaa, tässä on sisartenne sulhaset.

PIENI TYTTÖ:

Sulhaset! Nuoko pojat?

EMÄNTÄ:

Niin, ja nyt joutuun kukkanne kihlautuneiden somisteeksi.

LAPSET:

Sepä hauskaa! (Antavat seppeleen kummallekin tytölle, pojat

asettavat ne tyttöjen päähän).

ISÄNTÄ:

Miten onnellista onkaan elää näillä rauhallisilla salomailla! Täällä

on kaikki niin kaunista ja sopusointuista, yksin köyhyys ja puutekin
on täällä kaunista. Täällä olemme kaikki kuin yhtä perhettä, yksin
salon kukat, ruohot ja kanervat ottavat vaiheisiimme osaa, tuovat
onnittelunsa. Toivokaamme etteivät nämä onnen päivät koskaan
haihtuisi eikä vaihtuisi.

KAIKKI (Laulavat):

Laulu n:o 15, sävel 6, 7 ja 8.

(Sävel n:o 6.)

Anna Luoja, suo Jumala
Anna paistaa päivän kehrän,
Helottaa kuun hopeaterän
Tälle maalle mairehelle.
(Sävel n:o 7.)
Paista vierut viljaviksi
Ahot niityt armahiksi,
(Sävel n:o 8.)
Sovun soinnut sydämiin,
Rakkautta rintoihimme,
(Sävel n:o 7.)
Anna Luoja, suo Jumala,
Anna onni ollaksemme,
(Sävel n:o 8.)
Hyvin ain' eleäksemme,
Kunnialla kuollaksemme
(Sävel n:o 6.)
Suloisessa Suomessamme,
Kaunihissa Karjalassa.
*** END OF THE PROJECT GUTENBERG EBOOK SALON LAPSIA
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