IPPM Syllabus v0.7x May 2017 - EVM...

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IPPM™ is a trade mark of the College of Performance Management.

IPPM™ Syllabus May 2017




1 Introduction

The Integrated Program Performance Management (IPPM™) Certification is a senior expert-level professional credential offered by APMG in conjunction with the College of Performance Management (CPM). The subject matter relates to the performance planning, measurement and management of programs in a wide range of industries and environments. IPPM is a unique certification program because it covers the comprehensive disciplines involved with cost, schedule and technical performance management. IPPM evolved from CPM’s core Earned Value Management Professional Education Program by adding subject matter to fill gaps necessary to properly address the entire range of disciplines in Technical Performance Measurement / Benefits Realization Management (TBM); as well as agile / dynamic Schedule and Resource Management (SRM). Technical / Benefits Management (TBM) adds topics that cover the processes and approaches to follow to define program goals and objectives with direct linkage to an enterprise strategic goals and objectives. The importance of Benefits Realization has been recognized in recent years by PMI and others as critical to designing, planning and executing projects and programs to achieve the outcomes desired by stakeholders. TBM introduces a direct relationship between the definition of top-level program goals and stakeholder expectations that get expressed in technical performance metrics as supporting projects and detailed plans are developed. Schedule / Resource Management (SRM) adds topics that address the relationship between detailed level EVM planning entities and their counterparts in production shop-floor planning or in Agile systems development environments. SRM addresses how EVM relates to these environments, and the misconception that EVM principles cannot or should not be attempted as it is a risk to project and program success. On an enterprise scale, a portfolio of many related programs and their supporting projects will almost always include work that lends itself to more dynamic schedule and resource detailed planning, as well as work that favors use of more traditional requirements definition and sequence based execution. IPPM anticipates the presence of a variety of project and program environments and thus implements the approach of integrating all projects and programs into a common set of frameworks and methods. IPPM is an extension of core EVM principles to address integration of systems engineering management priorities and the presence of Agile schedule methods. A learning curriculum of integrated performance management competencies applicable worldwide. The IPPM Curriculum is built in four theme areas that represent the four principles inherent to Earned Value Management:

1. Structures: Plan the entire scope of work and structure it so that responsibility and accountability can be devolved to the organization or person according to their functional specialty and span of management control

2. Baselines: Implement the concept of formally planned and maintained baselines to establish direct relationship between detailed level planning and performance and the overall goals and objectives of the program

3. Measurement: Measure actual status on the basis of verifiable data collected at the point where work is performed and ensure that all elements of the project / program report performance consistently for universal visibility

4. Analysis: Implement principles of exception-based variance analysis and corrective action by assessing current status, trends to date, and forecast conditions at completion, spotlighting significant variances, and addressing them to help mitigate emerging risks.




The primary purpose of the syllabus is to provide a basis for the accreditation of people involved with integrated program management. It documents the learning outcomes related to the use of the IPPM approach and describes the requirements a candidate is expected to meet to demonstrate that these learning outcomes have been achieved at each qualification level. The target audience for this document is:

• Examination Candidates • Exam Board • Exam Panel • APMG Assessment Team • Accredited Training Organizations.

This syllabus informs the design of the exams and provides accredited training organizations and candidates with a more detailed breakdown of what the exams will assess. Details on the exam structure and content are documented in the IPPM Foundation Exam Design Standards. 2 Foundation Qualification

2.1 Purpose of the Foundation Qualification

The purpose of the Foundation qualification is to confirm that a candidate has sufficient knowledge and understanding of the IPPM Core Disciplines to work as an informed member of a team involved in delivering integrated program performance management. 2.2 Target Audience

The IPPM certification is aimed at a wide range of roles operating in a program environment, including, but not limited to, professional services directors and heads of departments, business solutions consultants and project/service managers. IPPM is designed to invite career professionals interested in related aspects of integrated program management that may be outside their current field of involvement. IPPM is designed to enhance a wide range of career interests and improve basic, practical and advanced competencies toward advancement. The program welcomes people working at all levels from entry-level upward in an organization where they are involved in some way with projects and programs. People working in a Program Management Office generally become introduced to some degree of EVM or SRM disciplines in the course of their work. They benefit from IPPM by better understanding the integration of these disciplines, and also basic understanding and awareness of the technical / benefits concepts and processes.

People involved with business case analysis and capital planning generally get exposed to elements of EVM and TBM through the process of developing the return on investment and benefit /cost analysis. These include Business Analysts and Systems Analysts whose careers will benefit from IPPM through better understanding of the integration between cost / schedule management and technical / benefits management, as well as disciplines they may have had little exposure to in the area of SRM.

Those involved with strategic planning or systems architecture and transition planning will generally be exposed to one or several aspects of TBM and SRM as they are related to defining how performance effectiveness can be achieved and how it should be transitioned into their organization. They may have little exposure to the planning and management of projects and programs however. IPPM will benefit them through a better understanding of how programs and projects are planned and managed to mitigate risks and achieve performance goals.




2.3 High Level Performance Definition of a Successful Foundation Candidate

A candidate should understand the foundations of the IPPM core principles. Specifically, to understand: Structures Theme

• Portfolio, Program and Project Structures • Technical / Benefit Management Structures • Schedule / Resource Management Structures • Budgeting and Cost Structure Concepts • Work Breakdown Structures and Integrated Program Performance Organization • Control Accounts and Responsibility Assignment Structures

Baselines Theme • Enterprise-to-Control Account Baselines • Technical, Schedule and Budget Baselines • Integrated Control Account Baseline Plans • Dynamic Planning and “Rolling-Wave” Concepts

Measurement Theme • Basic Concepts and Awareness • Using performance to control work • Measuring actual status in technical, time and cost contexts • Integrating actual situation assessment through Earned Value for reporting

Analysis Theme • Basic Definitions and Reporting Concepts • Maintaining Valid Reporting Baselines • Reporting quantified performance and detail performance information • Variance analysis and corrective action planning concepts – Control Accounts • Basic concepts of forecasting conditions at completion (ETCs and EACs) • Trend analysis and independent assessment concepts • Foundational Concepts of Performance Reporting and Program Risk Management

3 Learning Outcomes Assessment Model

A classification widely used when designing assessments for certification and education is the Bloom’s Taxonomy of Educational Objectives. This classifies learning objectives into six ascending learning levels, each defining a higher degree of competencies and skills. (Bloom et al, 1956, Taxonomy of Educational Objectives). APMG have incorporated this into a Learning Outcomes Assessment Model that is used to provide a simple and systematic means for assessing and classifying the learning outcomes for APMG qualifications. This structured approach helps to ensure:

• A clear delineation in learning level content between different qualification levels • Learning outcomes are documented consistently across different areas of the

guidance • Exam questions and papers are consistent and are created to a similar level of

difficulty. The Foundation qualification examines learning outcomes at levels 1 (knowledge) and 2 (comprehension).




4 Syllabus Areas

The syllabus is presented as four syllabus areas representing the four topics covered by the supporting training materials for the IPPM methodology.

Syllabus Area Code

Syllabus Area Title

ST Program Definition & Structures

BL Baseline Planning

MT Performance Measurement

AN Analysis & Control

QUAL Learning Outcomes Assessment Model

1.Knowledge 2. Comprehension 3. Application 4. Analysis

Generic Definition from APMG Learning Outcomes Assessment Model

Know key facts, terms and concepts from the training material

Understand key concepts from the training material

Be able to apply key concepts relating to the syllabus area for a given scenario

Be able analyse and distinguish between appropriate and inappropriate use of the method/guidance for a given scenario situation

Qualification Learning Outcome Assessment Model

Know facts, including characteristics and attributes of the core principles, practices and techniques,

Understand the core principles, practices and techniques, and can explain how these are applied.

Be able to apply, with appropriate tailoring, the principles, practices and techniques for a given scenario

Be able to identify, analyse and distinguish between appropriate and inappropriate use of core principles, practices and techniques for a given scenario




5 Syllabus Presentation

Each learning outcome is supported by a description of the requirements that a candidate is expected to meet to demonstrate that the learning outcome has been achieved at the qualification level indicated. These are shown as syllabus topics. The syllabus for each module is presented in the following format: Syllabus Area

Code

AN [2]

Syllabus Area : IPPM Module (XX) [1]

Foundation

Level Topic

Know fact, terms and concepts relating to the syllabus area. [3] Specifically to recall:

01 [4]

01 [5]

[6] [7]

01 02 Key to the Syllabus Area table

1 Syllabus Area Module within the IPPM certification or attribute within a module

2 Syllabus Area Code

A unique 2 character code identifying the IPPM module or attribute.

3 Learning Outcome

(topic header shown in bold)

A statement of what a candidate will be expected to know, understand or do.

4 Level Classification of the learning outcome against the APMG OTE Learning Outcomes Assessment Model.

5 Topic Reference Number of the topic within the learning level.

6 Topic Description Description of what is required of the candidate to demonstrate that a learning outcome has been achieved at the qualification level indicated

7 Foundation Shows at which qualification level the topic is assessed. N.B A topic is only assessed at one qualification level.




6 Important Points

The following points about the use of the syllabus should be noted. 6.1 IPPM References

The IPPM certification references provided should be considered to be indicative rather than comprehensive, i.e. there may be other valid references within the materials. The IPPM references the IPPM vanilla training materials. Background “Core” References used to construct this syllabus include:

• NDIA IPMD EVM Intent Guide version C April 29 2014 • NDIA Planning and Scheduling Excellence Guide (PASEG) v2 • GAO-09-9sp Cost Estimating and Assessment Guide • GAO-16-89G Schedule Assessment Guide

In addition, CPM recommends the following secondary references for study to gain a fuller understanding of the specific disciplines of IPPM:

• US DoD Earned Value Management Interpretation Guide • NDIA Civilian Agency / Industry Working Group EVM Scalability Guide • NDIA IPMD EVM Agile Guide version 1 2 May 2017 • Guide to ISOIEC 15288 • System Engineering Leading Indicators Guide Rev 2 01_29_2010 • Fujitsu Information Paradox

7 Syllabus Exclusions

There are no exclusions.




Syllabus

Area Code

ST

Syllabus Area: Program Definition & Structures (ST)

Foundation

Level Topic

Specifically to:

02 01 Understand the terms and principles that integrate business / mission goals and objectives with portfolio, program and project planning

1. Define the role and relationships between mission / business benefits, enabling outcomes, technical outputs and performance measures

2. List the principal forms of technical / benefits structure planning

02 02 Identify the differences in structuring outcomes and scope for varying types of projects (Development, Services, Production, Sustainment) to support integrated program performance management

1. The student will describe the key attributes associated with defining and structuring performance management for traditional engineering (waterfall) development programs

2. Describe the key attributes associated with defining and structuring performance management for dynamic / agile development programs

3. Describe the key attributes associated with defining and structuring performance management for production programs

02 03 Understand the elements of integrating portfolio, program and project schedule structures with measurable performance goals

1. Describe the relationship between the program integrated master plan (IMP) and specific business / mission goals and measures of success

2. Describe the relationship between the timing of business / mission goals and the structure of the integrated master schedule

3. Understand the relationship between program performance goals and the IMP

4. Introduced to elements of a model of an IMS

02 04 Distinguish between measurable benefits, outcomes, capabilities and TPMs in a program

1. Identify suitable TPMs for various types of project / initiatives

02 05 Explain the concept of an enterprise portfolio / program / project structure

1. List the importance of enterprise program structures to achieving measureable outcomes / benefits

2. Describe how project WBS supports corporate program structures and mission goals




Syllabus Area Code

ST

Syllabus Area: Program Definition & Structures (ST)

Foundation

02 06 Understand the basic steps in organizing work, the team, and allocating work

1. Describe the use of program structures in relation to defining manageable goals and objectives for Control Account assignment

2. Describe the concepts of work organization and assigning work to managers

3. Explain how a management control point is formed at the intersection of the work and organization structures

02 07 Recognize the purpose of the WBS, the role of the WBS dictionary and how they can be used to facilitate both internal and external communication

1. Recognize the correct definition of a WBS 2. Identify five (5) reasons why a WBS should be used 3. Express several considerations to be used in developing the

WBS (i.e. comprehensive, terminology, indentures, varying levels, difference between cost & WBS, and cost accumulation).

02 08 Relationship between the WBS, the Organizational Breakdown Structure (OBS), and the Responsibility Assignment Matrix (RAM)

1. Recognize the fundamentals of the Organizational Breakdown Structure (OBS) and how it is used

2. Recognize the appropriate use of the WBS and OBS in creating the RAM

02 09 Recognize the importance of technical risk issues and their impact on project performance

1. Recognize the process steps in the typical risk management process (plan, identify, analyze/quantify, respond, and monitor/control)

02 10 Understand the primary forms of schedules & when each type is appropriate

1. Understand the structure, advantages and disadvantages of Gantt/Bar Chart, Milestone and Network Schedules




Syllabus Area Code

BL

Syllabus Area: Baseline Planning (BL)

Foundation

Level Topic

Specifically to:

02 01 Understand and explain how performance goals, workscope, milestones, and resources integrate to form a baseline for achieving program results

1. Describe how the Control Account level schedule plans play a key role in creating the integrated performance baseline

2. Describe the relationship between the WBS and ability to reconcile lower-level goals with summary level program outcomes

3. Describe the importance of clearly communicating and committing to an integrated Control Account performance baseline plan

02 02 Understand the role the control account plays in planning and executing the program's technical plan

1. Describe how CA measureable outcomes define measureable completion criteria that support the technical plan

3. Explain the difference between control account and work package

02 03 Understand the concept of a baseline schedule 1. Describe the differences between a baseline schedule, a

statused schedule and a forecast schedule 2. Introduce the process of developing the baseline schedule.

02 04 Understand how the budget is planned 1. Recognize the control account budget may be made up of

different cost elements 2. Identify the need to establish guidance and procedures for

what cost elements (direct/indirect) and elements of cost (labor, material, subcontracts, and ODCs) are included in the control account budget

02 05 Understand how subordinate-level baseline components summarize to program summary performance baselines

1. Differentiate between distributed budget, undistributed budget, management reserve and describe their uses

2. Describe how detailed planning (work package and equivalent) technical goals, activities, milestones and budgets must support authorized Control Account performance commitments

3. Describe how control account and summary level planning elements reconcile and support overall program and portfolio performance commitments

4. Describe how the PMB and MR sum to the contract budget base

02 06 Understand the concept of scope management 1. Explain the issues arising from "gold plating"




Syllabus Area Code

BL

Syllabus Area: Baseline Planning (BL)

Foundation

02 07 Understand the basic concepts of schedule critical path 1. Understand how estimated activity durations combine with

dependencies to identify the critical path 2. Understand what resource constraints are and how they are

identified

02 08 Understand that incremental and dynamic detailed planning methods can be related to Baseline Planning through rolling-wave processes

1. Explain the use of the rolling wave technique to formalize planning for future periods

2. Explain the use of the block planning technique for formally planning scope held in summary level planning packages

3. Identify the relationship between key Agile planning concepts and rolling wave planning concepts

02 09 Understand the purpose of schedule dependencies 1. Understand the nature of finish-to-start, start-to-start, finish-

to-finish, and finish-to-start relationships 2. Understand the types, uses and cautions regarding schedule

constraints

02 10 Understand basic network scheduling terms and concepts 1. Understand what early start and early finish dates are 2. Understand the forward pass and backward pass process to

calculate project durations based on network logic and activity durations

3. Understand what late start and early start dates are 4. Understand the definition of total float

02 11 Describe the purpose of the Integrated Baseline Review 1. Describe the Integrated Baseline Review in general terms 2. Describe how the IBR process uses the WBS as the

framework to compare plans to requirements and assist identifying and managing program risk

3. Recognize requirements for the frequency and timing of the IBR(s)




Syllabus Area Code

MT

Syllabus Area: Performance Measurement (MT)

Foundation

Level Topic

Specifically to:

02 01 Define and know the basis for periodic, cumulative and forecast performance data and variances

1. Define the term and basis for Planned Value (PV) also referred to as BCWS (Budgeted Cost of Work Scheduled)

2. Define the term and basis for Earned Value (EV) also referred to as BCWP (Budgeted Cost of Work Performed)

3. Define the term and basis for Actual Cost (AC) also referred to as ACWP (Actual Cost of Work Performed)

4. Define the basis for Schedule Variance (SV) 5. Define the basis for Cost Variance (CV) 6. Define the term and basis for Budget at Complete (BAC) 7. Define the term and basis for Estimate at Complete (EAC) 8. Define the basis for Variance at Completion (VAC)

02 02 Understand the cycle of technical work completion, statusing the schedule and calculating earned value

1. Understand that labor resources should be authorized incrementally as the work is necessary

2. Understand that there are several options for planning and authorizing equipment, material and services procurement

02 03 Understand the general concepts of selecting and statusing technical performance measures

1. Understand the purpose of measurement as an observation to reduce uncertainty

2. Understand the meaning of SMART criteria and how it supports effective technical performance

3. Differentiate between effective and ineffective metrics 4. Understand the importance of selecting measures that can

support accurate earned value

02 04 Understand the general concepts of statusing work and claiming work performance with earned value

1. Explain the importance of basing the performance measurement on objective measures of achievement

2. Describe the three basic categories of work measurement classifications (measured (discrete), apportioned, level of effort)

3. Understand and describe how different performance measurement techniques affect variance reporting

4. Understand the basic elements of standard schedule best practices assessments (e.g., GAO Schedule Guide, DCMA 14 Point Checklist)




Syllabus Area Code

MT

Syllabus Area: Performance Measurement (MT)

Foundation

02 05 Understand the basic concepts of reporting levels and options for performance data

1. Describe general principles of reporting performance measurement data for operational and Control Account management use

2. Describe general principles of reporting performance measurement data for summary level management use

02 06 Understand how to report schedule status to internal management 1. Understand the basic elements of status information that

can be reported to management for the decision making process

2. Understand the concept of quantifiable backup data and how it relates to accurate schedule status reporting

3. Understand the basic elements and mechanics of reporting schedule status

02 07 Define the various EVM measurement techniques and select the circumstances in which they are best used

1. Define the term Quantified Backup Data and its use for performance measurement

2. Differentiate between the three main types of milestone measurement techniques (0-100, 50-50, incremental)

3. Summarize how "Level of Effort" accumulates performance measurement data

4. Summarize how "Apportioned Effort" accumulates performance data

02 08 Understand that technical performance measures must be defined to provide leading indicators for the achievement of mission / business goals and objectives

1. Differentiate between units of measure appropriate for technical metrics, capabilities, outcomes and mission benefit

2. Explain the difference between leading indicators and lagging indicators of performance

3. Explain how detailed measurement of technical metrics support performance visibility at the total program level

02 09 Understand how summary reports (scorecards, dashboards and similar) based on performance measurement can be applied to portfolio, program and project management needs

1. Describe the fundamentals of dashboards and how they should be used

2. Describe how to select effective metrics for different types of work




Syllabus Area Code

AN

Syllabus Area: Analysis & Control (AN)

Foundation

Level Topic

Specifically to:

02 01 Understand basic concepts of authorizing work execution and changes in accordance with formally managed performance baselines

1. Define authorized and active work packages and supporting activity, and when work and actual costs may be recorded

2. Differentiate between the principal types of baseline changes allowed without the need for formal authority to reprogram

3. Identify the differences between routine external changes to the PMB and the need for formal reprogramming

4. Identify the requirements for processing internal changes to the PMB

02 02 Understand the basic concepts of analysis. 1. Describe how analysis should be both backward and forward

looking 2. Describe how IPPM enables more effective management

through Control Account level exception-based analysis and corrective action planning

3. Define basic analysis techniques and describe the importance of trend analysis

02 03 Understand basic concepts and purpose of variance analysis thresholds

1. Differentiate between the principal reasons for establishing the thresholds for internal versus external variance reporting

2. Explain the difference between "And" and "Or" thresholds and their impact

3. Identify the need to review and potentially modify threshold limits (Current Month, Cumulative, At Complete) over time

02 04 Understand the basic concepts of how EVM and risk management can be integrated

1. Recognize at least 3 common tools/techniques for quantitatively estimating project risk.

2. Describe how to perform risk monitoring and controlling.

02 05 Describe the role of unbiased management oversight in maintaining baseline discipline

1. Describe why baseline changes should not be approved to eliminate variances

2. Describe the potential impact and need for oversight to approve re baselining and eliminating past variances

02 06 Describe the concept of schedule reserve (contingency) and its role in schedule risk management

1. Understand the relationship between schedule reserve, the critical path(s) and ability to mitigate schedule risk




Syllabus Area Code

AN

Syllabus Area: Analysis & Control (AN)

Foundation

02 07 Understand the seven standard formats for internal and external performance reporting

1. Identify the basic contents of the WBS-oriented and OBS-oriented performance report

3. Identify the basic contents of the Baseline (Format 3) performance report

02 08 Understand the process for comprehensive ETC & EAC development

1. Explain the importance of establishing ground rules and assumptions to guide the ETC estimate process

2. Explain the importance of using the latest schedule status and forecast for ETC development

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