| Course | GM593 Project Execution With Monitoring and Control |
|---|---|
| Unit | Unit 6 |
| Paper type | Seminar reflection |
| Length | About 820 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MS in Management |
| Updated | October 2026 |
Free sample paper for GM593 Unit 6
Recovered or Pretended: A Unit 6 Seminar Reflection on Why Status Goes Wrong
[Student Name]
Purdue University Global
GM593: Project Execution With Monitoring and Control
Unit 6 Seminar Reflection
[Instructor Name]
[Date]
The classmates' projects and the writer's university relocation are composite; the research cited is real.
Two Cases
Marisol manages projects for a regional airport. Its new baggage handling system was due to open with a terminal expansion. In month four, testing showed the sorting software misrouted bags at peak loads. The project manager reported the status as red, explained the problem to the airlines, and asked them to accept a new opening date six weeks later. The system opened on that second date, six weeks late but exactly when promised the second time. The airlines, Marisol said, trusted the project more afterward than before.
Derrick works for a school district that bought new bus routing software. For eleven consecutive status reports, the implementation was green. On the first morning of the school year, 30 routes had no driver assigned, because the software had not imported the drivers' availability correctly, and several hundred children waited at stops. The district's transportation director had seen warning signs in test runs and reported them as minor.
My First Reading
I came to the session believing the difference between these projects was the honesty of the people running them. The airport's project manager told the truth; the district's director did not. I said so when it was my turn, and several classmates agreed.
What the Session Did With It
The instructor asked us to separate two explanations that Bent Flyvbjerg and his colleagues distinguish in their study of public works projects (Flyvbjerg et al., 2002). Optimism bias is an honest error: people sincerely believe their plans will work and underweight the chance of trouble. Strategic misrepresentation is a deliberate distortion, usually because the incentives reward a good-looking report. Flyvbjerg later argued that the two call for different remedies: optimism bias is corrected by better forecasting methods, while strategic misrepresentation is corrected by changing accountability and incentives (Flyvbjerg, 2006).
So which was the district? Derrick explained that the transportation director's annual review counted on-time implementation, and that the district's superintendent had told the school board in the spring that the new system would end route complaints. A red status in August would have meant contradicting the superintendent in public. Whether the director believed the problems were minor, or wanted them to be, the design made green the only comfortable color.
The airport's project manager, by contrast, worked under a contract with the airlines that required notice of any delay over two weeks, with penalties for late notice but not for the delay itself if notice was given. The design rewarded the early red.
The airport's manager was not braver than the district's director; she worked inside a contract that paid for early bad news and penalized hiding it.
Where My View Changed
I still think honesty matters. Someone has to write red when red is true. But the session persuaded me that most of the difference between a project that recovers and one that pretends lies in what the reporting system rewards and what it measures. H. Jeff Smith and Mark Keil found that people on troubled projects stay silent when they expect bad news to be blamed on them or ignored (Smith & Keil, 2003). Change the expectation, and the silence changes. That is a more useful conclusion than mine, because a project manager can change a contract clause, a review criterion or a reporting template, but cannot easily make people braver. Design is something I can actually work on.
Turning It on the Relocation
The Hollis Hall relocation has its own example. In month three the movers reported 7,400 items packed, while the relocation database showed 6,120 scanned. My first reaction was that the movers were exaggerating. After the session, I looked at their contract. It pays per item packed, invoiced monthly, with no reference to manifests or scans. The movers reported the number their contract paid for. That is not dishonesty; it is design.
I will propose two changes to the steering group. First, the movers' invoice should be based on items scanned, which is the measure the project actually uses. Second, our weekly report should carry a standing line for items packed but not scanned, so the gap between the two counts is visible every week instead of being discovered.
I also want to apply the airport's lesson to ourselves. Our own project's incentive is to show the chair a report that keeps the demolition date safe. The department's credibility with the university depends on that date. If the EHS backlog keeps growing, I should be the airport's project manager, reporting red early and asking for a decision while there is still time, rather than the district's director, hoping the problem will be minor.
References
Flyvbjerg, B. (2006). From Nobel Prize to project management: Getting risks right. Project Management Journal, 37(3), 5-15. https://doi.org/10.1177/875697280603700302
Flyvbjerg, B., Holm, M. S., & Buhl, S. (2002). Underestimating costs in public works projects: Error or lie? Journal of the American Planning Association, 68(3), 279-295. https://doi.org/10.1080/01944360208976273
Smith, H. J., & Keil, M. (2003). The reluctance to report bad news on troubled software projects: A theoretical model. Information Systems Journal, 13(1), 69-95. https://doi.org/10.1046/j.1365-2575.2003.00139.x
What the GM593 Unit 6 assignment asks for
In the GM593 Unit 6 reflection you write in your own voice about what a seminar on status reporting changed. Summarize the cases classmates brought, especially one project that recovered and one that hid its trouble. State the explanation you brought to the session, plainly. Then apply research that separates honest error from deliberate distortion, such as Flyvbjerg's optimism bias and strategic misrepresentation, to each case, asking what the reporting system rewarded and what the contracts or reviews made comfortable. Say where your view changed and what part of it held. Then examine a report from your own project the same way, looking at what the supplier or team was paid or reviewed for. Close with specific changes you will propose and the reporting choice you will make yourself. Expect about two to three first-person pages with APA 7 citations.
Inside the GM593 Unit 6 example
The reflection summarizes Marisol's airport baggage system, reported red in month four and delivered on the second date, and Derrick's school district routing software, green through eleven reports until 30 routes lacked drivers. The writer's first reading, honesty, is recorded. The instructor's question brings in Flyvbjerg, Holm and Buhl's two explanations and Flyvbjerg's later remedies. The district director's review counted on-time implementation and the superintendent had promised the board results, while the airport contract penalized late notice rather than delay, which the highlighted sentence states. Smith and Keil explain silence by expected blame. The writer then finds that the movers' contract pays per item packed, which explains their 7,400 count, and proposes invoicing per item scanned and a standing packed but not scanned line, while committing to report red early on the EHS backlog.
Where the points sit in the GM593 Unit 6 rubric
GM593 rubric credit for this reflection depends on separating honest error from incentive-driven distortion and applying the distinction to real cases. Instructors look for classmates' cases summarized by what was reported and what the reporting system rewarded. Stating a first explanation honestly, then revising it, shows learning. Applying Flyvbjerg's distinction to specific contracts or reviews earns credit. Recognizing what part of the original view still holds shows judgment. Turning the analysis on the writer's own project, including a supplier's contract, carries significant weight. Specific proposals and a personal reporting commitment close the reflection well. The APA 7 list pairs Flyvbjerg, Holm and Buhl's error or lie study and Flyvbjerg's later remedies article with Smith and Keil's model of silence.
GM593 Unit 6 help: mistakes that cost points
Many GM593 Unit 6 reflections conclude that the late project's manager was dishonest and stop there. Others summarize Flyvbjerg's ideas without asking what each organization rewarded. A frequent gap is the writer's own project: the same incentives often shape a supplier's reports or the writer's own, and naming them is where the course becomes practical. Some writers end with a resolve to be honest rather than a design change. Summarize cases by what was reported and rewarded, state your first view, apply the distinction to contracts and reviews, say what moved and what held, examine your own reports and propose changes you can make.
Get a GM593 Unit 6 example written to your instructions
Attach the Unit 6 prompt and rubric along with brief notes: the recovered and pretending projects your seminar compared, your view walking in, and what moved it. Written-alternative answers work in place of notes. A first reflection is free, delivered within 24-48h, with participants' employers named only by sector. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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GM593 Unit 6 questions, answered
What if my seminar discussed only failures?
Then the absence of a recovery becomes material. Ask what a recovery would have required in one of the failed cases: an earlier threshold, a stricter definition of done, a sponsor willing to hear bad news. A reflection can build its whole argument from that counterfactual, provided it stays tied to what was actually said in the session.
Should the reflection criticize a classmate's organization?
It can analyze what happened without accusing anyone, and it should keep the organization at sector level. The seminar shared those cases in good faith, so the reflection treats them as evidence about how reporting systems behave, not as verdicts on the people involved. That tone is also what most rubrics reward.
Where can I find a free GM593 Unit 6 sample paper?
This page carries a full GM593 Unit 6 seminar reflection on why projects recover or pretend, using Flyvbjerg's optimism bias and strategic misrepresentation, with APA 7 references.
What is the difference between optimism bias and strategic misrepresentation?
Optimism bias is an honest error in which people sincerely expect plans to go well. Strategic misrepresentation is deliberate distortion, usually because incentives reward a good-looking report. Flyvbjerg argues the first needs better forecasting and the second needs changed accountability.
Why did the movers report 7,400 items?
Their contract pays per item packed, with no reference to signed manifests or scans, so they reported the figure they were paid for. The reflection treats this as a design problem and proposes paying per item scanned.