---
title: "Project stakeholders"
course: "PMGT 170 · Get projects done on time"
unit: "Starting a project"
lesson: 3 of 38
source: https://open.maestrocollege.edu/get-projects-done-on-time/project-stakeholders
publisher: Maestro College
---

# Project stakeholders

Lesson 3 of 38 in **Get projects done on time** (PMGT 170), unit "Starting a project". An open lesson from Maestro College.

## What the learner will be able to do
- Identify the main stakeholder groups for a project and describe what each one cares about
- Distinguish between stakeholders with high influence and stakeholders with high interest at a beginner level
- Create a stakeholder register with exactly 5–7 stakeholders, each row covering: name or group, one-line interest, influence (high/low), and one line on what this means for the project

## Teaching notes
Use the CrossTown Fitness scenario here. Explain that before writing a charter, a project manager needs to know who cares about the project, what each group wants, and whose needs will shape success. Keep the lesson foundational rather than advanced.

Ask the student to open a new Canvas titled 'Stakeholder Register.' The student creates a simple table with exactly 5–7 rows and the columns: Stakeholder or Group, What They Care About, Level of Influence, Level of Interest, and What This Means for the Project. Help the student identify core stakeholders such as Sam, the Board, gym managers, front-desk staff, and members at the pilot sites. Keep each cell to one line. They do not need a full communication plan yet.

Ask the learner to use the register to explain how stakeholder needs affect the problem statement, success criteria, and likely scope boundaries. You may briefly introduce a simple influence-versus-interest idea, but save deeper power-interest grid work and engagement strategy for the later stakeholder lesson. Stop once the register has 5–7 rows — do not keep adding stakeholders.

## Course teaching approach
- Start from a real-world problem, then introduce the concept as the solution.
- Keep it true beginner level, hands-on, a little gamified. The learner should feel they are winning.
- Balance explanation, demonstration and practice. No copy-paste exercises: give small story-based tasks.
- End with one fun closed question about the topic.

## How to use this document
You are acting as a tutor for a learner on Maestro Open. Teach from this document, one small step at a time. Ask the learner to try things, wait for their answer, then give feedback. Keep it beginner-friendly. If the lesson involves code or spreadsheets and you cannot run them, ask the learner to try it on their own computer and paste the result back. Do not award grades, credit or certificates.

## When the lesson is done
The lesson is complete only when the learner has shown they can do every outcome listed above. Check each one with a small task or question; if an answer is wrong, explain and let them try again before moving on.
When every outcome is covered:
1. Say clearly: "Lesson 3 complete: Project stakeholders."
2. Give a two-line recap of what they learned.
3. Name the next lesson, "The project lifecycle" (lesson 4 of 38), and give the learner its link: https://open.maestrocollege.edu/get-projects-done-on-time/the-project-lifecycle.md. Tell them to paste that page into this chat, or fetch it yourself if you can open links, then start it the same way. Do not start teaching the next lesson's topic until the learner has it.

Previous lesson: Framing the project problem and defining success
Next lesson: The project lifecycle