MEEN40800 Engineering Project Management - Tools & Techniques

Academic Year 2022/2023

Projects are the primary means by which organisations achieve their strategic and operational objectives. Projects are undertaken in all sectors of industry and the broader economy, not only in manufacturing and service organisations but also in government institutions, in “not for profit charities” and humanitarian groups. Excellence in project management is seen as a critical competitive factor in a global market characterised by increasing demands for innovation in products and services, cost reductions and speed of delivery; while also operating within increasing legal, regulatory and resource constraints. The knowledge and skills required to be a successful project manager are many and include a range of both technical and social-leadership skills.
An effective set of project management processes is the primary mechanism used to meet the needs of customers and stakeholders. This module introduces students to the project management life cycle, its phases, processes and tools, with reference to the 10 knowledge areas in the “Project Management Body of Knowledge (PMBoK)” of the Project Management Institute. Thus, by the end of this module students will understand and be able to execute the key steps to ensure that a project is initiated, planned, managed, monitored and controlled successfully.
Project management also involves “the much messier, often contradictory and paradoxical world of project implementation”. The module will describe the socio-technical nature of projects and the importance of effective leadership, team building and good stakeholder relations. Core concepts will be applied in assignments to simulate how they are used in business settings. A broader conceptual framework for project management approaches will be also described as related to project complexity and uncertainty. The appropriate application of conventional or disciplined project management, agile or learning approaches, or some hybrid, can thus be critically assessed.
The learning approach will result in an in-depth knowledge of the project management field; encourage students to think logically about project management strategies and activities; provide practical experience of project management through the application of tools for assignments; facilitate an understanding of the important social and leadership dimensions of projects through cases and discussions; acquire creative thinking skills including critical analysis of project management frameworks; and promote class discussion, group work and personal development.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be able to:
1. Describe the fundamental characteristics of projects and understand the project life cycle phases, processes and knowledge areas as set out in the PMBOK standards (project management book of knowledge).
2. Assess and prioritise project proposals using structured approaches to ensure alignment of project benefits with business strategy.
3. Understand the roles and responsibilities, necessary skills and experience, of a project manager facing the challenge of managing socio-technical projects in the global business environment.
4. Assess different organisation structures for implementing projects, considering the needs of both the project and the business.
5. Identify, assess and manage risks in projects.
6. Evaluate how effectively best practice project management techniques are employed in projects, using case studies from a variety of engineering disciplines as a learning tool.
7. Assess published academic and practitioner research related to project management to support critical analysis and decision making, including in written reports.
8. Understand complexity and uncertainty in projects and the need for different approaches to project management with reference to agile project management for projects with ill-defined or changing scope and technical requirements.
9. Understand the socio-technical nature of projects and the importance of effective leadership, team building and good stakeholder relations in project management.

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

36

Autonomous Student Learning

40

Lectures

24

Total

100

Approaches to Teaching and Learning:
peer and group work; lectures; critical writing; reflective learning; enquiry & problem-based learning; debates; case-based learning; student presentations, etc. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Group Project: Report which provides analysis of major project. Varies over the Trimester n/a Graded No

30

Examination: End of Trimester exam 2 hour End of Trimester Exam No Graded No

50

Presentation: Presentation based on group project Varies over the Trimester n/a Graded No

20


Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Class feedback will be provided following all of the assignments during the trimester. The feedback is designed to provide general guidelines on how to address / approach the more qualitative type of question in PM.

Main Text: Larson, E.W and Gray, C.F, "Project Management, The Managerial Process", Seventh Edition, McGraw-Hill Education, ISBN978-1-259-25387-4.
References: Project Management Book of Knowledge (PMBOK) and ISO21500 Guidance on Project Management.
Journal & Conference Papers:
Kwak, Y.H et al., (2013), "What Can We Learn from the Hoover Dam Project", International Journal of Project Management
PMI White Paper (2012) "The Project Management Office In Synch with Strategy" (Online)
Flyvbjerg, B. (2014) "What You Should Know about Megaprojects and Why: An Overview", Project Management Journal, Vol. 45, No. 2, pp 6-19.
Flyvbjerg, B. (2008) "Curbing Optimism Bias and Strategic Misrepresentation in Planning: Reference Class Forecasting in Practice", European Planning Studies, Vol. 16, 1, pp. 3-21.
Crawford, L., Hobbs, B. & Turner, J.R. (2006) “Aligning Capability with Strategy: Categorising Projects to do the Right Projects and to do them Right”, Project Management Journal, Vol. 37, No. 2, pp. 38-50.
Stewart, W.E., (2001) "Balanced Score Card for Projects", Project Management Journal, Vol.32, 1, pp 38-53.
'De Meyer, A., Loch, C.H. and Pich, M.T. (2002) "Managing Project Uncertainty: From Variation to Chaos", MIT Sloan Management Review, Vol. 43, 2. pp. 60-67.
Chipulu, M. et al. (2013) "A Multidimensional Analysis of Project Manager Competences", IEEE Transactions on Engineering Management, Vol. 63, 3, pp. 506-517.
Siebdrat, F. et al. (2009) "How to Manage Virtual Teams", Vol. 50, 4, pp. 63-68.
Collyer, S. at al. (2008) "Project Management Approaches for Dynamic Environments", International Journal of Project Management, Vol. 27, pp. 355-364.
Kiridena, S. & Sense, A. (2016) "Profiling Project Complexity: Insights from Complexity Science and Project Management Literature", Project Management Journal, Vol. 47, 6, pp. 56-74
Name Role
Mr Paschal McNeill Lecturer / Co-Lecturer
Dr Di Nguyen Lecturer / Co-Lecturer
Conor Shaw Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
     
Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 15:00 - 16:50