UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (Singapore)

Project Management (BMGT3002S)

STUDY GUIDE

BBS47 FT / Singapore

Copyright Jan 2016

Authors:

Patrick Burke
(2016)

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above mentioned Degree programme.

This publication may not be reproduced, in whole or in part without permission in from
University College Dublin.

Module Co-ordinator: Patrick Burke

Mobile:
Office:
Email: reachpburke@eircom.net

TABLE OF CONTENTS
PAGE

WELCOME MESSAGE

1. INTRODUCTION
a. Background details
b. Module aims
c. Programme Goals

2. MODULE OUTLINE
a. Module learning outcomes
b. Themes and topics
c. Learning supports

3. MODULE DELIVERY SCHEDULE

a. Session arrangements
b. Student engagement
c. Office hours arrangements

28

4. ASSESSMENT DETAILS
a. Assignments
b. Module assessment components
i. Assignment 1: Individual Project
ii. Assignment 2: Individual Project
iii. Examination

30

5. GRADING
a. University grading policy
b. Grade descriptors for assessment components

35

6. CONCLUDING COMMENTS

44

APPENDICES

45

Welcome Message

Welcome to the BBS 47 Project Management module.

In recent years there has been a rapid growth in the use of project management methods
and tools as a means by which organisations achieve their objectives. Projects drive
business activities in a wide variety of sectors, from private sector manufacturing and service
companies, to government and public sector organisations and not for profit charities and
humanitarian groups. Irrespective of the product or service sector, good project management
techniques will provide a result that is delivered on time and within budget. In this regard,
concepts such as planning, scheduling, budgeting, quality, leadership and risk management
are some of the key issues that need to be understood and practiced by managers to realise
successful project delivery. With these criteria in mind, the objectives, learning outcomes and
pedagogy of this module are designed to provide students with the fundamental concepts
and skills required for managing projects in dynamic environments which can ultimately lead
to individuals becoming certified as project management professionals (PMP).

I look forward to meeting you in February & March 2016.

Patrick Burke
University College Dublin
Jan 2016

PART 1: INTRODUCTION
This Study Guide is designed to provide you with details of this module, the learning
outcomes, delivery and assessment arrangements. The Study Guide consists of 6 parts.
Part 1 gives background details to the subject area are provided and the broad aims of the
module are set out.
Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the
themes and topics to be explored are explained along with the (c) learning supports to be
used.
Part 3 gives details of the module delivery arrangements. It sets out the session
arrangements and the expectations in relation to your prior preparation and student
engagement.
Part 4 provides details of the assessment techniques used in this module explaining the
assessment components, their rationale.
Part 5 explains the UCD grading policy and grade descriptors drawing on the university
document are given for each assessment component (i) Assignment 1, (ii) Assignment 2 and
(iii) Examination (closed book).
Part 6 presents the concluding comments.

Background Details

a. Background to the Topic

In recent years there has been a rapid growth in the use of project management methods
and tools as a means by which organisations achieve their strategic and operational
objectives. Projects drive business activities in a wide variety of sectors, from private sector
manufacturing and service companies, to government and public sector organisations and
not for profit charities and humanitarian groups. Projects are used to enable change and
allow organisations to effectively implement new strategies. Projects are a means for
designing and launching new products and services, to generate cost savings and
efficiencies and require cross-functional team management, often in an international
business context. Irrespective of the product or service sector, project management requires
a multi-disciplinary knowledge base including business strategy, customer relationship
management,

finance

and

budgeting,

international

business

and

cross-cultural

management, organisational behaviour, leadership, negotiation skills and the ability to

manage project team members. Given this business environment, the module will provide
students with an opportunity to integrate the learning from their professional experiences and
from other modules in the BBS programme, provide them with theoretical and practical
knowledge of project management, which can ultimately lead to individuals becoming
certified as project management professionals (PMP).

b. Module Aims
The aims of this module are to enable students to learn the importance of project
management planning and execution, to understand the drivers of project performance and
to apply structured methods in project delivery. The learning approach will result in an indepth knowledge of the project management field; encourage students to think logically
about project activities; provide practical experience of project management through analysis
of specific projects, acquire creative thinking skills including critical analysis of project
management frameworks; the ability to apply concepts at an operational level; and promote
class discussion, group work and personal development. The module draws on student prior
learning and work experience and combines insights from strategy, finance, organisational
theory, leadership and international business. The assessment tasks for this module have
been designed with this in mind as detailed later in the study guide.

Programme Goals

Bachelor of Business (BBS) Singapore

PROGRAMME
GOAL
Management
Specific
Knowledge

MODULE
TITLE: Project
Management

LEARNING OUTCOME
Explain current theoretical underpinnings
business and organization management.

of

Apply business models and theory to identify and

Our
graduates resolve problems in functional and across
will be current in functional areas.
management
Demonstrate knowledge of and the usefulness of
theory
and
quantitative techniques and controls in the
practice.
business environment.

X - Assignment1
- Essay

Business
Communication

X
Assignment1

Our
graduates
will be able to
design
and
deliver a short
presentation (oral
or written) on a
current business
topic.

Prepare short business presentations (written and

oral) on a current topic to key stakeholders.

Class
presentation
Research and analyze specific business case
studies / problems / topics and write a concise
report detailing the findings and recommended
actions.

X - Assignment1
- Essay

Locate information sources to facilitate the

completion of research projects and the
technologies to analyze and interpret the data
collected.

Personal
Development

Engage in module-related team activities

and outside class.

&
Reflective
Learning

Explain the essence of organization behaviour

pertinent to business managers and how they may
apply in the workplace environment.

Our
graduates
will be able to
reflect on their
learning with a
view
to
enhancing
personal
and
professional
career pathways.

X Exam
Essay
Questions

within

Global,
Identify the main factors and variables that
Multicultural
influence
multinational
entities
business
and
Diversity operations, planning and competitive positioning.
Perspectives
Recognize ethical and social responsibility issues
Our
graduates in the business environment and know how to
will
understand apply a process of ethical inquiry.
the impact of
Examine
ethical
and
legal implications of
culture and social
managerial decisions and their effect on
developments on
organizational stakeholders.
business
management
decisions.

X
Assignment2 Essay

Strategic
Thinking

X
Assignment2 Essay

Identify business opportunities/problems and

develop alternative solutions, taking account of
possible consequences (intended or unintended).

Our
graduates
will be able to Evaluate qualitative and quantitative data from
critically appraise multiple perspectives paying attention to sourcing,
biases and logic.
business
developments
Analyze developments in key business sectors
and comment critically on a firm operating in the
sector.

X
Assignment2
Essay

PART 2: MODULE OUTLINE

Module Title: Project Management
Module Code: BMGT3002S
No. of ECTS: 10

Learning Outcomes
On completing this module, students will be expected to be able to:
1. Explain the fundamental characteristics of projects and the project management
process.
o

Assessment: Assignment 1, Assignment 2, Examination

2. Identify the key characteristics required of a project manager and the challenges of
managing projects in the global business environment.
o

Assessment: Assignment 1, Assignment 2, Examination

3. Demonstrate the use of project planning tools such as Gantt Charts, Critical Path
Method (CPM), Program Evaluation and Review Technique (PERT) and Microsoft
Project.
o

Assessment: Assignment 2, Examination

4. Critically review a project plan with particular emphasis on identifying and managing
project risk.
o

Assessment: Assignment 2

5. Evaluate how effectively best practice project management techniques are employed
using real life projects as a learning tool.
o

Assessment: Assignment 1, Assignment 2

Module Text:
Project Management: The Managerial Process by Clifford F. Gray & Erik W. Larson, 6th
Edition, McGraw Hill.
ISBN 9781259010705

Themes and Topics

The module will cover the following major themes and specific topics in order to provide
students with an in-depth knowledge of the theoretical elements of project management and
a broad overview of the tools and techniques used to ensure best practice is used when
managing projects.
Topic 1: Modern Project Management
1. What Is a Project?
A. What a Project Is Not
B. The Project Life Cycle
C. The Project Manager
2. The Importance of Project Management
A. Compression of the Product Life Cycle
B. Global Competition
C. Knowledge Explosion
D. Corporate Downsizing
E. Increased Customer Focus
F. Small Projects Represent Big Problems
3. Project Management TodayAn Integrative Approach
A. Integration of Projects with the Strategic Plan
B. Integration within the Process of Managing Actual Projects
Topic 2: Organization Strategy and Project Selection
1. The Strategic Management Process: An Overview
A. Four Activities of the Strategic Management Process
2. The Need for an Effective Project Portfolio Management System
A. Problem 1: The Implementation Gap
B. Problem 2: Organizational Politics
C. Problem 3: Resource Conflicts and Multitasking
3. A Portfolio Management System
A. Classification of the Project
B. Nonfinancial Criteria
4. Applying a Selection Model
A. Sources and Solicitation of Project Proposals
B. Ranking Proposals and Selection of Projects
5. Managing the Portfolio System
A. Balancing the Portfolio for Risks and Types of Projects

10

Topic 3: Organization: Structure and Culture

1. Project Management Structures
A. Organizing Projects within the Functional Organization
B. Organizing Projects as Dedicated Teams
C. Projectized Organization
D. Organizing Projects within a Matrix Arrangement
E. Different Matrix Forms
i. Weak matrix
ii. Balanced matrix
iii. Strong matrix
2. What Is the Right Project Management Structure?
A. Organization Considerations
B. Project Considerations
3. Organizational Culture
A. What Is Organizational Culture?
B. Identifying Cultural Characteristics
4. Implication of Organizational Culture for Organizing Projects
Topic 4: Defining the Project
1. Step 1: Defining the Project Scope
A. Employing a Project Scope Checklist
2. Step 2: Establishing Project Priorities
3. Step 3: Creating the Work Breakdown Structure
A. Major Groupings Found in a WBS
B. How WBS Helps the Project Manager
C. WBS Development
4. Step 4: Integrating the WBS with the Organization
5. Step 5: Coding the WBS for the Information System
6. Responsibility Matrices
7. Project Communication Plan
Topic 5: Estimating Project Times and Costs
1. Factors Influencing the Quality of Estimates
2. Estimating Guidelines for Times, Costs, and Resources
3. Top-Down versus Bottom-Up Estimating
4. Methods for Estimating Project Times and Costs
A. Top-Down Approaches for Estimating Project Times and Costs
B. Bottom-Up Approaches for Estimating Project Times and Costs
C. A Hybrid: Phase Estimating

11

5. Level of Detail
6. Types of Costs
7. Refining Estimates
8. Creating a Database for Estimating
Topic 6: Developing a Project Plan
1. Developing the Project Network
2. From Work Package to Network
3. Constructing a Project Network
A. Terminology
B. Two Approaches
C. Basic Rules to Follow in Developing Project Networks
4. Activity-on-Node (AON) Fundamentals
5. Network Computation Process
A. Forward PassEarliest Times
B. Backward PassLatest Times
C. Determining Slack (or Float)
D. Free Slack (Float)
6. Using the Forward and Backward Pass Information
7. Level of Detail for Activities
8. Practical Considerations
A. Network Logic Errors
B. Activity Numbering
C. Use of Computer to Develop Networks
D. Calendar Dates
E. Multiple Starts and Multiple Projects
Topic 7: Managing Risk
1. Risk Management Process
2. Step 1: Risk Identification
3. Step 2: Risk Assessment
A. Scenario Analysis
B. Probability Analysis
4. Step 3: Risk Response Development
A. Mitigating Risk
B. Avoiding Risk
C. Transferring Risk

12

D. Sharing Risk
E. Retaining Risk
5. Contingency Planning
A. Technical Risks
B. Schedule Risks
C. Cost Risks
D. Funding Risks
6. Opportunity Management
7. Contingency Funding and Time Buffers
A. Budget Reserves
B. Management Reserves
C. Time Buffers
8. Step 4: Risk Response Control
9. Change Control Management

Topic 8: Outsourcing: Managing Inter-organizational Relations

1. Outsourcing Project Work
A. Advantages
i. Cost reduction, ii. Faster project completion
iii. High level of expertise, iv. Flexibility
B. Disadvantages
i. Coordination breakdowns, ii. Loss of control
iii. Conflicts, iv. Internal morale issues
2. Best Practices in Outsourcing Project Work
A. Well-Defined Requirements and Procedures
B. Extensive Training and Team-building Activities
C. Well-Established Conflict Management Processes in Place
D. Frequent Review and Status Updates
E. Co-Location When Needed
F. Fair and Incentive-Laden Contracts
G. Long-Term Outsourcing Relationships
3. The Art of Negotiating
A. Separate the People from the Problem
B. Focus on Interests, Not Positions
C. Invent Options for Mutual Gain
D. When Possible, Use Objective Criteria
Topic 9: Progress and Performance Measurement and Evaluation
1. Structure of a Project Monitoring Information System
2. The Project Control Process
3. Monitoring Time Performance

13

4. Development of an Earned Value Cost/Schedule System

A. What Costs Are Included in Baselines?
B. Methods of Variance Analysis
5. Developing a Status Report: A Hypothetical Example
A. Assumptions
B. Baseline Development
C. Development of the Status Report
6. Indexes to Monitor Progress
A. Performance Indexes
B. Project Percent Complete Indexes
C. Technical Performance Measurement
D. Software for Project Cost/Schedule Systems
E. Additional Earned Value Rules

14

Learning Materials
For this module, please read the assigned chapters in the prescribed text and the additional
readings assigned (see list below).
TOPIC 1

Modern Project Management

Objective
s

To explain why project management is crucial in todays world

To define a project and differentiate projects from routine operations
To establish the importance of projects in implementing organization
strategy
To establish that managing projects is an act of balancing the technical
and socio-cultural sides of the project.

Synopsis
of Topic

There are powerful environmental forces contributing to the rapid expansion of

project management approaches to business problems and opportunities. A
project is defined as a non-routine, one-time effort limited by time, resources,
and performance specifications designed to meet customer needs. One of the
distinguishing characteristics of project management is that it has both a
beginning and an end and typically consists of four phases: defining, planning,
executing, and closing. Effective project management begins with selecting
and prioritizing projects that support the firm's mission and strategy.
Successful implementation requires both technical and social skills. Project
managers have to plan and budget projects as well as orchestrate the
contributions of others.

Assigned
Reading/
Exercises

Topic 1: Introduction to Modern Project Management

TOPIC 2

Organization Strategy and Project Selection

Objective
s

Synopsis
of Topic

"A Day in the Life" end of Chapter 1 Gray & Larson text (page 21)

To identify the significant role projects contribute to the strategic

direction of the organization
To stress the importance of establishing project priorities and
top management support
To describe the linkages of strategies and projects
To write a set of hierarchical objectives for an organization
To describe a scheme for prioritizing projects that ensures top
management involvement and minimizes conflicts
To apply an objective priority system to project selection.

Multiple competing projects, limited skilled resources, dispersed virtual teams,

time to market pressures, and limited capital serve as forces for the
emergence of project portfolio management that provides the infrastructure for
managing multiple projects and linking business strategy with project
selection. The most important element of this system is the creation of a
ranking system that utilizes multiple criteria that reflect the mission and
strategy of the firm. It is critical to communicate priority criteria to all
organizational stakeholders so that the criteria can be the source of inspiration
for new project ideas.

15

Every significant project selected should be ranked and the results published.
Senior management must take an active role in setting priorities and
supporting the priority system. Going around the priority system will destroy its
effectiveness. The project priority team needs to consist of seasoned
managers who are capable of asking tough questions and distinguishing facts
from fiction. Resources (people, equipment, and capital) for major projects
must be clearly allocated and not conflict with daily operations or become an
overload task.
The priority team needs to scrutinize significant projects in terms of not only
their strategic value but also their fit with the portfolio of projects currently
being implemented. Highly ranked projects may be deferred or even turned
down if they upset the current balance among risks, resources, and strategic
initiatives. Project selection must be based not only on the merits of the
specific project but also on what it contributes to the current project portfolio
mix. This requires a holistic approach to aligning projects with organizational
strategy and resources.
The importance of aligning projects with organization strategy cannot be
overstated. We have discussed two types of models found in practice.
Checklist models are easy to develop and are justified primarily on the basis
of flexibility across different divisions and locations. Unfortunately,
questionnaire checklist models do not allow comparison of the relative value
(rank) of alternative projects in contributing toward organization strategy. The
latter is the major reason the authors prefer multi-weighted scoring models.
These models keep project selection highly focused on alignment with
organization strategy. Weighted scoring models require major effort in
establishing the criteria and weights.

Assigned
Reading/
Exercises

Topic 2: Strategy and Project Selection

"Film Prioritisation" end of Chapter 2 Gray & Larson text (page 56)

16

TOPIC 3

Organization: Structure and Culture

Objective
s

Synopsis
of Topic

To be able to identify different types of project management structures

To understand the strengths and weaknesses of different project
management structures
To appreciate the significance that organizational culture plays in
managing projects
To be able to interpret the culture of an organization
To understand the interaction between project management structure and
the culture of an organization.

This chapter examined two major characteristics of the parent organization

that affect the implementation and completion of projects. The first is the
formal structure of the organization and how it chooses to organize and
manage projects. Although the individual project manager may have very little
say as to how the firm chooses to manage projects, he or she must be able to
recognize the options available as well as the inherent strengths and
weaknesses of different approaches.
Three basic project management structures were described and assessed as
to their weaknesses and strengths. Only under unique circumstances can a
case be made for managing a project within the normal functional hierarchy.
When thinking only in terms of what is best for the project, the creation of an
independent project team is clearly favoured. However, the most effective
project management system appropriately balances the needs of the project
with those of the parent organization. Matrix structures emerged out of the
parent organization's need to share personnel and resources across multiple
projects and operations while creating legitimate project focus. The matrix
approach is a hybrid organizational form that combines elements of both the
functional and project team forms in an attempt to realize the advantages of
both.
The second major characteristic of the parent organization that was discussed
in this chapter is the concept of organizational culture. Organizational culture
is the pattern of beliefs and expectations shared by an organization's
members. Culture includes the behavioural norms, customs, shared values,
and the "rules of the game" for getting along and getting ahead within the
organization. It is important for project managers to be "culture sensitive" so
that they can develop appropriate strategies and responses and avoid
violating key norms that would jeopardize their effectiveness within the
organization.
The interaction between project management structure and organizational
culture is a complicated one. We have suggested that in certain organizations,
culture encourages the implementation of projects. In this environment the
project management structure used plays a less decisive role in the success
of the project. Conversely, for other organizations in which the culture stresses
internal competition and differentiation, just the opposite may be true. The
prevailing norms, customs, and attitudes inhibit effective project management,
and the project management structure plays a more decisive role in the
successful implementation of projects. At a minimum, under adverse cultural
conditions, the project manager needs to have significant authority over the
project team; under more extreme conditions firms should use dedicated
project teams to complete critical projects. In both cases, the managerial

17

strategy should be to insulate project work from the dominant culture so that a
more positive "subculture" can emerge among project participants.
The project management structure of the organization and the culture of the
organization are major elements of the environment in which a project is
initiated. Subsequent chapters will examine how project managers and
professionals work within this environment to successfully complete projects.

Assigned
Reading/
Exercises

Topic 3: Project Organisation

TOPIC 4

Defining the Project

Objective
s

Synopsis
of Topic

Moss and McAdams end of Chapter 3 Gray & Larson text (page 94)

To recognize the importance of a complete scope statement acceptable to

your customer as a condition for project success
To layout guidelines for creating a WBS for a project
To demonstrate the importance of WBS to the management of projects
and how it serves as a database for planning and control
To demonstrate how the OBS establishes accountability to organizational
units
To apply a WBS to a case or suggested project
To recognize the process for setting up a communication plan.

The project scope definition, priorities, and breakdown structure are the keys
to nearly every aspect of managing the project. The scope definition provides
focus and emphasis on the end item(s) of the project. Establishing project
priorities allows managers to make appropriate trade-off decisions. The
structure helps ensure all tasks of the project are identified and provides two
views of the projectone on deliverables and one on organization
responsibility. The WBS avoids having the project driven by organization
function or by a finance system. The structure forces attention to realistic
requirements of personnel, hardware, and budgets. Use of the structure
provides a powerful framework for project control that identifies deviations
from plan, identifies responsibility, and spots areas for improved performance.
No well-developed project plan or control system is possible without a
disciplined, structured approach. The WBS, OBS, and cost account codes
provide this discipline. The WBS will serve as the database for developing the
project network which establishes the timing of work, people, equipment, and
costs.
In small projects responsibility matrices may be used to clarify individual
responsibility.
Clearly defining your project is the first and most important step in planning.
The absence of a clearly defined project plan consistently shows up as the
major reason for project failures. Whether you use a WBS or responsibility
matrix will depend primarily on the size and nature of your project. Whatever

18

method you use, definition of your project should be adequate to allow for
good control as the project is being implemented. Follow-up with a clear
communication plan for coordinating and tracking project progress will help
keep important stakeholders informed and avoid some potential problems.

Assigned
Reading/
Exercises

Topic 4: Defining the Project

TOPIC 5

Estimating Project Times and Costs

Objective
s

Synopsis
of Topic

"Manchester United Soccer Club" end of Chapter 4 Gray & Larson text
(page 126)

To understand estimating project times and costs are the foundation for
project planning and control
To have an awareness of the methods, uses, and advantages and
disadvantages of top-down and bottom-up estimating methods
Be able to suggest estimating guidelines for time, cost, and resources
To suggest a scheme for developing an estimating database for future
projects.

Quality time and cost estimates are the bedrock of project control. Past
experience is the best starting point for these estimates. The quality of
estimates is influenced by other factors such as people, technology, and
downtimes. The key for getting estimates that represent realistic average
times and costs is to have an organization culture that allows errors in
estimates without incriminations. If times represent average time, we should
expect that 50 percent will be less than the estimate and 50 percent will
exceed the estimate. The use of teams that are highly motivated can help in
keeping task times and costs near the average. For this reason, it is crucial to
get the team to buy into time and cost estimates.
Using top-down estimates is good for initial and strategic decision making or in
situations where the costs associated with developing better estimates have
little benefit. However, in most cases the bottom-up approach to estimating is
preferred and more reliable because it assesses each work package, rather
than the whole project, section, or deliverable of a project. Estimating time and
costs for each work package facilitates development of the project schedule
and a time-phased budget, which are needed to control the project as it is
implemented. Using the estimating guidelines will help eliminate many
common mistakes made by those unacquainted with estimating times and
costs for project control. Establishing a time and cost estimating database fits
well with the learning organization philosophy.
The level of time and cost detail should follow the old saying of "no more than
is necessary and sufficient." Managers must remember to differentiate
between committed outlays, actual costs, and scheduled costs. It is well
known that upfront efforts in clearly defining project objectives, scope, and
specifications vastly improve time and cost estimate accuracy.

19

Finally, how estimates are gathered and how they are used can affect their
usefulness for planning and control. The team climate, organization culture,
and organization structure can strongly influence the importance attached to
time and cost estimates and how they are used in managing projects.

Assigned
Reading/
Exercises

Topic 5: Estimating Project Times and Costs

TOPIC 6

Developing a Project Plan

Objective
s

"Sharp Printing,
(page 153)

Synopsis
of Topic

AG"

end

of

Chapter

Gray

&

Larson

text

To establish the linkage between the WBS and the project network
To diagram a project network using AON methods
To provide a process for computing early, late, and slack activity times and
identify the critical path
To demonstrate understanding and application of lags in compressing
projects or constraining the start or finish of an activity
To provide an overview framework for estimating times and costs
To suggest the importance of slack in scheduling projects.

Many project managers feel the project network is their most valuable
exercise and planning document. Project networks sequence and time-phase
the project work, resources, and budgets. Work package tasks are used to
develop activities for networks. Every project manager should feel comfortable
working in an AON environment. The AON method uses nodes (boxes) for
activities and arrows for dependencies. The forward and backward passes
establish early and late times for activities. Although most project managers
use computers to generate networks and activity times, they find a keen
understanding of network development and the ability to compute activity
times is invaluable in the field. Computers break down; input errors give false
information; some decisions must be made without computer "what if"
analysis. Project managers who are well acquainted with network
development and AON methods and who are able to compute activity times
will encounter fewer problems than project managers less well acquainted.
Project networks help to ensure there are no surprises.
Several extensions and modifications have been appended to the original
AON method. Lags allow the project planner to more closely replicate the
actual conditions found in practice. The use of lags can result in the start or
finish of an activity becoming critical. Some computer software simply calls the
whole activity critical rather than identifying the start or finish as being critical.
Caution should be taken to ensure that lags are not used as a buffer for
possible errors in estimating time. Finally, hammock activities are useful in
tracking costs of resources used for a particular segment of a project.
Hammock activities can also be used to reduce the size of a project network
by grouping activities for simplification and clarity. All of the discussed
refinements to the original AON methodology contribute toward better

20

planning and control of projects.

Assigned
Reading/
Exercises

Topic 6: Developing a Project Plan

TOPIC 7

Managing Risk

Objective
s

"Whistler Ski Resort Project" Chapter 6 Gray & Larson text (page 195)

Synopsis
of Topic

To describe the risk management process

To identify different kinds of risks
To illustrate approaches for risk identification, analysis, and
assessment
To suggest approaches for responding to project risks
To propose the use of contingency reserves to cover risk events
To recognize the need for a change control process/system for any
size project.

To put the processes discussed in this chapter in proper perspective one

should recognize that the essence of project management is risk
management. Every technique in this book is really a risk management
technique. Each in its own way tries to prevent something bad from
happening. Project selection systems try to reduce the likelihood that projects
will not contribute to the mission of the firm. Project scope statements, among
other things, are designed to avoid costly misunderstandings and reduce
scope creep. Risk breakdown structures reduce the likelihood that some vital
part of the project will be omitted or that the budget estimates are unrealistic.
Teambuilding reduces the likelihood of dysfunctional conflict and breakdowns
in coordination. All of the techniques try to increase stakeholder satisfaction
and increase the chances of project success.
From this perspective managers engage in risk management activities to
compensate for the uncertainty inherent in project management and that
things never go according to plan. Risk management is proactive not reactive.
It reduces the number of surprises and leads to a better understanding of the
most likely outcomes of negative events.
Although many managers believe that in the final analysis, risk assessment
and contingency depend on subjective judgment, some standard method for
identifying, assessing, and responding to risks should be included in all
projects. The very process of identifying project risks forces some discipline at
all levels of project management and improves project performance.
Contingency plans increase the chance that the project can be completed on
time and within budget. Contingency plans can be simple "work-arounds" or
elaborate detailed plans. Responsibility for risks should be clearly identified
and documented. It is desirable and prudent to keep a reserve as a hedge
against project risks. Budget reserves are linked to the WBS and should be
communicated to the project team. Control of management reserves should
remain with the owner, project manager, and line person responsible. Use of
contingency reserves should be closely monitored, controlled, and reviewed
throughout the project life cycle.

21

Experience clearly indicates that using a formal, structured process to handle

possible foreseen and unforeseen project risk events minimizes surprises,
costs, delays, stress, and misunderstandings. Risk management is an iterative
process that occurs throughout the lifespan of the project. When risk events
occur or changes are necessary, using an effective change control process to
quickly approve and record changes will facilitate measuring performance
against schedule and cost. Ultimately successful risk management requires a
culture in which threats are embraced not denied and problems are identified
not hidden.

Assigned
Reading/
Exercises

Topic 7: Project Risk Management

TOPIC 8

Outsourcing: Managing Inter-organizational Relations

Objective
s

Synopsis
of Topic

"Sustaining Project Risk Management during implementation" end of

Chapter 7 Gray & Larson text (page 237)

To understand the reasons for outsourcing project work

To understand the need and value of working as partners with
contractors.
To identify best practices in outsourcing project work.
To be able to practice principle negotiation

Outsourcing has become an integral part of project management. More and

more companies are collaborating with each other on projects to compete in
today's business world. The advantages of outsourcing include cost reduction,
quicker completion times, greater flexibility, and higher level of expertise.
Disadvantages include coordination problems, loss of control, conflicts, and
security issues.
A number of proactive best practices have emerged among firms that have
mastered the outsourcing process. These practices include establishing welldefined requirements and procedures and utilizing fair and incentive-laden
contracts. Team-building sessions are held before the project begins to forge
relationships between personnel from different organizations. Escalation
guidelines for resolving conflicts are established, as are provisions for process
improvement and risk sharing. On highly critical work, arrangements are made
so that key personnel work together, face to face. Joint assessments of how
well people are collaborating is the norm during status report briefings. Finally,
many companies are realizing the benefits of forming long-term alliances with
each other on projects. The ultimate goal is to work together as partners.
Effective negotiating skills are essential to working on projects as partners.
People need to resolve differences at the lowest level possible in order to
keep the project on track. Veteran project managers realize that negotiating is
not a competitive game and work toward collaborative solutions to problems.
They accomplish this by separating people from the problem, focusing on
interests and not positions, inventing options for mutual gain, and relying on
objective criteria whenever possible to resolve disagreements. They also

22

recognize the importance of developing a strong BATNA, which provides them

with the leverage necessary to seek collaborative solutions.

Assigned
Reading/
Exercises

Topic 8: Project Outsourcing

TOPIC 9

Progress and Performance Measurement and Evaluation

Objective
s

Synopsis
of Topic

Buxton Hall - end of Chapter 12 Gray and Larson text (page 445)

To understand how organizations track project performance

To understand and appreciate the significance of earned value
To be able to calculate and interpret different project performance indexes
To be able to develop a project reporting system that will ensure project
control and progress
To demonstrate how a project rollup can pinpoint problems in two
dimensions.

Customer satisfaction is the litmus test for project success. Project managers
need to take a proactive approach to managing customer expectations and
perceptions. They need to actively involve customers in key decisions and
keep them abreast of important developments. Active customer involvement
keeps the project team focused on the objectives of the project and reduces
misunderstandings and dissatisfaction.
The best information system does not result in good control. Control requires
the project manager to use information to steer the project through rough
waters. Control and Gantt charts are useful vehicles for monitoring time
performance. The cost/ schedule system allows the manager to have a
positive influence on cost and schedule in a timely manner. The ability to
influence cost decreases with time; therefore, timely reports identifying
adverse cost trends can greatly assist the project manager in getting back on
budget and schedule. The integrated cost/schedule model provides the project
manager and other stakeholders with a snapshot of the current and future
status of the project. The benefits of the cost/schedule model are as follows:
1. Measures accomplishments against plan and deliverables.
2. Provides a method for tracking directly to a problem work package and
organization unit responsible.
3. Alerts all stakeholders to early identification of problems, and allows for
quick, proactive corrective action.
4. Improves communication because all stakeholders are using the same
database.
5. Keeps customer informed of progress, and encourages customer

23

confidence that the money spent is resulting in the expected progress.

6. Provides for accountability over individual portions of the overall
budget for each organizational unit.
With your information system in place, you need to use your communication
plan to keep stakeholders informed so timely decisions can be made to
ensure the project is managed effectively.

Assigned
Reading/
Exercises

Topic 9: Project Performance

Scanner Project end of Chapter 13 Gray and Larson text (page 499)

Complementary Readings:
Topic 1: Introduction to Modern Project Management

Randolf, W.A. & Posner, B.Z. (1988) What Every Manager Needs to Know about
Project Management, MIT Sloan Management Review, Vol. 29 No. 4, pp. 65-73.

Topic 2: Strategy and Project Selection

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.

Topic 3: Project Organisation

Cummings J.L. & Doh J.P. (2000), Identifying Who Matters: Mapping Key Players in
Multiple Environments, California Management Review, Volume 42, No.2, pp. 83104.

Mitchell, R.K., Agle, B.R. & Wood, D.J. (1997) Toward a theory of stakeholder
identification and salience: Defining the principle of who and what really counts,
Academy of Management Review, Vol. 22, No. 4, pp 853-886.

Topic 4: Defining the Project

N/A

Topic 5: Developing a Project PlanN/A

Topic 6: Cost Estimation

N/A

Topic 7: Project Risk Management

24

De Meyer, A.; Loch, C.H. & Pich, M.T. (2002) Managing project uncertainty: From
variation to chaos, MIT Sloan Management Review, Vol. 43(2) pp. 60-67.

Topic 8: Outsourcing

Adler, T.R. (2005) The Swift Trust Partnership: A Project Management Exercise
Investigating the Effects of Trust and Distrust in Outsourcing Relationships, Journal
of Management Education, Vol. 34, pp. 551-573.

Topic 9: Project Performance

N/A

Microsoft Project
As part of your independent learning, we would encourage you to experiment with Microsoft
Project, in particular from the topics in the "Project Definition" theme. If possible install
Microsoft Project software onto your PC or laptop. A 60 day student trial CD is included in
the Gray & Larson text. You can also download a 60 day trial version of Microsoft Project
2007 from the Microsoft website:
http://office.microsoft.com/en-gb/project/default.aspx
One of the authors of the module text (Erik Larson) has developed a set of 31 on-line video
tutorials, which last between 1 and 4 minutes each, that will guide you through Microsoft
Project 2010 (from complete beginner to expert user).
These may be accessed at the following website:

http://faculty.bus.oregonstate.edu/Larson/New%20Faculty%20Page/project10/index.htm

Tutorials 1-9 are sufficient to get you started on this.

25

Other useful sources

Project Management Institute

http://www.pmi.org/Pages/default.aspx

A Guide to the Project Management Body of Knowledge, 4th edition, (PMBOK Guide)
Project Management Institute

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

Erik Larson (text author) has a very good website which provides links to other support
materials

http://business.oregonstate.edu/faculty-and-staff-bios/erik-larson

While project management is an academic (and practical) subject on its own, it also
intersects with a large number of other business disciplines. The following list provides
details of the journals that focus specifically on project management, as well as those in
other disciplines that carry articles relevant to project management. All of these can be
accessed on-line through the UCD Library. Students should also note that at the end of most
chapters in the Gray and Larson textbook, there is a list of references of journal articles
related to the topic chapter. These references are a good starting point for additional
research on a particular topic.
Dedicated Project Management Journals:

International Journal of Project Management

Project Management Journal

General Management Journals which sometimes cover aspects of Project Management:

MIT Sloan Management Review

Harvard Business Review

Administrative Science Quarterly (ASQ)

26

Journal of Product Innovation Management

Academy of Management Executive/Academy of Management Journal

Information Technology Journals which sometimes cover aspects of Project Management:

MIS Quarterly

Journal of the Association for Information Systems (AIS)

Journal of Management Information Systems

Engineering Journals which sometimes cover aspects of Project Management:

IEEE Transactions on Engineering Management

Journal of Construction Engineering and Management

Operations and Supply Chain Management Journals which sometimes cover aspects of
Project Management:

Production and Operations Management (POM)

Journal of Operations Management (JOM)

Journal of Supply Chain Management

Manufacturing and Service Operations Management (MSOM)

Students completing this module are expected to participate in session discussions and
learning activities and be familiar with recent developments in the business world. To
facilitate this, the following source material is useful

The Economist

The Wall Street Journal

The South China Morning Post

The Straits Times

The Financial Times

27

Business Week

Fortune

PM Network (the trade journal/magazine of the Project Management Institute)

28

PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.
Session Arrangements
Each student is expected to attend and be prepared for all sessions. Table 1 below outlines
the structure for the sessions (Seminar Start Date, 15 Feb 2016 End Date, 8 Mar 2016).
PLEASE BRING TEXT BOOK TO EACH SESSION
Table 1: Module Delivery Schedule Themes, readings, cases
No

Theme /Topic

Date / Time

title
1

1-Modern Project
Management

Class C

15 Feb 2016

2-Organization
Strategy and Project
Selection

Class D

20 Feb 2016

Class E

24 Feb 2016

3-Organization:
Structure and Culture

Class B

29 Feb 2016

Class A

5 Mar 2016

Class C

16 Feb 2016

Class D

21 Feb 2016

Class E

25 Feb 2016

Class B

1 Mar 2016

Class A

6 Mar 2016

6-Developing a
Project Plan

Class C

17 Feb 2016

7-Managing Risk

Class D

21 Feb 2016

Class E

26 Feb 2016

Class B

2 Mar 2016

Class A

6 Mar 2016

Class C

18 Feb 2016

4-Defining the Project

5-Estimating Project
Times and Costs

8-Outsourcing

6.30pm10.30pm
2pm-6pm
6.30pm10.30pm
6.30pm10.30pm
2pm-6pm
6.30pm10.30pm
9am-1pm
6.30pm10.30pm
6.30pm10.30pm
9am-1pm
6.30pm10.30pm
2pm-6pm
6.30pm10.30pm
6.30pm10.30pm
2pm-6pm
6.30pm-

Text
chapters/
Readings*

Case /
exercise

Textbook
Chapter 1

See Learning
Materials

Textbook
Chapter 2
Textbook
Chapter 3

Textbook
Chapter 4

See Learning
Materials

Textbook
Chapter 5

Textbook
Chapter 6

See Learning
Materials

Textbook
Chapter 7

Textbook

See Learning

29

9- Progress,
Performance
Measurement and
Evaluation

5
Class Presentations
Assignments and
Exam discussion

Class D

22 Feb 2016

Class E

27 Feb 2016

Class B

3 Mar 2016

Class A

7 Mar 2016

Class C

19 Feb 2016

Class D

23 Feb 2016

Class E

28 Feb 2016

Class B

4 Mar 2016

Class A

8 Mar 2016

10.30pm
6.30pm10.30pm
2pm-6pm
6.30pm10.30pm
6.30pm10.30pm
6.30pm10.30pm
6.30pm10.30pm
9am-1pm

Chapter 12

Materials

Textbook
Chapter 13

N/A

N/A

6.30pm10.30pm
6.30pm10.30pm

Preparation Required in Advance of Sessions / Seminars

The readings detailed above (chapters of textbook) have been assigned and students are
expected to be fully familiar with them. These readings are an important learning source and
supplement the session and text materials.
Student Engagement
During the sessions, students are expected to be able to discuss issues arising from the
assigned chapters and readings for the topics as scheduled above.
Session participation is a vital element in the design of this module. Therefore, all students
are expected to engage in class discussion and debate in order to facilitate the formation of
their critical judgements.
To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.
Office Hours Arrangements
Students may contact the module coordinator through the e-mail with any academic queries.
These queries will then be passed on to the module coordinator, with responses normally

30

within five working days. In addition the lecturer is available for one hour after each class if
students have any questions or issues. Administrative queries should be directed to the
Programme Manager.

PART 4: ASSESSMENT DETAILS

Assessment is undertaken to establish the extent of student learning on completing a
module and according to Biggs and Tang1 (2009) it is the senior partner of teaching and
learning. This module has three main assessment components with specific weightings and
marks awarded totalling 100. The purpose of each assessment is as follows:

Assignment 1 allows students to reflect on their professional or personal experience

with project management.

Assignment 2 consists of Post-teaching Assignment (PTA).

Post-teaching Assignment is designed to demonstrate the practical aspect of project
management and to illustrate how the topics in the module are related to each other by
applying theory from the module to a case study.

The Examination aims to get insights on your understanding of issues (theory and
practice) addressed in the module.

Students are expected to complete all assignments ensuring that they are submitted by the
specified date. All submissions must be typed, be well laid out, written in an academic style
with appropriate headings (introduction, main part and concluding comments) and sections.
Please ensure that all submissions are entirely your own work for UCDs policy on
plagiarism click on the link below (please see Appendix 2 for further information on
Plagiarism and the policy on the Late Submission of Coursework):
http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf
The weighting

assigned

for

each

component

is

shown

in Table

2A below.

(*I = Individual; T = Team)

1 Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at University, Maidenhead:
Open University/McGraw Hill.

31

Table 2A Assessment Components

Assessment components

Weighting

Individual / Team*

1. Assignment 1

20%

Individual

2. Assignment 2*

20%

Group

3. In Class Presentation*

10%

Group

4. Examination

50%

Individual

* You will receive a combined grade for assignment 2 and In Class Presentation, which
will be 30% of your overall grade for this module.

Module Assessment Components

In the following pages, further details of each assessment component are presented along
with expectations in relation to prior preparation and completion.
1. Assignment 1
Based on your readings and your personal experiences, prepare a 2 page summary (750
words maximum) of your understanding of the role of project management in todays
business environment.
Guidelines for assignment 1: Consider your workplace; are you involved in projects. If so,
what is your assessment of how well they are selected, managed, resourced, appraised, and
closed? If you are not involved in projects, can you talk to someone who is? Even if project
management does not exist in your workplace, is there scope to introduce it? If not, why not?
(What are the barriers?). What elements of project management could you introduce into
your own daily tasks?
TABLE 2B Assignment Deadline Summary
Assignment Deadlines

Date Assignment Due

Class A 5-Mar-16
Class B 29-Feb-16

Assignment 1

Class C 15-Feb-16
Class D 20-Feb-16
Class E 24-Feb-16

Assignment 2

8-Apr-16

32

Assignment 1 must be submitted in hard copy and via Blackboard. See the Assignment 1
deadline in table 2B above. Please read the Grade Descriptors in the Assignment 1 Grade
Descriptor table.
2. Assignment 2
Students will be allocated to groups with a maximum of 6 students per group. Each group is
required to submit a detailed written report on The Dilemma of a Project Manager case
study.
Case Synopsis:
Designed to encourage thought and debate about the nature of project management and, in
particular, the challenges of running an outsourced project.
Case Assignment Questions:
1. Describe 3 root causes for the failure of this project (400 words max) 20 marks
2. With the benefit of hindsight, suggest how the project should have been executed.
Consider the following project management areas in your response. (2000 words
max) 80 marks
a. Project scoping and definition
b. Project cost and time estimation
c. Project planning
d. Communications
e. Risk management
f.

Progress and performance measurement and evaluation

Guidelines for assignment 2:

The report should contain a minimum of 2500 and a maximum of 3000 words. The word
count is from the start of the Executive Summary to the end of the Key Learning Points
and does not include the cover page, references and appendices.

The required format for the layout of the report is as follows:

o

Cover page as per UCD Centre for Distance Learning specifications.

Executive Summary

In a single paragraph, summarise the contents of the entire report. This

should be written last when the rest of the report is completed, so that
you know what you are summarizing.

Reflective Report

33

Analyse the case study and write a reflective report which addresses the
questions outlined above.

Key Learning Points

Identify the key learning points in the project and what your group
learned from undertaking the assignment.

References

All third party material used in the report must be listed here using a
formal referencing system such as the Harvard system. These must be
correctly cited where used in the body of the report.

This assignment will enable students to identify the challenges of Project

Management in the business environment, and to develop the following skills:
teamwork due to the group nature of the task, written communication, and research
skills from gathering information from multiple sources about their chosen case study.

As this is a group assignment, all members of the group will receive the same mark
for the written submission of the project. However, all members are also required to
state clearly their contribution to the group project at the end of the document.

You should also complete the Team Agreement Form which can be found in the
Orientation folder on the Programme Area on Blackboard and is also included in the
appendices at the end of this study guide.

This Assignment must be submitted to your Programme Manager in hard copy and
via Blackboard. See the deadline in table 2B. Please read the Grade Descriptors in
the Main Assignment Grade Descriptor table.

Students must include in the appendices an outline of the contribution of each group
member to the preparation of the assignment.

2.1 In Class Presentation:

The presentation is based on a fictitious project. Time will be allowed during lectures to
prepare slide material. No written report is required but students are expected to engage in
class discussion and debate. Groups for the presentation will be the same as those for the
Post-teaching Assignment. Projects will be allocated during the first lecture.

3. Examination:

34

The examination (3 hours) will focus on module themes and the material covered in the text,
cases, assigned readings, videos and class discussions. For this, students are expected to
demonstrate their understanding of theory and practice addressed throughout the module.
The examination question format will be designed to allow you show your understanding of
the topics discussed and also reveal your learning (new and prior). More specific guidelines
regarding the examination paper format and questions will be provided during the final
session.
There will be six questions on the exam paper, with students required to complete any four
questions. Each question is worth equal marks.

The exam questions reflect all aspects of the module content and learning outcomes.
Some questions will be content based. A sample of content-based terminology includes:

Describe

List..

What..

Calculate.

Other questions will be outcomes based, i.e. based on the material covered in the module,
what can you do with it? A sample of outcomes based terminology includes:

Critically evaluate.

Apply..

Discuss..

Develop..

Analyse

Students should ensure that they are familiar with these terms and formulate their answers
based on the precise questions asked and not just repeat every piece of information they
remember about the particular topic. Students should support their answers with relevant
theory and practical examples, which demonstrates good theoretical understanding and an
ability to apply theory to practice.

A recent past examination paper is included in Appendix 4 of this Study Guide, please be
prepared for slightly different style of question.

35

PART 5: GRADING
This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students work is graded to indicate the standard attained using the
criterion referenced approach.
Table 3: UCD Grading System
Grade

Description

A+
A

Grade Point
4.2

Excellent

4.0

A-

3.8

B+

3.6

Very good

3.4

B-

3.2

C+

3.0

Good

2.8

C-

2.6

D+

2.4

Acceptable

D-

2.2
2.0

Marginal

1.6

Fail (unacceptable, no compensation)

1.0

Fail (Wholly unacceptable; no compensation)

0.4

NG

Fail (Wholly unacceptable; no relevant attempt)

0.0

36

More specific grade descriptors are set out for your assessment components in the following
pages. Table 4 -7 below provides descriptors for Assessment process please read them
prior to submitting your work.
Table 4: Grade Descriptors - Assignment 1

Grade

Criteria

Report demonstrates a deep and broad knowledge and appreciation of the

project management issues in the described project.
A2

High level of insights, opinion and capacity for logical thinking.

The student clearly demonstrates and communicates his/her learning from
the chosen project and the assignment process.
The report is excellently written using formal business language and a fluent
writing style.
The report is 1000 words and follows the prescribed format.
Report demonstrates a very good knowledge and appreciation of the project
management issues in the described project.

Very good opinions, insights and capacity for creative and logical thinking.
Student communicates his/her learning from the project and assignment
process.
The report is very well written, structured and presented.
The report is 1000 words and follows the prescribed format.

2 *While the criteria detailed refer to A NG grades (inclusive) only, please note that all bands will be
used (A+, A and A-; B+, B and B- etc) for grading assignments.

37

Report demonstrates some knowledge and appreciation of the project

management issues in the described project.
C

Some opinion and insights expressed.

Student demonstrates his/her learning from the project and the assignment
process.
The report is well structured, formatted and presented.
The report is 1000 words and follows the prescribed format.

Report demonstrates limited knowledge and appreciation of the project

management issues in the described project.
D

Limited evidence of capacity for original and logical thinking.

There is little evidence in the report of enthusiasm for the exercise, to
identify the learning points in the chosen project and the assignment
process.
The standard of writing in the report is acceptable.
The report is 1000 words.

Report engages with the subject area despite major deficiencies in structure,
relevance or focus.
Report contains some major and minor errors.
Report demonstrates the capacity to complete only part of the assignment.
The standard of writing in the report in places is marginal.
Report is over the prescribed word count.

Report fails to address the assignment question resulting in a largely

irrelevant response.
Report displays some knowledge of the material relative to the question
posed, but with serious omissions/errors.
Report is random and undisciplined with regard to presentation and layout.
Marginal standards of presentation, such as grammar, spelling and graphical
presentation.
Report is well under or over the prescribed word count.
Evidence of substantial plagiarism.

38

Report fails to address the question resulting in an entirely irrelevant answer.

Report indicates no knowledge displayed relative to the question posed.
Report presentation and standard of writing unacceptable.
Report is well under or over the prescribed word count.
Evidence of extensive plagiarism.

NG

The participant has not exhibited any relevant attempt at the report.

39

Table 5: Grade Descriptors - Assignment 2

Grade

Characteristics

Report demonstrates a deep and broad knowledge of the project

management issues in the project.
A

There is a critical and comprehensive appreciation of the relevant

literature and frameworks, which includes evidence of extensive and
relevant reading beyond the module text.
There is detailed critical analysis of the project information through
rigorous application of relevant theories and frameworks to structure the
analysis of the project.
Arguments are organised and presented fluently and lucidly with a high
level of critical analysis, extensively supported by primary and secondary
data collected about the project.
Recommendations show a highly developed capacity for original,
creative and logical thinking.
Participants clearly demonstrate and communicate their learning from
the project and the assignment process.
The report is excellently written using formal business language and a
fluent writing style.
The report is 2000-2500 words and follows the prescribed format.
Report demonstrates a very good knowledge of the project management
issues in the project.

There is good familiarity with the relevant literature and frameworks,

which includes evidence of reading beyond the module text.
The relevant theories and frameworks are used to structure the project
analysis.
Very good use of primary and secondary data to support analysis.
Recommendations show some original insights and capacity for creative
and logical thinking.
Participants communicate their learning from the project and assignment
process.
The report is very well written, structured and presented.
The report is 2000-2500 words and follows the prescribed format.

40

The key project management issues in the project are identified.

C

Elements of project management literature or frameworks are introduced

from relevant sources.
Analysis is supported by some references to project data.
Recommendations are provided.
Participants demonstrate learning from the project and the assignment
process.
The report is well structured, formatted and presented.
The report is 2000-2500 words and follows the prescribed format.

The report merely describes the project and fails to detail the key project
management themes.
D

Primarily dependent on module text for literature or frameworks.

Limited analysis of issues and lacks application of theory/frameworks to
project data. Limited use of data to support analysis.
Recommendations show limited evidence of capacity for original and
logical thinking.
There is little evidence in the report of enthusiasm for the exercise, to
identify the learning points in the project and the assignment process.
The standard of writing in the report is acceptable.
The report is 2000-2500 words.

Report engages with the subject area despite major deficiencies in

structure, relevance or focus.
Report contains some major and minor errors.
Report demonstrates the capacity to complete only part of the
assignment and a lack of original and logical thinking.
The standard of writing in the report in places is marginal.
Report is over the prescribed word count

41

Report fails to address the assignment questions resulting in a largely

irrelevant response.
Report displays some knowledge of the material relative to the questions
posed, but with serious omissions/errors.
Report is random and undisciplined with regard to presentation and
layout.
Unacceptable standards of presentation, such as grammar, spelling and
graphical presentation.
Evidence of substantial plagiarism.
Report is well under or over the prescribed word count.

Report fails to address the questions resulting in an entirely irrelevant

answer.
Report indicates no knowledge displayed relative to the questions
posed.
Report presentation and standard of writing wholly unacceptable.
Report is well under or over the prescribed word count.
Evidence of extensive plagiarism.

NG

The group participants have not exhibited any relevant attempt at the
report.

42

TABLE 7: Grade Descriptors Formal Closed Book Examination

Grade

Characteristics

Answers demonstrate a deep and broad knowledge of the project

management issues.
A

There is a critical and comprehensive appreciation of the relevant

literature and frameworks, which includes evidence of extensive and
relevant reading beyond the module text.
Arguments are organised and presented fluently and lucidly with a high
level of critical analysis, extensively supported by practical examples.
Answers are excellently written using formal business language and a
fluent writing style.
Answers demonstrate
management issues.

very

good

knowledge

of

the

project

There is good familiarity with the relevant literature and frameworks,

which includes evidence of reading beyond the module text.
The relevant theories and frameworks are used to structure the project
analysis with some practical examples.
Answers are very well written, structured and presented.
Answers identify the key project management issues.
Elements of project management literature or frameworks are introduced
from relevant sources.

Analysis is supported by some references to practical examples.

Answers are well structured, formatted and presented.
Answers merely describe the issues in the exam question and fail to
detail the key underlying project management themes.

Primarily dependent on module text for literature or frameworks.

Limited analysis of issues and lacks application of theory/frameworks to
questions. Limited use of practical examples to support analysis.
The standard of writing in examination is acceptable.

43

Examination engages with the subject area despite major deficiencies in

structure, relevance or focus.
Examination contains some major and minor errors.
Examination demonstrates the capacity to complete only part of the
assignment and a lack of original and logical thinking.
The standard of writing in the examination in places is marginal.
An incomplete or rushed answer, e.g. using bullet points through part/all
of the answer.

Examination responses fail to address the questions resulting in a

largely irrelevant response.
Examination responses display some knowledge of the material relative
to the questions posed, but with serious omissions/errors.
Examination responses are random and undisciplined with regard to
presentation and layout.
Unacceptable standards of presentation, grammar and spelling.

Examination responses fail to address the questions resulting in an

entirely irrelevant answer.
Examination responses indicate no knowledge displayed relative to the
questions posed.
Examination presentation and standard of writing wholly unacceptable.

NG

The participant has not exhibited any relevant attempt at the

examination.

44

PART 6: CONCLUDING COMMENTS

This Study Guide is designed to assist and guide your learning for this module. It is
important that you read it regularly and do so in conjunction with the core text, the assigned
readings and session materials. Should you need clarification on issues covered, please let
us know during the seminar sessions.
I hope you enjoy the module and wish you good luck with the rest of your study and for the
future.

Patrick Burke

Jan 2016

45

APPENDIX 1
UCD SCHOOL OF BUSINESS
STUDENT CODE OF PRACTICE TEAM WORK3
There are many reasons for using team work in higher education such as enhancing student
learning, promoting social interaction among students, developing generic skills (including
negotiation, delegation and leadership) and the individual students strengths and expertise.
There is an onus on the team to ensure that individual members provide maximum effort in
completing the assigned task/project. There is evidence to suggest that individuals
frequently exert less effort on collective tasks than on individual tasks (Williams and Karau,
1991)4. As the team size increases the Ringlemann Effect emerges: there can be an inverse
relationship between the size of the team and effort expended. It is fair to assume that team
effectiveness will increase when members work on tasks that are mutually important and
when each member believes they are contributing to an end goal.
UCD School of Business personnel are obliged to ensure that the operation and
management of assigned team-work are consistent with the integrity of the university
assessment process. It is also expected that, where the team-work contributes to a module
grade, members are awarded grades that accurately reflect their contribution to the
completion of the task.
This Code of Practice is developed to guide the work of student teams within an academic
setting and safeguard the integrity of team-based projects as part of our assessment of
student learning outcomes.
1. All Team members (whether assigned or self-selected) are expected to contribute
actively and equitably to the completion of the exercise/project.
2. All teams will set out and agree basic ground rules for their team in terms of team
communication procedures, performance targets, arranging and organizing meetings,
records, progress reports, solving problems, finalizing the project and signing off.
3. Roles (such as leader, convener or facilitator) might be assigned to particular team
members to facilitate the working of the team and specific milestones (weekly) agreed.

3Members of the School of Business Teaching and Learning Committee contributed to the
development of this protocol.
4 Williams, K.D., & Karau, S. J. (1991). Social loafing and social compensation: The effects
of expectations of co-worker performance. Journal of Personality and Social Psychology,
61(4), 570-581.

46

4. Team membership diversity (cultural, professional etc.) needs to be acknowledged,

valued and utilized as appropriate.
5. Team work undertaken by UCD School of Business students is subject to UCD policy on
academic programmes. For further details on this policy go to
http://www.ucd.ie/registry/academicsecretariat/student_code.pdf
6. UCD promotes an environment upholding the dignity and respect of all students as set
out in its policy on Dignity and Respect
University College Dublin is committed to the promotion of an environment for work
and study which upholds the dignity and respect of the individual and which supports
every individuals right to study and/or work in an environment which is free of any
form of harassment, intimidation or bullying.
The university recognizes the right of every individual to such an environment and
requires all members of the University community to recognize their responsibilities
in this regard.
Students are advised to read this policy document click on:
http://www.ucd.ie/equality/policieslegislation/dignity_respect_policy.pdf
7. Any team member who is concerned about a members contribution to the team work
(and associated activities) must firstly communicate this (at the earliest time possible) to
the team members, and they must strive to resolve the problem.
8. If a team member believes that his/her concerns have not been addressed satisfactorily
within the team, the matter should be brought to the attention of the module coordinator.
The module coordinator/learning support officer (LSO) should strive to resolve the issue
at team level. Where this has not been achieved, the Academic Coordinator and/or the
School Head of Teaching and Learning will be informed.
9. Should the issues not be resolved, the parties above, taking into consideration the
stipulations of this code and the University policy documents to which it refers, will to
seek to mediate to find a solution, which is acceptable to team members and which
retains the integrity of the team work assessment process.

Please note that the contribution of each team member to the assignment must be
included in the appendices.

47

48

APPENDIX 3: Two Important Documents

You are advised to read the following important documents before you commence your
studies on this module:
1. Guidelines for the Late Submission of Coursework
This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on
www.ucd.ie/registry/academicsecretariat/late_sub.pdf
2. A Briefing Document for Students on Academic Integrity and Plagiarism.
The University understands plagiarism to be the inclusion of another persons writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf
Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that
you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.
All assessments/projects submitted must be the result of your own work.
The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.
Signed: Student name/s, student number
Date:

49

APPENDIX 3: TEAM AGREEMENT FOR TEAM X [DATE:

TEAM MEMBERS

CONTACT DETAILS
MOBILE
EMAIL

1
2
3
4
5
6
INFORMAL COMMUNICATION
We have decided
1)
2)
3)
MEETINGS
We have decided
1)
2)
3)
MAKING DECISIONS
We have agreed
1)
2)
3)
4)
5)
SANCTIONS
We hope to work in harmony together. We have different strengths. We accept
that this is a group piece of work and we are all responsible for doing our best.
However we agree now that

If individuals have difficulties in working with the team or on the task, we

will try to sort them out promptly by talking with each other
We will seek advice - as soon as is possible - from our tutor for those
serious problems which we cannot resolve ourselves.
SIGNED

APPENDIX 4
50

Note to Students: Providing a copy of this paper does not signify that future
papers will follow the exact same format.
Question 1
(a) Describe THREE (3) advantages and TWO (2) disadvantages of outsourcing project
activity
(10 marks)
(b) Project network times are not a schedule until resources have been assigned. Discuss
the types of resources available to a typical project, how these resources might be
constrained and what approaches can be adopted to ensure that resource-related
scheduling problems are overcome.
(15 marks)
Question 2
(a) Aligning projects with the strategic goals of the organisation is crucial for project success.
Describe briefly how a portfolio management system can help achieve this alignment.
(10 marks)
(b) Describe what is meant by risk in relation to project management and how best it can
be managed by a project team.
(15 marks)
Question 3
(a) The concept of Earned Value gives a more accurate picture of project schedule and
cost status compared to a simple Plan Versus Actual system. Explain what this
statement means with the aid of an example. (10 marks)
(b) Explain the steps involved in creating a Work Breakdown Structure (WBS) and the
benefits of this approach. Use diagrams to illustrate your answer.
(15 marks)
Question 4
(a) Answer the following questions on critical paths:
a. How can you identify the critical path in a project?
b. Can there be more than one?
c. What do we mean by sensitive project networks?
d. Why is it important to closely monitor project activity on the critical path?
(10 marks)

51

(b) You are developing a new product. Draw a project network given the information in Table
1 below. Complete the forward and backward pass, identify any slack and the critical
path. How long will this project take?
(15 marks)
Table 1 Project Data
ID

Description

Predecessor

Time (Days)

Staff

None

Develop market program

Select channels

Patent

12

Pilot production

Test market

Ad promotion

Set up for production

D, F

Release to production

C, G, H

Question 5
(a) Identify four indirect costs you might find on a moderately complex project. Why are
these costs classified as indirect?
(10 marks)
(b) As the project manager for the Changi airport Terminal 4 project, identify your key
stakeholders and describe how you would develop a communication plan for this
project?
(15 marks)
Question 6

(a) List 5 ways in which the remaining duration of a project can be reduced. (10 marks)

52

(b) A project goes through several phases in its life cycle. Identify these phases and
describe the key activities or outputs of each one?
(15 marks)

oOo

53