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MGRC20003 Principles of Project Management

Unit Guide 2023-24

Overview of the unit

This section outlines the six Learning Modules (LMs). See Blackboard for the specific content, as well as associated learning activities to prepare for seminar classes each week — in particular the Mini Lectures and readings. As we move through the term, your time and focus will gradually shift from learning project management theory and methods through the Mini Lectures and readings to applying these in seminars and group coursework: by the closing couple of weeks, most of your time will be spent on delivering your group projects and applying your new knowledge to case analysis. SeeFigure 1for an illustration of how  these elements support each other.

Figure 1: The reinforcing interaction of theory from the Learning Modules and application in seminars and group projects.

Each Learning Modules (LM) is focused on abroad topic area with its own learning objectives. To achieve these, you must engage with a mixture of learning activities: mini  lectures, readings, and other asynchronous learning activities, and apply your emerging  knowledge in seminars and group work. See Figure 2 for an illustration of how Learning Modules are structured.

Take the pre-flight check: after reading this guide, take this test on Blackboard to confirm that you’re ready to learn. Use it as a check list for the basic things you need to know about the unit. Take the test as many times as you need to get 100%. If you don’t get a perfect score by the second week of term, your tutor will be in touch to see how the can help.

Our approach to teaching is to encourage your own independent learning, rather than just ‘broadcast’ knowledge at you through conventional lectures. The unit’s design is influenced by principles of active, authentic and experiential learning. To that end, the weekly interactive seminars are at the heart of this unit. We expect you to prepare in advance for these by engaging with the pre-recorded Mini Lectures, readings, and other learning activities. We then focus our energies on your active learning in interactive, dynamic, in- person small-group teaching – the seminars.

We provide a blend of online and on-campus teaching and learning. Asynchronous online learning activities, like the mini lectures, readings, or discussions, enable you to study at your own pace and in your own time. These do the groundwork for applying your learning in the seminars and group work. This means it is vitally important that you do engage with the online asynchronous learning to prepare for class, if you and your colleagues are to get the most out of those sessions and perform at your highest level on assessments.

We try to give you as much flexibility and choice in your learning. For example, in some cases we provide a Mini Lecture as an alternative to your own self study, such as to outline or supplement the coursework documentation — you may decide you don’t need to watch the video if you have read the documentation thoroughly. Similarly, while the quizzes are optional, and not for credit, you are likely to benefit from using these to test your knowledge, if you have not done so via other means (e.g., trying problems in the textbook). We will indicate where a learning activity is optional, i.e., where you have an alternative way to engage with the particular material.

Based on student experience over the last few years (even before Covid!) we have found that this blended approach is highly effective – but we welcome your feedback, as there are always ways to improve what we do.

TOP TIP: the 2-hour in-person seminar should be the focal point of your learning each week: prepare for it by following the guidance on Blackboard, as you will be applying theory and practice from readings and Mini Lectures during these interactive class sessions. After the seminar, review the ‘takeaways’ notes, plan with your coursework team what you need to do next, and review the readings for the relevant Learning Module.

Intended Learning Outcomes

By the end of this unit,a successful student will be able to achieve the outcomes below:

1.    Cleary explain and critique basic theoretical concepts and approaches in project management

2.   Use project management theory to analyse, interpret, and diagnose project situations to propose improvements in the way projects are managed.

3.   As part of a team, use project management methods to plan and deliver a simple

project effectively and efficiently. This provides practical skills and experience that are highly valued by employers.

How can you achieve these learning objectives?

•    You can demonstrate your achievement of the unit ILOs through your understanding of the underlying  ILOs and Core Concepts in each Learning Module (below). In assessments, you can show this by illustrating and critically discussing  the relationships between different concepts, theories, models, and tools, and applying them to project situations.

•    Remember that the LMs do not stand on their own, but build on and connect with

each other. For each LM, you should be able to achieve the ILOs for that LM with the benefit of its Mini Lectures, readings, seminars, and quizzes. But because the LMs build on one another, once you have completed all of them, you should have additionalways you can demonstrate an integrated and holistic understanding of the topics. See ‘Bringing it all together for assessment’ for an idea of the kinds of knowledge and understanding you will need to demonstrate in individual and group assignments.

What we don’t cover

Note that our focus is on the management of projects, not programmes or portfolios. You should understand the relationship between these three concepts. But although there is commonality between them, we will not be covering aspects of managing programmes or portfolios specifically. The term ‘P3M’ is often used to capture the range of related approaches to managing projects, portfolios, and projects. (See the APM Body of Knowledge for more on this).

We also do not have time or space to cover every topic in project management in depth or detail. In that sense, this is an introductory unit, so we must be selective, focusing on ‘the basics’ but pointing you in the direction of further learning to suit your interests. This is important because approaches to managing projects vary widely by industry sector; so while there is much commonality, when it comes to practice, there is diversity, even conflict and controversy! Since our focus is a critical and social-science oriented one, we spend less time on the ‘technical tools’ of managing projects. But we do give you the knowledge you need to  learn about and use these if you choose to. We will indicate in each learning module if there are important related areas we do not cover, or touch on only briefly.

TOP TIP: if you’re aiming for a career in project management, you should start building your knowledge and skills beyond this introductory unit. One way to help with this is to join the Association for Project Management as a student member (it’s free). See Blackboard for more information.

How much time should you spend on this unit?

Snice you are in full time higher education, you should plan to spend up to 35 hours per week across all your units. Treat it like a full time job! Assuming you have three 20 credit units, then you should spend 10-12 hours on each, on average, each week. How you use this time will vary over the term, as we gradually shift from basic knowledge to application and group work.

It's up to you how you budget your time. But assuming you spend five to six hours each week preparing for, engaging in, and reviewing your learning from the seminar, then you will have a similar amount of time available for group project work outside class. You will definitely need this time, especially later in the term.

Learning activities each week

Each week, we provide a blend of synchronous and asynchronous teaching and learning activities to cover the Learning Modules. Follow the ‘learning pathway’ given on Blackboard for each week. The learning activities include:

•    pre-recorded mini lectures for you to watch in your own time and at your own pace before the seminar (or sometimes, afterwards)

•    live whole-class teaching, including on-campus overview lectures and online Q&A sessions

•    selected readings to support your learning and deepen your knowledge; see the curatedreading list on Blackboard and ‘Readings and references’

•    interactive small group seminars on-campus, with a range of problem solving, discussions, and analysis

•    group coursework, both through exercises in seminars, and in your own time

•    other asynchronous online structured learning activities.

Each Learning Module is supported by a mixture of these activities.  Note that we may focus on several different Learning Modules in a class, or a Learning Module may span several different sessions. For guidance on how to prepare for class, see Blackboard. In general, you will be given a seminar ‘brief’ that tells you what you need to do to be ready for a seminar, and what you will do within it, e.g., a problem, a case, a literature discussion, or group work activities.

TOP TIP: to prepare for the week ahead, see what learning activities you need to do, as described in the week’s folder under Learning Resources on Blackboard. Watch the MLs in advance of the seminar; read the seminar brief, and do any preparatory readings. This will help optimise your learning. Coming to class unprepared will not!

How to use the Mini Lectures

The Mini Lectures (MLs) are pre-recorded, animated lectures that cover specific topics in a   Learning Module. They are generally between 10 and 20 minutes long. Watch the MLs given for each week, to prepare for the seminar class.

The MLs aim to:

•    explain challenging concepts, theory, or practice that is central to achieving one or more ILOs

•    ‘signpost’ the issues and topics you need to study — lectures cannot cover everything in detail, so you will need to do further reading, practice problems, and apply your emerging knowledge in seminars. The literature supporting each ML is given in the lecture notes.

Extensive lecture notes are available

Along with the ML videos themselves, we provide extensive lecture notes (in PDF) with more detail than maybe covered in the narration. There is a bibliography on the first page of these, referencing the Essential readings, along with other sources used for the topics covered. It maybe a good idea to have the notes open while you are watching the video: you may not   need to take your own notes, but you can add your own to these PDFs if necessary. If anything isn’t clear, make a note of it and raise it with your seminar tutor.

Plan your watching

You can choose how and when to watch each ML to suit your schedule — but it is

important that you watch them in advance of the seminars, as indicated in the

learning activities for each LM on Blackboard. At the end of each ML, we make suggestions

for how you can reflect on and deepen your learning. For some of the longer videos, or those covering more challenging topics, it maybe a good idea to pause frequently and take notes,   or divert your attention to some supporting readings.

Note our nomenclature for the mini lectures is as follows:

LEARNING MODULE:MINI LECTURE,

for example: LM3:ML04 means Mini Lecture 04 in Learning Module 3.

TOP TIP: keep track of which MLs you have watched by making notes, including any topics or ideas you’re not sure of. Raise this with your tutor. Flag any MLs you want to watch again to reinforce your knowledge.

Readings and references

The online reading list is organised by Learning Module and topic within each, so you can    easily find the articles or books relevant to what you’restudying. Specific references maybe given within Mini Lectures for the source of particular concepts, models, theory, or facts. A  bibliography in the lecture notes provides the main sources used to support that ML.

Readings are classified as Essential, Recommended, or Further. Ultimately, you have the freedom to choose what you read. But we will assume you have read the Essential readings for the purposes of setting assessments and in-class discussions. For example, articles assigned for discussion in seminars are considered Essential, and you must read them to prepare for class.

TOP TIP: Any Essentials you need to read for a specific seminar will be given in the briefing notes for that seminar, or listed as a specific learning activity for the week.

How to read

You should approach all the readings critically and selectively: you need to decide what you need to read, in what depth, and when, based on your understanding of the theory covered in the mini lectures, learning activities, and seminars. For example, some people may need more explanation from a textbook or article than others; some people may want to explore a topic in more depth or spend more time approaching it from different perspectives using a variety of sources. So Recommended sources are the place togo to deepen and strengthen your understandings. While Further sources are for those who want to reach the highest levels of achievement, or enhance their theoretical or practice knowledge for career purposes.

For each reading, take brief notes on it. When you comeback to a reading, your notes should make clear how/if it is useful to your learning, so indicate:

•    What is this reading ‘about’?

•    How does it help you achieve an ILO or understand a concept?

•    Which Learning Modules does it connect with?

•    Which Mini Lectures does it relate to?

•    What puzzles remain and how will you resolve these?

•    How could you use this reading elsewhere, e.g., in your group coursework or to support an assessment, or to develop your career plans or personal skills.

TOP TIP: to help you decide what more your need to read on a topic, ask yourself how well you are achieving the relevant ILOs for the LM. And/or think about how well you grasp a related Core Concept. If you’re not fairly confident about these, that suggests you should do more extensive or detailed reading. Or ask your tutor!

Core text book

There is noone book that will coverall the topics in away that can guarantee you achieve the ILOs. Although we draw on a range of literature sources, we refer most often to Harvey

Maylor’s book: Maylor, H., 2010. Project Management, 4thed. Financial Times/Prentice

Hall. This is available online via the library. It covers most topics in the LMs in an accessible way. But you may find you need to draw on the other sources recommended in order to master certain concepts.

Another accessible text is Gary Straw’s book, which covers the same ground, but with slightly different emphasis and detail in places. It is worth considering several different texts to find   which one suits you. See Straw, G., 2015. Understanding project management: skills and insights for successful project delivery, 1st edition. ed. Kogan Page.

In addition to Maylor, our other core text is the APM BoK…

TOP TIP: The two Essential texts (Maylor and the APM BoK) should not be read in their entirety, but selectively. Focus on the sections or chapters referenced in the lecture notes for each Mini Lecture.

The Project Management Body of Knowledge

We make extensive use of the Association for Project Management’s Body of Knowledge, 7th edition (the ‘APM BoK’). We list chapters and sections relevant to each Learning Module, and give more precise citations in some cases (for example for definitions or models we use  from the BoK). Consult the BoK (available online via the library) to deepen and extend your knowledge. We do not cover all areas of the BoK in this unit, so you will need to read it selectively, i.e., decide what is relevant and useful to the topics we are covering.

TOP TIP: You may find the BoK glossary particularly useful in helping you develop knowledge of Core Concepts. Browse through it. We don’t cover all the concepts there, but make a note of any you want to know more about, or that you can connect with your learning so far.

So use the BoK sections we cite critically, and don’t limit your reading only to those if you want to learn more or you think you need to consult other sections to develop your knowledge. We provide guidance on this within each Learning Module, e.g., pointing out   what we do not cover, or cover in a different way to the BoK. And we do cover some issues and concepts that are not included in the BoK. But ultimately, this unit is designed to be compatible with the APM BoK.

TOP TIP: It is a good idea to familiarise yourself with the Essential readings (articles) for each Learning Module, and make sure you have read these by the time we complete that LM. If they have not been assigned for a specific seminar, then they are likely to be an overview, background, or comprehensive source for a topic you need to be familiar with to achieve the LM’s learning goals.

Assessments

There are three forms of summative assessment.

Individual Online Timed Assessment (40%) (all ILOs covered)

Given during the exam period after the end of term (in January), this ‘exam’ will usuallyrequire you to write in an essay or report style format, with supporting references, to respond to a case, problem, or theoretical discussion. The details of the assessment change year to year, but some examples from previous years show the kinds of problems you may be asked to solve.

See Blackboard for details and due dates.

Two online short answer/MCQ tests (10%) (focused on ILOs 1 and 2)

You will take two in-term individual online and open book short answer/multiple choice tests. Your best performance on these will contribute 10% of your final mark. In other words, the best of your two marks will be used. The first test will be around the middle of term, the second towards the end. Each assesses the topics covered up to that point in time.

We will provide details nearer the time, but you will usually be given several days during which to take the test, and a time window within which to complete it, for example, you might be asked to start and finish a test within one hour at any point within a three-day window. This enables you to schedule the test to suit your needs. If you are allowed extra time on assessments, this will be taken into account; for example, if you are allowed an extra 15 minutes per hour, you would not be penalized if you took less than 75 minutes to complete the test in the example above.

TOP TIP: To practice for the online tests you should make use of the online quizzes provided for each LM. You can take the quizzes as many times as you like. Students who do the quizzes regularly tend to perform much better on the test than those who don’t keep up!

Group Assignment (50%) (all ILOs covered)

This is the joint effort of a team to conduct a project as a piece of coursework. Due at the end of term, it is assessed for both the performance of your team in managing the project as well as the project’s end product (deliverable). We use practical, hands-on group assignments that support your application of methods and tools and encourage the development of interpersonal skills needed to work effectively in teams.

Many of the learning activities in seminars contribute directly to your group coursework project. You will use Microsoft Teams to help you manage your project, and use this to interact with each other and your seminar tutor, alongside any in-person collaboration in seminars or in your own time.

As a significant piece of work for the course, you will need to organise and manage your team to be productive throughout the term. Specific milestones and deliverables will be due, more or less every week, which tutors will use to monitor your performance.

We use an Equity Share model for peer assessment. This helps to ensure a fair distribution of work within the team, and fosters ongoing open conversations about workload within teams and with tutors; this enables problems to be resolved early. By default, everyone in the team will receive the same mark for the group project; but differential marking may be used based on evidence of significant differences in team member contribution.

See Blackboard for the assignment brief and due date, and for detail on how you should manage your project.

Schedule: topics, classes, and dates

See Blackboard for the latest information on which LMs are covered in which weeks. For dates and times of classes you need to attend, see your personal timetable.

The Learning Modules with ILOs

In this section, we outline the LMs. For the detailed specifics of learning activities within each LM – including Mini Lectures, readings, seminar preparation, etc., see Blackboard. Note that in addition to ILOs for each LM, Core Concepts act as ‘anchors’ for your learning: the more familiar you are with these – being able to define and use them, and to link them to each other and wider knowledge – the more robust your understanding of Project Management will be.

Under each Learning Module below, we briefly outline what topics it covers, its ILOs, and the Mini Lectures it includes; for each of these, we summarise the most relevant Core Concepts, as well as other concepts, models, tools, or frameworks dealt with or referred to in the ML.

Core Concepts

After completing these LMs, you should be able to define, explain, apply, and link these Core Concepts. You will often see this indicated specifically in MLs, where they are a focus of the topic being covered. Many appear in multiple topics, and can be connected to each other. By the end of the unit, you should be able to define, discuss, or use all of these.

• Analytical frameworks

• Critical Path

• Gantt chart

• Project closure

• Project control (of Time, Cost, Quality, or Scope)

• Project governance

• Project Initiation Documentation (PID)

• Project life cycles

• Project management methodology

• Project procurement process

• Project review

• Project risk

• Project risk management process

• Project risk register

• Project scope

• Project stakeholder

• Project success (and Critical Success Factors)

• Project supply chain

• Project supply contract

• Quality

• Relational and temporal emergence

• Risk transfer/sharing

• The Iron triangle

• Work Breakdown Structure (WBS)

TOP TIP: keep notes on the Core Concepts as we cover them during the LMs. Indicate how well you grasp them, and what more you need to know. Make a mind map that links related concepts together, and with the LM ILOs. Refer to the APM BoK (in particular the glossary) to help build confidence in your knowledge of these.

Learning Module 1: Introductions

We introduce you to the importance of projects and their management, and how you will learn about project management in this unit. We start to define some of our Core Concepts, which we will gradually build on and critique.

The live introductory lecture in the first week provides an orientation to the topic and your learning; but for the detail of the unit content and structure, read this guide and watch the Mini Lectures.

ILOs

After engaging with this LM you should be able to:

1. describe how you will learn on this unit

2. explain (define) what a project is, distinguishing projects from other ways of working/organising

3. explain why projects and their management are important

4. describe the assessments, in particular our approach to group coursework

Mini Lectures supporting this Learning Module

• LM1 ML01 unit structure and approach

Alternatively, read this guide and Blackboard thoroughly!

• LM1 ML02 group assignment

Alternatively, read the group assignment brief and supporting documentation thoroughly.

• LM1 ML03 definitions

Foundational theory: the concept of projects and their importance.

Core Concepts: iron triangle; project life cycle; Relational and temporal emergence

Models, methods, frameworks, and tools: projects, portfolios, programmes; contrast with business as usual; Turner & Cochrane methods/goals matrix; VUCA; complexity

• LM1 ML04 group project planning

Alternatively, read the group assignment brief and supporting documentation thoroughly.

• LM1 ML05 group project methodology

Alternatively, read the group assignment brief and supporting documentation thoroughly.

Learning Module 2: Models of projects

We build on the basic definition of a project to explore the variety of characteristics projects can have. Our assumptions about a given project will inform our approach to managing it through its life cycle. Understanding different ways to ‘model’ projects, based on our assumptions and project conditions is essential if you are to develop a strong understanding of the methods, tools, and techniques we look at in the next LM, and apply in your group coursework project.

ILOs

After engaging with this LM you should be able to:

1. outline factors that constrain and enable projects

2. identify different types of project based on their characteristics and objectives

3. explain the various forms of project life cycle

Mini Lectures supporting this Learning Module

• LM2 ML01 Descriptive and prescriptive models

Models help us relate complex concepts to the ‘real world’ so that we can make sense of projects in order to manage and analyse them.

Core Concepts: Analytical frameworks, The Iron triangle

Models, methods, frameworks, and tools: Turner & Cochrane Methods/Goals matrix; Shenhar et al multiple success dimensions; ICOM;

• LM2 ML02 Types of project

There is a wide variety of projects, varying by complexity, purpose and industry, and thus approaches to managing them vary widely too.

Core Concepts: The Iron triangle

Models, methods, frameworks, and tools: Turner & Cochrane Methods/Goals matrix; Shenhar et al multiple success dimensions; Wysocki’s project classification; sources of complexity model; Shenhar et al’s project types by ‘technology’’ & NTCP framework

• LM2 ML03 Project life cycles

Different types of project may have different forms of life cycle. Using a life cycle model can help us plan and analyse projects.

Core Concepts: Project life cycles

Models, methods, frameworks, and tools: APM’s life cycles typification; Turner & Cochrane Methods/Goals matrix; Pich, Loch & De Meyer instructionist/learning/selectionist framework; waterfall model; RIBA plan of work; PRINCE2 model; SCRUM framework; hybrid lifecycle;

Learning Module 3: Designing & planning

We look at how projects get started, then how they are planned and scheduled in detail. This is the largest LM in terms of breadth and depth of content; it deals in some detail with traditional ‘technical’ tools of project management. This is by far the largest LM in terms of content and topics covered. Its scope reflects the historical focus of research and practice on the design and planning phase of the project life cycle.

ILOs

After engaging with this LM you should be able to:

1. Select and apply analytical frameworks to the planning phase of projects

2. Explain and use the following tools and concepts for simple projects:

a. Work Breakdown Structure

b. Activity network and Critical Path Analysis

c. Gantt chart

3. create a simple project plan that shows critical understanding of its elements, including:

a. methodology

b. governance

c. organising structure and team roles

d. quality plan

e. risk management plan and risk register

f. project schedule

4. identify and analyse project stakeholders

5. explain the different ways projects can be organised

6. outline a project procurement process

7. explain different forms of project supply contract and their implications

Mini Lectures supporting this Learning Module

• LM3 ML01 Project initiation

How do projects get started? What happens at the start of their life cycle?

Core Concepts: Project life cycles; Project scope; Project Initiation Documentation (PID); iron triangle (trade-offs)

Models, methods, frameworks, and tools: Turner & Cochrane Methods/Goals matrix

• LM3 ML02 Analytical frameworks

We use analytical frameworks to help us deconstruct the project, to make decisions about planning the project.

Core Concepts: Analytical frameworks

• LM3 ML03 Project analysis worked example

We use a simple imagined case to try out some frameworks.

Core Concepts: Analytical frameworks

Models, methods, frameworks, and tools: iron triangle; 5C; PESTEL; MODEST

• LM3 ML04 Approaches to managing projects

Including project management methodologies.

Core Concepts: Project management methodology

Models, methods, frameworks, and tools: APM life cycle philosophies; RIBA plan of work; PRINCE2; SCRUM; Agile methods; Highsmith’s Agile Iron Triangle and Agile Triangle; PRINCE2’s Agile Hexagon

• LM3 ML05 Planning - organising structures

The various ways people and teams and organisational structures can be used to manage projects.

Core Concepts: Project governance

Models, methods, frameworks, and tools: matrix structures; PRINCE2; two bosses problem

• LM3 ML06 Planning – governance

How are decisions made? Who has authority to do what when?

Core Concepts: Project governance

Models, methods, frameworks, and tools: RACI matrix; organising structures

• LM3 ML07 Planning - early stages

As we move through the life cycle, plans become clearer.

Core Concepts: Project Initiation Documentation

Models, methods, frameworks, and tools: planning process

• LM3 ML08 Planning - detailed design and estimating

The crux of traditional/linear projects: energy and resources are focused on detailed design of processes and forecasting the future. We introduce the Work Breakdown Structure, and estimation processes and challenges.

Core Concepts: project life cycle; Critical Path; Gantt chart; Work Breakdown Structure (WBS)

Models, methods, frameworks, and tools: planning process (ICOM); estimating; PERT

• LM3 ML09 Planning - detailed design for scheduling

Time planning, including activity network and critical path analysis, and use and abuse of the Gantt chart.

Core Concepts: Critical Path; Gantt chart; Work Breakdown Structure (WBS)

Models, methods, frameworks, and tools: network analysis; activity network; float; Agile backlog process

• LM3 ML10 Planning – risk

How do we manage risk in projects? What do we even mean by project risk?

Core Concepts: Project risk; Project risk management process; Project risk register; Relational and temporal emergence; Risk transfer/sharing

Models, methods, frameworks, and tools: risk management process model; avoid/mitigate/transfer/accept model; expected value

• LM3 ML11 Planning – stakeholders

Stakeholders are sources of risk and definers of quality or success. How can we engage with them to increase our chances of project success?

Core Concepts: Project stakeholder

Models, methods, frameworks, and tools: stakeholder engagement process model; stakeholder analysis matrixes

• LM3 ML12 Planning – quality

What do we mean by quality? How can we design quality into our project processes and goals?

Core Concepts: Project success (and Critical Success Factors); Quality; iron triangle

Models, methods, frameworks, and tools: triple constraint trade-offs; quality assurance; quality management; quality control; cost of poor quality; gold-plating

• LM3 ML13 Planning – supply

Projects need resources of various kinds. What processes can we use to bring those into our project?

Core Concepts: Project procurement process; Project supply chain; Project supply contract;

Models, methods, frameworks, and tools: make vs. buy decision;

• LM3 ML14 Planning – contracting

If we source our projects from external suppliers, we are likely to need some form of contractual agreement. What forms of contract can we use, and how do we decide?

Core Concepts: Project supply contract; Risk transfer/sharing

Models, methods, frameworks, and tools: contract forms; risk/control vs. information contract form model; contract variation; claims; PPP/PFI contracts; DFBOT variants of contract; risk sharing forms