ADM6260C - 2015

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ADM 6260 CProject Management I

Winter 2015

Professor: Abdel Hamou-LhadjMSc, MBA, PEng, OCEB, CMQ/OE, CGEIT, CGRCM, CGOVP

Office: Desmarais Building, 5thfloor

Telephone: 613 841-0438

E-Mail: [email protected]@rogers.com

Office Hours: By appointment

Class Location: DMS 4130

Class Hours: Thursday19:0022:00

Course Deliverables Type Due Date Weight Comments

Project Report & Presentation Team February 12 50% Hard and soft copies

Case Analysis Paper Individual As per course schedule 40% Hard and soft copies

Learning Contribution Individual Ongoing 10%

Notes: Soft copies should be submitted to Turnitin prior to being handed out to the professor.

Hard copies should contain the associated Turnitin summary report, as well as the Ethics Agreement form.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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Course Description

Over the last few decades, project management has become very popular. Yet, many projects still failand fall short in meeting their stakeholders expectations. Many experts argue that a straightforwardproject management process could significantly improve the likelihood of project success.

This course proposes a straightforward approach to managing projects, and focuses on projectinitiation phase. The aim is to introduce the practical skills required of project managers to effectivelydeal with the difficulty in defining and assessing project success and, hence, understanding andresponding to the different perceptions that project stakeholders might have of project success.

Based on the Project Management Body of Knowledge (PMBOK) of the Project Management Institute(PMI), this course provides students with an effective overview of project management, and coversbasic concepts, approaches, methods, tools and techniques in project management, and in particularwill give the students the right means to initiate a project and create a project charter for the project.

Course Objectives

At the end of this course, students will acquire a basic knowledge of standard project management.And, more specifically, they will develop a good understanding of the following:

Key project management concepts and framework How to use appropriate tools and techniques at the initiation phase How to develop an effective project charter How to assess a projects success

Telfer MBA Focus on Leading High Performance Organizations

The Telfer MBA distinguishes itself through its focus on the development of skills and knowledge

related to leading high performance organizations. This course is among one of the core examples ofsuch a focus. High performance organizations pride themselves on their ability to manage projectseffectively and efficiently to meet their business needs.

Therefore, the course links to three Telfer MBA Learning Goals:

Understanding of management foundations and the global business environment the courseaccounts for the fact that projects play a significant role in value creation globally and it focuses onthe tools and techniques that project managers need to understand and lead projects.

Developing a strategic perspective the course emphasizes the link between strategy executionand project management and, thus, the strategic importance of projects for organizations.

Establishing an integrated perspective on business functions the course focuses on assessingproject success at different levels (process, outcome, business, organization) and from differentstakeholders perspectives (project team, client and parent organizations, and end-users).

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# Grading Elements Below: 50% - 69% Meets: 70% - 79% Exceeds: 80%+

project success or failure,and the interrelationshipbetween these factors.



project success or failure,and the interrelationshipbetween these factors,and provides a relevantand consistent analysisframework for that.

Professors grading rubric for the deliverableis as follows:


1 ProfessionalLook

The majority of thedocument / presentationdoes have a professionallook.

Almost all of the document /presentation does have aprofessional look.

All of the document /presentation does have aprofessional look.

2 InformationRelevancy

The majority of theinformation conveyed in thedocument / presentation isrelevant to the topic.

Almost all of the informationconveyed in the document /presentation is relevant tothe topic.

All of the informationconveyed in the document /presentation is relevant tothe topic.

3 Information

Completeness

The majority of the

information conveyed in thedocument / presentation iscomplete.

Almost all of the information

conveyed in the document /presentation is complete.

All of the information

conveyed in the document /presentation is complete.

4 InformationAccuracy

The majority of theinformation conveyed in thedocument / presentation isaccurate.

Almost all of the informationconveyed in the document /presentation is accurate.

All of the informationconveyed in the document /presentation is accurate.

5 CommunicationStyle

The style used to conveythe majority of theinformation in the document/ presentation made it easyto understand.

The style used to conveyalmost all of the informationin the document /presentation made it easy tounderstand.

The style used to convey allof the information in thedocument / presentationmade it easy to understand.

B) Individual Case Analysis (40%)

Each student should choose one (and only one) from the 4 proposed cases, and prepare an analysispaper in which they summarize key project management considerations underlying the case,including factors that are at the source of project success or failure.

Professors expectations are as follows:

1. Context Elements: This is about who is involved in the case and what is important to know aboutthem to understand the project.

2. Project Purpose: This is about the organizational objectives intended by the project, and theunderlying reasons for its execution.

3. Project Outcome(s): This is about the project results, as well as the impact of these results on theorganizations objectives.

4. Key PM Considerations: This is about the key project management considerations that had animpact on the execution of the project.

5. Success/Failure Reasons: This is about the reasons that could explain the project success orfailure in that organization.

Paper submissions should adhere to the following guidelines (if not, a 5% penalty will be applied):

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Due date: As per the schedule Style and form: Structured analysis for the professor Number of core pages: 2 to 3 Appendices: Any relevant material Margins: 1 Font type: Arial Font size: 11 Points Spacing: Single space

Professors grading rubric for the learningis as follows:


1 To develop anunderstanding of theproject managementperspective.

Does demonstrate alimited understanding ofthe project managementperspective.

Does demonstrate a goodunderstanding of theproject managementperspective.

Does demonstrate a goodunderstanding of theproject managementperspective, and providesa relevant and consistentanalysis framework forthat.

2 To increase the skills of

students in analyzingprojects and detectingpotential project failureconditions.

Does demonstrate a

limited knowledge ofanalyzing projects anddetecting potential projectfailure conditions.

Does demonstrate a good

knowledge of analyzingprojects and detectingpotential project failureconditions.

Does demonstrate a good

knowledge of analyzingprojects and detectingpotential project failureconditions, and provides arelevant and consistentanalysis of theinterrelationship betweenproject managementconsiderations.

Professors grading rubric for the deliverablesis as follows:


1 ProfessionalLook

The majority of thedocument / presentationdoes have a professionallook.

Almost all of the document /presentation does have aprofessional look.

All of the document /presentation does have aprofessional look.

2 InformationRelevancy

The majority of theinformation conveyed in thedocument / presentation isrelevant to the topic.

Almost all of the informationconveyed in the document /presentation is relevant tothe topic.

All of the informationconveyed in the document /presentation is relevant tothe topic.

3 InformationCompleteness

The majority of theinformation conveyed in thedocument / presentation iscomplete.

Almost all of the informationconveyed in the document /presentation is complete.

All of the informationconveyed in the document /presentation is complete.

4 InformationAccuracy

The majority of theinformation conveyed in thedocument / presentation isaccurate.

Almost all of the informationconveyed in the document /presentation is accurate.

All of the informationconveyed in the document /presentation is accurate.

5 CommunicationStyle

The style used to conveythe majority of theinformation in the document/ presentation made it easyto understand.

The style used to conveyalmost all of the informationin the document /presentation made it easy tounderstand.

The style used to convey allof the information in thedocument / presentationmade it easy to understand.

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Attendance and Participation

The approach to learning and teaching in this course is experience-based and relies on activeinvolvement of students. For this reason, student attendance at all classes and active involvement ishighly recommended. The course also involves a group project, possibly in a client organization. Thiswill require time and a client-centered attitude in the gathering of data. Attendance should be plannedaccordingly.

Additional References

The following documents might be of interest to students:

Finkelstein, S.; Sanford, S. H. (2000). Learning from corporate mistakes: the rise and fall ofIridium. Organizational Dynamics, 29(2):138148.

Hall J. (2003). Integrated Project Management. Prentice Hall. Horine, G.M. (2013). Project Management. Absolute Beginners Guide. Third Edition, QUE:

Indianapolis Kerzner, H. (2006). Project Management: A Systems Approach to Planning, Scheduling, and

Controlling, 9th edition. New York: John Wiley & Sons. Larson, Erik, W., Gray Clifford, F. (2014). Project Management: The Managerial Process. Fifth

Edition, McGraw-Hill/Irwin. Mantel, S.J. Jr., J.R. Meredith, S.M., Shafer, M.M. Sutton (2011).Project Management in Practice.

New York: John Wiley & Sons. Mingus, N. (2002). Alpha Teach Yourself Project Management in 24 Hours, Madison: CWL

Publishing. Morris, P.W. G. (2013). Reconstructing Project Management. New York: John Wiley & Sons. Pinto, J. K. (2013). Lies, damned lies, and project plans: Recurring human errors that can ruin the

project planning process. Business Horizons, 56, 643653. PMI (2013).A Guide to the Project Management Body of Knowledge. Fifth Edition, PMI, 2013. Schonberger, R. J. (1981). Why projects are always late: A rationale based on manual simulation

of a PERT/CPM network. Interfaces, 11(5), 6670.
http://www.wiley.com/cda/product/0,,0471371629,00.htmlhttp://www.wiley.com/cda/product/0,,0471371629,00.htmlhttp://www.wiley.com/cda/product/0,,0471371629,00.htmlhttp://www.wiley.com/cda/product/0,,0471371629,00.html

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Beware of Academic Fraud

Academic fraud is an act committed by a student to distort the marking of assignments, tests,examinations and other forms of academic evaluation. Academic fraud is neither accepted nortolerated by the University. Anyone found guilty of academic fraud is liable to severe academicsanctions.

Here are a few examples of academic fraud:

engaging in any form of plagiarism or cheating; presenting falsified research data; handing in an assignment that was not authored, in whole or in part, by the student; submitting the same assignment in more than one course, without the written consent of the

professors concerned

In recent years, the development of the Internet has made it much easier to identify academicplagiarism. The tools available to your professors allow them to trace the exact origin of a text on theWeb, using just a few words.

In cases where students are unsure whether they are at fault, it is their responsibility to consult theUniversitys Web site at the following address, where you will find resources, tips and tools for writingpapers and assignments:http://web5.uottawa.ca/mcs-smc/academicintegrity/home.php

Persons who have committed or attempted to commit (or have been accomplices to) academic fraudwill be penalized. Here are some examples of the academic sanctions, which can be imposed:

a grade of F for the assignment or course in question; an additional program requirement of between three and thirty credits; suspension or expulsion from the School.

Please be advised that professors have been formally advised to report every suspected case ofacademic fraud. In most cases of a first offence of academic fraud, the sanction applied to studentswho have been found guilty is an F for the course with an additional three credits added to theirprogram requirements. Repeat offenders are normally expulsed from the School of Management.

Finally, the Telfer School of Management asks that students sign and submit with their deliverablesthe Personal Ethics Agreement form. Two versions of this form exist: one for individual assignments,and one for group submissions. Assignments will not be accepted or marked if this form is notsubmitted and signed by all authors of the work. We hope that by making this personalcommitment, all students will understand the importance the School places on maintaining the higheststandards of academic integrity.

Also please note that all written assignments for this course must include an authenticity reportgenerated by Turnitin. You will automatically be issued with a course ID Number for this service uponregistration in the course.
http://web5.uottawa.ca/mcs-smc/academicintegrity/home.phphttp://web5.uottawa.ca/mcs-smc/academicintegrity/home.phphttp://web5.uottawa.ca/mcs-smc/academicintegrity/home.phphttp://web5.uottawa.ca/mcs-smc/academicintegrity/home.php

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Important Notice

On a number of occasions over past years students have requested that we videotape lectures incircumstances where they unavoidably have to be absent from class. While there are a number ofissues associated with undertaking such an approach (availability of technology, cost, IP issues withthe professors, and privacy issues for the students), we have reached the point where technologicallywe have the capability to fulfill such requests on an exceptional basis.

Acceptable reasons to request the videotaping of a course:

A student may make a request that a course be videotaped on any of the following grounds:

1. Illness or other medical condition: Students should obtain a medical certificate from the University Health Service (located

at 100 Marie-Curie, (564-3950);2. Religious holidays;3. Death in the immediate family;

4. Business trip or other unavoidable constraints related to work (part-time students) : Students should provide a letter from the employer, and a copy of their plane ticket; Other compassionate grounds, with justifying documents.

The request should be made at least 48 hrs in advance (2 business days) to the professor. Theprofessor reserves the right to refuse such a request based on IP or other pedagogicalconsiderations.

If for any reason you object to a class in which you participate being videotaped, please informthe professor as soon as possible.

For further information, please contact us by e-mail at:

MBA:[email protected] MHA:[email protected]
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Peer Evaluation Form

Group number: _______Date: _______________Name of Evaluator: _________________________________

This form is for use in evaluating the members of your team related to their contribution on your groupproject. It is optional: use it only if you need to provide differential grades. The evaluator does notevaluate him/herself.

DO NOT use this form to rate team members unless you have already talked to theindividual(s) about his/her/their contribution. If the team is having trouble, please see theprofessor before the assignment is submitted.

Application

Each team member will evaluate the others on their contribution to group projects. At the discretion ofthe professor, individual marks will be adjusted according to the results of the peer evaluation. Markswill not be adjusted unless a majority of the team members have participated in the evaluation .

Scoring Method

If the individual did not provide any input into the group project, assign a score of 0. If the personcontributed fully according to team expectations, assign a score of 5. Assign scores of 1 through 4according to the degree of participation.

Email this form to your professor immediately after submitting the group project.

# Team Member Name(do not rate yourself)

Score(0 to 5)

Comments (be specific: point out why you are providing agrade of less than 5). Use additional pages if necessary.

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ADM6260C - 2015

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