The Incorporation of a Project Management Curriculum into the Educational Process

Transcription

1 The Incorporation of a Project Management Curriculum into the Educational Process Dr Paul Watson & Mr Nicholas Chileshe School of Environment & Development, Sheffield Hallam University, Howard Street, Sheffield S1 1WB, UK ABSTRACT The paper has two clear aims, the first being to establish the added value of the role provided by a construction Project Manager to the client. Having established a valid rationale for engaging in the 'Project Management Role', a link to educational processes is explained. Thus, the second aim of the paper is to provide an appropriate methodology for including Project Management into the curriculum of both undergraduate and postgraduate provisions. The theme taken is that of adopting a 'learning outcomes' approach. Therefore the concentration of the paper is not to re-explore the topic of Project Management but to validate the learning outcomes approach. In order to achieve the noted validation, an explanation of learning outcomes linked to assessment criteria will be undertaken. The ultimate objective therefore is the production of a suitable framework for incorporating learning outcomes into undergraduate and postgraduate courses. The developed framework can then be adopted or adapted by other higher educational establishments. Key Words Assessment criteria Educational process Learning outcomes Project Management Introduction All projects, whether they are in the construction or manufacturing market, require a certain level of management expertise to be applied. Management is employed so that effective and efficient control is achieved within the overall aim of satisfying client s needs throughout the entire project. The role of project manager tends to promote confusion amongst clients, as each client requires a unique service. The function of the project manager is to offer a quality service tailored to the client s individual stated requirements. The responsibility given to project managers is flexible and dependent upon their role and function on a particular project. This is in contrast with architects and quantity surveyors whose roles are usually clearly defined. Watson - 1

2 The role of the Project Manager within the project management process The Guide to Project Management BS6079 defines the role of the project manager as the individual or body with responsibility for managing a project to achieve specific objectives (BS , p.2). It also comments on the project management process, describing it in two stages, project planning and project control. The aim of the process is to minimise the risk of failure in terms of time, cost and product being fit for purpose (BS , pp.13-37). The information given can be applied to most projects and also explains the significance and importance of the project manager in the project process although it is not industry specific. The Chartered Institute of Building (CIOB) produced a Code of Practice for Project Management for Construction and Development (1996) and according to Latham(1994) it was to give guidance on the project manager's role within the construction process (CIOB 1996, ix). The project manager was described in detail as the person who had to motivate, manage, co-ordinate and maintain the morale of the whole project team (CIOB 1996, p. 4). This refines the British Standard statement, specifically for the construction industry. The introduction of the Latham report states that in order to tackle problems revealed in the construction process (Latham 1994, v), presents many recommendations with regard to the roles and duties of project managers needing clear definition (Latham, 1994, viii). Some clients have found it difficult to select a project manager. They should be selected on the criteria which properly recognises whether they are providing "quality as well as price" (Latham 1994, p. 43). It is advocated in the report's recommendations that project sponsors should have sufficient expertise to fulfil the role of the project manager effectively (Latham, 1994, p. 49). It is suggested that external project managers should not be employed if inhouse or seconded staff could perform the task. The recommendations describe that if an external project manager was employed then in the terms of employment, contracts, duties, practical experience and managerial skills should be clearly defined (Latham, 1994). This report described the role of the project manager within the construction industry as someone who was there to protect the client's interest, to offer quality and value for money The Client Professions Cost Control Time Control Quality Control PM CON CL Figure 1 Influencing factors Research has been conducted in order to provide data for this paper and included both interviews and postal questionnaires. There were 100 responses to the questionnaires (including the results of 20 structured interviews). Of these, 36 were from project management consultants (PM), 24 from contractors (CON) and 40 from clients (CL). Results were received from most of the major players in the UK construction consulting and contracting industry. Watson - 2

3 Regarding the greatest impact on the development of the project manager in Figure 1, the client s requirements were allocated the highest ranking factor by the majority of the industry groups and it is also noted that the client, perhaps biasedly, allocated the client s requirements the highest with a 29% response. The other two groups, i.e. contractors and consultants, only achieved 24% of the responses to the client s requirements. As expected, the three criteria of cost, time and quality were all given equal rating in the development of the project manager PM CON CL 0 Time Control Cost Control Achievement Give Guidance Motivate Team Co-ordination Other Figure 2 Added Value Role of the Project Manager Figure 2 addresses the issue of what is the most important added value role of a project manager employed in the construction process. All industry groups felt that to achieve the client's objectives was the most important issue. Second equal was providing guidance to the client and, interestingly, co-ordinating the project team. One contractor considered that management and technical ability was a high priority. The general view on where the project manager added most value was in controlling the project, in terms of time, cost and quality. The architect-based project management respondents made a general statement that a good project manager will co-ordinate the project team and drive the project. Some respondents felt that they were in business to make a profit and the project manager was pivotal in maximizing profit potential. When the respondents were asked which professional background produces the best project manager?", 70% of clients felt that there was no specific background for project managers. Equally many of the project managers and contractor-based respondents felt there was no specific ideal background; 40% of the contractor based firms felt they were the ideal choice. The nine qualities established as desirable in a project manager by the respondents are listed below in ranked order of priority: 1. the ability to demonstrate leadership; 2. demonstrate initiative; 3. be enthusiastic; 4. be reliable; 5. a persuasive nature; 6. be a good delegator; 7. ability to listen; 8. a good motivator of personnel; Watson - 3

4 9. demonstrate an ability to empathize. The ability to act as team leader was seen as the most vital aspect of the role of a project manager. A question regarding what other qualities are particularly desirable in a project manager identified that 50% of project management firms felt that technical knowledge was important and over 40% of the contracting firms agreed. The role of the project manager within the project process has been examined by various practising construction personnel. Their collective view is that the project manager s role is to plan, control, manage and co-ordinate the project and maintain the morale and motivation of the whole project team. It appears that the role of a project manager should be a multidisciplinary affair and that no one profession provides the ideal project manager. The client s project manager was generally identified as someone responsible for time, cost and quality issues and co-ordination on behalf of the client. This confirms BS 6079 standards description which described the project manager within the project process as the individual who controlled the time, cost and product being fit for purpose (BS ). The main added value role of the project manager is in achieving the client s objectives. Second equal was providing guidance to the client and co-ordinating the project team. Project management is essential for focussing the project and co-ordinating and integrating all the necessary skills to effectively combine the team to complete the project successfully. This is corroborated by professional bodies who described the project manager as the main coordinator of the project team. The first part of this paper has established the rationale for engaging in the Project Management function with its associated added value. We may now consider how the Project Management role can be incorporated within educational curriculum. Learning Outcomes Approach A learning outcome is defined as being something that students can do now that they could not previously do. (Ecclestone 1995) Thus learning outcomes can be regarded as changes within a person as a result of a learning experience. For the purpose of using learning outcomes within higher education, assessment must be both possible and appropriate. The desired learning outcomes of higher education courses must therefore not only be representative of customer demand, they must also be clearly stated and assessable. In describing learning outcomes, four different approaches to specification were explored in an investigative project into learning outcomes of higher education. The four approaches were based on: Objectives Subject knowledge Discipline Competence the stated intention of the course. the knowledge content commonly identified in syllabuses or course documentation. the notion of a discipline as a culture and value system to which the graduate is admitted. what a graduate can do as a result of the degree programme, including the Watson - 4

5 narrower notion of occupational competence. (Otter 1992) In recognising that the desired learning outcomes are the interpretations of customers demand, and that they require to be both clearly stated and assessable, it can be appreciated that they are the engine that enables the continual driving forward of higher education towards the education of Project Managers. The learning outcomes approach provides a focus for both higher educational provision and customer activity. THE RELATIONSHIP BETWEEN APPROACHES AND OUTCOMES Ramsden (1992) reports that many research studies have shown that the outcomes of students learning are associated with the approaches they use. In other words, what students learn is closely associated with how they go about learning it. The Structure of the Observed Learning Outcomes (SOLO) taxonomy which has allowed the link to be made between approaches to learning and learning outcomes, curriculum design and assessment in many different subject areas. In answering questions, students can adopt one of five levels: first, prestructural, where there is the use of irrelevant information or there is no meaningful response; second, unstructural, where the answer focuses on one relevant factor only; third, multistructural, where the answer focuses on several relevant features, but they are not co-ordinated; fourth, relational, where several parts are integrated into a coherent whole, details are linked to conclusions and meaning is understood; and, finally, extended abstract, where the answer generalises the structure beyond the information given and higher order principles are used to bring in a new and broader set of issues. The dividing line is between the third and fourth levels, above which the students answers involve evidence of understanding in the sense of integrating and structuring parts of the material to be learned. It is obvious that for Project Managers to function at a high level of competence they should be operating at the fourth and fifth levels. Therefore we must consider how best to incorporate the learning outcomes into a course profile. EMPIRICAL RESEARCH UNIT GUIDE METHODOLOGY The incorporation of learning outcomes into the delivery of the curriculum requires planning. Brown and Atkins (1996, p.35) purport The essential skill of effective lecturing is preparation not presentation. Obviously presentation is important but without a clear, coherent lecture structure a presentation may have a short-lived affect. The planning activity not only incorporates the material to be taught but also impacts upon the teaching approach to be adopted by the staff who will be influenced by the learning outcomes. This issue is corroborated by Cox (1994, p. 27) who wrote teaching methods/learning activities should be matched to the objectives of the course. At Sheffield Hallam University the above valid points have been noted and incorporated within a unit guide learning outcomes framework. All curricula are written for units built around learning outcomes. (See Figure 3). The first phase in the production of Unit Guides is to determine the required learning outcomes of the student upon completion of the unit. This allows further consideration to be given to the methods of teaching the unit. It also provides for the identification of the most suitable assessment strategies to be employed. Therefore there is a valid link between outcomes, delivery and assessment. The Unit Guide Format Watson - 5

6 A unit guide format requires the following sections to be addressed. Rationale: Provides the educational, commercial and/or industrial need for, and context of, a unit. Makes clear any relationship with any previous learning and/or associated or subsequent units. Includes any information on student target group, including professional, vocational and educational stages and needs. Summary of aims Aims can include the development of attributes as interests, desirable attitudes, appreciation, values and commitment as well as knowledge, understanding and application. They are concise, broad statements against which the success of the unit can be evaluated. Learning outcomes These are what you expect the student will be able to demonstrate at the end of the unit. This is because in current educational discussions on assessment, the term output has been replaced by the concept of learning outcomes. The Otter (1992) study, for example, was based upon the belief that the measurement of learning outcomes (what a learner can do as a result of learning), rather than the more traditional description of learning input (syllabus or course content), was a more valid approach to gauge the leaning process. This educational approach has been strongly supported by many respected authors upon education, for example, Ecclestone (1995). Teaching and learning strategy and methods This provides the overall strategy of how the learning outcomes are to be achieved, and a rationale for the methods to be employed, with their degree of emphasis within the unit e.g. reference to lectures, directed reading, use of learning resources including IT. With specific reference to the attainment of being a reflective practitioner, greater emphasis is placed on problem-based learning. This is well suited to integrated projects in which students are confronted with real-world problems, requiring a multi-disciplinary solution(s) in line with project management. This approach is very useful in facilitating a move to independent learning for Project Managers. Integrative and developmental approaches to teaching, learning and assessment have resulted in a good quality learning experience. Watson - 6

7 Identification of course requirements Design of course curriculum incorporating project management Breakdown of course curriculum into years of study Production of Unit Guides for each unit of delivery based upon learning outcomes model Are all learning outcomes required valid and attainable? No Yes Units delivered to students providing formative and summative feedback Monitor units based upon learning outcomes Are unit learning outcomes being achieved? No Yes Feedback and continual monitoring Figure 3: Integration of Project Management into Learning Outcomes Watson - 7

8 Assessment and feedback strategy The assessment and feedback strategy should describe the approach deployed and indicate the following: the balance of formative and summative assessment; the quantity and timing of assessment; the timing and type of feedback to students; where the assessment process is intended to provide a vehicle for learning as well as an assessment of learning. Assessment criteria The assessment criteria which form the basis of formal assessment should be listed, showing, where appropriate, which criteria are to be used for different components of assessment. Criteria should establish the level of achievement that is required for a student to pass the unit and should be directly related to the unit learning outcomes. The School's assessment strategy is: to ensure that assessment methods are consistent, practicable, timely and effective in providing evidence of unit/course intended learning outcomes; to design formative and summative assessment to drive the students learning process; to provide consistent, constructive and prompt feedback on both coursework and exams to students, focussing on how to improve their work. Assessment strategies are designed to give the student the opportunity to demonstrate competence in the subjects assessed and to provide an accurate evaluation of the student s overall proficiency at each stage of the course. Assessment also acts as a source of student feedback, which can be used to help measure the success or otherwise of the learning and teaching process. It is most important that the assessment strategy used creates an appropriate learning environment and suitably tests the identified learning outcomes. Evaluation Sufficient time has now elapsed for the attainment of feedback on the learning outcome incorporation process from students, staff, employers and professional bodies. The summation of this feedback is that the process has worked very well, students and employers agreed that the reflective and interdisciplinary aspects have been addressed and this is validated by student (employee) performance. Staff, through appropriate teaching, learning and assessment strategies, are confident of student attainment Conclusion This paper has sought as its second aim to provide a valid methodological approach for higher educational institutions to incorporate Project Management into their curriculum. The process provided in Figure 3 and further explained with the text of the paper does satisfy the second aim. Higher educational institutions can adopt and/or adapt the model provided. Watson - 8

9 References British Standard (1996), Guide to Project Management, BS6079, BSI. Chartered Institute of Building (1996), Code of Practice for Project Management for Construction and Development, Longman. Cox, B., (1994) Practical Pointers for University Teachers. London: Kogan Page. Ecclestone, K., (1995) Learning Outcomes. Sheffield: Centre for Further and Higher Education, Sheffield Hallam University. Latham, M., (1994), Constructing the Team - Final Report, HMSO. Otter, S., (1992) Learning Outcome in Higher Education. London: UDACE. Ramsden, P., (1992) Learning to Teach in Higher Education. London: Kogan Page. Watson - 9