Note: This unit version is currently being edited and is subject to change!
PMGT2854: Executing Projects (2020 - Semester 2)
Download UoS Outline | Back to Bachelor of Project Management- Built Environment Major (Table A) (2020)
| Unit: | PMGT2854: Executing Projects (6 CP) |
| Mode: | Normal-Day |
| On Offer: | Yes |
| Level: | Intermediate |
| Faculty/School: | Project Management |
| Unit Coordinator/s: |
Kolar, Duro
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| Session options: | Semester 2 |
| Versions for this Unit: |
| Campus: | Camperdown/Darlington |
| Pre-Requisites: | ENGG1860 OR ENGG1850. |
| Brief Handbook Description: | Even the best idea or prepared project plan can result in project failure because of poor execution. Executing projects is often associated with the use of tools, methods, and practices used to achieve project success, which usually begins with formal sponsor approval or sanction of a project. However, this view omits some essential questions with executing projects. For example, what is the best procurement approach? What about project strategy and control? What happens when there is disruption in the project environment and how will this impact the project? Many of these answers lie within the domain of executing projects. In this unit of study, you will gain an insight into some of the essential mechanisms needed for executing projects, for example, procurement approaches, strategizing, sensemaking, and power needed to achieve project success, whilst gaining an insight into the dynamics of project execution. |
| Assumed Knowledge: | None. |
| Lecturer/s: |
Kolar, Duro
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| Timetable: | PMGT2854 Timetable | ||||||||||||||||||||
| Time Commitment: |
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Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.
| Attribute Development Method | Attribute Developed |
| Analysis and development of effective control and response mechanisms for executing projects: inter(actions), reflections, case study workshops and assignments. | Project Delivery (Level 3) |
| Analysis and development of effective project execution tools and methods to achieve project objectives and outcomes: inter(actions), reflections, case study workshops and assignments. | Project Methods (Level 3) |
| Independently and collectively engaging in inter(actions), reflections, presentations, and roles in simulations and other team-based or collaborative tasks: case study workshops and assignments. | Project Leadership (Level 2) |
| Conveying complex material accurately and informatively in inter(actions), reflections, presentations, and roles in simulations and other team-based or collaborative tasks: case study workshops and assignments. | Project Communication (Level 2) |
For explanation of attributes and levels see Project Management Learning Progression Table 2019.
Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.
Project Methods (Level 3)
1. Students will be able to determine and understand the main project execution tools and methods to achieve project objectives and outcomes.
Project Delivery (Level 3)
2. Students will be able to determine and understand the main procurement, control and response mechanisms for executing projects.
Project Leadership (Level 2)
3. Students will participate and collaborate in visual presentations, simulations and other team-based tasks, whilst also reflecting on assessments and practices.
Project Communication (Level 2)
4. Students will convey complex material accurately and informatively in written and oral language, visual presentations, simulations and other team-based tasks, whilst also reflecting on assessments and practices.
| Assessment Methods: |
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| Assessment Description: |
Paper Critique. The purpose of this assessment is to equip students with critical mindset, which is a major performance criterion in higher education. Furthermore, it is a highly desirable trait for graduates entering the workplace. Students are required to not only summarise, but to engage in a discussion of the significant points of a paper whilst pointing out its strengths and weaknesses i.e. critique a paper. This will not only enable the lecturers to evaluate and refine teaching but assist students to manage personal learning processes i.e. achieving sustainable assessments. Students are also required to prepare a self-assessment report. The format for presenting the assignment (essay-based) will be described in Canvas and discussed in workshops. Workshop Scenario Quiz (Descriptive, Responsive, Engagement-based). The purpose of this assessment is to equip students with the capabilities to apply theory to practice. Students are required to complete the weekly readings prior to attending workshops, attend weekly workshops, and complete an on-line scenario quiz on the day of the workshop. The quiz is designed to review your understanding of the weekly reading material, ability to apply knowledge to hypothetical scenarios mimicking reality (case study) within a collaborative and competitive project environment. Individual Assignment (Analytical). The purpose of this assessment is to equip students with an analytical mindset to make sense of project realities. Students are required to critically analyse a case study, demonstrating skills in reporting, argumentation and comprehending concepts as related to executing projects. Students are also required to prepare a self-assessment report. The format for presenting the assignment (essay-based) will be described in Canvas and discussed in workshops. Individual Assignment (Responsive). The purpose of this assessment is to equip students with the capacity to efficiently and effectively respond to project issues. Students are required to respond to a hypothetical situation or scenario (mimicking project reality), demonstrating skills in responding, applying and reviewing concepts as related to executing projects. Students are also required to prepare a self-assessment report. The format for presenting (essay-based) the assignment will be described in Canvas and discussed in workshops. Group Assignment (Engagement-based). The purpose of this assessment is to equip students with the capacity to work in teams. Thus, understanding and engaging in intercultural group work is an essential team-based trait to master i.e. building global citizenship capacity. Further, it will enable students to successfully navigate the unexpected moral challenges of a globalised, complicated world. Students are required to create and maintain group relations, collectively and critically analyse a case study, demonstrate skills in argumentation and comprehending concepts as related to executing projects. Students` are also required to prepare a self-assessment report. The format for presenting the assignment (essay-based) will be described in Canvas and discussed in workshops. Students are also required to deliver a 10 minute presentation, with all team members presenting, subsequent assignment submission. The assessment will involve independent and group assessment components i.e., awarding student grades based on individual and group contributions using Sparkplus or a similar instrument. Reflective Practice (Reflective). The purpose of this assessment is to equip students with the capabilities of a reflective practitioner. Students are required to reflect on each assignment (the format for presenting reflections will be described in Canvas and discussed in workshops), and are also required to complete a self and peer assessment using Sparkplus or a similar instrument. Instructions will be provided in Canvas and discussed in workshops. A self and peer evaluation score for each team member will be determined by Sparkplus based on well-developed evaluation instruments and algorithms. This will not only enable individualising students` grades in group work but help overcome known problems characteristic of group work, such as `social loafing` or `free riding.` IMPORTANT: There may be statistically defensible moderation when combining the marks from each component to ensure consistency of marking between markers, and alignment of final grades with unit outcomes. |
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| Assessment Feedback: | Self-assessment will account for a fair portion of the assessments. This will require students to identify strengths and weaknesses of their work and revise it accordingly for further improvement. For example, student will be given an opportunity to re-examine their work after receiving a tentative grade and minimal feedback, identity possible sources of errors, and suggest corrections in a report format before presenting their work for final assessment. The self-assessment report must be attached to the final assessment. The format for presenting self-assessments will be described in Canvas and discussed in workshops. | ||||||||||||||||||||||||||||||||||||||||||
| Grading: |
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| Policies & Procedures: | See the policies page of the faculty website at http://sydney.edu.au/engineering/student-policies/ for information regarding university policies and local provisions and procedures within the Faculty of Engineering and Information Technologies. |
Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp
| Week | Description |
| Week 1 | Introduction to the unit |
| Week 2 | Procurement choices |
| Assessment Due: Paper Critique | |
| Week 3 | Doing strategy in projects |
| Week 4 | Maintaining institutional project relations |
| Assessment Due: Individual Assignment (Analytical) | |
| Week 5 | Project governance: enabling improved relationships |
| Week 6 | Managing power in projects |
| Week 7 | Sensemaking in projects: achieving a shared sense of reality |
| Week 8 | Legitimacy and stability in projects |
| Assessment Due: Individual Assignment (Responsive) | |
| Week 9 | Exploitation and innovation in projects |
| Week 10 | Key performance indicators in projects |
| Week 11 | Project benefit management and realisation |
| Week 12 | Capturing lessons learnt in projects |
| Assessment Due: Group Assignment (Engagement-based) | |
| Week 13 | Revision |
| Assessment Due: Reflective Practice (Reflective) |
Course Relations
The following is a list of courses which have added this Unit to their structure.
Course Goals
This unit contributes to the achievement of the following course goals:
| Attribute | Practiced | Assessed |
| Project Methods (Level 3) | Yes | 22% |
| Project Delivery (Level 3) | Yes | 22% |
| Project Leadership (Level 2) | Yes | 23% |
| Project Communication (Level 2) | Yes | 33% |
These goals are selected from Project Management Learning Progression Table 2019 which defines overall goals for courses where this unit is primarily offered. See Project Management Learning Progression Table 2019 for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.
