Note: This unit version is currently under review and is subject to change!

PMGT2854: Executing Projects (2019 - Semester 2)

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Unit: PMGT2854: Executing Projects (6 CP)
Mode: Normal-Day
On Offer: Yes
Level: Intermediate
Faculty/School: Project Management
Unit Coordinator/s: Kolar, Duro
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
Timetable: PMGT2854 Timetable
Time Commitment:
# Activity Name Hours per Week Sessions per Week Weeks per Semester
1 Workshop 2.00 1 13
2 Independent Study 6.00 13
3 Other 2.00

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:
# Name Group Weight Due Week Outcomes
1 Paper Critique No 10.00 Week 2 3, 4,
2 Workshop Scenario Quiz Yes 10.00 Multiple Weeks 1, 2, 3, 4,
3 Individual Assignment (Analytical) No 20.00 Week 4 1, 2, 3, 4,
4 Individual Assignment (Responsive) No 20.00 Week 8 1, 2, 3, 4,
5 Group Assignment (Engagement-based) Yes 30.00 Week 12 1, 2, 3, 4,
6 Reflective Practice (Reflective) No 10.00 Week 13 3, 4,
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.
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:
Grade Type Description
Standards Based Assessment Final grades in this unit are awarded at levels of HD for High Distinction, DI (previously D) for Distinction, CR for Credit, PS (previously P) for Pass and FA (previously F) for Fail as defined by University of Sydney Assessment Policy. Details of the Assessment Policy are available on the Policies website at http://sydney.edu.au/policies . Standards for grades in individual assessment tasks and the summative method for obtaining a final mark in the unit will be set out in a marking guide supplied by the unit coordinator.
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 Year(s) Offered
Electrical Engineering / Project Management 2012, 2013, 2014
Electrical Engineering (Power) / Project Management 2012, 2013, 2014
Aeronautical/ Project Management 2019, 2020
Biomedical/ Project Management 2019, 2020
Chemical & Biomolecular/ Project Management 2019, 2020
Civil/ Project Management 2019, 2020
Electrical/ Project Management 2019, 2020
Mechanical/ Project Management 2019, 2020
Mechatronic/ Project Management 2019, 2020
Software/ Project Management 2019, 2020
Mechanical Engineering (Biomedical) / Project Management 2012
Mechanical Engineering / Project Management 2012, 2013, 2014
Mechanical Engineering (Space) / Project Management 2012, 2013, 2014
Mechatronic Engineering / Project Management 2012, 2013, 2014
Mechatronic Engineering (Space) / Project Management 2012, 2013, 2014
Software Engineering / Project Management 2012, 2013, 2014
Bachelor of Project Management- Built Environment Major (Table A) 2019, 2020
Bachelor of Project Management- Construction Major (Table A) 2019, 2020
Bachelor of Project Management- Table S Major 2019, 2020
Aeronautical Engineering / Project Management 2012, 2013, 2014
Aeronautical Engineering (Space) / Project Management 2012, 2013, 2014
Biomedical Engineering / Project Management 2013, 2014
Chemical & Biomolecular Engineering / Project Management 2012, 2013, 2014
Civil Engineering / Project Management 2012, 2013, 2014
Aeronautical / Project Management 2015, 2016, 2017, 2018
Aeronautical (Space) / Project Management 2015
Biomedical / Project Management 2015, 2016, 2017, 2018
Chemical & Biomolecular / Project Management 2015, 2016, 2017, 2018
Civil / Project Management 2015, 2016, 2017, 2018
Electrical / Project Management 2015, 2016, 2017, 2018, 2020
Electrical (Computer) / Project Management 2015
Electrical (Power) / Project Management 2015
Electrical (Telecommunications) / Project Management 2015
Mechanical / Project Management 2015, 2016, 2017, 2018
Mechanical (Space) / Project Management 2015
Mechatronic / Project Management 2015, 2016, 2017, 2018
Mechatronic (Space) / Project Management 2015
Software / Project Management 2015, 2016, 2017, 2018
Bachelor of Project Management/Bachelor of Arts 2016, 2017
Bachelor of Project Management (Built Environment) 2017, 2018
Bachelor of Project Management (Built Environment) Mid-Year 2016, 2017, 2018
Bachelor of Project Management (Civil Engineering Science) 2017, 2018
Bachelor of Project Management (Civil Engineering Science) Mid-Year 2016, 2017, 2018
Bachelor of Project Management (Software) Mid-Year 2016, 2017, 2018
Bachelor of Project Management (Software) 2017, 2018

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.