Optional Units Unit 5 Title Action research T5.docx

Optional Units
Unit 5
Title: Action research
T/503/5380
Level: 5
Credit value: 15
Guided learning hours 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the purpose and nature
of action research
1.1 Explain the purpose of action research
1.2 Analyse key features of the action research process

1.3 Analyse the implications of a model of action research
2.Be able to initiate action research 2.1 Justify own choice of an
area of practice for action research
2.2 Plan a clear intervention strategy
2.3 Justify the choice and timescales of an intervention strategy
2.4
Explain how ethical and political considerations and issues of
confidentiality will be observed in practice
2.5 Implement a clear intervention strategy
3.Understand ways of carrying out
action research
3.1 Evaluate methods for action research
3.2
Evaluate methods of collecting qualitative and quantitative
data
3.3 Review ways in which collected data may be analysed
4.Be able to carry out action research
4.1
Draw on selected literature relating to an area of practice for
action research

4.2 Justify own choice of methods selected for action research
4.3 Collect data relating to an area of practice for action
research
4.4 Analyse data collected from action research
4.5 Present data collected from action research
4.6 Draw conclusions based on findings from action research
5.Be able to present the outcomes of
action research
5.1 Report own findings and conclusions from action research
5.2
Justify own recommendations for action to be taken based on
conclusions from action research
6.Be able to evaluate own practice in
relation to action research
6.1
Analyse the effectiveness of own practice in relation to action
research
6.2
Identify own strengths and areas for improvement in relation

to action research
6.3 Plan opportunities to improve own skills in action research
Assessment requirements: None
Unit 6
Unit title Delivering employability skills
M/505/1089
Level 4
Credit value 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the difference between
employability skills and employment skills

1.1 Explain the differences between employability skills and
employment skills.
1.2 Explain the benefits to learners of having employability
skills.
2. Understand the personal qualities and
skills needed for the delivery of
employability skills
2.1 Analyse personal qualities and skills required for the
delivery of
employability skills.
2.2 Analyse the influence of personal presentation on the
success of
the delivery of employability skills.
3. Be able to use techniques, strategies,
and practices that reflect the workplace
in the delivery of employability skills.
3.1 Review techniques for the delivery of employability skills.
3.2 Review strategies used to transform training areas to
3.3 Plan employability skills sessions that:

3.4 Use selected techniques and strategies to deliver
employability
skills sessions.
3.5 Demonstrate ways to negotiate behavioural parameters when
using workplace practices with learners.
4. Be able to evaluate own delivery of
employability skills.
4.1 Evaluate the effectiveness of techniques, strategies, and
practices
used for the delivery of employability skills.
4.2 Identify own strengths and areas for improvement for the
delivery of employability skills.
reflect a realistic working environment.
Assessment requirements: The learning outcomes must be
assessed in a teaching and learning environment. There is
a requirement to observe and assess practice in this unit
Simulation is not permitted.

There is a requirement to observe and assess practice in this
unit.
Unit 7
Title: Develop and prepare resources for learning and
development
A/502/9547
Level: 4
Credit value: 6
Guided learning hours: 25
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand principles underpinning
development and preparation of resources
for learning and development

1.1
Explain principles underpinning resource selection for
learning and development
1.2
Analyse factors that are important when developing and
preparing resources that conform to national legislation
and organisational policies
1.3
Evaluate the contribution of technology to the
development of learning and development resources
2. Be able to develop resources to meet
learning and development needs
2.1
Agree needs of learners for whom resources are being
developed
2.2
Prepare resources for the delivery of learning and
development ensuring legislative and organisational
health, safety, welfare, equality and inclusion requirements

are met
2.3
Plan adaptations to and use of technology within
resources to meet learning and development needs
2.4
Prepare guidance to assist those using learning and
development resources
2.5
Evaluate the suitability of resources for learning and
development
Assessment requirements:
This unit assesses occupational competence. Evidence for
learning outcome 2 must come from performance in the
work environment. Simulations, projects or assignments are not
allowed.
Unit 8
Title: Develop learning and development programmes
M/502/9545

Level: 4
Credit value: 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the principles underpinning
the development of learning and
development programmes
1.1
Explain the objectives of learning and development
programmes
1.2
Evaluate the factors of learning and development that
impact on:

1.3
Explain the importance of learner involvement when
developing learning and development programmes
1.4
Evaluate the risks that need to be managed when
developing learning and development programmes
1.5
Compare methodologies to monitor and evaluate learning
and development programmes
2.Be able to develop learning and
2.1
Identify the learning outcomes required for learning and
2.2
Develop a plan for a learning and development
programme
2.3
Plan the assessment approaches to meet the learning
outcomes of learning and development programmes

2.4
Produce resources for learning and development
programmes
3.Be able to review learning and
3.1
Evaluate the learning outcomes of a learning and
development programme
3.2
Evaluate the delivery and assessment of a learning and
development programme
3.3
Identify areas for improvement for learning and
learning outcome 2 must come from performance in the
work environment. Simulations, projects or assignments are not
allowed.

Unit 9
Title: Developing, using and organising resources in a specialist
area
H/505/1090
Level: 5
Credit value: 15
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the purpose and use of
resources in own specialist area
1.1 Explain the purpose of resources in teaching and learning
1.2
Evaluate the effectiveness of specific resources from own

specialist area in meeting individual learning needs
2.Be able to develop and use inclusive
2.1 Analyse principles of resource design
2.2
Evaluate sources that inform resource development in own
specialist area
2.3
Analyse how theories, principles and models of inclusive
curriculum design can be used to inform resource
development in own specialist area
2.4
Analyse ways in which resources can be adapted to enable an
inclusive approach in own specialist area
2.5
Design resources, including those that involve new and
emerging technologies, to engage and meet the individual
needs of learners in own specialist area
2.6

Employ resources to engage and meet the individual needs of
learners in own specialist area
3.Understand how to organise and
enable access to resources
3.1 Explain ways in which resources can be classified and
stored
3.2
Review ways of sharing resources with other learning
professionals
4.Understand legal requirements and
responsibilities relating to the
development and use of resources
4.1
Review legal requirements and responsibilities relating to the
development and use of resources
4.2
Analyse the implications of intellectual property rights and
copyright for the development and use of resources
5.Be able to evaluate own practice in

relation to development and use of
5.1
Evaluate the effectiveness of own design and use of resources
to engage and meet the individual needs of learners in own
specialist area
5.2
to development and use of resources in own specialist area
5.3
Plan opportunities to improve own skills in development and
use of resources in own specialist area
Assessment requirements : none
Unit 10
Title: Effective partnership working in the learning and
teaching context
Y/503/5310

Level: 4
Credit value: 15
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the purpose and nature of
partnership working
1.1 Explain reasons for partnership working.
1.2 Review opportunities and challenges of working within a
partnership.
1.3 Review models of partnerships.
1.4 Explain ways of sustaining partnerships and their outputs.
1.5 Explain the need for ground rules and terms of reference
in partnership working.
1.6 Justify the need for realistic timescales and deadlines in

effective partnership working.
2. Understand the purpose, aims, and
objectives of a partnership
2.1 Explain the purpose of a specific partnership.
2.2 Identify the aims and objectives of a specific partnership.
3. Understand the structure and
management of a partnership
3.1 Review individual roles and responsibilities within a
specific
partnership.
3.2 Summarise the potential contribution of stakeholders to a
specific partnership.
3.3 Identify boundaries of individual roles and ownership
issues within a specific partnership.
3.4 Review resource implications for a specific partnership and
its individual members.
3.5 Review how a specific partnership is managed, identifying
potential management issues.
4. Understand how to measure and report

on a partnership’s outputs
4.1 Summarise performance indicators used to measure the
effectiveness of a specific partnership
4.2 Review the effectiveness of a specific partneshipr’s
outputs, drawing on valid and reliable data
4.3 Summarise methods of presenting partnership outputs to
interested parties
5. Understand how to communicate
effectively within a partnership.
5.1 Summarise methods for effective communication between
partners
5.2 Review the communication strategy of a specific
partnership
5.3 Review own communication methods and skills as a
partnership member
6. Understand the wider context within
which a partnership operates

6.1 Explain the potential impact of other stakeholders and
agencies relating to a specific partnership
6.2 Summarise the impact of key government policies and
initiatives on a specific partnership
6.3 Review ways for a partnership to establish and maintain
communities of practice.
Assessment requirements: n/a
Unit 11
Title: Engage with employers to facilitate workforce
development
D/502/9556
Level: 4
Credit value: 6
Learning outcomes

The learner will:
Assessment criteria
The learner can:
1.Understand the opportunities available
for workforce development 1.1
Analyse national approaches related to the skilling and
productivity of the workforce in line with current legislation
and socio-economic requirements
1.2
Explain what constitutes workforce development in a
business context
1.3
Explain the funding opportunities available for workforce
development
2.Understand how to engage with
employers to promote workforce
development
2.1
Analyse information about individual employers and

employment sectors, locally and nationally
2.2
Explain how to gauge employers’ level of interest in
workforce development opportunities
2.3
Evaluate methods of approaching and engaging with
employers to motivate them to engage in workforce
development
3.Understand how to design learning and
development opportunities in the
workplace
3.1
Analyse what motivates employees to undertake learning
and development in the workplace
3.2
Explain the key factors to be considered when designing
learning and development solutions for employers and
employees
3.3

Critically compare learning and development programmes
which already exist with newly developed opportunities
4. Understand how to facilitate learning
and development opportunities in the
workplace
4.1
Identify the sources of support and resources that are
available from stakeholders
4.2
Explain how employees might overcome obstacles when
engaging with learning and development
4.3
Explain how to select, support and monitor staff delivering
learning and development solutions
4.4
Evaluate the impact of workforce development
opportunities on:

5. Be able to engage with employers on
workforce development issues
5.1
Research information about the business needs of
employers in relation to productivity and performance
5.2
Report to employers employee development needs in a
professional manner
6. Be able to work with employers to
facilitate workforce development solutions
6.1
Prepare information and advice for the employer on
solutions relevant to their business
6.2
Review employer workforce development needs using
methods relevant to the nature of the business and its
employees
6.3
Propose solutions that recognise the needs of the
workforce

6.4
Implement processes to develop and support the
workforce within a business partnership with the employer
6.5
Provide ongoing evaluation of workforce development for
the purposes of quality improvement
6.6
Work with the employer to measure the impact of
workforce development on their business
learning outcomes 5-6 must come from performance in
the work environment. Simulations, projects or assignments are
not allowed for these learning outcomes.
Unit 12
Title: Equality and diversity
Y/503/5789
Level: 4

Credit value: 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the key features of a culture
which promotes equality and values
diversity.
1.1 Define the meanings of equality and diversity in the UK
context.
1.2 Analyse the benefits of promoting equality and diversity
for individual learners.
1.3 Define legislation, employment regulations, and codes of
practice relevant to the promotion of equality and valuing
of diversity.
2. Understand the importance of

promoting equality and valuing diversity in
lifelong learning.
2.1 Reflect on how the promotion of equality and diversity can
protect learners from risk of harm.
2.2 Explain actions that can be taken to value individual
learners.
2.3 Explain good practice in providing individual learners with
information.
3. Be able to promote equality and value
diversity.
3.1 Use communication strategies to promote equality and
diversity.
3.2 Analyse how own behaviour can impact on an
organisation’s culture in relation to equality and diversity
3.3 Explain how working with other agencies can promote
diversity.
4. Understand how to help others in the
promotion of equality and valuing of

diversity.
4.1 Describe actions by individuals that can undermine
equality and diversity.
4.2 Recommend modifications to systems and structures that
do not promote equality and diversity.
5. Be able to review own contribution to 5.1 Reflect on own
strengths in promoting equality and
promoting equality and valuing diversity in
lifelong learning.
valuing diversity.
5.2 Evaluate the impact of own practice in promoting equality
and valuing diversity.
5.3 Identify areas for further personal development in
promoting equality and valuing diversity.

Unit 13
Title: Evaluating learning programmes
K/505/1091
Level: 4
Credit value: 3
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the principles and methods
of evaluating learning programmes.
1.1 Analyse the principles of evaluating learning.
1.2 Explain how the principles of evaluating learning can be
applied to evaluation of learning programmes.
1.3 Analyse methods used for evaluating the effectiveness of
learning programmes.

1.4 Analyse methods of data collection and analysis used to
evaluate learning programmes.
2. Be able to plan the evaluation of a
learning programme.
2.1 Develop a framework for the evaluation of a learning
programme.
2.2 Devise objectives in order to achieve evaluation aims.
2.3 Select methods for evaluating the effectiveness of a
learning programme.
2.4 Select methods for collecting data to evaluate the
effectiveness of a learning programme.
3. Be able to evaluate the effectiveness of
a learning programme.
3.1 Apply selected methods to evaluate the effectiveness of a
learning programme.
3.2 Apply selected methods to collect data to evaluate the
3.3 Analyse data collected to evaluate the effectiveness of a

learning programme.
3.4 Apply relevant guidelines and legislation relevant to data
collection and analysis.
3.5 Present an analysis of evaluation results.
3.6 Explain how evaluation results can be used to improve the
Unit 14
Title: Identify the learning needs of organisations
H/502/9543
Level: 4
Credit value: 6
Learning outcomes

The learner will:
Assessment criteria
The learner can:
1.Understand the principles and practices
of learning needs analysis for organisations
1.1
Explain the principles and practice of learning needs
analysis for organisations
1.2
Analyse the factors that can influence the identification of
organisational learning needs
1.3
Explain why it is important to gain the support and
commitment of relevant people
1.4
Review the methodologies required for a learning needs
analysis
2.Be able to conduct learning needs
analysis for the organisation

2.1
Confirm the purpose and aims of learning needs analysis
with relevant people
2.2
Select the organisational learning needs analysis
methodology
2.3
Apply the organisational learning needs analysis
methodology
2.4 Analyse the learning needs of the organisation
2.5
Review methods of communicating findings from learning
needs analysis to relevant people in organisations
3.Be able to agree organisational learning
and development plans with relevant
people
3.1
Present recommendations for learning and development
to relevant people
3.2 Review and revise priorities with relevant people

Assessment requirements: This unit assesses occupational
competence. Evidence for learning outcomes 2-3 must
come from performance in the work environment. Simulations,
projects or assignments are not allowed for these
learning outcomes.
Unit 15
Title: Inclusive practice
L/503/5384
Level: 4
Credit value: 15
Learning outcomes
The learner will:
Assessment criteria
The learner can:

1. Understand factors that influence
learning.
1.1 Review the impact of personal, social, and cultural factors
on learning.
1.2 Review the impact of different cognitive, physical, and
sensory abilities on learning.
2. Understand the impact of policy and
regulatory frameworks on inclusive
practice.
2.1 Summarise policy and regulatory frameworks relating to
inclusive practice.
2.2 Explain how policy and regulatory frameworks influence
organisational policies relating to inclusive practice.
2.3 Explain how policy and regulatory frameworks influence
own inclusive practice.
3. Understand roles and responsibilities
relating to inclusive practice.
3.1 Summarise own role and responsibilities relating to

inclusive practice.
3.2 Explain the relationship between own role and the roles of
other professionals involved in inclusive practice.
3.3 Identify points of referral available to meet individual
learning needs.
4. Understand how to create and maintain
an inclusive learning environment.
4.1 Review key features and benefits of an inclusive learning
environment.
4.2 Analyse ways to promote equality and value diversity.
4.3 Analyse ways to promote inclusion.
4.4 Review strategies for effective liaison between
professionals involved in inclusive practice.
5. Understand how to evaluate own 5.1 Review the
effectiveness of own inclusive practice.
inclusive practice. 5.2 Identify own strengths and areas for
improvement in
relation to inclusive practice.

5.3 Plan opportunities to improve own skills in inclusive
practice.
Unit 16
Title: Internally assure the quality of assessment
A/601/5321
Level: 4
Credit value: 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Be able to plan the internal quality

assurance of assessment
1.1
Plan monitoring activities according to the requirements of
own role
1.2
Make arrangements for internal monitoring activities to
assure quality
2. Be able to internally evaluate the quality
of assessment
2.1
Carry out internal monitoring activities to quality
requirements
2.2
Evaluate assessor expertise and competence in relation to
the requirements of their role
2.3
Evaluate the planning and preparation of assessment
processes
2.4
Determine whether assessment methods are safe, fair,
valid and reliable

2.5
Determine whether assessment decisions are made using
the specified criteria
2.6 Compare assessor decisions to ensure they are consistent
3.Be able to internally maintain and
improve the quality of assessment
3.1
Provide assessors with feedback, advice and support,
including professional development opportunities, which
help them to maintain and improve the quality of
assessment
3.2
Apply procedures to standardise assessment practices and
outcomes
4. Be able to manage information relevant
to the internal quality assurance of
assessment
4.1
Apply procedures for recording, storing and reporting
information relating to internal quality assurance

4.2
Follow procedures to maintain confidentiality of internal
quality assurance information
5.Be able to maintain legal and good
practice requirements when internally
monitoring and maintaining the quality of
assessment
5.1
Apply relevant policies, procedures and legislation in
relation to internal quality assurance, including those for
health, safety and welfare
5.2
Apply requirements for equality and diversity and, where
appropriate, bilingualism, in relation to internal quality
assurance
5.3
Critically reflect on own practice in internally assuring the
quality of assessment

5.4
Maintain the currency of own expertise and competence in
internally assuring the quality of assessment
Assessment requirements: Evidence for all learning outcomes
must come from performance in the work
environment. All learning outcomes in this unit must be
assessed using methods appropriate to the candidate
IQA’s performance. These must include:
• observation of performance
• examining products of work
• questioning
Direct evidence of this kind may be supplemented, where
necessary, by discussion, reflective accounts or witness
testimony.
Simulations are not allowed
There must be valid, authentic and sufficient evidence for all
the assessment criteria. Holistic assessment is
encouraged and one piece of evidence may be used to meet the
requirements of more than one assessment
criterion.
Evidence must come from the IQA trainee’s performance in the
work environment.

There must be evidence of the IQA trainee monitoring a
minimum of two assessors, each with a minimum of two
trainees of their own, through components of a qualification.
Unit 17
Title: Manage learning and development in groups
A/502/9550
Level: 4
Credit value: 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the principles

and practices of managing
learning and development in
groups
1.1 Analyse the characteristics of group environments that
foster learning
and development
1.2 Evaluate strategies to manage group behaviour and
dynamics
1.3 Evaluate management techniques which facilitate the
delivery of learning
and development in groups
1.4 Analyse ways to involve learners in the management of their
own
learning and development in groups
1.5 Analyse risks to be considered when managing learning and
development in groups
1.6 Explain how to manage barriers to individual learning in
groups
2. Be able to manage group
learning and development
environments

2.1 Facilitate communication, collaboration and learning
between group
members
2.2 Use motivational methods to engage the group and its
individual
members in the learning and development process
2.3 Consult with group members to adapt their learning and
development
environments to improve their learning outcomes
2.4 Manage the risks associated with group learning and
development
3. Be able to apply
methodologies to manage
learning and development in
groups
3.1 Involve learners in agreeing group learning and
development objectives
3.2 Adapt and implement delivery methods, activities and
resources to meet
the learning and development objectives of the group
3.3 Manage group learning strategies and delivery methods to

reflect
changing requirements
3.4 Provide individual advice to learners to assist their
decision-making
about future learning needs
4. Be able to manage learning
and development in groups to
comply with legal and
organisational requirements
4.1 Support learner’s rights in relation to equality, diversity and
inclusion
4.2 Minimise risks to safety, health, wellbeing and security of
learners
4.3 Manage confidentiality in relation to learners and the
organisation
4.4 Maintain learning and development records in accordance
with
organisational procedures
Assessment requirements: This unit assesses occupational
competence. Evidence for the learning outcomes 2, 3

and 4 must come from performance in the work environment.
Simulations, projects or assignments are not
allowed.
Unit 18
Title: Managing behaviours in a learning environment
M/505/3912
Level: 5
Credit value: 6
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the characteristics and
impact of behaviours in a learning
environment

1.1 Analyse behaviours that can occur in a learning environment
1.2
Analyse potential factors contributing to behaviours in a
learning environment
1.3 Analyse the impact of behaviours on a learning environment
2. Understand legislation and
organisational policies relating to
managing behaviours in a learning
environment
2.1
Analyse legislation relating to managing behaviours in a
learning environment
2.2
Analyse organisational policies relating to managing
behaviours in a learning environment
3.Be able to apply theories of behaviour
management to create and maintain a
purposeful learning environment
3.1 Analyse theories of behaviour management

3.2 Establish a purposeful learning environment
3.3
Explain how own practice in creating a purposeful learning
environment has taken account of theories of behaviour
management
4. Be able to evaluate own practice in
managing behaviours in a learning
environment
4.1
Analyse the effectiveness of own practice in relation to
managing behaviours in a learning environment
4.2
to managing behaviours in a learning environment
Assessment requirements :
The learning outcomes must be assessed in a teaching and
learning environment.
Simulation is not permitted.
There is a requirement to observe and assess practice in this
unit.

Unit 19
Title: Preparing for the coaching …
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Project Management: Processes, Methodologies, and
Economics, 3e
Avraham Shtub, Moshe Rosenwein
Figure 7.1 Portion of a typical functional organization.
Copyright © 2017, 2005, and 1994
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Economics, 3e
Figure 7.2 Project-oriented organizational structure.

Copyright © 2017, 2005, and 1994
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Economics, 3e
Figure 7.3 Typical matrix structure.
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Figure 7.4 Level of employee commitment as a function of
organizational structure.
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Economics, 3e

Table 7.1 Concerns of Project and Functional Managers
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Economics, 3e
Table 7.2 Similar Organizational Units that Perform Project
Management Related Tasks
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Economics, 3e
Figure 7.5 Scope statement for a project.
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Economics, 3e
Figure 7.6 Two-level WBS for curriculum development
project.
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Economics, 3e
Figure 7.7 Three-level WBS for curriculum development
project.
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Figure 7.8 Four-level WBS for curriculum development
project.

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Figure 7.9 Work package definition form.
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Table 7.3 Example of an LRC
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Figure 7.10 Iceberg model of project processes.
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Figure 7.11 WBS for new restaurant.
Project Management: Processes, Methodologies, and Economics
Third Edition
Chapter 7
Scope and Organizational
Structure of a Project
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Figure 7-1 Portion of a Typical Functional Organization
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Figure 7-2 Project-Oriented Organizational Structure
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Figure 7-3 Typical Matrix Structure
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Figure 7-4 Level of Employee Commitment as a Function of
Organizational Structure
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Table 7-1 Concerns of Project and Functional Managers

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Table 7-2 Similar Organizational Units That Perform Project
Management Related Tasks
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Figure 7-5 Scope Statement for a Project
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Figure 7-6 Two-Level W B S for Curriculum Development
Project
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Figure 7-7 Three-Level W B S for Curriculum Development
Project

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Figure 7-8 Four-Level W B S for Curriculum Development
Project
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16
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology

Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo
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Library of Congress Cataloging-in-Publication Data
Names: Shtub, Avraham, author. | Rosenwein, Moshe, author.
Title: Project management : processes, methodologies, and
economics /
Avraham Shtub, Faculty of Industrial Engineering and
Management, The
Technion-Israel Institute of Technology, Moshe Rosenwein,
Department of
Industrial Engineering and Operations Research, Columbia
University.
Other titles: Project management (Boston, Mass.)
Description: 3E. | Pearson | Includes bibliographical references

and index.
Identifiers: LCCN 2016030485 | ISBN 9780134478661 (pbk.)
Subjects: LCSH: Engineering—Management. | Project
management.
Classification: LCC TA190 .S583 2017 | DDC 658.4/04—dc23
LC record
available at https://lccn.loc.gov/2016030485
10 9 8 7 6 5 4 3 2 1
http://www.pearsoned.com/permissions/
https://lccn.loc.gov/2016030485
ISBN-10: 0-13-447866-5
ISBN-13: 978-0-13-447866-1
This book is dedicated to my grandchildren Zoey, Danielle,
Adam, and Noam
Shtub.
This book is dedicated to my wife, Debbie; my three children,
David,
Hannah, and Benjamin; my late parents, Zvi and Blanche
Rosenwein; and my
in-laws, Dr. Herman and Irma Kaplan.
Contents
1. Nomenclature xv
2. Preface xvii

3. What’s New in this Edition xxi
4. About the Authors xxiii
1. 1 Introduction 1
1. 1.1 Nature of Project Management 1
2. 1.2 Relationship Between Projects and Other Production
Systems 2
3. 1.3 Characteristics of Projects 4
1. 1.3.1 Definitions and Issues 5
2. 1.3.2 Risk and Uncertainty 7
3. 1.3.3 Phases of a Project 9
4. 1.3.4 Organizing for a Project 11
4. 1.4 Project Manager 14
1. 1.4.1 Basic Functions 15
2. 1.4.2 Characteristics of Effective Project Managers 16
5. 1.5 Components, Concepts, and Terminology 16
6. 1.6 Movement to Project-Based Work 24
7. 1.7 Life Cycle of a Project: Strategic and Tactical Issues 26

8. 1.8 Factors that Affect the Success of a Project 29
9. 1.9 About the book: Purpose and Structure 31
1. Team Project 35
2. Discussion Questions 38
3. Exercises 39
4. Bibliography 41
5. Appendix 1A: Engineering Versus Management 43
6. 1A.1 Nature of Management 43
7. 1A.2 Differences between Engineering and Management 43
8. 1A.3 Transition from Engineer to Manager 45
9. Additional References 45
2. 2 Process Approach to Project Management 47
1. 2.1 Introduction 47
1. 2.1.1 Life-Cycle Models 48
2. 2.1.2 Example of a Project Life Cycle 51
3. 2.1.3 Application of the Waterfall Model for Software
Development 51
2. 2.2 Project Management Processes 53
1. 2.2.1 Process Design 53

2. 2.2.2 PMBOK and Processes in the Project Life Cycle 54
3. 2.3 Project Integration Management 54
1. 2.3.1 Accompanying Processes 54
2. 2.3.2 Description 56
4. 2.4 Project Scope Management 60
5. 2.5 Project Time Management 61
6. 2.6 Project Cost Management 63
7. 2.7 Project Quality Management 64
8. 2.8 Project Human Resource Management 66

9. 2.9 Project Communications Management 67
10. 2.10 Project Risk Management 69
11. 2.11 Project Procurement Management 71
12. 2.12 Project Stakeholders Management 74
13. 2.13 The Learning Organization and Continuous
Improvement 76
1. 2.13.1 Individual and Organizational Learning 76

2. 2.13.2 Workflow and Process Design as the Basis of
Learning 76
1. Team Project 77
3. Exercises 78
4. Bibliography 78
3. 3 Engineering Economic Analysis 81
1. 3.1.1 Need for Economic Analysis 82
2. 3.1.2 Time Value of Money 82
3. 3.1.3 Discount Rate, Interest Rate, and Minimum Acceptable
Rate of Return 83
2. 3.2 Compound Interest Formulas 84
1. 3.2.1 Present Worth, Future Worth, Uniform Series, and
Gradient Series 86
2. 3.2.2 Nominal and Effective Interest Rates 89
3. 3.2.3 Inflation 90
4. 3.2.4 Treatment of Risk 92
3. 3.3 Comparison of Alternatives 92

1. 3.3.1 Defining Investment Alternatives 94
2. 3.3.2 Steps in the Analysis 96
4. 3.4 Equivalent Worth Methods 97
1. 3.4.1 Present Worth Method 97
2. 3.4.2 Annual Worth Method 98
3. 3.4.3 Future Worth Method 99
4. 3.4.4 Discussion of Present Worth, Annual Worth and Future
Worth Methods 101
5. 3.4.5 Internal Rate of Return Method 102
6. 3.4.6 Payback Period Method 109
5. 3.5 Sensitivity and Breakeven Analysis 111
6. 3.6 Effect of Tax and Depreciation on Investment Decisions
114
1. 3.6.1 Capital Expansion Decision 116
2. 3.6.2 Replacement Decision 118
3. 3.6.3 Make-or-Buy Decision 123
4. 3.6.4 Lease-or-Buy Decision 124
7. 3.7 Utility Theory 125

1. 3.7.1 Expected Utility Maximization 126
2. 3.7.2 Bernoulli’s Principle 128
3. 3.7.3 Constructing the Utility Function 129
4. 3.7.4 Evaluating Alternatives 133
5. 3.7.5 Characteristics of the Utility Function 135
1. Team Project 137
3. Exercises 142
4. Bibliography 152
4. 4 Life-Cycle Costing 155
1. 4.1 Need for Life-Cycle Cost Analysis 155
2. 4.2 Uncertainties in Life-Cycle Cost Models 158
3. 4.3 Classification of Cost Components 161
4. 4.4 Developing the LCC Model 168
5. 4.5 Using the Life-Cycle Cost Model 175
1. Team Project 176

3. Exercises 177
4. Bibliography 179
5. 5 Portfolio Management—Project Screening and Selection
181
1. 5.1 Components of the Evaluation Process 181
2. 5.2 Dynamics of Project Selection 183
3. 5.3 Checklists and Scoring Models 184
4. 5.4 Benefit-Cost Analysis 187
1. 5.4.1 Step-By-Step Approach 193
2. 5.4.2 Using the Methodology 193
3. 5.4.3 Classes of Benefits and Costs 193
4. 5.4.4 Shortcomings of the Benefit-Cost Methodology 194
5. 5.5 Cost-Effectiveness Analysis 195
6. 5.6 Issues Related to Risk 198
1. 5.6.1 Accepting and Managing Risk 200
2. 5.6.2 Coping with Uncertainty 201
3. 5.6.3 Non-Probabilistic Evaluation Methods when
Uncertainty Is Present 202
4. 5.6.4 Risk-Benefit Analysis 207

5. 5.6.5 Limits of Risk Analysis 210
7. 5.7 Decision Trees 210
1. 5.7.1 Decision Tree Steps 217
2. 5.7.2 Basic Principles of Diagramming 218
3. 5.7.3 Use of Statistics to Determine the Value of More
Information 219
4. 5.7.4 Discussion and Assessment 222
8. 5.8 Real Options 223
1. 5.8.1 Drivers of Value 223
2. 5.8.2 Relationship to Portfolio Management 224
1. Team Project 225
3. Exercises 229
4. Bibliography 237
5. Appendix 5A: Bayes’ Theorem for Discrete Outcomes 239
6. 6 Multiple-Criteria Methods for Evaluation and Group
Decision
Making 241

2. 6.2 Framework for Evaluation and Selection 242
1. 6.2.1 Objectives and Attributes 242
2. 6.2.2 Aggregating Objectives Into a Value Model 244
3. 6.3 Multiattribute Utility Theory 244
1. 6.3.1 Violations of Multiattribute Utility Theory 249
4. 6.4 Analytic Hierarchy Process 254
1. 6.4.1 Determining Local Priorities 255
2. 6.4.2 Checking for Consistency 260
3. 6.4.3 Determining Global Priorities 261
5. 6.5 Group Decision Making 262
1. 6.5.1 Group Composition 263
2. 6.5.2 Running the Decision-Making Session 264
3. 6.5.3 Implementing the Results 265
4. 6.5.4 Group Decision Support Systems 265
1. Team Project 267

3. Exercises 268
4. Bibliography 271
5. Appendix 6A: Comparison of Multiattribute Utility Theory
with
the AHP: Case Study 275
6. 6A.1 Introduction and Background 275
7. 6A.2 The Cargo Handling Problem 276
1. 6A.2.1 System Objectives 276
2. 6A.2.2 Possibility of Commercial Procurement 277
3. 6A.2.3 Alternative Approaches 277
8. 6A.3 Analytic Hierarchy Process 279
1. 6A.3.1 Definition of Attributes 280
2. 6A.3.2 Analytic Hierarchy Process Computations 281
3. 6A.3.3 Data Collection and Results for AHP 283
4. 6A.3.4 Discussion of Analytic Hierarchy Process and Results
284
9. 6A.4 Multiattribute Utility Theory 286
1. 6A.4.1 Data Collection and Results for Multiattribute Utility
Theory 286

2. 6A.4.2 Discussion of Multiattribute Utility Theory and
Results 290
10. 6A.5 Additional Observations 290
11. 6A.6 Conclusions for the Case Study 291
12. References 291
7. 7 Scope and Organizational Structure of a Project 293
2. 7.2 Organizational Structures 294
1. 7.2.1 Functional Organization 295
2. 7.2.2 Project Organization 297
3. 7.2.3 Product Organization 298
4. 7.2.4 Customer Organization 298
5. 7.2.5 Territorial Organization 299
6. 7.2.6 The Matrix Organization 299
7. 7.2.7 Criteria for Selecting an Organizational Structure 302
3. 7.3 Organizational Breakdown Structure of Projects 303
1. 7.3.1 Factors in Selecting a Structure 304
2. 7.3.2 The Project Manager 305

3. 7.3.3 Project Office 309
4. 7.4 Project Scope 312
1. 7.4.1 Work Breakdown Structure 313
2. 7.4.2 Work Package Design 320
5. 7.5 Combining the Organizational and Work Breakdown
Structures
322
1. 7.5.1 Linear Responsibility Chart 323
6. 7.6 Management of Human Resources 324
1. 7.6.1 Developing and Managing the Team 325
2. 7.6.2 Encouraging Creativity and Innovation 329
3. 7.6.3 Leadership, Authority, and Responsibility 331
4. 7.6.4 Ethical and Legal Aspects of Project Management 334
1. Team Project 335
3. Exercises 336
4. Bibliography 338
8. 8 Management of Product, Process, and Support Design 341

1. 8.1 Design of Products, Services, and Systems 341
1. 8.1.1 Principles of Good Design 342
2. 8.1.2 Management of Technology and Design in Projects 344
2. 8.2 Project Manager’s Role 345
3. 8.3 Importance of Time and the Use of Teams 346
1. 8.3.1 Concurrent Engineering and Time-Based Competition
347
2. 8.3.2 Time Management 349
3. 8.3.3 Guideposts for Success 352
4. 8.3.4 Industrial Experience 354
5. 8.3.5 Unresolved Issues 355
4. 8.4 Supporting Tools 355
1. 8.4.1 Quality Function Deployment 355
2. 8.4.2 Configuration Selection 358
3. 8.4.3 Configuration Management 361
4. 8.4.4 Risk Management 365
5. 8.5 Quality Management 370
1. 8.5.1 Philosophy and Methods 371

2. 8.5.2 Importance of Quality in Design 382
3. 8.5.3 Quality Planning 383
4. 8.5.4 Quality Assurance 383
5. 8.5.5 Quality Control 384
6. 8.5.6 Cost of Quality 385
1. Team Project 387
3. Exercises 389
4. Bibliography 389
9. 9 Project Scheduling 395
1. 9.1.1 Key Milestones 398
2. 9.1.2 Network Techniques 399
2. 9.2 Estimating the Duration of Project Activities 401
1. 9.2.1 Stochastic Approach 402
2. 9.2.2 Deterministic Approach 406
3. 9.2.3 Modular Technique 406

4. 9.2.4 Benchmark Job Technique 407
5. 9.2.5 Parametric Technique 407
3. 9.3 Effect of Learning 412
4. 9.4 Precedence Relations Among Activities 414
5. 9.5 Gantt Chart 416
6. 9.6 Activity-On-Arrow Network Approach for CPM Analysis
420
1. 9.6.1 Calculating Event Times and Critical Path 428
2. 9.6.2 Calculating Activity Start and Finish Times 431
3. 9.6.3 Calculating Slacks 432
7. 9.7 Activity-On-Node Network Approach for CPM Analysis
433
1. 9.7.1 Calculating Early Start and Early Finish Times of
Activities 434
2. 9.7.2 Calculating Late Start and Late Finish Times of
Activities 434
8. 9.8 Precedence Diagramming with Lead–Lag Relationships
436
9. 9.9 Linear Programming Approach for CPM Analysis 442
10. 9.10 Aggregating Activities in the Network 443

1. 9.10.1 Hammock Activities 443
2. 9.10.2 Milestones 444
11. 9.11 Dealing with Uncertainty 445
1. 9.11.1 Simulation Approach 445
2. 9.11.2 Pert and Extensions 447
12. 9.12 Critique of Pert and CPM Assumptions 454
13. 9.13 Critical Chain Process 455
14. 9.14 Scheduling Conflicts 457
1. Team Project 458
3. Exercises 460
4. Bibliography 467
5. Appendix 9A: Least-Squares Regression Analysis 471
6. Appendix 9B: Learning Curve Tables 473
7. Appendix 9C: Normal Distribution Function 476
10. 10 Resource Management 477
1. 10.1 Effect of Resources on Project Planning 477

2. 10.2 Classification of Resources Used in Projects 478
3. 10.3 Resource Leveling Subject to Project Due-Date
Constraints
481
4. 10.4 Resource Allocation Subject to Resource Availability
Constraints 487
5. 10.5 Priority Rules for Resource Allocation 491
6. 10.6 Critical Chain: Project Management by Constraints 496
7. 10.7 Mathematical Models for Resource Allocation 496
8. 10.8 Projects Performed in Parallel 499
1. Team Project 500
3. Exercises 501
4. Bibliography 506
11. 11 Project Budget 509
2. 11.2 Project Budget and Organizational Goals 511
3. 11.3 Preparing the Budget 513

1. 11.3.1 Top-Down Budgeting 514
2. 11.3.2 Bottom-Up Budgeting 514
3. 11.3.3 Iterative Budgeting 515
4. 11.4 Techniques for Managing the Project Budget 516
1. 11.4.1 Slack Management 516
2. 11.4.2 Crashing 520
5. 11.5 Presenting the Budget 527
6. 11.6 Project Execution: Consuming the Budget 529
7. 11.7 The Budgeting Process: Concluding Remarks 530
1. Team Project 531
3. Exercises 532
4. Bibliography 537
5. Appendix 11A: Time–Cost Tradeoff with Excel 539
12. 12 Project Control 545
2. 12.2 Common Forms of Project Control 548

3. 12.3 Integrating the OBS and WBS with Cost and Schedule
Control
551
1. 12.3.1 Hierarchical Structures 552
2. 12.3.2 Earned Value Approach 556
4. 12.4 Reporting Progress 565
5. 12.5 Updating Cost and Schedule Estimates 566
6. 12.6 Technological Control: Quality and Configuration 569
7. 12.7 Line of Balance 569
8. 12.8 Overhead Control 574
1. Team Project 576
3. Exercises 577
4. Bibliography 580
13. Appendix 12A: Example of a Work Breakdown Structure
581
14. Appendix 12B: Department of Energy Cost/Schedule
Control Systems
Criteria 583
15. 13 Research and Development Projects 587

2. 13.2 New Product Development 589
1. 13.2.1 Evaluation and Assessment of Innovations 589
2. 13.2.2 Changing Expectations 593
3. 13.2.3 Technology Leapfrogging 593
4. 13.2.4 Standards 594
5. 13.2.5 Cost and Time Overruns 595
3. 13.3 Managing Technology 595
1. 13.3.1 Classification of Technologies 596
2. 13.3.2 Exploiting Mature Technologies 597
3. 13.3.3 Relationship Between Technology and Projects 598
4. 13.4 Strategic R&D Planning 600
1. 13.4.1 Role of R&D Manager 600
2. 13.4.2 Planning Team 601
5. 13.5 Parallel Funding: Dealing with Uncertainty 603
1. 13.5.1 Categorizing Strategies 604
2. 13.5.2 Analytic Framework 605
3. 13.5.3 Q-Gert 606

6. 13.6 Managing the R&D Portfolio 607
1. 13.6.1 Evaluating an Ongoing Project 609
2. 13.6.2 Analytic Methodology 612
1. Team Project 617
3. Exercises 619
4. Bibliography 619
5. Appendix 13A: Portfolio Management Case Study 622
16. 14 Computer Support for Project Management 627
2. 14.2 Use of Computers in Project Management 628
1. 14.2.1 Supporting the Project Management Process Approach
629
2. 14.2.2 Tools and Techniques for Project Management 629
3. 14.3 Criteria for Software Selection 643
4. 14.4 Software Selection Process 648
5. 14.5 Software Implementation 650

6. 14.6 Project Management Software Vendors 656
1. Team Project 657
3. Exercises 658
4. Bibliography 659
5. Appendix 14A: PMI Software Evaluation Checklist 660
6. 14A.1 Category 1: Suites 660
7. 14A.2 Category 2: Process Management 660
8. 14A.3 Category 3: Schedule Management 661
9. 14A.4 Category 4: Cost Management 661
10. 14A.5 Category 5: Resource Management 661
11. 14A.6 Category 6: Communications Management 661
12. 14A.7 Category 7: Risk Management 662
13. 14A.8 General (Common) Criteria 662
14. 14A.9 Category-Specific Criteria Category 1: Suites 663
15. 14A.10 Category 2: Process Management 663
16. 14A.11 Category 3: Schedule Management 664

17. 14A.12 Category 4: Cost Management 665
18. 14A.13 Category 5: Resource Management 666
19. 14A.14 Category 6: Communications Management 666
20. 14A.15 Category 7: Risk Management 668
17. 15 Project Termination 671
2. 15.2 When to Terminate a Project 672
3. 15.3 Planning for Project Termination 677
4. 15.4 Implementing Project Termination 681
5. 15.5 Final Report 682
1. Team Project 683
3. Exercises 684
4. Bibliography 685
18. 16 New Frontiers in Teaching Project Management in
MBA and
Engineering Programs 687

2. 16.2 Motivation for Simulation-Based Training 687
3. 16.3 Specific Example—The Project Team Builder (PTB) 691
4. 16.4 The Global Network for Advanced Management
(GNAM)
MBA New Product Development (NPD) Course 692
5. 16.5 Project Management for Engineers at Columbia
University
693
6. 16.6 Experiments and Results 694
7. 16.7 The Use of Simulation-Based Training for Teaching
Project
Management in Europe 695
8. 16.8 Summary 696
1. Bibliography 697
1. Index 699
Nomenclature
AC annual cost
ACWP actual cost of work performed
AHP analytic hierarchy process
AOA activity on arrow
AON activity on node

AW annual worth
BAC budget at completion
B/C benefit/cost
BCWP budgeted cost of work performed
BCWS budgeted cost of work scheduled
CBS cost breakdown structure
CCB change control board
CCBM critical chain buffer management
CDR critical design review
CE certainty equivalent, concurrent engineering
C-E cost-effectiveness
CER cost estimating relationship
CI cost index; consistency index;
criticality index
CM configuration management
COO chief operating officer
CPIF cost plus incentive fee

CPM critical path method
CR capital recovery, consistency ratio
C/SCSC cost/schedule control systems criteria
CV cost variance
DOD Department of Defense
DOE Department of Energy
DOH direct overhead costs
DSS decision support system
EAC estimate at completion
ECO engineering change order
ECR engineering change request
EMV expected monetary value
EOM end of month
EOY end of year
ERP enterprise resource planning
ETC estimate to complete
ETMS early termination monitoring system

EUAC equivalent uniform annual cost
EV earned value
EVPI expected value of perfect information
EVSI expected value of sample information
FFP firm fixed price
FMS flexible manufacturing system
FPIF fixed price incentive fee
FW future worth
GAO General Accounting Office
GDSS group decision support system
GERT graphical evaluation and review technique
HR human resources
IPT integraded product team
IRR internal rate of return
IRS Internal Revenue Service
ISO International Standards Organization
IT information technology
LCC life-cycle cost

LOB line of balance
LOE level of effort
LP linear program
LRC linear responsibility chart
MACRS modified accelerated cost recovery system
MARR minimum acceptable (attractive) rate of return
MAUT multiattribute utility theory
MBO management by objectives
MIS management information system
MIT Massachusetts Institute of Technology
MPS master production schedule
MTBF mean time between failures
MTTR mean time to repair
NAC net annual cost
NASA National Aeronautics and Space Administration
NBC nuclear, biological, chemical
NPV net present value

OBS organizational breakdown structure
O&M operations and maintenance
PDMS product data management system
PDR preliminary design review
PERT program evaluation and review technique
PMBOK project management body of knowledge
PMI Project Management Institute
PMP project management professional
PO project office
PT project team
PV planned value
PW present worth
QA quality assurance
QFD quality function deployment
RAM reliability, availability, and maintainability; random
access
memory
R&D research and development

RDT&E research, development, testing, and evaluation
RFP request for proposal
ROR rate of return
SI schedule index
SOW statement of work
SOYD sum-of-the-years digits
SV schedule variance
TQM total quality management
WBS work breakdown structure
WP work package
WR work remaining
Preface
We all deal with projects in our daily lives. In most cases,
organization and
management simply amount to constructing a list of tasks and
executing them
in sequence, but when the information is limited or imprecise
and when
cause-and-effect relationships are uncertain, a more considered
approach is

called for. This is especially true when the stakes are high and
time is
pressing. Getting the job done right the first time is essential.
This means
doing the upfront work thoroughly, even at the cost of
lengthening the initial
phases of the project. Shaving expenses in the early stages with
the intent of
leaving time and money for revisions later might seem like a
good idea but
could have consequences of painful proportions. Seasoned
managers will tell
you that it is more cost-effective in the long run to add five
extra engineers at
the beginning of a project than to have to add 50 toward the
end.
The quality revolution in manufacturing has brought this point
home.
Companies in all areas of technology have come to learn that
quality cannot
be inspected into a product; it must be built in. Recalling the
1980s, the
global competitive battles of that time were won by companies
that could
achieve cost and quality advantages in existing, well-defined
markets. In the
1990s, these battles were won by companies that could build
and dominate
new markets. Today, the emphasis is partnering and better
coordination of the
supply chain. Planning is a critical component of this process
and is the
foundation of project management.
Projects may involve dozens of firms and hundreds of people

who need to be
managed and coordinated. They need to know what has to be
done, who is to
do it, when it should be done, how it will be done, and what
resources will be
used. Proper planning is the first step in communicating these
intentions. The
problem is made difficult by what can be characterized as an
atmosphere of
uncertainty, chaos, and conflicting goals. To ensure teamwork,
all major
participants and stakeholders should be involved at each stage
of the process.
How is this achieved efficiently, within budget, and on
schedule? The
primary objective in writing our first book was to answer this
question from
the perspective of the project manager. We did this by
identifying the
components of modern project management and showing how
they relate to
the basic phases of a project, starting with conceptual design
and advanced
development, and continuing through detailed design,
production, and
termination. Taking a practical approach, we drew on our
collective
experience in the electronics, information services, and
aerospace industries.
The purpose of the second edition was to update the
developments in the field
over the last 10 years and to expand on some of the concerns

that are
foremost in the minds of practitioners. In doing so, we have
incorporated new
material in many of the chapters specifically related to the
Project
Management Body of Knowledge (PMBOK) published by the
Project
Management Institute. This material reflects the tools,
techniques, and
processes that have gained widespread acceptance by the
profession because
of their proven value and usefulness.
Over the years, numerous books have been written with similar
objectives in
mind. We acknowledge their contribution and have endeavored
to build on
their strengths. As such in the third edition of the book, we have
focused on
integrative concepts rather than isolated methodologies. We
have relied on
simple models to convey ideas and have intentionally avoided
detailed
mathematical formulations and solution algorithms––aspects of
the field
better left to other parts of the curriculum. Nevertheless, we do
present some
models of a more technical nature and provide references for
readers who
wish to gain a deeper understanding of their use. The
availability of powerful,
commercial codes brings model solutions within reach of the
project team.
To ensure that project participants work toward the same end
and hold the

same expectations, short- and long-term goals must be
identified and
communicated continually. The project plan is the vehicle by
which this is
accomplished and, once approved, becomes the basis for
monitoring,
controlling, and evaluating progress at each phase of the
project’s life cycle.
To help the project manager in this effort, various software
packages have
been developed; the most common run interactively on
microcomputers and
have full functional and report-generating capabilities. In our
experience,
even the most timid users are able to take advantage of their
main features
after only a few hours of hands-on instruction.
A second objective in writing this book has been to fill a void
between texts
aimed at low- to mid-level managers and those aimed at
technical personnel
with strong analytic skills but little training in or exposure to
organizational
issues. Those who teach engineering or business students at
both the late
undergraduate and early graduate levels should find it suitable.
In addition,
the book is intended to serve as a reference for the practitioner
who is new …

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