Project Management Framework

This subject has the following teaching availabilities in 2009:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject will introduce students to specially designed analysis and goal-setting exercises for further development planning relevant to their individual professional backgrounds in a built environment context. Students will explore the overall competency framework applied across all phases of the project life cycle and its relevance to their own professional development. The subject will prepare students for advanced studies in Project and Program Management by covering new developments and trends in the building and construction industries.

The subject comprises three elements: research and theory, application, and self-assessment. Students are required to develop fundamental theoretical knowledge based on the course materials, a range of online and print resources, their research, and discussion undertaken in the initial intensive workshop. Students will then work on applying this knowledge to problems/scenarios considered in teams of 4-5 during the workshop, and to real-life case study projects requiring students to devise holistic management solutions in the context of the stated competency areas.

Students' individual self-assessment will be facilitated by a computer-based assessment matrix across all the project and program management and socio-cultural competencies. Appropriate reference must be made to prior learning and professional practices in assessing personal strengths and weaknesses. The self-assessment exercise will identify knowledge gaps and allow students to develop their own development plans highlighting particular learning strategies. It will also help students understand the importance of peer interactions and reflective learning in team environments.

Students in this subject will work in pre-assigned teams using access to an online team forum. They will discuss ideas, research, problems and issues on a regular basis with the subject coordinator and through participation in team interactions. General subject discussion forums will also be available for students to raise issues and interact with the rest of the class and the subject coordinator/tutors. Whilst all learning materials and activities will be available online, the initial on-campus intensive workshop will help students with benchmarking and setting up their goals and development plans. Assessment submissions will be online in electronic format. Teamwork activities will be complemented by the development of individual professional competency plans and individual reports and online presentations allowing students to reflect on and highlight their personal research and contributions to team tasks.

The subject will be partly delivered using the Blackboard platform, where there will be a discussion forum and file exchange facilities for students to interact with peers as well as tutors and coordinators. The subject will have its own learning materials and resources section. The subject coordinator will provide the relevant learning material or appropriate references on-line for students to access. In addition to this, students will have full access to the University library for both on-the-shelf and electronic resources.

To develop a thorough understanding of all key competency areas in Project & Program Management and in socio-cultural management from a built environment perspective.

The core objectives include:

• Understanding of the range of knowledge areas in Project and Program Management;
• Understanding of individual strengths and weaknesses with respect to opportunities in the field;
• Preparation of Professional Competency Development Plan for further development.

• 3 x team assignments - due weeks 5, 9, 12 - 2000 words total (35%);
• Individual Professional Competency Development Plan and a Reflective Report - due week 13 - 1000 words (25%);
• 2 hour final exam (week 13) - 2000 words (40%).

1. Course materials.
2. A Guide to the Project Management Body of Knowledge, 3rd ed (2004), Project Management Institute (US).
3. The Handbook of Project Based Management, R. Turner.

This subject is not available as a breadth subject.

• An appreciation of the scope and dimensions of professional roles;
• The ability to function effectively as either a team leader or member within multi-disciplinary and multi-cultural teams;
• A commitment to, and fundamental appreciation of, the concept of successful teamwork and the ability to communicate effectively, clearly and concisely as a team leader or member of the group;
• An ability to communicate ideas, concepts and solutions to both technical and non-technical audiences effectively, clearly and concisely;
• An ability to carry out research and apply fundamental theoretical knowledge to problem solving in relevant disciplines.

Computer requirements: A PC with Windows operating system; 56k Modem for dial-up access and a webcam.

Resources provided to distance students: Internet-based IT framework (Learning Management System) with secured access facilitating completion of assignments handed out during the workshop session and online access to other students and the subject coordinator/tutor.