PROJECT MANAGEMENT
MBA 648
Fall 2011
Office Hours: T/H: 9:25-11:40
(Other times by appointment)
Jim Leaman
Office: CC 206c
Phone: 432-4152
email: james.leaman@emu.edu
"This project is so important, we can't let things that are more important interfere with it."
(Advertising/Marketing manager, United Parcel Service)
"Doing it right is no excuse for not meeting the schedule." (Plant manager, Delco Corporation)
"We know that communication is a problem, but the company is not going to discuss it with the
employees." (Switching supervisor, AT&T Long Lines Division)
“A project manager is a person who thinks nine women can deliver a baby in One month.”
(Unknown)
1. COURSE DESCRIPTION:
Organizations are increasingly utilizing projects to perform activities and operations, creating a growing
requirement for specific management skills and tools in areas of project management. Applying theory and
practice, this course explores management needs through each phase of the project life-cycle, from initiating,
planning, performing, and closing projects. Projects are often funded differently than ongoing operations,
namely with grants or other one-time provisions, and this course provides special consideration of that reality
and what it means for organizations, grant writers, and project managers.
2. COURSE OBJECTIVES: Students giving effort to fulfilling course requirements will…
a) gain an understanding of the history, evolution and theory of project management in order to place
contemporary cases and projects within this broader context and emerging trends;
b) gain practical and theoretical skills needed to lead projects and people across the full length of the
project life cycle;
c) gain an understanding of the role of different members of a project team, including how to contribute
constructively to projects as a subordinate member;
d) gain an understanding of the role of projects within the broader work and structure of organizations;
e) gain insights into the “funding world”; how to narrow and target options for specific organizations, and
learn skills in proposal development and grant writing; and
f) learn a basic foundation of MS Project software, including specific project skills of scheduling, critical
chain and critical path, developing a project budget, and financial accounting and control.
3. TEACHING/LEARNING METHODS: To facilitate the learning and teaching process, and as a means of
achieving the above objectives, we will use a variety of techniques which hopefully will not only increase
the learning potential but will also make learning about project management more enjoyable. These
teaching/learning methods will include:
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
Readings in required texts, articles, and supplemental materials. Students should not expect to learn
at full potential in this course if reading fails to be done in a timely and comprehensive manner;
Presentations and class discussions - about methods, problems, and issues encountered throughout
the course;
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Completion of various problem solving exercises throughout the term;
Analyzing and discussing case studies and proposing possible solutions to problems;
Use of outside speakers, videos and/or other multimedia methods;
Two-way evaluations: examinations and written projects for students and formal and informal
evaluation of the instructor (clarity of presentation, use of examples, pace, etc.). Feedback from
these evaluations will be used to modify the course in progress and in the future.
4. COURSE REQUIREMENTS AND EVALUATION:
Specific course requirements and grading weights are as follows:
 Project........................................................................................................................ 50%
 Case Study ................................................................................................................. 20%
 Book Critique ............................................................................................................ 20%
 Class Participation ..................................................................................................... 10%
Grading scale:
Below 70% F
93% -100% A
90% - 92% A-
87% - 89% B+
83% - 86% B
80% - 82% B-
77% - 79% C+
73% - 76% C
70% - 72% C-
Project: The culminating assignment for this course will be a paper/project of significant scope and designed to
bridge theory, skills and practice. Students will first identify a Request for Proposal (RFP), then respond by
designing and presenting a full project proposal. The documentation of this project will be due on the date of
the final class session, and the proposal will be presented to the class. More specific details will be provided
early in the course.
Book Critique: The instructed course is intended as a survey of the broad coverage of the topics of project
management and grant writing. The book critique project provides the opportunity for students to delve more
deeply into one of the component areas of either of these topics through reading and critiquing any one book of
their choosing from the list of recommended texts (below) or from an approved book proposed to the instructor.
More specific details will be provided early in the course.
Case Study: Students will identify a project with which they have had personal experience. This case will be
analyzed, written, and presented to the class. Selecting a case with problems and/or controversies will make this
project more meaningful and interesting. More specific details will be provided early in the course.
Class Participation: Your active participation in class discussions is considered a very important part of the
learning experience and will contribute to broader perspectives and a more rich and interesting learning
environment for all. Voluntary oral contributions in class are a notable component of class participation; in
addition, the following lists are illustrative examples of behaviors that add to, or detract from, the overall class
participation grade, and your learning in the course:
Activities/behaviors that add value:
- attend class, arriving on time
- demonstrate preparedness for class
- be actively engaged in the learning
- take notes in class when appropriate
- engage in oral discussion in class **
Activities/behaviors that detract value:
- being absent from class, or arriving late
- demonstrate lack of preparedness for class
- being disengaged/distanced from the learning
- texting or other use of personal electronics
- sleeping in class or other distracting conduct
On-Time Work: Late papers may be accepted but with one letter grade deducted for each calendar day late.
Work submitted after the completion of the semester will be deducted at least one letter grade, depending on
length of late submission.
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5. ATTENDANCE POLICY AND ADMINISTRATIVE ISSUES:
Attendance: Due to the once-per-week format, each class session carries significant weight; therefore,
absences will be noticed and noted, and remember that 10% of the overall semester grade is for class
participation, which cannot be earned in absentia. In addition, I make the assumption that you enrolled in
this class because you want to learn something about the subject matter; so I have high expectation for
student attendance.
Communication: EMU’s online Moodle system will be used to facilitate communication in this course.
Students are responsible to check Moodle for announcements, messages and related information. The
“Discussion Board” tool on Moodle may be used to post articles or ideas for discussion (out-of-class), or to
respond to articles or reflections posted by classmates or the instructor.
Writing: Being able to write well is an important skill to develop. To facilitate strong writing skills, and
consistent with EMU’s “writing across the curriculum” policy, all writing assignments will be evaluated
using the “writing standards – Graduate Level (Grid Version)” form that is posted on Moodle under Course
Information. Before handing in a writing assignment, students are encouraged to evaluate their own writing
using the grid. Be sure to avoid any form of plagiarism in your writing. If you have doubts about what is
appropriate, a useful website is http://www.indiana.edu/~istd/. In addition, please review the EMU
Graduate Catalog for university policy.
Please take advantage of the free individual tutoring from EMU’s writing tutors. Writing tutors are strong
writers who hold scheduled one-on-one sessions with students and are an excellent resource for writers at
any level or at any stage in the writing process. Please remember that writing tutors do not provide an
editing or proofreading service. They will help you put what you learn into practice and will work with you
to improve your own proofreading and editing skills. To make an appointment, please visit the Academic
Support Center on the 3rd floor of the Hartzler Library.
Special Needs: If you have received services in the past related to a learning disability or attention deficit
disorder and/or feel you may have difficulties in this course, please make an appointment to speak with me
during my office hours or with the Coordinator of Student Disability Support Services in the Academic
Support Center on the 3rd floor of the Hartzler Library.
6. RESOURCES: (required texts)
Kloppenborg, Timothy J. (2009), Contemporary Project Management, South-Western Cengage Learning:
Mason, OH.
Karsh, Ellen & Arlen Sue Fox (2006), The Only Grant-Writing Book You’ll Ever Need, Basic Books: New
York.
7. ACADEMIC INTEGRITY:
Academic integrity and appropriate classroom behavior is assumed. Any student found violating these
standards may receive an “F” for the course. A second violation may result in dismissal from the program.
See EMU catalogue and handbook for more details. Plagiarism (the use of ideas and words taken from
another source without citation) is a serious offense. In addition, knowingly helping or allowing someone
else to cheat is academic dishonesty.
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8. TENTATIVE SCHEDULE: (based on projection of seven students)
Suggestions for modifying the schedule, methods and requirements are welcome so long as they increase
the learning potential. Because of this, and because I believe that we learn as we go along, it is quite
possible that there may be changes in the course, especially the schedule, over the semester.
DATE
Sep 1
Sep 8
Sep 15
Sept 22
Sept 29
Oct 6
Oct 13
Oct 20
Oct 27
Nov 3
Nov 10
Nov 17
Nov 24
Dec 1
Dec 8
Dec 15
RESOURCES & ASSIGNMENTS
TOPIC
Part I: Introduction, Organizing and Initiating
Syllabus & Assignments
Introduction to course
Kloppenborg chapter 1
Introduction to Project Management
Kloppenborg chapter 2
Project selection and prioritization
K&F Part I (pp. 1-43)
GW Prerequisites: Lessons 1 and 2
Kloppenborg chapters 3 and 4
Organizational capability & Chartering
K&F Part I (pp. 44-99)
GW Prerequisites: Lessons 3, 4, FR1
Part II: Planning and Writing
Kloppenborg chapter 5
Stakeholder analysis & communication
K&F Part II (pp. 101-144)
GW Writing: Lessons 5-7
Kloppenborg chapter 6
Scope and work breakdown structures
K&F Part II (pp. 145-185)
GW Writing: Lessons 8-10
Kloppenborg chapter 7
Scheduling projects
K&F Part II (pp. 186-225)
GW Writing: Lessons 11-14
Kloppenborg chapter 8
**GUEST**
Resourcing projects
K&F Part II (pp. 226-274)
GW Writing: Lessons 15, 16, FR2
Kloppenborg chapter 9
Budgeting Projects
K&F Part III+ (pp. 275-311)
GW Implementation: Lessons 17, 18, FR3
Kloppenborg chapter 10
Project risk planning
Application & area focus (A&AF)
One case and one book critique
Kloppenborg chapter 11 **TENTATIVE**
Project quality planning and kickoff
A&AF
One case and one book critique
Part III: Performing and Evaluating
Kloppenborg chapter 12
Supply chain management
A&AF
One case and one book critique
Kloppenborg chapter 13
Leading & managing project teams
A&AF
One case and one book critique
No Class – Thanksgiving
Kloppenborg chapter 14
Project progress and results
A&AF
One case and one book critique
Kloppenborg chapter 15
Finishing the project
A&AF
One case and one book critique
TBA
Project presentations
Course evaluation
** I’m trying to arrange a Saturday field experience to a) provide more practical/local application of our
learning and b) fulfill required seat time hours for the class.
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8. BIBLIOGRAPHY
Berkun, Scott (2005), The Art of Project Management, O’Reilly Media: Cambridge, MA.
Berkun, Scott (2008), Making Things Happen: Mastering Project Management, O’Reilly Media: Camb., MA.
Brown, James T. (2008), The handbook of program management [electronic resource] : how to facilitate
project success with optimal program management, McGraw-Hill, E-book from Ebsco.
Crowe, Andy (2006), Alpha Project Managers: What the Top 2% Know that Everyone Else Does Not,
Velociteach: Kennesaw, GA.
Cunningham, Michael C. (2006), Finish What you Start: 10 Surefire Ways to Deliver your Projects On Time
and On Budget, Kaplan Business: New York.
Dvir, Dov & Aaron J. Shenhar (2007), Reinventing Project Management: The Diamond Approach to Successful
Growth and Innovation, Harvard Business: Cambridge, MA.
Kendrick, Tom (2004), The Project Management Toolkit: 100 Tips and Techniques for Getting the Job Done
Right, AMACOM Books: Boston, MA.
Kendrick, Tom (2006), Results Without Authority: Controlling a Project When the Team Doesn’t Report to You,
AMACOM Books: Boston, MA.
Kendrick, Tom (2009), Identifying and managing project risk [electronic resource] : essential tools for failureproofing your project, AMACON, E-book From Ebsco.
Kerzner, Harold (2009), Project Management Case Studies, 3rd ed., Wiley: New York.
Lambeck, Richard (2009), Urban construction project management [electronic resource], McGraw-Hill, Ebook from Ebsco.
Leach, Lawrence P. (2005), Lean Project Management: Eight Principles for Success, Advanced-Projects: Boise,
Idaho.
Lewis, James (1998), Team-Based Project Management, Beard Books.
Lewis, James (2008), Mastering project management [electronic resource] : applying advanced concepts to
systems thinking, control & evaluation, resource allocation, McGraw-Hill, E-book from Ebsco.
Martin, Paula & Karen Tate (1997), The Project Management Memory Jogger: A Pocket Guide for Project
Teams, Goal/QPC: Salem, NH.
McNamara, Carter (2006), Field Guide to Nonprofit Program Design, Marketing and Evaluation, 4th ed.,
Authenticity Consulting, LLC: Toronto.
Mersino, Anthony C. (2007), Emotional intelligence for project managers [electronic resource] : the people
skills you need to achieve outstanding results, American Management Association, E-book by Ebsco.
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Morris, Rick A. & Brette M. Sember (2008), Project Management that Works: Real-World Advice on
Communicating, Problem-Solving, and Everything Else you Need to Know to Get the Job Done,
AMACOM Books: Boston, MA.
Pacelli, Lonnie (2004), The Project Management Advisor: 18 Major Project Screw-Ups, and how to Cut them
off at the Pass, Prentice Hall: New York.
Rose, Kenneth H. (2005), Project Quality Management: Why, What and How, J. Ross Publishing: Ft.
Lauderdale, FL.
Russell, Lou (2007), 10 Steps to Successful Project Management, ASTD Press: Alexandria, VA.
Snead, G. Lynne (2002), The Project Management Scorecard: Measuring the Success of Project Management
Solutions, Butterworth-Heinemann: Oxford.
Shenhar, Aaron (2007), Reinventing project management : the diamond approach to successful growth and
innovation, Harvard Business School Press, Cambridge.
Shim, Jae K. (2010), Project Management: A Financial Perspective, Global Professional.
Tate, Karen (2001), Getting Started in Project Management, Wiley: New York.
Turner, J. Rodney (2009), The handbook of project-based management [electronic resource] : leading strategic
change in organizations, McGraw-Hill, E-book from Ebsco.
Wiefling, Kimberly (2007), Scrappy Project Management: The 12 Predictable and Avoidable Pitfalls Every
Project Faces, Scrappy About: Cupertino, CA.
Wong, Zachary (2007), Human Factors in Project Management: Concepts, Tools, and Techniques for Inspiring
Teamwork and Motivation, Jossey-Bass: San Francisco.
Additional resources for expanded study, though not for Book Critique:
Church, Cheyanne & Rogers, Mark M. (2006), Designing for Results: Integrating Monitoring and Evaluation in
Conflict Transformation Programs, Search for Common Ground.
http://www.sfcg.org/programmes/ilr/ilt_manualpage.html
Thomas, Lainie, (2005), Capacity Building for local NGOs: A guidance manual for good practice, Catholic
Insitute for International Relations,
http://www.ciir.org/Templates/Internal.asp?nodeid=91674&int1stParentNodeID=89630&int2ndParentN
odeID=90417
http://www.civicus.org/toolkits In particular the following:
Shapiro, Janet, Writing a Funding Proposal Toolkit, CIVICUS
http://www.civicus.org/new/media/Writing%20a%20funding%20proposal.pdf
Shapiro, Janet, Budgeting Toolkit, CIVICUS
http://www.civicus.org/new/media/Budgeting.pdf and
http://www.civicus.org/new/media/Budgeting%20BEST%20PRACTICE.pdf
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Shapiro, Janet, Overview of Planning Toolkit, CIVICUS
http://www.civicus.org/new/media/Overview%20of%20Planning.pdf
Shapiro, Janet, Monitoring and Evaluation Toolkit, CIVICUS
http://www.civicus.org/new/media/Monitoring%20and%20Evaluation.pdf
Shapiro, Janet, Financial Control and Accountability Toolkit, CIVICUS
http://www.civicus.org/new/media/Financial%20Control%20and%20Accountability.pdf
Jackson, Terence (2003), Cross-cultural Management and NGO Capacity Building: Why a cross-cultrual
Approach is Necessary, INTRAC: Oxford.
http://www.intrac.org/pages/PraxisNote1.html
Malunga, Chiku with Rick James (2004), Using African Proverbs in Organizational Capacity Building,
INTRAC: Oxford.
http://www.intrac.org/pages/PraxisNote6.html
Mango (2003), Mango’s Financial Management Health Check: How healthy is the financial management in
your NGO? Pilot Version,
http://www.mango.org.uk/guide/files/mango-health-check-in-english-jul05.doc
Mango (2005), Twenty Questions to ask when Reviewing Financial Information
http://www.mango.org.uk/guide/resources/otherresources.aspx
Mango (2005), A Manager’s Financial Management Checklist
http://www.mango.org.uk/guide/files/managers-checklist.doc
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