ADM 6260 C

Project Management I
Winter 2015

Professor:

Abdel Hamou-Lhadj
MSc, MBA, PEng, OCEB, CMQ/OE, CGEIT, CGRCM, CGOVP

Office:

Desmarais Building, 5th floor

Telephone:

613 841-0438

E-Mail:

hamou-lhadj@telfer.uottawa.ca
abdelkrim.hamou-lhadj@rogers.com

Office Hours:

By appointment

Class Location:

DMS 4130

Class Hours:

Thursday 19:00 22:00

Course Deliverables

Type

Due Date

Weight

Comments

Project Report & Presentation

Team

February 12

50%

Hard and soft copies

Case Analysis Paper

Individual

As per course schedule

40%

Hard and soft copies

Learning Contribution

Individual

Ongoing

10%

Notes:
Soft copies should be submitted to Turnitin prior to being handed out to the professor.
Hard copies should contain the associated Turnitin summary report, as well as the Ethics Agreement form.

Course Description
Over the last few decades, project management has become very popular. Yet, many projects still fail
and fall short in meeting their stakeholders expectations. Many experts argue that a straightforward
project management process could significantly improve the likelihood of project success.
This course proposes a straightforward approach to managing projects, and focuses on project
initiation phase. The aim is to introduce the practical skills required of project managers to effectively
deal with the difficulty in defining and assessing project success and, hence, understanding and
responding to the different perceptions that project stakeholders might have of project success.
Based on the Project Management Body of Knowledge (PMBOK) of the Project Management Institute
(PMI), this course provides students with an effective overview of project management, and covers
basic concepts, approaches, methods, tools and techniques in project management, and in particular
will give the students the right means to initiate a project and create a project charter for the project.

Course Objectives
At the end of this course, students will acquire a basic knowledge of standard project management.
And, more specifically, they will develop a good understanding of the following:

Key project management concepts and framework

How to use appropriate tools and techniques at the initiation phase
How to develop an effective project charter
How to assess a projects success

Telfer MBA Focus on Leading High Performance Organizations

The Telfer MBA distinguishes itself through its focus on the development of skills and knowledge
related to leading high performance organizations. This course is among one of the core examples of
such a focus. High performance organizations pride themselves on their ability to manage projects
effectively and efficiently to meet their business needs.
Therefore, the course links to three Telfer MBA Learning Goals:

Understanding of management foundations and the global business environment the course
accounts for the fact that projects play a significant role in value creation globally and it focuses on
the tools and techniques that project managers need to understand and lead projects.
Developing a strategic perspective the course emphasizes the link between strategy execution
and project management and, thus, the strategic importance of projects for organizations.
Establishing an integrated perspective on business functions the course focuses on assessing
project success at different levels (process, outcome, business, organization) and from different
stakeholders perspectives (project team, client and parent organizations, and end-users).

Course Evaluation
Course evaluation components will be based on the following:
A) Group Project Analysis (50%)
Students will be organized in teams. Each team should select a specific project, if possible sponsored
by a client organization. The teams are required to analyze the project (from the project management
standpoint) and relate project outcomes to the overall organizations effectiveness and efficiency.
The analysis must address the following questions:
1.
2.
3.
4.

What was the project about (the project concept)? And, in which organizational context was it done?
Overall, was the project a success or a failure? And, why?
More specifically, what went wrong and/or well, at least in the initiation phase?
In terms of the project management process, and especially for the initiation phase, what lessons can
be learned from such a project?

Report submissions should adhere to the following guidelines (if not, a 5% penalty will be applied):

Due date: February 12

Style and form: Summary report to the client
Number of core pages: 6 to 9
Appendices: Any relevant material
Margins: 1
Font type: Arial
Font size: 11 Points
Spacing: Single space

In addition, the team will share their project analysis findings with the class in a 30-minute
professional presentation.
Professors grading rubric for the learning is as follows:
# Grading Elements

Below: 50% - 69%

Meets: 70% - 79%

1 To develop an increased
understanding of the
project management
process, including
stakeholder management,
needs analysis, feasibility
analysis, and risk
management.

Does not address the key

considerations of the
project management
process, including the key
elements of stakeholder
management, needs
analysis, feasibility
analysis, and risk
management.

Does address the key

considerations of the
project management
process, including the key
elements of stakeholder
management, needs
analysis, feasibility
analysis, and risk
management.

2 To develop an
appreciation of the
criticality of the project
initiation phase, with a
special focus on
recognizing the
contributing factors to

Exceeds: 80%+

Does address the key

considerations of the
project management
process, including the key
elements of stakeholder
management, needs
analysis, feasibility
analysis, and risk
management, and
provides a relevant and
consistent analysis of the
interrelationship between
those considerations.
Does demonstrate a
Does demonstrate a good Does demonstrate a good
limited appreciation of the appreciation of the
appreciation of the
criticality of the project
criticality of the project
criticality of the project
initiation phase, with a
initiation phase, with a
initiation phase, with a
special focus on
special focus on
special focus on
recognizing the
recognizing the
recognizing the
contributing factors to
contributing factors to
contributing factors to
3

# Grading Elements

Below: 50% - 69%

Meets: 70% - 79%

Exceeds: 80%+

project success or failure, project success or failure, project success or failure, project success or failure,
and the interrelationship and the interrelationship and the interrelationship and the interrelationship
between these factors.
between these factors.
between these factors.
between these factors,
and provides a relevant
and consistent analysis
framework for that.

Professors grading rubric for the deliverable is as follows:

# Grading Elements Below: 50% - 69%

Meets: 70% - 79%

1 Professional
Look

The majority of the

document / presentation
does have a professional
look.
The majority of the
information conveyed in the
document / presentation is
relevant to the topic.

Almost all of the document / All of the document /

presentation does have a
presentation does have a
professional look.
professional look.

The majority of the

information conveyed in the
document / presentation is
complete.
The majority of the
information conveyed in the
document / presentation is
accurate.
The style used to convey
the majority of the
information in the document
/ presentation made it easy
to understand.

Almost all of the information All of the information

conveyed in the document / conveyed in the document /
presentation is complete.
presentation is complete.

2 Information
Relevancy

3 Information
Completeness

4 Information
Accuracy

5 Communication
Style

Almost all of the information

conveyed in the document /
presentation is relevant to
the topic.

Exceeds: 80%+

All of the information

conveyed in the document /
presentation is relevant to
the topic.

Almost all of the information All of the information

conveyed in the document / conveyed in the document /
presentation is accurate.
presentation is accurate.
The style used to convey
almost all of the information
in the document /
presentation made it easy to
understand.

The style used to convey all

of the information in the
document / presentation
made it easy to understand.

B) Individual Case Analysis (40%)

Each student should choose one (and only one) from the 4 proposed cases, and prepare an analysis
paper in which they summarize key project management considerations underlying the case,
including factors that are at the source of project success or failure.
Professors expectations are as follows:
1. Context Elements: This is about who is involved in the case and what is important to know about
them to understand the project.
2. Project Purpose: This is about the organizational objectives intended by the project, and the
underlying reasons for its execution.
3. Project Outcome(s): This is about the project results, as well as the impact of these results on the
organizations objectives.
4. Key PM Considerations: This is about the key project management considerations that had an
impact on the execution of the project.
5. Success/Failure Reasons: This is about the reasons that could explain the project success or
failure in that organization.
Paper submissions should adhere to the following guidelines (if not, a 5% penalty will be applied):
4

Due date: As per the schedule

Style and form: Structured analysis for the professor
Number of core pages: 2 to 3
Appendices: Any relevant material
Margins: 1
Font type: Arial
Font size: 11 Points
Spacing: Single space

Professors grading rubric for the learning is as follows:

# Grading Elements

Below: 50% - 69%

Meets: 70% - 79%

1 To develop an
understanding of the
project management
perspective.

Does demonstrate a
limited understanding of
the project management
perspective.

Does demonstrate a good

understanding of the
project management
perspective.

2 To increase the skills of

students in analyzing
projects and detecting
potential project failure
conditions.

Exceeds: 80%+

Does demonstrate a good

understanding of the
project management
perspective, and provides
a relevant and consistent
analysis framework for
that.
Does demonstrate a
Does demonstrate a good Does demonstrate a good
limited knowledge of
knowledge of analyzing
knowledge of analyzing
analyzing projects and
projects and detecting
projects and detecting
detecting potential project potential project failure
potential project failure
failure conditions.
conditions.
conditions, and provides a
relevant and consistent
analysis of the
interrelationship between
project management
considerations.

Professors grading rubric for the deliverables is as follows:

# Grading Elements Below: 50% - 69%

Meets: 70% - 79%

1 Professional
Look

Almost all of the document / All of the document /

presentation does have a
presentation does have a
professional look.
professional look.

2 Information
Relevancy

3 Information
Completeness

4 Information
Accuracy

5 Communication
Style

The majority of the

document / presentation
does have a professional
look.
The majority of the
information conveyed in the
document / presentation is
relevant to the topic.
The majority of the
information conveyed in the
document / presentation is
complete.
The majority of the
information conveyed in the
document / presentation is
accurate.
The style used to convey
the majority of the
information in the document
/ presentation made it easy
to understand.

Almost all of the information

conveyed in the document /
presentation is relevant to
the topic.
Almost all of the information
conveyed in the document /
presentation is complete.

Exceeds: 80%+

All of the information

conveyed in the document /
presentation is relevant to
the topic.
All of the information
conveyed in the document /
presentation is complete.

Almost all of the information All of the information

conveyed in the document / conveyed in the document /
presentation is accurate.
presentation is accurate.
The style used to convey
almost all of the information
in the document /
presentation made it easy to
understand.

The style used to convey all

of the information in the
document / presentation
made it easy to understand.

C) Individual Learning Contribution (10%)

Each student is expected to positively contribute to the overall learning experience during course
sessions. Relevant and practical examples or questions are more than welcome.

Course Material
There is no compulsory course textbook. Readings are posted on Blackboard, and structured as
follows:
#

Reference

How to fail in PM without really trying

Jeffrey K, Pinto & al.

1996

2
3
4
5
6
7

Project success as a topic in PM journals

The high cost of low performance
What great projects have in common
When will you think differently about programme delivery
Executive guide to project management
Why bad projects are so hard to kill

Ika, Lavagnon A.
PMI
Dvir, Dov & al.
PwC
PMI
Royer, Isabelle

2009
2014
2011
2014
2013
2003

8
9
10
11
12

The question every project team should answer

Stakeholder benefit assessment
Feasibility studies in the product development process
Project risk management
How and why do we write project charters

Brown, Karen A. & al.

Johansena, Agnar & al.
Bausea, Katharina & al.
KPMG
Moustafaev, Jamal

2013
2014
2014
2014
2009

Overby, Stephanie

2005

Overby, Stephanie

2005

Project Management - When Failure Is Not an Option

Levinson, Meridith
http://www.cio.com/article/2446386/leadership-management/projectmanagement---when-failure-is-not-an-option.html
Inside an IT Audit
Levinson, Meridith
http://www.cio.com.au/article/166287/inside_an_it_audit/

2006

In addition, the following cases are also posted on Blackboard:

#

Reference

Outsourcing Is Cheaper in China

http://www.cio.com/article/2448489/outsourcing/outsourcing-ischeaper-in-china.html
Comair's Christmas Disaster: Bound to Fail
http://www.cio.com/article/2438920/risk-management/comair-schristmas-disaster--bound-to-fail.html

2004

Course Schedule
#

Date

Topics

1
2
3
4
5

Jan. 08
Jan. 15
Jan. 22
Jan. 29
Feb. 05

The Challenge of Project Management

Introduction to Project Management
Project Initiation Phase What to Do
Project Initiation Phase How to Do It
Project Charter Deliverable Key Components

Feb. 12

Student Presentations

Readings

Deliverables

1, 2, 3
4, 5, 6
7, 8
9, 10
11, 12

Case 1 Paper
Case 2 Paper
Case 3 Paper
Case 4 Paper
Reports
6

Attendance and Participation

The approach to learning and teaching in this course is experience-based and relies on active
involvement of students. For this reason, student attendance at all classes and active involvement is
highly recommended. The course also involves a group project, possibly in a client organization. This
will require time and a client-centered attitude in the gathering of data. Attendance should be planned
accordingly.

Additional References
The following documents might be of interest to students:

Finkelstein, S.; Sanford, S. H. (2000). Learning from corporate mistakes: the rise and fall of
Iridium. Organizational Dynamics, 29(2):138148.
Hall J. (2003). Integrated Project Management. Prentice Hall.
Horine, G.M. (2013). Project Management. Absolute Beginners Guide. Third Edition, QUE:
Indianapolis
Kerzner, H. (2006). Project Management: A Systems Approach to Planning, Scheduling, and
Controlling, 9th edition. New York: John Wiley & Sons.
Larson, Erik, W., Gray Clifford, F. (2014). Project Management: The Managerial Process. Fifth
Edition, McGraw-Hill/Irwin.
Mantel, S.J. Jr., J.R. Meredith, S.M., Shafer, M.M. Sutton (2011). Project Management in Practice.
New York: John Wiley & Sons.
Mingus, N. (2002). Alpha Teach Yourself Project Management in 24 Hours, Madison: CWL
Publishing.
Morris, P.W. G. (2013). Reconstructing Project Management. New York: John Wiley & Sons.
Pinto, J. K. (2013). Lies, damned lies, and project plans: Recurring human errors that can ruin the
project planning process. Business Horizons, 56, 643 653.
PMI (2013). A Guide to the Project Management Body of Knowledge. Fifth Edition, PMI, 2013.
Schonberger, R. J. (1981). Why projects are always late: A rationale based on manual simulation
of a PERT/CPM network. Interfaces, 11(5), 66 70.

Beware of Academic Fraud

Academic fraud is an act committed by a student to distort the marking of assignments, tests,
examinations and other forms of academic evaluation. Academic fraud is neither accepted nor
tolerated by the University. Anyone found guilty of academic fraud is liable to severe academic
sanctions.
Here are a few examples of academic fraud:

engaging in any form of plagiarism or cheating;

presenting falsified research data;
handing in an assignment that was not authored, in whole or in part, by the student;
submitting the same assignment in more than one course, without the written consent of the
professors concerned

In recent years, the development of the Internet has made it much easier to identify academic
plagiarism. The tools available to your professors allow them to trace the exact origin of a text on the
Web, using just a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to consult the
Universitys Web site at the following address, where you will find resources, tips and tools for writing
papers and assignments: http://web5.uottawa.ca/mcs-smc/academicintegrity/home.php
Persons who have committed or attempted to commit (or have been accomplices to) academic fraud
will be penalized. Here are some examples of the academic sanctions, which can be imposed:

a grade of F for the assignment or course in question;

an additional program requirement of between three and thirty credits;
suspension or expulsion from the School.

Please be advised that professors have been formally advised to report every suspected case of
academic fraud. In most cases of a first offence of academic fraud, the sanction applied to students
who have been found guilty is an F for the course with an additional three credits added to their
program requirements. Repeat offenders are normally expulsed from the School of Management.
Finally, the Telfer School of Management asks that students sign and submit with their deliverables
the Personal Ethics Agreement form. Two versions of this form exist: one for individual assignments,
and one for group submissions. Assignments will not be accepted or marked if this form is not
submitted and signed by all authors of the work. We hope that by making this personal
commitment, all students will understand the importance the School places on maintaining the highest
standards of academic integrity.
Also please note that all written assignments for this course must include an authenticity report
generated by Turnitin. You will automatically be issued with a course ID Number for this service upon
registration in the course.

Important Notice
On a number of occasions over past years students have requested that we videotape lectures in
circumstances where they unavoidably have to be absent from class. While there are a number of
issues associated with undertaking such an approach (availability of technology, cost, IP issues with
the professors, and privacy issues for the students), we have reached the point where technologically
we have the capability to fulfill such requests on an exceptional basis.

Acceptable reasons to request the videotaping of a course:

A student may make a request that a course be videotaped on any of the following grounds:

1. Illness or other medical condition:

Students should obtain a medical certificate from the University Health Service (located
at 100 Marie-Curie, (564-3950);
2. Religious holidays;
3. Death in the immediate family;
4. Business trip or other unavoidable constraints related to work (part-time students) :
Students should provide a letter from the employer, and a copy of their plane ticket;
Other compassionate grounds, with justifying documents.

The request should be made at least 48 hrs in advance (2 business days) to the professor. The
professor reserves the right to refuse such a request based on IP or other pedagogical
considerations.
If for any reason you object to a class in which you participate being videotaped, please inform
the professor as soon as possible.
For further information, please contact us by e-mail at:

MBA: mba@telfer.uottawa.ca
MHA: mha@telfer.uottawa.ca

Peer Evaluation Form

Group number: _______
Date: _______________
Name of Evaluator: _________________________________
This form is for use in evaluating the members of your team related to their contribution on your group
project. It is optional: use it only if you need to provide differential grades. The evaluator does not
evaluate him/herself.
DO NOT use this form to rate team members unless you have already talked to the
individual(s) about his/her/their contribution. If the team is having trouble, please see the
professor before the assignment is submitted.
Application
Each team member will evaluate the others on their contribution to group projects. At the discretion of
the professor, individual marks will be adjusted according to the results of the peer evaluation. Marks
will not be adjusted unless a majority of the team members have participated in the evaluation.
Scoring Method
If the individual did not provide any input into the group project, assign a score of 0. If the person
contributed fully according to team expectations, assign a score of 5. Assign scores of 1 through 4
according to the degree of participation.
Email this form to your professor immediately after submitting the group project.
#

Team Member Name

(do not rate yourself)

Score
(0 to 5)

Comments (be specific: point out why you are providing a

grade of less than 5). Use additional pages if necessary.

10