ECTS credits ECTS credits: 5
ECTS Hours Rules/Memories Student's work ECTS: 85 Hours of tutorials: 5 Expository Class: 15 Interactive Classroom: 20 Total: 125
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Plant Production and Engineering Projects
Areas: Engineering Projects
Center Higher Polytechnic Engineering School
Call: Annual
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable | 1st year (Yes)
To know the processes related to scope management, specifically the elaboration of Work Breakdown Structures (WBS) and the definition of project activities.
To go in deep into the relationship among scope definition and other knowledge areas, through interrelation and coordination of different project management processes.
To apply different methodologies for scope definition, in the framework established by the Project Management Body of Knowledge (PMBOK).
Part I. Introduction and requirement definition
-General aspects
-Scope and scope management
-Relationships with other knowledge areas and process interrelation
-Requirement collection: concept and tools.
-Documentation, management plant and traceability matrix
Part II. Scope definition
-Information needed to scope definition
-Creativity techniques for generation of alternatives and decision making
- Analytic techniques for generation of alternatives and decision making
-Scope statement of the project
Part III. Work Breakdown Structure (WBS)
-Information needed for WBS
-Approaches and techniques for generation of WBS
-Interrelation with other knowledge areas: WBS and time, cost and quality management
Part IV. Verification and control
-Check And control, and quality control
-Procedures Verification: inspection and audit.
-Procedures Control: variation analysis and performance measurements
-Integration Of verification and control other processes
Part V. Stakeholder management
-Identify stakeholders: typologies matrix of power-interest models prominence. Relations: Networks & matrices
-Plan stakeholder management: analytical techniques
-Manage Participation: methods of communication, interpersonal skills, management skills.
-Check Participation: information systems management.
Basic bibliography:
• PMI 2017. A guide to the project management body of knowledge (PMBOK® guide). Sixth edition. Project Management Institute, Pennsylvania.
• PMI 2013. Guía de los fundamentos para la dirección de proyectos (guía del PMBOK®) -- Quinta edición. Project Management Institute, Pensilvania.
• AEIPRO 2009. NCB. Bases para la competencia en dirección de proyectos. Versión 3.1. Asociación Española de Ingeniería de Proyectos – International Project Management Association. Editorial UPV.
Complementary bibliography:
• PMI 2017. Agile practice guide. Project Management Institute, Pennsylvania.
• PMI 2001. Practice standard for work breakdown structures. Project Management Institute, Pennsylvania.
• Kerzner, H. 2006. Project Management. A systems approach, scheduling and controlling. John Wiley & Sons, New Jersey.
• PMI 2011. Practice standard for project estimating. Project Management Institute, Pennsylvania.
• IPMA 2015. Individual Competence Baseline for Project, Programme and Portfolio Management. V.4.0. International Project Management Association (IPMA), Zurich, Switzerland.
• IPMA 2016. Project Excellence Baseline for achieving excellence in projects and programmes. V.1.0. International Project Management Association (IPMA), Zurich, Switzerland.
• IPMA 2016. Organisational Competence Baseline for developing competence in managing by projects. V.1.1. International Project Management Association (IPMA), Zurich, Switzerland.
General skills
• Lead and work effectively in interdisciplinary teams.
• Work independently and with initiative.
• Learning to learn.
• Apply critical thinking, logical and creative.
• Capacity for analysis and synthesis.
• Compare and select alternatives and management techniques.
• Make decisions with overall technical, economic, social and environmental.
• Ability to be open to input, suggestions, questions and concerns of others, so that e project can benefit from it (openness).
• Ability to stand in the positions or actions that favor the project (self).
• Conduct literature review and synthesize results.
• Identify emerging methodologies and techniques.
• Ability to exchange views and to communicate their ideas and defend them.
• Commitment to environmental protection and sustainable development.
• Take a responsible ethical professional role.
Specific skills
• Ability to understand and apply the concept of project and project management (project oriented), in a context of results orientation.
• Ability to understand the basic implications do surroundings of the project: the permanent organization that develops, programs and portfolios, the economic, financial and commercial technology environment, and the legal environment.
• To estimate the economic and financial viability of a project and define its objectives.
• Ability to create the work breakdown structure of the project, including establishing the boundaries of the project and its deliverables, and create the organizational structure of the project.
• Ability to create other breakdown structures (organizational, risk, etc.).
• Know the systems and resource management tools, project costs and deadlines.
• Learn a methodology and the main techniques for managing risks in projects.
• Ability to manage project data and to draw up regular reports and final project.
• Stakeholders: Ability to identify project stakeholders and their interests, and to prioritize them.
• Ability to establish ways to assess when the project management have been successful.
Scenario 1
Teaching under “scenario 1” (adapted normal without restrictions to phisical attendance) will be taught through lectures in groups of 25 students (15 hours), using as support presentations in different formats (PowerPoint, Prezi, etc.). The theoretical sessions will be complemented with interactive teaching (18 hours), using materials allowing the student to simulate the setup of documentation in scope management (forms, checklists, etc.) as well as software for the development of specific techniques (mind maps, work breakdown structures ...).
On the basis established in the exhibition and interactive teaching, students will be led to the development of a portfolio, in which the elements of interactive sessions with the practices developed by the same of non-face are included. Students will have the support of mentoring for the development of the planned activities. In addition, the virtual campus will be used as a platform for communication with the student and to provide accurate information for classroom sessions, interactive teaching and personal work.
Scenario 2
Teaching of the subject in “scenario 2” (distancing, with partial restrictions on physical attendance) will follow what is specified for scenarios 1 and 3, based on the established by the center for expository and interactive teaching.
Scenario 3
Teaching under “scenario 3” (facilities closed, and impossibility of teaching with physical attendance) will be addressed through the USC online resources (Moodle and MS Teams), through synchronous and asynchronous lessons based on materials provided to the student (similar to those defined for “scenario 1”). The interactive sessions will also use the aforementioned online resources. It will also be necessary for the student to develop the subject portfolio, as described for “scenario 1”, for which the office hours will be carried out electronically, individually or in groups.
Specifically, they will be used:
• lectures and participatory Lessons
• Seminars for the development of practical work
• Making presentations of work
• Troubleshooting. Preparation and submission of course work
• Learning based on the resolution of practical cases
• Individualized and group tutorials
• Self study and individual study of students
• Group work and cooperative learning. Session / is active discussion.
The use of the virtual USC platform, as well as the Microsoft Teams application, will streamline the two-way flow of information between student and teacher, giving agility to teaching the subject, and facilitating access to documentation by the / the student in any of the three scenarios proposed.
Scenarios 1 and 2
Joint with common-thread work and written exam. The student is evaluated based on their responses to questions from teachers and results of the common-thread work, respectively individually or in groups. At the end of the course students take a written test about scope management. The student's score is a weighted average, 60% -40% between the results on the two parts that are evaluated: written test and common-thread. Students who does not obtain a minimum of 5 out of 10 in each part cannot pass the subject. Practices will evaluated by the student's performance in the classroom, and the quality of the delivered reports.
Scenario 3
Similar to scenarios 1 and 2, but the written test will be done electronically. Attendance will be computed for synchronous sessions.
Oral or written tests (60%): CB6; CB10; CT05; CT07; CES03; CES04; CES12; CES15.
Common-thread work (40%): CG01; CB7; CB8; CB9; CT13; CT01; CT05; CES04; CES12; CES15.
To pass the course the student is required to attend to 75% of the theoretical and practical classes. Failure to comply with the assistance requirements will imply that the students will have to do additional work proposed by the teacher. These criteria are only valid for the 1st and 2nd calls. The scores of case studies and oral examinations are kept only during the academic year.
Face. Assistance to 15 hours in the classroom to the theoretical work, including small examples and exercises. In addition, there will be 15 hours of practice with the resolution, at least, a case study of scope management for a specific project. Total: 30 hours.
No face. Study of teaching materials for the teaching of the subject, 15 hours. Preparation of practice, 25 hours. Sustainability reporting practices, 25 hours. Preparation of review and assessment 30 hours. Total: 95 hours of personal work.
Total workload: 125 hours.
Appropriate to the programming content and skills in accordance with the manuals of the matter, for maximum use at the time of courses. Previous study of the teaching materials before coming to class, to understand and assimilate the concepts of the subject. Active participation in class and use the tutorials.
Emilio Rafael Diaz Varela
Coordinador/a- Department
- Plant Production and Engineering Projects
- Area
- Engineering Projects
- emilio.diaz [at] usc.es
- Category
- Professor: Temporary PhD professor