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PAEE 2009 Project Approaches in Engineering Education ”The Added Value of Teamwork” University of Minho, Portugal 21-22 July , 2009 Project Management and Teamwork Arvid Andersen Copenhagen University College of Engineering Denmark [email protected] ; [email protected]

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PAEE 2009Project Approaches in Engineering Education”The AddedValue of Teamwork”University of Minho, Portugal21-22 July, 2009Project Management and Teamwork Arvid AndersenCopenhagen University College of [email protected]; [email protected]


Project management
Project Management

Arvid Andersen

All projects are carried out by people – success is achieved through people working in teams

People management is the most important element of project management – it is people who get things done, not objectives, not plans, not machines and not schedules (althouhg all these are important)


Creativity and innovation
Creativity and Innovation

  • A benign atmosphere showing openness and trust will motivate, stimulate and promote development of creative ideas and innovation.

  • Ideally, teams promise to promote synergy where results outweigh the sum of individual contribution.


Arvid Andersen

Working in teams
Working in Teams

  • A Team is:

    - a task-tuned group of people

    - a group of people working together to

    chieve ocjectives which are shared

    - a social unit deliberately designed


Arvid Andersen


  • Is more than just teambuilding.

  • Is the ability to work together towards a common vision.

  • Is the ability to direct individual acomplishment.

  • Is the fuel that allows ordinary people to attain extraordinary results.

  • Is less I and more We.


Arvid Andersen

Working on projects
Working on Projects

  • A goodproject :

    - Emphasizesapplication of theory

    - Involvesengineering design work

    - Is innovative and necessitates a team


    - Is important to the provider

    - Is not routine

    - Has not to manyconstraints over confidenti


Arvid Andersen


Team development
Team Development

  • Stage 1 – Forming

    - The team gets to know each other

    - The team begins to understand each others views,

    ideas, expectations and objectives

    - The team members test each other out

    - Individuals begin to create a personal identity

    - The team is guarded about issues raised and

    opinions given


Arvid Andersen

Team development1
Team Development

  • Stage 2 – Storming

    - Opinions more openly and forcefully


    - Group leadershipmaybechallenged

    - Someinfighting as allegiancesareques-


    - Nature of the task and programmeChallen


    - Somemembersfeeldemotivated and leave

Arvid Andersen


Team development2
Team Development

  • Stage 3 – Norming

    - More organisedwith procedures and sys

    stems to achieveparticulargoals

    - The skillslevel, competences and behavi

    oural norms for eachmemberbecomeapp


    - Interpersonalbarriersfallinto the backgr


    - Increasedco-operation and exchange of views,

    ideas and opinions

    ”The sooner the groupattempts to fulfillcertaintaskgoals, the sooner it will break of the infighting stage”


Arvid Andersen

Team development3
Team Development

  • Stage 4 – Performing

    • Team matured and workingwelltogether

    • Increasedcohesionwithmemberssupportingoneanother and sharing information and ideas

    • Toleratingeachothers differences

    • Able to marshalitsfullresources to persue the commongoal

      Howquickly the team progressesdependon the leader´sskill in reconciling differences, developingcohesion and assisting the group in identifyingwitheachother

Arvid Andersen


Teamwork is
Teamwork is

  • Group performance with regard to:

    - The product produced

    - The process excuted

    - The people involved

Arvid Andersen


Barriers to communication
Barriers to Communication

  • Language

  • Cultural behaviour

  • Speaking skills

  • Listening skills

Arvid Andersen


Peer and self assessment techniques
Peer and Self-AssessmentTechniques

  • Weekly meetings with supervisors

  • Regular meetings with company representatives

  • Project and people review meetings

  • Collaborative agreements

  • Improvement reports

  • Personal improvement plans

Arvid Andersen


Integrated engineering
Integrated Engineering

  • Integrated engineering involves the interrelated work of several disciplines

  • The disciplines involved in a given project are chosen according to the need of the project provider and the academic world

  • Working in an integrated engineering context emphasizes development of personal competences

Arvid Andersen


Steps in environmentally sound design
Steps in environmentally sound design

  • Evaluatematerials and processes.

  • Make sure that the product is easy to takeapart in order to reuse.

  • Make the design simple and eliminatepainting and dangeroussolubles .

  • If packing is necessary, make sure that it is reuseableorbiologicallydegradeable.

  • Design a long lifeinto the product.

  • Design a long lifeinto the product.

  • Make sure that the end usercanrepair and reusecomponents.

  • Sustainableengineeringdevelopment and environmentalconcern.

Arvid Andersen



  • Why do fewer students takeengineeringeducation? (SN36-1990)

  • Engineering students sufferfacturaloverloads (SN36-1990)

  • Lookingahead to 2020, whatwillbe the most importantskills, knowledge and behaviors for students to acquire to provide Ohio withcompetitiveadvantages in the global economy? (ASEE 2. Jan. 2009)


Learning in teams
Learning in Teams

  • It´s not enough to tell and show students, they must beinvolved to learn

  • Don´tspoon-feed students

  • Don´toverfillsyllabusses

  • Allow time to wonder

  • Provide time to developknowledge, insight and skills

  • Help students to developcriticalthinkingskills,whichwillimprovetheirconfidence and theirability to dare


First team meeting agenda
First team-meeting agenda

  • Attitude test, group work

  • What is your level of ambition?

  • What is required of you by your home university?

  • What is your opinion of working long hours?

  • Problem/project formulation exercise

    NB: A minute of the meeting should be placed in the team log book.


Education should be changed
Education should be changed

  • Engineers commonly describe themselves in terms of a single discipline, a convention increasingly misleading. Therefore reasons to adjust or change education should be considered.


Reasons to change education 1
Reasons to change education 1

  • Very few engineers work totally within the confines of a single discipline or industry.

  • Fundamental changes in working attitudes, and greater emphasis on multidisciplinary and multinational environments, highlights the need for a radically different approach to education and training.

  • Traditional specialism no longer apply in the world dictated by a bigger overlap of engineering and science.

  • The accelerating evolution of technology accompanied by a growing amount of knowledge, much of which continuously become redundant, require a new approach to education and training and changes of the curriculum.


Reasons to change education 2
Reasons to change education 2

  • We have to provide a “deep” learning environment in which acquiring insight will take precedence over conventional specialist courses.

  • Continuing education has become a more determinant factor in career development and is part of a through-career education and training.

  • Easier access to knowledge through the ongoing advances in information technology should be coupled with improvements in teaching and assessment techniques.

  • Accreditation boards should be aware of the changing conditions and adjust accordingly. They should appreciate the new professional equipped with a broad range of entrepreneurial skills.