After reading project management tools and techniques from the attached journal and attached text book

Discuss a summary of the journal along with relevant points made by the author. In addition, offer a critique of the journal and should give an application of the concept being discussed. 

Total assignment should be 3 pages and answer in own words with no plagiarism.

Introduction: Project Management Education: Emerging Tools, Techniques, and Topics

There has never been a better time than the present to be involved in project management as a practitioner, academic, or trainer. Membership in the Project Management Institute has ballooned from 43,000 in 1998 to 246,000 as of September 2007. Perhaps even more startling is that the number of people attaining the Institute’s Project Manage- ment Professional (PMP) certification has in- creased from 3,700 to 247,000 during the same time period. Such explosive growth in this field has helped to spawn innovations such as the biennial PMI Research Conference, the Program Manage- ment Professional (PgMP) certification, and a Reg- istered Education Provider program that now in- cludes over 900 training organizations (PMI Today, October 2007). However, such growth introduces additional challenges for business schools and other organizations seeking to provide project management education.

Opportunities for doctoral-level training specifi- cally geared toward project management are lim- ited (Adams, 2000), so most academics teaching or researching in the area tend either to have mi- grated from academic disciplines such as engi- neering, information systems, and supply chain/ operations management, or have been compelled to the field based on their prior experiences as project management practitioners. As one who be- gan teaching project management in 1999 for the latter reason, I found that my collection of “war stories” gleaned from project experiences in the defense aerospace industry during the mid-to-late 1980s translated into surprisingly little useable course content. I needed to find relevant, useful course materials—and fast! Therefore, I hope that this issue’s Book & Resource Reviews offering will help other “accidental” project management in- structors avoid such a plight. The section reviews some recently published textbooks that provide an overview of project management. For those more experienced PM teachers and trainers, we also re- view a new simulation and some resources on emerging advanced topics.

Christophe Bredillet, current editor of the Project Management Journal, provides a review of the first of two resources covered in this section that were developed by Jeffrey Pinto. Personally, I am glad to see that this pioneer of project management re- search is now making additional contributions to the field by creating educational materials. People-

related topics such as project team conflict, poli- tics, and power in organizations were not part of project management training back in my practitio- ner days, and in my opinion Jeff deserves much of the credit for changing that state of affairs. Project Management: Achieving Competitive Advantage reflects this orientation toward the role of people in project management. Christophe provides a thor- ough overview of the book and also brings some additional cutting edge resources to the reader’s attention, as only an editor for a field’s flagship journal can. Gita Mathur also provides a thorough review of the structure and content of Kathy Schwalbe’s Introduction to Project Management, complemented by some suggestions of topics for which the incorporation of supplemental materials might be particularly useful.

In my opinion, one of the most encouraging trends in the development of project management educational resources is the development of more hands-on experiential learning tools. Historically, efforts to create classroom-based experiential ex- ercises in project management have provided some interesting contexts for illustrating the disci- pline’s concepts (i.e., Kloppenborg & Baucus, 2004; Walker, 2004). However, as the field matures it is important to provide aspiring project managers with opportunities for learning experiences that reflect real-world applications through which they can acquire and apply a common body of knowl- edge, and computer-based simulation games can be an excellent tool for providing such opportuni- ties.

To reflect this emerging trend, the next two re- views in this section address Jeffrey Pinto and Di- ane Parente’s SimProject simulation package. Kam Jugdev provides an overview of features and sup- port available for using the simulation, while Joe Houghton reports on his experiences with using SimProject in master’s-level courses.

Finally, for project management instructors in- terested in material on advanced topics, we have reviews of books on project metrics and project sponsorship. Something evident in both reviews is that development of tools for these relatively new topics is a work in process. Linda Brennan notes that Parviz Rad and Ginger Levin’s Metrics for Project Management: Formalized Approaches ap- pears to focus on identifying situations that war- rant the use of metrics rather than providing spe-

� Academy of Management Learning & Education, 2007, Vol. 6, No. 4, 568–569.

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cific sets of metrics. In her research, Janice Thomas has provided several contributions that critically analyze the underlying assumptions of project management theory and practice (Jugdev & Thomas, 2002; Thomas & Buckle-Henning, 2007; Zwerman & Thomas, 2001). Such analysis is readily evident in her review of Randall Englund and Al- fonso Bucero’s Project Sponsorship: Achieving Management Commitment for Project Success. Having heard countless MBA students express frustration over their organization’s senior man- agement lack of understanding of project manage- ment concepts and techniques over the years, I believe Englund and Bucero’s book may be seen best as a first step toward addressing that problem for the project management community.

I’m sure that the dedicated project management scholars and educators who developed these re- sources and provided these reviews would agree that those seeking or being sought to teach project management have an ambitious challenge as this field continues to develop. It is also our hope that you would use these resources to help you meet this challenge. Perhaps the section might even in-

spire you to develop additional resources for the next generation of project management educators.

REFERENCES

Adams, J. R. 2000. A formal education experience for project managers. PM Network, 14(10): 39–44.

Jugdev, K., & Thomas, J. 2002. Project management maturity models: The silver bullets of competitive advantage? Project Management Journal, 33(4): 4–14.

Kloppenborg, T. J., & Baucus, M. S. 2004. Project management in local nonprofit organizations: Engaging students in prob- lem-based learning. Journal of Management Education, 28: 610–629.

Thomas, J. L., & Buckle-Henning, P. 2007. Dancing in the white spaces: Exploring gendered assumptions in successful project managers’ discourse about their work. International Journal of Project Management, 25: 552–559.

Walker, E. D. II. 2004. Introducing project management concepts using a jewelry store robbery. Decision Sciences Journal of Innovative Education, 2: 65–69.

Zwerman, B., & Thomas, J. 2001. Potential barriers on the road to professionalization. PM Network, 15(4): 50–62.

J. Ben Arbaugh University of Wisconsin–Oshkosh

2007 569Arbaugh