Scheduling transportation projects using Primavera Project Planner as part of the software series in civil engineering technology independent learning experiment at Fairmont State College

Journal of Engineering Technology, Spring 2001 by Stilgenbauer, Ted M, Nicholas, Thomas, Brizendine, Anthony

In addition, this module prepares the student to investigate possibilities in shortening their schedule. Effectively analyzing and modifying the project schedule in industry is a difficult and sometimes claims-oriented task. This module requires the student to modify durations of activities; to apply early, late and mandatory finish constraints; and to investigate modifying relationship ties to activities as illustrated in figure 5.

Scheduling software is quite a valuable tool for the student as the student observes the effects of modifications instantly by recalculating the schedule. The immediate feedback the student receives is a great feature and provides the student with a greater appreciation of cost implications when evaluating an activity or a series of linked activities. By manipulating a cost loaded schedule and displaying the resource profile table, the student immediately observes the value of an activity as it affects time. An example of student use of this for the BRDG project is shown in figure 6 where the resource is displayed for a Bridge Engineer (BE) as it relates to Activity BRO100 - Design Bridge.

Module 3: Creating Effective Output and Reports And Presenting the Project Schedule

The objective of the third module is to provide the student with the skills to present the BRDG project in a clear, concise manner once they have developed effective output and reports. Hermann noted that, among other skills, employers need innovative engineers with strong communication skills.12 In addition to presenting project information, students receive critique on presentation. In addition to demonstrating the relevance of applying scheduling fundamentals to solid project management principles, students are engaged in presentation and critique to improve their communication skills.

Presenting documents in an organized, systematic and methodical format is a vital requirement in this classroom setting. Students are confronted with changes (via change orders, delivery delays, work interruptions, etc.) throughout their student exercises and final project and must adjust schedules and costs accordingly. They are also challenged to discern the progress of activities and ramifications on the BRDG project through progress line analyses as shown in figure 7. Using the progress line feature, activities can easily be identified as being behind schedule (slanted line to the left of the data date) or ahead of schedule (slanted line to the right of the data date). In addition, students are instructed in methods to get the project back on schedule. Examples include modifying relationships (from finish-- to-start to a start-to-start with lag, finish to finish, etc.; confirming and/or shortening durations on the critical path; and bringing additional resources to bear on the project (i.e., manpower, equipment, etc.).

Final Project Development

The final project was developed to provide an end of course reinforcement of the activities and to serve as a capstone project. Students utilize the skills learned in the module exercises to complete a final project, which is evaluated at the end of the course. An Active Learning model is utilized throughout these modules; students add new experiences to old knowledge in this environment. Indeed, Kolb described learning as "the process whereby knowledge is created through the transformation of experience."13 This modular format with case study-type exercises is structured to provide just this learning experience. A majority of the most recent class participants have one year of summer coop experience. Students leave the class with two projects that attest to their ability to create, manage, and present schedules using the software.