RICS-SBE/01/CM/S001/R02

Revised on: 24-05-2019

2024

COURSE GUIDE

Course Title: Project Planning and Monitoring

Course Code: CM 671
Semester: 2nd
Programme: MBA CPM & CEQS
Course Coordinator(s): Prof. Fozail Misbah,
Prof. Taqdees Anjum,
Prof. Ashmita Rupal

RICS School of Built Environment

Know Your Instructor(s):
Prof. Fozail Misbah

Prof. Fozail Misbah is an Assistant Professor and Program Leader at RICS School of Built Environment.
He is a Civil Engineer with Master’s in Building Engineering and Management from the School of
Planning & Architecture, Delhi. His research interests include High Rise Building Construction,
Construction Management and Sustainable Construction. Fozail has teaching experience as a visiting
faculty at Lady Irwin College- Delhi University, MBIT-Delhi and as GATE faculty in various institutes. He
also has experience as a planning consultant in Road Planning & Design Firm.
Prof. Taqdees Anjum

Taqdees Anjum is an Assistant Professor at the RICS School of Built Environment, Amity University,
Noida. She completed her Bachelor’s degree with honors in Civil Engineering from the Faculty of
Engineering & Technology, Jamia Millia Islamia - New Delhi in 2012. She finished her postgraduate
studies in Building Engineering and Management from the School of Planning and Architecture, New
Delhi in 2015. She has been associated with RICS School of Built Environment since July 2015. Her
research interests are primarily Construction Project Management, Offsite construction, Affordable
Housing, Innovative construction technologies and Computer Application in Construction
Management.
Prof. Ashmita Rupal
Er. Ashmita Rupal is currently working as Assistant Professor in of RICS School of Built Environment,
Amity University, Noida, India. She is a civil engineer with a master's degree in construction technology
and management, complemented by her ongoing Ph.D. pursuits at the National Institute of Technical
Teachers Training and Research (NITTTR) in Chandigarh. With a robust background spanning both
academia and the construction industry, she has over five years of valuable experience. Ashmita has
earned recognition as an accredited green building professional by the Indian Green Building Council,
attesting to her commitment to sustainable construction practices. Before transitioning to academia,
Ashmita played a pivotal role as a sustainability consultant in a startup firm, where she contributed
significantly to framing key policies. She has hands-on experience in executing water and energy
auditing projects, showcasing her practical knowledge in critical areas of environmental management.
Notably, she assisted in developing the Plastic Waste Management policy for Uttarakhand and
participated in the formulation of the Punjab Vision Document 2047, demonstrating her expertise in
policy framing. Additionally, her role as a project assistant in the Green Skill Development programme
under the Ministry of Environment, Forest & Climate Change, Government of India, highlights her
commitment to fostering environmental awareness and skills development. Her diverse research
portfolio covers crucial aspects of construction, ranging from construction management and materials
testing to green buildings, energy efficiency, and simulation models.
 1. Course Objective(s)
This course aims to provide impart basic knowledge, skills, tools, and techniques involved in the
planning, & monitoring of construction projects specifically related to scope definition, work
breakdown structure, project management processes, project monitoring baselines & Performance
management.

2. Course Learning Outcomes

Upon completion of the course, students will be able to:

1) CLO 1: Demonstrate a professional understanding of project management processes. (M002,

M004, M006, M008, M011, T085)
2) CLO 2: Develop project scope definition using Work Breakdown Structure and evaluate the
project performance in terms of scope. (M002, M008, M011, T074, T085)
3) CLO 3: Evaluate and analyze project schedule in terms of time and resource. (M008, T066, T074,
T085, T025, T099)
4) CLO 4: Demonstrate a professional understanding of project performance and plan for project
integration. (T066, T074, T025, T082, T099, T111)

3. Competencies Addressed
Competency Type Code Competency Type Code
Client care M M002 Managing projects C T074
Health and safety M M004 Programming and planning C T085
Business planning M M006 Consultancy services O T025
Data management M M008 Performance management O T082
Sustainability M/O M011 Stakeholder management O T099
Leading projects, people Works progress and quality
C T066 O T111
and teams management

4. Prerequisites:
Basic knowledge of construction process and services as a prerequisite to this course.

5. Detailed Subject Structure

Course Title Project Planning and Monitoring
Program MBA CPM & CEQS Semester 2nd
Course Code CM671
L T P/S SW/FW Total credit units
Credit Units
3 1 2 0/0 5
L T P/S SW/FW Total Teaching Hours
Teaching Hours
3 1 2 0/0 6

Weighta Competency CLOs

Modules
ge (%) Mapped
Module I: Project Scope & Work Breakdown Structure
Importance of project planning - need for project monitoring and control -
20%
role of planning in monitoring and control project scope management -
scope definition - Work Breakdown Structure (WBS) - scope creep - work
 Weighta Competency CLOs
Modules
ge (%) Mapped
packaging
Module II: Project Scheduling
Principles of scheduling - activity/task - definition, types & identification -
M002,
relationships among activities - Bar/Gantt/Milestone Charts - network
M004, M006,
construction using Activity on Node (AON) and Precedence Diagram M008, M011, 1, 2,
Method (PDM) - estimation of activity durations - network analysis using 35%
T066, T074, 3
Critical Path Method (CPM) and Program (or Project) Evaluation and T085, T025,
Review Technique (PERT) - float/slack - location-based scheduling - theory T099
of constraints - critical chain method - types of schedules.-Development of
time schedules in scheduling software such as MSP and P6.
Module III: Resource Planning
Construction productivity - productivity measurement & improvement
M002, M008,
techniques - estimation of resource requirements - resource- M011, T066,
oriented/constrained project scheduling - resource allocation techniques - 25% 2, 3
T074, T085,
resource levelling - scheduling linear projects using Line of Balance (LOB) T025, T099
method - schedule crashing & compression-Resource allocation and
levelling in scheduling software such as MSP and P6.
Module IV: Project Integration & Performance Management
Project integration - plan for cost, quality, contract, procurement, risk and
M008, T066,
communications management – introduction to modern/advanced
T074, T085,
project planning and scheduling techniques. Factors influencing the 20% 3, 4
T025, T099.
project performance - project management processes in planning for T111
construction execution - key performance indicators (KPI) for project
performance

6. Teaching and Learning Strategy

Lectures are typically associated with some essential and further textbook reading. The lecture will
essentially support the important parts of the subject, which are delivered about materials from text
and reference books. The lecture slides will be posted on the LMS and does not refer to any of the
examination material. The students require additional reading and references to have high score in
the examination. There are books in related topics at the Amity central library and students are
advised to make use of this facility. You can use any alternative relevant text of your choice but do get
hold of a copy of the Recommended Text in the Library and see how well the two overlaps on the main
topics.
You can raise matters of personal and general interest directly with the subject lecturer during the
class; private meetings are best arranged in advance when staff can advise you of their availability and
prepare any information you may require. If you are absent from class, any assessment related, the
Tutor will help you to achieve further understanding of the subject.
Classroom lectures:
Lectures would present the key conceptual material in the form of convergent teaching strategy.
Lectures would be supported by readings. In order to prepare for lectures, the student must read the
readings set for the class and should prepare short notes on them. The lecturers will bring the
important issues to your attention and add other information that may not be gleaned from the
weekly readings. During the course, additional examples may be presented that are relevant to the
completion of this course.
Lecture slides and/or notes will be uploaded/emailed on LMS. These are not substitutes for the
lecture. Many students find it beneficial to take printouts of the lecture slides and/or notes to the
lecture and to annotate them with comments, examples, etc. These will generally be available before
the lecture.
eContent:
This aims at improving self-learning among the students, with an element of critical thinking and
problem solving. Use of online-learning content and virtual classroom facilities would be used. The
course delivery team would identify certain content from the syllabus to be delivered as eLearning.
Sessions would be organised for discussion and assessment of learning outcome. The following four
modes would be used wholly or partially while delivering eLearning.
• Online-Learning Content, Virtual Classroom – presentation slides /Self-Instructional material/
E-Books/ illustration/ case studies/ web resources as further references shall be uploaded on
identified platform (LMS or MS Team)
• Online-Tutoring, Online-Coaching, Online-Mentoring - For the identified syllabus, videos/
video demonstration/ Audio content/ Animation/ Simulation shall be uploaded under e-tutorial
quadrant on identified platform. (LMS or MS Team)
• Collaborative Learning (Discussion Forum) - This quadrant is for raising doubt and clearing it
real time though identified platform or a guest speaker from industry (MS Team).
• Online Assessment - Only after completing three quadrants, students will take assessment on
identified platform. (LMS or MS Team) The assessment could be Formative or Summative with
MCQ Quiz or open book examination etc. with scoring rubrics meeting expected learning
outcomes.
Collaborative learning:
Use of LMS/MS Teams for collaborative learning, where inbuilt forums would be used to keep an open
discussion log for comments and keeping track of the progress of the PSDA component of each group.

Case Studies:
Case studies would provide insights about the practical aspects related to this course and would be
referred time to time in lectures as well tutorials for enhanced learning experience. Discussions on the
case studies would be encouraged in the sessions.
You can raise matters of personal and general interest directly with the subject lecturer during the
class; private meetings are best arranged in advance when staff can advise you of their availability and
prepare any information you may require. If you are absent from class, any assessment related, the
Tutor will help you to achieve further understanding of the subject.

7. Assessment Description

Assessment is essentially part of the course and is basically to test the learning outcome listed in the
course guide. The course assessment is essentially divided to two parts internal assessment weightage
of 50% and end term written examination of 50%. The internal assessment consists of midterm test
15% and a quiz + home assignment 30% and attendance contributing 5% for theory and 45% project
for Practical, 5 % for attendance. A rapid commitment to the assessment is recommended in order to
leave you clear for the usual end-of-Semester rush. Detailed weightage breakup is given.
The examination to coursework weighting for the course is:
Theory Assessment (75% weightage):
1. 30% for Project Assignment: Assignment shall be briefed during the class.
2. 15% for Mid-term Test: The marks obtained will be normalized to 15 marks.
3. 05% Attendance
Practical Assessment (25% weightage):
1. 20% for LMS submissions: Lab exercises shall be graded.
2. 25% for Project Assignment: Assignment shall be briefed during the class.
3. 05% Attendance
8. Professional Skill Development Activity

PSDA 1: Preparation of Project Schedule in Microsoft Project

9. Assessment Schedule
S. No. Assessment Type Submission week Assessment Type
1. Assignment (Theory & Practical) Week 12 Guided Divergent
2 Lab Exercises (Practical) Weekly Guided Divergent
3. Mid Term Test (Theory) Week 8 or 9 Convergent

10.Weekly Session Plan

Lecture Topic (Revised) Tutorial (Revised) Practical
Week
(3hr/week) (1hr/week) (2hr/week)
Project Planning Introduction to MS Project User
Week 1 Principles of Project Planning
Activity Interface
Introduction to Project Scope
Tutorial based on Introduction to MS Project User
Week 2 Management - Construction
Lecture Interface
method statement
Scope definition - Work
Tutorial based on
Week 3 Breakdown Structure (WBS) - WBS Activity
Lecture
Scope creep - Work packaging
Principles of Scheduling Project Exercise on Network
Week 4 MSP - WBS Creation
Networks Creation
Exercise on Network Assignment Submission
Week 5 Network Analysis - CPM
Analysis CPM Network Construction Activity
Exercise on Network Case Study discussion 1
Week 6 Network Analysis - PERT & LBS
Analysis PERT MSP - Network Construction
Exercise on Network
Week7 Network Analysis - CCM Network Analysis – Practice
Analysis CCM
Week 8 Mid Term Examination
Resource-constrained Project
Exercise on Resource
Week 9 Scheduling (RCPS), Resource MSP - Resource Modelling
allocation
Allocation & Levelling
Week RCPS – LOB and Schedule Exercise on Resource
Case Study discussion 2
10 Crashing & Compression levelling
Week Principles of Project Schedule Crashing
MSP - Reports
11 Integration Problem
Information & Knowledge
Week Schedule Crashing
Management in Projects Scheduling using P6
12 Problem
Advanced Scheduling Techniques
Week Project Performance Assignment
Scheduling using P6
13 Management Presentation
Week Project Performance Assignment
Scheduling using P6
14 Management Presentation

Week
Course Review Course Review Project Presentation
15
E Learning
Modu Module 25% Syllabus E-content E-Tutorial Discussion forum Assessment
le No identified
1 Module I WBS SWAY NRM2 Discussion about Assignment
WBS
2 Module CPM & PERT Presentati Problems Discussion on Problem on
II on Slides CPM & PERT Scheduling CPM & PERT

3 Module Resource Presentati Case Study Discussion on Assignment

III Management on slides productivity Task
4 Module KPI Case KPI Discussion on KPI Quiz
IV Report identification & Benchmarking

11.CLO Mapping
Bloom’s Level Remembering Understanding Applying Analyzing Evaluating Creating
CLO 1
CLO 2 CLO 2
Course Learning CLO 2 CLO 3
CLO 1 CLO 3 CLO 3 CLO 4
Outcomes → CLO 3 CLO 4
CLO 4 CLO 4
CLO 4
Assessment type /
↓
PSDA ↓
Mid-term Test √ √ √ √
Assignment √ √ √ √ √
PSDA √ √

12.Assessment Scheme:
Theory Lecture / Tutorial (%) Lab / Practical / Studio (%)
70 30
Theory Assessment: Yes
End Term
Continuous Assessment / Internal Assessment
Examination
Components Project / Home Assignments Midterm Test Attendance
50%
Weightage (%) 30% 15% 5%

Lab / Practical / Studio Assessment: Yes

End Term
Continuous Assessment / Internal Assessment
Examination
Project /
Components Test / Assignments Attendance
Presentation
50%
Weightage (%) 0 45% 5%
 Absolute marks are given below:
Absolute Marks
Description Weightage
70% 30%
Assignment 30% 21 9
Lab Exercises 15% - 4.5
Mid Term Test 15% 10.5 -
Attendance 5% 3.5 1.5
TOTAL 35 15

Notional Hours:
Lecture Contact 45
Tutorial Contact 15
Practical 30
Self-Work 90
Assessment 10
Total Session 190

13.Indicative performance threshold for course work

Qualitative
Performance description
Value
▪ Clearly demonstrates a highly creative, critical and thought- provoking
understanding of the topic.
▪ Novel and complex problems are solved with reference to theory and practice.
▪ Provides clear evidence of originality and independence of thought and with an
80% and exceptional ability to develop highly systematic and logical or insightful argument,
Above solution or evaluation.
(Outstanding) ▪ Demonstrates exceptional ability in the appropriate use of the relevant literature
with intext citations and references, theory, methodologies, practices, tools,
techniques etc., to analyze and synthesize the given problem.
▪ Shows an exceptionally high level of clarity, focus and strength in communication.
▪ The writing perfectly accomplishes the objectives of the assignment.
▪ Clearly demonstrates a persuasive, critical and thorough understanding of the topic.
▪ Some evidence of novel and complex problems solved with reference to theory and
practice.
▪ Provides evidence of independence of thought and clearly demonstrates the ability
to develop a highly systematic and logical or Insightful argument, solution or
75 – 79%
evaluation of the problem.
(Excellent)
▪ Demonstrates excellence in the appropriate use of the relevant literature with intext
citations and references, theory, methodologies, practices, tools, techniques etc., to
analyze and synthesize the given problem.
▪ Shows a high level of clarity, focus and strength in communication.
▪ The writing perfectly accomplishes the objectives of the assignment.
▪ Clearly demonstrates a well-developed, critical and comprehensive understanding
of the topic.
68 – 74%
▪ Provides some evidence of independence of thought and clearly demonstrates the
(Good)
ability to develop a systematic and logical or insightful argument, solution or
evaluation of the given problem.
 ▪ Demonstrates a high degree of competence in the appropriate use of the relevant
literature with intext citations and references, theory, methodologies, practices,
tools, techniques, etc., to analyze and synthesize the given problem.
▪ Shows clarity, focus and strength in communication.
▪ Accomplishes the goals of the assignment with an overall effective approach.
▪ Demonstrates a systematic and substantial understanding of the topic.
▪ Demonstrates the ability to develop a systematic argument or solution to the given
problem.
60 – 67%
▪ Demonstrates a significant degree of competence in the appropriate use of the
(Above
relevant literature with intext citations and references, theory, methodologies,
Average)
practices, tools, techniques etc., to analyze and synthesize the given problem.
▪ Provides evidence of clarity and focus on communication.
▪ Minimally accomplishes the goals of the assignment.
▪ Provides evidence of a systematic understanding of the key aspects of the topic.
▪ Demonstrates the ability to present a sufficiently structured argument or solution
to the given problem.
52 – 59% ▪ Demonstrates an acceptable degree of competence in the appropriate use of the
(Average) relevant literature with intext citations and references, theory, methodologies,
practices, tools, techniques etc., to analyze and synthesize the given problem.
▪ Provides evidence of effective communication.
▪ Minimally accomplishes the majority of the goals of the assignment.
▪ Provides evidence of some understanding of key aspects of the topic and some
ability to present an appropriate argument or solution to the given problem.
▪ Demonstrates some competence in the appropriate use of the relevant literature
45 -51%
with intext citations and references, theory, methodologies, practices, tools,
(Satisfactory)
techniques, etc. to analyze and synthesize the given problem.
▪ Provides some evidence of effective communication.
▪ Minimally accomplishes the majority of the goals of the assignment
▪ Demonstrates limited competence in the appropriate use of the relevant literature
with intext citations and references, theory, methodologies, practices, tools,
40 – 44%
techniques, etc. to analyze and synthesize the given problem.
(Border Line)
▪ Provides limited evidence of effective communication.
▪ Fails to accomplish the majority of the goals of the assignment
Less than Work that is unacceptable. Erroneous/wrong, missing, extremely limited, inappropriate,
40% (Fail) insufficient, incoherent, unstructured

14. Course Material

Specific reading material required for sessions would be uploaded on LMS.
Textbook:
• Jha, K.N. (2015). Construction Project Management - Theory and Practice, 2e, Pearson
Education, New Delhi.
References:
• Hendrickson, C. (2008). Project Management for Construction, Last viewed 28 Nov 2016,
<pmbook.ce.cmu.edu>
• Patrick, C. (2012). Construction Project Planning and Scheduling, Pearson Education.
• Weber, S. C. (2012). Scheduling Construction Projects - Principles and Practices, Pearson
Education.
 • A Guide to the Project Management Body of Knowledge - PMBOK Guide, Seventh Edition),
Published by Project Management Institute, USA, (2021).
• AGC (1994). Construction Planning and Scheduling, Associated General Contractors of
America.
• Callahan, M. T., Quackenbush, D. G. and Rowings, J.E. (1991). Construction Project
Scheduling, McGraw Hill.
• Chitkara, K.K. (2012). Construction Project Management - Planning, Scheduling and
Controlling, 2nd edition, Tata McGraw Hill.
• Hinze, J. (2012). Construction Planning and Scheduling, 4th edition, Pearson Education
Any other Study Material:
Lecture Slides, reading materials, Documents form ISURV, DSR, DAR and IS 7272

15.What is expected from students?

▪ Attend the class regularly on time.
▪ Be respectful, respect their faculty and respect each other.
▪ Switch off mobile phones or keep it in a silent mode during the class time.
▪ Come to class each day ready to learn, prepared, focused and motivated.
▪ Take notes in class, be active learners and participants and enjoy the learning process.
▪ Do homework /assignments and submit it on time as per the specified date.
▪ Refer to the textbooks for more information.
▪ Read the course guide carefully.
▪ Check the LMS and notice board regularly for information/announcement.

16.What the students can expect from Faculty?

▪ Provide a mutually respectful environment.
▪ Present the materials clearly and systematically.
▪ Prepare and present an intellectual lecture note and slides.
▪ Adopt a positive and professional approach towards teaching process.
▪ Creative use of teaching and learning methods / aids
▪ Be more supportive and understand the students’ difficulties.
▪ Motivate the students to participate actively in the class.
▪ Encourage the students to refer to the text/reference books for more information.
▪ Inspire the students to thinks independently, creatively and critically.
▪ Supporting topics with real life examples and useful classroom exercises.

17.Plagiarism
“Plagiarism is defined as presenting another person’s work as one’s own work. Presentation includes
copying or reproducing it without the acknowledgement of the source.”
Plagiarism involves copying of phrases, clauses, sentences, paragraphs or longer extracts from
published or unpublished work (including from the Internet) that exceeds the boundaries of the
legitimate cooperation without acknowledgement of the source. Plagiarism could be intentional
(dishonest plagiarism) or non-intentional (negligent plagiarism). This definition also applies for figures
and figure legends and for tables and table legends which you copy into your text.
It is mandatory that each course work should be checked for plagiarism through Turnitin or similar
software before submission. The content which is based on existing published work must come from
properly quoted material and from the references cited section. After checking the accuracy of the
citations and references of such content the plagiarism report should not return a similarity index of
more than 15% in any circumstance. However, if the matching text is one continuous block, the index
of 15% could be considered plagiarism. Any report with higher than this percentage matching must
be explained by the student. The details of copy rights and professional ethics are given in Plagiarism
Prevention Policy of the University.
Referencing Guidelines
Referencing helps to acknowledge other peoples’ ideas and helps the reader/instructor to locate the
cited references easily, also to evaluate the interpretation of our ideas. It reduces risk of plagiarism
(i.e. taking other peoples’ thoughts, ideas or writings and using them as though they are your own).
Direct quotations, paraphrases, facts and figures, ideas and theories both from published and
unpublished sources must be referenced. The sources for written (text) and graphic material may
include books, journal or magazine articles, newspapers, companies, government or institutional
reports, websites or personal communication. Please note improper or no referencing will be penalized
in terms of marks awarded.
Referencing style at RICS School of Built Environment – In-text referencing
The Harvard style is an example of an in-text referencing style. In this system within the text, the
author’s name is given first followed by the publication date and usually the page number/s for the
source (Citation). The list of references or bibliography at the end of the document contains the full
details listed in alphabetical order for all the in-text citations.
Citation

Although Handy (1994) has argued that education is the key to economic success for individuals,
organizations and nations, a majority of adults in the UK have yet to be convinced or persuaded of this
argument. Of these, a significant majority was from social class groups A, B and C. Only a quarter of adults
from semi-skilled or unskilled work backgrounds had involved themselves in formal education (Tuckett 1999)

List References in Full at the End of an Assignment

Start with the last name(s), followed by initials of the author(s), contributor, editor, producer or
speaker. If you don’t have the name of an author, start with the name of the originator. This can be
an organization name, e.g. BBC, or the name of a website, e.g. Bized.
This is followed by the year of publication; put this in brackets. In this event date is missing, put (no
date), or (n/d). With Internet sources, look for a year the item was placed on the site, or in the absence
of this, when the site was last updated (the year in question), or if unsuccessful with either of these
two, the year you looked at the information.
This is followed by the title of the source. The main source is usually emphasized in some way, e.g.
underlined or italics. The main source would be, for example, the title of a book, name of the
magazine, journal or newspaper, broadcast production source, video or CD-ROM etc. Whichever mode
of emphasis you choose- underlining or italics - keep it consistent throughout. The pattern in this
booklet is to emphasize main sources by the use of italics.
In most printed items you would give details of the publisher. You first give the name of the town or
city where the source was published, followed by the name of the publisher.
In the case of a journal article, you finish with the reference details of volume, edition/issue number
(if shown) of the journal and the page numbers of where the article can be found.
Example: Hagen, J. (2002). Basic Skills for Adults. Birmingham: The Guidance Council.
Tuckett, A. (1999) ‘Who’s Learning What?’ The Guardian 18/5/1999, p. 13.

Citation: (Introna et al 2003)

Reference: Introna, L., Hayes, N., Blair, L., and Wood, E. (2003). Cultural Attitudes Towards
Plagiarism. http://www.jiscpas.ac.uk/apppage.cgi?USERPAGE=7508 [Accessed 13/12/2005].
18.Attendance policy
5 marks are allocated for 100% attendance and 75% is required for appearing for examinations (as per
Amity University guidelines). Record of the student’s attendance will be taken at the beginning of each
class. All absences/ late entries to class will be considered unexcused absences, and no changes will
be allowed. Please refer to the student Handbook for further information.

19.Academic Policies
Refer Amity University Guidelines for academic policies and procedures.