In the project life cycle, the most influential factors affecting the outcome of the project often reside at the early stages. At this point, decisions should be based on competent economic evaluation with due consideration for adequate financing, the prevalent social and regulatory environment, and technological considerations. Architects and engineers might specialize in planning, in construction field management, or in operation, but as project managers, they must have some familiarity with all such aspects in order to understand properly their role and be able to make competent decisions.
As engineers advance professionally, they often spend as much or more time on planning, management and other economic or social problems as on the traditional engineering design and analysis problems which form the core of most educational programs. It is upon the ability of engineers to tackle all such problems that their performance will ultimately be judged.
While technical competence in design and innovation remains the foundation of engineering practice, the social, economic and organizational factors that are pervasive in influencing the success and failure of construction projects must also be dealt with effectively by design and construction organizations. Of course, engineers are not expected to know every detail of management techniques, but they must be knowledgeable enough to anticipate the problems of management so that they can work harmoniously with professionals in related fields to overcome the inertia and historic divisions.
Paradoxically, engineers who are creative in engineering design are often innovative in planning and management since both types of activities involve problem solving. In fact, they can reinforce each other if both are included in the education process, provided that creativity and innovation instead of routine practice are emphasized. A project manager who is well educated in the fundamental principles of engineering design and management can usefully apply such principles once he or she has acquired basic understanding of a new application area. A project manager who has been trained by rote learning for a specific type of project may merely gain one year of experience repeated twenty times even if he or she has been in the field for twenty years. A broadly educated project manager can reasonably hope to become a leader in the profession; a narrowly trained project manager is often relegated to the role of his or her first job level permanently.
Project Management for Construction
by Chris Hendrickson
