Rural/local Development Project Management: Competence Baseline
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To have passed all courses of engineering degree or other higher education degrees
To have demonstrable experience in project management
To know and master the specific skills of projects or to be familiar with the environment of development projects
To have completed or be pursuing the following subjects of the Master in Rural Development and Sustainable Management Project Planning - Competency Baseline in Project Management - Methodologies and participatory strategies in the management of development
The course deals with real case studies on planning models to address
issues related to the processes and the potential steps to be taken to
improve the competency elements. It relates a series of interconnected
actions and activities that can be carried out to achieve a number of
specific outcomes on applied research about planning in the public
domain. These processes have clear dependency with others that are
mentioned in other subjects of this Master Course.
The specific contents are:
The principles and concepts of Rural-Local Development Project Management
The dimension of international competences for Project Management.
The certified professional types for Project Management
Behavioral and Contextual Competences for rural-project management success
Technical competences for rural-project management
Contextual competences for rural-project management
Project Cycle and formulation, evaluation and monitoring. Methodologies.
The student is able to analyze the roles of different actors in Project Management
The student is able to distinguish interested parties and participation levels of actors involved in project management processes
The student assumes the value of consultation as a tool for Project Management processes
student understands the different cases raised in relation to the arose
conflicts & crisis, and how they are solved through Project Management
The student develops empathy with a critical eye as an analysis tool
The student links with consistency plans, programs and projects and integrates them into a logical process.
The student is able to distinguish clearly between permanent and temporary organizations for Project program & portfolio implementation
The student is able to identify potential aspects of Project Management where legal and ethics issues can be found.
The student is able to promote participative Project Management processes
The student assumes the value of Project Management as a service process in the public domain aimed at the promotion of a common good
The student is capable of distinguishing the multi-dimension field of project management.
The student is able to identify technical, contextual and social problems that may arise in Project Management processes and to propose specific means for action.
student is able to distinguish the type of changes that can be managed
from the planning office from the ones which require the participation
of other parties.
The student is able to propose planning processes according to the aims and limitations in a given social reality
Case studies and exercises.
EVALUATION ACTIVIVTIES OR PRACTICAL TASKS
The assessment of the course will take into account two areas:
assessment of subject units activities and workshops, performed in a
specified time. This assessment corresponds to a 50% of the grade.
Assessment of practices – proposal of planning models research – which corresponds to a 50% of the final grade.
Each unit will be available according to the timing of the subject.
As a general rule, units will be enabled sequentially, and in their
deadlines for study and activities performance, the next units will be
accessible, being the previous units enabled only for reading.
The final assessment of competencies will be:
25.- Assessment of knowledge (technical competencies) by classroom participation. Technique of case
25%.- Assessment of technical and personal competencies to apply knowledge and to develop a project proposal (quality of the project proposal).
Assessment of personal competencies regarding oral communication and
the ability of synthesize, forum participation: assessment of skills and
team participation (participative workshops (25%); Oral presentations
Dimensions of Rural Development Projects Management
Changes by projects: WWP Project Management Model
Technical competences for Rural-Local Project Management
Contextual Competences for Rural-Local Project
Behavioral competences for Rural-Local Project Management
Cazorla, A.; De los Ríos, I; Salvo, M. (2007). Desarrollo
Rural: modelos de planificación. MundiPrensa. ETSIA
Cazorla, A. (2006). Planificación para la sostenibilidad:
Proyectos de Ingeniería en un ámbito rural-local. UPM.
Cazorla, A.; Friedmann, J. (1995). Planificación e
Ingeniería. Nuevas tendencias. Madrid: Taller de Ideas.
Lecture notes (Classroom material)
Presentation 1 (PDF) Dimensions of Rural Development Projects Management
Presentation 2 (PDF) Changes by projects: WWP Project Management Model
Presentation 3 (PDF) Technical competences for Rural-Local Project Management
Presentation 4 (PDF) Contextual Competences for Rural-Local Project Management
Presentation 5 (PDF) Behavioral competences for Rural-Local Project Management
Presentation 6 (PDF)
Behavioral competences for Rural-Local Project Management (2)
Social Sensibility and Rural Development: the Innovation as a
Process of Social Learning (PDF)
International models of professional competence certification: a
characterization of eight models. (PDF)
Generic competences in engineering field: a comparative study
between Latin America and European Union (PDF)
The Effect That Project Management Certification has on
Employability: Agents' Perceptions from Spain (PDF)
Practices and exercises: Case studies
De los Ríos-Carmenado, I; Díaz-Puente, JM. (2011). The Social
Reform at Land Consolidation Project. In: Working with People: Planning
Experiences in Latin America and Europe. Cazorla, A. (coordinator). pp.
45—71. Ed. UPM (PDF)
Cazorla, A.; De los Ríos-Carmenado, I.; Díaz-Puente, J. (2005): The
Leader community initiative as rural development model: application in
the capital region of Spain, Agrociencia, 39, pp. 697—708. (PDF)
De los Ríos-Carmenado, I.; Díaz-Puente, JM. (2011). Social Learning
in the Case of the Implementation of the Leader Model in Mexico. In:
Working with People: Planning Experiences in Latin America and Europe.
Cazorla, A. (coordinator). pp. 159—176. Ed. UPM. (PDF)
De los Ríos-Carmenado, I.; Díaz-Puente J.M.; Cadena-Iñiguez, J.
(2011). The Initiative Leader as a model for rural development:
implementation to some territories of México. Agrociencia Vol 45:
De los Ríos-Carmenado, I., Morales, J. (2011). Social Learning in
Rural Development Projects (Garganta de los Montes and Canencia de la
Sierra). In: Working with People: Planning Experiences in Latin America
and Europe. Cazorla, A. (coordinator). pp. 143—158. Ed. UPM. (PDF)
Cazorla, A.; De los Ríos-Carmenado, I., Hernández, D. Yagüe, J.
(2011). Working With People: rural development project with aymaras
communities of Peru. Selected Proceedings Congress Programme, REF-348.
Clermont-Ferrand (France). AGENG, International Conference on
Agricultural Engineering, 2010. (PDF)
Barrera Víctor, V.; De los Rios-Carmenado, I; Coronel Becerra, J.;
Cruz Collaguazo, E., (2010). Analysis of available capitals in farming
systems of rural communities: the case of Saraguro, Ecuador. Spanish
Journal Agricultural Research, 2010 Vol 8 (4): 1191—1207. (PDF)
Cazorla, A.De los Ríos, I.; Merino, J. Alier JL. A multicriteria
assessment model for evaluating droving route networks. Biosystems
Engineering 100 (2008) 601 – 611. (PDF)