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    Course description

    • COURSE REQUIREMENTS
      • 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

       

      COURSE DESCRIPTION

      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.

       

      COMPETENCES

      Transversal Competencies

      • 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 
      • The 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. 
      • Teamwork 
       

      Specific Competencies

      • Preparation for project formulation. Project management success. Project requirements & objectives. 
      • Interested parties. Analysis of actors and parties concerned. 
      • Procurement & contract 
      • Risk & opportunity. Analysis of problems and alternatives. 
      • Project Quality 
      • Project Organization and Planning. Project Structures and components. Formulation Methodology: project Design. Strategic alternatives. Definition of Objectives, Goals, and Project Design Criteria. 
      • Communication. Start-up. Close-out 
      • Management of Development Project Cycle: Time & project phases. Scope & deliverables 
      • Project monitoring. Changes. 
      • Control & reports. Information & documentation. Morphology: project documents. 
      • Resources. Cost & finance. Budgeting Project investment costs estimation. Project Funding 
      • 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. 
      • The 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

       

      TEACHING MATERIAL
      • Presentations
      • Bibliography 
      • Case studies and exercises. 
      • Practices 
      • Scientific articles

       

      EVALUATION ACTIVIVTIES OR PRACTICAL TASKS

      The assessment of the course will take into account two areas: 

      • Continuous 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). 
      • 50%.- 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 (25%).

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    Subject Program

      • 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 Management 
      • Behavioral competences for Rural-Local Project Management

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    Bibliography

      • 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. ETSIA
      • Cazorla, A.; Friedmann, J. (1995). Planificación e Ingeniería. Nuevas tendencias. Madrid: Taller de Ideas.

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    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 (1)
      • Presentation 6 (PDF)
        Behavioral competences for Rural-Local Project Management (2)

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    Compulsory reading

      • 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)

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    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: 609—624. (PDF)
      • 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)

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    Authors of material

    •  Agronomos

       

       

      Escuela Técnica Superior de Ingenieros Agrónomos
        Logodep

       

      GESPLAN
      Adolfo Cazorla Montero

      Full Professor of Rural Development & Planning at the Technical University of Madrid

      		   Adolfo
      Ignacio de los Ríos Carmenado

      Full Professor of Rural Development & Planning at the Technical University of Madrid

      		     Ignacio