Project management simulation

About: Project management simulation is a research topic. Over the lifetime, 36 publications have been published within this topic receiving 549 citations.

Using activity sensitivity and network topology information to monitor project time performance.

Abstract: The interest in activity sensitivity from both the academics and the practitioners lies in the need to focus a project manager's attention on those activities that influence the performance of the project. When management has a certain feeling of the relative sensitivity of the various parts (activities) on the project objective, a better management's focus and a more accurate response during project tracking should positively contribute to the overall performance of the project. In the current research manuscript, a simulation study is performed to measure the ability of four basic sensitivity metrics to dynamically improve the time performance during project execution. We measure the use of sensitivity information to guide the corrective action decision making process to improve a project's time performance, while varying the degree of management's attention. A large amount of simulation runs are performed on a large set of fictitious project networks generated under a controlled design.

Secrets of successful simulation projects

Abstract: Describes how a simulation project should be performed in order to ensure a successful outcome. This involves skills in both simulation and project management. The paper concentrates on the process of performing a simulation project rather than specific methods required during the course of a project. An overview of a simulation project is given before discussing in more detail the four main phases of a project: problem definition, model building and testing, experimentation and project completion.

Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation

Abstract: Aim. In close cooperation with an international automotive supplier we developed the ?C2? business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®, 1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants. Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and post-game questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires. Results. Results from our pre- and post-game self-assessment questionnaires show that the ?C2? business simulation game improves not only conceptual knowledge about project management but also team working and the participants' other soft skills. Results indicate that the students' reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations. Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.

Simulation-based learning: The learning-forgetting-relearning process and impact of learning history

Abstract: The results of empirical experiments evaluating the effectiveness and efficiency of the learning-forgetting-relearning process in a dynamic project management simulation environment are reported. Sixty-six graduate engineering students performed repetitive simulation-runs with a break period of several weeks between the runs. The students used a teaching tool called the project management trainer (PMT) that simulates a generic dynamic, stochastic project management environment. In this research, we focused on the effect of history recording mechanism on the learning forgetting process. Manual or automatic history recording mechanisms were used by the experimental group, while the control group did not use any history recording mechanism. The findings indicate that for the initial learning phase, the manual mechanism is better than the automatic mechanism. However, for the relearning phase, the break period length influenced the performance after the break. When the break period is short, the manual history keeping mechanism is better, but for a long period break, there is no significant difference. A comparison between the experimental group and the control group revealed that using any history recording mechanism reduced forgetting. Based on the findings, some practical implications of using simulators to improve the learning-forgetting process are discussed.