An accelerated experience course in project engineering

1987 ◽  
Vol 33 (2) ◽  
pp. 101
Author(s):  
Richard Carter ◽  
Frank Cooke
Keyword(s):  
Project Engineering

THE PROJECT "ENGINEERING CLASS IN MOSCOW SCHOOL"

2019 ◽  
pp. 55-58
Author(s):  
N. V. Mokrova
Keyword(s):  
Professional Knowledge ◽  
Information Support ◽  
Engineering Practice ◽  
Low Level ◽  
Research Technology ◽  
Moscow School ◽  
Project Engineering

The issues of implementation of the project "Engineering class in Moscow school" are discussed. The results of the pre-professional examination in three areas of training are presented, the low level of pre-professional knowledge was noted. The research course of solving applied problems of engineering practice with the use of modern software has not been studied. Based on the analysis of the results of pre-professional examinations in the areas of research, technology and programming, conclusions about the weak information support of the project and the unwillingness of school graduates to expand the fields of training are obtained.

PG&E's WaveConnect™ wave energy power pilot project: Engineering aspects

OCEANS 2009 ◽  
2009 ◽  
Author(s):  
William Toman ◽  
Brendan P. Dooher ◽  
Richard B. Williams ◽  
Michael A Slater ◽  
Roger Bedard
Keyword(s):  
Wave Energy ◽  
Pilot Project ◽  
Project Engineering

scholarly journals Practical Epistemic Cognition in a Design Project—Engineering Students Developing Epistemic Fluency

2019 ◽  
Vol 62 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Jonte Bernhard ◽  
Anna-Karin Carstensen ◽  
Jacob Davidsen ◽  
Thomas Ryberg
Keyword(s):  
Engineering Students ◽  
Epistemic Cognition ◽  
Design Project ◽  
Project Engineering

Capturing knowledge from lessons learned at the work package level in project engineering teams

2017 ◽  
Vol 21 (4) ◽  
pp. 765-778 ◽  
Author(s):  
Andrew Stewart Herbst
Keyword(s):  
Engineering Management ◽  
Lessons Learned ◽  
Work Package ◽  
Calendar Time ◽  
Content Type ◽  
Team Members ◽  
Engineering Teams ◽  
Operations And Maintenance ◽  
Standard Practices ◽  
Project Engineering

Purpose The purpose of this paper is to describe the knowledge management (KM) loop process in a work package (WP)-based project engineering management method. The purpose of the KM loop is the routine capture of learnings to improve work practices in both the project and the firm. Design/methodology/approach A conceptual model for a project KM loop is developed by researching various KM theories found in the literature and incorporating the most applicable concepts and bridging any gaps in an attempt to overcome the reported impediments to learning in projects. A specific WP-based project engineering method (the STBQ method) is chosen as the framework for illustrating the workings and advantages of the KM loop. The author’s experiential judgement is used in applying selected academic concepts to create a KM process particularly useful for consulting engineering firms engaged in the detailed design phase of heavy industrial projects notwithstanding the fact that it may be beneficial in other project environments. Findings Completion of a WP can be used as a natural point in time for the collection of lessons learned (LL). At post-WP debriefing meetings, intuitive learnings can be contributed by individuals and interpreted in the context of the recently completed WP. When seen to be applicable, the project engineer integrates this newly gained experiential knowledge into the project’s job instructions for immediate implementation on other WPs remaining in the project scope. Through the project manager, these new or revised job instructions are proposed as candidates for new or revised standard practices to the senior managers of the engineering firm who can institutionalize them by approval for use in other in-progress or future projects. Research limitations/implications The KM loop described here is specifically intended to be used with the STBQ method where the 100 per cent rule is applied and where each WP sub-team is tasked with the delivery of their WP safely, on-time, on-budget and with no quality deficiencies as the criteria for success of their WP. A research limitation is that capturing learnings throughout the project does not solve the problem of capturing post-project learnings from design errors surfacing during construction, in commissioning, or after start-up during on-going operations and maintenance. Nonetheless, innovative ideas and improvements can be found during the detailed engineering phase and the KM loop captures these for intra-project and inter-project use. Practical implications The extra effort of decomposing requirements into WPs not only helps control project costs, schedule, quality and safety but also provides an effective way to capture knowledge from project learnings for intra-project and inter-project use. Social implications The lessons-learned sessions held at the completion of each WP provides an opportunity to provide motivation and morale boosting to the WP sub-team members. Originality/value This paper contributes what is believed to be the first WP-based KM loop in project engineering management using a specific application of the 4I framework of organizational learning. In addition, when applied in the STBQ method or any other method that uses interim WPs for both planning and reporting, the LL sessions can be pre-scheduled and budgeted separately from the subject WP. This helps to overcome the problem widely reported in projects that not enough calendar time or person-hours can be spared to attend the LL sessions.

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