Instructor’s Manual
to Accompany
MANAGEMENT OF
CONSTRUCTION PROJECTS:
A CONSTRUCTOR’S PERSPECTIVE
Second Edition
John Schaufelberger and Len Holm
Taylor & Francis Books
2 Park Square, Milton Park, Abingdon, Oxon, UK, OX14 4RN
i
Table of Contents
Page
Introduction to the Instructor’s Manual 1
Answers to Review Questions and Selected Exercises 4
Chapter 1 Introduction 5
Chapter 2 Construction Contracts 7
Chapter 3 Cost Estimating 12
Chapter 4 Planning and Scheduling 15
Chapter 5 Preconstruction Planning 18
Chapter 6 Subcontracting 21
Chapter 7 Material Management 24
Chapter 8 Project Start–Up 27
Chapter 9 Project Documentation 29
Chapter 10 Communications 31
Chapter 11 Progress Payments 33
Chapter 12 Cost and Time Control 35
Chapter 13 Quality Management 37
Chapter 14 Safety Management 39
Chapter 15 Contract Change Orders 42
Chapter 16 Claims and Disputes 44
Chapter 17 Project Close-Out 47
Chapter 18 Business Aspects of Project Management 50
Chapter 19 Construction Project Leadership 52
ii
Page
Case Studies: 54
Chapter 5 Preconstruction Planning 55
Chapter 6 Subcontracting 56
Chapter 7 Material Management 57
Chapter 8 Project Start–Up 58
Chapter 10 Communications 59
Chapter 11 Progress Payments 60
Chapter 12 Cost and Time Control 61
Chapter 13 Quality Management 62
Chapter 16 Claims and Disputes 63
Chapter 17 Project Close-Out 64
1
Introduction to the Instructor’s Manual
1. Origins of Book
Thank you for choosing Management of Construction Projects: A Constructor’s Perspective
as your teaching tool. Before we provide some suggestions regarding its use in your
classroom, we thought it might be appropriate to provide some background on its
development. The selection of topics for the first edition was made after interviewing
construction industry leaders in Washington State. We were unable to find a suitable text
that was written from a contractor’s perspective, as most existing textbooks discuss project
management from an owner’s perspective. The first edition was published in 2002 by
Prentice-Hall/Pearson and received world-wide popularity, even being translated into
Mandarin. This second edition is with a new publisher, Routledge, and incorporates a new
complicated $60 million dollar engineering and research building as our case study. Many
new and current project management concepts and tools such as BIM, LEED,
Commissioning, IPD, and Lean have all been incorporated. New chapters such as Pre–
Construction Planning, Business Aspects of Project Management, and Construction
Leadership have also been added which will stretch the learning process for advanced
students. And because many construction management undergraduates are now entering the
industry through field supervision ranks, additional discussion and responsibility of the
project superintendent is threaded throughout the text.
2. Organization of Text
This book was developed based on the premise that students would have previously
completed courses in construction materials and methods, construction contracts, cost
estimating, safety, and scheduling before taking a course in project management. While
many of these introductory topics are addressed in this book, they were intended to be a
review of material covered in other courses, and therefore are not discussed in depth. Topics
are addressed in the sequence that a project manager and superintendent would address them
in managing a construction project. The focus is on the individual management processes
and techniques needed to manage a project, and tools are provided to assist in the
performance of these processes.
Each chapter has a similar organization. Topics are first discussed in general terms, then
individual issues are discussed in detail and illustrated. In Chapter 2, we introduce the
reader to a specific project, the NanoEngineering Building that was constructed on the
University of Washington campus in Seattle, Washington. All of the project management
tools discussed in the text are illustrated with applications from the NanoEngineering
project. Progress photographs are included on the companion website. to illustrate the actual
physical construction of the case study project. Completed contract documents, including
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selected drawings and specifications, are also on the website. Each chapter concludes with a
set of review questions that emphasize the major points covered. These questions also are
suitable for use in the development of quizzes or tests. Exercises are also provided to allow
students to apply the principles learned, many of which are based on our case study, but any
construction management or construction engineering program or course could customize or
substitute their own quarter or program-long case study where applicable. Answers to all the
review questions and many of the exercises are contained in this instructor’s manual.
3. Suggested Classroom Use
Introductory Project Management Course
The book is suitable as a text for an introductory project management course. The instructor
may choose to use the exercises and the NanoEngineering Building as a context for assigning
student work, or may choose to use a separate project, as we do at the University of
Washington. Our faculty selects a different commercial project each year, and the students
develop detailed cost estimates in one course and project schedules and safety plans in
others. In the project management course, all student requirements are based on the project
used in the estimating, scheduling, and safety courses. Web-based project management
techniques could be used and students required to use electronic formats for submitting their
work. We require students to correct each graded assignment and create a project
management manual that can be used as a reference portfolio. All of the exercises from the
text could be slightly modified with a different case study and/or changing the timeframes or
dollars slightly, yielding unlimited possibilities for homework or in-class examples. Case
studies can be used to supplement the information contained in the text. Several case studies
from “Who Done It? 101 Case Studies in Construction Management”, an inexpensive
accompaniment book available on Amazon, are provided at the end of this instructor’s
manual that can be used for additional classroom discussion.
Capstone Project Management Course
Most undergraduate construction programs have a senior capstone course. Such courses
often are structured for students to independently analyze a project and develop cost
estimates, construction schedules, and project management plans. This book would make an
excellent reference resource for such a course. In our capstone course, we require each
student to identify an actual project with an estimated construction value of at least $5
million. The student develops a detailed cost estimate and construction schedule for the
project. He or she also develops a subcontracting plan, organization chart for the project
management team, site management plan, and other project management documentation. At
the end of the quarter, each student is required to present a detailed project briefing to a
panel of industry leaders.
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4. Author Feedback
This manual provides answers to the review questions and selected exercises. We have
carefully checked these answers, but would welcome any feedback or comments regarding
them or any other aspect of the text. Please feel free to contact either of us be email (Len
Holm: holmcon@aol.com or John Schaufelberger: jesbcon@u.washington.edu) or the
publisher, Routledge. We hope you and your students find the book an effective educational
resource. We have enjoyed creating it.
Len Holm and John Schaufelberger
P.O. Box 351610
Department of Construction Management
College of Built Environments
University of Washington
Seattle, WA 98195-1610
4
Answers to Review Questions
and Selected Exercises
5
Chapter 1
Introduction
Review Questions:
1. What are four critical project attributes that the project manager must integrate?
2. What are the major phases of a construction project, and what occurs during each
phase?
3. What is the difference between the traditional and the construction management delivery
methods?
4. What is the difference between the construction manager-at-risk and the design-build
delivery methods?
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5. What is the difference between the design-build delivery method and the integrated
project delivery method?
6. How do the responsibilities of the project manager differ from those of the project
superintendent?
7. What are the major duties of the project or field engineer?
8. What is bid shopping and why is it considered unethical behavior?
2. Describe the advantages and disadvantages of the project management organization
shown in Figure 1.12 as compared with the organization shown in Figure 1.11.
One disadvantage of the organization presented in Figure 1.11 is the separate chain-of-