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Project management: The managerial process (5th ed.): McGraw-Hill.- by E.

W. Larson & C. F. Gray (Book review).

Article in International Journal of Managing Projects in Business · January 2010

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I nternational Jou rn al of

lVanaging Proj ects

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International Journal of ISSN 1753-8378

Volume 3

Managing Projects in Number 4

2010

Business
Editor
Derek H.T. Walker

Access this journal online 559

CONTENTS
Editorial advisory board 560

From the Editor 561

A stakeholder network perspective on

unexpected events and their management
in international projects
Kirsi Aaltonen, Jaakko Kujala, Pciiui Lehtonen and
Inkeri Ruuska 564

Talking the talk and walking the walk: how

managers can influence the quality of work-life
balance in a construction project
Lisa Bradky, Kenlt Broutt, Helen Lingard, Keith Townsend and
Carohne Bailev 589

Projects are emotional: how project managers' oLr, ,,,,,

emotional awareness can influence decisions "
and behaviours in projects This iournal is a membel of and
subscribes to the principles of the
Irlicholas Clarke 604 Committee on Publication Ethics

r As part of Emerald's commitment to highlighting the impact of

research, authors will, from this volume, be able to flag up implications
for research, practice and,/or society. Our structured abstracts forrnat
aims to pinpoint further for the reader, the utility of the research in
question.
. Graphics supplied in colour will be reproduced in colour to enhance
their appearance in the online version of the article. The hard copy
will continue to be reproduced in black and white.
 Effects of otganizational support on components
CONTENTS of virtual Project teams 625
continued Nathatie Drouin, Mario Bourgault and Carobne Geruais

Proiect owner involvement for information and

As
*.rb
knowledge sharing in uncertainty management 642 Iro
Jan Terje Karken
H
- o
A svstemic view of dispute causation tl
Petu; E.D. [.oue, Peler R. Dauis, Joanne M' Ellis and 9;
661 p
S.O. Chzung
!|n
IE
THESIS RESEARCH REPORT NOTES
i.*.ta a regional ontology for information systems
T{
3
project management b
681 p
kotnnnk Semchurrart, Derek Smith and Dewald Roodz v
T
t
Trust relations in the construction industry 693
Ellzn Lau and Steue Rowlinson I
705 I
Book reviews
I

Forthcoming project m€magement events 709

and links
713
Call for papers
II\,{PB The book is, in generar, r'ery suitable for those who intend
to better understand :c.
3,4 complexities of the PM worrd. from both a corporate
view and a human perspecrir-r
an ever-growing internationalized environment. It provides r
manager with a potentiai reflective learning toolkit
.r-;;t;;^futuie pro,"":
" u. *.fi u. it mar- cz-*:
torvorf. *itfr ::
th1ryv.tgryard changing the-wav rr. p.t?iu* nis im-Laiate pr":.J.i"i.#'
In brief, it is a good -T.of examples on internatio""i p-:..i.
706 with cuirur_
operational, and manageriai variabLs that make ," ;th.; thin; "'["g
triun' .*i.rrlng --:E
book's contents.
Alejandro C. Arroro

lryi":t management: the managerial process

E.W. Larson and C.F. Gray
Sth ed.
McGraw-Hill
2011
Hardcover
608 pp.
ISBN-10: 0077 42G924, 13: 928007 T 42692T
Review DOI 10.110 S1ITSS13TI}II}T 6145

These days, a search at web sites iike Amazon.com

wilr unearth a multitude .r
textbooks on project mllaqement. yetgiven student_diver.;,v,
fin-d "the right textbook" since.the rigfrt noot i.
ii *, t.
a chalrengt :

beliefs about teaching and student teirning, shla.nt

lnnu"n."J'nu'.*rr't".,orS 3S tr::
ru.r.grornis d.riu.ry prant::
course level, and planned teaching outcomls, to name
a few.
^ Yu"{ ptoject management boofs tend to bL "encyctopaeaic" in nature or they m,:= l
Project Management Institute's@. (p. MI@) approach-und
uaorl.. the-knowledge a:cis
un{lLq input-process-output model in aetaii. otrrei;tb;;il;
to PMI's@ knowledge areas and provide a wealth of related
orgunir.a accorc,-,'
templates (which fi.sc
davs, are readilv availabre on the internet)- Still other
certification requirements. Furthermor., u t .y limitation
books exi;il;iy cover p\f 1",
of trre ingd
that it does not address the complexities of piojectrnunug.rn.nr.-
.'* *ffii* ;
Thosg seeking a textbook thit accommodut".
.
factors.including a book that engagingly balances
a variefy of,,the
right
tertb,_,-u-
the technical and socio-cul::a
dimensions of project manag_ement concepts with
i;ter;;iirg""ri'Lr.vant pr,_5r::
scenarios should consider the Larson and Gray textbook,
on" &;h; b;stselring b_,,r,,."
in the field. written by two management professors
with ;rt"r.i;;."pertise, with ca-:
new edition, the book reflects th" utoua feedback soliciteJ
t orn- u.uo..,'ie. i::
students. The textbook is scalable; it is adaptabl"
to. tt. unJ..gr;;;;. and grad,,.:,;*
levels and for face-to-face, distance educatiin, and
nbndeJ a"ii"*v r*-ut..
This book review covers the-advantages and some of
the limitations of the texrb,.,:rf
as experienced for a paced graduate and"non-paced
undergraar"t. r.r.r course (t"r:*.r
distance education delivery:modes). This ,"u'i"r also
respected academics that have used this textbook.
includes .o*-.rri. t;;;
assessment of the pnor edition of the textbook and
rn. ,."i.*
f"dn. with m
conclud"r *ittr u iti.f assessme:: . i
the new edition.
rr understand the Providing a wealth of optional resources that accommodate a variety of learning
an perspective in Book reviews
styles, the textbook includes a student CD, a student and inskuctor website, and 60 da|
:or futffe project trial access to Microsoft"' Project. At the student website, students can access chapter
ell as it may ease specific content to review the textbook material, watch short videos, multiple chbice
ri context. quizzes (with instant feedback), revierv PowerPoint presentations, complete exercises,
ng with cultural, and peruse project management web sites as well as Microsoft project"; tutorials.
ar enriching the The instructor's website includes an instructor manual that enables you to tailor the
course content for specific class needs. The material for each chapter covers objectives,
707
ldro C. Arroyo review questions, exercises and answer keys, summary outlines on some of the
techniques, and a self-quiz repofter. You can search the website by chapter or type of
resource. Instructors can also use the notes field to record notes online, bookmark
pages, or highlight sections. Although the website is not as intuitive as it could be, the
instructions are clear and it does not take long to figure out.
I had the privilege of interviewing three academics on their assessment of this book.
All three had extensive experience teaching project management courses in engineering
and management; all three either use or have used this textbook re.enuy roi
undergraduate and graduate level courses. The following summarizes their feedba-ck on
the textbook:
' This is a current textbook and reflects a solid understanding of real life projects.
' The breadth of content allows academics to use a variety of educational
techniques to help students achieve the learning objectives. one academic
a multitude of
indicated that he did not use the cases in the book but instead, used the Snapshots
!r a challenge to from Practice as mini case studies because they allowed him to focus mbre on
mators as one's
cooperative learning principles. since, first using this textbook, he has since
[-"-ery plafform,
gathered numerous other "Snapshots from practice" on his own for discussion and
leaming purposes.. He also encourages students to use projects that they are
tt ,r they take a
sincerely interested in and can relate to for their assignments. This technique is
u-r,
-,t'ledge areas
interspersed through various learning activities in the book.
n-:cd according
g: li-hich these ' The academics indicated that, whether at the undergraduate or graduate level and
firr -' rver PMI@'s
regardless of project management experience, their students consistently expressed
f how much they enjoyed the snapshots from practice for discussion purposes.
=:proaches is
' A11 three academics spoke highly of the chapters on scheduling in the textbook
ngrt textbook" (e.g. network diagrams). They indicated that the book is very strong in this
il ',cio-culfural regard and that the chapters help students learn the process from start io finish.
n{=-.-ant project
mselling books
' One academic indicated that the material on project budgeting could be enhanced
in the textbook. For now, she supplements this material with other resources. She
f:-=t. rvith each added that the videos are very helpful in clarifying the concepts on budgeting.
r:iemics and
' The academics agreed that the video clips were more useful for undergraduate
b
-d graduate
i:ra:s.
students or for faculty intending to use this book for an elective course.
m,he textbook ' Not all the academics interviewed used the online inshrrctor resources. Those
[ -. -rse (using who did, found the multiple choice and short answer questions to be solid and
@= :om three analytical as well as useful for testing basic concepts.
fu::-. r,vith an ' The academics agreed that the rexibook helped students understand and apply
[as--c,ssment of concepts and tools as well as appreciate the human and technicat aspeciJ of
i project management.
 IIVIPB
3,4
' The academics indrcated that thel'and their students also appreciated the u-a..-.
in which prior editions of this book related chapter topics to Simprojec'
(the simulation product that }IcGraw-Hill made available until mid 20{p
t
Whereas the fifth editron of the textbook continues to relate material .

SimProject"' the simulation softlvare is now available by having the insfruc:-:

contact sales@simprot-essionals.com Those interested in further details , Us
708 this great resource are encouraged to see the SimProject'n webs:.. Fo
(www.simprojectonline.com) or to read the review on the produtt referencec :
Di
the end of this book revierv. The simulation developers are currently add::. ho
additional scenarios and pedagogical resources for instmctor use.
VE
At Athabasca university (canada's open University), we introduced a disrai-.
education elective for our Executive MBA students in 2009. Using a paced delir'.:-, un
prl
model (Lotus Notes@), we covered approximately 90 percent of the textbook in r.-
col
eight-week period. We excluded the application of Microsoft'nn Project for pedagogi.::,.
and course duration reasons. Instead, we focused on learning outcomes r:_, tht
demonstrated analysis, synthesis and evaluation competences. For example. -.', thl
=
extensively augmented the textbook with academic journal afticles. We used se\-e:: a\
mini case studies from the textbook for weekiy discussion pulposes. we also u.-_
Ins
Harvard Business Publishing case studies for the group assignment.
cr€
student feedback indicated that, regardless of their prior project managerr:--
education and experience, they really enjoyed reading the textbook. Stude:.. bu
\Y€
commented on how much they liked the integrative approach that the textbook tor,,.-
(in
the discipline. They appreciated the interspersed snapshots from practice and resea: - :
highlights; the clear charts and diagrams; the emphasis on linking projects to busi:.:.. u'i
strategy; and the mini cases that challenged their viewpoints and generated in-ct: - to
online discussions and laugher. A few students found that the Microsoft"' projec :-. De
was not long enough as they tried to use it shortly after the course ended. EL
we are using the fifth edition of the textbook for a new first year undergradu: .
business elective course on project management. Using a paced delivery n ,-.
(N{oodle@), we cover ten of the core 14 chapters. we use the tesf bank and find ir , -".
pedagogically well-designed. For a first year course though, the online resources d1, -
allow students to interactively test their understanding of the glossary so we der-el :,.:
our own tests. The new edition does not show the chapter objectives on the srr-= '
website either.
Although it is a challenge to find "the right textbook" for a course, the more I :.. ,
this book and the more time I spend talking to other faculty who have usei -- ,
textbook, I continue to be confident that the Larson and Gray textbook (augrn.:- .-
with our personally developed content) helps students develop a solid founda:r, _.,
grounding in project management.
Kam Judge;
Further reading
Jugdev, K. (2007), "simProjecl a project management simulation for classroom instn.l: -

.
in Pinto, J.K. and Parente, D.H. (Tds), Academy of Managernent Learning and. Ed:t ,

Vol. 6, pp. 574-6.

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