Bringing GPM and NetRisk into Graduate Construction Risk Analysis Classes
June 13, 2022
Netpoint, Presentations
Risk management is becoming an essential skill set for all engineering and construction professionals, and training should start at our universities. Jerry Klanac has developed and delivered a novel course at the University of Dayton called Risk Management for Construction Projects. This presentation will explain the learning objectives, present key concepts, and share students’ reactions to the course. One of the course’s unique features is using PMA’s NetPoint and NetRisk simulation tools to provide students with hands-on experience in conducting a schedule risk analysis and expose them to the innovative approach to handling project risks caused by the use of float.
Jerry Klanac
Mr. Klanac is a consultant emeritus within PMA Consultants who has been practicing quantitative risk analysis for more than two decades and brings a unique set of knowledge and experience to the classroom as director of construction engineering and management at the University of Dayton. Jerry has had significant project management experience on US and international construction projects. He has expertise in analyzing and managing cost and schedule risk, providing project cost and schedule controls, developing and analyzing contractor CPM schedule submittals, and providing probabilistic analysis of cost estimates and schedules.
Q&A
When one is familiar with the topics, they become more calibrated. General knowledge is still a good indicator.
Yes, 80 percent locked on immediately and about 20 percent took a little time.
That would require a formalized process for getting feedback from students well after the class or degree has been completed. I like to bring back former students, speak and share experiences, and relate them to the classroom experience.
PMA has provided similar training and learning sessions for clients and colleagues. We could develop a course based on this University of Dayton model. Cost requires some parameters like number of students, in-person or virtual, and location. The University course had 28 lectures and homework/project work.
Yes, the course could be done online or with on-demand material. For best results, there should be some process for interacting with an instructor to make sure everyone understands the materials and answers questions throughout the process.
Not really. The struggle was defining what they work from and asking what students do to align with what risk management exemplifies.