O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

The aim of this research is to test the effect of different project complexities and project management competence of project managers in public sector mega engineering projects of Pakistan and their effect on project performance. This research study is applied in Pakistan. Complexities in a project are inevitable. These cannot be controlled or eliminated but one can have their better understanding to counter them resulting in better project performance.  Quantitative research techniques have been applied for this particular research study. A total of 100 questionnaires were handed out among respondents, of which 82 survey questionnaires were useful for further analysis. Hypotheses have been developed to test the effect of variables of  project management competence on project performance and subsequently the effect of Technical, Organizational and environmental complexity on project performance.   Results show that project management competence have a positive effect on project performance, like leadership, management skills, communication, ethics, honesty have a strong impact on project performance. Secondly, Technical and organizational complexity have a negative effect on project performance whereas hypothesis of environmental complexity has not supported the project performance.  Further, a number of complexities were high ranked. For instance, goals, tasks and market conditions were ranked very high with respect to their impact on project performance.  This study contributes theoretically in the field of project management and on practical level study will not only help the Practioners in the field of PM, but also helpful for project managers of mega engineering projects. On societal level this study may help the Government intuitions in formulating rules and regulations such as PM certifications that can improve the project performance.

O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. / This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2017-04-04T19:41:31Z No. of bitstreams: 1 Dissert Plinio de Melo Alves.pdf: 5439128 bytes, checksum: ed523a38de8977df17e89facf367e578 (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-05-15T12:34:10Z (GMT) No. of bitstreams: 1 Dissert Plinio de Melo Alves.pdf: 5439128 bytes, checksum: ed523a38de8977df17e89facf367e578 (MD5) / Made available in DSpace on 2017-05-15T12:34:10Z (GMT). No. of bitstreams: 1 Dissert Plinio de Melo Alves.pdf: 5439128 bytes, checksum: ed523a38de8977df17e89facf367e578 (MD5) Previous issue date: 2016 / O Gerenciamento de Portfólio tem sido aplicado há mais de 60 anos em alguns setores focados em investimentos financeiros. A utilização da metodologia expandiu anos depois para otimização do uso de recursos na implementação e Gestão do Produto e de Projetos. Dentro deste conceito, este trabalho de pesquisa tem por objetivo contribuir com a literatura atual e incluir o Gerenciamento de Portfólio de Projetos (GPP) na agenda empresarial, propondo um método de gestão para integração e gerenciamento de um portfólio de projetos de engenharia offshore na indústria de óleo e gás, numa multinacional brasileira contratada por uma multinacional norueguesa (o cliente). A metodologia utilizada é a pesquisa-ação. Adicionalmente, a pesquisa visa caracterizar as particularidades do GPP no contexto offshore como fatores que influenciam a forma de gerenciar o portfólio. Para tanto, foi necessário identificar na bibliografia de GPP os possíveis componentes a serem utilizados no contexto offshore. Para atingir o objetivo da pesquisa, foi implementado um modelo de gestão para avaliar suas potencialidades e limitações de aplicação, representando contribuições para o ambiente acadêmico, pela proposição de mais uma opção de modelo de GPP e empresarial, pela demonstração da implementação do método em um caso prático / Portfolio Management has been applied for about 60 years in some sectors focused on financial investments. The methodology application has increased some years later for resource usage optimizing on Implementing and Management for Products and Projects. Within this concept, the research focuses on contribution to the current bibliography and add in Project Portfolio Management (PPM) in entrepreneurial agenda, proposing a method for an Offshore Engineering Project Portfolio integration and management at oil and gas industry in a Brazilian multinational company, contracted by a Norwegian multinational company (the customer). The methodology used was action-research. In addition, the research aims to describe the particularities of Engineering PPM into offshore context, like factors that affect the way to manage the portfolio. For this purpose it was necessary identify in PPM theoretical framework the possible components to be used in offshore context. To achieve the research target, it was implemented the management system to evaluate their potentialities and application limitations, which contributes to academic environment, by presenting another option of PPM template and corporate, by showing a practice implementation

La mesure de la performance est l’une des nombreuses activités de la gestion de projet, elle contribue à assurer le succès du projet. Pour atteindre ce but, les entreprises ont besoin de déterminer un système de mesures de la performance. Ces mesures fournissent au chef de projet l’état de santé du projet et l’aide à évaluer s’il a atteint ou va atteindre ses objectifs. Néanmoins, avec la complexité croissante des projets et la nécessité économique absolue d’atteindre les objectifs, les chefs de projets ne peuvent plus se contenter de superviser les coûts et le planning pour évaluer la performance du projet. Ils ont besoin de considérer par exemple d’autres indicateurs comme la satisfaction des exigences du client, la maturité de la technologie, etc. De plus, ils ont besoin d’avoir une évaluation précise des valeurs de ces indicateurs tout au long du projet et pas uniquement à la fin, pour monitorer au mieux le projet afin qu’il atteigne ses objectifs. Pour satisfaire ces nouveaux besoins, les objectifs de cette thèse sont d’étendre le nombre d’indicateurs génériques et de diversifier le type des indicateurs, ainsi que de proposer une méthode pour concevoir des indicateurs spécifiques à un projet. Pour cela, nous procédons par l’intégration de bonnes pratiques pour la mesure de performance issues de plusieurs domaines de l’ingénierie, et illustrons nos propositions sur des cas pratiques. Ce rapport introduit la notion de performance et caractérise les systèmes de mesure de performance, en mettant notamment en évidence un emploi non cohérent de la terminologie selon les sources. Il identifie plusieurs limitations des systèmes de mesure de performance actuels et souligne notamment le besoin d’étendre le nombre et le type des indicateurs, et de construire des indicateurs de performance spécifiques et pertinents pour chaque projet. Une étude bibliographique sur la mesure de la performance dans les domaines de l’ingénierie, notamment en ingénierie système, montre que la mesure de performance est particulièrement bien développée dans cette dernière discipline, avec une offre de 18 indicateurs génériques avancés permettant une grande proactivité. La thèse propose de ce fait d’adapter ces indicateurs au management de projets, résultant en la définition d’un ensemble d’indicateurs étendu et diversifié pour la mesure de performance. Par ailleurs, l’étude des normes et guides en ingénierie système et logicielle (Practical Software and System Measurement, ISO/IEC 15939) nous amène à identifier d’autres besoins, comme la création dynamique d’indicateurs ad hoc qu’il est nécessaire de définir en cours de projet afin évaluer certains risques spécifiques, et soulève de nouvelles difficultés, comme la collecte et la manipulation des données pour la construction des indicateurs. Pour y répondre, ce rapport propose donc également une méthode guidant la construction dynamique d’indicateurs spécifiques. Celle-ci, illustrée dans le mémoire sur un cas concret de projet, a été validée par un panel d’experts. / Performance measurement is essential to ensure the success of a project. To this goal, companies need to determine a system of performance measures, classically including cost and schedule measures, which provide the project manager with the project health status and help her or him to evaluate the project successes and failures. However, with the increasing complexity of projects and the absolute necessity to reach the project objectives, project managers cannot only rely on such information about cost and schedule to evaluate the project performance; they need to consider, for instance, other indicators such as the satisfaction of customer requirements, the technology maturity, etc. Moreover, they need to have a precise evaluation of these indicators values while the project is in progress, in order to monitor it at best so that it reaches its goals, and not only after the project ends, to only conclude on the project success or failure without any mean to react. Considering these two issues, the objectives of the thesis thus are to extend the number, scope and type of current project performance indicators with a proposal of complementary indicators, and to propose a method for designing project-specific indicators, in order to improve project performance measurement. To define supplementary indicators and elaborate such a method, we proceed by integrating good measurement practices from different engineering disciplines and illustrate our proposal on use cases. The thesis first introduces the notion of performance and characterizes performance measurement systems (PMSs); such systems offer a wide panel of models for organizational performance measurement. Focusing on PMSs, we provide some insights for project performance measurement. More precisely, we identify several issues highlighted in literature, relative to the limitations of current project performance measurement such as the need to balance lagging indicators (to control) with leading indicators (to monitor), and the need to construct performance indicators that are relevant to project-specific information needs. We then focus on project performance measurement and reviews literature in this domain. It highlights the issue of the unbalanced use of leading and lagging indicators. To bring a solution to the issue, we review literature of performance measurement in engineering disciplines, with a focus on systems engineering practices, especially a panel of 18 generic leading indicators that are currently engineered in guidance. A method has been proposed to adapt the set of systems engineering leading indicators to project management, thus resulting in developing the set of indicators to measure project performance. Moreover, focusing on standards and guides on measurement in systems and software engineering led us to identify other issues in project performance measurement, such as the difficulties to define indicators dynamically for a project, and how to collect and combine data in order to construct these indicators. We finally consider the methodological difficulties about designing relevant performance indicators. More precisely, we identify 3 issues: different opinions among researchers about the sources from where the indicators will be derived; the problem in relation to the transformation from data to indicators; and the association of data collection, analysis and report with project management processes. To solve these issues, we analyze good practices from the Practical Software and Systems Measurement, the ISO/IEC 15939 norm and the Project Management Body of Knowledge that proved to be able to address the identified issues respectively. This work results in a method integrating these practices to address the 3 identified issues in project performance measurement. The method is illustrated on a real project context. Evaluation of the method has been conducted in workshop of project managers, which confirmed the interest for the proposal.