Construction Management - pdf - fpref.pdf - po ang - Januszek66

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Preface (3 rd Edition)

INTRODUCTION

The ﬁrst and second editions of this text book have enjoyed a good deal of success and

been translated into a number of foreign languages. The third edition builds upon the core

material that was well received in the ﬁrst two editions.

I hope that this text will give those interested in construction engineering a broad

coverage of some of the many topics which construction engineers deal with on a daily

basis. As I stated in previous editions, a construction manager is like an Olympic decathlon

athlete who must show great competence in a multitude of areas ranging from design of

construction operations to labor relations. The successful construction manager must be “a

jack of many skills and master of all.”

Construction, as an engineering discipline, is well characterized by a former President

of the United States who was a respected engineer in his own right. Herbert Hoover stated:

“It is a great profession. There is the fascination of watching a ﬁgment of the

imagination emerge through the aid of science to a plan on paper. Then it moves

to realization in stone or metal or energy. Then it brings jobs and homes to men.

Then it elevates the standards of living and adds to the comforts of life. That is the

engineer’s high privilege.”

As noted in Chapter 6, another U. S. President, Dwight D. Eisenhower, renowned for

his ability to manage, stated a concept that is a good guide to all:

“Plans are nothing. Planning is everything!”

NEW MATERIAL IN THIS EDITION INCLUDES:

Chapter openers added at the beginning of each chapter, describing new technologies

or supplemental materials that are relevant to the topic of the chapter.

Section 1.5, Construction versus Manufacturing Processes , which discusses the dif-

ference between purchasing construction and purchasing manufactured speculative

products.

Expanded coverage of Value Engineering (Chapter 3), including a demonstration

example.

Additional explanations and a discussion of Product Delivery Systems (Chapter

4), illustrating the different systems available. This material helps students see the

beneﬁts/weaknesses of various contract formats and when it is best to use one over

another.

The concept of “scope of work” deﬁning the project and break-down of the project

into “work packages” in the context of a “Work Breakdown Structure” (Chapter 6).

This material is designed to help students break a project into its component parts

and analyze project progress in terms of earned value (Chapter 15). This prepares

the student for topics in the Scheduling Chapter (Chapter 7). One of the problems

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Instructor Resources

students have with scheduling is how to break a project into pieces/activities. This

material helps answer the question, ”Where do I start in developing a schedule?”

In the “Project Scheduling” Chapter 7, the work packaging material is used to develop

the activities in the network schedule. This chapter opens with a discussion of the

precedence notation (Activity on Node or AON) since this is the basis of present

practice.

Earned value analysis is included in Chapter 15.

Chapter 18, covering Construction Operations, is on the book website at

www.wiley.com/college/halpin. This chapter involves the actual placement of con-

struction in the ﬁeld, using resources such as equipment and labor.

Dated material is cut or moved to an appendix, in order to reﬂect current practice.

Forexample, arrow notation scheduling has been moved to an appendix.

Web-based resources including Web CYCLONE (permits simulation of construction

operations), and examples showing how to build models, from masonry to bridges,

are included on the book web site.

STUDENT RESOURCES

The following resources are available from the book website at www.wiley.com/college/

halpin. Visit the Student section of the website.

Information about and support materials for the two leading scheduling software

programs, Primavera, and Microsoft Project.

The author’s website “Emerging Construction Technologies”

Chapter 18, covering Construction Operations. This chapter involves the actual place-

ment of construction in the ﬁeld, using resources such as equipment and labor. This

material covers the business of placing the construction physically in the ﬁeld, what

is done to actually build the project ( e.g. putting concrete in place with a crane and

bucket and pump) and the sequence of when tasks need to be done. The chapter dis-

cusses the concept of sequence and technical logic. It addresses the questions “How

and in what sequence am I going to build?” and “What resources will I use”

The book web site includes a comprehensive Simulation Homepage. This home-

page includes material regarding construction process simulation and describing

glossary/deﬁnition terms speciﬁc to CYCLONE modeling format.

A web-based program, Web CYCLONE permits simulation of construction opera-

tions. The web site also includes extensive material regarding the CYCLONE con-

struction modeling system.

Examples showing how to build models (e.g. a masonry model, an asphalt paving

model and a concrete supply model.)

INSTRUCTOR RESOURCES

All instructor resources are available from the book website at www.wiley.com/college/

halpin ,available only to instructors who adopt the text:

Solutions Manual

Image Gallery of Text Figures

Text Figures in PowerPoint format

All resources from Student section of the website.

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Preface (3 rd

Edition)

These resources are password-protected. Visit the Instructor section of the book website

to register for a password to access these materials.

ACKNOWLEDGEMENTS

Iwould like to acknowledge my co-author in previous editions, Ron Woodhead, Emeritus

Professor at the U. of New South Wales, Australia. Without his vision, this book would not

have become a reality.

Iwould also like to thank the many colleagues and numerous students who have

provided valuable feedback regarding various aspects of this text. It is safe to say that well

over 100,000 students have used this text in some fashion since it was originally published.

Iwould like to say “many thanks” to all who have provided comments and constructive

feedback over the years, including the following instructors who reviewed or provided

feedback for this edition:

Irtishad Ahmad, Florida International University

Lansford C. Bell, Clemson University

Paul G. Carr, Cornell University

Kris G. Mattila, Michigan Technological University

Ali Touran, Northeastern University

Marlee Walton, Iowa State University

Trefor P. Williams, Rutgers University

Wesley C. Zech, Auburn University

In particular, I would like to thank the following colleagues for their insights and

contributions regarding the material provided in this book:

Dulcy Abraham, Bob Bowen, Peter Dozzi, Jimmie Hinze, Mike Kenig, Jerry Kerr,

Bolivar Senior and Joe Sinﬁeld.

Finally and most importantly, I would like to acknowledge my wife, Maria, for her

incomparable support. Our many lively discussions, full of questions and insight, have

shaped my thinking over the past 40 years. Her interest and support has been the most

signiﬁcant force in realizing this and a lifetime of exciting projects.

Daniel W. Halpin

Purdue University

W. Lafayette, IN

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