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Steve Barron and Omar Hamasni,

Lancaster University

Purpose of this session......2m

Difficulties with learning PM why is it different?

Current Approaches to learning PM Identifying some issues

Suggestions/Possibilities for addressing issues

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Difficulties with learning Project Management 2m Inherent Uniqueness & Uncertainty in

projects – how do we deal with Risk?

“Technical” skills vs. “Project” skills Projects as Complex entities

– flexibility in approach to projects

Projects & operations - transient vs. steady state

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PM has no clear syllabus E.g. PMI – APM – IPMA – P2M Similar focus but different purposes,

different approaches And the syllabus just gets bigger and

bigger...!

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Balance of PMI knowledge areas 3m

Missing:

People skills,

Ethics,

Strategy & Change management

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Learning approaches 1m

Knowledge Skills Practitioner Expert

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Is the improvement in PM capability justified by the spend in PM training?

Each one suggests different learning,

teaching and assessment

approaches.

types of programmes 2m delete

Training Traditional Approaches

Academic Learning PM Advanced PM Executive/practitioner

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learning environment 1.5m

Surface/deep/strategic explain what it is briefly Needs for PM learning Delete this slide

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Strategic approachIntention: to achieve the highest grades

possible by: Putting consistent effort into studying Finding the right conditions and materials

for studying Managing time and effort effectively Being alert to assessment requirements and

criteria Gearing work to the perceived preferences

of lecturers

Surface approachIntention: to cope with course

requirements by:• Studying without reflecting on

either purpose or meaning• Treating the course as unrelated

bits of knowledge• Memorising facts and procedures

routinely• Finding difficulty in making sense

of new ideas presented• Feeling undue pressure and worry

about work

Deep approachIntention: to

understand ideas for yourself by:

• Relating ideas to previous experience

• Looking for patterns and underlying principles

• Checking evidence and relating to conclusions

• Examining logic and argument cautiously and critically

• Becoming actively interested in course content

Source: Entwistle 1996

Approaches to Learning

Learning Environment 2.5m

Related discipline/focus of study Student diversity backgrounds/culture

National Organisational learning from each other

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Alternative approaches 3m

Storytelling double loop learning Reflective Practitioner – student

perspective

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The Reflective Practitioner 2m

PM as a Reflective Practitioner Developing a critical approach How to find time to be reflective

in a busy project/learning environment?

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Conclusions 1m

Teaching PM needs special consideration

Learning PM suggests particular learning approaches

The PM syllabus shows no signs of converging

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What to take away from this session? 1m

Traditional approaches might not be sufficient to achieve necessary PM learning

What level of PM are we trying to achieve?

Professional bodies have their own syllabus agendas

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