project management network for excellence in learning & teaching apprentice to master steve...

Project Management Network for Excellence in Learning & Teaching

Apprentice to Master

Steve Barron


Overview:• Apprentice: Some starting points...• Master: Some ending points... and issues• The journey: Many choices of routes...• Stories – how can they help our purpose?• The process for this afternoon


Apprentice – some starting points...Academic starting points:• A-level• Foundation Degree• Graduate• Postgraduate• PhD

Professional starting points:• New recruit• Project “worker”• Technical “expert”• “General” Manager• Developing PM• “Agents”• “Consultants”


Master – some ending points...Academic ending points:• Foundation Degree• Graduate• Postgraduate• PhD• Next steps...?

Professional ending points:• Project “worker”• Project Engineer• Project Manager• Project Sponsor/Director• Manager doing “projects”• Strategic Roles


End Points – some issues...• (Start points are probably more clear) • Interpretation of end point roles:

– Different industries/companies– Different professional bodies– Different learning approaches

• Projects have multiple facets• Issues about “practice”


Ending points: Different professional bodies:


The technical expert...

7


GAPPS: PM Complexity Factor• Stability of the overall project context • Number of distinct disciplines, methods, or approaches involved in

performing the project • Magnitude of legal, social, or environmental implications from performing

the project • Overall expected financial impact (positive or negative) on the project's

stakeholders • Strategic importance of the project to the organisation or organisations

involved • Stakeholder cohesion regarding the characteristics of the product of the

project • Number and variety of interfaces between the project and other

organisational entities http://www.globalpmstandards.org/


Far from

Far fromCertaintyClose to

Ambi

guity

/Ag

reem

ent

Directive leadership through control, organising, planning, deciding, systems, etc.

SituationalLeadership

Visionary orTransformational Leadership

Leadership as an emergent property - engaged actors

No possibility of creating direction -frozen by anxiety

or lost in chaos

(High Uncertainty)

(Ambiguity)


Issues about practice...• The Reflective Practitioner: Reflection and Practice• Practice is messy, super-complex • Practice focuses attention outside the course• Practical environments are difficult to create and

assess: involving the judgement of others• Practice is where students go to: where they will need

to make their own judgements and navigate and direct their own learning and development

Ref: Assessment for Real World Learning - David Boud, Edinburgh 16/6/2008


Key features of a practice view• Practice is necessarily conceptualised - it cannot be readily

discussed independently of the settings in which it occurs• Practice is necessarily embodied - it involves whole persons

including their motives, feelings and intentions. Discussion of it in isolation from the persons who practice is to misunderstand practice.

• Practice is co-constructed. - it occurs in relation to others and their views of practice construct it as much as those of a given practitioner (these may be peers, clients, experts, etc.)

Assessment for Real World Learning - David Boud, Edinburgh 16/6/2008


Examples of stages of expertise: Dreyfus & Dreyfus

1. Novice2. Advanced Beginner3. Competence4. Proficiency5. Expertise6. Mastery7. Practical Wisdom

Generally, we are lucky if academic programmes achieve level 3.


The end point: Assessment• Assessment is about judgement - Currently judging learning outcomes against

standards. Assessment is about reliability and validity. Real judgement was thrown out in favour of repeatable, consistent, equitable assessment.

• Assessment must contribute to learning - now and for future learning beyond the programme.

• Assessment is about both informing students' judgements as well as making judgements on them (students need to engage with the purpose of assessment as a fundamental part of education)- summative assessment alone is too risky (blow educational benefits)

• Students must necessarily be involved in assessment - Assessment is a key influence in their formation and they are active subjects

Assessment for Real World Learning - David Boud, Edinburgh 16/6/2008


The journey: Many choices of routes...• Defined by start and end points - syllabus• Develop knowledge, skill, values, attitudes,

beliefs, behaviours?• Education or Training, Assessed/Non-Assessed• Educational approaches: eg. experiential, lecture• Influence of “sponsor” on syllabus


Summary (so far):• The end point is not clear

– What kind of Master? – What kind of project? – What kind of “project manager”?– What kind of programme?

• Employability: can we produce practitioners?


Using Stories...• We have used stories throughout history to

communicate ideas, concepts and messages• Communities of Practice• How can we formally capture the ideas,

concepts and messages from our stories?


• Knowledge: recall of information: dates, events, places, knowledge of major ideas,

mastery of subject matter • Comprehension: understanding information, translate knowledge into new context,

interpret facts, compare, contrast order, group, infer causes, predict consequences

• Application: use information, methods, concepts, theories in new situations, solve problems using required skills or knowledge

• Analysis: seeing patterns, organization of parts, recognition of hidden meanings, identification of components

• Synthesis: use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions

• Evaluation: compare and discriminate between ideas, assess value of theories, make choices based on reasoned argument, verify value of evidence


• Knowledge: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

• Comprehension: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

• Application: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

• Analysis: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

• Synthesis: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

• Evaluation: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize


Taxonomy for LTAThe

Knowledge Dimension

The Cognitive Process Dimension

1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Meta- Cognitive Knowledge

A Revision of Bloom’s Taxonomy of Educational Objectives: Anderson, Krathwohl, (2001)See www.PMnetwork.org.uk/taxonomy.html Source: Anderson and Krathwohl (2001) A Taxonomy for Learning, Teaching and Assessing. Pearson Education ISBN 9-8013-1903-X


The Knowledge Dimension: A. Factual Knowledge - The basic elements of students must know to

be acquainted with a discipline or solve problems in it.B. Conceptual Knowledge - The interrelationships among the basic

elements within a larger structure that enable them to function together.

C. Procedural Knowledge - How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.

D. Meta-cognitive Knowledge - Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.

Source: Anderson and Krathwohl (2001) A Taxonomy for Learning, Teaching and Assessing. Pearson Education ISBN 9-8013-1903-X


The Cognitive Process Dimension: 1. Remember - Retrieve relevant knowledge from long-term memory2. Understand - Construct meaning from instructional messages,

including oral, written and graphic communication.3. Apply - Carry out or use a procedure in a given situation4. Analyse - Break material into its constituent parts and determine

how the parts relate to one another and to an overall structure or purpose.

5. Evaluate - Make Judgements based on criteria and standards.6. Create - Put elements together to form a coherent or functiional

whole; reorganise elements into a new pattern or structure.Source: Anderson and Krathwohl (2001) A Taxonomy for Learning, Teaching and Assessing. Pearson Education ISBN 9-

8013-1903-X


The process for the Workshop...• Telling stories

– Capture the story– Capture the messages– How do they relate to Learning and Teaching PM?

• In groups: look for themes, key messages, new ideas.

• Feeding back


Feedback - Individual1. Development of:

Knowledge Skill/Application/Practice Values/Attitudes Reflection

2. Knowledge dimension:

Factual Conceptual Procedural Meta-Cognitive 3. Cognitive Process dimension:

Remembering Understanding Applying Evaluating Creating

4. Development to level: Adv Beginner Competency Proficiency 5. Process area: Behaviours/Relationships Business/Strategy Organising/Planning


Further reading:International Journal of Project Management 26 (2008) 251–257Teaching methods for international R&D project managementBlazenka Divjak, Sandra Katarina Kukec

project management network for excellence in learning & teaching apprentice to master steve...

Documents

project management network

project number

practice slide

practice practice

assessment assessment

assessment assessment

learning teaching issues

learning teaching apprentice