1 steve barron and omar hamasni, lancaster university
TRANSCRIPT
![Page 1: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/1.jpg)
1
Steve Barron and Omar Hamasni,
Lancaster University
![Page 2: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/2.jpg)
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
2
![Page 3: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/3.jpg)
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
3
sb
![Page 4: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/4.jpg)
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...!
4
sb
![Page 5: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/5.jpg)
Balance of PMI knowledge areas 3m
Missing:
People skills,
Ethics,
Strategy & Change management
5
oh
![Page 6: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/6.jpg)
Learning approaches 1m
Knowledge Skills Practitioner Expert
6
sb
Is the improvement in PM capability justified by the spend in PM training?
Each one suggests different learning,
teaching and assessment
approaches.
![Page 7: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/7.jpg)
types of programmes 2m delete
Training Traditional Approaches
Academic Learning PM Advanced PM Executive/practitioner
7
sb
![Page 8: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/8.jpg)
learning environment 1.5m
Surface/deep/strategic explain what it is briefly Needs for PM learning Delete this slide
8
oh
![Page 9: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/9.jpg)
9
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
![Page 10: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/10.jpg)
Learning Environment 2.5m
Related discipline/focus of study Student diversity backgrounds/culture
National Organisational learning from each other
10
oh
![Page 11: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/11.jpg)
Alternative approaches 3m
Storytelling double loop learning Reflective Practitioner – student
perspective
11
oh
![Page 12: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/12.jpg)
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?
12
sb
![Page 13: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/13.jpg)
Conclusions 1m
Teaching PM needs special consideration
Learning PM suggests particular learning approaches
The PM syllabus shows no signs of converging
13
![Page 14: 1 Steve Barron and Omar Hamasni, Lancaster University](https://reader035.vdocument.in/reader035/viewer/2022062404/551b310f550346cf5a8b60ed/html5/thumbnails/14.jpg)
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
14