knowledgewire_jan09

8/8/2019 KnowledgeWire_Jan09

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The PMI James R. Snyder Center for Project Management Knowledge & Wisdom

PM KnowledgeWire 2009, issue 1

I N THI S I SSUEDeveloping Skills for P roject Management

Opportunities abound for growth and improvement in project management through education and training.Whatever your present level of project expertise, development can be advanced through increased knowledgand practice (Bouley, 2007; Fong, 2006). According to Websters Third New International Dictionary todevelop is to bring out the capabilities or possibilities of; bring to a more advanced or effective state andskills are abilities or competencies that can be advanced (developed) by training and exercise. The twoterms taken together spell taking capabilities to a higher level, enhancing effectiveness. Demand is increasinfor many and varied project management skills, and to match this need are a variety of education andtraining means and methods from which to choose (Zerby, Price, Cable and Deguire, 2006; Estabrook, 2005Hildebrand, 2006).

Learning

Learning activity is linked to individual and organizational performance and project success (Fretty, 2006;

Roecker, 2007). Lifelong learners achieve compound growth through knowledge/experience seeking habits,and thus tend to gain competitive advantage over others with similar aptitudes who do not proactively seekout development opportunities (Kotter, 1996). Knowledge obsolescence, exacerbated by ever changingtechnology and business challenges, calls for constant learning on the part of all stakeholders. The increasedneed for learning capability within an organization in an era of ultra rapid change calls for life-long learning ocurrent and relevant information (Gadeken, 1997). Adult learners prefer to learn experientially, gainingknowledge through the transformation of experience (Caffarella and Barrett, 2004; Peters and Homer, 1996Eagerness and motivation to learn is tied in to needs; a demand for knowledge that can be used and applied(McManus, McManus and Williamson, 1994). Adult Education Specialists (androgogues) stress the necessity incorporating real life lessons into training and development programs, the importance of collaborativelearning and of incorporating the adult learners needs (Kezsbom, 1992). Flexible training practices areemployed by training facilitators who appreciate the distinction of teaching self-directing adults who areseeking knowledge they can put to use (Knowles, 1988; Lambert, 1984).

Development Methods

Project managers tend to develop skills through experiential learning, through observation and mentoring fothe most part, learning many necessary skills on the job (Carbone and Gholston, 2004; Happ and Mller-Wenzke, 2005; Thamhain, 1991). A study by Hans Thamhain depicts the following distribution of skillacquisition methods among project managers (Thamhain, 1991):

Experiential Learning 65% Observation 20% Reading 8% Seminars 4% Schooling 1.5%In addition, a PMI poll featured in the December 2007 issue ofPM Network reports that 24% of projectmanagement training provided by firms is "on-the-job", followed by mentoring (18%), in-house meetings anlectures (16%), seminars, conferences and self-study (15%) and professional courses or school (12%)(Training Day, 2007).

Although experiential learning heads the lists above, a combination of methods, selected with the learnersneeds and environment in mind, is likeliest to bring about optimal results (Kezsbom and Donnelly, 1992;Meloni, 2005; Shaw, 2004; Ward, 1999). The plethora of learning opportunities include formal educationprovided by educational institutions, degree programs, self directed learning, training companies providingworkshops, in-house training or self-paced study products, professional conferences and seminars, mentorin

and gaming and simulation (Carbone, 2006; Estabrook, 2005; Ferraro, 2005). Last year it was found that


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009, Issue 1 Page 2 PM Knowledgemore than 160 of the world's educational institutions offer advanced degrees in project management, withmany others offering classes in project management topics (Whitemyer, 2007).

A variety of learning mediums are available as well and may be blended, that is to say a mixture of mediumsuch as virtual (e-trainer), e-learning, teleconferencing, DVD, CD, Web, live classroom, chat classroom, orcorrespondence courses to name a few. Factors that will determine which mediums or modalities to utilizeinclude an analysis of knowledge and skill needs within a given project or institutional framework, selection oavailable development tools and methods, while personal choices will tend to be made by way of learningpreferences such as face to face learning, time factors, geographical and access issues (Martin, 2000; Price,

2004).

Formal education and training courses provided by training professionals offer guided curriculums,accreditation, degrees and certifications, (Logue, 2005; Turner and Huemann, 2000).

Gaming/simulation and role playing abstract lessons from real work-a-day issues, situations and scenarioso that participants can make choices and learn from mistakes free from costs of actual mistakes to teamor company (Gadeken, 1997; Lush and Blanksma, 1995; Peters and Homer, 1996; Tsuchiya and Yashiro,2001).

Mentoring allows for peer to peer transfer of experience, coaching and personal, directed feedback(Gumaer, 1999; Ludwig, 2007; Somani, 2005; Tamarikin, 2008; Whitten, 2008).

Self-paced courses and training products, in addition to professional and trade literature are available in avariety of mediums, and allow for learning at ones own pace (Gale, 2003).

Workshops, Conferences, Seminars as intensive learning programs cover much material in a concentratedspace of time, delivering pertinent professional material (Lambert, 1984).

Value, Benefits of Training

The benefits of training can be observed qualitatively and quantitatively (Gekoski, 1999;Kerzner, 2000; McManus, McManus and Williamson, 1994; Wagenstein, 2006; Warshauer, 2004). Demandand growth for training is increasing (Pappas, 2005; Zerby, Price, Cable and Deguire, 2006) Gainingexecutive support can be achieved by illustrating that training and education is an investment as opposed toan expense (Young, 2006). When education and training are aligned to business goals and organizationalstrategic objectives, learning becomes an ecosystem that touches all other aspects of business (Wagenste2006).

Practice Makes Perfect

Practicing skills, knowledge and methods gained from training and education on a regular basis will help intransferring the skills developed to the work environment (Diniz, 1997, Dye 2007). Management can facilitatthe transfer of learned skills to the workplace by providing appropriate support mechanisms (Diniz, 1997, Dy2007; Martin, 2008). Sustained transfer of learning requires habitual performance of newly learned skills,putting freshly acquired knowledge to work so that training is retained (Borgianini,1998; Lambert, 1984).Keep up the good work!

Web-site links

ITToolbox - A Comparison of Multimedia Courseware and Classroom-Based Instruction By

Craig Borysowich (2005)http://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasinstruction-6381(accessed 12/30/08)

Vienna University of Economics and Business Administration - CURRENT AND FUTURE TRENDS IN THEEDUCATION IN PROJECT MANAGER By J. Rodney Turner and Mag Martina Huemannhttp://www.wu-wien.ac.at/pmg_eng/publications/trends.pdf (accessed 12/29/08)
http://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasedinstruction-6381http://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasedinstruction-6381http://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasedinstruction-6381http://www.wu-wien.ac.at/pmg_eng/publications/trends.pdfhttp://www.wu-wien.ac.at/pmg_eng/publications/trends.pdfhttp://www.wu-wien.ac.at/pmg_eng/publications/trends.pdfhttp://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasedinstruction-6381http://it.toolbox.com/blogs/enterprise-solutions/a-comparison-of-multimedia-courseware-and-classroombasedinstruction-6381


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009, Issue 1 Page 3 PM Knowledge

References Articles

Borgiani, Fred. 1998. Using the learning curve to design effective training. PM Network, 12(7): 50-52.

Bouley, Jeffrey. 2007. Out of the starting gate. PM Network, 21(5): 10-14.

Bourne, Lynda and Alphronzo Moseley, eds. 2007. Learning Curve. PM Network, 21(1): 66-71.

Bourne, Lynda and Alphronzo Moseley, eds. 2007. Training Day. PM Network, 21(1): 14.

Caffarella, Rosemary S. and Barnett, Bruce G. 1994. Characteristics of adult learners and foundations ofexperiential learning. New Directions for Adult and Continuing Education, 62: 29-42.

Carbone, Thomas A. 2006. Developing expert project managers: what's available, what's needed, and how tget started. In PMI Global Congress 2006-EMEA. Newtown Square, PA: Project Management Institute.

Carbone, Thomas A. and Sampson Gholston. 2004. Project manager skill development: A survey of programand practitioners. Engineering Management Journal, 16(3): 10-16.

http://www.tomcarbone.com/papers/Carbone-EMJSept04-PM.pdf(accessed January 7, 2009).

Diniz, Lcio Jos. 1997. Training project managers through in-house programs. In Proceedings of the 28th PMAnnual Seminars & Symposium. Newtown Square, PA: Project Management Institute.

Dye, Lowell D. 2007. You've trained your staff in project management, now what. In PMI Global Congress2007-North America. Newtown Square, PA: Project Management Institute.

Estabrook, Kenneth B., Robert W. Ware, and April J. O'Koren. 2005. Are there better ways to teach projectmanagement? In PMI Global Congress 2005-North America. Newtown Square, PA: Project ManagementInstitute.

Ferraro, Jack P. 2005. Self-directed leadership development--moving beyond the PMP. In PMI Global Congr2005-EMEA. Newtown Square, PA: Project Management Institute.

Fong, Patrick S. W. 2006. Project professionals and workplace learning. In Proceedings PMI ResearchConference, 2006. Newtown Square, PA: Project Management Institute.

Fretty, Peter. 2006. Training the troops. PM Network, 20(2): 4-8.

Gadeken, Owen C. 1997. How to get the most from your project management training. In Proceedings of the28th PMI Annual Seminars & Symposium. Newtown Square, PA: Project Management Institute.

Gale, Sarah Fister. 2005. Practice makes perfect. PM Network, 19(11): 10-13.

Gale, Sarah Fister. 2003. Virtual Classrooms. PM Network, 17(4): 26-28.

Gekoski, Joseph. 1999. The ROI of management training. PM Network, 13(10): 53-55.

Gumaer, Joanne. 1999. Mentoring in the project environment. In Proceedings of the 30th PMI Annual Semina& Symposium. Newtown Square, PA: Project Management Institute.

Happ, Simone and Astrid Mller-Wenzke. 2005. Project management on-the-job training: challenges for theHR-department. Experiences from a midsized multimedia company. In PMI Global Congress 2005-EMEANewtown Square, PA: Project Management Institute.

Hildebrand, Carol. 2006. Learning curve. PM Network, 20(8): 82-86.
http://www.tomcarbone.com/papers/Carbone-EMJSept04-PM.pdfhttp://www.tomcarbone.com/papers/Carbone-EMJSept04-PM.pdfhttp://www.tomcarbone.com/papers/Carbone-EMJSept04-PM.pdf


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eReads & ReferenceAn exclusive PMI member benefit,

eReads & Reference provides

online access to 250 completeand unabridged books from PMI

and other leading publishers.

Armstrong, Michael. Handbookof Management Techniques,Revised Third Edition.Philadelphia, PA:Kogan Page, 2006. ISBN:9780749447663Chapter 108: TrainingTechniques

Bolles, Dennis. Building ProjectManagement Centers of

Excellence. New York, NY:

AMACOM, a division of AmericanManagement Association, 2002.ISBN:9780814407172Chapter 14 - Education andTraining

Harrington-Mackin, Deborah.The Team Building Tool Kit:Tips, Tactics, and Rules for

Effective Workplace Teams.New York, NY: AMACOM, 1994.ISBN:0814478263Chapter 7 Training

Hill, Gerard M. The CompleteProject Management Office

Handbook. New York, NY:Auerbach Publications, 2004.ISBN: 0849321735Chapter 10 - Training andEducation

Huszczo, Gregory E. Tools forTeam Excellence. Palo Alto, CA:Davies-Black Publishing, 1996.

ISBN: 9780891060819Chapter 3: Getting TeamMembers Ready for Change(Providing Training)

Kezsbom, Deborah S. and Richard G. Donnelly 1992. Managing the proorganization of the nineties : a survey of practical qualities ofeffective project leadership. In Proceedings of the 23rd PMI AnnuaSeminars & Symposium. Upper Darby, PA: Project ManagementInstitute.

Lambert, Lee R. 1984. Project management education becomes

knowledge : the migration of academic theory to applied reality.Project Management Journal, 15: 66-72.

Logue, Ann C. 2005. Educating leaders. PM Network, 19(10): 38-44.

Ludwig, Elisa. 2007. Trade secrets. PM Network, 21(7): 34-38.

Lush, W.G.N. and Piet G. Blanksma. 1995. Using simulation games intraining project teams. PM Network, 9(1): 11-16.

Martin, Paula K. 2000. The effect of learning styles on project teamperformance. In Proceedings of the 31st PMI Annual Seminars &

Symposium. Newtown Square, PA: Project Management Institute.

Meloni, Giusi. 2005. "Project management in action": an integratedapproach to project management training. In PMI Global Congress2005-EMEA. Newtown Square, PA: Project Management Institute.

Passerini, Katia. 2000. Obtaining a project management education. PMNetwork, 14(10): 33-36.

Peters, Lee A. and John Homer. 1996. Learning to lead, to create qualityto influence change in projects. Project Management Journal, 27(15-11.

Wagenstein, Hollis Nan. 2006. A capability maturity model for training &education. Chapter one: background and rationale. In PMI GlobalCongress 2006-North America. Newtown Square, PA: ProjectManagement Institute.

Ward, LeRoy. 1999. What does the growth in project management traiorganizations mean for our profession? Project Management Journ30(4): 6-7.

Warshauer, Sarah Beth. 2004. PM Network, 18(8): 34-39.

Whitemyer, David. 2007. Hitting the books. PM Network, 3(1): 4-8.

Whitten, Neal. Leaders are teachers too. PM Network, 22(8): 24-25.

Young, Suzanne. 2006. Power of persuasion. PM Network, 2(1): 30-31.

Zerby, Joseph, Michael Price, John Cable and Manon Deguire. 2006. Thstate of project management training and education. In PMI GlobaCongress 2006-North America. Newtown Square, PA: ProjectManagement Institute.
http://www.pmi.org/Resources/Pages/eReads-and-Reference.aspxhttp://www.pmi.org/Resources/Pages/eReads-and-Reference.aspx


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Kerzner, Harold. ProjectManagement Best Practices:Achieving Global Excellence.New York, NY: John Wiley &Sons, Inc., 2006. ISBN:9780471793687Chapter 8 - Training andEducation

Kerzner, Harold. Applied ProjectManagement: Best Practices onImplementation. New York, NY:John Wiley & Sons, Inc., 2000.ISBN:9780471363521

Books

Kerzner, Harold. Applied Project Management: Best Practices onImplementation. New York, NY: John Wiley & Sons, Inc., 2000.

Knowles, Malcolm Shepard. The Modern Practice of Adult Education : FroPedagogy to Andragogy. New York, NY: Cambridge Book Co., 1988

Kotter, John P. Leading Change. Boston, MA: Harvard Business SchoolPublishing, 1996.

McManus, Irene. E., Robert P. McManus and Bobette Hayes Williamson. TComplete Training Course for Managers. New York, NY: AMACOM,American Management Association, 1994.

Chapter 10 - Training and Education

Lambert, Jonamay, Selma Myers and George Simons, eds. Global Competence: 50 Training Activities forSucceeding in International Business. Amherst, MA: HRD Press, Human Resource Development Press, Inc.,2000. ISBN: 9780874255874A collection of carefully selected coaching tools designed to improve intercultural awareness and competence

the global marketplace.

McManus, Irene. E., Robert P. McManus and Bobette Hayes Williamson. The Complete Training Course forManagers. New York, NY: AMACOM, 1994. ISBN: 9780761205050Understanding, implementing, and evaluating training programs.Chapter 9 - Evaluating the TrainingChapter 7: Using Training Methods and Media Effectively (USING TECHNOLOGY-ASSISTED INSTRUCTION)Chapter 5: Understanding the Adult Learning Process

Russell, Lou. Project Management for Trainers. Alexandria, VA: ASTD, American Society for Training &Development, 2000. ISBN: 9781562861414A practical, how-to guide to creating and managing a project for anyone responsible forcourse or curriculum development or vendor relations.

Shenhar, Aaron J. and Dov Dvir. Reinventing Project Management: The Diamond Approach to Successful Groand Innovation. Boston, MA: Harvard Business Press, 2007. ISBN: 9781591398004Chapter 11 - Reinventing Project Management for Your Organization (Develop a Project Management TrainingProgram) (Create a Learning Environment Around Projects) (A Note About the Role of Educators and Schola

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