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Preparing project managers to deal with complexity Advanced project management education

Preparing project managers to deal with complexity Advanced project management education. Janice Thomas, PhD Program Director, MBA in PM Athabasca University Thomas Mengel , PhD Associate Professor, Leadership Education University of New Brunswick. Overview.

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Preparing project managers to deal with complexity Advanced project management education

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  1. Preparing project managers to deal with complexity Advanced project management education Janice Thomas, PhD Program Director, MBA in PM Athabasca University Thomas Mengel, PhD Associate Professor, Leadership Education University of New Brunswick

  2. Overview • Why do we need Advanced PM Education? • How do we develop PM’s today? • What do we need to do to prepare PM’s for complexity?? Bournemouth, Sept 2007

  3. Why do we need Advanced PM? Bournemouth, Sept 2007

  4. The Old Model Newtonian Modern • World is predictable • Work is routine • Estimates are possible • Standardization improves results • Minimize change • Security thru rigor Control Bournemouth, Sept 2007

  5. Newtonian PM Models A B A project is a team based organizational activity undertaken to create a unique product or service within defined schedule, cost and performance parameters Bournemouth, Sept 2007

  6. However, • Projects consistently miss objectives • Anatomy of Major Projects • Morris & Hough 1984 • Chaos, Extreme Chaos • Standish reports, 1994, 2001, 2002… • Mega Projects and Risk • Flyvberg et al. 2003 Bournemouth, Sept 2007

  7. Newtonian PM Models A B D Bournemouth, Sept 2007

  8. So what do we do: • Increase training and research • Join Associations • Build PM0’s, move PM up the org • Increase standardization, codification, certification, professionalization • Move to Agile methods Resulting in some improvement Bournemouth, Sept 2007

  9. Why isn’t it working? • All these approaches assume that we know how to manage projects • Is this true? Doing the same things and expecting different results is the definition of insanity Albert Einstein Might be “Newtonian Neurosis” Doug DeCarlo Bournemouth, Sept 2007

  10. Why do we need Advanced PM? • Trained and or certified project managers are no more successful than “accidental” project managers in today’s complex world (Crawford, 2005) • Current certification level pm training fails to prepare project management students for complexity (Crawford, Morris, Thomas and Winter, 2006) • Role of complexity, chaos, and uncertainty is gaining recognition in both research and practice (Ives, 2005) Bournemouth, Sept 2007

  11. The Edge of Chaos We live in “a world where chaos and order exist in tandem, where stability is never guaranteed but chaos always conforms to a boundary” Margaret J. Wheatley, Leadership and the New Science Bournemouth, Sept 2007

  12. New Model (s) Quantum Post Modern • Uncertainty reigns • Work is Complex, Flexible, Customized, Unique • Murphy’s laws rule • Welcome change • Security by relaxing controls Learning Bournemouth, Sept 2007

  13. Quantum PM Models TPM A B C Surfing on the edge of chaos D A project is a complex adaptive system that requires learning and responsive adaptation. Bournemouth, Sept 2007

  14. Newtonian Values efficiency Deliver planned results Planning drives results Correct to baseline Manage tasks Employ robust policies and procedures Eliminate mistakes Quantum Values effectiveness Deliver desired Results Results drive planning Correct to what’s possible Manage relationships Employ guidelines and values Reward mistakes Bournemouth, Sept 2007

  15. Which is better? • It Depends. . . • On your organization’s maturity • On the type of projects you undertake • On your people • 0n the content in which you operate Bournemouth, Sept 2007

  16. What kind of PM do we need to be successful in this environment? Bournemouth, Sept 2007

  17. How do we develop expertise? Master Levelof Proficiency Journeyman Apprentice Experience and Training Bournemouth, Sept 2007

  18. Apprentice PMs… • Learn the formulas and “most projects most of the time” knowledge of the field • Focus on “know what” • Develop Cognitive Intelligence of PM • Work within established guidelines • Practice on simple projects Bournemouth, Sept 2007

  19. Journeyman PMs… • Learn context dependent and independent PM knowledge • Develop know how, know where, know when knowledge • EQ knowledge becomes important • Refine PM guidelines • Competently manage systems projects Bournemouth, Sept 2007

  20. Master PMs … • Develop holistic and intuitive approach • Act as trusted advisers • Are accountable • Deliver workable value • Provide context dependent and appropriate PM policies, practices & procedures • Lead complex adaptive projects where the traditional rules of PM fall short Bournemouth, Sept 2007

  21. Developing PM Competency Master Project Managers Bournemouth, Sept 2007

  22. How Do We Develop Project Managers today? Bournemouth, Sept 2007

  23. How Do We Develop Project Managers today? • 2004 Study of REP and University Websites • 6,982 REP programs, 12 universities • Only 580 REP offerings (8%) and 1 university program explicitly target advanced (PMP) audience • Most programs emphasize PMBOK Guide and / or “best practices” • Little evidence of taking complexity theory seriously • Complexity or complex referred to the nature of the project not the underlying assumptions Bournemouth, Sept 2007

  24. How Do We Develop Project Managers today? • 2005 PMI REP Meeting Toronto • recognizes 85% of REP training is on basics and dissemination of “best practices” • encourages development of higher level training and development material • focus still on content provision Bournemouth, Sept 2007

  25. How Do We Develop Project Managers today? • 2007 Study of REP and University Websites • 12,500 REP programs, 15 universities • Only 954 REP offerings (8%) and 2 university programs explicitly target advanced (PMP) audience • Most programs emphasize PMBOK Guide and / or “best practices” • Little evidence of taking complexity theory seriously Bournemouth, Sept 2007

  26. What do we need to do to prepare project managers for complexity? • Build programs based on how adults learn and develop expertise • Take into account different types of intelligence • Learn from the 15+ year head start management learning and education has in critical and complexity education Bournemouth, Sept 2007

  27. What? Now What? So What? How Do Adults Learn? Stage 1: Having an experience Experience Stage 4: Testing the Implications of concepts in new situations Stage 2: Reviewing the experience Application Reflection Generalization Stage 3: Formation of abstract concepts and generalizations Bournemouth, Sept 2007 Based on Kolb’s Model of Learning in Adults

  28. Developing PMs for Uncertainty and Complexity… Mengel & Thomas, 2004 building from Bournemouth, Sept 2007

  29. Developing Master PMs Requires… • Accepting new objectives • Reduced focus on content and analytical skills • Emphasize developing skills to deal with ambiguity, complexity and uncertainty • Decision making, negotiation, prioritization, flexibility, communication, and adaptability become key • Role of Project Manager as Business Manager Bournemouth, Sept 2007

  30. Developing Master PMs Requires… • Covering new content on: • organizational, project and environmental context and inter-relationships • strategy, finance, leadership, networking, knowledge management, cross cultural, ethics and values • coping with continuous change, self-organized dynamics, virtual and cross cultural comm. • self-knowledge • various frames of reference • skills to build and contribute to high-performance teams Bournemouth, Sept 2007

  31. Developing Master PMs Requires… • New methods of delivery • Flexibly fit with work lives of senior practitioners • Encourage questioning of theory and practice • Provide opportunity to apply new models to educational and practical situations • Facilitate sharing experience and knowledge with peers and instructors • Enable/require reflective practice as a portion of the educational model • Developing models of co-learning Bournemouth, Sept 2007

  32. Conclusions • If we need Master PMs, then our development of PMs must adapt to provide the skills and competencies needed • Today’s educational offerings largely aim at transferring know what and know how regarding “most projects most of the time” and “best practices” • Master PM preparation and training is largely left to the individual practitioners Bournemouth, Sept 2007

  33. Master PM programs should… • Go beyond basics of BOKs • Focus on accomplishment rather than control • Depend on a sustained transfer of knowledge and experience between practitioners and academics • Focus on developing RPs capable of customizing PM practice to context • Prepare PMs to live with and lead through ambiguity, uncertainty, and change Bournemouth, Sept 2007

  34. Bournemouth, Sept 2007

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