Post on 01-Apr-2015
Project Management Network for Excellence in Learning & Teaching
Apprentice to Master
Steve Barron
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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”
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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”
Project Management Network for Excellence in Learning & Teaching
Ending points: Different professional bodies:
Project Management Network for Excellence in Learning & Teaching
The technical expert...
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Project Management Network for Excellence in Learning & Teaching
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/
Project Management Network for Excellence in Learning & Teaching
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)
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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.
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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?
Project Management Network for Excellence in Learning & Teaching
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?
Project Management Network for Excellence in Learning & Teaching
• 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
Project Management Network for Excellence in Learning & Teaching
• 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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
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
Project Management Network for Excellence in Learning & Teaching
Further reading:International Journal of Project Management 26 (2008) 251–257Teaching methods for international R&D project managementBlazenka Divjak, Sandra Katarina Kukec