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Outcome-Based Project Management Education for Emerging Leaders

Outcome-Based Project Management Education for Emerging Leaders. A case study of teaching and learning project management Thomas Mengel, PhD Associate Professor of Leadership Renaissance College, UNB. Overview. Introduction – context Outcome-based learning Renaissance College

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Outcome-Based Project Management Education for Emerging Leaders

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  1. Outcome-Based Project Management Education for Emerging Leaders A case study of teaching and learning project management Thomas Mengel, PhD Associate Professor of Leadership Renaissance College, UNB

  2. Overview • Introduction – context • Outcome-based learning • Renaissance College • Educational effectiveness in pm education • Case study of pm oriented leadership course • Initial conclusions and recommendations

  3. Introduction - Context • Leadership recognized pm skill (PMI, 2006) • PM outcomes in undergraduate leadership programs?! • Leaders need pm skills • PM education needs to be accountable • Emerging leaders are engaged in projects • PM outcomes • Initiate and plan a project • Execute, control, and close a project

  4. Introduction - Context • Scholarship of teaching and learning approach (Huber & Hutchings, 2005) • Asking Questions about teaching and learning • Gathering and exploring evidence • Trying out and refining new insights • Going public

  5. Outcome-based learning • Renaissance College (RC): • BPhil in interdisciplinary leadership studies • Emerging leaders • Innovative and interdisciplinary approach • Learning outcomes • Multi-Literacy, Personal Well-Being, Knowing Self & Others, Social Interaction, Problem-Solving, Effective Citizenship • Leadership as Meta-Outcome

  6. Outcome-based learning • Educational effectiveness in pm education • Need for assessable outcomes • Mastery requires experiential and reflective learning (Thomas & Mengel, 2007) • Engagement in real life projects • Learning and reflection about pm tools, techniques, and skills • Assessment of competencies and growth

  7. Case Study of pm oriented leadership course • “Leadership in Theory and Practice I” • Three runs: F2005/W2006/F2006 • Student projects • Implement a jazz band for UNB • Develop an organizational plan for the Fredericton Shambhala Council • Organize an UNB Idol Competition and Gala • Establish Host Ministry for local church • Develop a Canada Post product for tourism departments

  8. Experiential Report Project plan Project report Case Study of pm oriented leadership course • “Leadership in Theory and Practice I” (cont’d) • Leadership project, assignments and outcome assessment

  9. Case Study of pm oriented leadership course • “Leadership in Theory and Practice I”(cont’d) • Outcome Problem-Solving (Assessment Criteria)

  10. Case Study of pm oriented leadership course • “Leadership in Theory and Practice I” (cont’d) • Clear student appreciation for outcome-based approach, yet… • Major changes based on feedback • Reduced and continuously clarified criteria • Increased focus on pm teaching • Reflective learning and sharing (“case-in-point” teaching; Heifetz, 1994) • Pushed project report to end of term

  11. Case Study of pm oriented leadership course • “Leadership in Theory and Practice I” (cont’d) • Key students’ learnings • Importance of early and detailed planning • Value of time and self-management • Significance of managing change consciously • Need to accommodate complexities in project environment • Significance of contributing to meaningful projects • Importance of team work and development

  12. Case Study of pm oriented leadership course

  13. Initial conclusions and recommendations • Undergraduate students can successfully engage in experiential and reflective pm learning • Clear outcomes, abilities and assessment support student learning in pm • Focussed teaching and learning • Clarity of expectations and progress • Assessment and feedback informs course and program development

  14. Initial conclusions and recommendations • Project and phase-based pm approach provided framework supporting student (pm) learning • PM learning, teaching and reflection is a valued component of leadership learning • Increase class time on pm teaching and reflection • Expand “case-in-point” teaching based on experiential learning opportunities

  15. Main references • Heifetz, R. A. (1994). Leadership Without Easy Answers. Cambridge, MA: The Belknap Press of Harvard University Press. • Thomas, J. & Mengel, T. (2007). Preparing project managers to deal with complexity - Advanced project management education. Submitted for publication • Project Management Institute. (Ed.). (2006). Leadership in Project Management Annual 2006 (Vol. 2). Newton Square, PA: Project Management Institute

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