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Most Effective Forms of Project Management Training

Posted on September 19, 2011 by | Leave a comment

One of the findings from a recently conducted survey by project management training and consulting firm Project Management Solutions (led by Kent Crawford) was that not all forms of project management training are created equal – or are even effective.

The survey looked at three forms of training

  • Instructor-led classroom training
  • Blended training
  • Technology delivered training

Instructor-led classroom training ranked #1
69% of respondents rated it as the most effective method for a variety of reasons. These included the opportunity to network, to spontaneously ask questions and share experiences, and to learn in an environment that tries to mimic actual project team dynamics.

“The instructors are typically seasoned project managers who have a lot of war stories,” says Crawford. “They felt hearing lessons from someone who has the scars is invaluable.”

Blended Learning ranked #2
Blended techniques, which combine instructor led-classroom learning with some combination of self-directed e-learning, instructor-led e-learning, or technology-delivered training, ranked second, with 53% of respondents casting their vote.

Technology-delivered training ranked last.

  • 29% of respondents deemed self-directed e-learning to be worthwhile.
  • 27% considered instructor-led e-learning (such as webinars) to be valuable.
  • 20% think technology-delivered training (such as CD-ROMs or podcasts) is useful.

We wholeheartedly agree with these findings. Mosaic has always considered direct integration between trainees and an experienced project manager is critical. Whilst instructor led training is ideal, access to this form of training is limited by location, timing and cost. Our public classroom schedule is outlined at: http://www.mosaicprojects.com.au/Training-Schedule.html

To overcome these limitations and paying for coffee at $5 per cup, we have developed our unique Mentored Email™ courses for the PMP, CAPM, PgMP and PMI-SP credentials. We feel Mentored Email™ offers the best of both worlds; you work at a speed that suits you in the home, office or on the train; but you interact continually with your course mentor via email or telephone. To see more on this unique and effective option see: http://www.mosaicprojects.com.au/Training-Mentored.html

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PgMP Credential Update

Posted on May 17, 2011 by | Leave a comment

As at the 1st January 2012 the PgMP exam will become much more difficult! The new exam reflects a substantial refinement to the role of a Program Management Professional. The current exam is focused on 5 domains (Defining, Initiating, Planning, Executing and Closing the Program) which will be assembled under new Domain 2 “Program Life Cycle” as sub-domains with new domains, 1, 3, 4 and 5 added. Out of the total of 72 tasks in the new exam, 26 are new or have major revisions, and another 26 have minor changes. The structure of the new exam is:

1. Strategic Program Management
2. Program Life Cycle
     • Defining the Program
     • Initiating the Program
     • Planning the Program
     • Executing the Program
     • Controlling the Program
     • Closing the Program
3. Benefits Management
4. Stakeholder Management
5. Governance

The good news is people who pass their PgMP under the current regime maintain their PgMP status after the 1st January. There is no requirement to re-sit or upgrade an existing credential.

So if you were thinking that obtaining your PgMP would be a good career enhancing move, the smart option would be to pass your exam this year! To find out more about the changes and the options for becoming a PgMP this year, see: http://www.mosaicprojects.com.au/Training-PgMP.html

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Key roles within Project, Program and Portfolio Management

Posted on April 16, 2011 by | 1 comment

Project, Program and Portfolio management is frequently seen as a seamless part of a business. However, distinctly different skill sets, personal attributes and capabilities are needed in the different roles. This post suggests a framework that can be used to understand the differences.

Role 1 – Technical

Most people start on a project management career as a team member focused on technical work. Aspects of the role include:

  • Developing the skills to do the work
  • Solving technical problems
  • Supporting and engaging with fellow team members
  • Planning the work to be accomplished in the next day or two

The team leader is a skilled and experienced technician with additional responsibilities to ensure the others in the team can be successful. The team leader’s additional roles include:

  • Leading the team, leads by doing
  • Skills transfer to new team members
  • Resolving technical problems that are beyond individual team member’s skill sets
  • Planning the work for the team for the next week or two
  • Clearing road blocks and keeping project management informed.

Role 2 – Project Management

The step from team leader to project manager role is a career change. The project manager manages technicians by providing appropriate direction and leadership. Whilst technical understanding is important, the PM does not need to be a technician. For example, in many countries it is illegal for a construction project manager to install electrical wiring; this is a job for qualified electricians. Success for the PM lays in planning and managing the overall project he or she is responsible for and negotiating it through to a successful conclusion. Aspects of the role include:

  • Designing the project to efficiently deliver stakeholder requirements within acceptable time, cost, quality and risk parameters
  • Providing clear achievable and effective direction, leadership and motivation to the project teams through the team leaders
  • Helping team leaders develop their skills and their team members skills
  • Resolving stakeholder issues and problems across the spectrum of the project, usually through negotiation and communication
  • Planning the project work through to completion and then transitioning the plan into action
  • Acting as a buffer to protect the project team from undesirable external influence

Role 3 – Program Management / Project Director

Moving up the career ladder, the next career change is to the role of program manager or project director. The difference between these roles is the program manager will typically manage a range of projects across functions to achieve an organisational objective aligned with the organisations strategy. Whereas the Project Director has responsibility for the performance of project managers within a functional area; eg, the IT Department.

These are junior executive roles focused on achieving organisational objectives and creating value through the work of other managers. These managers, manage project managers. Success for a program manager is delivering organisational change and benefits. Aspects of the role include:

  • Defining strategies to achieve the organisation’s objectives
  • Initiating projects to deliver the required outputs
  • Providing clear achievable and effective direction, leadership and motivation to the project managers
  • Helping project managers develop their skills
  • Negotiating stakeholder issues and resolving problems at the organisational level
  • Planning the organisation’s work through to the achievement of the objective (minimum 1 to 2 years)
  • Helping other organisation executives appreciate the value of the program and ensuring the work is aligned with the evolving organisational objectives

Role 4 – Organisational Governance

Slightly to one side of the ‘doing’ of projects and programs the organisational governance structures are supported by portfolio management and PMOs. These management roles are focused on providing strategic advice to the executive. The portfolio manager assesses current and planned projects and programs on a routine basis to recommend the optimum mix for future resourcing. The PMO manager should be operating at the strategic level, providing input to the portfolio management process based on the performance of current projects and additionally providing input to the organisations overall governance structure. Whilst the PMO staff are frequently technical, the PMO manager needs to operate effectively at the executive levels of the organisation.

Success in these roles is being a ‘trusted advisor’ to the organisations executives. Aspects of the role include:

  • Defining appropriate governance processes to support the achievement of the organisation’s strategy
  • Selecting projects and programs to deliver the required outcomes
  • Negotiating resource and capacity issues and resolving problems at the organisational level
  • Planning the organisation’s work on an on-going basis (minimum 2 to 5 years)
  • Helping other organisation executives appreciate the value of the project and program portfolio and ensuring the work is aligned with the evolving organisational objectives

Whilst these four very different roles are frequently lumped under the one umbrella of project management, as this post has demonstrated, very different skill sets are required for each and transitioning from one role to another, needs to be treated as a career change.

For more information see:

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PMI PgMP Examination Update

Posted on April 2, 2011 by | Leave a comment

PMI’s Program Management Professional examination will be changing in 2012. PMI have recently completed an updated Role Delineation Study (RDS) focused on the work of Program Managers. The RDS has produced an revised description of the professional role of a PgMP, based on feedback from more than 1,100 program managers from 79 countries, 119 of whom held the PgMP credential.

The new RDS restructures the Program Management Performance Domains and Tasks and as a consequence, the three evaluations for the PgMP credential, the panel review, the examination, and the multi-rater assessment, are being updated to reflect these changes.

PMI are in the process of finalising these changes with a targeted release of the new examination globally on 1 January 2012.

Program Managers who are considering taking the exam in the near term are encouraged to complete their PgMP examination in the next few months using our current resources. For more information on the PgMP course see: http://www.mosaicprojects.com.au/Training-PgM.html. This course is available world wide via our PgMP One-on-One Exam Prep Course.

Based on the updated PgMP Examination Content Outline, that will be released by PMI in the coming weeks, we will be updating our training and examination preparation courses. Our updated courses will be available in Q3 ready for the 2012 exam change.

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PDU Update from PMI

Posted on December 12, 2010 by | 2 comments

PMI have announced major changes to improve and simplify the Continuing Certification Requirements (CCR) for all credential holders (other than CAPM).

From 1st March 2011, the number of PDU categories will be reduced to 6 and the reporting requirements simplified. These changes affect PMP, PgMP, PMI-SP and PMI-RMP credential holders.

To see more visit our new page at http://www.mosaicprojects.com.au/Training-News_Old.html#NewPDU

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PgMP Training Updated

Posted on November 15, 2010 by | Leave a comment

We have updated our PgMP course offering to include a service where we cut an applicant’s CV to the PMI format using our Word Template and return the PMI version to the Applicant with a brief report on the additional information needed by PMI to complete their CV in the PMI format, plus suggestions for the multi-rater panel. Names in the CV and the multi-rater panel are cross linked by PMI. This initiative is expected to save PgMP applicants between 8 and 12 hours of effort.

For more information see our PgMP Home Page.

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PgMP Course up and running

Posted on June 8, 2010 by | Leave a comment

Mosaic’s Program Management Professional course is up and running! Developing a cost effective delivery method that accommodates the busy working life of most program managers has not been simple.

Our unique One-on-One mentored delivery model is designed to support PgMP candidate through the work needed to achieve the three phases of the PgMP certification process at a pace that suites the requirements of each individual. We offer the resources and support needed to pass: all you have to do is the work!

To achieve this, we have replaced class time with a scheduled telephone call from one of Mosaic’s mentors at each step through the course. Using VOIP we can deliver this support cost effectively world-wide, but at present only have English language capability.

For more on the PgMP course and our One-on-One delivery methodology see: http://www.mosaicprojects.com.au/Training-PgMP_One-on-One.html

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The Value of your PMP Qualification

Posted on January 29, 2010 by | 4 comments

Over the years there has been a lot of discussion on the value of credentials such as PMP; frequently triggered by the failure of a ‘qualified’ person to perform in the workplace.

There are essentially two ways to assess a person from a credentialing point of view. Testing what they know or assessing what they do. Competency based assessments (what they do) tend to assume knowledge based on performance. You cannot perform a complex task such as managing a project without knowledge. However, competency based assessments have two disadvantages:

  • Competency is demonstrated in a specific a time and location. There is no guarantee the competent person will perform as well in a different setting with different people, cultures and relationships.
  • The assessment of interpersonal competencies tends to be subjective and project management is very much focused on directing and leading people. Assessing behavioral competencies goes some way towards solving this dilemma but the assessment is still subjective.

Knowledge based assessments are empirical. The person had sufficient knowledge to pass a defined test at a defined point in time. However, the passing of a knowledge based assessment such as PMP or for that matter an MBA only shows the person has a predefined level of knowledge. The disadvantages of knowledge based assessments are:

  • There is no indication the person can apply the knowledge effectively in the workplace.
  • The knowledge tested in any exam is only a portion of the overall domain knowledge.

Given the problems with either assessment process, assessing the value of a qualification is complex and is differs depending on who is making the value judgment, an employer or an individual. The value of a qualification to an individual can be measured in at least three areas:

  • The advantage it offers in the job market;
  • The recognition governments and other licensing authorities give to credential holders and
  • Its recognition by other entities offering higher qualifications through credits or advanced standing.

The value of a qualification to an employer is in part a function of the credentials reputation and in part, what this tells the employer about the credential holder. Whilst the PMP is a uniquely valuable industry based credential, no single assessment is ever going to provide a guarantee of a person’s suitability for employment in a particular organisation. Being a PMP provides one point of assessment; the PMP holder had the knowledge needed to pass a difficult, quality controlled exam. However, employers also need to look to other aspects of a person’s overall capabilities as well.

My feeling is the lack of undergraduate/baccalaureate degree courses in project management has given PMI’s PMP and other similar project management certifications a solid value in the job market. This is quite different to many other credentials issued by professional bodies. The UK based Chartered Institute of Building’s MCIOB credential requires a degree, several years experience, an examination and a professional interview; in most respects at least equal in its rigor to PMI’s PMP requirements. Both credentials should be assessed as being at a higher level than a degree but at least in the Asia Pacific region, the construction industry and governments focus on building managers holding a University construction degree, not MCIOB.

Similarly, higher degree courses in project management routinely offer some level of advanced standing for PMP holders. I am unaware of any advanced degree in construction or the built environment that offers similar advanced standing for MCIOB, although some other professional credentials do achieve a level of advanced standing in some higher degree courses.

This unusually valuable status of PMP as been built up over many years; however, the value also creates a number of challenges:

  • Employers may have expectations of PMP holders not supported by the credential.
  • But, credential holders need to live up to the reasonable expectations of their employers, and current credential holders also have the challenge of maintaining the worth of the credential for future generations of PMs.
  • PMI needs to ensure the examination process remains both credible and effective.
  • Training organizations such as ours need to ensure their PMP courses are relevant and interesting.

We have chosen to focus our training on the PMI range of credentials because they are a defined package, we know if we have done a good job as soon as a trainee passes their exam. The subjectivity of competence assessments lacks the clarity of pass/fail. However, look 5 to 10 years into the future and I expect the credentialing process will have change substantially to blend aspects of workplace assessment (competency) with the formal testing of knowledge. The Program Management Professional (PgMP) credential is a start along this route, my prediction is most other credentials will follow.

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High Performance Project Management

Posted on August 27, 2009 by | Leave a comment

I have just seen some information on a 2007 survey undertaken by the PMO Executive Council (part of the Corporate Executive Board: http://www.executiveboard.com/). This snapshot survey, Attributes of a High Performance PM – 2007, found very little correlation between project management certification and project management effectiveness, or the number of years a person has been in project management roles and project management effectiveness.

The survey found the drivers for project management effectiveness were behavioural attributes such as problem solving and the ability to relate effectively with key stakeholders. Whilst many people may initially want to disagree with these findings, they are consistent with many other trends and on reflection quite logical.

Firstly, the survey did not look at the PM’s track record, merely the time the PM had been in project roles. It is reasonable to assume highly effective PMs will have a relatively short PM career and then move on and up the organisational hierarchy. Less effective PMs are likely to stay in their PM role focused on process and technology.

Secondly, whilst PM credentials such as PMP remain very effective tools in the job market; passing your PMP does not make you an effective project manager (see more on PMP). The PMP knowledge framework gives you the knowledge to be an effective project manager. Being effective requires you to become a competent project manager.

Competency has three aspects, knowledge, skills and behaviour:

  • what you know,
  • your ability to apply the knowledge (essentially personality traits) and
  • your willingness to use the skills effectively (essentially behavioural traits).

Qualifying project managers based on behavioural competencies is in its infancy. The Australian Institute of Project Management (AIPM) has recently moved its professional certification program (RegPM) from a procedural view of competency (eg, do you have a project schedule – the artefact?) to a behavioural view of competency (how effectively do you manager the schedule on your project?). This is ground breaking work.

PMI have adopted a different, but similar approach in their program management certification (PgMP) with a 360 degree review testing how effective the candidate is in the workplace. These trends have a long way to go but are likely to be the next step in project certification.

Of more direct interest in the short term is the demonstrated link between how effectively a project manager engages with his/her key stakeholders and high performance outcomes. These skills are a core element in a number of workshops we run including Successful Stakeholder Management and The Science and Art of Communicating Effectively, and are supported in part by our Stakeholder Circle® methodology and tool set.

Learning how to apply the skills in the workplace though is not quite as simple as attending a workshop or buying a set of tools. Soft skills are very hard to acquire and use. My feeling is they are called ‘soft’ because they change shape and texture depending on the environment they are being applied within. The calculations for EV or CPM are universal; the best way to engage a senior stakeholder is totally dependent on the culture of the organisation. Some elements remain consistent (eg, the need for an effective relationship) but the way this is achieved varies.

Developing these advanced skills that are the attributes of high performance project managers requires context sensitive coaching and mentoring rather then formal courses (see: Executive PM Coaching & Mentoring). Ideally organisations seeking to develop high performance PMs will move beyond certification towards implementing internal mentoring systems – it’s the best way to ensure they are contextually relevant.

However, where we differ from the survey findings is that we believe certifications such as PMP are still relevant. Passing a PMI credential such as PMP or CAPM (see more on the PMI credential framework) is a positive demonstration of the initial knowledge component of competency; it’s just that knowledge alone is not sufficient.

Achieving this next level of high performance PMs will also require organisational competence in at least two domains. Process competence measured by tools such as PMI’s OPM3® framework and relationship management maturity measured by tools such as my SRMM® framework.

These are definitely interesting times for our profession.

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PMI Updates its PDU Recording System

Posted on August 21, 2009 by | 2 comments

PMI is replacing the existing system that manages data and processes for the Continuing Certification Requirements (CCR) system with a new solution developed and maintained by PMI. The new System is designed to provide an easy-to-use graphical interface as the entry point for credential holders that will deliver a more seamless, improved customer experience.

The PMI CCR is a mandatory requirement for all holders of the PMP, PgMP, PMI-SP and PMI-RMP credentials (the CAPM credential lasts for 5 years and then has to be renewed by re-examination).  People who fail to achieve the required level of CCR specified for their credential are removed from the list of credential holders and can no longer use the designation [see more on PMI’s CCR requirements].

The new CCR System will handle all of the functionality that the current system manages in addition to introducing new efficiencies. These improvements will ensure that PMI keeps pace with the needs of the growing number of credential holders.

Credential holders will find it simpler and more efficient to:

  • Select activities (courses/events)
  • Report PDUs – View transcripts
  • Maintain multiple credentials

The new CCR System is incorporated into PMI’s single sign-on technology [www.pmi.org] enabling system users to log in once to gain access to all PMI systems and avoid the inconvenience of responding to additional prompts and entering additional passwords.

The improvements are definitely needed, as at 31st July, PMI membership has exceeded 300,000 and there were over 370,000 current credential holders. The breakdown of statistics is:

PMI membership: 306,111 – an overall increase of 11.2 percent for the year.
Total Project Management Professionals (PMP)®: 360,662
Total Certified Associate in Project Management (CAPM)®: 9,126
Total Program Management Professionals (PgMP)®: 307
Total Scheduling Professionals (PMI-SP)®: 164
Total Risk Management Professionals (PMI-RMP)®: 192

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