Project Management Network for Excellence in Learning & Teaching Competence – challenges for teaching Miles Shepherd Senior Research Fellow The Bartlett, UCL

Project Management Network for Excellence in Learning & Teaching Competence The quality or extent of being competent. A person’s subconscious knowledge of the rules governing speech in their first language. Often contrasted with performance. Concise Oxford English Dictionary (11 th Edn)

Project Management Network for Excellence in Learning & Teaching Competence Having the necessary ability or knowledge to do something successfully Having legal authority to deal with a particular matter Concise Oxford English Dictionary (11 th Edn)

Project Management Network for Excellence in Learning & Teaching A Short Story … TC 236 Project Management  Fast track BS 6079 Part 1  Working draft ANSI based  Discussion on competence Some recognise output based measures Some recognise input based measures Some don’t recognise competence as relevant toPM

Project Management Network for Excellence in Learning & Teaching Contrasts UK approach  Job oriented  Adequate performance  Expressed as : Roles Duties Tasks US approach  Person oriented  Superior performance  Expressed as: Skills Behaviour Personal characteristics After Cheng, Dainty and Moore 2002

Project Management Network for Excellence in Learning & Teaching Art or Science? Science  Objective measures  Direct observation  Improvement Art  Creativity  Emotion  Intuition Viewing management as a creative activity precludes the use of prior objective criteria for its performance (Henderson 1993)

Project Management Network for Excellence in Learning & Teaching Implications UK approach:  Involves micro level competences  Ignores human role to one of actors rather than reflective practitioners  Reduces assessment to comparison of past performance US approach:  Assumes superior performance is always valid  Focuses on individual manager’s characteristics  Does not define competence in organisational context

Project Management Network for Excellence in Learning & Teaching Professional Assessment  Project Management Institute  Single level assessment based on knowledge  International Project Management Association  4 levels, based on knowledge and behaviour  Australian Institute for Project Management  3 levels, based on output measures  Project Management Professionals Certification Centre  3 levels based on knowledge and behaviour

Project Management Network for Excellence in Learning & Teaching Assessment Coverage PMI  Based on PMBoK ©  3 competence dimensions Knowledge Personal Performance  Personal Achievement & action Helping & human service Impact & influence Managerial & Cognitive Personal effectiveness IPMA  Based on ICB ©  3 Competence dimension  Contextual  Technical  Behavioural

Project Management Network for Excellence in Learning & Teaching Assessment Coverage AIPM  Based on PMBoK ©  Competence areas as PMI PMCC Based on P2M Guidebook 3 competence dimensions –Positional –Responsibilities –Experience

Project Management Network for Excellence in Learning & Teaching Gadeken’s Behaviours 1.Are strongly committed to a clear mission 2.Have a long term and big picture perspective 3.Are both systematic and innovative thinkers 4.Find and empower the best people for their teams 5.Are selective in their involvement in project issues 6.Focus on external stakeholders 7.Thrive on relationships and influence 8.Proactively gather information and insist on results

Project Management Network for Excellence in Learning & Teaching Gadeken’s Conclusions “However, an emerging view of the project management profession is that while technical and managerial expertise are important, the primary role of project managers is to provide the leadership focus on their projects.” “This includes carefully structuring processes for selection, assessment and development of project managers …”

Project Management Network for Excellence in Learning & Teaching Kotter’s Behaviours 1.Agenda setting 2.Network building 3.Execution: getting networks to implement agendas.

Project Management Network for Excellence in Learning & Teaching Kotter’s Deductions Role of Project Manager: “Figuring out what to do despite uncertainty, great diversity, and an enormous amount of potentially relevant information.” “Getting things done through a large and diverse set of people despite having little control over most of them.”

Project Management Network for Excellence in Learning & Teaching Weaknesses Task oriented job analysis defines narrow competences Outcome based assessment leads to ‘adequate’ performance Knowing how to do a job does not necessarily lead to effective performance No guarantee of transferability of experience

Project Management Network for Excellence in Learning & Teaching Implications for Education Existing certification frameworks no guarantee of success Emulation of traditional professions educational framework approaches Practice orientation Professional body requirements Practitioner requirements

Project Management Network for Excellence in Learning & Teaching Discussion Points?

Project Management Network for Excellence in Learning & Teaching Competence The quality of extent of being competent. A person’s subconscious knowledge of the rules governing speech in their first language. Often contrasted with performance. Alternatively An income large enough to live on! Concise Oxford English Dictionary (11 th Edn)