1. 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. 2 Overview Introduction – context Introduction – context Outcome-based learning Outcome-based learning –Renaissance College –Educational effectiveness in pm education Case study of pm oriented leadership course Case study of pm oriented leadership course Initial conclusions and recommendations Initial conclusions and recommendations

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

4. 4 Introduction - Context Scholarship of teaching and learning approach (Huber & Hutchings, 2005) 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. 5 Outcome-based learning Renaissance College (RC): Renaissance College (RC): –BPhil in interdisciplinary leadership studies Emerging leaders Emerging leaders Innovative and interdisciplinary approach Innovative and interdisciplinary approach –Learning outcomes Multi-Literacy, Personal Well-Being, Knowing Self & Others, Social Interaction, Problem- Solving, Effective Citizenship Multi-Literacy, Personal Well-Being, Knowing Self & Others, Social Interaction, Problem- Solving, Effective Citizenship Leadership as Meta-Outcome Leadership as Meta-Outcome

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

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

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

9. 9 Case Study of pm oriented leadership course “Leadership in Theory and Practice I” (cont’d) “Leadership in Theory and Practice I” (cont’d) –Outcome Problem-Solving (Assessment Criteria) Abilities to initiate and plan a leadership project 1 Identify and document criteria for project selection 2 Negotiate project selection and initiation with stakeholders 3 Create and document reasonable project scope and outcomes 4 Create and document reasonable schedule Abilities to execute, control and close a leadership project 1 Execute project schedule and document execution 2 Control project execution and manage changes 3 Deliver and evaluate project outcomes 4 Evaluate project management/leadership process

10. 10 Case Study of pm oriented leadership course “Leadership in Theory and Practice I” (cont’d) “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 Reduced and continuously clarified criteria Increased focus on pm teaching Increased focus on pm teaching Reflective learning and sharing (“case-in- point” teaching; Heifetz, 1994) Reflective learning and sharing (“case-in- point” teaching; Heifetz, 1994) Pushed project report to end of term Pushed project report to end of term

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

12. 12 Case Study of pm oriented leadership course

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

14. 14 Initial conclusions and recommendations Project and phase-based pm approach provided framework supporting student (pm) learning Project and phase-based pm approach provided framework supporting student (pm) learning PM learning, teaching and reflection is a valued component of leadership 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. 15 Main references Heifetz, R. A. (1994). Leadership Without Easy Answers. Cambridge, MA: The Belknap Press of Harvard University Press. 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 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 Project Management Institute. (Ed.). (2006). Leadership in Project Management Annual 2006 (Vol. 2). Newton Square, PA: Project Management Institute