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Outcome-Based Project Outcome-Based Project Management Education for Management Education for

Emerging Leaders Emerging Leaders

A case study of teaching and A case study of teaching and learning project managementlearning project management

Thomas Mengel, PhDThomas Mengel, PhDAssociate Professor of LeadershipAssociate Professor of Leadership

Renaissance College, UNBRenaissance College, UNB

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OverviewOverview

Introduction – contextIntroduction – context Outcome-based learning Outcome-based learning

– Renaissance CollegeRenaissance College– Educational effectiveness in pm educationEducational effectiveness in pm education

Case study of pm oriented leadership Case study of pm oriented leadership coursecourse

Initial conclusions and recommendationsInitial conclusions and recommendations

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Introduction - ContextIntroduction - Context

Leadership recognized pm skill (PMI, Leadership recognized pm skill (PMI, 2006)2006)

PM outcomes in undergraduate PM outcomes in undergraduate leadership programs?!leadership programs?!– Leaders need pm skillsLeaders need pm skills– PM education needs to be accountablePM education needs to be accountable– Emerging leaders are engaged in projectsEmerging leaders are engaged in projects

PM outcomesPM outcomes– Initiate and plan a projectInitiate and plan a project– Execute, control, and close a projectExecute, control, and close a project

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Introduction - ContextIntroduction - Context

Scholarship of teaching and learning Scholarship of teaching and learning approach (Huber & Hutchings, 2005)approach (Huber & Hutchings, 2005)– Asking Questions about teaching and Asking Questions about teaching and

learninglearning– Gathering and exploring evidenceGathering and exploring evidence– Trying out and refining new insightsTrying out and refining new insights– Going publicGoing public

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Outcome-based learningOutcome-based learning

Renaissance College (RC):Renaissance College (RC): – BPhil in interdisciplinary leadership studiesBPhil in interdisciplinary leadership studies

Emerging leadersEmerging leaders Innovative and interdisciplinary approachInnovative and interdisciplinary approach

– Learning outcomesLearning outcomes Multi-Literacy, Personal Well-Being, Multi-Literacy, Personal Well-Being,

Knowing Self & Others, Social Interaction, Knowing Self & Others, Social Interaction, Problem-SolvingProblem-Solving, Effective Citizenship, Effective Citizenship

Leadership as Meta-OutcomeLeadership as Meta-Outcome

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Outcome-based learningOutcome-based learning Educational effectiveness in pm Educational effectiveness in pm

educationeducation– Need for assessable outcomesNeed for assessable outcomes– Mastery requires experiential and reflective Mastery requires experiential and reflective

learning (Thomas & Mengel, 2007)learning (Thomas & Mengel, 2007) Engagement in real life projectsEngagement in real life projects Learning and reflection about pm tools, Learning and reflection about pm tools,

techniques, and skillstechniques, and skills Assessment of competencies and growthAssessment of competencies and growth

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course ““Leadership in Theory and Practice I”Leadership in Theory and Practice I”

– Three runs: F2005/W2006/F2006Three runs: F2005/W2006/F2006– Student projectsStudent projects

Implement a jazz band for UNBImplement a jazz band for UNB Develop an organizational plan for the Develop an organizational plan for the

Fredericton Shambhala CouncilFredericton Shambhala Council Organize an UNB Idol Competition and GalaOrganize an UNB Idol Competition and Gala Establish Host Ministry for local churchEstablish Host Ministry for local church Develop a Canada Post product for tourism Develop a Canada Post product for tourism

departmentsdepartments

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course ““Leadership in Theory and Practice I” Leadership in Theory and Practice I”

(cont’d)(cont’d)

– Leadership project, assignments and Leadership project, assignments and outcome assessmentoutcome assessment

Project plan Project report

Experiential Report

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course ““Leadership in Theory and Practice I”Leadership in Theory and Practice I”

(cont’d)(cont’d)

– Outcome Problem-Solving (Assessment Outcome Problem-Solving (Assessment Criteria)Criteria)

Abilities to initiate and plan a leadership project

1 Identify and document criteria for project selection2 Negotiate project selection and initiation with

stakeholders3 Create and document reasonable project scope and

outcomes4 Create and document reasonable schedule

Abilities to execute, control and close a leadership project

1 Execute project schedule and document execution2 Control project execution and manage changes3 Deliver and evaluate project outcomes4 Evaluate project management/leadership process

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course ““Leadership in Theory and Practice I” Leadership in Theory and Practice I”

(cont’d)(cont’d)

– Clear student appreciation for outcome-Clear student appreciation for outcome-based approach, yet…based approach, yet…

– Major changes based on feedbackMajor changes based on feedback Reduced and continuously clarified criteriaReduced and continuously clarified criteria Increased focus on pm teachingIncreased focus on pm teaching Reflective learning and sharing (“case-in-Reflective learning and sharing (“case-in-

point” teaching; Heifetz, 1994)point” teaching; Heifetz, 1994) Pushed project report to end of termPushed project report to end of term

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course ““Leadership in Theory and Practice I” Leadership in Theory and Practice I” (cont’d)(cont’d)

– Key students’ learningsKey students’ learnings Importance of early and detailed planningImportance of early and detailed planning Value of time and self-managementValue of time and self-management Significance of managing change consciouslySignificance of managing change consciously Need to accommodate complexities in Need to accommodate complexities in

project environmentproject environment Significance of contributing to meaningful Significance of contributing to meaningful

projectsprojects Importance of team work and developmentImportance of team work and development

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Case Study of pm oriented Case Study of pm oriented leadership courseleadership course

Assessment: Students demonstrating PM Criteria in assignments

0%10%20%30%40%50%60%70%80%90%

100%

PM Criteria

Perc

enta

ge o

f su

ccess

ful st

udents

Project Plan

Project Report

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Initial conclusions and Initial conclusions and recommendationsrecommendations Undergraduate students can successfully Undergraduate students can successfully

engage in experiential and reflective pm engage in experiential and reflective pm learninglearning

Clear outcomes, abilities and assessment Clear outcomes, abilities and assessment support student learning in pmsupport student learning in pm– Focussed teaching and learningFocussed teaching and learning– Clarity of expectations and progressClarity of expectations and progress

Assessment and feedback informs course Assessment and feedback informs course and program developmentand program development

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Initial conclusions and Initial conclusions and recommendationsrecommendations Project and phase-based pm approach Project and phase-based pm approach

provided framework supporting student (pm) provided framework supporting student (pm) learninglearning

PM learning, teaching and reflection is a PM learning, teaching and reflection is a valued component of leadership learningvalued component of leadership learning– Increase class time on pm teaching and Increase class time on pm teaching and

reflectionreflection– Expand “case-in-point” teaching based on Expand “case-in-point” teaching based on

experiential learning opportunitiesexperiential learning opportunities

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Main referencesMain references

Heifetz, R. A. (1994). Leadership Without Easy Heifetz, R. A. (1994). Leadership Without Easy Answers. Cambridge, MA: The Belknap Press of Answers. Cambridge, MA: The Belknap Press of Harvard University Press.Harvard University Press.

Thomas, J. & Mengel, T. (2007). Preparing project Thomas, J. & Mengel, T. (2007). Preparing project managers to deal with complexity - Advanced project managers to deal with complexity - Advanced project management education. Submitted for publicationmanagement education. Submitted for publication

Project Management Institute. (Ed.). (2006). Project Management Institute. (Ed.). (2006). Leadership in Project Management Annual 2006Leadership in Project Management Annual 2006 (Vol. (Vol. 2). Newton Square, PA: Project Management Institute 2). Newton Square, PA: Project Management Institute