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Project Manager : Project Manager Aug Sept 2012
www.aipm.com.au Project Manager 17 CovER SToRy • ne of the most compelling statistics from the recent Project Manager reader sur vey is that more than 73 per cent of PMs are planning or consider ing further training and education in the next 12 months. What does this say about the current v iew of professiona l development w ithin the industr y? To say that it’s healthy is an understatement. With VET sector and higher educational institutions offering units of study in project management, various mentoring and on-the-job training progra ms and AIPM’s own RegPM certification progra m, the options for development of project management skillsets are more complex than ever. Professional development is no longer just a matter of having practica l ex perience and getting the job done, it’s about understanding the theor y behind doing what you do and putting it into practice. AIPM National President Dav id Hudson points to two different types of PMs. “A IPM ’s own membership statistics show the two types quite distinctly,” Dav id comments. “ Traditionally the profession was populated by the ‘accidental’ project manager. I started in that category; as a group it operates more by experience and ex pert judgment than by formal learning. But we are seeing the emergence of the ‘aspirational project manager’ who enters the practice with formal learning or takes on learning at an early professional stage. The two groups are not exclusive, and we see plenty of exa mples of more e xperienced project managers decid ing to invest in further professional development. “I am not suggesting that formal training is the be all and end all,” says Hudson. “And my obser vations do not downplay the great contribution made by the accidental PM community, but as our project organisations mature they are demanding that the practitioners have deeper and more structured professional knowledge and skills. “As I have said in other forums, there are various pathways to gaining that knowledge.” Building competence While courses are necessary to achieve a basic understanding of industry principles and are often demanded by employers, a mastery of the techniques and processes involved in project m anagement form the basis of any educational standard. Although education is deemed as a necessar y part of professional development, it is acknowledged by educators and practitioners alike that the only way to achieve a deep (
Project Manager June July 2012
Project Manager Oct Nov 2012