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Project Manager : Project Manager Aug Sept 2012
18 Project Manager understanding is through supporting education with contextual and informal learning, as well as feedback from role models. One train of thought, developed by Michael Lombardo and Robert Eichinger for the Center for Creative Leadership, and commonly referred to as the 70/20/10 model, states that up to 70 per cent of learning is the result of ex perience and problem solving. According to the model, a further 20 per cent is the result of feedback from and observation of role models, with formal training, courses and reading comprising the remaining 10 per cent. “Let’s think about emotional intelligence as a vital component of success, and professional development short courses as merging technical and behavioral skills to support our project managers,” says Leh Simonelli, National Director and Chair of the AIPM’s professional development council. “ We’re seeing a shift in mentality that focuses on informal learning with an emphasis on competency and capability, with coaching, networking and mentoring playing a very large part,” Simonelli says. “I think that in order to push the sector forward, we need to experi ment and incorporate initiatives that support formal education, and consider what is critical to successful project management.” Leh notes that learning is about context; it requires thinking about tools, practice and techniques, not just content. Managers need to be involved to encourage and manage informal learning, to facilitate it, support it and put it into practice. The industry as a whole needs to encourage self-directed learning and build the right resources and channels to apply it. “P rofessional development short courses for e x perienced PMs should merge technical and behavioral skills to support our PMs,” Simonelli says. These technical skills are often taught in formal settings, but it is well accepted that PMs need to show sophisticated leadership skills across all facets of the industry. “ They will need to go beyond traditional project management standards for social engineering, supporting innovation and growth, and the adaptive capacity to change their organisation,” says Professor Liaquat Hossain, Director of the project management progra m at the University of Sydney. “They will also need to have behavioural and motivational skills to manage diversified teams, and multidisciplinary skills to engage with diversified stakeholders.” Once we consider the behavioural and so-called soft skills, we come full circle to what industries are demanding of their PMs. Employers are more often than not looking for degree-qualified PMs because they believe this has a large bearing on the tendering process. ClEAR PROjECT MANAgEMENT CAREER PAThS NEED TO BE ESTABlIShED ... BACkED uP By FORMAl PROFESSIONAl TRAININg AND DEvElOPMENT AS wEll AS MENTORINg PROgRAMS • CovER SToRy SCORING POINTS WITH AIPM As well as helping corporates ensure they are providing professional development opportunities to their PMs, AiPM is encouraging all PMs to become more professionally aware, to take responsibility for their ongoing education and to think outside the square when considering their own professional development. “i f you took, for example, the international risk Management standard iso 31000,” says AiPM national President David hudson, “organised a ‘brown bag lunch’ and simply looked at where your own practices departed from the recongised standard, AiPM will recognise that as a contribution to your CPD points.” hudson also points to the sheer amount of online research available now as another way to earn CPD points, as well as to hand-pick your own education resources. “you could download an article on say, earned value, read it, post an abstract onto AiPM’s website and earn two CPD points,” he says. “And guess what? you’ll probably learn something new”. “i promote alternative and self-directing methods of professional development because there’s really no limit to the amount of learning you can do at your own pace and according to your own needs. we need to recognise that formal education is an avenue for professional development, but it is not the only avenue.”
Project Manager June July 2012
Project Manager Oct Nov 2012