Discussion forum
Chapter 7: Beyond Competence: Developing Managers of Complex Projects, Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https :// hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for developing workforce staff by training, coaching and mentoring their staff
With the influence of economic rationalism, organizations asked education agencies to produce work ready graduates!
Authors claimed current seniors had not got the opportunity to learn how to transfer their skills and expertise due to many reasons. To what extend you agree
Ways of rapidly developing high level of expertise to underpin the senior performance
6
What is a Competence? How to correlate with complex project management
7
8
Prescriptive of desired/expected behavior rather than descriptive of established ways of working.
Defining of excellence in performance rather than typical performance.
Focused on the job holders role and contribution in the larger organization or the system rather than the job in isolation.
Enablers of organizational effectiveness, development, and change rather than maintenance of the status quo
Competency standard approaches
UK National Vocational Qualification (NVQ)
Australia Qualification Framework (AQF)
South Africa and others
9
Text book, Page91
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
generically applicable standards are derived through the competency standards approach.
Competency Standards and qualifications frameworks of the U.K. (National Vocational Qualifications [NVQ])
Australian Qualifications Framework (AQF)
This degree is subject to the AQF Specification at page 59 of
https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf
10
11
Context
Aspect
Unit of Assessment
Assessment Guide/Method
Attribute-Based Inference of Competence
Performance-Based Inference of Competence
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Project Type
Job Description
Competence
Demonstrable Performance
Job Role
Input Competencies
Personal Competencies
Output Competencies
Knowledge
Qualifications & Experience
Knowledge Guides
PMBOK Guide
APMBOK (UK)
IPMA Competence
Baseline (ICB)
P2M Japan
Resume of Curriculum Vitae
Underlying Enabling Attitudes & Behaviors
Instruments Such as
OPQ, 16PF
Meyers Briggs
Caliper Profile
Competency Model
Assessment Centre
Competency Standards
YK – ECITB
Australia – NCSPM
South Africa – SAQA
Global - GAPPS
Page 91: The shortage f the IPMA model
They delineate the requirements for minimum rather than superior performance in work roles.
They can be used to ensure that the foundation are in place but go no further.
Do not provide guidance for assessment and development of abilities to work in complex projects.
One more thing is that standards are always built based on known codification of experience on pre-defined situations rather than
12
Skill acquisition Dreyfus model on how to develop a skill
13
It is not a Smooth Transition yet!!
14
15
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
16
https://www.youtube.com/watch?v=V8QZzvhkIyQ
https://www.youtube.com/watch?v=SBoT8WJXq4s
Roles and Responsibilities of Project Academies
The chapters ended with highlighting main roles of project academies in Page ‘95’ include:
Workforce development
Advocacy of practitioners
Common Vocabulary
Alignment with corporate strategy
Alignment with stakeholders
Promotional of institutional knowledge
Do you agree, disagree and what do you think else can be added to the list as a GRADUATE
17
In the Previous Discussion Form, You have assessed the level of complexity of the CC , Now you are invited to further discuss this assessment considering the complexity factors we discussed in week 5. The factors are presented with their corresponding ratios in slide #8.
Your task is to discuss these factors with their weights by reflecting this chart to the Climate Change issue.
Do you think there weights are valid for the Climate Change
- If so how and why do you think so, give detailed summary by commenting on each factor.
- If not, why do you think so, Propose a new weight for each factor in light of your understanding to the climate change issue
- Produce a Radar Diagram (refer to Week 3 tutorial video) showing the weights of the most significant factors
•Please make sure that you meet the deadlines set for this assignment.
Extensions will only be allowed by using the CQU Assessment Extension Request link in this Moodle web page.
•You must use the correct academic communication method to write your explanation, including in-text references and a reference list.
See the Academic Learning Centre Moodle web page in the Moodle Support section on this web page if you do not know how to do this.
Your submission should not exceed 1,000 word limit includes all the text you enter, which also consists of in-text references and the reference list.
Submissions made after the deadline will receive a 5% penalty for each day late.
18