A bridge to real world project management education
If we are to consider a project as a complex adaptive system with its own dynamics, it has profound ramifications for education and development of project managers. Acknowledging that contemporary models of education, training and practice do not match the realities of managing projects is the starting point.
Project management is not separate from product/facility management. Project objectives are defined in three classes—financial, performance and environment—which contrast with the traditional view of project objectives of scope, time, cost and quality. Management of external risks, customer and market relationships, technology and innovation, regulations and other business and strategic drivers pose major challenges and cause discontinuities to execution. Thus project success depends on optimum management of business and strategic variables, as well as management of risks that cannot be quantified in impact and/or probability of occurrence. The shift in thinking in terms of both objectives and strategic management of complexities is not adequately and purposefully acknowledged or reflected in the contemporary project management practices or the training curricula.
A paradigm shift
How can industry and profession bring about change? The answer is to recognise that the current methods of project management need to evolve. Delivery of a scope of services as per a contract does not constitute a project. It’s true that project management principles in their simplest form can be used to properly plan and deliver a scope of services as per the terms of a contract, however a project by definition aims to fulfil a stated business or social need. A package of services is a contribution to the achievement of the objectives and must be delivered to optimise the project outcomes. The whole project lifecycle and framework should be revisited for greater success in the field.
Client/sponsor organisations should lead the way in the adoption of a systemic project management framework. This is an essential first step, but it is not sufficient. Changing the mindsets of industry players and engendering a fresh understanding of project management will achieve real change. Unless we do that, we are not going to address shortcomings nor achieve much progress by mere adoption of a revised project management framework.
Change must be deep-rooted and we must ask ourselves the tough question of what is wrong with the contemporary approaches to management of projects of significant size and undertake more in-depth research and critical questioning. The education programs need careful redesign to enable development of a superior class of project and program managers.
Reference to complexity aims to convey the ‘messy’ nature of real life projects/contexts and environments that project managers, clients, contractors and others have to deal with on a routine basis. Project managers must attempt to integrate seemingly irreconcilable viewpoints, deal simultaneously with both emotive and hard facts, observe due diligence, cut risks and lock in value in time and space. They must be capable of gathering enough information and developing a mental model of the situation, then applying analytical methods where necessary and using the results to derive the right strategies.
Given the realities of projects, what are the capabilities that professional project managers should possess? Experience suggests transformative leadership and reflective learning, a proactive mindset, and superior communication and management skills, especially of relationships. These capabilities underpin a professional project manager’s capacity to function effectively and efficiently within today’s dynamic complex projects. Development of these qualities through education and training is of critical importance.
Reforming education and training
If education and training programs are to assist in a paradigm shift in project management practice, it is essential to embrace reform across the whole system, that is, the process applied, outcomes sought, theoretical underpinnings, performance validation and commitment to continuous evolution. To nurture the desired capabilities in aspiring project managers, one must apply a holistic approach to designing their education as an integrated system, embracing knowledge, technology, competence, industry and society, preferably applying the learning laboratory concept.
The education and training space should focus on acquiring and applying knowledge, with due emphasis on technological and managerial innovations, understanding and factoring in society and industry, including mega trends, legal and statutory constraints, sustainability and social equity and so forth. In the process, individuals develop fresh insights and capabilities, particularly managing complexities, creation and exploration of new solution spaces and delivery of optimal outcomes.
