The Development and Delivery of an Industry led The Development and Delivery of an Industry led Project Management Professional Development Project Management Professional Development

ProgrammeProgramme

School of Mechanical, Aerospace and Civil EngineeringSchool of Mechanical, Aerospace and Civil Engineering

Authors:Authors:

Mehmood Alam—Researcher MACE UoMMehmood Alam—Researcher MACE UoMProfessor Andrew Gale—Director PMPDP/ Head Engineering Professor Andrew Gale—Director PMPDP/ Head Engineering Management Research GroupManagement Research GroupMike Brown—Head Centre of Project Management, Rolls-Royce Mike Brown—Head Centre of Project Management, Rolls-Royce Callum Kidd—Programme Manager PMPDPCallum Kidd—Programme Manager PMPDP

Project Management Research GroupProject Management Research GroupSchool of Mechanical, Aerospace and Civil School of Mechanical, Aerospace and Civil

EngineeringEngineering

• 14 Academic staff (Full-Time & Visiting)14 Academic staff (Full-Time & Visiting)• 26 Doctoral students26 Doctoral students• 300 Masters students 300 Masters students • 2 MSc Project Management Programmes2 MSc Project Management Programmes

• £ 1000 000 funded research ongoing£ 1000 000 funded research ongoing

How project success is defined by APM/ PMI?How project success is defined by APM/ PMI?

‘‘The application of knowledge skills, The application of knowledge skills, tools and techniques to project tools and techniques to project activities to meet project activities to meet project requirements’requirements’

PMI (1996)PMI (1996)

‘Project management is the most Project management is the most effective way of introducing unique effective way of introducing unique change and constitutes the successful change and constitutes the successful management of projects’management of projects’

APM BoK (2000)APM BoK (2000)

Project successProject success

Project success-An academic viewProject success-An academic view

Project success criteriaProject success criteria

(a)(a) Project function, project management, contractor’s business performance Project function, project management, contractor’s business performance (Morris and Hough, 1986) (Morris and Hough, 1986)

(b)(b) Micro criteria (time, cost, quality, performance and safety) and macro criteria Micro criteria (time, cost, quality, performance and safety) and macro criteria (project outcome benefit) (project outcome benefit) (Lim and Mohamed, 1999)(Lim and Mohamed, 1999)

(c)(c) Time, cost and quality and stakeholder satisfaction Time, cost and quality and stakeholder satisfaction (Wang and Huang, 2006) (Wang and Huang, 2006)

(d)(d) 24 success factors* 24 success factors* (Crawford, 2000)(Crawford, 2000)

* Majority of these factors are related to project manager’s competence. * Majority of these factors are related to project manager’s competence.

Project success-An industrial viewProject success-An industrial view

• Direct causal relationship between an outstanding individual and Direct causal relationship between an outstanding individual and project success is, at best, tenuous. project success is, at best, tenuous.

Contributing factors include: Contributing factors include:

a)a) The quality of the project team.The quality of the project team.b)b) The project management maturity of the organisation.The project management maturity of the organisation.c)c) The level of stakeholder convergence.The level of stakeholder convergence.d)d) Context stability, including technology maturity and experience.Context stability, including technology maturity and experience.

• CompetentCompetent, experienced project managers with good leadership skills are , experienced project managers with good leadership skills are expected to deliver improved project performance.expected to deliver improved project performance.

The problem The problem

““Companies have failed to take training (and education) Companies have failed to take training (and education) as seriously as they should because it is hard to as seriously as they should because it is hard to

demonstrate exactly how much impact it has on the demonstrate exactly how much impact it has on the bottom line and you can’t measure it, it is hard to bottom line and you can’t measure it, it is hard to communicate the need for it to the board or CEO”communicate the need for it to the board or CEO”

(FT Professional Development, 11(FT Professional Development, 11thth Oct, 2004,p1) Oct, 2004,p1)

Phillips (2003) Return on Investment modelPhillips (2003) Return on Investment model

Develop Evaluation Plans and

Baseline Data

Planning

Reactions

Level ILearning

Level II

Application

Level III

Business Impact

Level IV

Convert Data to Monetary

Value

Tabulate Programme

Costs

Data Analysis

ROI Level VIdentify/ measure Tangible Tangible BenefitsBenefits

Isolate Effects of Programme

Reporting

Identify Programme

Effectiveness

Communicate information to

the consortium

Data Collection

Identify Identify Intangible Intangible benefitsbenefits

Figure 1: Phillips (2003) ROI modelFigure 1: Phillips (2003) ROI model

The concept of Benefit MetricsThe concept of Benefit Metrics

OrganizationsOrganizations Educational Institutes/ Educational Institutes/ Training ProvidersTraining Providers BMBM

InvestInvest

EmployeesEmployees

Tangible and Tangible and intangible benefitsintangible benefits

Learning-----Increase in Learning-----Increase in competencecompetence

Figure 2: Figure 2: BM Construct (Alam and BM Construct (Alam and Gale, 2006)Gale, 2006)

Benefit Metrics Framework Benefit Metrics Framework

Education / Training (CPD)Education / Training (CPD)

CompetenciesCompetenciesIndividual (Delegate/Graduate)Individual (Delegate/Graduate)

ProjectProject

ProgrammeProgramme

Business unitBusiness unit

CompanyCompany

IN

IN CH

CH

CH

CH

CH

AppraisalAppraisal

KPIsKPIs

KPIsKPIs

ROCEROCE

Share PriceShare PriceM

M

M

M

M

M

B

B

B

B

IN InvestmentB BenefitsCH ChangeM Measurement

LEGEND

Figure 3: Benefit Metrics Framework Figure 3: Benefit Metrics Framework (Gale, 2004)(Gale, 2004)

CompetenceCompetence

““An underlying characteristic of an individual that is causally related to An underlying characteristic of an individual that is causally related to criterion-referenced and/ or superior performance in a job or situation”criterion-referenced and/ or superior performance in a job or situation”

Spencer and Spencer (1993)Spencer and Spencer (1993)

IPMA defines competence as:IPMA defines competence as:

““Knowledge + Experience + Personal Attitudes” Knowledge + Experience + Personal Attitudes”

Functional competenceFunctional competence Behavioural competenceBehavioural competence

Competence structure Competence structure

Skill Skill Knowledge Knowledge

Self-Concept Self-Concept Trait MotiveTrait Motive

HiddenHidden

Visible Visible

Skill Skill

KnowledgeKnowledge

Self concept Self concept

Trait, Motive Trait, Motive

Attitudes/ Values Attitudes/ Values

Core Personality:Core Personality: Difficult to developDifficult to develop Surface competencies:Surface competencies:

Most easy to develop Most easy to develop

Figure 4: Competence structure (Spencer and Spencer, 1993)Figure 4: Competence structure (Spencer and Spencer, 1993)

IPMA 4-Levels of CertificationIPMA 4-Levels of Certification

IPMA LevelIPMA Level Management LevelManagement Level AbilitiesAbilities

AA Certified Projects DirectorCertified Projects DirectorAble to direct all projects of a Able to direct all projects of a company or branchcompany or branch

BB Certified Project ManagerCertified Project ManagerAble to manage complex projects Able to manage complex projects him/herselfhim/herself

CCCertified Project Management Certified Project Management ProfessionalProfessional

Able to manage non-complex Able to manage non-complex projects him/herself and/or to assist projects him/herself and/or to assist the manager in all aspects of a the manager in all aspects of a complex projectcomplex project

DDCertified Project ManagementCertified Project ManagementPractitioner Practitioner

Shall have project management Shall have project management knowledge in all areasknowledge in all areas

Table I: IPMA 4-Levels of certification (Morris, 2002)Table I: IPMA 4-Levels of certification (Morris, 2002)

Case Study: MSc Project Management Case Study: MSc Project Management Professional Development ProgrammeProfessional Development Programme

(PMPDP) (PMPDP) School of Mechanical, Aerospace and Civil Engineering School of Mechanical, Aerospace and Civil Engineering

• Industry led academic partnership - The University of Industry led academic partnership - The University of Manchester, Rolls-Royce, AMEC, Goodrich, EDSManchester, Rolls-Royce, AMEC, Goodrich, EDS - - run as a projectrun as a project

• Web-enabled, modular, distance learning CPD Web-enabled, modular, distance learning CPD programme – postgraduate level project management programme – postgraduate level project management educationeducation

• Graduated since 2003: 100Graduated since 2003: 100• On programme: 200On programme: 200

Programme ObjectivesProgramme Objectives

• Education in Project ManagementEducation in Project Management• Career development in Project ManagementCareer development in Project Management• Professional development in Project ManagementProfessional development in Project Management• Raise Profile of Project Management in Raise Profile of Project Management in

Rolls-Royce, AMEC, Goodrich and EDSRolls-Royce, AMEC, Goodrich and EDS• Create a cadre of Project Management Professionals Create a cadre of Project Management Professionals

(Community of Practice)(Community of Practice)

Research MethodologyResearch Methodology(Three projects—Initial part of BM research)(Three projects—Initial part of BM research)

• Uses ROI methodology (Level IV) – Philips (2003) Uses ROI methodology (Level IV) – Philips (2003)

• Qualitative data – questionnaire survey Qualitative data – questionnaire survey

Project A (Qualitative)Project A (Qualitative)

Project B and C (Quantitative)Project B and C (Quantitative)• Uses Rolls-Royce Knowledge & Experience Questionnaire (RR-KEQ) Uses Rolls-Royce Knowledge & Experience Questionnaire (RR-KEQ)

• Stratification by IPMA levels (A, B, C, D) and modules studiedStratification by IPMA levels (A, B, C, D) and modules studied

• Independent Variable: PMPDP involvement Independent Variable: PMPDP involvement

• Dependent Variable: Knowledge scores Dependent Variable: Knowledge scores Microsoft Excel

Worksheet

Q1: Give the title or descriptor of an area of benefit?Q1: Give the title or descriptor of an area of benefit?

Project A: Qualitative Analysis Project A: Qualitative Analysis

Frequency of selection by delegates of areas which benefit from the PMPDP

17.2%

3.4%

10.3%

10.3%

6.9%6.9%10.3%

10.3%

3.4%

13.8%

6.9%

Commercial & Procurement

Configuration Management

Cost

Organisation

People

Planning

Programme management

Project management

Quality management

Risk analysis

Strategy

Figure 5: Frequency of selection by delegates of areas which benefit from Figure 5: Frequency of selection by delegates of areas which benefit from PMPDP (Tsopela, 2003)PMPDP (Tsopela, 2003)

Q2: To what extent is this benefit attributable to your studies on the PMPDP?Q2: To what extent is this benefit attributable to your studies on the PMPDP?

Project A: Qualitative Analysis Project A: Qualitative Analysis

Figure 6: Average contribution of PMPDP to each area of benefit (Tsopela, 2003)Figure 6: Average contribution of PMPDP to each area of benefit (Tsopela, 2003)

Average percentage contribution of PMPDP to each area of benefit

70.0%

20.0%

48.3%

75.0%

90.0%

42.5%

27.5%

61.7% 60.0%62.5%

75.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

PM areas

Perc

en

tag

e

Q3: In what way did your learning experience on the PMPDP relate to the Q3: In what way did your learning experience on the PMPDP relate to the benefit reported here?benefit reported here?

• Reported improvements in all PM competenciesReported improvements in all PM competencies

• Improved negotiation, communication and conflict management skillsImproved negotiation, communication and conflict management skills

• Benefits based on PM tools & techniques—Benefits based on PM tools & techniques—a)a) Commercial & Procurement:- Better bids to clients, reduced lead timesCommercial & Procurement:- Better bids to clients, reduced lead timesb)b) Risk Management: - Improved risk assessments, contingencies Risk Management: - Improved risk assessments, contingencies c)c) Planning & Control: - Reduced cost over-runs and delays in project Planning & Control: - Reduced cost over-runs and delays in project

schedulesschedulesd)d) Configuration Management: - Reduced iterations, reduced changesConfiguration Management: - Reduced iterations, reduced changese)e) Quality Management: - Improved quality, less re-works Quality Management: - Improved quality, less re-works

• Behavioural competence—Improved confidence and leadership Behavioural competence—Improved confidence and leadership effectivenesseffectiveness

Project A: Qualitative Analysis Project A: Qualitative Analysis

Project B : Quantitative Analysis Project B : Quantitative Analysis

Figure 7: Comparison of delegates & control group (Statter, 2004)Figure 7: Comparison of delegates & control group (Statter, 2004)

0

2

4

6

8

10

12

14

Mea

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no

wle

dg

e sc

ore

s

Practi

tione

r

Profe

ssion

al

Man

ager

Total A

vera

ge

No of modules

Comparison of PMPDP and non-PMPDP employees

Non-PMPDP

PMPDP module 1

PMPDP module 8

ConclusionsConclusions• PMPDP programme through a PMPDP programme through a project managed approachproject managed approach appears to appears to

provide robust learning and professional developmentprovide robust learning and professional development

• The concept of The concept of Benefit MetricsBenefit Metrics is more appropriate than the is more appropriate than the traditional Return on Investment (ROI) of professional development traditional Return on Investment (ROI) of professional development programmes programmes

• Delegates participating on the PMPDP demonstrate improved Delegates participating on the PMPDP demonstrate improved knowledge and heightened awareness of their development needsknowledge and heightened awareness of their development needs

• Delegates appear to seek new opportunities and experience due to Delegates appear to seek new opportunities and experience due to knowledge and understanding gained on PMPDPknowledge and understanding gained on PMPDP

• Knowledge and awareness of qualitative aspects of the PMPDP Knowledge and awareness of qualitative aspects of the PMPDP (people, culture, organisation) are highly significant benefits to (people, culture, organisation) are highly significant benefits to delegates delegates

• Industry led academic partnership is effective in optimizing Industry led academic partnership is effective in optimizing curriculum development and delivery curriculum development and delivery

Thank YouThank You