Final Project Proposal Project Management Mentoring. A Constructivist Learning Environment using the Cognitive Apprenticeship Pedagogical Model

Transcription

1 Project Management Mentoring A Constructivist Learning Environment using the Cognitive Apprenticeship Pedagogical Model

2 Introduction The Washington, DC Chapter of the Project Management Institute (PMI) launched a pilot mentoring program in July There was an overwhelming response to the four-month program. Twenty project management mentors and 20 project management mentees were selected to participate and many others were placed on a waiting list. It is the Chapter s plan to permanently offer the mentor program in the summer of It is the Chapter s goal to provide its members with the opportunity to both share experiences and develop project management skills in a chosen area or industry. There are many seasoned project management professionals who enjoy sharing their knowledge and expertise with novices in the field. Whether entry-level project managers are managing a project or motivating a team; they need the skills to respond, solve, and succeed. Paired with experienced project management professionals, they are able to learn best practices by engaging in conversations about real-world experiences. They can also discuss lessons learned with the key decision-maker. Learning Problem Because of the overwhelming response to the pilot mentoring program, the Washington DC chapter will need the instructional tools in place to make the mentoring program a success when it launches next summer. It is the goal of the instructional designer to develop an online learning environment for the mentoring program based on the cognitive apprenticeship pedagogical model. In a cognitive apprenticeship model learners are invited into the actual practices of a knowledge domain and asked to perform these practices as an apprentice or intern. 2 Target Audience The target audience for the mentoring program is project management professionals experienced (mentors) and entry-level (mentee) project managers. Mentors are seasoned, successful and knowledgeable project management professionals who are willing to accept the responsibility for facilitating professional growth and support of a colleague. Mentees are individuals seeking professional growth in project management. 1 Vikas, S, (2007, November). ISSIG Supports Washington, DC Chapter Mentoring Program. PMI Today: A Supplement to PM Network, 8. 2 Dabbagh, N., & Bannan-Ritlan, B. (2005). Online Learning: Strategies, Concepts, and Application. Upper Saddle River, NJ: Merrill, Prentice Hall. 1

3 General Knowledge Domain The cognitive apprenticeship online learning environment will provide learning activities that focus on one-on-one coaching to mentees who want to develop specific project management career skills. Mentors and mentees will be paired based on areas of interest and the information provided. Learning Outcomes Upon completion of the cognitive apprenticeship, mentees will be able to: Work through a current problem in managing a project Obtain ideas for how to become a more effective project manager Fast forward project management skills or solidify a specific skill to be applied in any situation Increase project management competencies Earn Self-Directed Learning PDU credits (for those with a PMP certification) For mentors, the program creates the opportunity to: Give back to the profession by sharing knowledge and wisdom Have a meaningful impact on an individual s project management skill set Build deeper relationships with other PMIWDC members or prospective members Earn Self-Directed Learning PDU credits (for those with a PMP certification) Learning Activities Learning will be situated in a real-world context. Instructional strategies will be mentoring and coaching, modeling and explaining expert performances, focus on performance mastery with the context of the knowledge domain, increasing complexity, collaborative learning, articulation of understanding and reflection, and enculturation of students into authentic practices through activity and social interaction. Please see specific learning activities in the chart on the next page. 2

4 Cognitive Apprenticeship Characteristics Promote mentoring and coaching between a novice learner and expert practitioner. Learning Activities In-depth discussions are initiated between mentors and mentees on current project management issues via chat and in threaded discussion areas. Support modeling and explaining expert performance Mentees have access to resource links: project plans, case studies, best practices, lessons learned, and video clips of role-playing scenarios. Mentees participate in field study: On-the-job experience with the mentor Volunteering at project management events, meetings, and conferences Focus on performance mastery with the context of the knowledge domain. Support increasing complexity Mentees implement the project management techniques learned in their current projects and document best practices and lessons learned. Mentees share their performance evaluations (from supervisors and subordinates) with their mentors. Mentees learn the basic principles of project management and then narrow their focus to specific areas of interest where complex issues are discussed. Encourage collaborative learning Mentees and mentors share a: Collaborative calendar of meetings, events, and conferences. Collaborative mind mapping software in order to chart organizational, team, and personal goals. Collaborative project management software to manage time, labor, materials, and budgets on team projects. Collaborative bookmarking software for bookmarking and sharing web resources. Support learning strategies such as articulation of understanding and reflection on performance. Promote the enculturation of students into authentic practices through activity and social interaction. The mentees maintain a blog that documents their experiences throughout the program. Mentors review the blogs and post feedback. The mentees and mentors participate in threaded discussions on project management issues. The mentors use the learning activities in the online environment to provide one-on-one coaching to mentees in order to develop specific career skills. 3

5 Assessment Mentees will be assessed on their participation in the learning activities, the in-depth analysis of their entries in the discussion area, and blog reflections that demonstrate cognitive processing of the knowledge learned. Mentors will be accessed on their ability to provide scaffolding during the learning activities, and feedback given to the mentees in the discussion area and blog. 4