rethinking project management education: responding to the challenges of a mode 2 society jonas...

Rethinking Project Management Education: Responding to the challenges of

a Mode 2 society

Jonas Söderlundjonas.soderlund@liu.se

jonas.soderlund@bi.no

Jonas Söderlund, PhD

• Professor, BI Norwegian School of Management, Oslo• Associate Professor, School of Management, Linköping

University, Sweden. • Previously at Harvard Business School, MIT, Cranfield and

l’Ecole Polytechnique. • Core Faculty, PMEX, Executive MBA Program. Partnership

program with Swedish MNCs. • Core Faculty, APM Programs. Partnershps with Swedish firms. • Research in cooperation with AstraZeneca, Ericsson, ABB,

Scania and Volvo.

1) Project Management. Project-level analysis.

2a) Project Competence. Strategy and PBF analysis.

2b) HRM in Project-Intensive Firms. People analysis.

Agenda• Background• Purpose and outline• Projects as schools for leaders• The social twist of experiential learning• The loci of learning• Modes of learning• Practical means• The future of Rethinking PM Education

Background and purpose

Rethinking…

• Complexity of project management• Plurality of project management• Actuality of project management• Reflective practitioners

“the current conceptual base of project management continuous to attract criticism for its lack of relevance to

practice” (Winter et al, 2006: 638)

• Good criticism, good points, little advice!

Foundation…

• Mode 2 society– Gibbons et al (1994)– Nowotny et al (2001)

• Knowledge co-production• Closer integration between research and practice• Doing research in the context of knowledge

application• Socially robust knowledge

• Current AMLE Debate!

Projects as schools for leaders

Two management education programs

• PMEX, founded in 1995– A focused executive training program– International executive MBA level– Bridging project and general management– Close partnership with multinational companies– ABB, Ericsson, Tetra Pak, Volvo, Saab Aerospace– 18 months, 8 residential weeks

• APM, founded in 1997– Advanced Project Management– Partnership with Scania Heavy Trucks– 9 months– Two residential sessions, one day sessions

The social twist of experiential learning

Responses…

• Reflection and articulation– Nowotny et al (2001)– Mintzberg (2004)– Nonaka (1994)

• Action and application

• Personal learning, organizational development

DIFFUSION & EXPERIENCE IMPLEMENTATION PERSONAL & REFLECTION & ENACTION SOCIAL ACTION ARTICULATION INVESTIGATION ABSTRACTION

The loci of learning

• Individual– Experienced and highly motivated

• Group– Sharing experience, joint projects

• Organization– Making a difference – Crotonville!

Responses…

Modes of learning

Individual

Group Company/Organization

Reflection

Action

Individual reflection, writing and reading, articulation of experience. Example: Reflection report.

Experience sharing, class discussion, literature reviews. Example: Round-table exam

Corporate dialogues, public presentation, articulation of lessons learned and implications. Example: Day of projects “Knowledge theater”. Individual

action, formulation of action plans, presentation of measures for improvements. Example: Learning contract.

Joint projects, joint problem identification/solving, case assignments, project work. Example: “Live cases”.

Corporate action, sponsored projects, top management assignments. Examples: Thesis work.

Practical means

1. Reflection reports• Articulation, knowledge sharing/development, implications

2. Learning contracts• Commitment, learning targets, actual behavior changes

3. Roundtable examinations• Abstraction, experience sharing

4. Live cases• Research-industry collaboration, knowledge development,

action orientation

5. Thesis work• Rigor and relevance, internal consulting

6. Knowledge theaters• A playing field to diffuse knowledge, turned into action

Welcome to the Live CaseThe New Service Network!

A cooperation between Posten and Linköping University

Structure of the day…

The case consists of a number of different parts. We will work ourselves through the project in different steps during the day.

We will stop at critical or important stages in the project. We will mix individual reading with team and class

discussions. We will work under time pressure and meet tough deadlines. Our role as process leaders is to stimulate the discussion and

experience sharing. The role of the case is to create a platform for analysis,

discussion and sharing of experience .

“Knowledge theater”Scania 2006

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The future of Rethinking PM

education

DIFFUSION & EXPERIENCE IMPLEMENTATION PERSONAL & REFLECTION & ENACTION SOCIAL ACTION ARTICULATION INVESTIGATION ABSTRACTION

1. Trustful relationships

2. Small groups

3. Researchers as educators• Papers, joint projects

4. Deep involvement• Time, deep impact, management support

5. Articulation• Relationship-building, common understanding

6. Expanding modes of learning• Doing more with what we’ve got!

7. Orchestrating knowledge theaters• Organizational development