How learning groups spontaneously form and disperse…
A while back I attended an APM focus group facilitated by Dr Michael Moynagh of CPD Futures Ltd on developing strategies to improve the way that project professionals approach continuing professional development (CPD). One of the topics that came up was that established approaches to CPD (including the approach promoted by the APM) are somewhat rigid and introspective, and lack a social dimension. The suggestion arose that some sort of group learning approach might be helpful, e.g. creating a PPM Community of Practice.
I have seen this happen with some success (albeit rather briefly!)
- The organisation had stated its aim of raising the standard of the organisation’s approach to Project Management (and hence the professionalism of the individual PMs)
- An entire department of PMs had been through some comprehensive PM training (delivered very professionally and capably by Michael Nir of Sapir Consulting)
- Following the training, all the PMs were given the opportunity to go on and attempt to gain the PMI‘s PMP certification, which a good proportion of them (including me) took up.
- For those going on to take the certification, there was a fairly hefty exam in prospect, preparation for which involved a fair bit of study and exam practice (I guess this is the CPD / Learning Community equivalent of a “burning platform”).
As a result, a group of us set up “Lunch ‘n’ Learn” sessions every week or so for several months, in which contributors would take it in turns to give a short (20 mins or so) refresher presentation on a topic (say earned value) and then ask some example PMP questions – all over lunch in a spare meeting room.
This worked quite well, but tailed off as the people sat the exams and either passed (in which case they had little interest in attending further) or failed (in which case they generally didn’t attempt a re-sit). It was good while it lasted though, and produced a few learning points for me:
- Communities of practice form spontaneously where there are shared interests and objectives.
- Participation is maximised when there is an opportunity for (or even an expectation of) contributions from all.
- For a community of practice to thrive, contributors must have a genuine interest in the development of both themselves and of others. Don’t be surprised if a significant proportion of potential participants don’t have such an interest. You can lead a horse to water…
Have you seen PM communities of practice? How were they formed (were they organised or spontaneous)? How long did they last? Were they successful? What approaches do you recommend? Let me know in the comments.
- What is a community of practice? (21stlearner.wordpress.com)
- Creating a Community of Practice in Education (forwardthinking.ashford.edu)