As many of you know, the PMP® Exam is changing 1 July 2020.
Why is the PMP exam changing?
Every 3 - 5 years, we conduct research to understand how the profession has progressed, the impact of emerging trends, and how the responsibilities of project managers have changed. The last research was conducted in 2015 and resulted in the current PMP® Exam Content Outline
Subject Matter Experts from leading organizations from around the world have worked with us to define the PMP of the future. We will continue to share information here to keep you informed – whether you are thinking about earning the PMP or preparing to take the exam soon.
We know all of you post in Project Management Central asking for best practices in taking the current PMP exam. In order to better streamline the focus of this important topic, we decided to dedicate its own Discussion Forum - Certification Central. We hope this helps with your questions and concerns and receive helpful tips and feedback from your wonderful community members who go the extra mile in providing commentary!
Best of luck to all of you!
Those engaged in the discipline of managing projects can attest to rapid changes in approaches, methods, and techniques being introduced. The global evolution of how project management (PM) is tackled has been significant, and the pace of change continues at a head-spinning rate. These changes have made it difficult to keep up with developments; and even more, challenges efforts to link existing PM standards to new approaches. No sooner is a standard updated than some new subsuming approach or technique is developed.
Standard setting organizations are now starting to embrace the concept of defining Principles to guide the fundamentals involved in the practice of managing projects and delivering outcomes. Unlike process or approach-centered standards, which lists a series of process recommendations to meet the challenges of effective PM, focusing on Principles provides broader and more adaptable delivery guidance.
My view of PM Principles is that they represent the fundamental essence or norms that guide behavior and thinking at all levels of managing projects. Adhering to Principles helps project managers deliver better outcomes. Principles provide guidance, without imposing uniform adherence to a set of prescriptive processes or approaches.
So, where does the value of following these Principles arise? A set of Principles are used for guidance, rather than dictating how decisions are made or appropriate approaches adopted. Principles remain solid, provide stability, and focus on adapting behavior and thinking in the rapidly changing world of PM. Principles capture and summarize concept(s), action(s), condition(s), or consideration(s) generally recognized as necessary for guiding or influencing PM delivery success.
An example of using a fundamental Principle could be around the proactive engagement with stakeholders. This type of Principle would guide the selection of the specific approach for effective identification of stakeholders—those who have significant influence on project delivery outcomes. It would also provide guidance for the selection of processes to allow for stakeholder interests, rights, and expectations to be understood at a level where stakeholders are effectively engaged. The approach or processes to use needs to be flexible and adaptable to the specific delivery/business environment, so as to effectively engage the stakeholders. Following a stakeholder engagement Principle versus being tied to specific processes, techniques, or tools outlined in process-centered standards would help to ensure effective stakeholder engagement happens. Principle-based decisions can allow for varying situational or environmental adjustments needed for that project.
A second example could be around a fundamental Principle of maintaining a focus on value. Realizing value is a key determinant for project delivery success, the organization either realizes intended value or it does not. An underlying tenet of this focus is continuous evaluation during project delivery considering both the benefits and the costs to realize them—this is Benefits Realization Management. Adhering to a value-focused principle helps the project team ensure alignment with the business objectives and intended outcomes rather than a specific deliverable or result. This sets up an approach where the outcomes help assure the expected benefits from the project work are realized and the intended value to the organization is achieved. In setting up the metrics for tracking project progress, the focus on the value principle requires a means to measure and evaluate whether the project remains on track to deliver the intended value. Each project is unique so no prescriptive metric or evaluation process can work in all cases. Following a value-focused principle though allows the project team to craft metrics and processes that work in their specific environment.
Principle-based standards offer greater flexibility within and adaptability to the project delivery environment. PM Principles guide the thinking and behavior of those engaged in the delivery of a project’s outcomes. Those involved in selecting and following an approach, method, or technique for delivering a specific type of project result can look at agnostic Principles to guide their thinking and behavior versus following a set of prescriptive approaches or processes that may not satisfy the unique challenges of a given project.
Appropriate Principles provide guidance without imposing uniform adherence to a set of prescriptive processes or approaches, whilst embracing differing organizational, cultural, and industrial environments. I firmly believe that standards based on Principles remain solid, provide stability, and focus on adapting behavior and thinking in the rapidly changing world of project management, and is the best approach for the future.
By Maria Cristina Barbero, PMI Standards Member Advisory Group
The Black Monks, so called in reference to the color of their religious tunics, are monks of the monastic Catholic religious order who follow the Rule of Saint Benedict. This Rule provides some guidelines for monastic life where reading is one of the compulsory activities built into a monk’s very regimented schedule. In the 6th century one of them, Cassiodorus, pushed the practice of copying texts of all kinds over just reading them. Copying texts became an important part of life in monasteries.
So, in the Middle Ages monasteries and monks were hubs of culture. Monks were sharing a seat and desk with other monks in “scriptoria” (open spaces for writing activities) where they were dedicated to conserve the biblical knowledge over a world of wars, famine, and epidemics simply through copying texts. To be honest, it was not just about biblical texts but also grammar and later encyclopedias that constituted the body of knowledge these monks wanted to conserve with their work. And, again, it was not just copying. It was also about adding or integrating these texts with something new they could capture during other monks’ travels. The final aim was to transfer this knowledge to posterity as well as have a base for training young pupils, usually sons of princes, kings, and other nobles.
Let’s focus on how the bodies of knowledge were growing, transforming, and adapting to new discoveries. In medieval Christianity all that was known was represented as a static pyramid having few possibilities of evolution (for example, the Great Chain of Being is a hierarchical structure of all matter and life, derived from Plato and Aristotle, and thought to have been decreed by God). Later, the most common representation of knowledge changed to a tree—the pyramid had been rotated. The tree can expand and evolve. You can add branches and leaves. Seeds generate new trees.
Nowadays a body of knowledge is intended to be a complete set of concepts, terms, and activities that make up a professional practice, as defined by the relevant learned society or professional association. These bodies of knowledge in general evolve in accordance with the “tree model.” The body of knowledge of project management (PMBOK® Guide) is defined by PMI “as a term that describes the knowledge within the profession of project management.” PMI recognizes that the body of knowledge of project management has no definable limits and that “no single book could contain the entire PMBOK.” Therefore, PMI developed and published the PMBOK® Guide which is intended to be a guide to this vast body of knowledge.
The PMBOK® Guide has been for years perceived and used by trainers, consultants, and project managers worldwide as a “golden box” where the knowledge of project management was maintained. Since 1996, like other bodies of knowledge, it is a tree that continuously evolves. More content is added periodically to the constellation of knowledge elements that a project manager should know and use (practices, tools, techniques, skills).
The “tree model” survived for centuries. It is just in the last thirty years that things dramatically accelerated the demand for a new model of representing knowledge and bodies of knowledge. Change enablers include the web, user media and devices, micro-computing, 3rd party platforms, Internet of Things, availability of large volumes of data, communications strengthening, and overall the willingness of humanity to share their own experiences and contribute directly to the growth of knowledge in most sectors and industries.
Several new contents are available and today each single body of knowledge potentially collides with other bodies of knowledge and requires a representation that is a web where new branches of the original tree draw over branches of other trees.
Therefore, the evolution of the PMBOK® Guide had to be rethought and that’s what PMI and volunteers did over the last couple of years. My colleagues already introduced areas of change in the PMBOK® Guide and in The Standard for Project Management.
What I want to remark on here is my thoughts on the intrinsic why of this big shift that is not a whim but, more than ever, a need. PMI cannot evolve the body of knowledge following a “tree model” simply adding branches and leaves to the body of knowledge, but must open it to future evolutions in a modern multidisciplinary and digitized context. The structure has to support the evolution of knowledge while at the same time providing a framework that better represents the interaction of a system of systems that influences project performance.
I think this approach to the evolution of the PMBOK® Guide will enable the reasoned and appropriate maintenance of the evolving knowledge and practice of project management.
by: Federico Vargas Uzaga, PMBOK® Guide-Seventh Edition Development Team member
Much is being talked about Value Delivery nowadays. As a matter of fact, many would consider that this is THE major discussion today in the world of project management. If you think about it, value delivery is actually nothing new. Organizations have always embarked on projects to create products (outputs) that would allow them to achieve benefits (outcomes) and hence create value. However, the discussion and positions around the topic have created a division between those who believe a particular way of delivery is the right one and those who disagree as they believe a different approach is needed.
I personally believe that the conditions in which projects are being developed today, with higher levels of uncertainty and complexity, are the cause of such discussion, and that the same conditions require project leaders to make better strategic decisions within their projects to cope with and balance risk exposure in them.
As we know, the risks associated with a project depend, among other things, on the work that needs to be performed and uncertainty determined by the level of clarity or definition of the project’s output and the level of expertise that the project team has.
Taking those two aspects into account, the complexity of the work can be overwhelming and, if not navigated consciously, lead to poor or failed outcomes. The role of the project manager has certainly changed and transmuted requiring a more strategic focus to make better choices regarding delivery life cycles, organizational structure, and development methods. But the focus must remain on delivering outcomes that lead to value creation.
I believe that project management practitioners who survive, thrive, and transform the world are the ones that understand how strategic their role is. These project leaders will navigate through complexity while balancing risk exposure. I suggest that navigating complexity is a fundamental requirement of all projects to one degree or another and is, therefore, a core principle of project management.
by Maria Isabel Specht, PMBOK® Guide-Seventh Edition Development Team member
When I retired from the petroleum industry after 31 years as a researcher and project manager in Venezuela’s hyper-inflated economic conditions, it would have been easy for me to accept my son’s offer to support me and stay at home. Instead, I took on the new phase of my life with a curiosity that has left me continuing to develop as a project manager, an educator, and even a mom and a grandma. That journey, and the growth I’ve experienced, have inspired me to develop a new project management mantra: projects are led by people, done by people, and made for people.
I entered my retirement with an intellectual curiosity that led me to pursue education in neuro-linguistics programming (NLP). I realized that I could still improve the way that I communicate, even after a full career in a competitive industry. I learned to develop active listening skills that allowed me to do something I call “designing my conversations.” This means I work to listen and respond in my interactions, and to understand the unique circumstances of the people I communicate with. It also means I focus on achieving specific goals through my conversations. My colleagues at NLP School noticed my interest and recommended I consider additional training as an ontology coach. I began to have a realization: communication and project delivery are deeply related.
I began applying more of my communication tools in project environments. With the help of two philosopher mentors, I envisioned projects as a net of conversations. In these conversations, people are bringing their own backgrounds, their emotions, their fears and their personal goals. By understanding the people’s motivations, I am able to listen and understand better–and this has led me to better project outcomes. When project leaders view their projects as nets, they can coordinate efforts and understand impacts across the project. They become more effective.
On the other hand, when I looked into projects that showed no success, I considered that there must be something we were not considering. I asked myself, “What if we are not considering that a main focus of projects is people?” The success of projects is based on people–and people can be successful if they have empowering conversations.
As project leaders, we need to endorse our team members by actively listening to them and valuing them. We have an opportunity to create this environment on our teams, which will increase the team’s effectiveness and lead to better outcomes. Even though we are in a hostile economic environment in Venezuela, we are still having fun on our project teams because we have a sense of community, we are working in collaboration, and we deserve it.
I see messages about the communication processes – emitters and receivers, but what about the emotions? I propose that a fundamental principle of project management is to nurture a project environment that values individual commitment, collaboration, and communication.
Now, I work at the university level as a “divergent teacher”—I do not deliver a master class of lectures to my students. I teach my students, aspiring mechanical engineers, through projects. And as I teach them, I encourage them to apply active listening techniques and to design their conversations. Sometimes, they apply these skills on our in-class project teams. Other times, they take these skills into their personal lives and report out on communications with their others. I joke with my students that even my son is one of my stakeholders. The next generation of project leaders will be more impactful—and better off—if they are able to navigate in the complex web of project communications using active listening and designed conversations. This leads to the coordination of actions for making decisions, building relationships, evaluating new possibilities, and creating new realities.