The Professional Project Manager

There is something weird (and unique) about the profession of project management and its view of credentials.

Often on LinkedIn you will see an opinion or post expressing doubt about the usefulness of credentials and qualifications, and quite loudly proclaiming that experience is the only thing that matters.

What’s weird is that I’ve never seen the same attitude from accountants, engineers, dentists, lawyers, plumbers, or builders. Those professions take it for granted that experience is best, but should be built on credentials and qualifications.

When I’m looking to recruit or appoint a project manager I always look at their experience AND their credentials/qualifications. Their credentials tell me a lot about their breadth of knowledge and can sometimes indicate levels of competence (and also their commitment to professional development).

The answer is, and always has been, that a project manager needs both experience AND credentials just like any other profession or trade. You wouldn’t use (or trust) an accountant or engineer that said their experience was all that mattered and they didn’t need credentials. Heck, you wouldn’t employ a plumber who said the same.

And for all those project managers out there without credentials and qualifications wondering if I’m dismissing your years of experience, I’m not because experience rules. But, generally speaking, you would be better project manager with some credentials and qualifications.

Now in terms of what credentials are best, well that depends on the type and complexity of your projects, the industry you are in, and obviously the credential itself - they aren’t all created equal. For me, anything that comes from a reputable professional organisation (PMI, IPMA, or APM) means the credential has been through a rigourous process in development, and also aligns with internal and external standards (eg ISO17024). Any tertiary level qualification (e.g Bachelors, Masters, or PhD in project management) from a reputable university is also a good one as I know there was academic teaching and assessment. When it comes to the commercial methodology credentials (eg Prince2, Scrum) they’re great as an indicator someone can attend a 3-5 training course and has at a minimum knowledge of a particular approach (I would have to learn more about their experience to know how well they can apply it).

So, you should always value experience without a doubt. But you need to place equal value on credentials and qualifications (and become familiar with what each one represents).

And yes, it is long overdue that the profession of project management actually becomes a regulated profession with definitions of who can call themselves a project manager. If we are entrusting complex initiatives into the hands of people and hoping for successful delivery then it’s about time we defined the expectations in terms of experience and credentials that we have of those people.

Professional training is an important investment made by organisations to enhance their staff's level of competence and ultimately performance. But like all investments, it requires careful planning, clear objectives, and robust assessment processes to ensure it works and achieve its goals – otherwise it’s just an exercise in attendance.

It helps if you start to look at investing in training as you would any other investment you could make. This means that you take a look at the costs of the investment and clearly outline the expected returns from it. This is useful to help you even choose the type of training that you should be sending people on. You should have a really clear idea of what sort of training you want people to go on for example will it be assessed or is it simply a matter of attending a course. Will it require practical demonstration of skills, will it result in a professional certification or qualification. Each of these provides different levels of training and teaching and as such different levels of competence development. So carefully consider the business case for each investment in training and have clear expectations about what you need the

Next, when looking at different types of training look carefully about how the training has been put together. Is it a simple mishmash of opinions of a particular subject matter expert or has it been put together using something like blooms taxonomy which will clearly indicate what the level of teaching or training is aimed at and what the expected outcomes from participating and completing in the training will be. This is definitely a question that you should be asking any training provider so that you can move away from training that does not have defined learning outcomes.

Once people have been on the training and completed it you then need a way to determine whether it was worthwhile and whether you achieved the expected results from it. I'm always surprised at this point that a lot of people simply assume that attendance at training will lead to the expected and desired uplift and competence. But this isn't always the case and you will need to have in place some way of measuring an uplift in competence and a change in performance. My personal preference is to use Kirkpatrick's Four-Level Training Evaluation Model, which provides a framework to assess training efficacy at different levels:

• Level 1: Reaction - How did the participants feel about the training? We often refer to this as the happy sheet completed at the end of the training which asks people how did you feel about the content, the facilities, the trainer, and even the catering. You can see that simply getting level 1 doesn't really give you any insights into the application in your skills.
• Level 2: Learning - What did the participants learn? Completing this level of training efficacy will mean that you have some sort of test that you will put people through to see if they have learned something from the training. Obviously some forms of training particularly those based on awarding credentials or qualifications will have this built into them. You will probably want to know what the pass mark is, how the pass mark was determined, how the questions were written (for example were they written in accordance with ISO 17,000 and 24) in order to determine how valid the testing actually is.
• Level 3: Behavior - How did participants apply the knowledge? This level will require you to either ask the participants how they have managed to apply the knowledge they have gained, or for you to observe them applying the knowledge.
• Level 4: Results - What tangible results emerged from the training? The top level of this model requires not just an assessment of an increase in knowledge and a demonstration of applying the new knowledge or skills, but also and assessment of actual improvements in performance for the individual and the organization as a result of the investment in the training.

Using this model, organizations can evaluate the immediate and long-term impact of training on both the individual and organizational levels get a really clear picture of whether or not the training has had the desired impact or not.

Every organization, and indeed every individual, has unique needs. Training programs need to be tailored to address these specific needs to be effective. A well-thought-out training program, developed with clear objectives in mind, ensures that it addresses these needs.

Professional training is not just about conducting sessions and workshops. It's about ensuring that these sessions lead to desired outcomes, transforming both individuals and organizations. Using tools like Blooms Taxonomy for defining objectives and Kirkpatrick's model for assessment ensures that training is both comprehensive and effective. Remember, training without thoughtful planning and assessment is an exercise in futility. Invest wisely!

(For those keen on diving deeper, Blooms Taxonomy and the Kirkpatrick model have been extensively discussed in academic and professional literature. A quick search can provide numerous resources for further reading.)

In our daily interactions, whether we're mentoring a colleague, guiding a friend, or even giving directions to a stranger, the art of giving advice or passing on knowledge plays a crucial role. However, the way in which we deliver this advice, or knowledge, can make all the difference.

I’ve been seeing a lot of advice lately which focuses on the bad types of managers, the bad types of leader, the bad types of project management, the bad types of sponsor …. you get the picture. Somewhere it is implied that you need to watch out for, avoid, or actively manage these ‘bad’ examples. I think that if you read enough of these you will think that the world is only full on this type of person. You may also develop the belief that if you do the opposite of what the bad persons characteristics are, that this will mean you are doing ‘good’. This isn’t necessarily the case. The opposite of bad can actually be worse instead of good.

I appreciate that the authors of these pieces are genuinely trying to educate and pass on knowledge but there are much better ways to do this focussing on what is bad.

Imagine you're lost in a city somewhere, and you ask a local for directions. If they spend 10 minutes explaining all the routes you shouldn't take because of the bad things that can happen, you'll probably be more confused than before, and not really know where to start. On the other hand, if they give you a clear and direct good route, with perhaps a brief mention of roads to avoid, you'll be on your way in no time. The same principle should apply to the advice we give or receive in life.

Sure, it's essential to be aware of potential pitfalls and challenges. It gives a realistic view of the situation at hand. But, when the narrative becomes solely about what not to do, it can create a sense of fear or anxiety. The person seeking or receiving the advice might become overly cautious, second-guessing every step, and missing out on potential opportunities.

On the flip side, focusing on the positive aspects, the 'do's rather than the 'don'ts, can be empowering. It provides a clear path forward and encourages proactive action.

So maybe start to move away from a total focus on what’s bad, and start to focus on what’s good – there is a school of thought called Appreciative Inquiry that focusses on the positive and by repeating what is good hopes to crowd out the negative (very simple description btw).

Here are some benefits of being positive with your advice:

1. Clarity and Direction: Just like letting people know the direct and ‘good’ route in my earlier example, positive advising offers a clear path. It's easier to follow a roadmap of actionable steps than navigate a maze of warnings and what to avoid.
2. Boosts Confidence: Hearing about the potential successes and best practices can instil confidence in people. It reassures them that they are capable of achieving their goals. Let them know that good exists and is possible.
3. Promotes Optimism: A positive outlook can be contagious. By focusing on the good, you're fostering an environment of optimism and encouraging others to adopt the same perspective.
4. Builds Trust: When you offer constructive advice, it shows that you believe in the individual's potential. This can strengthen your relationship and build trust.

While the emphasis should be on the positive, it's also important to strike a useful balance. A brief mention of potential challenges or routes to avoid in any advice or learning can be beneficial. It ensures that people are well-informed and prepared for any eventuality.

So, the next time you find yourself in the role of the advisor or educator, or even LinkedIn influencer, remember the lost traveller metaphor. Guide people on the good route, highlight the positives, and watch them confidently go forward.

In the fast-paced world of project management, having experience is invaluable. But experience alone may not be enough to keep pace with the evolving industry landscape. Certifications and ongoing professional development act as the perfect companions to experience, creating a more well-rounded, versatile, and effective project manager. Let’s explore why this balanced approach is your best bet.

1. Credibility & Trust

Earning credentials from reputable institutions or organizations can significantly enhance your professional credibility. These certifications serve as a stamp of approval, assuring clients and employers that you possess the skills and knowledge required for the job. While experience can demonstrate capabilities, credentials formally validate them.

2. Skill Enhancement

Courses and certifications are meticulously designed to provide a comprehensive understanding of a subject. So even if you’ve been in the field for years, there’s always something new to learn. These programs often offer a mix of theory and practical knowledge, filling any gaps in your skill set and making you more versatile.

3. Networking Opportunities

Certification programs often offer exclusive opportunities to interact with industry experts and peers. Networking is an integral part of professional growth, and these interactions can often lead to career opportunities that you may not have encountered otherwise.

4. Competitive Edge

In a market saturated with professionals claiming to have ‘experience,’ credentials can be your differentiating factor. They add an extra layer of assurance for clients and employers and often put you ahead in the hiring process.

5. Adapting to Industry Changes

The project management field is dynamic, with new methodologies and technologies emerging constantly. Credentials ensure that you’re updated with the latest trends, which is crucial for staying relevant.

6. Personal Development

Committing to ongoing professional development indicates that you have a growth mindset. This not only benefits your career but also enriches you as an individual, enhancing traits like discipline, commitment, and the pursuit of excellence.

There is no doubt that experience is a priceless asset and the main indicator of ability, but it shouldn’t be a project manager’s only investment. Pairing experience with credentials and a commitment to ongoing professional development creates a holistic professional profile. This balanced approach prepares you for the diverse challenges in the world of project management, making you a more attractive candidate for opportunities and a more effective leader in your projects. 

So, why settle for good when you can be the best? Take the next step in your career by incorporating credentials and ongoing learning into your experience-driven approach.

As a consultant who works with organizations around the globe, I get to see many forms of a PMO and I get to see what works and what doesn’t.  A well thought out and value adding PMO can add measurable strategic and operational value to any organisation regardless of its size or maturity. Getting the right PMO for your organization can be a challenge and I want to share with you some thoughts and observations on what exactly a PMO can be. Hopefully from these thoughts you can take some tips on what your PMO should be.

Let’s start with what do the letters “PMO” stand for? Well the “P” can stand for Portfolio, Programme or Project. The “M” and the “O” generally stand for Management Office. You can add an “E”, for Enterprise, in the front to get an EPMO to indicate it stretches across the entire organization. You can have individual PMO’s that answer into an EPMO. It can even not be called a PMO at all, and there are many other names it can go by. You can call it what you want as long as the name is an accurate representation of what the function actually does.

Answering the question about what a PMO can be takes a bit more time. It is not a single standard format you can apply to your organization which makes it a little hard to define appropriately. The easiest why I have found to describe, at a high level, what a PMO is, is that it should be the center of excellence, whatever that means, for professional project management in your organisation to support the current and future portfolio, program and project management aspirations of the organisation. That is a long winded way of saying that your PMO should support what you currently do but also take you into the future and a better, more mature state.

At one end of the spectrum I have seen a very low maturity organization have a ‘PMO’ that was as small as a few ring binders with templates in it that were regularly updated. At the other end of the spectrum I have worked with large and complex PMO’s which can be a fully separate and resourced unit that does full portfolio management, strategic alignment, governance, project selection & reporting, and also employs, deploys, & trains all the project management personnel. Somewhere between these two extremes is the PMO that is right for you and your organization.

Here is a list of functions that a PMO might consider:

• Governance and sponsorship
• Developing standards, methodologies, processes, tools and templates
• Maturity improvement
• Strategic alignment
• Project selection
• Full control and reporting of all initiatives
• Assurance
• Benefits management at all levels and at all stages
• Programme management
• Allocation of project management resources
• Recruitment of project managers
• Training and development of project managers

What have I missed?

These are the types of things to consider when thinking about introducing or upgrading a PMO:

1. Maturity of your organization – a low maturity organization may want a PMO that helps it increase in maturity in specific ways, while a high maturity organization will want a PMO that supports and maintains its high level of maturity.
2. Size of your organization – larger organizations generally need a larger and better resourced PMO
3. Complexity of the work that you do – the more complex the work that you do the more complex the PMO will need to be to support your efforts
4. C-Level understanding and support – without full support from senior and executive management your PMO will never be considered a full-time part of the organisation.

Unfortunately, the research tells us that there are many threats to a PMO and its success. These include the following:

1. Making a PMO a bureaucracy
2. Not proving the value a PMO brings to the organization. The PMO, whatever its form and name, must deliver real value to the organisation, and not be afraid to tell everyone how good they are. I’ve seen great PMO’s fail because they kept their success to themselves
3. Lack of senior management support
4. Tough financial times – it seems that when finances get tight for an organization the first thing to go is the PMO
5. Trying to be everything to everyone – focus on what you do well, and just do that
6. Being under resourced and overworked and letting everyone down
7. Looking backwards at what you have accomplished and not looking forward to the value you have yet to create
8. Assuming a PMO is static – a PMO should change with the organisations needs. If your PMO is the same as it was 2 years its probably out of date.

Just a reminder, this is just a high level introduction to the PMO. There has been plenty of research done on the topic and if you are academically minded you can easily find some serous pieces of research out there on the topic. There are also many people more on projectmanagement.com who I know would love to share their experiences, both bad and good. So don’t be afraid to reach out and find out as much as you can before deciding on what sort of PMO is right for you.