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Topics: Education, New Practitioners
The narrative approach for PM education in schools ?
I'm involved in the project to teach PM to school children as PMI education foundation Japan Liaison. There are excellent materials in PMIef resource library like this.

Especially 7 steps flash cards introduced in page 38-45 of this slide set are concise package to introduce how to do PM to kids. But it's very difficult to balance between management (create documents) & contents (create values). The time for the class is limited. If the class spent some time to create these PM document, they have to sacrifice the time for the actual project activities. And such management tasks are boring and may demotivate them to do a project.
For examples, in the story of "The Ultimate Tree House Project!" above, Amanda, one of project kids, complain to her dad when her dad emphasize the value of plan as below.

"Ah... the secret is the more you plan up front, the easier it is to do the project. You make fewer mistakes and rework, have less frustration and are more likely to end up with what you wanted in the first place."
"Building a tree house is no fun if you have to do all this work stuff."

I experieced the same kind of problems when I provided PM workshop to college students in Japan. So I strongly agreed with Amanda rather than her Dad when I read this story. Actually spending too much time for planning would be counterproductive for project success.

Recently we translated this project kids adventure series into Japanse and would like to use it for PM education in school from elementary school to college.
I understand that there are a bunch of successful examples of project based learning like below.

However I believe the use of these books to understand the value of PM should be totally differnt approach from the one used in PBL or active learning.

Could you give me any advise/comment/critique to implement this idea?

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