What makes it different?
- The emphasis is on the learning, the learning process, and the development of learning skills—rather than on knowing enough of the packaged content to scrape through the exam.
- The learning takes a holistic approach, where knowledge is not isolated from practical skills and the nurturing of potential abilities.
- The PCP respects and accommodates your
- Personality profile
- Information processing profile
- Command of language
- Existing capability and competencies
- Goals and objectives
- The learning process aligns to how adults learn best.
- This is blended learning, blended in a particular way. The programme comprises:
- Live workshops
- System-paced self-study
- Self-paced self-study
- One-to-one mentoring and coaching
- Consultative Tutoring on real projects
- Practical sessions aimed at self-assessment and peer assessment
- A personalised incremental migration from presented material to self-generated artefacts
What makes it relevant?
- Your learning is addressed in the context of organisational enablement.
- The training takes place in the context of the your working environment.
- Workplace culture is addressed critically and realistically within the participant’s sphere of influence.
What makes it remarkable?
- “Leadership training” is replaced by unfolding leadership (unlocking existing individual potential in real situations) and a growing sense of “leadership in becoming” (which does not vest in the individual alone).
- Planning and scheduling play a pivotal role, providing an unobviable confrontation with the total Project Management context (risk ownership, organisational reporting structures, configuration management, strategy and other facets and subdisciplines of Project Management).
- Mistakes, failure and setbacks are the prize building blocks of the programme. They are lauded, examined and utilised to extract the theory that forms the foundation for their solutions.
- Theory is actualised rather than separated from practice.
- The PCP promotes the responsible questioning of academic models of Project Management and Project management maturity, which may be cohesive as theory, yet fail to deliver cohesive and seamless propagation in the real world. As once vice-president of a company put it, when asked to recommend changes to Project Management training, “PMP® is too much cookbook and not enough reality. Project Management is about managing people. PMP® tends to address just the mechanics.”