Classroom training

Extending OPEN, the Institute of Project Management’s instructor-led classroom training builds on our highly interactive philosophy of learner engagement. Our semi-structured approach to delivery ensures workshops are dynamically responsive to the experience, needs and operating environment of the participants.

Participants are therefore encouraged to share complex, ‘real life’ examples from their professional experience that can be resolved using the best-practice principles of project leadership and management.

In that way, learning is facilitated in as much as it instructor led. In other words, the peer-to-peer learning experience (through story-telling and analogy) is often as, or more, important than the content of the lecture slides.

Furthermore, we are happy to share our proprietary templates and learning materials to contextualise the training to your organisation’s requirements, or we can assist participants to identify the most appropriate corporate assets and tools to use, and how to use them well.

The Institute also understands that adults generally have distinctly different motivations to engage in learning, so we ensure our content is relevant, learners are engaged, learning processes are active and delivery is learner-centered.

This means that we include role playing, scenarios, case study discussion, inquiry-based dialogue, small group work and problem-based learning exercises in addition to presentations, videos, and written text.

Day 1 ARC workshop – student handout
Day 1 ARC workshop – assessment portfolio

Our facilitators

As with our mentors, our instructors are:

  1. Proven industry experts with a minimum of 10 years’ practical experience in leading complex projects, programs and portfolios of work
  2. Inspiring communicators, and creative and critical thinkers
  3. Trained educators, facilitators and mentors

Importantly, they are not professional lecturers who have only learned project management from text-books and classrooms – they superimpose a wealth of project skill and experience from all stakeholder perspectives that brings project management to life for learners. In doing so, they look beyond the curriculum to add value to students and their employers.

Subject matter experts from within your organisation or ours – such as senior risk, procurement and stakeholder managers – can also be invited to present as part of the program, which can be easily adjusted to accommodate them on a needs basis. These presentations and the important questions and group interaction that follows can be in-person, pre-recorded or virtual, subject to technology constraints.

Therefore, to ensure optimum engagement, it is recommended that classes be limited to 20-25 students.

In the classroom, participants are clustered in groups of 3-5 as they work with their peers through a range of practical, scenario-based problems, leveraging their collective experience and new knowledge of good-practice. These groups are refreshed daily to promote as much lateral, peer-to-peer interaction as possible.

Sustainability

All our programs can be delivered wholly paperless if specifically requested by a learning cohort. The benefits of a paperless classroom include:

  • Less clutter in the learning space
  • Integration of real world project management apps
  • Consistent resource quality across all global locations
  • Automatic backups and retrieval of learner resources
  • Reduced printing costs
  • Promotion of a culture of environmental awareness and sustainability

Students are instead provided with an iPad on which they can make notes against the lecture slides, be introduced to basic project management apps, complete assessment activities and digitally access the supplementary resources, such as tools and templates.

All exclusive iPad content – including any edits or updates participants make to it – remains permanently available to students after the event via their OPEN account.

 

Equity

Reasonable adjustments can also be made to ensure equity in training people who have special needs. Adjustments may include changes to the pedagogic process or context that meet individual needs, but do not change learning outcomes.

When assessing people with special needs, our assessors apply good practice assessment methods with sensitivity and flexibility. Assessors can also provide alternative assessment activities to address specific enterprise requirements.

The design of our education resources further reflects the language, literacy and numeracy (LLN) competencies required for the performance of project tasks in the workplace.

Students with significant LLN issues that are likely to prevent them meeting this standard are identified as early as possible and given specific support or referred to specialist providers. They are also given the opportunity to either cancel or defer their enrolment to a later date.

Learner, lecturer and client feedback are also systematically collected, reviewed and acted upon as part of our process of continual improvement.

With tailored programs running from three hours to ten days in duration, our instructor led classroom training does not create over-achieving project managers out of thin air; rather, it introduces a common frame of reference, common purpose and common-sense approach to the integrated delivery and oversight of workplace projects.

With tailored programs running from three hours to six weeks in duration, our instructor led classroom training does not create over-achieving project managers out of thin air. It instead introduces a common frame of reference, common purpose and common-sense approach to the integrated delivery and oversight of workplace projects.