The Institute of Project Management offers a range of learning solutions that go beyond test preparation to develop high-performing project team members, managers and leaders. Modalities include:
- OPEN: Free access to our self-paced Online Project EducatioN portal
- Masterclasses: Typically delivered over one day, other options include 3-hour workshops, 2-day intensives and 5-day certification programs
- Virtual classroom: Our interactive digital learning environment – not another webinar!
- ARC workshop: Over five-days, initiate, plan, deliver & close an actual project with real-world impacts
- Social learning: Proprietary and curated blogs, polls, podcasts, videos giving you the latest in project thinking and practice
- Active mentoring: Individual learning embedded in the projects you are delivering today
- Digital library: Free templates and a store with some of the best project resources in the market
- Industry tours and internships: We broker partnerships between employers and future employees with innovate project placements
- Qualifications: Vocational certificates and degrees accredited under the Australian Qualifications Framework
Our governing pedagogical approach is informed by and depends upon the following principles of instructional design:
- Learning by doing
- Learners are introduced to and expected to use authentic project management tools and practices in converting their knowledge into skill
- Emotional learning
- We endeavor to understand each learner’s cognitive and non-cognitive mindset, identifying and responding to distractions, frustrations and other barriers to learning
- Reflective learning
- Learners are encouraged to challenge their current behaviour, critically evaluating their performance through the lens of good-practice
- Computational learning
- Our approach is to break large problems down into smaller ones, drawing on logical reasoning to identify patterns, abstraction and motivating causes
- Crossover learning
- We create instructor-led and peer-to-peer learning opportunities beyond the classroom, meeting and exchanging knowledge in virtual and informal spaces
- Incidental learning
- Learners are shown how to apply a project management filter to their world and encouraged to identify learning opportunities as they go
- Adaptive learning
- Our facilitators and mentors use their acquired knowledge of individual and organisational project capability to personalise learning paths
All our programs are typically delivered without paper, unless 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 encouraged to bring their own laptop or digital device on which they can make notes against the lecture slides, be introduced to basic project management apps, complete assessment activities and access the supplementary resources, such as tools and templates.
All exclusive digital content – including any edits or updates participants make to it – remains permanently available to students after the event via their OPEN account.
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.