Posted by Matt Grawitch

I am gearing up to teach my first graduate course at the School for Professional Studies. The course is Contemporary Organizational Leadership and it is offered as a fully online course with a blended option for students who want some face-to-face interaction.

The course is a core requirement of both our Leadership and Organizational Development Program and the Organizational Informatics Program. I have to say, I am extremely excited (and a little nervous) about teaching this new course.

Teaching (and being a student in) a graduate course is very different than an undergraduate course. The workload is more intense. The expectations are much higher. As an instructor, my job shifts from the role of subject matter expert to learning facilitator. Students are encouraged to explore their own perspectives on leadership, and it is my job to provide them with ample resources and opportunities to do that.

The online format is a terrific way to offer this seminar course. Podcasts, YouTube videos, online readings, and other electronic resources offer so many more options than a traditional face-to-face class. And, of course, there are asynchronous discussions and blogs, so my students can log in and share their thoughts anytime from anywhere. Add to that the weekly lunch and learn webinars (which can be archived), and students have many opportunities to maximize what they take away from the course.

So, as I gear up for this new teaching experience, I do so with nervous excitement! I want my students to succeed, and I want to be an effective learning facilitator. I want to be able to see how their perspectives grow and change during the course and throughout the program. But, most of all, I am looking forward to providing them with the foundation they will need to become better leaders and managers – and that foundation comes from encouraging self-reflection and self-awareness. And there is no better place to encourage self-reflection and self-awareness than a Jesuit University.

Photo Credit: http://www.flickr.com/photos/kathyschrock/3548570278/

Posted by Stephanie Mooshegian

The 2010- 2011 school year is here! August is one of my favorite times of the year. A new school year, list of classes, and a fresh start…what more could an academic and life-long learner love?! Students have returned to campus – either filling seats in our classrooms or actively participating in online discussion boards. Summer routines are fading, and for the Nontraditional Billiken, fall schedules are evolving into weeks packed with work, class, and personal activities, such as children’s soccer games and scout meetings – and for those students in the sandwich generation, parents’ appointments and doctors’ visits. The weather is starting to cool, which is a much needed relief in the St. Louis area, and as the seasons shift, undoubtedly, change is everywhere.

For the most part, I see students (and faculty and staff) catch the wave of excitement for the new school year and quickly adjust to the fast-paced schedule. Students become accustomed to life on the go and tend to manage their responsibilities remarkably well. During the hustle and bustle of daily routine, students are challenged not only to meet their work, life, and school demands, but are also challenged to expand their worldview by learning about new ideas and thinking critically about familiar concepts. In being part of SPS’s learning community, students are continuously growing and developing, even though students may not make the time to fully recognize these changes as they occur. Being immersed in the daily grind, students may be prevented from seeing the big picture – why they chose to be part of SPS’s learning community in the first place.

In this first week of school, I know that students are inundated with course syllabi outlining eight weeks of course requirements and the daily hassles of preparing for a new term. I notice how quickly students tend to adjust to overdrive! Instead of becoming absorbed in the details, I encourage students to stop and take a few moments to pause and reflect. Think about why they choose their major or program of study…how they contribute to SPS’s learning community…what they will do after graduation…what they are called to do in life. Reflection is an integral component of learning and development. In taking the time, even just a few minutes a day, to pause and think about the big picture, students gain perspective about those exciting changes that are happening each day.

Not only does reflection enhance personal and professional development, reflection is at the heart of the Jesuit mission in which Saint Louis University was founded. There are a number of resources available to students who would like to learn more about reflection and spiritual development. SLU’s campus ministry offers a number of programs, and some are even customized for a busy lifestyle. Our distance learners who cannot access SPS’s campus might check out a comprehensive mission website, organized by campus ministry at one of our fellow Jesuit institutions, Creighton University. Whether or not students decide to participate in formal methods of reflection this week, I encourage all of them to take a deep breath, pause, and remember why they are doing what they are doing now and who they are called to be. It’s one way to acknowledge not only the moment but also the possibilities that await.

Photo Credit: http://www.flickr.com/photos/ekkaia/126094248/

Posted by Matt Grawitch

As we enter the month of August, parents are getting ready to send their children back to school. College students are starting to make their trek back to campus, and faculty member are diligently preparing their classes.

Now is a good time to reflect and share some of the important lessons I have learned over the past few years. These are not a “Top 5″ list or anything like that (you’ll see the problem with that down below). To be better prepared for the upcoming challenges that a new school year present, I am sharing my wisdom.

Lesson #1: Most lists are arbitrarily put together. Any time you see a ‘Top 5′ or ‘Top 10′ list of important ideas, usually they don’t mean anything. There was no systematic process used to identify the ‘Top 5 ways to manage stress’ or the ‘Top 7 habits of successful employees’. This is not say that those 5 ways to manage stress or those 7 habits are unimportant. But, they typically only represent the author’s opinion, not some sound, systematic process.

Lesson #2: Experts often make up much of what they say! I know it sounds odd, but most experts know only so much. They have a particular field of study or expertise, and they fill in the gaps with things that sound logical or intuitive, rather than being based on anything scientific. They typically over-generalize from previous research (meaning they read more into research results than are actually there). This is especially true when something major happens, like a school shooting, a terrorist attack, or a plane crash. We all do this: speaking on topics based on what we know and filling in gaps based on what sounds logical. Remember that before you make a major life decision based on the work of one ‘expert’.

Lesson #3: No major innovation was developed by playing it safe! Every major life innovation over the last 100 years (and more) resulted from someone (or a bunch of someones) taking huge risks, being willing to experiment and meet with a series of failures before they found success. I would never suggest that we all go out and take a series of major risks, but we always need to remember that if we want to innovate, we have to take some amount of risk (read, calculated risk). Most of the good things in life require some risk: marriage, parenting, love, hope. Without the risk, you will not get the reward.

Lesson #4: Most people want to enjoy their work! Believe it or not, most people do not hate to work. However, they want to have fun while they work because the more fun we have, the more camaraderie we develop in our jobs, the less it feels just like something we have to do, and the more it feels like something we want to do. Add to that the feeling that you are doing something meaningful, and you are set for a productive, engaging work life. It’s getting to that point that can be difficult. But, if you are not there now, keep learning, keep reflecting, and keep searching, because there is something out there for you. But, remember Lesson #5.

Lesson #5: Change is really damn hard! And, the bigger the change, the harder it is. Don’t ever let anyone try to convince you that change is easy. Whether it is getting a new job, changing your eating habits, quitting smoking, or changing your outlook on life, it’s going to be difficult. But, if you keep trying, if you learn from failure, and if you can generate some small wins early, you will increase the likelihood that your ultimate goal will be reached.

These are just a few of the things I’ve learned along my life journey. What have you learned? Are you willing to share?

Photo Credit: http://www.flickr.com/photos/pointofdesign/3142962416/

Posted by David Montour

If you are a project manager, you should always seek to understand how far along you are in a project. You may have a vague idea, like “we are pretty close to schedule”, “we’re about half done”, or “we’re 80% complete.” However, it’s better to be much more precise than that. If you have a good work plan and you are keeping it up to date, you should have a sense for how much work is remaining and what the projected end date is. But are you 50% complete? Or 55% complete? Or 80% complete? It’s hard to know for sure.

What is Earned Value?

Earned Value provides the basis for cost performance analysis. If you want to know what’s happening to the cost of your project BEFORE it is completed, you need to know what the planned cost at any time was and also what the cost of the completed work is.

Background

You can actually trace the beginning of earned value to the late 1800′s and early 1900′s. It was primarily used by managers on the factory floor and production lines. In the 1950/60′s the Critical Path Network (CPMN) and Program (or Project) Evaluation and Review Technique (PERT) methods were used.

• CPMN or CPM calculates the longest path of planned activities to the end of the project, and the earliest and latest that each activity can start and finish without making the project longer.
• PERT – Program (or Project) Evaluation and Review Technique method is used to analyze the involved tasks in completing a given project, especially the time needed to complete each task, and identifying the minimum time needed to complete the total project.

In the 1970′s the term Triple Constraints was established, referring to three primary focus areas: Scope, Time, and Resources.

• Scope – Refers to the necessary work to be performed in order to produce the desired project results.
• Time – The duration of time it will take to complete the defined scope of the project.
• Resources- Includes the money and effort expended on people (labor), and services/products

In the 1980′s Multi Project Management and Project Portfolio Management were the focus. Finally from 1990- present, “Project Integration” has been the key buzzword – which forces project managers to focus on:

• Aligning projects with organization strategy
• Aligning projects with organization culture
• Aligning projects with organization structure
• Aligning projects with organization roles/skills
• Aligning projects with a consistent/structured approach
• Aligning projects with earned value management

Earned Value leverages the triple constraint by determining a distinct priority of the components and managing the project to that prioritization, enhancing the chances for project success.

Integration of Projects and Earned Value

Earned value is a way of measuring strategic and environmental progress.

In any project, the value to be gained is based on completing the work. However, there are two primary issues that have to be addressed.

• Aligning With Organization Strategy
  • Problem: Too many project proposals, given limited resources of money, people, and equipment.
  • Solution: Allocate resources to projects that contribute the most value to strategy (customer) and balance organization risk, using earned value as an analysis management tool.
• Aligning With Operating Environment
  • Problem: Disjointed tools and systems and non-supporting organization culture.
  • Solution: Tie all together in a seamless structure within operating environment, using best practices (i.e., earned value).

From personal experience, the business value is achieved when the project is completed. However, putting into operation an Earned Value Management System (EVMS), including implementation and setup, training, cost/schedule/resource/WBS tracking, project data assistance, and project management execution are just a few of the capabilities a company needs to manage schedule, costs, and resources.

As a working professional I encourage hands on project management, as well as supporting the triple constraint bridge between scope, time, and resources. Success of any project is dependent not only on the EVMS system, but also on a project managers’ skill, effort, and willingness to work with collaborative teams, enabling efficient management of any project regardless of size, technical complexity, or structure. You must demonstrate to the customer that you as a project manager can manage costs, schedule, and resources (i.e., Earned Value Management or EVM). This level of successful management can make future additional contracts a reality.

Earned Value 101

Metrics (Building Blocks) and Key Performance Indexes.

There are three metrics that form the building blocks for earned value – Budgeted Cost of Work Performed (BCWP), Actual Cost (AC) and Budgeted Cost of Work Scheduled (BCWS).

• AC (Actual Cost)): The amount reported as actually expended in completing the particular work accomplished within a given time period (Same as ACWP – Actual Cost Work Performed)
• BCWP (Budgeted Cost of Work Performed): the budgeted amount of cost for the work completed in a given time period (Same as EV – Earned Value)
• BCWS (Budgeted Cost of Work Scheduled): the budgeted amount of cost of the work scheduled to be accomplished in a given period (Same as PV – Planned Value)

These three building blocks are needed and used to derive the following key performance indices that are required by most if not all customers and used by practicing project managers who utilize EVM as a management tool.

• Schedule Variance (SV) – The Schedule Variance (SV) tells you whether you are ahead of schedule or behind schedule, and is calculated as Earned Value (EV) – Planned Value (PV). If the result is positive, it means that you have performed more work than what was initially scheduled at this point. You are probably ahead of schedule. Likewise, if the SV is negative, the project is probably behind schedule.
• Cost Variance (CV) – The Cost Variance gives you a sense for how you are doing against the budget, and is calculated as Earned Value (EV) – Actual Cost (AC). If the Cost Variance is positive, it means that the budgeted cost to perform the work was more than what was actually spent for the same amount of work. This means that you are fine from a budget perspective. If the CV is negative, you may be over-budget at this point.
• Schedule Performance Index (SPI) – This is a ratio calculated by taking the EV / PV. This shows the relationship between the budgeted cost of the work that was actually performed and the cost of the work that was scheduled to be completed at this same time. It gives the run rate for the project. If the calculation is greater than 1.0, the project is ahead of schedule. If it is below 1.0 the project is behind schedule.
• Cost Performance Index (CPI) – This is the ratio of taking the EV / AC. This shows the relationship between the Earned Value and the actual cost of the work that was performed. It gives the burn rate for the project. If the calculation is less than 1.0, the project is over budget. For example, if the CPI for a project was EV/AC = (50 / 55) or .91. A CPI of .91 means that for every $91 of budgeted expenses, your project is spending $100 to get the same work done. If that trend continues, you will end up over budget when the project is completed. If the calculation is greater than 1.0, the project is under budget and your team is performing more efficiently.

Coordinated Responsibilities

Earned value serves no purpose without a detailed project plan.

A project requires involvement by all project team members. Ultimate success is highly dependent on their combined efforts helping to achieve a smooth and successful implementation of the product or service. Responsibilities of the team include:

1. Assemble an up-to-date project plan.
2. This plan would act as a “yard stick” for the project by providing the basis used to regularly assess the earned value performance of the project. The project plan would include a complete list of the activities required to complete each project, as well as the milestones, dependencies, costs, resources and time frames involved in undertaking the project. The above diagram depicts the steps involved in creating a project plan which ultimately is used for Earned Value Management.
3. The Work Breakdown Structure (WBS) will list the phases, activities and tasks involved in undertaking the project, along with key milestones. The team will need to quantify the human resources required to carry out each activity listed, then construct a project schedule, which describes the flow of project activities and the time frames involved including listing any planning assumptions and constraints.
4. Creating a comprehensive Project Plan is a critical step in the Project Life Cycle, as it will be used to:
   • Monitor and control the overall progress of the project i.e. EVMS
   • Create the resource, cost, and quality plans for the project
   • Help the project manager identify any task slippage and budget overruns
   • Determine whether the project activities are complete and the project is ready for closure
   • Assess the level of success of the project after it has been closed
   • Provide project performance metrics desired by the customer for the cost performance index (CPI), schedule performance index (SPI), and other EVM variance analysis reports.

In some cases, there may well be enough value to go through the pain of a culture change and time tracking. If there is enough benefit. However, institutionalizing Earned Value is a very good technique for determining where you are at on a project and how much work is remaining.

“EVMS forces us to look at our programs through the eyes of the customers. Although not a silver bullet, EVMS provides an easy and accurate way to evaluate how we are doing on a program.” Dr. Harold Kerzner, Ph.D. (Advanced Project Management – Best Practices in Implementation)

Photo Credit: http://www.pmiwdc.org/files/July%202006-Earned%20Value%20Analysis%20for%20Tool%20Time.ppt

Content Acknowledgment: http://www.theicpm.com/download/whitepapers/59-laymans-guide-to-earned-value/download

Posted by Matt Grawitch

If you’re a student, a manager, or even a CEO, it helps to have a high level of intelligence. Being able to think critically, to see the bigger picture, to understand complex phenomena can be very important to success.
But, how would you answer if I asked you this question: Is it better to be extremely intelligent or to be an effective communicator?

Beyond the obvious answer (it’s better to be both), my perspective is that your ability to communicate your thoughts and ideas is way more important than your overall level of intelligence.

Before you ask me for some solid research evidence to support my argument, let me tell you that I have no systematic data available, nor am I aware of any studies conducted on this topic. However, I could provide a list of students who were highly intelligent but were unable to effectively convey their thoughts in speaking and writing. I could also provide a list of students who were of average intelligence but were able to effectively communicate their thoughts in speaking and writing. Which group performs better?

In an undergraduate curriculum, such as our Organizational Studies Program, students who can effectively communicate their thoughts in speaking and writing far outperform those who cannot, regardless of their level of intelligence. In speaking with some previous students, the need for effective oral and written communication extends to their work roles as well.

So, what does this mean? It means that even if you are highly intelligent, you should be looking for ways to sharpen your speaking and writing skills.

At Saint Louis University (SLU), several opportunities exist to enhance students’ use of written and oral communication. SLU offers a Writing Center to assist students in improving their writing skills. The School for Professional Studies offers both writing and public speaking courses as a part of its core curriculum. The Introduction to Organizational Studies (OS) major offers an opportunity for students to sharpen their writing and public speaking skills even further, and numerous courses within the OS major provide opportunities for continual development in writing and public speaking.

Whether you are a current SPS student or a professional long finished with your formal education, consider what you can do to become a more effective communicator. Improving your communication competencies can unlock opportunities you never knew existed and, perhaps most importantly, you will be able to improve the way you interact with those around you – your co-workers, friends, spouse…and even your children.

Photo Credit: http://www.flickr.com/photos/turtlemom_nancy/1914397629/

Posted by David Montour

I recently completed teaching our Spring 2 online course (CTM-345) titled “Project Management Principles & Practices.” The final assignment for the students is a project paper which encompasses all of the methodologies and principles learned throughout the course.

The major purpose of the project paper is to give students the opportunity to apply, demonstrate, and apply their acquired knowledge to a project of their choice. They are asked to discuss a project that is of sufficient magnitude to exhibit all the tools, principles, practices, and methodologies covered in class Extra points are given for creativity and demonstrating comprehensive understanding of the project management function.

In addition, they are asked to provide a paper discussing a project. The students are asked to discuss the “Why,” “Importance Of,” “Trade-Offs of Not Using,” and “Real World Examples” of companies who have been successful or not using project management principles.

Strict Adherence to the template format/layout provided in the Syllabus is a requirement!

Some have asked why the strict adherence? The following is my response.

Let’s start with a quote from Harold Kerzner, Ph.D., a highly recognized expert in the field of Project Management.

“To win a decathlon requires the extreme best from the participant. It is very grueling and demanding set of events. The decathlete is usually very good and in fact the best in one or two events and in good standing in the other eight or nine events. The objective is to be the overall best in all ten events. Decathletes, like most athletes, must complete in head-to head events to know if they are able to win the overall decathlon.”

With that said, a Project Manager (PM) manages temporary, non-repetitive activities and frequently acts independently of the formal organization. The PM assembles resources for the project, provides direction, coordination, and integration of a project team. The project team consists of diverse project stakeholders dependent upon each other for both business and technical answers. The PM is responsible for the performance and success of the project, as well as bringing on the right people at the right time to address the right issues and make the right decisions.

The integrative nature of project management involves coordinating multiple processes for a project. This applies through all the process groups of Initiating, Planning, Executing, Monitoring and Controlling, and Closing.

There are many reasons why there has been an increased focus on project management:

• Explosion in human knowledge on managing projects
• Mass customization of products and services leading to common processes
• Expansion of global markets and recognizing proven project management best practices are needed

As a result of this increased focus, the scope of project manager’s responsibilities has increased. Most companies share a Common Project Management Language and recognize the importance of project management and the need for a good understanding of the basic knowledge of project management. These organizations recognize that common processes need to be defined and developed so that project success can be repeated.

A Singular Methodology for project management is used to take advantage of the associated synergistic effects required when managing a project. This benchmarking method recognizes that process adherence and improvement is necessary to maintain competitive advantage, enabling Continuous Improvement and Refinement.

As I tell my students. “As you are now aware, a project manager’s toolbox essentially contains a set of processes, procedures, instructions, plans, schedules, unique terms and conditions, and project performance metrics that must be included in the successful management of any project, regardless of size, structure, or technical complexity. It has become a universal expectation, whether public, private, government agency, or your own company, that these established project management best practices are expected to be followed.” I also offer the below to consider:

“If two submitted proposal responses for a product or service being considered are determined to be potential candidates by a customer, an evaluation team must determine what the differentiator is? That differentiator can be who follows and has institutionalized within their organization Standardized Project Management Best Practices.”

The premise and response to the question “Why strict adherence to a format” is simple. If a company, business unit, or project manager does not adhere to and follow established and proven project management best practices, formats, and methodologies, what level of confidence does the public, private, or government agency customer have that the product or service being built for them will meet all of the technical requirements and performance specifications defined in a statement of work, proposal and subsequent contract, and those requirements/specifications are all within scope, on schedule, and on budget?

Thus, in effect, following the proper format is a critical evaluation element since it serves as the basis for a student to demonstrate their understanding of Project Management Principles and Practices.

Photo Credit: http://www.flickr.com/photos/popartinc/3113007937/

Posted by Stephanie Mooshegian

With the SPS Senior Portfolio night, Alpha Sigma Lambda (ASL) inductions, and of course, precommencement and commencement ceremonies, there is certainly a buzz in the Brouster Hall air! For those of you who are graduating this year, I would like to extend my heartfelt congratulations on your accomplishments. Working full time, attending classes, and fulfilling personal obligations is an achievement. I certainly hope that our SPS graduates take time to recognize their milestone – as well as those who have supported them along the way. In particular, family, friends, and other loved ones have adapted to late night study sessions, weekends filled with homework, and many nights eating dinner alone. It will be a welcome transition for family and friends to have you ‘back!’

When students enroll at SPS, graduation seems distant and far away. Yet, it’s amazing how quickly time passes when students are busy with accelerated course schedules, work schedules, and personal obligations. Before they know it, SPS students suddenly find themselves enrolling in capstone classes and ordering their caps and gowns! Then, they are faced with another challenge…making post-graduation plans. To those students who are graduating this year, I encourage you to use some of the SLU resources and opportunities to help you fill your ‘spare time’ without coursework and meet your personal and professional goals. In particular, I encourage you to think about your career advancement, advanced education, and service/involvement with SPS.

Career Advancement

At SPS, students have opportunities to interact with their classmates by participating in class discussions, activities, and group projects. These connections (and the impressions students leave with classmates) make a big impact. One of my favorite moments in the classroom occurred last year when one student mentioned that he wanted to work at an organization. It so happened that his classmate was employed at this organization. She offered to help him navigate through HR and the application process, which he had been struggling with for months. In the end, she was able to make a referral, and he was able to advance in the application process. What a connection! Besides networking, another helpful resource is SLU career services. Graduates, if you have not contacted them before now, this is the time to call or e-mail.

Earn an Advanced Degree

Believe it or not, many of our SPS graduates continue with their education after earning their Bachelors Degree. Often, our students are in such a routine that they tell us they “can’t stop now!” We have graduates who have earned M.B.A.s, M.S.W.s, J.D.s, and other advanced degrees. If you like the flexibility and pace of the 8-week terms, I have good news for you! In Fall 2010, SPS will launch two new Master’s degrees in Leadership and Organizational Development and Organizational Informatics. If you are thinking about graduate school, consider these courses!

Staying Connected at SPS

Ultimately, we would like to see all of our graduates remain involved with SPS. For those of you who are looking for a new activity or a way to stay connected with SPS and SLU, I encourage you to consider joining the alumni association. There you can network with other professionals and remain connected to faculty and staff at SPS. Another way to support the school is through our annual Trivia night and silent auction, which benefits the SPS scholarship fund. It’s a night of fun, which is something that our SPS graduates truly deserve!

Again, I would like to congratulate our graduates! I wish you the best as you establish post-graduation goals and take the steps to achieve them. Always remember that SPS has many resources available to help you along the way. Best wishes to the SPS Class of 2010!

Photo Credit: Ian Kahn

Posted by Matt Grawitch

The School for Professional Studies recently started a new Master of Arts in Leadership and Organizational Development. The 36-hour program is offered completely online and is designed for working professionals.

The first question that I always get is why this program? What are students going to get out of this program? Well, I could regurgitate what we list on the program’s website, but instead, I thought I’d share some deeper insights.

This program will teach people to think and act using an Organizational Development (OD) perspective within their leadership roles.

You may be asking, “What exactly is an OD perspective?” That would be a good question! Too many people think that an OD perspective specifically focuses on managing change in organizations. Well, that’s certainly one effective context in which to apply OD (and we offer a course on it too), but that certainly is not the only application.

An OD perspective really emphasizes three key elements within general decision making, whether those decisions involve large-scale change or not.

First, the OD perspective emphasizes the reliance on systematic processes. A systematic process means that thought is given as to how to do something. This is analogous to buying a new entertainment center that you have to assemble yourself. Usually when you get something like this, you are able to open up the box, pull out the directions and follow a logical set of steps to build it. Imagine instead that you get home and pull out hundreds of different pieces but there are no directions at all.

To get it built right the first time, you need to identify all of the key pieces and determine how best to put them together. Simply ‘figuring it out as you go’ and hoping for the best is likely to lead to costly mistakes. The OD perspective emphasizes the need to focus on creating a logical, systematic process for making important decisions. When there aren’t available step-by-step directions, this means putting in time up front to create a logical process to achieve your desired goal. The OD perspective offers a flexible set of guidelines to apply in these situations.

Second, the OD perspective emphasizes the use of data within the decision-making process. Data can come from surveys, focus groups, marketing firms, website research, and even personal experience. Within this systematic process, an effective OD approach considers which data are most useful for making decisions and ensures that the final decision is evidence based.

Lastly, the OD perspective emphasizes the importance of input and feedback in decision making. Certain data require collecting input from others (especially in the case of surveys or focus groups). After collecting information, you analyze it, interpret the results and provide feedback to key stakeholders. This element of the OD process is used to generate excitement around different options and can even be useful for generating new ideas or new perspectives.

Clearly, all decisions made in organizations do not need an OD perspective, but big decisions can certainly benefit from such a perspective. When combined, these three key elements allow professionals working from an OD perspective to bring something different to the workplace. Rather than focusing on content experience, the OD perspective focuses on process expertise. Working from an OD perspective gives you the ability to integrate the perspectives of workers with different areas of content expertise to generate ideas, solutions, and decisions that may have been impossible to generate without multiple perspectives.

It is this OD approach to decision making, change, leadership, talent management, and strategy that you will learn within our program.

Photo Credit: http://www.flickr.com/photos/lumaxart/2137729430/

Posted by Stephanie Mooshegian

The life of an adult learner is packed! With work, school, and personal obligations, SPS students have little time to spare. Even with excellent time management skills and self-regulation techniques, students can feel sometimes feel overwhelmed when balancing their load. Returning to school while working full time is not an easy feat, and if it were, then everyone would do it. The fact that SPS students are attending school, managing work duties, and making time for personal obligations sets them apart from others. Each term, I see students experience personal responsibilities such as caring for sick children or parents, losing – and finding – jobs, and even personally undergoing medical procedures. All the while, SPS students are working full time and attending classes in the evenings or online. SPS students are making it all happen. The commitment of our SPS students continues to amaze me!

Despite obstacles such as job loss, death of a parent or loved one, a demanding boss, or even uprooting a family into a new home, students still manage to submit assignments and papers, attend classes where they actively participate, and all the while maintain a positive, determined attitude. The lifestyle an adult learner is inherently busy, and there are many, many excuses that could be made for not completing coursework on time, dropping a class, or even ‘stopping out’ for the summer. Yet, somehow the vast majority of our students remain focused.

In noticing this pattern, I couldn’t help but wonder, what drives our SPS students? Fortunately, I recently had the opportunity to survey SPS students on the topic of student retention. I wanted to know why students decided to stay in school, and in particular, why they stay at SPS. In true, ‘late night’ fashion (and believe me, our students know about late nights!), here are the top ten reasons why our students stay at SPS along with some of my favorite write-in comments.

Top Ten Reasons SPS students stay at SPS

10.   Flexibility (9.1% responding)

“Accelerated programs”
“Class hours are convenient with my work schedule.”
“Being able to go at my own pace”
“SPS gives me the encouragement to be able to juggle work, school, and family- and know you can finish”

9.     For family/ Children (9.6% responding)

“(I am the) first among my family to complete a degree.”
“I am an example to my children that it is never too late to continue an education.”
“I want to prove to myself, my husband, my teenage kids that I can do it.”
“I’m a role model for my son.”

8.     For the love of learning (10% responding

“I look forward to learning something new.”
“I want the knowledge my degree gives me.”
“I want to be well-rounded in my education.”
“I love a challenge.”

7.     Faculty/ Instruction (11% responding)

“The teachers have been great; they don’t just teach, they are passionate about education, life.”
“The excellent job instructors do of relating information to real life experience”
” Instructors seem very knowledgeable with experience in the classroom and in their professional fields.”
“Instructors -and advisors- seem to care if I graduate or not.”

6.     Making academic progress and being successful at school (13.4% responding)

“I enjoy my classes and want to finish what I started”
“I have started and there is no turning back”
“The time factor I have already invested. It took 30 years to go back-can’t stop now!”
“I am excelling in my courses, and I want to stay on track( for graduation).”

5.     Cost/Tuition (13.8% responding)

“My company pays 100% of my education expenses, so I might as well continue.”
“My employer provides a great discount for my education costs, so I can’t pass up this opportunity.”
“Grants and Loans (make it possible to attend).”
(And for those of you who are not working for a company with these benefits, you can learn more about scholarships and financial aid at SPS).

4.     Commitment and Perseverance (15.3% responding)

“I work very hard, and I am determined to make it work for me.”
“I am committed to earning my degree.”
“Because I am bound and determined to complete this (degree program).”
“I will not give up.”

3.     SPS Programs (20.1% responding)

“Programs are set up for you to succeed”
“Degrees offered are relevant to the area I am interested in.”
“(My) minor is related directly to my career field.”
“I want to pursue professional certification, and the SPS (post-baccalaureate) certificate will fulfill the requirement.”

2.    Career Advancement and Opportunity (20.5% responding)

“A degree will offer opportunities that were not previously available.”
“To develop professionally.”
“(I have) a promotion pending upon completion of my degree. ”
“I want to have a ‘back-up plan’ in case my current position isn’t satisfactory in the future.”

And the #1 reason students stay at SPS (drumroll, please)…

1.     Personal fulfillment (41.6% responding)

“I owe it to myself.”
“To graduate from college has always been a goal of mine, and one thing that I have never lost sight of”
“To fulfill childhood dreams”
“I made a commitment to myself, and now it’s my time to shine.”

Clearly, SPS students are passionate about achieving their personal goals, advancing their knowledge and potential career opportunities, and showing family and friends they can make it happen. As the semester draws to a close in upcoming weeks, your school work may increase due to final exams and project due dates. When this happens, I encourage you to remind yourself why you are in school. Whether it is to earn your next promotion, fulfill your personal goal, or model the value of a college education to your children, you are here for a reason that is setting you apart from others. I encourage you to keep your eye on that prize!

Photo Credit: http://www.flickr.com/photos/53029582@N00/2971189880/

Posted by David Montour

According to a consultant at Cambria Consulting, many organizations are asking themselves what the difference is between a project manager and a program manager. “The answer often varies significantly, even within the same organization. In some circumstances, the titles denote a difference in seniority or compensation. In others, it implies a significant difference in scope of responsibilities and organizational impact. And sometimes, there is no meaningful difference at all outside of traditional naming conventions within an organization.”

The question of what is a program manager and what makes him different from a project manager has often been asked by students in my Project Management Principles and Practices course. My initial response to them is that the question is a good one and one that is asked among many people in those industries desiring to establish these types of roles to successfully manage and deliver products and services to customers. I asked the “difference” question to a senior executive at my company and his response was “A Program Manager’s primary focus is being an integrator” whereas a “Project Manager’s primary focus is facilitating a project to completion.” I believe the answer may be in identifying the differences between a program and a project.

A program is a series of coordinated, related, multiple projects that continue over an extended time and are intended to achieve a goal. Therefore, a Program Manager provides clear goals and expected results to program/project team members and challenges them to determine how best to accomplish them. He also makes difficult program/project decisions based on objective business analysis of the situation. He understands the key business and financial issues in the project and quickly calculates the financial implications of program/project decisions and actions. He keeps project managers focused on the program vision and goals as they deal with problems, obstacles, or changes. He delivers the organization’s strategy and emphasizes the coordination and prioritization of resources across projects, managing links between the projects and the overall costs and risks of the program. Finally, the program manager is a layer above the management of projects and focuses on selecting the best group of projects, defining them in terms of their objectives and providing an environment where projects can be run successfully. The program manager should leave project management to the project managers.

A project is a complex, non-routine, one-time effort limited by time, budget, resources, and performance specifications designed to meet customer needs. Thus, a Project Manager manages these temporary, non-repetitive activities, frequently acts independently of the formal organization, assembles resources for the project, provides direction, coordination, and integration to the project team, manages a diverse set of project stakeholders, is dependent upon others for technical answers, is responsible for performance and success of the project, and must induce the right people at the right time to address the right issues and make the right decisions.

Whether you are a program or project manager, each of the roles discussed above are required for any industry that relies on project work. The fundamental differences are that a project manager works cross-functionally while a program manager works with stakeholders across the entire organization focused on strategic business objectives.

So the question remains: Are you a Program Manager or Project Manager? Perhaps you are both; perhaps your company is similar to mine where there are clear distinguishing roles and responsibilities for each. Either way, a company’s approach to managing projects of any size, complexity, and technology must address these differences. After all, success is evaluated based on whether the product or service was provided to the customer on time, within budget, and in meeting all of the project specifications/requirements.

As the Project Management Institute (PMI)® standard for Program Management states:

“During a program’s life cycle, projects are initiated and the program manager oversees and provides direction to the project managers. The integrative nature of program management processes involves coordinating the processes for each of the projects or program packages. This applies through all the process groups of Initiating, Planning, Executing, Monitoring and Controlling, and Closing, and involves managing the processes at a higher level than those pertaining to a project.”

So Are You a Program or Project Manager?

Photo Credit: http://www.flickr.com/photos/ivanwalsh/4113877252/