Peter Marlow, PM4NGOs Board Members, discusses at thisPM Today articlethe unique challenges of managing projects in the humanitarian and development sectors and how a training and certification scheme called Project DPro that’s celebrating its 10th anniversary this year is making a big difference.
He explains why it’s needed, how it’s put into practice, and how you can help.
“Operations keep the lights on, strategy provides a light at the end of the tunnel, but project management is the train engine that moves the organization forward.” – Joy Gumz
This is the second in a series of articles looking at the effects of Covid-19 on project management in the development and humanitarian sectors. For the first article in the series, take a look at the DPro+ Blog.
How will our experience of coronavirus
affect our approach to managing the time element of projects in future?
When we finally emerge from the current health crisis, it will be to a World indelibly marked by the events of 2020.
The extent of human and economic loss exacted by coronavirus is not yet clear. What we do know is that life will go on and dedicated professionals will continue their work in the humanitarian sectors. But even before current events unfolded, calls for radical change were becoming ever louder as irreversible climate change becomes more imminent.
I expect this trend to be magnified by the Covid-19 crisis. More people will consider alternatives to mainstream development that focus on culture and wellbeing rather than production based on economic growth. Concepts such as Buen Vivir, Ubuntu, and Degrowth may well become more popular.
What does this mean for the Project DPro practitioner? Alternative development projects are people-centered and participatory, working on social and cultural issues at grassroots level. Inevitably then, for alternative development projects local knowledge and needs analysis will be more in-depth and complex.
PM4NGOs has launched the PMD Pro Pulse 2019 – a survey to identify the demand and needs of project managers at the development and humanitarian sectors.
You will be leading the project management tools/guides development in 2020/2021 and providing your opinion and recommendations along with other professionals around the world.
This survey takes approximately 15 minutes. You participation is crucial – the survey findings will not only generate a global report but, more importantly, drive PM4NGOs and its partners efforts to attending professionals and organizations’ project management needs. Please also share this initiative with your colleagues.
I wanted to share with you this excellent “How to learn” flowchart I saw recently at Tukongote School and Study Centre near the Victoria Falls at Livingstone in Zambia. It certainly applies to learning in general and project management in particular. We can learn a lot from our mistakes!
You can find out more about the School and Tukongote Community Projects at www.facebook.com/waterberrycommunityprojects.
Save the Children is offering you the chance to get involved in the development of a pioneering humanitarian learning resource!
FIELD (Field Managers in Emergencies Learning and Development) is a ground-breaking, free capacity building programme currently being designed by Save the Children, with support of World Vision International and funding from the IKEA Foundation.
FIELD’s focus is to develop the pool of local, national, and international staff who can prepare for and take charge of in-country operational programmes in humanitarian responses.
There is a growing interest in the idea of INGOs running programmes in their home countries alongside their projects in the global south. These “domestic programmes” (DP) range from helping impoverished communities in the UK, Canada and the USA to supporting refugees and asylum seekers entering Germany and Sweden.
Some INGOs, like Islamic Relief Worldwide, are embracing domestic programming for numerous reasons, but this multi-mandate focus presents a range of challenges.
Why some international NGOs are working at home
DP has traditionally been an issue that receives little attention, but it has taken on a higher profile in recent years. This is due to several interconnected factors:
This article was originally published on Humentum.
Generally, to be intentional means, to do something on purpose or to be deliberate – when used, the addition of the word intentional often is to add emphasis. It implies that an organization has thought about its options, discussed everything that need to be discussed, and come to this decision. As a result, resources are being allocated to make it successful.
When it comes to learning this includes having deliberate discussions within the organization or to implement something purposefuly. At an individual level, intentional learning happens when one sets out to learn something specific. One might search on the internet for advice on how to solve a problem or acquire a skill. Or one might enroll in a training course to learn how to paint or speak another language. The point is that Intentional Learning is not accidental, and it is driven by a goal or need, even if you don’t know what that is.
According to written literature, intentional learning in an organization is the “persistent, continual process to acquire, understand, and use a variety of strategies to improve one’s ability to attain and apply knowledge” (American Accounting Association, 1995). The “cognitive processes that have learning as a goal rather than an incidental outcome (Bereiter & Scardamella, 1989)