Certifications – what do they really mean?

So many, it’s a job to know what they all say about those who hold them and how they benefit the organisations who often are the ones paying for the training.

In the space of a short article it’s not possible to go extensively into how to create a certification scheme. This article is about the basics and includes some limited examples. Its aim is to give a basis for looking at certifications in the context of progression and lifelong learning. It will finish by showing a complete path from foundational knowledge, all the way through to the peak of the profession.

Let’s start with something called Bloom’s Taxonomy. It’s a hierarchical system (developed in 1956 by the educational psychologist Benjamin Bloom) and is used to categorize learning objectives into varying levels of complexity.

The important aspect of this being a hierarchy is that you have to progress through each level to attain the next level.

Successful project and programme managers achieve success by attaining the analysis and synthesis levels but they can only reach those levels of competence by first progressing through knowledge, comprehension and application. It is in these initial levels where short course certifications come into play.

Examples of knowledge level certifications include Praxis Framework Foundation, PRINCE2 Foundation, the PFQ from the APM and CAPM from the PMI. These certifications demonstrate that someone can recall information about the discipline of project (and sometimes programme) management.

Comprehension of that knowledge is demonstrated by practitioner level certifications such as Praxis Framework Practitioner, PRINCE2 Practitioner, the PMQ from the APM and the PMP exam from the PMI.

Knowledge and comprehension can, therefore, be achieved in the classroom. The next step requires you to actually apply that understanding in the workplace. In fact, the 70:20:10 learning model (developed by McCall, Lombardo and Eichinger in the 1980s) indicates that the vast majority of learning occurs in the workplace.

Classroom based certifications can’t help with this level. They just provide a gateway to practising and learning on the job. It is that experience that ultimately leads to the ability to analyse and synthesise, which is what any project or programme manager needs to do because every project and programme is different.

But that doesn’t mean that certification is not appropriate after the comprehension level. Acknowledgement and evidence that someone has attained these higher levels is still valuable, and that is where assessment of experience as opposed to written examination is vital.

In my view, the peak of this progression is the Chartered Project Professional (ChPP) designation from the Association for Project Management. But there is a gulf between practitioner level certifications and ChPP The perfectly reasonable question is “How do I get help in moving from one to the other?”

Internal development programmes are ideal where they provide coaching, mentoring and support in a progression of managing increasingly complex projects. Even the best of these can be supplemented by the tools available in the ‘Individual Path’ component of the Praxis Pathway.

The Praxis Pathway for individuals starts off with foundation and practitioner certifications and then provides various types of support while you gain experience of actually applying that knowledge.

When you are ready, you can achieve the Praxis Practitioner. This interview based assessment confirms that you are able to apply, analyse and synthesise knowledge to successfully manage projects and programmes. From there it is a short step to Chartered Project Professional status by committing to the APM’s code of ethics and continuing professional development.

Being a competent and effective project and programme manager is about far more than being well versed in the principles and practices of PPM. Every project and programme is different and the ability to adapt and apply is vital. Knowledge and comprehension courses and certificates are a foundation for application and the higher levels of Bloom’s Taxonomy.

Developing the use knowledge effectively needs many types of support. One of the key aims of the Praxis Framework is to provide that support and then recognise the ability to apply, analyse and synthesise knowledge through the Praxis Professional certification. Following that, a commitment to ethical behaviour and continuing professional development enables the achievement of Chartered Status at the peak of the profession.