Professional Education and Applied Projects: Where the Rubber Meets the Road

ABSTRACT Applied projects are required of all students in accredited Certified Public Manager (CPM) Programs. This paper tracks the implementation of applied projects in Wisconsin. It identifies barriers to successful implementation, as well as implemented projects' value to the students, their organizations and the educational programs that require the project. INTRODUCTION The interest in recent years in service learning has highlighted the important connection between the classroom and the world of work. Service learning is touted as a way to improve critical thinking skills, integrate theory with practice, and support general work-life skills such as decision making and communication (Brisbin and Hunter, 2000; Shumer, 1998; Battistoni, 1997; Jacoby, 1996). For-credit professional education programs use internships as well as service learning to accomplish some of these goals; internships tend to be longer and more intensive than service learning projects. For the most part, non-credit professional development programs do not include work-life application components. Such an application is required of all Certified Public Manager (CPM) programs that are accredited by the National Certified Public Manager Consortium. Some states require two or three shorter applied projects; these : may require application of specific course content to an organizational problem and are intended to help the CPM candidate make the connection between the classroom and work. Other states expect fewer and more comprehensive projects that require the candidate to synthesize information from a number of learning situations and, often, to learn new things in the process. Project specifications vary from state to state. In Arkansas, for example, CPM candidates are required to carry out a project aimed at improving the efficiency and effectiveness of their own agencies (Vanagunas, 1994). Florida requires three projects: one where participants measure the productivity of a work process and develop ways to improve it; one where participants answer questions about their management styles and practices; and one where participants assess their current managerial skills and set goals for future growth and career development (Florida CPM, 2001). Wisconsin requires two written projects: the first is a description of a supervisory situation and an assessment of actions taken or not taken; and the second is a major applied project as a part of the capstone activities for candidates. The purpose of this second applied project is to provide the CPM candidate with the opportunity to draw on problem solving and decision making skills in considering an actual work situation. The project is intended to be an application that translates what has been learned in the CPM program into a real work situation. Since an applied project is the norm for most existing CPM programs, a closer evaluation of Wisconsin's process can identify the strengths - and weaknesses - of such an assignment. THE APPLIED PROJECT IN WISCONSIN The applied project in the Wisconsin program is designed to focus the attention of CPM candidates on specific issues or problems in public or nonprofit agencies, allowing them to study and recommend action, and to take action on the issue. Individuals may select a project in their own agencies or may work with a public or nonprofit administrator in another agency who has a special project appropriate to the purpose of the CPM Program. The project may be done as an individual or group project, and is expected to contribute to the improvement of the organization. Students in the Wisconsin program select project topics on the basis of individual interests, possible future use to the organization, and relationship to CPM program course content. They must select projects that can be completed in a six- to nine-month period. Students are required to affirm that (1) the project is important to the organization and has the potential of contributing to the organization's effectiveness, (2) there is sufficient and reliable information available for the project, or data can be generated in the time available, (3) it is possible to obtain the cooperation of individuals necessary for the project, (4) it is possible to implement any conclusions or suggested solutions that result from the project, and (5) there is sufficient time to complete the project. …