From "Concurrent Project Management Training" by Peter Warren and Steven
MacIsaac, PMI'96, p. 274

1.  New Organizational Structures that have prompted new management
methods

    a.  team - clear project mandate, although project or solution may
be initially unknown; knowledgeable about business; skilled people
representing a wide variety of functions; self-directed (shared
authority or passed depending on need); it understands the importance of
its mission and acts responsibly.

    b.  project organization - often matrix to functional; well-defined
projects; organization may know project but not firm or business;
specialty is management and admin - skilled professionals brought in as
contract workers; power/decision making resides in one person; and
success of the project signals demise of the organization.

    c.  Groups - established to make a decision or provide
recommendations.  Not generally empowered to carry out actions and may
or may not lead to team or project formation.

2.  Types of Training

    a.  What do people need to know to help?
        Interpersonal skills such as:
            problem solving, critical thinking, facilitation,
            negotiation, computer literacy, cultural diversity,
            leadership, communications, presentation, conflict
            management, customer service, public relations
        Organizational skills such as:
            Process innovation, change management, team building, sales
            and marketing, SPC/CPI/ISO quality, strategic
            development/alliance building, management, supervision,
            product/project development, risk management, contracting,
            copyright law, estimating, scheduling, tracking and progress
            monitoring 
        Trade/Career skills such as:
            engineering, marketing, sales, telecommunications,
            construction, manufacturing, information systems, facility
            management 

"This program [concurrent project management training] fits well with
the concepts of the 'learning organization.'  As an organization right
sizes certain knowledge is lost.  New and existing members of the
organizations are required to pick up the ball and more often than not -
to learn on their own. ... As Peter M. Senge, author of _The Fifth
Discipline_ stated: 'The basic disciplines of a learning organization in
one way or another all have to do with how we think and how we interact
with each other.'  The object of Concurrent Project Management Training
is to get the project team members together on a periodic basis to
review the project status and to instruct/lead them through the
implementation of project management techniques as a team in order for
them to develop new approaches, skills and to make their interactions
with other team members more effective.  This interaction and
application can not be achieved in the institutional classroom or in a
two to ten day course."

    b.  Course Delivery - Use of Adult Learning Model

        "A tried and proven adult learning model is the Kolb model. 
This model perceives the adult learning process as consisting of the
following discrete phases:
        - Reflection (Let me think about this)
        - Conceptualization (Let me put it in my frame of reference)
        - Experimentation (Let me try it out)
        - Experiential (Let me talk to others and compare notes on our
                        joint experiences)"

        They also recommend introducing the concept of individual
thinking styles and providing instructions on how to work in groups.
They briefly mention that thinking styles include: detective, professor,
diplomat, and champion.

    "...Each session is limited to 2 to 3 hours with lectures lasting no
longer than thirty minutes.  Sessions are interactive and instructional
to provide the opportunity to discuss how the project is proceeding, why
certain decisions are being made, what decisions need to be made and by
whom and to bring new project management concepts to the group that
relate to expected activities to be encountered in the near future.
    "Studies have conclusively shown that these techniques produce
significant retention and comprehension results.  This approach works
best since, as studies have shown, learners retain:
    - 10 percent of what they read
    - 20 percent of what they hear
    - 30 percent of what they see
    - 50 percent of what they see and hear
    - 70 percent of what they say
    - 90 percent of what they do and say