Project management
through Action LearningE-learning based on ISO 21502 · Guided case study · Project management simulation
For undergraduate and graduate programs, continuing education, professional development and corporate project management training.
01 — The foundation
A framework for management.
A method for learning.
Two pillars connect a method-neutral international standard with practical, action-oriented learning. The complete pathway draws on knowledge acquisition, coached project work, realistic decisions and reflection.
ISO 21502
The framework is based on the international standard ISO 21502. It provides a method-neutral reference framework for project management and can therefore be applied across different organizations, project types, and delivery approaches.
Action Learning
The instructional approach is based on Action Learning, which develops practical skills by applying knowledge to real project work.
Purpose: Bridge the gap between understanding project management principles and applying them to practical project challenges. ISO 21502 provides a common framework; Action Learning develops the ability to use that framework through project work, feedback and reflection.
Goal: Develop participants’ capability to initiate, plan, execute, control and close projects using ISO 21502-aligned practices, collaborative problem-solving and informed decisions under changing conditions.
The instructional process and intended learning outcomes
Process: Participants complete e-learning activities and guided case-study work outside class, individually and in small groups as appropriate. During weekly or otherwise scheduled 30-minute coaching sessions, groups present their work in progress, receive feedback and refine their project solutions before final submission. The computer-based project simulation provides practice in execution and control under changing conditions, with structured debriefings to compare decisions, results and lessons learned.
Intended learning outcomes: By completing the full learning pathway, participants should be able to define a project’s purpose and objectives; select and justify an approach; develop a Project Charter and Project Management Plan; identify and assess stakeholders and risks; make reasoned execution and control decisions in changing circumstances; and reflect on results to improve their decisions and practices.
02 / Learning architecture
Four key
pedagogical ideas
Self-Paced Knowledge Building (E-Learning)
Learners establish a common foundation in project management concepts, terminology and ISO 21502-aligned practices through short animated videos, exercises and quizzes. Self-paced study allows them to review topics and check their understanding before applying the knowledge in practice.
Collaborative Practice (Guided Case Study)
Small teams of 3 to 5 participants apply knowledge gained through e-learning to a predefined project scenario. They clarify the project's purpose and goal, evaluate strategies and risks, and develop a Project Charter and Project Management Plan.
Iterative Coaching & Continuous Feedback
During scheduled 30-minute coaching sessions, teams present work in progress, discuss assumptions and receive feedback from an expert coach. They use that feedback to refine their proposals before final submission.
Dynamic Simulation & Structured Reflection
Teams make project-management decisions in a computer-based simulation involving changing priorities, resource constraints and team challenges. Between simulation rounds, structured debriefings help them compare outcomes, evaluate their decisions and identify improvements.
How the ideas work together
The program integrates three learning components: e-learning, a guided case study and the SimulTrain project management simulation game. E-learning establishes a common knowledge foundation. In the guided case study, teams apply that knowledge to develop a Project Charter and Project Management Plan. In the simulation game, they practice project execution and control by making decisions under changing conditions and observing their consequences. Coaching and feedback connect the components; structured simulation debriefings help teams evaluate results, improve decisions in subsequent rounds and apply lessons to future projects.
The connected progression is knowing → applying → deciding → reflecting.
Component 01 / Build knowledge
E-learning
A self-paced foundation in the processes, practices and language of project management.
This component focuses on individual knowledge acquisition through the e-learning platform. The course explains the activities involved in initiating, planning, executing, controlling, and closing a project and its phases. The content applies to different project types. It also covers predictive, iterative, incremental, and agile approaches. The relationships among organizational goals, project objectives, outcomes, benefits, and the associated organizational changes, as well as the links to program and portfolio management, are clearly explained.
The course includes around 60 short animated videos that combine spoken explanations and visual representations to support self-paced study. Exercises and quizzes reinforce the material.
Watch / E-learning explained
Each lesson concludes with a quiz, allowing participants to monitor their learning progress continuously. Knowledge gaps become visible early rather than only at the final exam. The course concludes with an online exam.
The course is available anytime and anywhere, provided there is a stable internet connection and access to a computer, tablet, or smartphone. The languages offered are German, English, French, and Spanish.
How much time should participants plan for? One complete pass through the course takes about 10 hours. If a participant repeats the entire course to reinforce newly acquired knowledge and retakes the exercises for the exam, the total time commitment is around 20 hours. At a learning pace of 4 hours per week, completing the course twice takes about 5 weeks.
E-learning resources
Access the online course and supporting reference materials.
Component 02 / Apply knowledge
Guided case study
Small teams translate concepts into project decisions, charters, plans and reasoned proposals.
The guided case study applies knowledge acquired through e-learning to pre-project work, initiation (Project Charter) and planning (Project Management Plan).
Groups of 3 to 5 participants work with a predefined overarching scenario that includes possible programs and projects. Each group identifies a particular problem or opportunity within that scenario and defines the project it will address. Two guiding questions frame the project: “Why is this project needed?” and “What do we want to achieve?” The “why” establishes the project's purpose; the “what” defines its goal.
Watch / Guided case study explained
The groups evaluate alternative strategies for achieving the project goal and delivering the intended outcome, then select the most suitable approach. They identify the stakeholders, success criteria, expected outcomes, benefits, risks, and initial assumptions needed to complete the Project Charter. Once the Project Charter has been formalized, participants begin planning the work required to achieve the project goal and deliver the intended outcome. This includes defining SMART objectives that contribute to the project goal, gathering requirements, and establishing a value-based delivery approach. The focus is on establishing the project baselines for scope, schedule, and cost, integrating them into the broader management of project finance, and developing the management plans required to guide delivery and control, covering quality, resources, procurement, communication, stakeholder engagement, risk, compliance, governance, and change control.
Participants select and apply predictive and adaptive delivery approaches according to the characteristics and requirements of the different components of the project solution. Where appropriate, they combine these approaches within a hybrid delivery model.
Groups work outside class, in person or online, and bring drafts to scheduled 30-minute coaching sessions. They use the coach's feedback to improve subsequent versions of their work.
Case-study resources
Assignments, project scenario and example documents for guided group work.
Component 03 / Make decisions
Project simulation
Experience changing conditions, resource constraints, trade-offs and the consequences of management decisions.
The SimulTrain project management simulation gives teams a dynamic environment for practicing execution, control, replanning and project closing under changing conditions.
Unlike planning exercises, simulation reproduces the pressures of project execution. For instance, a client might fail to fulfill obligations, line managers may withdraw committed resources, or the organization's priorities may shift. Project-team motivation can change in response to participants' decisions. Complaints, changes and new risks arise; quality may fall short of expectations, and delays or budget overruns can result from participants' actions. Phone calls, voice messages and decisions under time pressure make the experience interactive.
Watch / Project simulation explained
Beyond technical trade-offs, participants practice the project manager's leadership responsibilities: motivating the team, addressing stakeholder concerns and responding to the human consequences of decisions.
Between simulation rounds, teams compare results in cost, schedule, quality and team motivation. With the coach, they examine which decisions worked, what failed and how to improve in subsequent rounds.
Simulation resources
Briefings, guidance, project description and access to the demonstration.
Beyond individual learning
Collaboration and Coaching
In the Action Learning framework, collaboration, coaching and shared reflection connect e-learning, the guided case study and project simulation into an integrated learning pathway.
01 / The core role
Connecting learning through feedback
Feedback is built into the work rather than postponed until final submission. Teams present successive drafts, discuss assumptions and revise their proposals in response to coaching. This iterative cycle improves both the quality of project documents and participants' ability to respond constructively to critique.
02 / Coaching sessions
Thirty minutes of focused coaching
Small groups of 3 to 5 participants meet regularly with an expert coach during scheduled 30-minute sessions. Teams present work in progress, including project purpose, strategy, risk assessments, the Project Charter and the Project Management Plan.
The coach challenges assumptions, provides constructive critique and suggests improvements. Addressing weaknesses early helps participants strengthen their work and learn to accept, discuss and apply professional feedback.
03 / Collaboration and delivery
In person, remotely or in hybrid mode
Teamwork, coaching and simulation activities can take place in person, remotely or in a hybrid format. Microsoft Teams or an institution's existing digital environment can support group meetings outside class, scheduled coaching, collaborative documents and debriefings across all course components. Delivery can also be coordinated through an institution's existing learning management system (LMS).
Watch / Online collaboration
Course-wide systems
Course Administration.
The following administrative materials support the coordination, scheduling and evaluation of all three learning components. The linked records are sample resources rather than live enrolments.
Participant lists
Example course rosters and project-group organization.
Dates, times and place
Illustrative schedules for three sample course settings.
Course evaluation
Three demonstration evaluation forms.
Evaluation of performance
Grading Schemes.
Different course configurations use different assessed components and weightings. These examples are alternatives, not a single compulsory scheme.
| Scheme | Assessed components | Weight per component |
|---|---|---|
| A | Project Charter; online examination | 50% each |
| B | Project Charter; Project Management Plan; online examination | 1/3 each |
| C | Project Charter; Project Management Plan; online examination; project simulation | 25% each |
| D | Project Charter; Project Management Plan | 50% each |
| E | Project Management Plan; project simulation | 50% each |
These are alternative course-grading schemes, not CPPM certification criteria. CPPM has separate requirements, including completion of all three learning components and an overall performance benchmark; see CPPM certification.
Program configurations, formats and schedules
Adaptable to
different settings.
The learning architecture serves undergraduate and graduate programs, continuing education, professional development and training within companies and other organizations. Its three components can be used individually, in selected combinations or as a complete integrated program. The examples below show both semester-based academic pathways and flexible professional or organizational configurations.
01 / Extended pathway
Two-semester format
2 class hours per week
First semester (Basic phase)
- E-learning: Individual, self-paced foundational study.
- Guided Case Study, Part 1: Development of the Project Charter.
- Evaluation: Online examination of foundational knowledge.
Successful completion of the first semester qualifies participants for the advanced course in the second semester.
Second semester (Advanced phase)
- Guided Case Study, Part 2: Development of the detailed Project Management Plan.
- Project Simulation: Dynamic team-based simulation of project execution, control and changing conditions.
02 / Intensive pathway
One-semester format
4 class hours per week
All components within one term
- E-learning: Foundational project management knowledge.
- Guided Case Study, Parts 1 and 2: Project Charter and Project Management Plan.
- Evaluation: Online examination.
- Project Simulation: Team-based practice in execution, control and decision-making.
The integrated course is completed within a single semester.
03 / Flexible pathway
Professional and organizational training
Formats and schedules tailored to the training context
Who it serves
Companies, public-sector organizations, nonprofits, professional associations and training providers.
How it can be delivered
Use the three components individually, in selected combinations or as a complete learning pathway. Self-paced study, group work, coaching and simulation can be arranged in person, remotely or in hybrid formats, without a fixed semester calendar.
Organizational application
Corporate groups can use a real organizational challenge for the guided case study. The separate SimulTrain simulation provides practice in project execution, control and decision-making under changing conditions. Duration and sequencing reflect the selected components and learning objectives.
A distinctive benefit for organizations
Real organizational challenges. Tangible organizational value.
The guided case study can be based on actual problems and opportunities within the participating organization. Working in teams, participants develop practical solutions and corresponding project plans that can be taken directly back to their workplace for implementation. The training therefore delivers a triple benefit: participants strengthen their project management competencies, grow as a team, and provide the organization with actionable solutions and immediate practical value from its investment in training.
The two academic examples use class hours per week; each institution defines the duration of its teaching periods. Non-academic arrangements follow their own agreed schedules.
Optional professional credential
Evidence of
practical capability.
The Certified Practitioner in Project Management (CPPM) is an optional professional credential issued by the Excellenter Institute in Freiburg, Germany. Based on international project management standards, including ISO 21502, it recognizes demonstrated theoretical knowledge and practical project management capability, rather than course attendance alone.
Professional relevance
Growing demand for project management professionals
The accompanying video discusses demand for project management professionals and the relevance of practical capabilities in this field.
For individuals: A credential documenting assessed knowledge and practical competence. For organizations: A way to recognize participant achievement; the underlying training develops planning, risk management, collaboration and decision-making. Corporate group training can use a case study based on a real organizational challenge.
Watch / Demand for project management professionals
Qualification requirements
How CPPM is earned
Participants complete all three learning components, demonstrating knowledge, applied skills and practical decision-making.
E-learning and examination
Demonstrate ISO 21502-aligned project management knowledge in the online examination.
Guided case study
Evaluate strategies and risks; develop the Project Charter and Project Management Plan through collaborative work.
Project simulation
Make decisions under changing time, cost, quality, stakeholder and team conditions.
CPPM performance requirement: Completion of all three learning components and an overall assessed score of at least 80%. The pathway may be completed in one semester or across the basic and advanced semesters. Other certification conditions may apply; confirm the current conditions with the Excellenter Institute.
Get in touch
Contact
Direct contact
Find the right configuration.
Explore how individual components, selected combinations or the complete program could fit your course, curriculum or training program.
79100 Freiburg, Germany
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