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The Project Management Professional (PMP®) is the most important industry-recognized certification for Project Managers. It is a globally-recognized Project Management training certification, with PMPs sought after to lead projects in many countries in the world.
The PMP® is not profession-specific, so you can work in virtually any industry, with any methodology, in nearly any location.
This course properly reflects the changes made to the PMBOK® 6th edition examination as of January 2, 2021.
What will you learn? The concepts that are covered in the PMP® examination and provide a knowledge base for examination preparation.
Who is this course for? Experienced Project Managers that meet PMI® hands-on project experience and educational requirements for taking the examination.
The course covers PMP® examination application requirements, application procedures, and the types of questions that are presented in the examination. It also discusses post-exam requirements for maintaining the certification. An overview of how the exam is structured and preparation tips are included.
To comply with the PMP® examination update of January 2, 2021, the course is structured to cover the Project Management Domains, People, Process, and Business Environment, with corresponding Project Management concepts mapped to their domain. As such, the Process Domain is represented by relevant Project Management Framework concepts, and Process related Project Management Knowledge Areas – Project Integration Management, Project Scope Management, Project Schedule Management, Project Cost Management, Project Quality Management, Project Risk Management and Project Procurement Management. The People Domain is represented by Project Communications Management, Project Resource Management, and Project Stakeholder Management Knowledge Areas. The Business Environment Domain is represented by the Project Framework concepts relating to Business Environment.
The course also addresses Agile and Agile Hybrid concepts as they correspond to the Project Management Framework and the Project Management Knowledge Areas to ensure relevant topics are covered.
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You Will Get Certification After Completion of This Course.
Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.
Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.
All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.
The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.
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