The defining of individualized scaffolding or customized learning programs must be in the context of a curriculum broad enough to encompass the roles of project manager, business analyst and contract manager however if it is to be effective, as is shown in the DMH program (Damare, 2008). By having a unified curriculum, the weakest areas of project management can quickly to dealt with an improved as well. This specific area of best practices looks to accelerate and internalize the learning necessary for project managers to better understand user analysis for example (Little, 2011). The curriculum structure must be agile enough to take into account the specific learning needs of project managers, business analysts and contract managers yet rigid enough to ensure that user analysis and user requirements are well-understood and strengthened (Holzle, 2010). This doesn't have to be a dichotomy but can instead be complimentary and supported with effective individualized...
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