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Facilitating the development of project managers as reflective and creative practitioners

Authors:
Udechukwu Ojiako at University of Strathclyde
Udechukwu Ojiako
Eric Johansen at Northumbria University
Eric Johansen
F. T. Edum-Fotwe at Loughborough University
F. T. Edum-Fotwe
David Greenwood at Northumbria University
David Greenwood
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Abstract

The need for a major re-think of our approach to project management education has begun to emerge. This re-think is being driven by the growing dominance of project management as the model of delivery in many private and public sector organisation across a wide range of requirements and its limited success in achieving all objectives. Sustained development of project managers is here considered to depend on adopting a radical approach to their education which focuses on encouraging their development as competent reflective and creative professionals.
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Facilitating the Development
of Project Managers as
Reflective and Creative
Practitioners
Udechukwu Ojiako
1
, Eric Johansen
2
, Francis Edum
Fotwe
3
and David Greenwood
4
ABSTRACT
The need for a major re
-
think of our approach to project management education has
begun to
emerge. This re
-
think is being driven by the growing dominance of project
management as the model of
delivery in many private and public sector organisation across a wide range of requirements and its
limited success in achieving all objectives.
Sustained development of project managers is here considered to depend on adopting
a
radical
approach to their education which focuses on encouraging their development
as competent reflective
and creative professionals.
The initial indication is that the profession is still too concerned with the day to day
application of
standard framewo
rks and methodologies to be able to reflect and learn in the sort of dynamic,
immediate ways which will produce a breakthrough.
Keywords: Project Management, Education, Reflectiv
e Practice
1 Division of Project Management, University of Northumbria, Newcastle upon Tyne. NE1
8ST.
E
-
mail:udechukwu.ojiako@northumbria.ac.uk
2 Director of Construction, University of Northumbria, Newcastle upon Tyne. NE1
8ST. E
-
mail:eric.johansen@northumbria.ac.uk
3 Department of Building and Civil Engineering, Loughborough University. LE1 1 3TU.
E
-
mail: F.T.Edum
-
fotwe@lboro.ac.uk
4 Professor
-
Construction Management, University of Northumbria, Newcastle upon Tyne.NE1
8ST.
E
-
mail:david.greenwood@northumbria.ac.uk
1.0 INTRODUCTION
Project Management [PM] as a recognised discipline has been around for a few decades in its present
form [Newton, 2005].
However, there have been a number of challenges to its efficacy. These include; th
e
disappointing performance of some project
managers [Tampoe and Thurloway, 1993] and the failure of
the philosophical framework that guides project management to
respond to highly dynamic and complex
projects [Jaafari, 2003]. There is a generally accepted
view that learning is a key strategic
variable for project management success [Ayas, 1996] but limited studies have been conducted on learning [Sense,
2007] and
the there is little research into the more specific concept of reflection in project managemen
t
practice. This is despite the
widening literature on project management techniques, education and
application. To address the emergence of possible
shortcomings, scholars such as Packendorff [1995],
Smith and Winter [2004; 2005], Winter et al [2006a; 200
6b] are challenging
current thinking on project
management practice, and in the process recommending that projects should be re
-
conceived in a way
that
enhances the reconstruction of project managers from
trained technicians to reflective practitioners
.
Despite opportunities being available for project managers to engage in significant personal learning and
reflection, a review of
papers published in the International Journal of Project Management and the Project
Management Journal over the last seven yea
rs
suggests that, while there appears to be a clearly defined
training and education agenda and a maturing learning agenda there is
very little evidence of reflective practice apart from studies conducted by Jaafari [2003], Gustafsson and Wikstrom [2004] a
nd
Hellstrom
and Wikstrom [2005].
Further evidence of the lack of an agenda to examine reflective practice in project management is
demonstrated by the fact that
although the APM [APM, 2006] discusses 52 areas of knowledge such as
people and the profession, leadership and behavioural
characteristics of successful project manager’s in
its Book of Knowledge [BoK], no reference was made to reflective practice,
although it does discuss the
need for project managers to provide and receiv
e feedback as a means of continual improvement.
Two objectives have been identified in this paper. The first objective is to establish the competencies of a
reflective practising
project manager. Once this is achieved, the paper will attempt to establish t
he knowledge development of a reflective
practising project manager in an educational context. This paper is an attempt to engage in this rethinking process.
2.0 THINKING ABOUT P
ROJECTS AND PROJECT MANAGEMENT
Business needs change and in order to support these changes, projects are conceived. For this reason,
organisations that are
seeking to maximise output are expected to continue to initiate and implement
requirements that are
difficult and expensive.
This is because such projects are innovative and radical in
approach. To deliver these innovative and radical projects, most
organisations have adopted project based
management techniques [Martinsuo et al, 2006]. Unfortunately the
need to develop
and deliver such
innovative projects will be seriously limited by the fact that organizations are facing a shortage of
effective
project managers [Cooper and Burke, 2002], who can understand, learn, interpret and deliver customer
and stakeholder
requirements within a constantly evolving project environment. As a result of these
anticipated shortages, Winter et al [2006a],
calls for a new direction in research to be explored. This new
research direction will involve a complete re
-
th
ink of how
practitioners learn by using relevant theory that
is emerging from research. To support this re
-
think, there is a need to initiate a
transformation of project
management practitioners from
trained technicians to reflective and creative practitio
ners
, who can learn,
innovate, operate and adapt effectively in complex project environments, through experience, intuition and the pragmatic
application of theory in practice.
In this paper, projects are regarded as a temporary and ambiguous articulation
of needs which can be
measured. This
measurement however separates performance and progress while taking into consideration
timeline perceptions of measurement
criteria.
Project Management can be seen as a discipline, profession or conceptual state. As a discipline, it was
developed in the 1950’
s
from several different fields including construction, mechanical engineering and
military engineering. With a well developed
discipline and professional expertise [Cooke
-
Davies and
Arzymanow, 2003; Kolltveit et al, 2007; Newton, 2005], it is also
support
ed with numerous clearly articulated methodologies.
The impact of project management discourse has been substantial, especially as relates to its practice.
Today, as a
demonstration of its success and popularity, project management is used globally by mult
i
billion
-
pound corporations,
governments, and smaller organizations. Primarily, it is used as a means of
ensuring control in order to deliver on customers
or stockholder’s requirements.
To support its global implementation, numerous approaches and methodo
logies championed by
professional bodies such
as the Association for Project Management [APM], the Project Management Institute [PMI] and the Office of Government
Commerce [OGC], have been developed to help manage
all stages of the project life cycle.
3.0 SOME DIFFICULTIES
It is important to highlight that there have been some difficulties with defining project management. Some
of these difficulties
according to Kolltveit et al
[2007] have been as a direct result of the lack of a precise and generally accepted definition of what a
project is about. With this level of vagueness, it is difficult to
bring about any adjustment of current perceptions to the role of a
project manager.
Such adjustments are
however required in order to support the transformation of project managers to become
reflective and
creative practitioners.
The need for a reconstruction of the project management concept cannot be over
-
emphasised. There are various r
easons for this.
Some of these reasons include the impacts of technology, globalisation and the
emergence of the knowledge based organisation.
Other reasons include that of the need for project
managers to ensure that the customers experience is not hamper
ed by any
transformation of the project
manager’s role. All these changes have also had major impacts on the role of the project manager.
4.0 AN ORGANISATIONAL RESOURCE
An organization’s competitive success is mainly driven and achieved through people, making their skills
and performance
critical to business and organisations [Pfeffer, 1994; APM, 2006].
Project managers occupy a central role in the structure and scope of
organizational work. By doing so, they
are able to develop and
implement successfully a specific and unique application content which is referred
to as a project. As part of this process, they
also become quasi
-
executives with high responsibility and
accou
ntability, but minimum authority [Henderson, 2004]. This role
involves the project manager taking the lead in enabling changes involved in delivering organisational strategic requirements
. As
a result, their
role can be seen to be of strategic importance f
or the organisation. This means that demand for their skills
extends
beyond the requirement to implement basic controls for a set of requirements, to a requirement to maintain the mutual
interaction of various stakeholders.
Criteria
The Trained Technician
The 21st Century Practitioner
Attitudes and Initiative
Follows rules and prescriptions
Informed by principles and
frameworks
Knowledge
Sees knowledge as graspable
and
permanent
Sees knowledge as temporary
and
dynamic
Approach to Practice
Prescriptive approach to
practice
Pragmatic approach to practice
Perception and Outlook
Embraces the known
Embraces uncertainty
Ability
Technical expertise is all
Professional judgement counts
Approach
Emphasises assessment and
accreditation
Emphasises reflection and
deliberation
Professional Development
Technical training
Professional development
Table 1.0, Characteristics, Traits and Practices relevant to 21st Century Project Managers
The Table 1.0 [above] is adapted from the Major Projects Assoc
iation [2006]. It highlights some of the
characteristics, traits and
practices relevant to 21st Century project management practitioners.
To further support the ability of project managers to conduct their role, a reflective approach will enable
the project manager to
gain a level of interpersonal understanding that enables the creation of a compelling
vision for the customer’s requirement. This is
usually achieved by demonstrating depth and creativity of
thought and also by applying intuition and
other attributes such as
feelings and instinct.
To be successful, project managers are also expected to exhibit characteristics that are closely aligned to
the dynamism of their
ever changing business world. Such characteristics include generic skills suc
h as effective leadership [APM, 2006], innovation
and a proper understanding of business objectives and
behavioural characteristics [APM, 2006]. Other skills include an ability to
demonstrate depth and creativity
of thought, an ability to galvanise action
and a sense of urgency while meeting commitments,
driving through initiatives and also an ability to create a compelling vision for the sponsoring organisation. In
order to achieve
these objectives, Hutcheson [1984], expects project managers to be multidis
ciplinary in
outlook. Project Manager’s are also
expected to consider their projects as a totality while being responsive
to the political, physical, economic and other aspects
within the environment.
5.0 THEORITICAL PERCEPTIONS OF REFLECTION
The traditional view of project management in organisations has been based on one key perception that
all projects are similar.
This has led to an assumption that a generic model of project ma
nagement exists.
As a result, methodologies such as RIM [Rapid
Implementation Management], PRINCE2 [Projects in
Controlled Environments], MSP [Managing Successful Programmes], the
APM
-
BoK [Association for
Project Management’s Body of Knowledge] and the BSI
-
BS6079 [British Standard Institute’s
Guide to Project Management] have all been specifically developed and prescribed in generic forms. As we are however aware,
contemporary approaches and views of projects discussed in recent work by Hodgson
[2002], Koskela and Howell [2002],
Newton [2005], Winter et al [2006b], Cicmil et al [2006] and Dvir
et al [2006], all demonstrate that such a traditional view of
projects is not necessarily correct and
sustainable.
Reflection has been discussed for centuries by philosophers, educationalists, practitioners and researchers
[Schon, 1983;
Campbell
et al, 2000; Sherin et al, 2004]. Although of a limited nature, its specific
application in a project management practice has
been discussed by scholars such as Jaafari [2003], who
in his study of the response of four contemporary models of projec
t
management, found that a creative
-
reflective model was best suited to complex projects being commissioned in an environment
of high
uncertainty and chaos, primarily because the model relies on competency and self
-
empowerment of project
professionals.
Ge
nerally speaking, it is geared towards finding solutions to problems by in
-
depth and creative thought.
It is also about an
attempt to improve the future by engaging in a review of past actions. These activities
include acts of meditation, contemplation,
co
nsideration, exploration and mirroring [Gustafsson and
Fagerberg, 2004]. It also involves, perhaps more importantly,
conscious rationalisation and re
consideration of previous behaviour. The process is expected to create a meaningful picture of
one’s
exper
ience of the world [Ekebergh et al, 2004], and for this reason has become very popular in the nursing
profession [Glaze,
2001; Taylor, 2000].
There is no doubt that the traditional view of the project management professional is no longer adequate.
This is
based on two
major factors. One which has been discussed is because of the lack of a precise and
generally accepted definition of what a
project actually is. The second problem is that the application of
the theory of reflection has rarely figured in discussions on
the profession of project management.
6.0 REFLECTION, LIMITING FACTORS
Unfortunately, although the intention of this p
aper was to demonstrate a need to progress the concept of
reflective practice in
project management, it has not been possible to demonstrate substantial evidence that
reconstructing project managers into this
new role will be an easy challenge to overcome.
There are a few
reasons why this might be the case.
In the first place, there is a lack of an underlying theory in project management [Koskela and Howell,
2002; Turner,
2006a; 2006b]. This situation questions how generic processes can be applied to projec
ts,
especially projects that drive
business change.
Secondly, because project management has such a large knowledge base, it cannot rely on research
-
guided
models to address
or define practice
-
based application. The expectation however is that the project
manager will be prepared to embrace
new ideas from sometimes unlikely sources. In effect, engaging in
what Williamson [2001] refers to be the re
-
framing of
practitioner perceptions.
The third problem is that projects have traditionally been goal oriented,
while emphasis in the profession was placed more
on technical competency, experience and the appropriate use of methodology. This
situation has resulted in project
managers being more focused on agreed models and methodologies of best
practice and professi
onal competency which
support consistency rather than reflection.
The fourth and final problem is the perception that reflection has ended up being regarded as too academic
and inapplicable
in project management. We are however aware that on the other hand
, it has proved very
successful and popular within the
nursing profession, which arguably operates in a more high pressure
environment.
7.0 CONCLUSIONS
One of the questions which probably will be on the mind of most project management practitioners is
whether
reflection can result in project managers becoming prisoners of their own experience. This
concept, i.e. of the
limitation in the use of past experience was explored substantially by Neustadt and May
[1988], who argue that the dynamics
of history leads people to model decisions based on the perceived
relevant or recent experience. In effect, lessons from past
experience and history are applied to current
situations, one situation too late. In ord
er to manage the possible limitation of
such past experience,
Artson [2001] suggest a radical openness to the present which is based on viewing our experiences
afresh
at each moment.
Perhaps it might be the case that the project management’s community atti
tude to reflective practice will depend on the
emphasis and assumptions that are taken into consideration when re
-
constructing the profession. However, at the moment it
is perhaps safe to suggest that the profession has been unable to
move beyond identifyi
ng limitations in approach which
suggest that such a reconstruction is desired.
Without such a reconstruction of the profession, it is doubtful whether
applying outcomes of a process
towards creating a compelling vision of for the customer’s requirement ca
n be initiated.
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Full-text available
  • Apr 2017
Introduction The paper deals with India " s experiences and experiments with formal Project Management Learning, Research and Practice in Indian Industry. It is found that attention by academia, government and industry to Project Management must increase, if India has to move ahead rapidly on the path of economic progress. Project Management skills are veritably acclaimed as those providing direct gains to the user and the recipient alike. Research too has to play an effective role in providing solutions to project stakeholders, to help save valuable resources. Governments use public money thus the sustained use of project management practices in launching and completing projects can ensure efficient use of scarce resources while giving maximum gains. The need for formal Project Management (PM) to countries and companies alike-Projects as a tool to fast forward Growth and Development As we are well aware, historically Project Management (PM) has moved from originating out of an act of worship, engineering or nation building (Patrick Weaver, 2007). It now resembles a professional discipline albeit in its nascent stages. Projects involving construction are found in the monumental Temples of India, Greece, and Egypt that were built by ancient civilisations to serve an unknown Force (popularly known as the Divine) that was at once fascinating and fearsome. It was this fascination and fear that helped to build colossal edifices over decades and centuries. To anybody, these temple structures and their large scale engineering appear more as odes of an Emperor to the Divine force; I doubt whether the Time, Cost, Scope and Quality frameworks, so popular in modern project management, were uppermost in their priority back then. Resources were unlimited, was time and the manpower. The next phase of applying PM in engineering occurred after the Industrial Revolution and early twentieth century, in which, large-scale and technologically advanced projects were becoming essential to be initiated and completed due to their vital role in the economic growth and development of countries in Europe and America. Engineering Operations took centre stage, due to this rush to construct railroads and highways to match the simultaneous automobile revolution in USA. It was also witnessed in the construction of enormous dam 1 Keynote Paper at the 16 th CRIOCM Conference at Chongqing, PRC, September 23-25, 2011. Prof. Mona N. Shah is Professor and Dean of REUIM, NICMAR. 2 and reservoir projects that were necessary to provide water to the rapidly growing urban settlements. Thus early use of Gantt Charts in early 1900s, and new tool like CPM and PERT developed in the 1950s and 1960, were introduced to infuse higher efficiency in project completion. Projects became the expression of national pride and power, thus Defence, Space, Agriculture, Healthcare, Steel, Petrochemical, Irrigation and practically all sectors of the economy witnessed the launch of projects of greater magnitude and complexity. With decolonisation and independence in newly formed nations, massive projects were launched to bridge the development gap. In these countries too, projects have become a manifestation of national pride, much like the European and North American countries preceding them. In recent times Brazil, Russia, Indonesia, India and China are some examples of note. In the new millennium, the African continent is waking up to the potential of development. Large projects in these nations are serving as means to uplift the standard of living of these countries as compared to earlier decades. With the kind of projects that are launched by the government, core industrial development combined with social and defence development in India, assures the people that they are being led in the path of economic progress. The Government initiates programmes and projects and expect that these are completed within the time and with little or no cost overruns. This gives rise to the need to use a system that can be replicated and used over a wide range of objectives. Government must use PM to achieve this. At enterprise level, projects are formulated to give companies considerable advantage over competition. In India, companies have introduced projects to develop innovative products or services to customers and build their brands. The Indian Government and Companies have distinguished themselves in launching and completing world famous projects.
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... Ojiako et al (2011) suggested that a one-size-fits-all approach to teaching project management would no longer hold true owing to the turbulent and dynamic nature of the role of the project manager. There is also an emphasis on the necessity for project managers to be creative and innovative (Kolltveit et al 2007;Ojiako et al 2008). They conclude that transferable skills are extremely important in project management education. ...
Student Heterogeneity and Leadership Training: Designing project management pedagogy for maximum learning impact
Article
Full-text available
  • Jan 2012
In today's organisations, project managers' responsibilities go far beyond managing projects within the triple constraints of cost, time and quality (Crawford 2005). They are increasingly being looked upon as drivers of strategic development of their organisations. This transformation in the role of a project manager calls for developing additional competencies such as business analysis and strategic leadership. The Project Management Institute emphasises a focus on these skills for project managers worldwide. Owing to the country's fast pace of growth and the challenges that arise thereof, Indian companies and educational institutions are also fast realising the importance of holistic development of project managers. Recent research underscores the induction of soft skills and leadership capabilities in project management education. This has led to several studies in the international context that examine student experiences while attending courses in project management. A prominent characteristic that the literature has not dealt with in sufficient detail is the potential impact of prior work experience on students' learning capabilities during the course. Since most Indian schools do not specify prior work experience as an admission requirement, cohorts usually comprise a mix of students with and without prior work experience. Hence, to analyse if pedagogy is effective, we must consider overall student experience and, in addition, whether and how the students' heterogeneity in the form of their past work experience impacts their experience during the course. The objective of this study is to answer two questions: (1) is there a significant difference in perceptions of leadership aspects of project management between experienced and inexperienced students? (2) How can we design project management pedagogy to cater to this heterogeneity and yet provide superior student experience?
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... 2) A recognition of changes that have occurred in project management conceptualisation (Packendorff, 1995;Turner, 2006a,b); for example, an increasing focus on softer parameters (Winter and Checkland, 2003;Pollack, 2007) such as emotions (Hartman, 2008). 3) Growing stakeholder interest in the education of project managers (Wearne, 2008) and the need to affect a successful transformation of project managers to reflective and creative practitioners (Hodgson, 2002;Dvir et al., 2006;Kolltveit et al., 2007;Ojiako et al., 2008). 4) Acceptance that a 'one-fits-all' approach to project delivery is not viable due to difficulties and vagueness in defining project management (Ojiako, 2005). ...
Learning and teaching challenges in project management
Article
Full-text available
  • Apr 2011
  • Int J Proj Manag
This paper seeks to examine how considerations of future pedagogy will impact on the student experience. This examination utilises data gathered from a survey of students studying project management. The data are analysed using CATPCA in order to establish the key components of students' experiences. Overall, two key components emerged from the data (representing students' perceptions of what is significant in their project management learning experiences). The first component, transferable skills, addresses parameters such as interpersonal skills, time management, curriculum coherence, critical thinking and communicating. The second component is virtual learning which includes the quality of e-resources and how relevant and accessible information is managed online. We conclude that the effective use of virtual learning environments is more crucial for students who are less skilful at managing their studies independently. This study brings an important contribution to literature on teaching and learning project management as traditionally studies have either focused on teaching and learning (within project management) or students' experiences relating to pedagogic factors generally. What research has not done is link these two concepts together.
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Proje Yönetimi Eğitiminin Akademik Stres Faktörleri Açısından Değerlendirilmesi
Article
Full-text available
  • Jun 2023
İnşaat sektörünün beklentilerini karşılayabilmek amacıyla, yönetim içerikli dersler üniversitelerde; mühendislik yönetimi, yapım yönetimi ve proje yönetimi (PM) dersleri ile inşaat mühendisliği ve mimarlık disiplinleri eğitim planlarına dâhil edilmiştir. Yüksek lisans veya lisans düzeyindeki PM bilgi alanlarını içeren derslerin amacı; öğrencilerin teknik, yönetsel ve kişisel becerilerini geliştirmesine ve sektörde çalışmaya hazır insan kaynağının sağlanmasına yöneliktir. Proje ekibinde stres yönetimi proje yöneticilerinin sorumluluk alanlarından biri olmakla birlikte, proje ekibindeki insan kaynağı gelişiminin ve projenin başarısı için de önem taşımaktadır. Bu bağlamda, mimarlık fakültelerinde lisans düzeyinde verilen PM eğitiminde, öğrencilerin akademik stres faktörleri karşısında, gösterdikleri tepkileri anlamlandırabilmek, hem kişisel gelişim açısından hem de dersin içeriğinin, dersi veren öğretim elemanlarının gelişimi açısından önem arz etmektedir. Araştırmanın tasarımında, Türkiye ve dünya üzerindeki PM eğitimi ve akademik stres faktörlerine yönelik teorik altyapının hazırlanmasının ardından, ilgili konu başlıkları belirlenmiş ve 15 soruluk çevrimiçi bir anket çalışması hazırlanmıştır. Araştırmacıların üç akademik dönem boyunca PM dersi verdikleri İstanbul’da bir vakıf üniversitesinde düzenledikleri pilot anket çalışmasını takiben, PM dersi alan öğrencilerden 99 adet geri bildirim elde edilmiştir. Akademik stres faktörlerinin evreni, bu ders ile ilgili çalışma kapsamında belirlenen üç akademik stres faktörü için sınırlandırılmıştır, dersin öğretim elemanı, dersin dili, ders teslimleri için bir PM yazılımı kullanılmasına yönelik öğrenci görüşleri sorulmuş ve cinsiyet faktörünün stres anında gösterilen tepkiler açısından farklılığı da araştırılmıştır. Elde edilen veriler, 5'li Likert ölçeği üzerinden sorgulanmış, SPSS (stastical package for the social sciences) paket programı yardımıyla işlenmiş ve araştırma kapsamında önerilen hipotezler sınanmıştır. Son olarak, çalışma bulgularına yönelik tartışma ve öneriler sunularak çalışma tamamlanmıştır.
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Practitioner development - From trained technicians to reflective practitioners: a systemic study within a United Kingdom unitary authority.
Thesis
Full-text available
  • Sep 2018
This thesis demonstrates how my research makes an original contribution to knowledge in the development of reflective practitioners leading to improved competence in the practice of managing projects in a workplace setting. This contribution is exciting and has the potential to generate significant debate on how best to educate project practitioners both in workplace settings and University courses. In 2006 the Rethinking Project Management (RPM) network, a collaboration between academics and practitioners reported on their work proposing five directions for future research and practice. The fifth of these proposed a move ‘…from practitioners as trained technicians towards practitioners as reflective practitioners.’ (Winter, Smith, Morris, & Cicmil, 2006, p.642). Critical to this change was a move away from technical training against an established body of knowledge or methodology (Crawford, et al, 2006, p.724) and towards an approach based in active learning and engagement. This thesis demonstrates how such an approach supports participants to develop as reflective, adaptive practitioners who are able and willing to learn on a continuing basis. The literature review demonstrates a clear gap in knowledge, as Svejvig and Andersen (2015) found only seven published contributions discussing this topic. My review of the literature discovered 15 contributions on educating project managers, mainly practitioner development through University courses; with none mentioning the development of reflective practitioners in the workplace. My research contributes knowledge to this gap by designing a development programme which the collected data shows developed reflective practitioners. The data comes form 25 interviews of delegates on this development programme and a clear improvement in performance is indicated by business metrics. The research was conducted in a UK unitary authority and applied a dual cycle insider action research approach. There was a business issue to dissolve and the research interests that emerged from this issue formed the dual cycle.
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Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education
Book
Full-text available
  • Jan 2006
This book synthesizes the most current literature and research on scientific inquiry and nature of science in K-12 instruction. It is unique in its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes. The text would be appropriate for individuals preparing to become science teachers as well as experienced teachers. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
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Perspectives on project management
Article
Full-text available
  • Jan 2007
  • Int J Proj Manag
This paper addresses perspectives underlying the project management literature. Content analysis of selected textbooks and formal articles revealed that this literature is primarily based on a few perspectives, and that the perspectives emphasized have changed over time. Today the leadership perspective is the dominant one, while the task perspective earlier was the most emphasized. The study also revealed growing application of the leadership and business perspectives.
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Project Management in the Age of Complexity and Change
Article
  • Dec 2003
  • Proj Manag J
This paper presents a study of complex society and its relationship to project management. The complex society is characterised by open systems, chaos, self organisation and interdependence. Accelerated change drives instability and chaos following an autocatalytic process. The conventional project management approach assumes a world of order and a predictable environment in which one can set and deliver a clear set of goals in a defined manner. The traditional approach is open to challenge. The author argues that a paradigm shift in project management is essential for it to be relevant and effective in a complex society of this century. Research is needed to further define a fresh understanding of project management and how it that can respond to the challenges of the complex society. This necessitates working globally to advance the field.
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Project business concepts based on modularity - Improved manoeuvrability through unstable structures
Article
  • Jul 2005
  • Int J Proj Manag
Well-structured products, delivery processes and project management functions have become pre-requisites and a means for competing for many project companies. These structures should take into account the unique customer needs and the continuously emerging situations that are characteristic to project business. In this paper, project companies are encouraged to create modular product and process architectures in order to successfully manage projects. Drawing on case studies in project-based industries, the authors describe a framework for the changing project management function in an industry, where projects need to be both repetitive and unique.
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Project management: the use and abuse of techniques and teams (reflections from a motivation and environment study)
Article
  • Nov 1993
  • Int J Proj Manag
The performance of project managers continues to be disappointing despite the widening literature on project-management techniques, and a greater number of project managers driving an ever-increasing number of projects. As the scramble to find ‘better ways’ to manage projects intensifies, an issue that seems relatively unexplored is the motivation of the project manager and project team to complete projects to time, cost and quality objectives.The paper records the results of a study designed to explore the motives and drives of project managers and project teams, and to trigger debate in the area of goal-directed project management. The authors' findings lead them to take the view that the fostering and development of a project environment which encourages mutuality, belonging, rewards, bounded power and creative autonomy is likely to result in improved project performance. To create such an environment, they offer a new paradigm, based around team empowerment and project leadership, which is designed to generate greater motivation to perform among project personnel.
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Projects and Project Managers: The Relationship between Project Managers' Personality, Project Types, and Project Success
Article
  • Dec 2006
  • Proj Manag J
The fit between project managers' personality and management style and the types of projects they manage is crucial for projects' success. This exploratory interdisciplinary study focuses on the relationships among three aspects: projects' types (profiles), project managers' personality, and projects' success. Based on the person-organization fit theory it was hypothesized that a project with a particular profile needs a manager with fitting personality traits in order to achieve optimal performance and success. A questionnaire, consisting of three parts was used: (1) classifying projects along the four dimensions (novelty, complexity, technology, and pace [NCTP]); (2) focusing on project managers' personality traits relevant to these project dimensions; and (3) assessing the projects' success from several perspectives. Preliminary results lend tentative support to the study's hypothesis.
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New world of work
Article
  • Dec 1982
We live in an age of change, unbalanced change. One computer generation succeeds another at the virtual drop of a hat. No sooner have we digested the silicon-chip than our appetites are whetted with bio-technology. The rate of technological progress, in the industrialised world is quite shattering. By comparison organisational change is proceeding at a snail's pace. A thousand years ago organisations, that is the church, the government and the army, were formed on hierarchical lines. In other words, there were those who ruled and those who were ruled. Things have changed but slowly since. Our major organizations are still run along largely hierarchical lines. But there are changes in the wind.
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