Learning How to Manage Projects: exploring the situational context

Algeo, CT

Learning How to Manage Projects: exploring the situational context

Algeo, CT

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Publisher:: PMOZ
Publication Type:: Conference Proceeding
Citation:: 6th Annual Project Management Australia Conference, 2009, pp. 1 - 13
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Algeo, CT	en_US
dc.contributor.editor	Watt, C	en_US
dc.date	2009-08-10	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	6th Annual Project Management Australia Conference, 2009, pp. 1 - 13	en_US
dc.identifier.isbn	978-0-646-51864-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11336
dc.description.abstract	This paper presents an account of how project management practitioners learn, how they determine what they want to learn and suggests some future directions for their knowledge journey. Two similar teaching approaches will be discussed that are currently used at undergraduate and post graduate level in an Australian University. The approaches used to embed the formal concepts taught in class include field work and reflective practice. This will provide a view of the formal structure in which learning takes place and the informal way that explicit knowledge is converted to tacit knowledge. A formative research study into project management research directions undertaken in 2003 provides a framework for the knowledge required by practitioners to further the discipline of project management	en_US
dc.publisher	PMOZ	en_US
dc.relation.ispartof	6th Annual Project Management Australia Conference	en_US
dc.relation.ispartof	Project Management conference	en_US
dc.title	Learning How to Manage Projects: exploring the situational context	en_US
dc.type	Conference Proceeding
utslib.location	Australia	en_US
utslib.location.activity	Canberra Australia	en_US
utslib.for	120201 Building Construction Management and Project Planning	en_US
dc.location.activity	Canberra Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Australia	en_US
pubs.start-date	2009-08-10	en_US

Abstract:

This paper presents an account of how project management practitioners learn, how they determine what they want to learn and suggests some future directions for their knowledge journey. Two similar teaching approaches will be discussed that are currently used at undergraduate and post graduate level in an Australian University. The approaches used to embed the formal concepts taught in class include field work and reflective practice. This will provide a view of the formal structure in which learning takes place and the informal way that explicit knowledge is converted to tacit knowledge. A formative research study into project management research directions undertaken in 2003 provides a framework for the knowledge required by practitioners to further the discipline of project management

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http://hdl.handle.net/10453/11336