Project Field Studies: sense making on-the-job

Algeo, CT

Project Field Studies: sense making on-the-job

Algeo, CT

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Publisher:: Project Management Institute
Publication Type:: Conference Proceeding
Citation:: Project Management Institute (PMI) Global Congress Asia Pacific 2010, 2010, pp. 1 - 7
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Algeo, CT	en_US
dc.contributor.editor	Bafna, S	en_US
dc.contributor.editor	Bell, R	en_US
dc.contributor.editor	Khan, K	en_US
dc.contributor.editor	Treasure, D	en_US
dc.date	2010-02-22	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Project Management Institute (PMI) Global Congress Asia Pacific 2010, 2010, pp. 1 - 7	en_US
dc.identifier.isbn	978-1-935589-00-6	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17695
dc.description.abstract	This paper describes the practice of learning through field study placement the art and science of managing a project. How project managers learn outside the walls of a lecture room will be explore using two current project management subjects being taught at the University of Technology, Sydney. One subject is an elective in an undergraduate construction degree and the other is taught to second year Masters Degree students. The role of the supervisor and student will be reviewed against the concept of internships and coaching which are used as tools to assist in the apprentice's learning journey. When undertaking the role of a field educator, the supervisor needs to approach the transfer of theory into practice by developing a language and behavioural guidelines that support the agreed learning outcomes. Contracts need to be developed and agreed so as all parties understand their responsibilities and liabilities when managing this dynamic learning environment. This is not dissimilar to what a client or program manager may expect of a project manger delivering agreed outcomes. Leading the approach to this form of learning is the practice of field work. Understanding the approach to developing competency and the impact of cultural differences provides a multi-levelled dynamic where parallels can be drawn against practising project managers. Ongoing partnerships to continue the iterative approach to learning on-th-job provides the apprentice project manager with a support network of mentors or 'masters' to assist in the transfer of knowledge.	en_US
dc.publisher	Project Management Institute	en_US
dc.relation.ispartof	Project Management Institute (PMI) Global Congress Asia Pacific 2010	en_US
dc.relation.ispartof	Project Management Institute Global Congress Asia Pacific	en_US
dc.title	Project Field Studies: sense making on-the-job	en_US
dc.type	Conference Proceeding
utslib.location	Melbourne, Australia	en_US
utslib.location.activity	Melbourne, Australia	en_US
utslib.for	120201 Building Construction Management and Project Planning	en_US
dc.location.activity	Melbourne, Australia	en_US
dc.location.activity	Wellington, New Zealand
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	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Melbourne, Australia	en_US
pubs.start-date	2010-02-22	en_US

Abstract:

This paper describes the practice of learning through field study placement the art and science of managing a project. How project managers learn outside the walls of a lecture room will be explore using two current project management subjects being taught at the University of Technology, Sydney. One subject is an elective in an undergraduate construction degree and the other is taught to second year Masters Degree students. The role of the supervisor and student will be reviewed against the concept of internships and coaching which are used as tools to assist in the apprentice's learning journey. When undertaking the role of a field educator, the supervisor needs to approach the transfer of theory into practice by developing a language and behavioural guidelines that support the agreed learning outcomes. Contracts need to be developed and agreed so as all parties understand their responsibilities and liabilities when managing this dynamic learning environment. This is not dissimilar to what a client or program manager may expect of a project manger delivering agreed outcomes. Leading the approach to this form of learning is the practice of field work. Understanding the approach to developing competency and the impact of cultural differences provides a multi-levelled dynamic where parallels can be drawn against practising project managers. Ongoing partnerships to continue the iterative approach to learning on-th-job provides the apprentice project manager with a support network of mentors or 'masters' to assist in the transfer of knowledge.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/17695