PurposeTo prepare project managers for the human aspects of project work using a new classroom-based approach to foster abilities in collective sensemaking.Design/methodology/approachThe authors developed an approach for fostering collective sensemaking abilities through three class sessions inspired by Merrill's First Principles of Instruction. The authors implemented the sessions in two cohorts of students, with a total of 57 participants, and evaluated its impact through a series of surveys.FindingsFindings demonstrated how each component of the educational approach contributed to an increase in students' sensemaking understanding and ability. Through explanation, demonstration and application components, students reported increasing levels of confidence in their ability to facilitate collective sensemaking in practice.Research limitations/implicationsThe authors’ findings are based on a sample of 57 students in one university setting. Further studies are required to evaluate the educational approach; such studies could use larger numbers of students or other education settings. Triangulating students' reported understanding and abilities would increase confidence in the effectiveness of this approach.Practical implicationsBy explaining the authors’ approach to sensemaking education and providing initial evidence of its success, they provide educators with an example of how to foster collective sensemaking through classroom-based project management education. The approach has potential for teaching other interpersonal skills.Originality/valueThis research provides a novel classroom-based approach to foster sensemaking awareness and skills, and for dispersing contemporary project management thinking and tools to practitioners.
Preparing project managers for the human aspects of project work: fostering sensemaking abilities
