Learners as Leaders

2020 ◽  
pp. 239-262
Author(s):  
Kelly L. Greenfield ◽  
Penny Cofield ◽  
Kristen K. Dyson ◽  
Scott Taylor ◽  
Sandy Brennan ◽  
...  
Keyword(s):  
Project Management ◽  
Public Engagement ◽  
Program Planning ◽  
Self Awareness ◽  
Management Communication ◽  
Collaborative Process ◽  
Building Capacity ◽  
Core Skills ◽  
Core Set ◽  
Key Competencies

This chapter examines a collaborative process in which two student-led initiatives were used to help build capacity in students for publicly engaged work, thus building capacity for broader student public engagement. A set of foundational competencies and core skills emerged from this process, which situated a core team of five students and two administrators as collaborators in program planning and implementation. Through a reflective lens that examined the process, three broad competency areas emerged—project management, communication, and self-awareness—each encompassing a core set of skills. Through collective reflections, it became evident that the process itself provided a framework to highlight key competencies and essential skills that are critical for best practices in public engagement.

A Taxonomy of Internet Applications for Project Management Communication

2002 ◽  
Vol 33 (4) ◽  
pp. 39-47 ◽  
Author(s):  
Steve D. Giffin
Keyword(s):  
Project Management ◽  
The Internet ◽  
Management Communication ◽  
Internet Applications ◽  
Organizational Issues ◽  
Technological Characteristics ◽  
Different Types ◽  
Use Of The Internet ◽  
The Relationship

A taxonomy of Internet applications has been created to describe the use of the Internet for project management communication. It is based on the technological characteristics of Internet applications, the requirements of project management communication, and the organizational issues associated with using Internet applications. Its dimensions are the sender/receiver synchronization and the relationship between the number of senders and receivers. The taxonomy is populated with six Internet applications that are used commonly in project management communication. The taxonomy is presented as an aid to understanding the capabilities and limitations of Internet applications for different types of project management communication.

scholarly journals A New Research Agenda for Project Management Communication Theory

2018 ◽  
Author(s):  
Bill Brantley
Keyword(s):  
Project Management ◽  
Research Agenda ◽  
Communication Complexity ◽  
Communication Theory ◽  
Communication Research ◽  
Management Communication ◽  
Complexity Leadership ◽  
New Research ◽  
Complex Responsive Processes ◽  
Complexity Theories

<p>Based on an analysis of 272 peer-reviewed articles on project management communication, the authors found that only four percent of the articles advanced project management communication toward a better contemporary understanding of the complexity of communication. The authors posit that project management communication research needs a new research agenda based on complex responsive processes of relating. The new research agenda proposal comprises three major areas of study: emotional intelligence; communication complexity theories; and complexity leadership. Adopting the new project management communication research agenda will help establish more effective communication tools and methods for project management practitioners while providing new research opportunities for communication scholars.</p>

scholarly journals Doctoral Supervision Practice: What’s the Problem and How Can We Help Academics?

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Susan Carter ◽  
Barbara Kensington-Miller ◽  
Matthew Courtney
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Time Constraints ◽  
Management Communication ◽  
Research Supervision ◽  
Education Environment ◽  
Supervision Practice ◽  
The Right ◽  
Doctoral Supervision ◽  
Discipline Differences

Academics are feeling squeezed by increasing research supervision demands within tightening time constraints. In a changing higher education environment, demands on doctoral supervisors need to be better understood in order to provide them with the right support at supervision pressure points. As academic developers, our aim was to better understand supervision challenges across multiple disciplines. A two stage study firstly sought differences in research and supervision practice between faculties by means of an anonymised digital questionnaire [n226]. Twenty-two questions explored supervisors’ experiences of project management, communication and writing. Secondly, we interviewed 11 experienced supervisors from disciplines other than our own (education), focusing on supervision’s discipline-specific challenges and constraints. We expected to find discipline-differences between science and humanities. However, analysis showed that supervision challenges are the same across disciplines. We report on what these entail and argue that, as graduate numbers rise in an internationalised academy, supervision support can and should be developed centrally in order to address the growing pressures on faculty.

Critical Behavioral Competencies for IT Project Managers

2012 ◽  
pp. 165-184 ◽  
Author(s):  
Hazel Taylor ◽  
Jill Palzkill Woelfer
Keyword(s):  
Project Management ◽  
Project Managers ◽  
It Project Management ◽  
Management Competencies ◽  
Training Interventions ◽  
It Project ◽  
Key Competencies ◽  
And Training ◽  
Critical Situations ◽  
Behavioral Competencies

What behavioral competencies do experienced IT project managers apply when facing critical situations in their projects, and how have they developed those competencies? In this paper, the authors answer these questions. The authors interviewed 23 experienced IT project managers from 11 organizations, focusing on critical situations that they now managed differently from their earlier, novice, practices, and on how they had learned to develop these different approaches. The authors discuss a variety of management development and training interventions. They use a thematic analysis to identify the key competencies being applied and learning methods experienced by this set of managers. Results suggest that IT project managers are drawing on a different set of competencies from those required for project management in other industries. Additionally, this paper reveals the importance of informal learning channels, often involving project experiences, for the development of IT project management competencies.

Understanding the Why of Behavior Through Regulation

2021 ◽  
pp. 166-186
Author(s):  
Kristin Martinsen Robison
Keyword(s):  
Social And Emotional Learning ◽  
Self Awareness ◽  
Whole Child ◽  
Social And Emotional ◽  
Disciplinary Programs ◽  
Self Actualization ◽  
Big Picture ◽  
Key Competencies ◽  
Supportive Relationship ◽  
The Many

This chapter will review the many foundational theories that outline an historical understanding of behavior. Occupational therapy (OT) and psychology have provided a consistent framework for addressing and defining behavior. Behavior communicates self-awareness and self-management which are key competencies upon which social and emotional learning occur. Perception affects the definition and assumption of behavior, and this is affected by knowledge. Various considerations such as sensory processing, executive functioning, nervous system functions, and environmental factors affect the feedback loop that governs a child's ability to regulate. How we assess this process will determine our expectations and responses. When disciplinary programs do not address the whole child, behavior seldom improves. Embracing the big picture of behavior allows it to be viewed through a different lens to establish a supportive relationship with a student and empower them to achieve self-actualization and skills they will use for a lifetime.

scholarly journals A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Grant Rix ◽  
Ross Bernay
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Family Health ◽  
Well Being ◽  
Mindfulness Practice ◽  
Classroom Teachers ◽  
Self Awareness ◽  
Ministry Of Education ◽  
Long Term Effects ◽  
Key Competencies

This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.

Critical Behavioral Competencies for IT Project Managers

2010 ◽  
Vol 1 (4) ◽  
pp. 1-19 ◽  
Author(s):  
Hazel Taylor ◽  
Jill Palzkill Woelfer
Keyword(s):  
Project Management ◽  
Project Managers ◽  
It Project Management ◽  
Management Competencies ◽  
Training Interventions ◽  
It Project ◽  
Key Competencies ◽  
And Training ◽  
Critical Situations ◽  
Behavioral Competencies

What behavioral competencies do experienced IT project managers apply when facing critical situations in their projects, and how have they developed those competencies? In this paper, the authors answer these questions. The authors interviewed 23 experienced IT project managers from 11 organizations, focusing on critical situations that they now managed differently from their earlier, novice, practices, and on how they had learned to develop these different approaches. The authors discuss a variety of management development and training interventions. They use a thematic analysis to identify the key competencies being applied and learning methods experienced by this set of managers. Results suggest that IT project managers are drawing on a different set of competencies from those required for project management in other industries. Additionally, this paper reveals the importance of informal learning channels, often involving project experiences, for the development of IT project management competencies.

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