Using facilitative skills in project management
Notice bibliographique
Résumé
Project management can be seen as a profession, discipline and conceptual framework. It has been developed from different fields, including military engineering, mechanical engineering, social sciences and construction. During recent decades, there has been a number of challenges as to its efficacy, for example disappointing project performance and lack of an appropriate project cooperation method due to new forms of cooperation possibilities. More and more organizations are engaged in contractual joint ventures, alliances and other forms of inter-organizational relationships. In addition, virtual cooperation, mediated by interconnected and diversified systems, is becoming more and more common. These relatively new forms of interaction imply new demands on skills and methods facilitating project cooperation within and among various organizations. Given the pervasiveness of these demands, project managers are frequently finding themselves in situations where using facilitating skills is not an option, but a requirement. Facilitation is to be viewed as a process of ‘obstetric’ aid to meet the challenges of coping with the changing conditions for project management described briefly above. The outcome of facilitation depends on at least four interrelated sets of conditions: a) The available time and resources in comparison to the complexity of the aim(s), b) the composition of the participants, c) the skills of the facilitator and d) the methods available to the facilitator. In this paper facilitating skills are identified and discussed in relation to the changing circumstances for project management. The approach used to achieve this paper’s objective includes a literature review, model building and reflection on facilitation skills based on the author’s experiences from facilitating workshops for company managers, public administrators, NGO’s and university professors / students around the world. In addition, this paper is based on the author’s many years of experience in supervising engineering students from for instance China, South Korea, Canada, US, Ghana and various European countries who have come to learn and practise facilitating skills as international students at Technical University of Denmark. The paper identifies facilitation skills at three different levels: the intellectual, emotional and synergistic level. An analysis is conducted based on a practical example of how engineering students are able to learn facilitative skills. The contributions of this paper to the field are an extension and a deepening of existing knowledge of facilitation skills at different levels. In addition, the paper includes a model regarding effective ways of combining various ways of knowing in a facilitation course for university students and future project managers.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,018 | 0,032 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,004 | 0,003 |
| Études des sciences et des technologies | 0,003 | 0,009 |
| Communication savante | 0,005 | 0,006 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».