Human Resource Management in Organizational Project Management
Notice bibliographique
Résumé
It is increasingly common for work activities to take place in projects, and projects are therefore of growing importance as sites for career development, for leading and managing professional workers, and for individual and organizational development. Links between human resource management (HRM) activities that occur on projects, and their broader implications for project-based organizations in terms of knowledge, learning, and competence development, are therefore important foci for research. Projects are also important from the perspective of the well-being, ethical treatment, and motivation of workers. Projects are established within and between organizational functions (Bredin & Söderlund, 2011) but also span organizational boundaries (Lundin & Steinthórsson, 2003; Swart & Kinnie, 2014). Projects involve people from within and between organizational departments and also within and between disciplinary specialties. The implications of project-based organizing for managing human resources would appear to be significant (Huemann, 2015; Keegan, Huemann, & Turner, 2012; Palm & Lindahl, 2015; Söderlund & Bredin, 2006; Vicentini & Boccardelli, 2014), and yet traditional HRM models, where projects are not a key consideration, continue to dominate mainstream HRM theorizing (Swart & Kinnie, 2014). In mainstream HRM theorizing, traditional long-term and stable employment relationships are assumed and focal organizations are those with clearly defined internal and external boundaries. Project management literature has also traditionally downplayed what could be called the human factor – human capital or people aspects of project organization and management (Keegan & Turner, 2003). A shift from the mainly technical to increasingly people-focused aspects of project management has, however, been discernible in the past decade (Huemann, Keegan, & Turner, 2007). Project management researchers have started to explore more systematically HRM issues and their possible contribution to the performance of organizations that do most of their work in projects (Bredin & Söderlund, 2011). The systematic study of project professionals’ careers has developed recently, reflecting an increased appreciation of the importance of projects as a major part of many organizations (Crawford, French, & Lloyd-Walker, 2013; Hölzle, 2010) and the resulting increased importance of HRM issues and “people capabilities” (Bredin, 2008) required of project-based organizations is slowly increasing. Similarly, even though HRM theorists have not, to date, fully embraced the importance of the project context for practices, processes, and outcomes, this too appears to be changing as studies of HRM become more contextually sensitive.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».