Bibliographic record
Abstract
Introduction IT projects are increasing in scope and complexity, fuelled by intense business competition, ever improving technology, and complex organizational structures and processes. In many cases, companies turn to suppliers of IT services -- systems integrators, consulting project managers, and software solutions providers -- to deliver their tough projects. There are many reasons to look for outside help, including staff shortages, risk reduction, and access to specialized industry or technical knowledge. External project managers are expected not only to successfully deliver against targets, but also to help the organization realize value for money. To understand how external IT project managers can perform successfully, two questions need to be asked: • What roles (beyond those of traditional project management) must external project managers fulfil? • How can they prepare themselves for these roles? We conducted a set of interviews with leading external project managers (see box for details of the study), focusing on those who manage transformational IT projects. Their answers take us beyond previous discussions of the need for a project team management role and an external business-facing role. This article first explains the research study (see the exhibit) and then discusses the roles and skills required of today's external IT project manager. Selected quotes from interviewees are shown as italicized text. It concludes with recommendations about personal and professional development for those entering into external project manager roles.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.014 | 0.008 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".