The Wiley Guide to Project Organization and Project Management Competencies E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Veröffentlichungsjahr: 2010

Beschreibung

THE WILEY GUIDE TO Project Organization & Project Management Competencies

A guide to the human factors in project management: knowledge, learning, and maturity

THE WILEY GUIDES TO THE MANAGEMENT OF PROJECTS address critical, need-to-know information that will help professionals successfully manage projects in most businesses and help students learn the best practices of the industry. They contain not only well-known and widely used basic project management practices but also the newest and most cutting-edge concepts in the broader theory and practice of managing projects.

This third volume in the series covers a range of organizational and people-based topics that are occupying the project management world today. The essence of project management represents a “people” challenge—the ability to appreciate and effectively employ the competencies of all those who are associated with the project development and delivery process. This book explains how you can more successfully manage a project from inception through delivery by learning how to handle critical issues around structure, teams, leadership, power and negotiation, and the whole area of competencies. The expert contributors also include chapters on global project management knowledge and standards, the role of project management associations around the world, project management maturity models, and other key topics.

Complete your understanding of project management with these other books in The Wiley Guides to the Management of Projects series:

• The Wiley Guide to Project Control
• The Wiley Guide to Project, Program & Portfolio Management
• The Wiley Guide to Project Technology, Supply Chain & Procurement Management

Leseprobe

Table of Contents

THE WILEY GUIDES TO TH E MANAGEMENT OF PROJECTS

Title Page

Copyright Page

Introduction

Project Management

The Management of Projects

Structure of The Wiley Guide to Project Organization & Project Management Competencies

About the Authors

References

CHAPTER ONE - AN OVERVIEW OF BEHAVIORAL ISSUES IN PROJECT MANAGEMENT

A 12-Factor Model

Key Comments from Practitioners

Conclusions

Acknowledgment

References

CHAPTER TWO - PROJECT MANAGEMENT STRUCTURES

Organizing Projects within the Functional Organization

Organizing Projects as Dedicated Teams

Organizing Projects within a Matrix Arrangement

Different Matrix Forms

Organizing Projects within Network Organizations

Choice of Project Management Structure

Summary

References

CHAPTER THREE - CONTEMPORARY VIEWS ON SHAPING, DEVELOPING, AND MANAGING TEAMS

Part I: Teams and Forces Shaping Teams

Part II: Team Development

Part III: Team Management

Summary

References

CHAPTER FOUR - LEADERSHIP OF PROJECT TEAMS

Leadership Theories

Project Vision

Creating a Project Vision

Project Leadership and Time Orientation

Applications to Project Leadership

Summary

References

CHAPTER FIVE - POWER, INFLUENCE, AND NEGOTIATION IN PROJECT MANAGEMENT

Sources of Power

Power versus Influence

Forms of Influence

Developing Influence Skills

Block’s Framework

Negotiation Skills

What Is Negotiation?

Preparation for Negotiation

Team Organization

Negotiating Strategies

Choosing a Strategy

The Feasibility of Problem Solving

The Feasibility of Contending

The Feasibility of Inaction and Withdrawing

The Feasibility of Concession Making

The Feasibility of Compromising

Summary

References

CHAPTER SIX - MANAGING HUMAN RESOURCES IN THE PROJECT-ORIENTED COMPANY

Human Resource Management in the Context of the Project-Oriented Society

Project Management Personnel

Processes of Human Resource Management

The Role of the PM Office in HRM

Summary

References and Further Reading

CHAPTER SEVEN - COMPETENCIES:ORGANIZATIONAL AND PERSONAL

Competence

Some Recent Research

Project Management Competencies, Standards, and Bodies of Knowledge

Measuring Competence

Return on Investment from Education and Training

Summary

Websites

References and Bibliography

CHAPTER EIGHT - PROJECTS: LEARNING AT THE EDGE OF ORGANIZATION

Introduction: some Conceptual Issues to Knowledge and Learning in Project ...

Knowledge Management: Overview, Key Issues - A Brief History of Knowledge ...

Organizational Learning: Mapping the Domain, Considerations

From Knowledge Management and Organizational Learning to Learning Organization

Project Management, Knowledge Management, and Organizational Learning: A ...

Summary

References

CHAPTER NINE - THE VALIDITY OF KNOWLEDGE IN PROJECT MANAGEMENT AND THE ...

What Is Project Management?

Defining Our Knowledge about Managing Projects

Project Learning

Implications for Project Management Competence Development

Summary

References

CHAPTER TEN - GLOBAL BODY OF PROJECT MANAGEMENT KNOWLEDGE AND STANDARDS

Project Management Standards and Guides

Project Management Knowledge Standards

Performance-Based Competency Standards for Project Management

Content and Coverage of Knowledge Guides and Performance-Based Competency Standards

Competency Models and Personal Competence

Project Management Qualifications

Demand for Global Project Management Standards

SUMMARY

References

CHAPTER ELEVEN - LESSONS LEARNED: PROJECT EVALUATION

The Process of Project Evaluation

Basic Principles Governing Evaluative Efforts

Converting Lessons Learned into Action

Conducting Friendly Post-Project Evaluations

Customer Acceptance Tests: Built-in Post-Project Evaluation

Post-Project Evaluation and the Learning Organization Perspective

Post-Project Evaluation and the Human Resource Management Perspective

The Bottom Line: Dealing with the Realities of Post-Project Evaluation

References

CHAPTER TWELVE - DEVELOPING PROJECT MANAGEMENT CAPABILITY: BENCHMARKING, ...

The Importance Of PMM in Today’s Marketplace

PMM: Concepts and Quantification

PMM’S Relationship to Business Results

Bringing It to Closure: The Virtuous Cycle of Project Management

Summary

References

CHAPTER THIRTEEN - PROJECT MANAGEMENT MATURITY MODELS

A Brief Survey of the Literature on Project Management Maturity

OGC’s PMMM and PMI’s OPM3

Untangling the Vocabulary and Distinguishing Relevant Concepts

Maturity Models: The “State of Play” Reviewed

Maturity Models: Silver Bullets or Unhelpful Distractions?

Summary

References

CHAPTER FOURTEEN - PROFESSIONAL ASSOCIATIONS AND GLOBAL INITIATIVES

From Local to Global

The Professional Associations

Global Initiatives

Summary

References

INDEX

THE WILEY GUIDES TO TH E MANAGEMENT OF PROJECTS

Edited by

Peter W. G. Morris and Jeffrey K. Pinto

The Wiley Guide to Project, Program & Portfolio Management

978-0-470-22685-8

The Wiley Guide to Project Control

978-0-470-22684-1

The Wiley Guide to Project Organization & Project Management Competencies

978-0-470-22683-4

The Wiley Guide to Project Technology, Supply Chain & Procurement Management

978-0-470-22682-7

This book is printed on acid-free paper.

Copyright © 2007 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

Wiley Bicentennial Logo: Richard J. Pacifico

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Library of Congress Cataloging-in-Publication Data:

ISBN: 978-0-470-22683-4

THE WILEY GUIDE TO PROJECT ORGANIZATION & PROJECT MANAGEMENT COMPETENCIES:PREFACE AND INTRODUCTION

Peter W. G. Morris and Jeffrey Pinto

In 1983, Dave Cleland and William King produced for Van Nostrand Reinhold (now John Wiley & Sons) the Project Management Handbook, a book that rapidly became a classic. Now over twenty years later, Wiley is bringing this landmark publication up to date with a new series The Wiley Guides to the Management of Projects, comprising four separate, but linked, books.

Why the new title—indeed, why the need to update the original work?

That is a big question, one that goes to the heart of much of the debate in project management today and which is central to the architecture and content of these books. First, why “the management of projects” instead of “project management”?

Project management has moved a long way since 1983. If we mark the founding of project management to be somewhere between about 1955 (when the first uses of modern project management terms and techniques began being applied in the management of the U.S. missile programs) and 1969/70 (when project management professional associations were established in the United States and Europe) (Morris, 1997), then Cleland and King’s book reflected the thinking that had been developed in the field for about the first twenty years of this young discipline’s life. Well, over another twenty years has since elapsed. During this time there has been an explosive growth in project management. The professional project management associations around the world now have thousands of members—the Project Management Institute (PMI) itself having well over 200,000—and membership continues to grow! Every year there are dozens of conferences; books, journals, and electronic publications abound; companies continue to recognize project management as a core business discipline and work to improve company performance through it; and, increasingly, there is more formal educational work carried out in university teaching and research programs, both at the undergraduate and, particularly, graduate, levels.

Yet, in many ways, all this activity has led to some confusion over concepts and applications. For example, the basic American, European, and Japanese professional models of project management are different. The most influential, PMI, not least due to its size, is the most limiting, reflecting an essentially execution, or delivery, orientation, evident both in its Guide to the Project Management Body of Knowledge, PMBOK Guide, 3rdEdition (PMI, 2004) and its Organizational Project Management Maturity Model, OPM3 (PMI, 2003). This approach tends to under-emphasize the front-end, definitional stages of the project, the stages that are so crucial to successful accomplishment (the European and Japanese models, as we shall see, give much greater prominence to these stages). An execution emphasis is obviously essential, but managing the definition of the project, in a way that best fits with the business, technical, and other organizational needs of the sponsors, is critical in determining how well the project will deliver business benefits and in establishing the overall strategy for the project.

It was this insight, developed through research conducted independently by the current authors shortly after the publication of the Cleland and King Handbook (Morris and Hough, 1987; Pinto and Slevin, 1988), that led to Morris coining the term “the management of projects” in 1994 to reflect the need to focus on managing the definition and delivery of the project itself to deliver a successful outcome.

These at any rate are the themes that we shall be exploring in this book (and to which we shall revert in a moment). Our aim, frankly, is to better center the discipline by defining more clearly what is involved in managing projects successfully and, in doing so, to expand the discipline’s focus.

So, why is this endeavor so big that it takes four books? Well, first, it was both the publisher’s desire and our own to produce something substantial—something that could be used by both practitioners and scholars, hopefully for the next 10 to 20 years, like the Cleland and King book—as a reference for the best-thinking in the discipline. But why are there so many chapters that it needs four books? Quite simply, the size reflects the growth of knowledge within the field. The “management of projects” philosophy forces us (i.e., members of the discipline) to expand our frame of reference regarding what projects truly are beyond of the traditional PMBOK /OPM3 model.

These, then, are not a set of short “how to” management books, but very intentionally, resource books. We see our readership not as casual business readers, but as people who are genuinely interested in the discipline, and who is seek further insight and information—the thinking managers of projects. Specifically, the books are intended for both the general practitioner and the student (typically working at the graduate level). For both, we seek to show where and how practice and innovative thinking is shaping the discipline. We are deliberately pushing the envelope, giving practical examples, and providing references to others’ work. The books should, in short, be a real resource, allowing the reader to understand how the key “management of projects” practices are being applied in different contexts and pointing to where further information can be obtained.

To achieve this aim, we have assembled and worked, at times intensively, with a group of authors who collectively provide truly outstanding experience and insight. Some are, by any standard, among the leading researchers, writers, and speakers in the field, whether as academics or consultants. Others write directly from senior positions in industry, offering their practical experience. In every case, each has worked hard with us to furnish the relevance, the references, and the examples that the books, as a whole, aim to provide.