تجربیات مسیرهای توسعه مدیران پروژه
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تجربیات مسیرهای توسعه مدیران پروژه

عنوان فارسی مقاله: مسیرهای توسعه مدیران پروژه: چطور و چگونه مدیران پروژه از تجربیاتشان یاد می گیرند؟
عنوان انگلیسی مقاله: Development paths of project managers: What and how do project managers learn from their experiences?
مجله/کنفرانس: مجله بین المللی مدیریت پروژه – International Journal of Project Management
رشته های تحصیلی مرتبط: مدیریت
گرایش های تحصیلی مرتبط: مدیریت پروژه، مدیریت اجرایی
کلمات کلیدی فارسی: مدیران پروژه، مسیر توسعه، یادگیری تجربی، حرفه
کلمات کلیدی انگلیسی: Project managers; Development path; Experiential learning; Career
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.ijproman.2016.02.005
دانشگاه: Open University of the Netherlands - the Netherlands
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2016
ایمپکت فاکتور: 4.650 در سال 2017
شاخص H_index: 110 در سال 2019
شاخص SJR: 1.463 در سال 2017
شناسه ISSN: 0263-7863
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 11
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
کد محصول: E4782
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Theory


3- Method


4- Results


5- Discussion


Acknowledgements


References

نمونه متن انگلیسی مقاله

Abstract


The development paths of project managers are paved with formal and informal learning experiences. Knowledge of the learning experiences that project managers indicate as important for their development as professionals is limited in both the academic and the practitioner world. In the current study we explore what and how project managers learn from experiences, and what is perceived as supporting this learning. We used a multi-method approach, consisting of in-depth interviews and a short follow-up survey among 31 project managers. Results show that most learning experiences occur more or less accidentally on the job and support for learning from these experiences is limited. This suggests potential to improve the quality and pace of the development paths of project managers. Limitations of the current study, and implications of these findings for theory and practice are discussed opening up avenues for future research.


Introduction


Much professional learning occurs on the job (Day et al., 2014; Eraut, 2004). This informal learning on the job is of major importance in the development of professionals in complex jobs who have to deal with new and unexpected challenges in the environment (Day et al., 2014). For several reasons, this might especially be true for project managers, who mostly seem to ‘learn by doing’ from their experiences, rather than learn by studying. Firstly, many project managers fulfill their project responsibilities alongside another job; a more permanent position for which they have been educated. Secondly, even if being a project manager is their primary job, most project managers did not set out to work towards this role when they first entered the job market, but ‘rolled into it’ at a later stage in their career. This is in line with Palm and Lindahl (2015) in their findings among project managers in technical environments. They show that technical experts were often promoted to the project manager position, despite lacking formal management training, so they had to learn ‘on the job’.

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