Andragogiczny koncept kształcenia prowadzenia projektów w Akademii Obrony Narodowej 2008-2010

• Autorzy: Lent B.

Warianty tytułu

EN

Andragogical Education Concept of Conducting Projects in National Defence University 2008 – 2010

• Języki publikacji: PL

Abstrakty

EN

University education usually, refers to adults who already have acquired a defined amount of knowledge. Everyone has conducted a project in their lifetime, the result of which is smaller, or bigger luggage of their own experience. This makes high demands facing the ones who prepare educational programmes concerning conducting projects. An optimal programme takes into consideration the specific character of adult education, knowledge that students contribute, as well as condensed effective education of linear and non-linear project management systems, convincing examples of various cultures and leader’s personality that influence the course of the project. Balanced andragogical education approach shapes students’ cognitive abilities and competence during very limited education time, and is highly appreciated by both the students and university authorities as well. Conducting project includes the knowledge of support technologies (IT), business methods and abilities connected with the human factor. These abilities are shaped within the intellectual intelligence (IQ), emotional intelligence (EQ) and Sense Making Intelligence (SQ). The adopted mental model of project management L-Timer™ is to ensure high effectiveness of education within the 3x3 subject matrix combination. Personal motivation and learners’ ability is the third dimension of the acquired knowledge. In order to achieve the students' highest motivation, the syllabus was based on andragogical concept of constant search of problem solution (why and what next?) based on active learning (stimulus - reflection) and acquiring knowledge jointly within a team.

Słowa kluczowe

PL

zarządzanie; systemy zarządzania; Akademia Obrony Narodowej; kształcenie wojskowe; L-Timer

EN

L-TimerTM; managing system; National Defence University; military education

• Wydawca: Akademia Sztuki Wojennej
• Czasopismo: Zeszyty Naukowe AON
• Rocznik: 2010
• Tom: nr 2(79)
• Strony: 269--290
• Opis fizyczny: Bibliogr. 43 poz., il., tab.

Twórcy

autor

Lent B.

• Akademia Obrony Narodowej

Bibliografia

• 1. DIN Deutsches Institut fur Normung e. V., DIN 69900 - 69901, Beuth Verlag GmbH, (Herausgeber), Berlin, Deutschland, 2009.
• 2. Singh, H. & Singh, A., Principles of complexity and chaos, theory in project execution: a new approach to management cost engineering, Cos Engineering, 2002, Vol. 44, Issue 12, December, s. 23-32.
• 3. Kaplan, R. S., Norton D. P., The Balance Scorecard, translating strategy into action, Harvard, Business School Press, 1996, s. 321, Boston, MA.
• 4. Standish Group International. Extreme CHAOS. 2001, URL:http://www.standishgroup.com/sample_research/PDFpages/extreme_chaos.pdf.
• 5. Dervin, B., Sense-making theory and practice: an overview of user interests in knowledge seeking and use, Journal of Knowledge Management, 1998, Vol. 2, Issue 2, str. 36-46, MCB UP Ltd, UK.
• 6. Rufenacht, U.; Projektschlussbeurteilung P05/ProCur (Final report on Project P05/ProCur), Internal Report Swiss Ministry of Finances, 2005, Bern, Switzerland.
• 7. Lent, B., IT-Projekte lenken - mit System, 2004, Vievveg, Wiesbaden, Deutschland.
• 8. www.bogdan.lent.ch, kwiecień 2010.
• 9. www.malgorzatapinkowska.lent.pl, kwiecień 2010.
• 10. Thomas, J., & Mengel T., Preparing project managers to deal with complexity - Advanced project management education, International Journal of Project Management, 2008, Vol. 26, Issue 3, April, s. 304-315.
• 11. Project Management Institute, A Guide to the project management body of knowledge 4th ed., 2008, Project Management Institute, Pennsylvania, USA.
• 12. Caupin, G. et al., International Project Management Association: International Competence Baseline (version 3) ISBN 0-9553213-0-1, IPMA, 2007.
• 13. Bredillet, C. N., Learning and acting in project situations through a meta-method (MAP) a case study: Contextual and situational approach for project management governance in management education, International Journal of Project Management, 2008, Vol. 26, Issue 3, April, s. 238-250.
• 14. Informatikstrategieorgan Bund, PowerUserV2.02, Retrieved on October 2008, URL: http://www.hermes.admin.ch/gestion_de_projet_tic/poweruser-fr 2008.
• 15. Altherr L., L-TimerPowerUser, Retrieved on October 2008, URL: www.lent.ch.
• 16. Carroll, J. B., Human Cognitive Abilities A Survey of Factor-Analytic Studies, 1993, Cambridge University Press, UK.
• 17. Dickens, W. T., Cognitive Ability in Edited by Blume L. E. & Durlauf S. N., The New Palgrave Dictionary of Economics, 978-0-333-78676-5 Palgrave Macmillan Basingstoke, UK 2008.
• 18. Salovey P. & Mayer J. D., Emotional intelligence, Imagination Cognit Personal, 1990, Vol. 9, Issue 3, s. 185-211.
• 19. Dulewicz V. & Higgs M., Design of a new instrument, to assess leadership dimensions and styles, Henley working paper series, 2003, vol. HWP0311. Henley-On-Thames.
• 20. Goleman D., Boyatzis R. E. & McKee A., Primal leadership: learning to lead with emotional intelligence, 2004, Harvard Business School Press, USA.
• 21. Ninck A., Burki L., Systemik, Vernetztes Denken in komplexem Situationen, 2004, Verlag Industrielle Organisation, Zurich.
• 22. Spencer L. M. & Spencer S. M., Competence at work, 1993, John Wiley & Sons, USA.
• 23. El-Sabaa S., The skills and career path of an effective project manager, International Journal of Project Management, 2001, Vol. 19, Elsevier Science, UK, s. 1-7.
• 24. Kerzner, H., Project Management: A Systems Approach to Planning, Scheduling and Controlling, 2003, Wiley, 8 edition.
• 25. RTO/NATO, Exploring New Command and Control Concepts and Capabilities, RTO Technical Report TRSAS-050, 2007.
• 26. IBM, Service Science, Management, and Engineering, URL: http://www-304.ibm.com/jct09002c/university/scholars/ssme, accessed in June 2007.
• 27. Lent B. & Pinkowska M., Assessment and Management o f the Human Factor Impact on Human Factor Intense Projects - Challenging the Challenge, The Proceedings of 20th IPMA World Congress on Project Management, Volume 2, Shanghai, 2006.
• 28. Crawford L., Morris P., Thomas J., Winter M., Practitioner development: from trained technicians to reflective practitioners. International Journal of Project Management, 2006, Vol. 24, Issue 8, s. 722.
• 29. Knowles M. S., Elwood F. H. III, Swanson R. A., Edukacja dorosłych, 2009, PWN Warszawa, s. 376.
• 30. Mintzberg H., Managers not MBAs: a hard look at the soft practice of managing and management development. San Francisco: Berrett-Koehler Publishers; 2004.
• 31. Kankanhalli A.,Tan B. C. Y., Wei K. K. & Holmes M. C., Cross-Cultural Differences and Information Systems Developer Values, Decision Support Systems, 2004, Elsevier, UK.
• 32. Dervin B., Sense-Making’s theory of dialogue: A brief introduction. International Communication Association, San Francisco, Brenda Dervin, 1999.
• 33. Geist D. B., Myers M. E., Pedagogy and Project Management: Schould You Practice What You Preach? Proceedings Southeastern Conference 2007, JCSC 23, 2.
• 34. Mengel T., Outcome-based project management education for emerging leaders - A case study of teaching and learning project management International Journal of Project Management, 2008, Vol. 26, s. 275-285.
• 35. Sophocles, The Trachiniae, translated by R. C. Jebb, Kessinger Publishing, 2004, UK.
• 36. Revans R. W., Action : Learning: Its Terms and Character, Journal of Management Decision, 1983, Vol. 21, Issue 1, s. 39-50, MCB UP Ltd, UK.
• 37. Walker H. T. D., Reflections on developing a project management doctorate, International Journal of Project Management, 2008, Vol. 26, Issue 3, April, s. 316-325.
• 38. Coghlan D. & Brannick T., Doing action research in your own organization. 2nd ed., 2005, Sage Footprint, UK.
• 39. McKay J. & Marshall P., The dual imperatives of action research, Information Technology & People, 2001, Vol. 14, Issue 1, s. 46-59.
• 40. Zuber-Skerritt O., A model for designing action learning and action research programs, Learn Organization, 2002, Vol. 9, Issue 4, s. 171-9.
• 41. McCreery J. K., Assessing the value of a project management simulation training exercise, International Journal of Project Management, 2003, Vol. 21, Issue 4, May, s. 233-242.
• 42. Lent B., Keretho S., Pinkowska M., Efficiency in Project Management Education: Continuous Education Course for Master of Science in IT at Kasetsart University. Bangkok. Symposium on Project Management Pro MAC 2009, conference proceedings, The Society of Project Management, Bangkok, TH 2009.
• 43. Lebcir R. M., Wells H., Bond A., Factors affecting academic performance of international students in project management courses: A case study from a British Post 92 University International Journal of Project Management, Vol. 26, 2008, s. 268-274.