REPLACING PROJECT MANAGER: REASONS OF REPLACEMENT INTERPRETED THROUGH THE ACTIVITY THEORY

Abstract In this study the reasons for replacing a project manager (RPM

Organisaation oppiminen sosiaali- ja terveydenhuolto-organisaatioissa – Kollektiivinen reflektio käytännön strategiatyössä

Organizational learning in social and healthcare organizations-Collective reflection during strategizing This research explores how collective reflection during strategizing supports organizational learning. Strategizing evolves over time as strategy practitioners interact with each other, use different strategy practices, and gain more experience of their strategy work. However, this learning process and the meaning of collective reflection within it has not been given attention in previous research. The theoretical frame of the study consists of strategy-as-practice (SAP), collective reflection, and organizational learning literature. In particular, the 4I-framework of organizational learning developed by Crossan et. al. (1999) is utilized. The empirical data were collected by a survey. According to the findings of the study, collective reflection during strategizing supports organizational learning, which, during strategizing, proceeds through microprocesses of intuition, interpretation, integration, and institutionalization. Furthermore, the study shows that the 4I model is suitable for scrutinizing organizational learning during strategizing

Replacing Project Manager: Reasons of Replacement Interpreted through the Activity Theory

In this study the reasons for replacing a project manager (RPM) during an ongoing IT project are classified. We give an interpretation on a project through the lens of Activity Theory (AT) and examine the tensions leading to RPM through the principle of contradiction in AT. We interviewed four experienced supervisors of three large project-based companies in the IT field, reviewed a previous study on RPM, and used the concept of contradiction to interpret the types of RPM. We found six types of reasons for RPM (e.g., the project manager has not achieved the defined objectives) and underlying the contradictions we identified interests of the client, the company and project manager which all affect to the emergence of RPM. Our results entail implications for research and practice on RPM

Replacement of Project Manager during IT Projects – A Research Agenda

Replacing the project manager (RPM) during IT project is a known phenomenon, but surprisingly, few studies have investigated the issue. To improve understanding of the situation in the IT field, we propose a research agenda that aims to provide IT professionals the means to sustainably manage RPM in IT projects. The research agenda is structured in line with the goals of theories in Gregor’s taxonomy of IS theories, and with the agenda, substantive theories on RPM in IT projects are to be developed. There are four major research questions: i) How is RPM in IT projects experienced? ii) When RPM occurs in IT projects, what happens and why, and how does it affect stakeholders? iii) How can RPM in IT projects be predicted? iv) How to manage RPM in IT projects? The research agenda is discussed and evaluated

EDULEARN17 Proceedings

More and more students in higher education are working during their studies when "anytime, anywhere" learning have added value for adults leaners [4]. The information and communication technology have been perceived as the solution to improve quality, reduce costs, and increase access [7] consequently universities are providing different multiform learning possibilities like collaborative study projects in the self-determining teams where students are working and learning together. In this study we describe Master students learning process in virtual teams in the Project Business course by using four phases of SECI model of knowledge creation. SECI model is applied to assess transforming students' individual tacit knowledge into explicit knowledge and enriching it to tacit knowledge again in the individual and the group level. [9]. In the paper is presented how the graduate students' learning process occur in a teamwork exercise. During the focal course in our study students are producing in teams essays about different project management perspectives during the four phases of SECI model. The essays are publish in essay collection.</p