Inner Wealth Secrets
Do you really want to grow and develop in the organization How do you know when you really want to grow How can you communicate your interest to the organization The effectiveness of training and education is determined by the investment of the participants therefore, there must be legitimate individual commitment before there is effective individual learning and consequent organizational development. Professional and personal development has many angles, but in a customer-driven project environment, professional development typically takes on the following four basic characteristics
Each project, change or problem-solving process is initiated with the intention of making something better. Why go for change if it is not for the better Why initiate a project if not for solving a problem Why initiate a network for promoting a cluster if it does not lead to benefits Therefore, the development of a learning organisation as well as a learning network is an intentional improvement process. Improvement is a change for the better in the degree of quality. The only meaningful measurement of before-after difference of this is the intention of those who have induced or suffered this process. This is not only true for organisation development it is especially true for intentional learning. Learning in an organisational context is by definition the endeavour of improving one's control potential or competence, i.e. self-improvement. Learning is an improvement process. What was said before about working well is true one must be able, want and be allowed to work, and so it is...
Consider having your team Smarjt take some time out period- JWana8in8 ically to evaluate how well you're functioning as a team.This activity offers several potential benefits it will help you address areas of concern before they grow, provide you with insights on potential areas of self-improvement, and get team members to interact outside the confines of the project tasks.
Applied to organisations, we can say that a learning organisation is a system of improvement and self-improvement (enhancement of competence) of individuals, groups, and the whole organisation, including their formal and informal purposes, structures, rules and values. That improvement and self-improvement is directed towards achieving purposefully defined aims via a community of performance.
This approach necessarily implies a discourse-oriented and decentralised concept of quality and improvement responsibility for the organisation as well as for learning, especially if the organisation wants to become a learning organisation. We have seen that learning is a process of improvement and self-improvement where the learner-customer is a co-producer of the learning quality. Hence learning processes must be organised through participative and co-operative processes of construction and re-construction of competence. A former Labour Director and living legend in the German steel industry, Alfred Heese (1992), used to say 'Participation is not everything, but without participation everything is nothing.'
Learning is defined as the process of re-constructing reality virtually. Organisation development is defined as the process of re-constructing reality practically. As learning is, on the one hand, an improvement and self-improvement process, and on the other, an appropriation process of constructing or reconstructing a new reality, it implies a twofold learning strategy. This can be re-stated in the formula learning by doing must be completed through doing by learning. In terms of organisational learning we can only admit that the organisation has learned something when at least the second learning loop must have been performed, i.e., the group(s) of persons must have a concept of how they have achieved this. They must be able to reproduce this process, in other words, they must have learned how they have learned.
Project managers must be diligent and proactive in order to identify problems and take appropriate action. Project and functional managers need to work together so that project team members and the project managers themselves are not overloaded. Both have the responsibility to provide skills necessary for project success and, when possible, to put team members in positions that will encourage and enhance professional and personal development. Project managers have the responsibility to coordinate resources among their projects and provide team building for team members. Functional managers have the responsibility to ensure that resources are available when the project manager needs them. With shared responsibility, conflict and confusion can be created for team members if they are unclear about their roles and whose authority to follow and trust. This conflict can be reduced if levels of authority with respect to resource allocation, decision-making, reporting requirement, corrective...
There will be costing information, including staffing and equipment, all the information relating to team efficiency, and personal development of staff members during the life of the project, much of which is passed back to the Liaison Center from the various project and team managers.
2.1 From PSPSM A Self-Improvement Process for Software Engineers, Chapter 1 2.4 From PSPSM A Self-Improvement Process for Software Engineers, Chapter 4 2.5 From PSPSM A Self-Improvement Process for Software Engineers, Chapter 4 2.6 From PSPSM A Self-Improvement Process for Software Engineers, Chapter 7
Project teams often include many junior people. It is the responsibility of the team and the project manager to enhance the personal development of these team members. Helping the growth of individual team members also benefits the project and the organization. As the skills and abilities of the team members improve, they become more productive later in the project and can take on more responsibility. And, of course, they become better equipped to handle their tasks in future projects. Toward this end, project managers use methods such as these
Recognition of current competence, independent of how that competence has been achieved. They also encourage self-assessment, reflection and personal development in order to provide evidence of competence against the specified performance criteria. Their format has been developed by governments of Australia, New Zealand, South Africa and the United Kingdom, where they form part of national qualifications frameworks.
The mentor role is to contribute to the professional and personal development of the mentee. This implies a big responsibility because it is not always easy. The mentee retains responsibility of the leadership in his or her career development for which only he or she is responsible. The mentor can, however, help the mentee identify individual values, clarify expectations, discover strengths and weaknesses, identify opportunities, and become integrated in the organizational environment.
To the individual member of a customer-driven organization, the empowerment process can be a vexing problem. This is because it is not clear that the stated benefits of empowerment, improved quality of work life, professional and personal development, rewards and recognition, new opportunities to assume new jobs and roles, and increased latitude in decision making are really all so beneficial in practice. The following sections explore each and show how the individual can ensure an appropriate personal response in a project team environment.
Rewards and recognition for individual and team performance is essential for teamwork. The intrinsic rewards are usually sufficient to start teams. Once a team is established, team members covet higher level intrinsic rewards. An example of a reward that is effective in today's environment at that stage is personal development workshops. During all the stages of team development, recognition is particularly effective to reinforce positive behavior. Praise and celebrations are necessary to maintain teamwork. Some examples of recognition include letters of appreciation, pizza party, coffee and donuts and public announcement. Particularly effective is a pat on the back with a you did a good job comment. In the early stages, extrinsic rewards have a short-term effect and they may be actually a negative motivator for long-term teamwork. Extrinsic rewards are important for long-term teamwork, but they must be appropriate for the desired outcomes. Before any rewards are instituted, they must...
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