Fisher, D J; Schluter, L and Toleti, P K (2005) Project management education and training process for career development. Journal of Construction Engineering and Management, 131(8), pp. 903-910. ISSN 0733-9364
Abstract
The overall goal of this research project was to improve an organization's core competency in construction project management in a focused and systematic manner, with the help of a formalized education and training model. This paper describes the development of such a model for education and training standards for career development at Sandia National Laboratories (SNL) in Albuquerque, New Mexico. The need for this model was driven by the tremendous increase in the volume of construction work at SNL (post 9/11) along with several other factors [i.e., self-governance, customer feedback, and a new Department of Energy Order (413.3) for the handling of program and project management capital assets acquisition]. The goal of this research was to create a defined procedure to identify and quantify project management gaps and strengths, and then to develop a process to succinctly characterize each Sandia model participant's background qualification. This was achieved by administering a survey followed by a questionnaire whose results led to a customized training and development path, tracked both by individual and by department. Tools to address gaps were then identified and a role-task-competency hierarchy was created called the Sandia Project Management Career Development Academy model.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | engineering education; professional development; project management; training |
| Index terms: | construction work, construction project management, project management, education and training, qualification, professional development, engineering education, acquisition, capital assets, questionnaire, program, career, self-governance, laboratory, survey, Mexico |
| Subjects: | data collection methods, business, policy studies, operations management, Geography, professional development, project management theory and practice, software systems, educational resources, professional education, asset management, research management |
| Topics: | Business Strategy, Information Management, Geographical Context, Project Management, Research Practice, Governance, Digital Applications, Education |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here