Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members w...Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members who may be strongly oriented toward self-management. Furthermore, for R＆D projects that use the stage-gate approach, because there are multiple evaluation barriers, there may be distortions in the behavior or the training of R＆D personnel. For human resource training in R＆D projects, it is important to educate managers and project members in quality-cost-delivery or project-management-body-of-knowledge methods, but this is not enough. For successful R＆D, it is also important to consider approaches that will enable personnel to acquire high-level tacit knowledge related to project management （PM） and practical wisdom （i.e., phronesis）. If comprehensive human resource training that fosters the learning of PM-related knowledge and management by belief （MBB） is possible, this holds forth the prospect of effective human resource training methods for R＆D projects. The present research examines the human resource training process for R＆D projects by using a PM phronesis acquisition model. We confirmed the effectiveness of the PM phronesis acquisition model proposed in this research by testing in an actual R＆D project.展开更多
Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the stand...Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.展开更多
文摘Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members who may be strongly oriented toward self-management. Furthermore, for R＆D projects that use the stage-gate approach, because there are multiple evaluation barriers, there may be distortions in the behavior or the training of R＆D personnel. For human resource training in R＆D projects, it is important to educate managers and project members in quality-cost-delivery or project-management-body-of-knowledge methods, but this is not enough. For successful R＆D, it is also important to consider approaches that will enable personnel to acquire high-level tacit knowledge related to project management （PM） and practical wisdom （i.e., phronesis）. If comprehensive human resource training that fosters the learning of PM-related knowledge and management by belief （MBB） is possible, this holds forth the prospect of effective human resource training methods for R＆D projects. The present research examines the human resource training process for R＆D projects by using a PM phronesis acquisition model. We confirmed the effectiveness of the PM phronesis acquisition model proposed in this research by testing in an actual R＆D project.
文摘Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.
