PART 2: ROLES
by Jerry Julian
Facilitating Project Performance Improvement: A Practical Guide to Multi-Level Learning
- Contents
- Foreword
- Introduction
- PART 1: FOUNDATIONS
- PART 2: ROLES
- CHAPTER 3: The Multi-Level Learning Coach
- Overview of the Multi-Level Learning Coach Role
- The Importance of Neutrality and Objectivity
- Skills Required of the Multi-Level Learning Coach
- Three Core Values for Effective Facilitation
- Models for Effective Group Process
- Goals, Roles, and Procedures (1/3)
- Goals, Roles, and Procedures (2/3)
- Goals, Roles, and Procedures (3/3)
- Diagnosing and Intervening
- Ground Rules for Groups
- Conclusion
- CHAPTER 4: The Project and Program Management Function (PMO)
- The PMO
- Brokering and Communities of Practice
- Research Methodology
- How PMO Leaders Facilitate Cross-Project Learning and Continuous Improvement (1/4)
- How PMO Leaders Facilitate Cross-Project Learning and Continuous Improvement (2/4)
- How PMO Leaders Facilitate Cross-Project Learning and Continuous Improvement (3/4)
- How PMO Leaders Facilitate Cross-Project Learning and Continuous Improvement (4/4)
- Enablers and Barriers That PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement (1/5)
- Enablers and Barriers That PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement (2/5)
- Enablers and Barriers That PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement (3/5)
- Enablers and Barriers That PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement (4/5)
- Enablers and Barriers That PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement (5/5)
- The PMO and Multi-Level Learning
- Recommendations for PMO Leaders
- Conclusion
- CHAPTER 3: The Multi-Level Learning Coach
- PART 3: IMPLEMENTING MULTI-LEVEL LEARNING
- CHAPTER 5: Facilitating Level 1: Continuous Project Improvement
- CHAPTER 6: Facilitating Level 2: Cross-Project Improvement
- CHAPTER 7: Facilitating Level 3: Strategic Portfolio Alignment
- CHAPTER 8: Conclusion
- APPENDIX A: Problems with Traditional “Lessons-Learned” Practices (1/2)
- APPENDIX A: Problems with Traditional “Lessons-Learned” Practices (2/2)
- APPENDIX B: Situated Learning and Communities of Practice (1/3)
- APPENDIX B: Situated Learning and Communities of Practice (2/3)
- APPENDIX B: Situated Learning and Communities of Practice (3/3)
- References (1/2)
- References (2/2)
- Index
-
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