Franz / Kaletka / Pelka Building Leadership in Project and Network Management

A Facilitator's Toolset
2. Auflage 2018
ISBN: 978-3-319-78268-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 289 Seiten, eBook

Reihe: Management for Professionals

This book introduces readers to essential facilitation techniques for leadership in the contexts of project and network management. It provides method-based messages, a facilitator curriculum, and a veritable arsenal of 50 carefully selected and 'reality-tested' tools for facilitation in non-hierarchical contexts. As such, readers will benefit just as much from learning by doing as from doing by learning. This book is also intended for all managers who are responsible for successful communication and co-operation in projects in and across organisations or networks of organisations, and who want to know how to share their plans effectively and improve collaboration. Though the book employs scientific principles, it is chiefly a practical guide, and draws on the authors' extensive experience in consultancy and management.


Hans-Werner Franz is a senior researcher and consultant. He is an Executive Board member of the Professional Association of German Sociologists (BDS) as well as the Managing Director of the European School of Social Innovation (ESSI). His well-established track record includes numerous publications on total quality management, organisation development, social innovation and vocational training.
Christoph Kaletka is a senior researcher and member of the management board at the Sozialforschungsstelle (Social Research Center) of the Technical University of Dortmund (TU Dortmund), Germany. His main fields of work are social innovation and digital inclusion. He holds a PhD in communication science and is a lecturer at TU Dortmund's faculty of rehabilitation science, with a focus on social innovation.
Bastian Pelka is a senior researcher and project manager at Sozialforschungsstelle (Social Research Center) of the Technical University of Dortmund (TU Dortmund), Germany. He is working on the question how every person can profit from digital technologies and how the digital world could be made usable for everybody. Employing mainly qualitative research methods, he is specialized in stakeholder involvement in research and innovation. He is a lecturer at TU Dortmund's faculty of rehabilitation science, with a focus on digital inclusion and empowerment. Ruggiera Sarcina is a senior researcher and consultant, business development manager at the Italian Chamber of Commerce in Canada. Her focus is on projects dealing with local development policies, cluster development, and innovation and internationalization of small and medium-sized enterprises.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Franz, Hans-Werner

Kaletka, Christoph

Pelka, Bastian

Sarcina, Ruggiera

Inhaltsverzeichnis

1;Contents;6
2;About the Authors;11
3;1: Introduction to the Second Edition;13
3.1;The Book;13
3.2;The Projects;15
4;2: Messages for Facilitators and Lateral Leaders;17
4.1;2M1 The Functions and Roles of Network Facilitators;17
4.1.1;2M1.1 Network Facilitator;17
4.2;2M2 Moderation as a Role;19
4.2.1;2M2.1 The Goal of Moderation;19
4.2.2;2M2.2 The Tasks of Moderation;20
4.2.3;2M2.3 Host;20
4.2.4;2M2.4 Co-ordinator;20
4.2.5;2M2.5 Animator;22
4.2.6;2M2.6 Referee;23
4.3;2M3 Visualisation: Why and How it Helps You to Understand and Remember;25
4.3.1;2M3.1 Why Visualisation Helps;25
4.3.2;2M3.2 How Visualisation Helps;28
4.4;2M4 Basic Concepts of Perception and Communication;31
4.4.1;2M4.1 Sharpening Perception;33
4.4.2;2M4.2 Four Dimensions of Personal Communication;35
4.5;2M5 Basic Concepts of Learning and Competence;37
4.5.1;2M5.1 Learning;37
4.5.2;2M5.2 Competence;37
4.5.3;2M5.3 Learning Loops;42
4.6;2M6 The Concept of Responsibility;43
4.7;2M7 Basic Concepts of Organisation and Co-operation;45
4.7.1;2M7.1 Organisation;45
4.7.2;2M7.2 Co-operation;46
4.8;2M8 Basic Concepts of Management and Leadership;47
4.8.1;2M8.1 Managers;47
4.8.2;2M8.2 Leaders;47
4.8.2.1;2M8.2.1 Task;48
4.8.2.2;2M8.2.2 Group;48
4.8.2.3;2M8.2.3 Individual;49
4.9;2M9 Communities of Practice and Self-organisation;49
4.9.1;2M9.1 Communities of Practice;49
4.9.2;2M9.2 Self-organisation;50
4.9.3;2M9.3 Communities of Practice;50
4.9.4;2M9.4 and Communities of Performance;52
4.10;2M10 Basic Concepts of Knowledge and Knowledge Management;53
4.10.1;2M10.1 Knowledge;53
4.10.2;2M10.2 Competence Development;55
4.11;2M11 Project Work as a Work Style;56
4.12;2M12 The Nature of Quality: Continuous Improvement, Continuous Learning;58
4.12.1;2M12.1 Quality Definition of ISO 8402 (Used for ISO 9001 and 9004);58
4.12.2;2M12.2 Total Quality;59
4.12.3;2M12.3 Elements of Management Quality;60
4.12.4;2M12.4 A Basic Theory of Quality;62
4.13;2M13 Basic Concepts of Small and Medium Sized Enterprises (SMEs);64
4.14;2M14 Basic Concepts of Networks and Clusters;66
4.14.1;2M14.1 Networks;66
4.14.2;2M14.2 Clusters;66
4.14.3;2M14.3 Co-operative Agreements;67
4.14.4;2M14.4 Networking in Clusters;67
4.15;2M15 Learning Networks: Constructing Social Capital;68
4.15.1;2.M15.1 Networks and Social Capital;69
4.15.1.1;2M15.1.1 Learning Networks?;69
4.15.1.2;2M15.1.2 Can Organisations Learn?;69
4.15.1.3;2M15.1.3 Networks of Organisations;70
4.15.1.4;2M15.1.4 Learning in Networks: Constructing Social Capital;70
4.15.2;2M15.2 Levels of Functioning;72
4.15.3;2M15.3 Mechanisms of Functioning-and Learning;73
4.15.4;2M15.4 Mechanisms of Actualisation and Learning;74
4.15.5;2M15.5 Co-opetition Networks;75
4.15.6;2M15.6 Network Management as Facilitation;77
4.15.6.1;2M15.6.1 Learning in Networks;77
4.15.7;2M15.7 Six Dimensions and Action Principles of Network Management;78
4.15.8;2M15.8 Conclusions;84
4.16;2M16 Reminder-Konrad Lorenz Dixit;85
5;3: Didactics and Curriculum;86
5.1;3.1 Making Learning Easy: Facilitation and the Didactics of Action Learning;86
5.1.1;3.1.1 Introduction;86
5.1.2;3.1.2 What Do We Mean by Learning?;89
5.1.3;3.1.3 What Is Teaching?;95
5.1.4;3.1.4 What Is Good Teaching?;96
5.1.5;3.1.5 Eight Characteristics of Facilitative Didactics;97
5.1.6;3.1.6 More on Action Learning Didactics in this Book;99
5.2;3.2 A Curriculum of Action Learning: The Modules;100
6;4: Tools;123
6.1;Introduction;123
6.2;4A Improving Communication;126
6.2.1;4A.1 To-do Form;126
6.2.2;4A.1.1 To-do Minutes;126
6.2.3;4A.1.2 Other Uses;127
6.3;4A.2 Contract with Myself;127
6.4;4A.3 Chairing Vs. Moderating;128
6.5;4A.4 The Setting of Workshops;129
6.5.1;4A.4.1 Location and Space;129
6.5.2;4A.4.2 Equipment;130
6.5.3;4A.4.3 Food and Beverages;132
6.6;4A.5 The Planning of Workshops and Learnshops;133
6.7;4A.6 Learnshops or Learning Laboratories;136
6.8;4A.7 The Start-up Tool;137
6.9;4A.8 Warming Up or Ice-Breaking Methods;138
6.9.1;4A.8.1 Workshop (5-12 People);140
6.9.2;4A.8.2 Kick-off Workshops (5-12 People);140
6.9.3;4A.8.3 Larger Groups Meeting for the First Time;140
6.10;4A.9 Angles and Corners;141
6.11;4A.10 Brainstorming;142
6.12;4A.11 Brainwriting;144
6.13;4A.12 World Café;145
6.14;4A.13 Open Space;148
6.15;4A.14 Learner Satisfaction Analysis;151
6.15.1;4A.14.1 Smileys;152
6.16;4A.15 Learnshop Evaluation Annex: Learnshop Reporting Scheme;154
6.17;4A.16 Preparing a Meeting as a Chairperson;156
6.18;4A.17 Preparing an Online Meeting as a Chairperson;159
6.19;4B Collecting Information;162
6.20;4B.2 Semi-standardised In-depth Interviews;165
6.21;4B.3 Case Studies: Methodological Guidelines of Context Analysis;167
6.22;4B.4 Focus Groups;170
6.23;4B.5 Yellow Pages;173
6.24;4C Planning and Managing Projects;174
6.25;4C.1 SMART Five Basic Rules for Planning a Feasible Project;174
6.26;4C.2 Countdown Planning;175
6.27;4C.3 STEPP: Specific Tool for Excel-based Project Planning;176
6.28;4C.4 GOPP: Goal-oriented Project Planning;178
6.29;4C.5 Flow Chart;180
6.30;4C.6 Gantt Diagram;182
6.31;4C.7 Starting Projects;184
6.32;4D Analysing Problems and Preparing Decision Making;188
6.33;4D.1 Mind Mapping;188
6.34;4D.2 The Five Satisfactions (Stakeholder Analysis);190
6.35;4D.3 Customer and Supplier Needs Analysis and Planning;193
6.36;4D.4 Flow Analysis and Planning;196
6.37;4D.5 Skill Needs Analysis and Planning;198
6.38;4D.6 SWOT Analysis Strengths, Weaknesses, Opportunities, Threats;200
6.39;4D.7 PEST Analysis: Picturing The Political, Economic, Socio-cultural and Technical Environment;202
6.40;4D.8 Cause and Effect Diagrams;204
6.41;4D.9 Force Field Analysis;205
6.42;4D.10 The Five Whys;206
6.43;4D.11 3C: Case Consultation with Colleagues;208
6.44;4D.12 Six Thinking Hats;211
6.45;4D.13 Pen Portrait;212
6.46;4D.14 Prioritisation: First Things First;213
6.46.1;4D.14.1 List of Options or Decisions;214
6.46.2;4D14.2 Decision Cross Importance Vs. Urgency;214
6.46.3;4D14.3 Diamond Ranking;215
6.46.4;4D14.4 Criteria-Based Decision Matrix;216
6.46.5;4D14.5 Plus-Minus-Implications;217
7;5: Growing Experience: From Unconscious Incompetence to Unconscious Competence;218
7.1;5.1 The SME ACTor Project Experience;219
7.1.1;5.1.1 Becoming a Facilitator: An Empowerment Process;219
7.1.2;5.1.2 Starting a Networking Project: The Context Analysis;224
7.1.3;5.1.3 Planning a Learnshop;228
7.1.4;5.1.4 Moderating a Learnshop;230
8;6: E-facilitating: How to Make Digital Learning Possible for Every Learner;236
8.1;6.1 ICT Based Co-operation and Learning;237
8.1.1;6.1.1 Social Media and Learning;237
8.1.2;6.1.2 Learning Theories-and How They Connect to Social Media;238
8.1.3;6.1.3 Practice: ICT Based Co-operation and Learning;242
8.2;6.2 Methodological Approaches Towards Community Based Learning;244
8.2.1;6.2.1 Spaces: Where to Acquire Digital Competences;244
8.2.2;6.2.2 People: The E-facilitator Profile;247
8.2.3;6.2.3 The E-facilitator Curriculum;249
8.2.4;6.2.4 Three Examples of Social Innovation Based Resources for Vocational Training;253
8.3;6.3 Final Remark;257
9;7: SME Internationalisation and the Role of Facilitators;258
9.1;7.1 About Internationalisation as a Decisive Competitive Factor for SMEs;258
9.1.1;7.1.1 Internationalisation;258
9.1.2;7.1.2 Internationalisation for SMEs;259
9.1.3;7.1.3 Obstacles SMEs Have to Face;259
9.2;7.2 Facilitating the Internationalisation Process;261
9.2.1;7.2.1 Selling Abroad or How to Become an Exporting Company;261
9.2.2;7.2.2 Facilitating at Two Levels;262
9.2.3;7.2.3 Facilitating the Decision-making Process at the Macro Level;264
9.2.3.1;7.2.3.1 Selecting the Target Market;264
9.2.3.2;7.2.3.2 Assessing the Degree of Export Readiness;266
9.2.3.3;7.2.3.3 Dashboard: A Specific Tool for Preparing, Monitoring and Improving the Company Performance;267
9.2.3.4;7.2.3.4 Lowering the Barriers;270
9.2.3.5;7.2.3.5 The Macro Level Facilitation Process: Recommendations and Final Remarks;271
9.2.4;7.2.4 Facilitating the Decision-making Process at a Micro Level;271
9.2.4.1;7.2.4.1 Assessing the Company Readiness on the Target Market;272
9.2.4.2;7.2.4.2 From the Fieldwork: The Self-assessment Check List;272
9.2.4.3;7.2.4.3 Preparing to Enter a Foreign Market;273
9.2.4.4;7.2.4.4 Entering a Foreign Market;274
9.2.4.5;7.2.4.5 Rooting in a Foreign Market;275
9.3;7.3 Facilitating Internationalisation Processes in SMEs: Recommendations and Final Remarks;276
10;Glossary;277
11;References;284

Chapter 1: Introduction.- Chapter 2: Messages for facilitators and lateral leaders.- Chapter 3: Didactics and curriculum.- Chapter 4: Tools.- Chapter 5: Growing experience - from unconscious incompetence to unconscious competence.- Chapter 6: E-facilitating: How to Make Digital Learning Possible for Every Learner.- Chapter 7: SME internationalisation and the role of facilitators.

Über Autor(innen)

Hans-Werner Franz is a senior researcher and consultant. He is an Executive Board member of the Professional Association of German Sociologists (BDS) as well as the Managing Director of the European School of Social Innovation (ESSI). His well-established track record includes numerous publications on total quality management, organisation development, social innovation and vocational training.
Christoph Kaletka is a senior researcher and member of the management board at the Sozialforschungsstelle (Social Research Center) of the Technical University of Dortmund (TU Dortmund), Germany. His main fields of work are social innovation and digital inclusion. He holds a PhD in communication science and is a lecturer at TU Dortmund’s faculty of rehabilitation science, with a focus on social innovation.
Bastian Pelka is a senior researcher and project manager at Sozialforschungsstelle (Social Research Center) of the Technical University of Dortmund (TU Dortmund), Germany. He is working on the question how every person can profit from digital technologies and how the digital world could be made usable for everybody. Employing mainly qualitative research methods, he is specialized in stakeholder involvement in research and innovation. He is a lecturer at TU Dortmund’s faculty of rehabilitation science, with a focus on digital inclusion and empowerment. Ruggiera Sarcina is a senior researcher and consultant, business development manager at the Italian Chamber of Commerce in Canada. Her focus is on projects dealing with local development policies, cluster development, and innovation and internationalization of small and medium-sized enterprises.