Browsing by Author "Lee-Kelley, Liz"
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Item Open Access Exploring reliability in information systems programmes(Elsevier Science B.V., Amsterdam., 2011-05-31T00:00:00Z) Denyer, David; Kutsch, Elmar; Lee-Kelley, Liz; Hall, Mark L.The recent epidemic of information systems (ISs) programme failures worldwide suggests that the effective management of programmes to cope with uncertainty and achieve mission in the medium term remains a key challenge. Research into high reliability organisations (HROs) has shown that it is possible to avoid, trap and mitigate the risks inherent in complex socio-technical systems. Studies of HROs originally focused on the operation of high risk technologies but have begun to explore other situations that present a similar need for reliable performance. One such environment is the IS programme. By comparing and contrasting the salient features of programme environments and HROs and presenting an in-depth case study with two embedded units of analysis (two troubled IS programmes), we aim to contribute to the ongoing debate about IS programme failure and to the theoretical development of programme reliability.Item Open Access Masterplanning(2012-04-01T00:00:00Z) Turner, Neil; Lee-Kelley, LizItem Open Access PMO managers' self-determined participation in a purposeful virtual community-of-practice(Elsevier, 2016-11-03) Lee-Kelley, Liz; Turner, NeilCommunities-of-practice (CoPs) have received significant attention within a variety of literatures but we remain largely ignorant of the potential of purposefully-created CoPs in global organisations. In this context, the challenge is likely to be convincing ‘masters’ (Wenger, 1998) on the merits of joining the conversation on practice at a distance, thus making the willingness for exchange a key to the quality and longevity of the community. We posed the question “Why would busy, dispersed, knowledgeable professionals want to join and participate in a deliberately-organised CoP?” Our 2-year collaborative action study allowed us to observe the CoP and its membership at close range. We conclude that autonomy, competence and belonging underscore participation, co-production and diffusion of innovative problem-solving and practice beyond the CoP. The study will inform organisations contemplating similar interventions and also serves as a basis for further investigation and theory building on organized CoPs by the research community.Item Open Access Projects managers: lessons learned?(Cranfield University School of Management, 2011-03-01T00:00:00Z) Lee-Kelley, LizItem Open Access The Titanic sunk, so what? Project manager response to unexpected events(Elsevier Science B.V., Amsterdam., 2010-08-31T00:00:00Z) Geraldi, Joana; Lee-Kelley, Liz; Kutsch, ElmarProjects are inherently uncertain and face unexpected events, from small changes in scope to unforeseen client's bankruptcy. This paper studies how project managers respond to such events and how successful and unsuccessful responses differ from the perspective of the practitioner. We analysed 44 unexpected events faced by 22 experienced project managers in defence and defence-related organisations. The project managers compared two unexpected events that they faced, one that they considered the response successful and the other unsuccessful. We identified three pillars supporting successful responses to unexpected events: (1) responsive and functioning structure at the organisational level, (2) good interpersonal relationship at the group level and (3) competent people at the individual level. The events and respective responses analysed suggest that improvement in project management can be achieved by better managing these three pillars, allowing project and programme managers to "create their own luck". (C) 2009 Elsevier Ltd and IPMA. All rights reserved.Item Open Access When 'knowing what' is not enough: Role of organised simulations for developing effective practice(Elsevier, 2017-08-26) Lee-Kelley, LizA decade on from the Rethinking Project Management (PM) network, concerns about the relevance gap continue with a number of multinationals looking explicitly to alternative strategies and forms of PM staff development. The literature is light on how project simulations can help the development of experienced managers as reflective experts. Few have examined the link between intended learning outcomes and real-time performance. Posing the question of “how easily is knowledge developed in the classroom transformed into effective practice?” the paper presents a chronological account of a 3-day simulated project by 25 experienced managers. Despite their prior experience and learning from shared problem-solving and structured reflections, participants struggled to deliver their projects as planned. Analysis referencing the knowledge epistemology and ambidexterity literatures yielded a number of design improvement opportunities and the insight that closing the knowing-doing gap requires courses to incorporate the ‘soft’ perceptual and attitudinal aspects underlying why people fail to convert their learning into effective practice.