Creating-entrepreneurial-mindset

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A. Ziółkowski, K.ZiółkowskiFig 3. Use of tools in projectThe design of these tools is based mostly on the repository project, where variousdesign decisions are recorded. An example of such a tool is the IBM Rational TeamConcert, where all decisions made during the project are stored in the repository - externaldatabase. Due to the records that is possible to recreate the course of the projectand all decisions taken by the project manager.Due to the popularity of various types of tools in project management, in IBMsoftware development projects for project management, there were taken decisions onthe IBM CAS PG to expand RTC tools on module that allows to analyze project datain the repository RTC.Fig. 4 Model of using expieriences in projectThis solution in addition to assist project managers is also very important to teaching.By using the module to collecting data about current projects, it is possible to usethe tools for teaching purposes. It is possible to also check how the knowledge possessedby the head is sufficient to implement the project. Developed module (plug-in)will include the possibility of an individual assessment of the decisions taken by theproject manager (and / or by an expert). As a result, it becomes possible to better learning- basing on experience. This is due to the fact that the project manager can respondto the historic decisions and verify whether his proposed decision (if it complies withthe appropriate project) proved to be effective or not.In order to better inference on the basis of decisions taken, authors of solotuionsbenefit from the developed at the University of Newcastle (Australia) way of codifying45
The role of case studiem and management experience in the education and personal development …knowledge in the form of SOEKs (Knowledge and Experience). The technical detailsof the module are described in other articles the authors. Current state of research onthis solution can predict that this module will assist project managers in making newdecisions and just the learning based on experience.8. ConclusionsThe purpose of this chapter was to provide directions for the development of projectmanagers' education based on knowledge and experience management. There is presentedin the chapter the importance of knowledge and experience in managing theproject at all stages of the project. Also there is shown that aspects of knowledge andexperience management form the backbone of the popular project management methodologiessuch as PMBoK or PRINCE2. There is also idea to refer that aspect of managementexperience to the education of project managers. On the one hand, managersmust be able to use the knowledge in the course of project implementation, on the otherhand, however, they need to understand the processes of management knowledge andexperience. Therefore, it was necessary to focus on how to educate project managers toeffectively take advantage of the knowledge and experience. They should know how tomanage them during realization the project.Education project managers is dominated by two typical educational approachesbased on the experiences of the project. The first consists in the analysis of case studies,the second relates to the use of simulation environments of project management. Inthis chapter, emphasis is placed on the aspect of learning using case studies. Referencewas made to the typical structure of case studies pointing to some gaps, which can besupplemented by a new approach. This highlights the stability of typical case studiesthat relate mainly to describe a simplified state. This gap (i.e., the inability to verify theknowledge developed during the learning through case study) is decided to complementpresenting the concept of using project management tools and the knowledgeaccumulated in them during the implementation of specific projects.Presented - new - approach shows that on the basis of project data contained in therepositories of projects it is possible to use the experience for educational purposes. Bythe dedicated module collecting key information about the project (the most importantdecisions made during its implementation) project managers can check the effectivenessof their decisions. It becomes possible to predict the consequences, and discoveringdecision already taken. Thus educated persons can verify their decisions with assessmentscarried out on the project and included in the repository. As a result, managerscan avoid making mistakes and develop alternatives.Completion of the described module is planned in the end of 2014 and then there isa plan to deploy it to the classes conducted at the Faculty of Management and Economicsat the University of Gdansk.46
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Page 4: Table of contentIntroduction . . .
Page 7 and 8: the reader toward better perception
Page 9 and 10: Enhancing the Global Classroom for
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Page 48: 9. ReferencesA. Ziółkowski, K.Zi
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Page 64 and 65: T. KurbanowOERs are Massive Open On
Page 66 and 67: T. Kurbanowdictionaries, word lists
Page 68 and 69: T. KurbanowDoctor's Degree (28%). 5
Page 70 and 71: T. KurbanowFig. 3. Categorization o
Page 72 and 73: T. KurbanowThe next question was re
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J. Czerna-GrygielMillward Brown SMG
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J. Czerna-GrygielEducation continui
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J. Czerna-Grygielis the implementat
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J. Czerna-GrygielResearch conducted
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CREATING ENTREPRENEURIAL MINDSETCHA
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H. KrukOther principles connected w
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H. Kruk2014/2015 while some for pre
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H. Krukin programmes in economics f
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H. Krukplaces”, “Fuel and energ
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H. Krukuniversities of technology a
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CREATING ENTREPRENEURIAL MINDSETCHA
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S.BadowskaWith this approach, resea
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4. Results and discussionS.Badowska
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S.Badowskaown professional interest
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S.BadowskaAn academics’ propensit
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S.Badowskaacademic staff will spend
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S.BadowskaSecondly, tested research
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S.Badowska13. Kruss G. (2012). Reco
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AbstractsAbstractsChapter 1. Bryan
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Abstractstransfer a certain body of
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Abstractsinclude courses concerning
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