Purpose This paper aims to examine the levers of control (LOC) framework in the context of managing projects. The authors explore the impact of diagnostic systems, interactive systems, beliefs systems and boundary systems on project performance and explore the association between control levers. Design/methodology/approach Using data gathered from 113 project managers representing 38 organizations, the authors used the partial least squares path modelling algorithm to analyse the data. Findings The analysis validates the LOC framework in the context of managing projects and reveals the interrelatedness of control systems and their impact on project performance. Research limitations/implications The conclusions support the current emphasis on performance reporting and change control and highlight the need to consider the interdependencies between control levers. Originality/value This study re-conceptualizes project control by using the LOC framework in the context of managing projects as temporary organizations. This provides a model for investigating and understanding project management control systems that consider the interaction of control mechanisms. Furthermore, the associations between the four control systems and project performance are examined, rather than individual mechanisms in isolation.

A changing labor market is leading to an increased prevalence in project work. In this study, we explore student perceptions of project work. We find that these emerging adults prefer leadership positions, are concerned with social values, and view project work as essential preparation for the workplace. Utilizing a social cognitive career theory lens, we find that the goals, interests, and self-efficacy beliefs of emerging adults align with the needs of project management, but there is a lack of technical knowledge on project processes. Framing the question from the viewpoint of students who will be entering the workforce at the end of their programs of study, we see that students embrace the concepts inherent in project work. The implication for human resource managers is that emerging adults believe that they can succeed in project work, but technical skills are needed to help them succeed in formal project management roles. We provide recommendations, discuss limitations, and suggest future research directions.

No abstract

No abstract

Purpose -With the increased importance of training in organizations, creating important and meaningful programs are critical to an organization and its members. The purpose of this paper is to suggest a four-phase systematic approach to designing and evaluating training programs that promotes collaboration between organizational leaders, trainers, participants and evaluators. Design/methodology/approach -The paper presents a case study of a leadership training program conducted at a Midwestern corporate university. Analysis of the qualitative data from interviews with participants and field notes during the first two iterations of the program highlight three major aspects that were then used to develop a unique measure for the evaluation of subsequent iterations. The case study was conducted over a period of 31/2 years involving a total of 175 managers. Findings -A main finding in this study was that content was three times stronger than applicability. This finding was critical in understanding the learning focus of the program and the significance of developing a unique evaluation system that is both meaningful and important to the organization and its members. Practical implications -The four-phase approach to develop unique evaluations involving both content and applicability would be of value to human resource professionals involving in designing training programs for career development of managers. Originality/value -This four-phase approach focuses on learning and development at the individual and organizational levels. It aligns with Kolb's experiential learning theory and is a process that provides a feedback system for organizations to engage in double-loop learning to improve the design, delivery and evaluation of their training programs.