Udział społeczeństwa w procesie opracowywania aktów planowania przestrzennego w Polsce ma charakter informacyjny, a nie dialogiczny, co przyczynia się m.in. do jego konfliktogenności. W latach ...2016–2021 zrealizowano ogólnokrajowy projekt POWER dofinansowany ze środków Unii Europejskiej, którego celem było m.in. przetestowanie angażujących metod i technik konsultacji społecznych, zwiększenie poziomu współdecydowania i poprawa metod rozwiązywania konfliktów w planowaniu przestrzennym na poziomie gminnym. Artykuł zawiera ocenę metod i technik konsultacyjnych zastosowanych w 83 małych i średnich miastach, które uczestniczyły w projekcie POWER, opis najczęściej wykorzystywanych metod i technik, sposobów ich łączenia oraz trzy studia przypadków analizowanych pod kątem możliwości wyeliminowania potencjalnych konfliktów. Badanie przeprowadzono z wykorzystaniem metod ilościowych i jakościowych: desk research, obserwacja, obserwacja uczestnicząca, ankieta.
With the recent development on a knowledge-based economy and project-based work, organizations gather and store their lessons and knowledge gained from projects to avoid 'reinventing the wheel' in ...future projects. To disseminate knowledge and experience at the group and organization levels, they further seek to develop a procedure to support project-based learning. This study conducts an in-depth case study in Siemens to investigate the perception of the individuals on barriers and enablers of implementing lessons learned. It also provides practical recommendations on how to enhance the dissemination of knowledge throughout the organization. The results of this study show that the retrieval of the information is a major barrier to lessons learned. To encourage more informal learning, organizations need to adopt various information communication systems and appropriate organizational culture and structure.
In recent years, there has been increasing pressure on the US federal government to reduce spending and improve the management of its technology projects. Mitigating the adverse impact of risks on ...the performance of these projects presents a significant challenge for its stakeholders. Our research examines this challenge in two steps. First, we identify and define a set of salient risks in federal technology projects—specifically, complexity risk and contracting risk in the planning process, and execution risk in the execution process. Next, we investigate whether higher levels of process maturity, assessed by the Capability Maturity Model Integration (CMMI) framework, mitigate the negative effect of project risks on project performance. The analysis of time‐series data collected from 82 federal technology projects across 519 quarterly time periods indicates that each of the three types of risks has a significant negative effect on project performance. This finding highlights the practical significance of managing these risks in the federal technology project context. Further, we find that increasing levels of process maturity attenuate the negative effect of project risks on the performance of federal technology projects. However, the attenuation effects are consequential only at high levels of project risks; at low levels of project risk, increasing levels of process maturity can adversely affect project performance. To demonstrate the financial implications of increasing process maturity levels in federal technology projects, we examine the magnitude of project cost savings (and overruns) across different levels of CMMI and project risks. In summary, our study contributes to the sparse literature on public sector operations by addressing the understudied context of federal technology projects, and provides a nuanced examination of the implications of process maturity in managing the risk to performance relationship in such projects.
The articles in this new volume of the series on humanistic pedagogy and psychology illuminate possibilities and opportunities in the relationship between personal development and digitalisation in a ...humanistic-pedagogical resource orientation. Theoretical, empirical, conceptual and practical perspectives reflect on tensions and limitations along topics such as the innovation potential for shaping one's own life and professional pedagogical spaces or the dynamics of autonomous algorithms. The contributions also take up the fact that these aspects can only be discussed with reflections on meaning and values with regard to autonomy, interaction design, justice and democracy.
Die Artikel in diesem neuen Band der Schriftenreihe zur Humanistischen Pädagogik und Psychologie leuchten in humanistisch-pädagogisch begründeter Ressourcenorientierung Möglichkeiten und Chancen im Verhältnis von Persönlichkeitsbildung und Digitalisierung aus. In theoretischen, empirischen, konzeptionellen und praxisbezogenen Perspektiven werden dabei Spannungslagen sowie Begrenzungen entlang von Themen wie dem Innovationspotenzial für die Gestaltung des eigenen Lebens und professioneller pädagogischer Räume oder Dynamiken verselbstständigter Algorithmen reflektiert. Dass diese Aspekte nur mit Sinn- und Wertreflexionen bezüglich Autonomie, Interaktionsgestaltung, Gerechtigkeit und Demokratie diskutiert werden können, greifen die Beiträge ebenfalls auf.
The aim of this article is to gain knowledge about how people engaged in EU-funded social initiatives targeting poor EU migrants in Sweden reason about the meaning, hardships, and possibilities they ...ascribe to the concept of social inclusion. The empirical material consists of a key policy and interviews with staff involved in these social initiatives. The analytical approach is constructionist, inspired by Foucault, focusing on how target groups are constructed, problematised and governed as learners not yet socially included in society or the labour market. In the concluding discussion, the results are discussed in relation to Levitas' thoughts on social inclusion. Key results indicate that discourses on the national and EU level can both facilitate and hinder learning and social inclusion for vulnerable citizens. The article concludes that free mobility within the EU makes belonging and responsibility a complex issue for those engaged in learning for social inclusion. (DIPF/Orig.)
Die Publikation untersucht bildungstheoretische Ansätze und gibt Impulse für die Gestaltung von Weiterbildung zum Thema Nachhaltigkeit für die betriebliche Ausbildung.Seit August 2021 ist das Thema ...Nachhaltigkeit in den Standardberufsbildpositionen für alle neuen und neugeordneten Ausbildungsberufe verbindlich verankert. Ein Blick in die Praxis zeigt jedoch ein doppeltes Adaptionsproblem: Zum einen müssen sich Weiterbildner:innen mit dem Thema "Nachhaltigkeit in der beruflichen Bildung" vertraut machen, um es an Ausbilder:innen weiterzugeben und Bildungsangebote konzipieren, die speziell auf die Bedürfnisse von Ausbilder:innen zugeschnitten sind. Zum anderen müssen Ausbilder:innen die Berufsausbildung nachhaltig gestalten.
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