Diploma thesis „Management of personality development“ is focused on analysis of issues in case of managers of the company Advantage Consulting s.r.o. Theoretical analysis is focused on time management, stress management, personality development and then issue of personality types follows. The analysis of individual managers in all mentioned fields is given and recommendations for increasing level of management of personality development are for-mulated.

Die 21. Tagung der Gemeinschaften in Neuen Medien (GeNeMe) stellt innovative Technologien und Prozesse zur Organisation, Kooperation und Kommunikation in virtuellen Gemeinschaften vor und bildet ein Forum zum fachlichen Austausch insbesondere in den Themenfeldern Wissensmanagement und E-Learning. Die diesjährige Konferenz Gemeinschaften in Neuen Medien – GeNeMe 2018 findet in den neuen Räumlichkeiten der Fachhochschule Dresden (FHD) statt, gelegen am Straßburger Platz. Am HighTech-Industrie- und Forschungsstandort Dresden bietet die zentrale Lage des Tagungsortes den idealen Ausgangspunkt, um die kulturell vielschichtige Stadt Dresden kennenzulernen. Auf der GeNeMe 2018 werden Sie Teil einer bewusst interaktiven Tagung, bei der Sie nicht nur Wissen aufnehmen, sondern insbesondere gemeinsam mit Akteuren aus Wirtschaft, Wissenschaft und Verwaltung austauschen und weiter entwickeln! Die Leitung der Konferenz obliegt einer Gruppe von Wissenschaftlern aus den Fakultäten Erziehungs- und Wirtschaftswissenschaften sowie dem Medienzentrum der Technischen Universität Dresden, mit freundlicher Unterstützung des Silicon Saxony e.V. Als Partnerhochschulen beteiligen sich die Hochschule der DGUV (HGU), die HTW Dresden und die FH Dresden als Co-Ausrichter an der inhaltlichen und organisatorischen Gestaltung der 21. GeNeMe 2018. Ein internationales Steering Committee hat vorangehend die Begutachtung der deutsch- und englischsprachigen Einreichungen übernommen, in deren Ergebnis der vorliegende Tagungsband zusammengestellt werden konnte. [... aus der Einleitung]:Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung XXI Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung XXI Eingeladene Vorträge 1 The “Communities in New Media” Conference Series. Over 20 years of Research about Knowledge Communities in Science, Business, Education, Public Administration and beyond 1 Community Management in 2018: Bedeutung, Trends und Praktiken 10 Digitalisierung – Das Ende der Unternehmens-IT? 12 Game Thinking: Spielen und Lernen 15 Motivationsdesign im Lernmanagementsystem. Das gamifizierte Studienassistenzsystem gOPAL 15 Einfluss der Qualität eines Serious Games zum Lernen auf den Wissensgewinn 25 Gamification einer B2B-Community – Handlungsempfehlungen für den Einsatz im Personalmanagement zur Beteiligungsförderung 35 Funnyfication: Nutzung von Memes zur Motivationsförderung 44 Kapitel 53 Zur Leistungsfähigkeit von Blended Learning im Zeitalter der Digitalisierung ... 53 Lernplattformen oder Content-Halden? Learning-Management-Systeme in der Schulpraxis ...62 Befragungsdesign: „Digitale Qualifizierungs-angebote in der betrieblichen Weiterbildung“ ... 72 Wissenschaft 2.0 und offene Forschungsmethoden vermitteln: Der MOOC „Science 2.0 and open research methods“ ... 82 Organisationsentwicklung und Planung 91 Möglichkeiten digital gestützter, hochschulübergreifender Kooperation in der Lehre. Fallbeispiele aus der sächsischen Hochschulbildung 91 Digitalisierung in Einrichtungen der beruflichen Aus- und Weiterbildung – empirische Ergebnisse zum aktuellen Stand 105 Professionalisierungstendenzen in der Sozialen Arbeit im Kontext von Medienbildung und Medienpädagogik 114 Transformation im stationären Einzelhandel: Emotionen und digitale Kundenbeziehungen 122 Innovation im Mittelstand – Start-Ups als Vermittler alternativer Methoden 134 Kollaboration und Partizipation 139 Bleiben Belohnung und Anerkennung in virtuellen standort- verteilten Teams auf der Strecke? – Reward and Recognition Systeme als Lösungsansatz 139 Partizipativ planen für die berufliche Bildung – Hybride Lernräume gemeinsam gestalten 150 Wann ist Lernen mit digitalen Medien (wirklich) selbstgesteuert? Ansätze zur Ermöglichung und Förderung von Selbststeuerung in technologieunterstützten Lernprozessen 155 Arbeiten und Lernen 167 „Ich führe – also bin ich?“ – Wahrnehmung und Beurteilung der Legitimität von Führungspositionen in virtuellen Kooperationen 167 Das integrierte Lernszenario für proaktive Produktsicherheit im Maschinenbau – ein innovatives und nachhaltiges Lehrkonzept für die universitäre Ausbildung? 185 Technical working skills of vocational high school students at the interface between digital workplaces and school. An empirical study about construction engineering drawings in Indonesia 191 Design Thinking für Industrienahe Dienstleister: Herausforderungen und Möglichkeiten ... 201 Erlebnis und Wissensgewinn 207 The Effect of Reflective Audiotaped Journals on Complexity, Accuracy, and Fluency of L2 Oral Performance 207 Novel Approaches to research and discover Urban History 224 Catch them all again! – Eine Pokémon Go Vergleichsstudie 233 Data4City – A Hyperlocal Citizen App 243 Mediengestaltung: Form und Design 249 Attraktivität von Visualisierungsformen in Online-Lernumgebungen 249 Designempfehlungen für Fragebogen auf mobilen Endgeräten 261 Virtuelles Training von Gefahrensituationen – am Beispiel der Entwicklung und Evaluation einer virtuellen Pannensimulation 271 Mediennutzung: Analysen und Methoden 281 Erfolgsgeschichte GeNeMe? – Eine bibliometrische Untersuchung der Autorenschaft über zwei Jahrzehnte 281 „Das perfekte Opfer“ – eine Analyse sicherheitsbezogener Einstellungen und Verhaltensweisen im Internet in Abhängigkeit der Nutzerpersönlichkeit 291 A Hurricane Lamp in a Dark Night: Exploring Smartphone Use for Acculturation by Refugees 308 Komitee- und Autorenverzeichnis 320 / The 21.st Conference on Communities in New Media (GeNeMe) presents innovative technologies and processes for the organization, cooperation and communication in virtual communities and is a forum for professional exchange especially in the fields of knowledge management and online learning. This years’ conference takes place in the new premises of the Dresden University of Applied Sciences (FHD). At the high-tech industrial and research spot Dresden, the central location of the conference venue provides the ideal starting point for getting to know the culturally diverse city of Dresden. At GeNeMe 2018, you will be part of an interactive conference in which you not only exchange knowledge but, in particular, further develop it together with stakeholders from business, science and administration! The conference is managed by a group of scientists from the Faculties of Education and Business Management & Economics as well as the Media Center of the Technische Universität Dresden, with the kind support of Silicon Saxony e.V. The partner universities are the Hochschule der DGUV (HGU), the HTW Dresden and the FH Dresden as co-organizers on the content and organization of the 21st GeNeMe 2018. An international steering Committee took over the review of German and English language submissions. [... from the introduction]:Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung XXI Wissensgemeinschaften in Wirtschaft, Wissenschaft und öffentlicher Verwaltung XXI Eingeladene Vorträge 1 The “Communities in New Media” Conference Series. Over 20 years of Research about Knowledge Communities in Science, Business, Education, Public Administration and beyond 1 Community Management in 2018: Bedeutung, Trends und Praktiken 10 Digitalisierung – Das Ende der Unternehmens-IT? 12 Game Thinking: Spielen und Lernen 15 Motivationsdesign im Lernmanagementsystem. Das gamifizierte Studienassistenzsystem gOPAL 15 Einfluss der Qualität eines Serious Games zum Lernen auf den Wissensgewinn 25 Gamification einer B2B-Community – Handlungsempfehlungen für den Einsatz im Personalmanagement zur Beteiligungsförderung 35 Funnyfication: Nutzung von Memes zur Motivationsförderung 44 Kapitel 53 Zur Leistungsfähigkeit von Blended Learning im Zeitalter der Digitalisierung ... 53 Lernplattformen oder Content-Halden? Learning-Management-Systeme in der Schulpraxis ...62 Befragungsdesign: „Digitale Qualifizierungs-angebote in der betrieblichen Weiterbildung“ ... 72 Wissenschaft 2.0 und offene Forschungsmethoden vermitteln: Der MOOC „Science 2.0 and open research methods“ ... 82 Organisationsentwicklung und Planung 91 Möglichkeiten digital gestützter, hochschulübergreifender Kooperation in der Lehre. Fallbeispiele aus der sächsischen Hochschulbildung 91 Digitalisierung in Einrichtungen der beruflichen Aus- und Weiterbildung – empirische Ergebnisse zum aktuellen Stand 105 Professionalisierungstendenzen in der Sozialen Arbeit im Kontext von Medienbildung und Medienpädagogik 114 Transformation im stationären Einzelhandel: Emotionen und digitale Kundenbeziehungen 122 Innovation im Mittelstand – Start-Ups als Vermittler alternativer Methoden 134 Kollaboration und Partizipation 139 Bleiben Belohnung und Anerkennung in virtuellen standort- verteilten Teams auf der Strecke? – Reward and Recognition Systeme als Lösungsansatz 139 Partizipativ planen für die berufliche Bildung – Hybride Lernräume gemeinsam gestalten 150 Wann ist Lernen mit digitalen Medien (wirklich) selbstgesteuert? Ansätze zur Ermöglichung und Förderung von Selbststeuerung in technologieunterstützten Lernprozessen 155 Arbeiten und Lernen 167 „Ich führe – also bin ich?“ – Wahrnehmung und Beurteilung der Legitimität von Führungspositionen in virtuellen Kooperationen 167 Das integrierte Lernszenario für proaktive Produktsicherheit im Maschinenbau – ein innovatives und nachhaltiges Lehrkonzept für die universitäre Ausbildung? 185 Technical working skills of vocational high school students at the interface between digital workplaces and school. An empirical study about construction engineering drawings in Indonesia 191 Design Thinking für Industrienahe Dienstleister: Herausforderungen und Möglichkeiten ... 201 Erlebnis und Wissensgewinn 207 The Effect of Reflective Audiotaped Journals on Complexity, Accuracy, and Fluency of L2 Oral Performance 207 Novel Approaches to research and discover Urban History 224 Catch them all again! – Eine Pokémon Go Vergleichsstudie 233 Data4City – A Hyperlocal Citizen App 243 Mediengestaltung: Form und Design 249 Attraktivität von Visualisierungsformen in Online-Lernumgebungen 249 Designempfehlungen für Fragebogen auf mobilen Endgeräten 261 Virtuelles Training von Gefahrensituationen – am Beispiel der Entwicklung und Evaluation einer virtuellen Pannensimulation 271 Mediennutzung: Analysen und Methoden 281 Erfolgsgeschichte GeNeMe? – Eine bibliometrische Untersuchung der Autorenschaft über zwei Jahrzehnte 281 „Das perfekte Opfer“ – eine Analyse sicherheitsbezogener Einstellungen und Verhaltensweisen im Internet in Abhängigkeit der Nutzerpersönlichkeit 291 A Hurricane Lamp in a Dark Night: Exploring Smartphone Use for Acculturation by Refugees 308 Komitee- und Autorenverzeichnis 320

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251 / Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251

O gerenciamento de projetos de forma sistematizada vem se tornando essencial para todo tipo de organização, pois os mercados a cada dia tornam-se cada vez mais competitivos, os recursos mais escassos e os clientes muito mais exigentes. É possível observar isso com o número crescente de empresas que se associam ao Project Management Institute (PMI) - referência nas melhores práticas em gerenciamento de projetos - que desde o final de 2013 possui mais de 400.000 empresas associadas em todo o planeta. Tal tendência é natural, visto que as empresas necessitam se destacar nos negócios em um mercado cada vez mais dinâmico a fim de garantir a sua sobrevivência. De acordo com Gu et al. (2013), uma questão-chave na investigação de gerenciamento de projetos gira em torno de porquê alguns projetos são bem sucedidos, enquanto outros não. Esta questão levou os pesquisadores a explorar determinantes potenciais que possam levar ao sucesso ou fracasso de um projeto. Por exemplo, o Standish Group International (2009) encontrou uma taxa global de fracasso do projeto em torno de 72% nos EUA. É certo que a cultura organizacional exerce forte influência no sucesso dos projetos, mas seria possível diagnosticá-la para com isso melhor conduzir as equipes de projeto? Deste modo, o objetivo do presente estudo foi analisar a relação entre a cultura organizacional e o gerenciamento de projetos, utilizando-se para tanto dos modelos como o Competing Values Framework (CVF) e o Organizational Culture Assessment Instrument (OCAI). O emprego dos modelos se justifica por serem os mais utilizados na literatura em gestão organizacional, embora não tenham sido encontrados estudos empíricos que os utilize no contexto brasileiro em gerenciamento de projetos. O método utilizado para obtenção do perfil cultural dominante para o sucesso em gerenciamento de projetos foi survey, na qual o modelo OCAI foi adaptado e destinado para gerentes e membros de equipe de projetos. Observou-se através da análise dos dados, que a cultura de clã foi a que apresentou forte influência para o sucesso no gerenciamento de projetos de acordo com a percepção dos respondentes da survey. É importante ressaltar que não há um perfil de cultura melhor que o outro, portanto, a cultura de gerenciamento de projetos obtida é apenas o diagnóstico de uma cultura organizacional que poderá permitir a obtenção de um desempenho superior, ou seja, sucesso no atendimento de escopo, qualidade, custo e prazo. Discute-se para estudos futuros a importância de se empregar respondentes de diferentes estados do Brasil e ainda de outros países, buscando estabelecer que não existam influências de outros fatores culturais regionais na percepção dos respondentes. / Project management in a systematic manner has become essential for any type of organization, because the markets every day become increasingly competitive, scarce resources and more demanding customers. You can see this with the growing number of companies that are associated with the Project Management Institute (PMI) - reference the best practices in project management - which since late 2013 has more than 400,000 affiliates around the world. This tendency is natural, since companies need to stand out in business in an increasingly dynamic market in order to ensure their survival. According to Gu et al. (2013), a key issue in project management research centers on why some projects are successful while others do not. This question led the researchers to explore potential determinants that can lead to success or failure of a project. For example, the Standish Group International (2009) found an overall rate of failure of the project around 72% in the US. Admittedly, the organizational culture has a strong influence on the success of the projects, but it would be possible to diagnose it for it better lead project teams? Thus, the aim of this study is to analyze the relationship between organizational culture and project management, using for both models like the Competing Values Framework (CVF) and the Organizational Culture Assessment Instrument (OCAI). The use of models is justified because they are the most used in the literature on organizational management, although we did not find empirical studies that use them in the Brazilian context in project management. The method used to obtain the dominant cultural profile for success in project management was the survey, in which the OCAI model was adapted and designed for managers and project team members. It was observed by analyzing the data, the clan culture showed the strong influence for success in project management according to the perception of the survey respondents. Importantly, there is a better culture profile than the other, so the obtained project management culture is only the diagnosis of an organizational culture that may allow obtaining superior performance, ie success in scope of service, quality, cost and schedule. It is argued for further study the importance of employing respondents from different states of Brazil and even from other countries, seeking to establish that there are no influences from other regional cultural factors in the perception of respondents.

O gerenciamento de projetos de forma sistematizada vem se tornando essencial para todo tipo de organização, pois os mercados a cada dia tornam-se cada vez mais competitivos, os recursos mais escassos e os clientes muito mais exigentes. É possível observar isso com o número crescente de empresas que se associam ao Project Management Institute (PMI) - referência nas melhores práticas em gerenciamento de projetos - que desde o final de 2013 possui mais de 400.000 empresas associadas em todo o planeta. Tal tendência é natural, visto que as empresas necessitam se destacar nos negócios em um mercado cada vez mais dinâmico a fim de garantir a sua sobrevivência. De acordo com Gu et al. (2013), uma questão-chave na investigação de gerenciamento de projetos gira em torno de porquê alguns projetos são bem sucedidos, enquanto outros não. Esta questão levou os pesquisadores a explorar determinantes potenciais que possam levar ao sucesso ou fracasso de um projeto. Por exemplo, o Standish Group International (2009) encontrou uma taxa global de fracasso do projeto em torno de 72% nos EUA. É certo que a cultura organizacional exerce forte influência no sucesso dos projetos, mas seria possível diagnosticá-la para com isso melhor conduzir as equipes de projeto? Deste modo, o objetivo do presente estudo foi analisar a relação entre a cultura organizacional e o gerenciamento de projetos, utilizando-se para tanto dos modelos como o Competing Values Framework (CVF) e o Organizational Culture Assessment Instrument (OCAI). O emprego dos modelos se justifica por serem os mais utilizados na literatura em gestão organizacional, embora não tenham sido encontrados estudos empíricos que os utilize no contexto brasileiro em gerenciamento de projetos. O método utilizado para obtenção do perfil cultural dominante para o sucesso em gerenciamento de projetos foi survey, na qual o modelo OCAI foi adaptado e destinado para gerentes e membros de equipe de projetos. Observou-se através da análise dos dados, que a cultura de clã foi a que apresentou forte influência para o sucesso no gerenciamento de projetos de acordo com a percepção dos respondentes da survey. É importante ressaltar que não há um perfil de cultura melhor que o outro, portanto, a cultura de gerenciamento de projetos obtida é apenas o diagnóstico de uma cultura organizacional que poderá permitir a obtenção de um desempenho superior, ou seja, sucesso no atendimento de escopo, qualidade, custo e prazo. Discute-se para estudos futuros a importância de se empregar respondentes de diferentes estados do Brasil e ainda de outros países, buscando estabelecer que não existam influências de outros fatores culturais regionais na percepção dos respondentes. / Project management in a systematic manner has become essential for any type of organization, because the markets every day become increasingly competitive, scarce resources and more demanding customers. You can see this with the growing number of companies that are associated with the Project Management Institute (PMI) - reference the best practices in project management - which since late 2013 has more than 400,000 affiliates around the world. This tendency is natural, since companies need to stand out in business in an increasingly dynamic market in order to ensure their survival. According to Gu et al. (2013), a key issue in project management research centers on why some projects are successful while others do not. This question led the researchers to explore potential determinants that can lead to success or failure of a project. For example, the Standish Group International (2009) found an overall rate of failure of the project around 72% in the US. Admittedly, the organizational culture has a strong influence on the success of the projects, but it would be possible to diagnose it for it better lead project teams? Thus, the aim of this study is to analyze the relationship between organizational culture and project management, using for both models like the Competing Values Framework (CVF) and the Organizational Culture Assessment Instrument (OCAI). The use of models is justified because they are the most used in the literature on organizational management, although we did not find empirical studies that use them in the Brazilian context in project management. The method used to obtain the dominant cultural profile for success in project management was the survey, in which the OCAI model was adapted and designed for managers and project team members. It was observed by analyzing the data, the clan culture showed the strong influence for success in project management according to the perception of the survey respondents. Importantly, there is a better culture profile than the other, so the obtained project management culture is only the diagnosis of an organizational culture that may allow obtaining superior performance, ie success in scope of service, quality, cost and schedule. It is argued for further study the importance of employing respondents from different states of Brazil and even from other countries, seeking to establish that there are no influences from other regional cultural factors in the perception of respondents.

This research focuses on the role that polychronic Communication (PC) plays in the productivity and project success of Information Technology (IT) Project Managers (PMs). PC refers to a communication style where the communicator switches rapidly between several conversations, irrespective of topic similarity, instead of completing one conversation before starting another. An online questionnaire collected data from Information Technology workers in multiple industries across the globe. The data consisted out of two distinct groups: IT PMs (n = 202) and IT project team members (n = 122). Statistical analysis on the dataset considered the perspectives of both participant groups, first separately and then combined. The results showed relationships between: 1. IT PMs’ individual polychronicity and their PC. 2. IT PMs’ PC and their opinion of the influence of PC on the success of the projects that they are managing. 3. IT PMs’ PC and their opinion of the influence of PC on their productivity. 4. IT PMs’ PC and the corporate polychronicity of their employers. In addition, when IT PMs rate their PC, the rating is lower than when other IT project team members rate the IT PMs’ PC. By contrast, there was no difference between IT PMs rating the influence of their PC on their project success and productivity versus IT project teams rating the influence of the IT PMs’ PC on their project success and productivity. These findings contribute to the factors that a corporation has to consider in hiring new IT PMs or training their current IT PMs. / Information Science / M. Sc. (Information Systems)

The diploma paper introduces and, consequently, compares the worldwide accepted project management standards PMBOK Guide and CzNCB and ASAP Methodology for Implementation. Project management standards were presented by PMI and IPMA organizations, ASAP Methodology for Implementation was developed by SAP organization. The theoretical background is further applied on real situations within projects of implementations of SAP solutions that are realized by the company NESS Czech s.r.o.. Possible difficulties, which may arise during every implementation of SAP solutions, are being identified due to knowledge and experience of project managers and solution architects of NESS Czech s.r.o., not only during each phase of ASAP Methodology for Implementation but also during pre-implementation project phase. After settling the role and responsibilities of the supplier's project manager, the solutions how to avoid and/or react on possible difficulties, in charge of supplier's project manager, are being indicated.

本研究在探討專案經理管理專案逐步完善的過程 (Progressive Elaboration)中，面對接踵而來的專案變更 (Change) 以及不確定性 (Uncertainty)，如何能以客戶觀點來看待專案管理的利害得失 ( Advantage / Disadvantage / Gain / Lost )，滿足客戶需求以創造客戶價值。 本研究認為專案管理的重點在於專案變更管理。藉由策略行銷4C架構的思維，將能有效彌補專案經理在企管知識與經驗上落差，將專案管理的重點聚焦在客戶關心的專案管理重點上，透過行銷交換上四個成本問題的解決，來為客戶與專案創造價值。本研究透過以客戶與專案經理的不同觀點來回顧與檢討兩個實務個案，建議在管理專案時以策略行銷4C架構思維作為和客戶溝通的思考架構，聚焦於如何兼顧三重限制下，把專案管理的價值提升到同時滿足專案與商業的成功。換言之，藉由行銷交換四大成本問題的解決來“作對的事”(Do the right thing)以滿足客戶的期望，而讓專案管理方法論聚焦於專案管理團隊如何管理專案，來解決“把事作對”(Do the thing right) 的問題。

As a form of expert labour and organizational resource, knowledge workers are important in organizational life as producers and consumers of knowledge. The role of knowledge workers and the ways in which they transfer their knowledge become important as they possess the symbolic and analytic skills to undertake work which is contingent upon the application of ambiguous knowledge in uncertain, networked business environments. Yet, in much of the existing literature knowledge workers and knowledge transfer seem to have been partially interpreted and through a perspective maintaining an emphasis on organizational performance. Current understanding of the role of knowledge workers sees knowledge workers as either willing or reluctant to share knowledge, i.e. as either contributing to organizational efficiency or its opposite, while knowledge sharing is unequivocally understood as beneficial for organizational performance. The aim of the study is to produce an interpretation of knowledge transfer and the role of knowledge workers that extends beyond simplified and limited categories. The perspective of the knowledge worker is centrally adopted and, using this approach, the identity of knowledge workers and their interpretation of knowledge sharing are explored. The study focuses on 58 knowledge workers in the subsidiaries of five high-tech multinational companies in Athens, Greece, where complex, ambiguous knowledge work and operational interdependencies are supported by elaborate architectures of Knowledge Management initiatives. The method of data collection is interviews and data have been analysed by using QSR N-VIVO and developing thematic conceptual matrices. The findings suggest that, across organizational contexts, knowledge workers construct and maintain identities of competence and upward mobility and exhibit a combination of behaviour. Here, knowledge is better seen as being traded, rather than shared. Knowledge exchanges are subject to a set of knowledge trading principles which reflect self-interested and instrumental conceptualizations of competence and lead to the discrimination and selection of knowledge categories, uses and groups of colleagues. It is indicated that different conceptualizations of the self and various behaviours co-exist and manifest interchangeably thus both supporting and undermining corporate priorities throughout the course of practice. Knowledge worker self and behaviour play an ambivalent role in relation to corporate priorities disturbing but also harmonizing the organizational context. Monochrome notions of ‘sharing’, or interpretations assuming either the willingness to share knowledge or not reflect only part of who the knowledge worker is and why he/she transfers knowledge.

The aim of the project was to explore the acquisition and dissemination of knowledge amongst decision-makers involved in the management of red deer in Scotland. While research exists on the ecology of red deer habitat, no research exists that focuses on the relationship between the deer and the people responsible for their management. Therefore, this thesis is primarily qualitative research which aimed to explore the various aspects of red deer management in Scotland within the socio-ecological context in which it exists. There are numerous groups with interest in red deer management, however this research, due to scope and time restrictions, was limited to two primary groups, the individuals tasked with implementing policy and the practitioners who carry out culling. During the course of the project, under-researched topics surfaced, highlighting areas of practical and theoretical divergence between stakeholders. This thesis therefore aims to explore how differing views and perspectives of two of the key stakeholder groups – the estate-based practitioners (including stalkers, land-managers, and land-owners) and staff of governmental agencies – influence the management of red deer in Scotland. This research indicates that people with different roles hold different relationships with the deer, which affect management decisions and implementation at local, regional, and/or national level. As with other areas within conservation and wildlife management, this research indicates there is a disconnect between blanket governmental policy and site-specific needs, with a lack of inclusion of practitioner knowledge. Potential future research would include additional qualitative research to follow up some of the management issues raised by this research and formulate recommendations for changes to practice, followed by collection of quantitative data assessing the efficacy of interventions.