Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1987. / Typescript. Includes bibliographical references (leaves 266-300).

O gerenciamento de projetos tem sido cada vez mais estudado, e diferentes abordagens podem ser encontradas na bibliografia gerada pela academia e por praticantes da área, sendo considerado um aspecto estratégico para companhias de sucesso. Por isso, nos últimos anos, muitas empresas têm despendido grandes montas em gerenciamento de projetos, alimentando a controversa discussão sobre os resultados da aplicação de tais métodos em relação ao retorno dos investimentos. Esta tese tem como objetivo analisar os benefícios gerados pelo uso destes métodos de gestão de projetos para as organizações. A abordagem metodológica baseia-se em uma modelagem quantitativa, na qual se busca relacionar o grau de implementação dos métodos de gerenciamento de projetos ao sucesso dos projetos. A pesquisa empírica foi realizada em uma empresa multinacional de grande porte, com atuação diversificada, presente em vários setores industriais. Participaram do estudo dez unidades de negócio, de três países, de dez setores industriais: componentes, energia, indústria, manutenção, medicina, óleo e gás, segurança, tecnologia da informação, telecomunicações e transportes. Apesar de todas as unidades de negócio adotar o mesmo conjunto de métodos de gerenciamento de projetos corporativo, elas apresentam graus de implementação distintos. A base de dados foi coletada ao longo de dois anos e é composta de 1.387 projetos. Os resultados da pesquisa apontam para uma influência positiva no sucesso do projeto, medido pelo cumprimento do prazo e do custo do mesmo, em decorrência do maior grau de utilização de métodos em gerenciamento de projetos e do maior esforço em treinamento de gestores. Por outro lado, verifica-se que quanto mais complexo o projeto, maior a dificuldade em se obter os resultados planejados. Conclui-se que o uso de métodos tem impacto estatisticamente positivo no resultado operacional dos projetos, medido através do cumprimento de orçamento e prazo dos projetos, bem como o esforço em treinamento e capacitação em gerenciamento de projetos tem impacto positivo no resultado operacional dos mesmos. Adicionalmente a complexidade do projeto tem impacto positivo no resultado operacional do mesmo. / Project management has been more studied and different approaches can be found in the literature generated by the researches and by practioners. This subject has been considered a strategic aspect for successful companies. That is the reason for, in the past years, lots of companies have been investing a huge amount of money in project management, feeding the controversial discussion about the results with the application of these methods in relation to the return of investments. This thesis has the objective to analyze the benefits generated by the use of these methods for the organizations. The methodological approach is based on a quantitative model in which the intention is to relate the implementation level of methods and training in project management to the success of the projects. The empirical research was conducted in a large multinational company, with diversified participation in the market, making business in many industrial sectors. Ten different business units took part in this study, from three countries and ten industrial sectors: components, energy, industry, maintenance, medicine, oil and gas, security, information technology, telecommunications and transportation. Although all the business units adopt the same package of corporate project management methods, they present different levels of implementation. The database was collected in a timeframe of two years and is composed by 1387 projects. The research results point out a positive influence in project success measured by the accomplishment of project time and cost, mainly because of the higher utilization level of the project management methods and the higher effort in project management training. In other direction, it was verified that the more complex the project, more difficult is to obtain the planned results. The use of methods has a statistical positive impact in the operational results of projects, measured through the fulfillment of projects budget and time, as the effort in project management training has a statistical positive impact in the operational results of them. Additionally the project complexity has a positive impact in the operational results of it.

O gerenciamento de projetos tem sido cada vez mais estudado, e diferentes abordagens podem ser encontradas na bibliografia gerada pela academia e por praticantes da área, sendo considerado um aspecto estratégico para companhias de sucesso. Por isso, nos últimos anos, muitas empresas têm despendido grandes montas em gerenciamento de projetos, alimentando a controversa discussão sobre os resultados da aplicação de tais métodos em relação ao retorno dos investimentos. Esta tese tem como objetivo analisar os benefícios gerados pelo uso destes métodos de gestão de projetos para as organizações. A abordagem metodológica baseia-se em uma modelagem quantitativa, na qual se busca relacionar o grau de implementação dos métodos de gerenciamento de projetos ao sucesso dos projetos. A pesquisa empírica foi realizada em uma empresa multinacional de grande porte, com atuação diversificada, presente em vários setores industriais. Participaram do estudo dez unidades de negócio, de três países, de dez setores industriais: componentes, energia, indústria, manutenção, medicina, óleo e gás, segurança, tecnologia da informação, telecomunicações e transportes. Apesar de todas as unidades de negócio adotar o mesmo conjunto de métodos de gerenciamento de projetos corporativo, elas apresentam graus de implementação distintos. A base de dados foi coletada ao longo de dois anos e é composta de 1.387 projetos. Os resultados da pesquisa apontam para uma influência positiva no sucesso do projeto, medido pelo cumprimento do prazo e do custo do mesmo, em decorrência do maior grau de utilização de métodos em gerenciamento de projetos e do maior esforço em treinamento de gestores. Por outro lado, verifica-se que quanto mais complexo o projeto, maior a dificuldade em se obter os resultados planejados. Conclui-se que o uso de métodos tem impacto estatisticamente positivo no resultado operacional dos projetos, medido através do cumprimento de orçamento e prazo dos projetos, bem como o esforço em treinamento e capacitação em gerenciamento de projetos tem impacto positivo no resultado operacional dos mesmos. Adicionalmente a complexidade do projeto tem impacto positivo no resultado operacional do mesmo. / Project management has been more studied and different approaches can be found in the literature generated by the researches and by practioners. This subject has been considered a strategic aspect for successful companies. That is the reason for, in the past years, lots of companies have been investing a huge amount of money in project management, feeding the controversial discussion about the results with the application of these methods in relation to the return of investments. This thesis has the objective to analyze the benefits generated by the use of these methods for the organizations. The methodological approach is based on a quantitative model in which the intention is to relate the implementation level of methods and training in project management to the success of the projects. The empirical research was conducted in a large multinational company, with diversified participation in the market, making business in many industrial sectors. Ten different business units took part in this study, from three countries and ten industrial sectors: components, energy, industry, maintenance, medicine, oil and gas, security, information technology, telecommunications and transportation. Although all the business units adopt the same package of corporate project management methods, they present different levels of implementation. The database was collected in a timeframe of two years and is composed by 1387 projects. The research results point out a positive influence in project success measured by the accomplishment of project time and cost, mainly because of the higher utilization level of the project management methods and the higher effort in project management training. In other direction, it was verified that the more complex the project, more difficult is to obtain the planned results. The use of methods has a statistical positive impact in the operational results of projects, measured through the fulfillment of projects budget and time, as the effort in project management training has a statistical positive impact in the operational results of them. Additionally the project complexity has a positive impact in the operational results of it.

The School of Social Work at Portland State University has administered a Maternal and Child Health Training Project over the past ten years which has focused on two major objectives: 1) providing medically oriented social workers for the state of Oregon, and; 2) stimulating interest in maternal and child health in the field of social work. The purpose of the study was to obtain some data in order to evaluate the degree of success experienced in realizing these objectives. The study sought to determine where the 53 graduates who have been trained through the project are employed, what aspects of their jobs relate to medical social work generally and maternal and child health concerns specifically, and what components within the curriculum content that they experienced have been particularly helpful in carrying out their tasks while working in a medically related setting.

Il semble y avoir des attentes réciproques non comblées en formation initiale à l’enseignement des mathématiques. Cherchant à comprendre la genèse de ces attentes, nous nous sommes intéressée à la vision que les étudiants nourrissent des phénomènes d’enseignement. Ayant postulé que les étudiants ont une vision déterministe de ces phénomènes, et considérant que leur anticipation oriente leur projet de formation, nous nous sommes attaquée au problème de la rencontre des projets des étudiants et des formateurs. Deux objectifs généraux ont été formulés : le premier concerne la description des projets de formation des étudiants tandis que le second concerne l’expérimentation d’une séquence de situations susceptible de faire évoluer leurs projets. Cette recherche a été menée auprès de 58 étudiants du baccalauréat en enseignement en adaptation scolaire et sociale d’une même université, lesquels entamaient leur formation initiale à l’enseignement des mathématiques. Afin d’explorer les projets qu’ils nourrissent a priori, tous les étudiants ont complété un questionnaire individuel sur leur vision des mathématiques et de leur enseignement et ont participé à une première discussion de groupe sur le sujet. Une séquence de situations probabilistes leur a ensuite été présentée afin d’induire une complexification de leur projet. Enfin, cette expérimentation a été suivie d’une seconde discussion de groupe et complétée par la réalisation de huit entretiens individuels. Il a été mis en évidence que la majorité des étudiants rencontrés souhaitent avant tout évoluer en tant qu’enseignant, en développant leur capacité à enseigner et à faire apprendre ou comprendre les mathématiques. Bien que certaines visées se situent dans une perspective transmissive, celles-ci ne semblent pas représentatives de l’ensemble des projets "visée". De plus, même si la plupart des étudiants rencontrés projettent de développer des connaissances relatives aux techniques et aux méthodes d’enseignement, la sensibilité à la complexité dont certains projets témoignent ne permet plus de réduire les attentes des étudiants à l’endroit de leur formation à la simple constitution d’un répertoire de techniques d’enseignement réputées efficaces. En ce qui a trait aux modes d’anticipation relevés a priori, nos résultats mettent en relief des anticipations se rattachant d’abord à un mode adaptatif, puis à un mode prévisionnel. Aucune anticipation se rattachant à un mode prospectif n’a été recensée a priori. La séquence a permis aux étudiants de s’engager dans une dialectique d’action, de formulation et de validation, elle les a incités à recourir à une approche stochastique ainsi qu’à porter un jugement de probabilité qui prenne en compte la complexité de la situation. A posteriori, nous avons observé que les projets "visée" de certains étudiants se sont complexifiés. Nous avons également noté un élargissement de la majorité des projets, lesquels considèrent désormais les autres sommets du triangle didactique. Enfin, des anticipations se rattachant à tous les modes d’anticipation ont été relevées. Des anticipations réalisées grâce à un mode prospectif permettent d’identifier des zones d’incertitude et de liberté sur lesquelles il est possible d’agir afin d’accroître la sensibilité à la complexité des situations professionnelles à l’intérieur desquelles les futurs enseignants devront se situer. / There seems to be unfulfilled reciprocal expectations in mathematical education and initial preparation of teachers. While trying to understand the genesis of their expectations, we were interested in the vision that future teachers have of the educational phenomena. Having postulated that these students have a deterministic view of these phenomena and considering that their anticipation guides their training project, we addressed the problem of the encounter of student and educator projects. Two general objectives were formulated: the first aims at describing student training projects while the second addresses the development of a sequence of situations to help enrich their initial projects. This research was conducted among 58 undergraduate students in special education at a single university. They were beginning their initial training in teaching mathematics. In order to explore their initial projects, all students completed a questionnaire to inform on their personal vision of mathematics and its teaching. They also participated in an initial group discussion on the subject. A sequence of probabilistic situations was then presented to induce enrichment of their project. Finally, this experiment was followed by a second group discussion and completed with eight interviews. It was highlighted that the majority of the students met want to evolve primarily as a teacher, developing their ability to teach and stimulate learning and understanding of mathematics. Although some project goals fall into a transmissive perspective, these do not seem representative of the overall goals of the projects. Moreover, although most students want to develop knowledge of techniques and teaching methods, the sensitivity to complexity shown in some projects does not allow to reduce students' expectations regarding their training to the building of a repertoire of teaching techniques deemed effective. Regarding modes of anticipation identified initially, our results highlight anticipations connected with first an adaptive mode and then a forecast mode. We found no initial anticipation connected with a prospective mode. The sequence has allowed students to engage in a dialectic of action, formulation and validation, it prompted them to use a stochastic approach and to make probability judgment that takes into account the complexity of the situation. Afterwards, we observed that the projects of some students had become more complex. We also noted a widening of the majority of projects which opened to considering other vertices of the didactic triangle. Finally, anticipations relating to all modes of anticipation were identified. Anticipations made through a prospective mode helped identify areas of uncertainty and freedom upon which it appears possible to act, to increase sensitivity to the complexity of the educational situations and the act of teaching.

Il semble y avoir des attentes réciproques non comblées en formation initiale à l’enseignement des mathématiques. Cherchant à comprendre la genèse de ces attentes, nous nous sommes intéressée à la vision que les étudiants nourrissent des phénomènes d’enseignement. Ayant postulé que les étudiants ont une vision déterministe de ces phénomènes, et considérant que leur anticipation oriente leur projet de formation, nous nous sommes attaquée au problème de la rencontre des projets des étudiants et des formateurs. Deux objectifs généraux ont été formulés : le premier concerne la description des projets de formation des étudiants tandis que le second concerne l’expérimentation d’une séquence de situations susceptible de faire évoluer leurs projets. Cette recherche a été menée auprès de 58 étudiants du baccalauréat en enseignement en adaptation scolaire et sociale d’une même université, lesquels entamaient leur formation initiale à l’enseignement des mathématiques. Afin d’explorer les projets qu’ils nourrissent a priori, tous les étudiants ont complété un questionnaire individuel sur leur vision des mathématiques et de leur enseignement et ont participé à une première discussion de groupe sur le sujet. Une séquence de situations probabilistes leur a ensuite été présentée afin d’induire une complexification de leur projet. Enfin, cette expérimentation a été suivie d’une seconde discussion de groupe et complétée par la réalisation de huit entretiens individuels. Il a été mis en évidence que la majorité des étudiants rencontrés souhaitent avant tout évoluer en tant qu’enseignant, en développant leur capacité à enseigner et à faire apprendre ou comprendre les mathématiques. Bien que certaines visées se situent dans une perspective transmissive, celles-ci ne semblent pas représentatives de l’ensemble des projets "visée". De plus, même si la plupart des étudiants rencontrés projettent de développer des connaissances relatives aux techniques et aux méthodes d’enseignement, la sensibilité à la complexité dont certains projets témoignent ne permet plus de réduire les attentes des étudiants à l’endroit de leur formation à la simple constitution d’un répertoire de techniques d’enseignement réputées efficaces. En ce qui a trait aux modes d’anticipation relevés a priori, nos résultats mettent en relief des anticipations se rattachant d’abord à un mode adaptatif, puis à un mode prévisionnel. Aucune anticipation se rattachant à un mode prospectif n’a été recensée a priori. La séquence a permis aux étudiants de s’engager dans une dialectique d’action, de formulation et de validation, elle les a incités à recourir à une approche stochastique ainsi qu’à porter un jugement de probabilité qui prenne en compte la complexité de la situation. A posteriori, nous avons observé que les projets "visée" de certains étudiants se sont complexifiés. Nous avons également noté un élargissement de la majorité des projets, lesquels considèrent désormais les autres sommets du triangle didactique. Enfin, des anticipations se rattachant à tous les modes d’anticipation ont été relevées. Des anticipations réalisées grâce à un mode prospectif permettent d’identifier des zones d’incertitude et de liberté sur lesquelles il est possible d’agir afin d’accroître la sensibilité à la complexité des situations professionnelles à l’intérieur desquelles les futurs enseignants devront se situer. / There seems to be unfulfilled reciprocal expectations in mathematical education and initial preparation of teachers. While trying to understand the genesis of their expectations, we were interested in the vision that future teachers have of the educational phenomena. Having postulated that these students have a deterministic view of these phenomena and considering that their anticipation guides their training project, we addressed the problem of the encounter of student and educator projects. Two general objectives were formulated: the first aims at describing student training projects while the second addresses the development of a sequence of situations to help enrich their initial projects. This research was conducted among 58 undergraduate students in special education at a single university. They were beginning their initial training in teaching mathematics. In order to explore their initial projects, all students completed a questionnaire to inform on their personal vision of mathematics and its teaching. They also participated in an initial group discussion on the subject. A sequence of probabilistic situations was then presented to induce enrichment of their project. Finally, this experiment was followed by a second group discussion and completed with eight interviews. It was highlighted that the majority of the students met want to evolve primarily as a teacher, developing their ability to teach and stimulate learning and understanding of mathematics. Although some project goals fall into a transmissive perspective, these do not seem representative of the overall goals of the projects. Moreover, although most students want to develop knowledge of techniques and teaching methods, the sensitivity to complexity shown in some projects does not allow to reduce students' expectations regarding their training to the building of a repertoire of teaching techniques deemed effective. Regarding modes of anticipation identified initially, our results highlight anticipations connected with first an adaptive mode and then a forecast mode. We found no initial anticipation connected with a prospective mode. The sequence has allowed students to engage in a dialectic of action, formulation and validation, it prompted them to use a stochastic approach and to make probability judgment that takes into account the complexity of the situation. Afterwards, we observed that the projects of some students had become more complex. We also noted a widening of the majority of projects which opened to considering other vertices of the didactic triangle. Finally, anticipations relating to all modes of anticipation were identified. Anticipations made through a prospective mode helped identify areas of uncertainty and freedom upon which it appears possible to act, to increase sensitivity to the complexity of the educational situations and the act of teaching.