Professor Christophe N. BREDILLET , PhD, D.Sc. Deputy Director General

1. Learning and Acting in project situations through a meta-method (MAP) A case study: Contextual and Situational Approach for Project Management Governance in Management Education Professor Christophe N. BREDILLET, PhD, D.Sc. Deputy Director General Dean, Postgraduate Programmes Professor of Strategy, Programme & Project Management ESC Lille Avenue Willy Brandt, 59777 Euralille – France Email: c.bredillet@esc-lille.fr

2. Beyond the positivist mirror

3. Strategic Mgt Strategic Plan: objectives, strategies Operational Mgt Ongoing, traditional Activities Operational plan: goals, tactics Entrepreneurial Mgt New Activities Mergers & Acquisitions Disinvestments Entrepreneurial plan: goals, tactics Project Mgt New environment New products Related Technology Unrelated Technology Vertical integration (backward/forward) New environment Related diversification Traditional environment Market Horizontal integration New Same In-house Conglomerate diversification Unrelated diversification Supporting strategy implementation in complex environment

4. Challenging • Assumption of order • Assumption of rational choice • Assumption of intentional capability PM needs to be a complex field Be Have Conant-Ashby Theorem Darkness Principle Redundancy of Resources Principle Constructivism Phenomenological and teleological hypotheses Knowledge Field not that clear Polysemic nature of project Tensions & paradoxes Positivism

5. Modelling to Understand that is to do ingeniously!

6. Meta-modelling: the roots Theory of Convention Uncertainty & Ambiguity Rationalization & Process of justification Rational Voids (non justified beliefs) Convention is an archetype or "structure" in Levi-Strauss' definition, that is to say, "a set of formal relationships among the elements in a symbolic system which can be modelled" (Levi-Strauss, 1971, 1974). N vs S-Learning model grounded on an information perspective and Complexity science, a set of theories describing how complex adaptive systems work (Boisot, 1998) Epistemo praxeology Learning and acting are integrated in praxis Study of those aspects of human action that can be grasped a priori; it is concerned with the conceptual analysis and logical implications of preference, choice, means-end schemes, and so forth (Menger, Von Mises)

7. Projects vs. Operations

8. Various Management Situations

9. Ecosystem • An ecosystem is defined as “the complex of a community of organisms and its environment (biotope) functioning as an ecological unit”. • Here the biotope is the environment includes sub-system that is defined by decision makers. • Referring to ‘intelligent’ actions, and ‘knowledge development’, projects involve praxis, which becomes an action oriented to meet a goal that is context and environment specific. Understanding such a dynamic relationship between information, knowledge, learning and acting leads to a systemic perspective. • Considering the dynamic aspect of the ecosystem project/context three propositions can be made: • a project starts with a simulation then continues with series of dissimulations; • a project is a place for spontaneous generation of positive feedbacks; • a project is a dialectic ‘complexification/decomplexification’.

10. Membership

11. Perspectives regardingKM, OL, LO

12. Ecosystem & Praxis

13. Acting & Learning Subsystem

14. What kind of meta-model? • Optimization / Simulation • > combined model : simulation with a design purpose according to an insight modeller perspective.

15. Co-evolution between subjects & objects Observation/Action process Postulate: Projects do exist Providing a privileged place for acting & learning Axiom of choice: Project Management Field exists Lemmas Epistemo praxeology N. vs. S-Learning System & Complexity Be Have Generating specific Convention to cope with uncertainty & ambiguity Conant-Ashby Theorem Darkness Principle Redundancy of Resources Principle Theory of Convention Constructivism Phenomenological and teleological hypotheses Polysemic nature of project Tensions & paradoxes Positivism • Challenging • Assumption of order • Assumption of rational choice • Assumption of intentional capability Meta-model / meta- method ∫

16. MAP: Management & Analysis of Projects Contextual & Situational approach for PM

17. Contextual & Situational approach for PM • MAP: Management & Analysis of Projects • An overview of the theories & concepts

18. Theories of organisations Change Management Macro & Micro economics Knowledge Management Risk Management Strategic Management Programme Management Knowledge Process - Object Projects vs. Operations Ecosystem project/context Level Individual - Organisational Prospective analysis Trajectory of the project (life-cycle) Complexity Operational Research System Dynamics Systems Thinking Systems Engineering Modelling Organisational Design "Object" Language Systemic Single loop – Double loop Positivism Constructivism Systems Man - Model Applied Sciences Organisational Temporary Groups Leadership Contingency theory Psychology Information theory System dynamics Fundamental Sciences Competences Balance Scorecard Interpersonal aspects Intellectual capital Intangible Assets Learning & Cognition Dimensions Knowledge – Attitudes - Aptitudes Performance Assessment Individual Performance Management Process Practical – Emotional - Cognitive TQM Standardisation Communities of Practice Group & Team Communication Theories of Convention Psycho Sociology Psychoanalysis

19. MAP Method objectives & characteristics • Resolution of the ill-structured problems. • MAP Method comprises an iterative process leading to increasingly precise formulations and allowing the analyses that prepare for the decision, the implementation and the control of the project. • Common language for a team working on a project. • The MAP Method is conceived for teamwork. Teamwork generates creativity through interaction of people and ideas. Further, dialogue between decision makers and analysts avoids technocracy or subjectivity. • Overall perception of a project. • The MAP Method leads to visual and synthetic representations of complementary aspects of projects. The analysts and decision makers are engaged in an information environment which contributes to vision and intimate knowledge of project. • Piloting the process of the management of the project. • The MAP Method aims to make management of the project a process where thought and action interact, not a linear course of a study from the hands of analysts and specialists directly to the decision makers. • Crossroads of quantitative and psycho-sociological techniques. • MAP integrates quantitative (PERT, Simulation etc.), qualitative, and pycho-sociological approaches (quiet group method, group confrontation, creativity techniques etc).

20. Governance Performance Accountability Responsive & Responsible decision making Transparency Knowledge (tacit & explicit) Learning Information Understanding of the context Parameters Variables Interactions Conditions of change SITUATION

21. MAP & Governance

22. MAP: Socio-technical “black box”

23. MAP Trajectory

24. Conclusion: MAP a “discipline” integrator