CPMR Workshop Knowledge, Learning, Expertise WG

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Recommendation 1 Rank Highest
Priority Challenge Understanding and
identification of the systemic relationships
affecting knowledge sharing and transfer in the
NASA project and program management
environment. Research Objectives/Questions What
are the systemic relationships (including those
arising from process, structure, culture,
diversity, political influences, etc) that either
encourage or form barriers to the effective
transfer of knowledge within the NASA project and
program management environment. Rationale The
ability to share and transfer knowledge both in
terms of open and effective communication and in
development of an effective workforce are strong
themes in the CAIB report. Any initiative to
address these issues needs to be considered in
the context of the many competing influences that
will either encourage or form barriers to
effective results. This would form an umbrella
study which would serve to identify further
avenues for research to support effective
knowledge management, in all its forms and
definitions, within the NASA project and program
management environment with wider implications
for the whole of NASA.
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Recommendation 2 Rank High
Priority Challenge Recruitment, motivation,
and training of a diverse range of young project
managers and systems engineers into the NASA,
contractor, and international space working
environment. Research Objectives/Questions
Track career choices of young post-docs and
post-grads who are recipients of such experience.
Identify reasons why they do or do not emerge as
candidate PM/SMs in NASA (and ESA) space
missions. Consider the cost effectiveness and
timeliness of this potential training route.
Rationale Small mission, space science
instrumentation programs and balloon experiments
provide a fertile training ground in the
university sector (and in research departments of
national laboratories and NASA Centers). The age
profile of the NASA and DOD cadre of PM/SMs
indicates that the shortage of this skill base
will become acute within the current decade.
3
Recommendation 3 Rank High
Priority Challenge Recruitment, motivation and
training of the new generation with good project
management skills. Research Objectives/Questions
What types of programs are most effective at
training good PMs? What types of incentives can
be provided to motivate the necessary persons to
participate in these programs? Rationale If
NASA is to successfully meet its staffing needs
in the future, it will need to attract more
people into the aerospace industry than are
currently self-selected. Research into which
programs are most effective for recruiting in
each key age group where career decisions are
made is important. We identified 5 stages k-6,
7-12, undergraduate, post-grad, career. Action
for USRA We also noted that the first 2 stages
are beyond the USRA/APPL scope, but the issue of
exciting young people in science and engineering
through projects should be addressed within the
context of NASAs EPO effort. We also note that
engineering is under represented in current EPO
programs. Interface to NASA Education
Directorate.
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Recommendation 4 Rank High
Priority Challenge Identify alternate paths,
from outside the classic NASA engineer career
path, for recruitment of potential PM/SM
candidates. Research Objectives/Questions
Perform comparative study of the opportunities,
methods, attitudes in the different NASA Centers.
Consider methods and schemes for embedding
candidate/trainee PMs from diverse disciplines
into active programs at the NASA Centers.
Consider the potential of persons from other
disciplines, e.g., physicist, biologists,
chemists, management specialists,
etc. Rationale There seems to be a mind-set
that only a NASA engineer who has progressed
through sub-system, to system, to project, to
mission can undertake the leadership roles that
the agency is looking for. Is this really the
only route?
5
Recommendation 5 Rank Important Challenge
Effective project and program management
knowledge transfer from experienced NASA
personnel (including retiring P/PMs). Research
Objectives/Questions How can NASA / APPL
facilitate the transfer of project and program
management knowledge from experienced NASA (and
other) personnel to emerging project and program
managers? What support do experienced NASA
(and other) personnel need to assist them in
recognizing and articulating their tacit
knowledge so that it can be transferred? In a
resource- and time-constrained environment, how
can experienced NASA project and program managers
be motivated/encouraged to share their knowledge?
(e.g., through mentoring and coaching) In a
resource- and time-constrained environment, how
can emerging NASA project and program managers be
motivated/encouraged to seek knowledge and
support from experienced personnel? What is
the role (if any) of sense making and reflection
in effective workplace knowledge transfer?
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Recommendation 5 continued Rationale NASA,
like many organizations, is faced with serious
issues of succession planning due to an ageing
workforce, in part resulting from a long period
of low recruitment. At the same time, resource
and time constraints have reduced the
opportunities for traditional workplace learning
and knowledge transfer, so that experienced
personnel no longer have either the time or, in
many cases, the skills, to articulate and share
their knowledge through mentoring and coaching.
There is therefore a need to find effective ways
to facilitate the transfer of knowledge from
experienced and retiring NASA personnel to
emerging project and program managers.
7
Recommendation 6 Rank Important Challenge
Identifying the differences between project and
program management roles. Research
Objectives/Questions What are the significant
differences between the roles of project managers
and program managers/project leaders? What are
the knowledge, skill, and experience
prerequisites for effective fulfilment of a
program management role? What factors influence
the transitions between roles? Rationale
Program management is not just a higher level of
project management and yet it is usually assumed
that program managers should progress to this
role from a base of project management
experience. Is this assumption correct and is
this form of experiential progression sufficient
to ensure effective performance of program
management roles? If not, what further
knowledge, skills, and experience do program
managers need? Further, due to reduction in
workplace experience opportunities, it is not
always possible for NASA personnel to transition
through project roles before moving into program
roles. It is therefore important to understand
the significant differences between project and
program management roles in order to be able to
design effective support and competency
development programs for those moving into
program management roles with or without
previous project management experience.
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• Recommendation 7 Rank Important
• Challenge The nature and contribution of
  structured work experience in project and program
  management competence development.
• Research Objectives/Questions What role does
  work experience play in the competence
  development of project and program managers?
• What guidelines can be identified for structuring
  effective work experiences to develop project and
  program management competence?
• What are the barriers to effective implementation
  of structured workplace experience programs?
• Rationale It is generally recognized that work
  experience is an important factor in competence
  development, especially in project and program
  management. However, it remains one of the most
  difficult developmental activities to facilitate
  within organizations due to various factors
  including
• Resource and time constraints
• High risk environment
• Unwillingness of management to release staff
  for work experience opportunities
• Unwillingness of management to create work
  experience opportunities
• (continued)

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Recommendation 7 continued This is particularly
relevant in NASA with 10 centers plus
headquarters, each with different approaches and
attitudes to provision of workplace experience
and resource allocation. Research in this area
would assist in forming the development of
consistent and effective approaches to structured
workplace experience and in addressing the
challenge of achieving One NASA.
10
Recommendation 8 Rank Important Challenge
Identification of personnel who are most likely
to be successful in project and program
management roles at NASA. Research
Objectives/Questions Are there particular
personality profiles that distinguish the most
effective project and program managers and
leaders? Are there significant differences in the
personality profiles of NASA personnel who are
effective in project and program management roles
and those in non-project/ program management
roles? Rationale NASA, like many other
organizations, generally draws and develops its
project and program management personnel from
those who have initial qualifications and/or
experience in a specific technical area (e.g.,
engineering or science). It would be more cost
and time effective if it were possible to
identify and develop those technically qualified
personnel who are most likely to succeed in
project and program management roles. Further,
due to reduction in workplace experience
opportunities, it is not always possible for NASA
personnel to transition through project roles
before moving into program roles. It is
therefore important to understand the significant
differences between project and program
management roles in order to be able to design
effective support and competency
development (continued)
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Recommendation 8 continued programs for those
moving into program management roles with or
without previous project management experience.
Note From an ethical and practical viewpoint,
self selection and motivation to take on project
and program management roles should always take
precedence over any selection process based on
personality characteristics. If it is possible
to identify characteristics associated with
effective performance in project and program
management roles, this should only be used as an
aid and encouragement for career advice and
development.
12
Recommendation 9 Rank Important Challenge
Learning process and career advancement in high
risk programs. Research Objectives/Questions
Examine the conflicts of priority between risk
management and learning, knowledge acquisition,
and development of expertise. Does fear of
failure inhibit effective learning? Rationale
Recognizing that much, if not all, of NASAs
program is a high risk environment, we are
concerned that this environment is in conflict
with the creation of an effective learning
environment.