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The purpose of this paper is to describe the knowledge management (KM) loop process in a work package (WP)-based project engineering management method. The purpose of the KM loop is the routine capture of learnings to improve work practices in both the project and the firm.

A conceptual model for a project KM loop is developed by researching various KM theories found in the literature and incorporating the most applicable concepts and bridging any gaps in an attempt to overcome the reported impediments to learning in projects. A specific WP-based project engineering method (the STBQ method) is chosen as the framework for illustrating the workings and advantages of the KM loop. The author’s experiential judgement is used in applying selected academic concepts to create a KM process particularly useful for consulting engineering firms engaged in the detailed design phase of heavy industrial projects notwithstanding the fact that it may be beneficial in other project environments.

Completion of a WP can be used as a natural point in time for the collection of lessons learned (LL). At post-WP debriefing meetings, intuitive learnings can be contributed by individuals and interpreted in the context of the recently completed WP. When seen to be applicable, the project engineer integrates this newly gained experiential knowledge into the project’s job instructions for immediate implementation on other WPs remaining in the project scope. Through the project manager, these new or revised job instructions are proposed as candidates for new or revised standard practices to the senior managers of the engineering firm who can institutionalize them by approval for use in other in-progress or future projects.

The KM loop described here is specifically intended to be used with the STBQ method where the 100 per cent rule is applied and where each WP sub-team is tasked with the delivery of their WP safely, on-time, on-budget and with no quality deficiencies as the criteria for success of their WP. A research limitation is that capturing learnings throughout the project does not solve the problem of capturing post-project learnings from design errors surfacing during construction, in commissioning, or after start-up during on-going operations and maintenance. Nonetheless, innovative ideas and improvements can be found during the detailed engineering phase and the KM loop captures these for intra-project and inter-project use.

The extra effort of decomposing requirements into WPs not only helps control project costs, schedule, quality and safety but also provides an effective way to capture knowledge from project learnings for intra-project and inter-project use.

The lessons-learned sessions held at the completion of each WP provides an opportunity to provide motivation and morale boosting to the WP sub-team members.

This paper contributes what is believed to be the first WP-based KM loop in project engineering management using a specific application of the 4I framework of organizational learning. In addition, when applied in the STBQ method or any other method that uses interim WPs for both planning and reporting, the LL sessions can be pre-scheduled and budgeted separately from the subject WP. This helps to overcome the problem widely reported in projects that not enough calendar time or person-hours can be spared to attend the LL sessions.

Under the Equal Opportunities Act, anybody making a selection or promotion decision may have that decision challenged in the relevant Industrial Tribunal, if someone decides to allege that the promotion or selection showed discrimination on the grounds of sex. It is an open secret that similar legislation on race is likely to follow. If we follow the American pattern, we may even have legislation about discrimination on the grounds of age.

An action is utilitarian when it is both useful and practical. This paper aims to examine a number of traditional information security management practices to ascertain their utility. That analysis is performed according to the particular set of challenges and requirements experienced by very large organizations. Examples of such organizations include multinational corporations, the governments of large nations and global investment banks.

The author performs a gap analysis of a number of security management practices. The examination is focused on the question of whether these practices are both useful and practical when used within very large organizations.

The author identifies a number of information security management practices that are considered to be “best practice” in the general case but that are suboptimal at the margin represented by very large organizations. A number of alternative management practices are proposed that compensate for the identified weaknesses.

Quoting from the conclusion of the paper: We have seen in our analysis within this paper that some best practices can experience what economists refer to as diminishing marginal utility. As the target organization drifts from the typical use-case the amount of value-added declines and can potentially enter negative territory. We have also examined the degree of innovation in the practice of security management and the extent to which the literature can support practical, real-world activities. In both the areas, we have identified a number of opportunities to perform further work.

The purpose of these three articles is to illustrate from experience some of the difficulties encountered by people who have organisational responsibility for an MbO programme, and to suggest some ways in which the problems of an MbO programme can be overcome. This article discusses some of the failings of MbO — failings both inherent in the concept of MbO and to do with the way it is often implemented. The following article will discuss some common pitfalls that can happen in the typical MbO programme, and give some suggestions about how they can be avoided; in the third article we shall discuss some ideas that arise from the problem of setting objectives in a service function.

Our two previous articles highlighted some of the problems and difficulties that can be expected with the typical MbO programme. We offered some hints about overcoming some of these problems, but other problems we postponed for discussion in this, the third article. Summarising the problems we postponed for discussion, we stated: ▾ Setting objectives for some functions is more trouble than it's worth, if the senior management's objectives are different in kind from the junior management's — as in a customer service function. ▾ The chain of managerial commitment is as strong as its weakest link. If that link is in the middle, as it usually is, then junior managers, who are the ones most likely to have been trained in the use of MbO and are most likely to be committed to it, cannot realistically set objectives for their people. ▾ MbO programmes tend to emphasise the efforts and improvements that can be made within a person's job boundaries only, ignoring the major sources of inefficiency, which are the conflicts between job boundaries. ▾ Managers can assume that objectives have to be specified in quantifiable, numerical terms. If this is not possible then all kinds of problems arise and people do not get set meaningful objectives.

In our first article we discussed some of the difficulties that can happen when an MbO programme is installed in an organisation. We made a rough distinction between problems that are inherent in MbO as a system, and problems that are not necessarily part of MbO but which very often happen as a result of installing MbO. We made the assumption that the responsibility for the MbO programme has devolved on to someone in the personnel function, probably a trainer or management development officer, and that this person has to adapt an MbO programme so that his organisation can get the best use out of it. We are assuming that some fairly common problems have occurred and that these are restricting his operation — we are assuming that not all managers are committed to the programme, that its purposes are unclear, that ‘objectives’ are thought of as short‐term targets whose achievement is measurable in strictly numerical terms, and that the initial enthusiasm for MbO has worn off and the whole things is seen by many managers as being a paperwork exercise. We are also assuming that the loss of face and scrapping of forms which would result from abandoning MbO are unacceptable.

This article is a humorous attempt to chronicle the progress of a fictitious course — in this case an assessment course, but many of the gaffes which we record are common to all kinds of courses and conferences. We have tried to include as many as possible of the avoidable errors which can be committed; we have footnoted some of the more obvious and common errors. The reader may find some that have slipped our net. As a rough distinction, there are four kinds of error illustrated here: administrative errors, errors in planning and design, errors arising from lack of interpersonal skills, and misalignments in the organisational climate. Some conference or course designs may be more robust than others in the degree to which they are affected aby these different kinds of error; an assessment course is probably more susceptible than most to most of them — which is why we chose it. The account is of course purely fictitious. We rather hope that this article will help to ensure that it stays that way. Any resemblance to persons living or dead should probably be a matter for regret.

FOR TOTALLY DIFFERENT reasons, two quite different groups of experts have been forecasting dire trouble in store for British businessmen in the foreseeable future.

A co-produced clinical practice that aims to improve outcomes through a partnership with service users is becoming increasingly important in intellectual disability (ID) services, yet these approaches are under-evaluated in forensic settings. This study aims to explore and compare the feasibility of two approaches to co-production in the completion of dynamic risk assessments and management plans in a secure setting.

A convenience sample of adults admitted to a secure specialist forensic ID service (N = 54) completed the short dynamic risk scale (SDRS) and drafted risk management plans under one of two conditions. In the first condition, participants rated the SDRS and risk management plan first, separately from the multidisciplinary team (MDT). In the second condition, participants and MDTs rated the SDRS and risk management plan together.

In total, 35 (65%) participants rated their risk assessments and 25 (47%) completed their risk management plans. Participants who rated their risk assessments separately from the MDT were significantly more likely to complete the SDRS (p = 0.025) and draft their risk management plans (p = 0.003). When rated separately, MDT scorers recorded significantly higher total SDRS scores compared to participants (p = 0.009). A series of Mann-Whitney U tests revealed significant differences between MDT and participant ratings on questions that required greater skills in abstraction and social reasoning, as well as sexual behaviour and self-harm.

Detained participants with an ID will engage in their dynamic risk assessment and management plan processes. The study demonstrates the impact of different co-production methodologies on engagement and highlights areas for future research pertaining to co-production.

The purpose of this paper is to summarize a consensus statement generated on the current challenges, strategies, and potential of health promoting schools (HPS) at a 2011 colloquium at the Stellenbosch Institute for Advanced Study where 40 people from five continents came together to share their global and regional experience surrounding the World Health Organization (WHO) HPS model.

Using the consensus as its foundation, this review summarizes the underlying educational and social science concepts and factors that contribute to success or failure of HPS, and incorporates peer reviewed papers based on invited presentations at the colloquium and key related literature.

HPS increase knowledge and develop behaviors that benefit the health of children, such schools are also an investment in the well-being of the larger community. Importantly for their long-term psychological health “resilience” is generated by effective HPS programs. Professional development initiatives within schools can catalyze greater absorption of the healthy school approach and focus on best practices. Promotion, support, and evaluation of programs are aided by award schemes and oversight by local or national agencies. And significant educational benefits are accrued for trainees from centers of higher learning involved in HPS program delivery.

Educational initiatives that utilize the relative simplicity, low cost, and inherent flexibility of the HPS model can address many significant issues facing today's children. HPS offer an innovative and participatory way to increase the likelihood of the next generation becoming aware of practical ways to positively influence their lifestyle and future well-being. Successful programs are usually those that are relevant, resonate with students, and engage school communities so that they choose to “own” and sustain their program.

The consensus statement provides a benchmark of the current status of HPS, and outlines future directions for this model of health promotion.