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Introduction
The connection between academic research and the job of an IT project Manager might seem somewhat tenuous. However, as the information obtained while attending this course has demonstrated to me, research principles are applicable not only to the academic context but also to a variety of domains, advancing science and contributing to the knowledge system developed to manage core tasks. By recognizing the importance of selecting a suitable research topic, as well as the members of the committee, I have contributed to my development as an IT Project Manager by improving my use of professional literature, determining the established standards, and identifying the communication strategies that will lead to the best outcomes possible.
Topic Identification
The first chapter of the book in question addresses the issue of topic selection, which could be seen as having a rather feeble connection to IT project management. However, on further analysis, one will recognize the link between the capability of locating the existing academic resources on which a paper will be based in the future and the skill of an IT Project Manager to locate the existing resources for project implementation. Specifically, finding credible information that will be conducive to handling key project goals represents a task similar to identifying the literature concerning the environment in which a project will be implemented, the key success factors, major threats, and reliable strategies.
The focus on the development of criteria according to which the topic for the study must be selected and assessed represented a particularly valuable piece of information for me as an IT Project Manager. Specifically, the information provided by Lunenburg and Irby (2008) has illuminated the opportunities for establishing SMART (specific, measurable, achievable, relevant, and time-bound) goals. While the information offered by Lunenburg and Irby (2008) pertained specifically to the phenomenon of academic research, extrapolating the provided recommendations onto the area of project management was quite easy. Indeed, given the similarities between conducting an academic project and t6eh one in the realm of IT, including the need for careful data collection and assessment, as well as a comprehensive approach to the analysis and the emphasis on interdisciplinary collaboration, the data offered in the specified chapter must be recognized as undeniably useful for an IT Project Manager.
The Committee
Another important issue that links academic research and project management in the IT sphere concerns the necessity to collaborate with a range of participants on a cross-disciplinary level. Applying the specified issue to the context of academic research, one will find a similar situation when selecting committee members and appealing to the committee. The ability to build an immediate rapport with the target audience while determining essential criteria for success and adhering to them closely is represented as a major part of presenting the research project to a committee, according to Lunenburg and Irby (2008). The outlined characteristics of the process make it strikingly similar to the challenges associated with the implementation of a project within a team, particularly in the interdisciplinary context where managers and employees from different departments must collaborate to ensure cohesion in project implementation. As an IT Project Manager, one must be able to coordinate the interdisciplinary collaboration process, which is why a thorough understanding of the target stakeholders’ needs and expectations is vital.
Additionally, the issue of self-expectations raised by Lunenburg and Irby (2008) deserves extra attention as a critical issue for an IT Project Manager. Namely, the importance of setting reasonable and achievable self-expectations outlined by Lunenburg and Irby (2008) can be applied to the context of IT project management. Specifically, similarly to a researcher, an IT Project Manager must select an appropriate strategy based on the extent of abilities and skills, while also setting the course for building new competencies. Therefore, the learning process must correlate with the extent to which one can embrace new ideas and theories. Thus, the chapter has helped me set reasonable goals based on the range of skills and abilities that I currently have, as well as the extent of my learning potential. Overall, the chapter has been critical in learning to set success criteria and sensible expectations.
Conclusion
Since the course in question, particularly the information pertaining to the selection of the research topic and committee members has expanded my understanding of communication and the use of professional and academic resources, I can utilize it to improve my practice as an IT Project Manager by building fast rapport with team members, setting clear goals, and locating relevant resources promptly. Thus, even though the skills associated with academic research might appear to be thoroughly divorced from the realm of IT management, the obtained information will be exceptionally useful in implementing IT projects. Specifically, the focus on identifying success criteria listed for selecting the research topic and managing relationships with committee members can be transferred to the context of IT management. Thus, an IT Project Manager can solve complex workplace issues and conflicts within a team while keeping its performance running at a proper level.
References
Lunenburg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation: Tips and strategies for students in the social and behavioral sciences (8th ed.). Corwin Press.
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