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Dr Chivonne Algeo

Biography

Chivonne Algeo is an academic and researcher in the field of project management and has more than 20 years of experience delivering a variety of projects for major financial, insurance, and health organizations. In her role as Course Director for the postgraduate project management program at the University of Technology, Sydney, Australia, Chivonne develops and delivers a range of subjects for students to advance their project management capability.

Chivonne’s research focuses on knowledge acquisition and exchange; environmental influences and the impact of project delivery; and the use of individual and group reflections to improve project outcomes; she also focuses on the management of project knowledge and how multiple and conflicting demands are managed in projects.

Chivonne is a Fellow and the Chairman of the Australian Institute of Project Management’s (AIPM) Council of Fellows, and is closely associated with the Project Management Institute (PMI). Chivonne has significant board experience in her roles as chair, company secretary, and director for a variety of organizations.

Professional

Associate Member, Centre for Contemporary Design Practices (CCDP)

Core Member, Built Environment Design and Management (BEDM)

Chair, Council of Fellows, Australian Institute of Project Management (AIPM)

Editorial Review Board, International Journal of Risk and Contingency Management

Visiting Fellow, University of New South Wales, Canberra Campus

Committee Member, Knowledge and Research Council, AIPM

Image of Chivonne Algeo
Senior Lecturer, School of the Built Environment
Associate Member, Centre for Contemporary Design Practice
Core Member, Centre for Management and Organisation Studies
Master of Project Management, PhD
Member, Academy of Management
Member, Action Learning, Action Research Association
Member, Project Management Institute
Fellow, Australian Institute of Project Management
 
Phone
+61 2 9514 8727
Room
CB06.05.04

Research Interests

Chivonne’s research interest include the professionalization of project management; the synergy and tension between project and change management; continuing professional development in the built environment, and a collaborative study with industry into project management insights. This is in addition to her primary focus on project management knowledge acquisition and exchange, and the use of reflection to enhance project performance through evidence-based decision-making.

Research Award:

2013: International Research Network on Organizing by Projects (IRNOP) Research Paper Award
Awarded best student research paper at the IRNOP XI Project Research Conference in Oslo, Norway, for the paper titled "Designing Research to Understand Knowledge Exchange among Project Managers".

Can supervise: Yes

Chivonne teaches and co-ordinates the following postgraduate project management subjects:

15315 – Project Management Principles
15326 – Project Management Practicum
15356 – Project Performance Improvement
15350 – Professional Project Practice

Teaching Award:

2012: UTS Vice Chancellors Learning & Teaching Citation
Recognizing significant and sustained contributions to student learning, student engagement and/or the student experience by individuals or teams for using practice-oriented learning to develop professional project managers.

Conference Papers

Algeo, C.T. 2014, 'Developing Professional Project Managers: The use of practice-oriented learning', 8th International Technology, Education and Development Conference, Valencia, Spain, March 2014 in INTED2014 Proceedings, ed Gmez Chova, L.; Lpez Martnez, A.; Candel Torres, I., IATED Academy, Valencia, Spain, pp. 4403-4411.
This paper will explore two post graduate subjects `Project Management Principles' and `Project Management Practicum'; identify uniquely aggregated material by combining theory with practice using `real-life+ projects involved with established clients from industry; and explain reflective, culturally diverse, team-oriented and collaborative learning environments. Subject-specific assessments are embedded to achieve Course Intended Learning Outcomes aligned to the required university Graduate Attributes. The Graduate Attributes that students develop in these subjects include: critical thinking and research skills; creativity and innovation; communications and interpersonal skills; attitudes and values, and practical and professional skills. The following criteria will be examined within these two project management subjects that students undertake as part of a Graduate Certificate or Masters of Project Management: 1. Approaches to teaching and learning and/or to teaching and learning support that influence, motivate and inspire students to learn 2. Development of curricula and resources that reflect a command of the field 3. Scholarly activities and service innovations that have influenced and enhanced learning and teaching. The paper will demonstrate how the two courses integrate and extend students' knowledge and skills, and also the student experience in managing dynamic intercultural relations.
Pollack, J.B. & Algeo, C.T. 2013, 'Who reports to whom? Perspectives on the reporting relationship between Project and Change Managers', EURAM 2013: Democratising Management, Istanbul, Turkey, June 2013 in EURAM 2013: Democratising Management, ed -, European Academy of Management, Istanbul, pp. 1-19.
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Project Management and Change Management are two related disciplines that contribute to the delivery of organisational change. These disciplines are based on distinct and separate bodies of knowledge, with resultant differences in their perspectives on how organisational change should be managed and who should be accountable for its delivery. The academic literature suggests that there is conflict between these disciplines, with respect to who should be managing organisational change. However, there is little in the literature that provides clear direction on what the reporting relationship between these roles should be. This research enquires into practitioners+ perspectives on different reporting structures to understand the kinds of relationships that are perceived to work in practice.
Algeo, C.T. 2013, 'Designing Research to Understand Knowledge', IRNOP 2013 - International Research Network on Organizing by Projects, Oslo, Norway, June 2013 in IRNOP 2013: Innovative Aproaches in Project Management Research 11th edition, ed Mller, R. and Sderlund, J., BI Norwegian Business School, Oslo, Norway, pp. 1-14.
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This paper will present an action research study that investigated how project managers in Australia acquired and exchanged knowledge. Literature covering knowledge acquisition, knowledge exchange, the knowledge environment, and knowledge drivers, laid the foundations for the research, which included interviews and in situ observations. The collection of data occurred through four sequential `interventions+ with six project managers during three action research cycles. The cycles examined the existing situation; the implementation of a change, and the evaluation of implementing that change. In addition, three `spin off cycles+ were utilised to validate the research approach with an external reference group. The data indicated that the project managers acquired their knowledge through practical experiences which were integrated with their formal training in an informal way. The exchange of knowledge appeared to be predominantly impersonal and formal, and the project managers valued tasks more so than relationships when managing projects.
Algeo, C.T. 2013, 'The Researcher-Participant Relationship in Action Research: A Case Study Involving Australian Project Managers', ICERI2013: 6th International Conference of Education, Research and Innovation, Seville, Spain, November 2013 in ICERI2013 Proceedings, ed Gmez Chova, L., Lpez Martnez, A. and Candel Torres, ., International Association of Technology, Education and Development (IATED), Seville, Spain, pp. 6042-6049.
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The leading question which will be explored in this paper is how does an action researcher determine what is required from their informants to meet the research brief, and once identified and engaged, how to develop appropriate relationships to ensure the quality of the research outcomes. This question will be explored through examining a recent action research project which was aimed at identifying how project managers in Australia share knowledge while managing projects. The way in which knowledge is acquired and exchanged when managing projects was undertaken using a four-staged action research cycle that involved regular interventions in the project manager's workplace. The interventions involved the researcher conducting one-on-one convergent interviews followed by individual observation days. During these interventions the role of the research informant evolved from being an informant to taking on the role of a research partner. This evolution is evident as the research informants were invited to participate in a final intervention. This intervention was framed as a Focus Group meeting where a review was undertaken into how a tool developed by the researcher to facilitate knowledge exchange was implemented by the research partners. Throughout the action research cycles the research informant was required to complete a reflective journal to capture lessons that were learnt during the research. One of the outcomes of this paper will be an increased awareness of the relationship between a researcher and their informants, and how this role may evolve as demonstrated through an action research project.
Algeo, C.T. 2012, 'Embedding Project Knowledge through Reflective Practice', Project Management Institute Research and Education Conference 2012, Limerick, Ireland, July 2012 in Project Management Institute Research and Education Conference Proceedings, ed Messikomer, C; Curtis, A; Stevens, C; Maylor, H; Soderlund, J; Nogueira, JC; Combe, M; Cicmil, S; Cooke-Davies, T; Narayanan, V., Project Management Institute, Inc., Newtown Square, PA, USA, pp. 1-6.
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The role of a lecturer in embedding project management knowledge is to appropriately apply the pedagogical process. Two issues need to be addressed in this process: the nature of the knowledge that underpins project management as an academic subject, and the appropriate curriculum design. Project managers collaborate in a social context and can further embed their knowledge with individual reflection. The exploration of how individuals behave under certain circumstances can illuminate future pathways not previously considered. This collaborative opportunity process is often ignored in practice in the quest to deliver outcomes in the changing and busy project environment. A pivotal research study into the practice of project management found project managers need to develop from trained to reflective practitioners an evolution that can be enhanced and accelerated. The objective of a new subject in an Australian project management master's degree aims to create a framework to develop reflective project managers.
Antoniades, H. & Algeo, C.T. 2012, 'A Comparative Analysis of Continuing Professional Development for Professionals within the Built Environment', 4th International Conference on Education and New Learning Technologies, Barcelona, Spain, July 2012 in EDULEARN12 Conference Proceedings, ed Gomez Chova, L; Candel Torres, I; Lopez Martinez, A, International Association of Technology, Education and Development (IATED), Burjassot (Valencia), Spain, pp. 1-10.
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Life-long learning is critical to the development and commitment of all professions. This ensures the maintenance and proficiency of the professional to competently carry out their duties and maintain consumer protection and accountability. Foundation courses in education provide knowledge and skills which rapidly date and the introduction of continuing professional development (CPD) provides a gap between formal education and practice through professional socialisation. The introduction of CPD also raises questions with regards to the relevant and important topics, content and delivery of the educational syllabus. The built environment profession encompasses construction, project management, property agency, valuation, engineers and architects. Within Australia, each state and territory has a range of regulatory bodies and professional associations to monitor and enforce compliance and licensing relating to educational requirements for CPD. This research paper examines and evaluates if the aims and purpose of compulsory CPD have been met for the professional within the built environment. Three professions, construction, project management, and property agency are selected for the purpose of this comparative analysis. The research identifies various issues between the regulatory bodies, professional associations and the professional with regards to CPD and discusses the intrinsic differences between these professions. Statistical and descriptive data relating to CPD is also provided which supports the argument presented in this paper that the purpose and objectives of the compulsory CPD have not been achieved entirely. The paper concludes with recommendations to the current system for the selected professions within the built environment.
Algeo, C.T. 2012, 'Learning In a Social Context to Develop Reflective Practitioners', 4th International Conference on Education and New Learning Technologies, Barcelona, Spain, July 2012 in EDULEARN12 Conference Proceedings, ed Gomez Chova, L; Candel Torres, I; Lopez Martinez, A, International Association of Technology, Education and Development (IATED), Burjassot (Valencia), Spain, pp. 5782-5791.
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Organisations that use project managers to deliver strategy rely on their skills learnt through formalised education, exposure to professional organisations and on-the-job experiences. To deliver the required outcomes, the project manager draws on this knowledge to manage the project through various stages to completion. Taking time to embed knowledge learnt from delivering a project is often overlooked in the race to complete the project. An example of a social learning situation will be explored to provide a framework for project managers to become proficient performers through reflection-in-action. The learning situation is based on a post graduate project management subject at an Australian university where students are exposed to multi-faceted social contexts. The aim of this approach is for the students to develop problem solving skills that can be transferred to the workplace through reflective self-directed learning. Underpinning this example is a UK research study undertaken in 2006, referred to as the ++Re-thinking Project Management++ study. This study identified the concerns of project management practitioners and how they need to develop from trained to reflective practitioners. To develop into reflective practitioners the impact of the social learning environment will be investigated using an actual educational setting and a review of the supporting literature. A description of the essentials of reflective practice will be explored through the work of Sch+n and earlier by Dewey. These essentials include a common language, systems to manage problems, sense-making theories and roles that describe tasks.
Algeo, C.T. 2012, 'Action Research in Project Management: An Examination of Australian Project Managers.', iCERi2012: 5th International Conference of Education, Research and Innovation, Madrid, Spain, November 2012 in ICERI 2012 Proceedings, ed G+mez Chova, L.; L+pez Mart+nez, A; and Candel Torres, I., International Association of Technology, Education and Development (IATED), Madrid, Spain, pp. 5857-5867.
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This paper will present a methodology used to investigate how project managers in Australia exchange knowledge while managing projects. The personal drivers, the workplace environment, and tools and techniques used to facilitate this knowledge exchange process were explored based on a literature review and through action research. An action research methodology was selected to study project managers in a social setting. Action research is defined as an 'emergent methodology [where] method and data and interpretation and action develop simultaneously, and from cycle to cycle'. The research sample included multiple project managers with a minimum of ten years project management experience who were employed full time as project managers in Australia. The project managers worked on projects across a variety of industries and held either a formal qualification or a recognised professional certificate in project management. The sample size was based on work undertaken by Kotter in the late 1990s when observing how managers and leaders worked. The research method included convergent interviews, in situ observations and collaboration with the project managers to reflect on how they exchanged knowledge. This form of data collection included three 'interventions' where meetings with the project managers occurred and the consequences were reflected upon before a re-planning process took place. The interventions were designed to understand the personal and workplace context in which the project managers exchanged knowledge and the tools and techniques used in this process. To ensure validity and a level of rigour in the research method, quality strategies were adopted which included the formation of an external reference group. This group included representatives from project management industry associations, academia and practitioners that were either experienced in project management or the academic rigour required for research. Through using action research to understand how project managers exchange knowledge, the researcher interprets the facts through their own experiences which contradict the search for knowledge which traditionally has been based on science.
Algeo, C.T. 2011, 'Do You See What I See: A Project Mananger's Knowledge Nightmare', Annual Project Management Australia Conference, Sydney, Australia, August 2011 in 8th Annual Project Management Australia Conference, ed -, PMOz, Brisbane, pp. 1-9.
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To deliver a project for a client, a project manager will be required to adapt to change from time to time by finding, retrieving and processing knowledge. It is of value to an organisation to facilitate this process of knowledge exchange to ensure that they in turn can deliver on their agreed strategy. This paper will focus on knowledge transfer, firstly by retrieving the knowledge context through the lens of the accepted theories of knowledge management.This will include an examination into how knowledge is created. This creation process will require a review into the motivation and learning styles which will assist in developing a deeper understanding of how a project manager transfers knowledge. To determine if the environment has an impact on the capacity of the project manger to transfer knowledge, a review will be undertaken into the physical and virtual spaces where projects are managed. Through an examination of these environments, indicators can be identified that may enhance or detract from the ability of the project manager to transfer knowledge. An understanding of these surroundings will provide a framework of the optimum environment for a project manager to transfer knowledge.
Algeo, C.T. 2010, 'Project Field Studies: sense making on-the-job', Project Management Institute Global Congress Asia Pacific, Melbourne, Australia, February 2010 in Project Management Institute (PMI) Global Congress Asia Pacific 2010, ed Bafna, S., Bell, R., Khan, K., Treasure, D., Project Management Institute, Melbourne, Australia, pp. 1-7.
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This paper describes the practice of learning through field study placement the art and science of managing a project. How project managers learn outside the walls of a lecture room will be explore using two current project management subjects being taught at the University of Technology, Sydney. One subject is an elective in an undergraduate construction degree and the other is taught to second year Masters Degree students. The role of the supervisor and student will be reviewed against the concept of internships and coaching which are used as tools to assist in the apprentice's learning journey. When undertaking the role of a field educator, the supervisor needs to approach the transfer of theory into practice by developing a language and behavioural guidelines that support the agreed learning outcomes. Contracts need to be developed and agreed so as all parties understand their responsibilities and liabilities when managing this dynamic learning environment. This is not dissimilar to what a client or program manager may expect of a project manger delivering agreed outcomes. Leading the approach to this form of learning is the practice of field work. Understanding the approach to developing competency and the impact of cultural differences provides a multi-levelled dynamic where parallels can be drawn against practising project managers. Ongoing partnerships to continue the iterative approach to learning on-th-job provides the apprentice project manager with a support network of mentors or 'masters' to assist in the transfer of knowledge.
Algeo, C.T. 2009, 'Learning How to Manage Projects: exploring the situational context', Project Management conference, Canberra Australia, August 2009 in 6th Annual Project Management Australia Conference, ed Watt, C., PMOZ, Australia, pp. 1-13.
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This paper presents an account of how project management practitioners learn, how they determine what they want to learn and suggests some future directions for their knowledge journey. Two similar teaching approaches will be discussed that are currently used at undergraduate and post graduate level in an Australian University. The approaches used to embed the formal concepts taught in class include field work and reflective practice. This will provide a view of the formal structure in which learning takes place and the informal way that explicit knowledge is converted to tacit knowledge. A formative research study into project management research directions undertaken in 2003 provides a framework for the knowledge required by practitioners to further the discipline of project management
Algeo, C.T. 2009, 'Gender Diversity in Non-Traditional Industries - Fact or Fiction?', Project Management conference, Adelaide, Australia, October 2009 in 'Modernisation in Project Management: Flexibility, Risk, Integration and Sustainability': Proceedings of the 2009 AIPM Project Management Co, ed Watt, C., Australian Instiute of Project Management, Sydney, Australia, pp. 1-8.
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This paper will explore gender diversity through the representation of women in several non-traditional industries in Australia. The construction, project management and academic sectors have been selected as they are perceived to be disciplines that are dominated by men. Through identifying what research has been undertaken and the programs that have been instigated through industry associations, an agenda for addressing gender diversity can be established. A review of the political environment in which these non-traditional sectors operate provides a framework to understand the policies and laws that guide gender diversity in Australia. The Federal Government are conducting a review into the Equal Opportunity for Women in the Workplace Act 1999 (the EOWW Act) and the Equal Opportunity for Women in the Workplace Agency (EOWA). Through providing inclusive reforms, men and women will have the opportunity to work in a fair and equitable society where gender is not an issue.
Owen, J., Algeo, C.T. & Sense, A. 2009, 'The Landscape of Australian Project Management Research', Research Conference on Organizing by Projects, Berlin, Germany, October 2009 in IRNOP Conference Proceedings, ed Watt, C., IRNOP, Berlin, pp. 1-21.
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Abstract This paper presents and analyses findings from the first comprehensive survey of project management research currently being undertaken in Australia. It will narrate the landscape of Australian project management research and in particular, will profile the typical Australian project management researcher, the research topics pursued and the range of methodologies employed. The paper will also illustrate how new project management research and researcher development is being supported in Australia with suggestions of ways to sustain and further develop these generative aspects of the project management discipline. These findings will be compared to the research agenda outcomes of the 2003 Engineering and Physical Sciences Research Council (EPSRC) funded project on ++Rethinking Project Management++. Consequently, this paper will contribute to the debates raised in publications developed from that research revolving around project complexity, social process, value creation, project conceptualization and practitioner development. Moreover, as this paper offers one indicative national perspective on project management research activities, it may contribute to international discourse on the shaping of future project management research agendas and on industry or industry representative bodies pragmatic support for project management research worldwide.
Algeo, C.T. & Stefani, W. 2008, 'Managing Project Managers - an exercise in Parenting', Rome, Italy, November 2008 in IPMA World Congress Proceedings, ed Gatti, Maurizio, International Project Management Association, Rome, Italy, pp. 1-11.
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Algeo, C.T. 2008, 'Project Management as a Profession - are we there yet?', Project Management conference, Melbourne Australia, August 2008 in 5th Annual Project Management Conference, ed Hillam, Tye, PMOZ, Melbourne Australia, pp. 1-9.
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Algeo, C.T. 2008, 'Governing Projects Using Flexible Formal Systems (FFS)', Project Management conference, Canberra Australia, October 2008 in AIPM National Conference, ed Young, Bill, Australian Insitute of Project Management, Canberra Australia, pp. 1-7.
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Algeo, C.T. 2008, 'Collaboration Amongst Practitioners, Associations and Academia: a case study in practice', Australian Universities Building Education Association Annual Conference, Auckland New Zealand, July 2008 in AUBEA 2008 Proceedings, ed Birchmore, Roger, AUBEA School of the Built Environment, Auckland New Zealand, pp. 93-98.
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Journal Articles

Algeo, C.T. 2014, 'Exploring Project Knowledge Acquisition and Exchange Through Action Research', Project Management Journal, vol. 45, no. 3, pp. 46-56.
This paper presents a research methodology used to develop a novel framework for an investigation into how project managers acquire and exchange knowledge. The qualitative study was conducted with six experienced project managers based in Australia. Adopting and augmenting an action research methodology, the data were analyzed using grounded theory techniques. Data collection occurred through four sequential interventions that aligned to three action research cycles. Three additional spin-off cycles were utilized to ensure quality and validity of the research approach with an external reference group. The implications of this research approach are presented for application in future research.
Hatcher, C., Linger, H., Owen, J. & Algeo, C.T. 2013, 'The challenges of managing complexity in projects: An Australian perspective', International Journal of Project Management, vol. 31, no. 8, pp. 1069-1071.
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The contribution to new knowledge is the identification of an Australian perspective of themes and research issues that dominate the project management sector. The editorial provides a geo-economic perspective of local and international impacts across a range of industries where projects are managed. The capacity for Australian project managers to deliver an $AUS 921 billion pipeline of existing and potential major capital projects is limited. These limitations were explored at a research forum where active researchers collaborated to establish a research agenda. The Australian perspective of the research agenda included the broad themes of understanding the interplay of project, community, globalisation and professionalization in an emergent economy. These themes reflect the need to improve the delivery of large and complex projects, which will require project leadership, cultural change and skill development strategies. These themes were addressed in the papers submitted for the special issue which were drawn together in the editorial with reference to the engaged scholarship approach of the research forum.
Hatcher, C., Linger, H., Owen, J. & Algeo, C.T. 2013, 'The challenges of managing complexity in projects: An Australian perspective', International Journal of Project Management, vol. 31, no. 8, pp. 1069-1071.
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Sense, A., Owen, J. & Algeo, C.T. 2011, 'Profiling the context and opportunities for Australian project management research', International Journal of Managing Projects in Business, vol. 4, no. 1, pp. 105-117.
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Purpose: The purpose of this paper is to present and analyse the context, the current issues and the opportunities for project management (PM) research within Australia. The paper contributes to researcher and industry practitioner knowledge and debates on supporting and promoting the development of national PM research agendas. Design/methodology/approach: This is a research paper which draws on and interprets empirical data generated from a comprehensive national survey of Australian PM researchers. Findings: The paper first profiles the current landscape of Australian PM research. Thereafter, it explores the future opportunities/risks for PM research in this country, as perceived by the researcher community. Research limitations/implications: This research was limited to the collection of data from PM researchers across Australia (80 percent response rate to the survey tool). Clearly, this study was confined to one country and to one category of respondent. Practical implications: This paper will make contributions to national and international debates and analysis on current research trajectories and future opportunities in the PM field and thereby also aid comparative knowledge development within the researcher community. Originality/value: This paper represents the first comprehensive national PM researcher study undertaken in Australia. It provides a compelling national insight into the current state of PM research as perceived by PM researchers and illustrates issues concerning their research contexts, their links to industry partners and perceptions of industry and industry representative body engagement in PM research activity.