A theory of the temporary organization

Lundin, Rolf A.; Söderholm, Anders

doi:10.1016/0956-5221(95)00036-u

Cited by 1,150 publications

(1,126 citation statements)

References 17 publications

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“…They also resonate with the approach of Scandinavian scholars in relation to viewing projects as temporary organizations (Engwall, 2002;Engwall et al, 2003;Lundin and Söderholm, 1995;Packendorff, 1995). Importantly, in a practice-oriented approach, learning is seen as intrinsic, and as…”

Section: Planned and Emergent Knowledge In Project Deliverymentioning

confidence: 89%

“…While the conceptualisation of projects as organizational forms rather than content advances the idea of projects as temporary organizations (Lundin and Söderholm, 1995;Turner and Müller, 2003), it does not fully harness the key insight of Weick (1979Weick ( , 1995 that organizations, even temporary ones, are essentially about organizing and learning (sensemaking) rather than form. Using an organizing lens, the emphasis shifts from the social construction of the form of the project as a temporary organization to the organizing activities that constitute the project as a process of temporary organizing and the drivers of these organizing activities.…”

Section: Projects As Modes Of Organizing and Learning For Temporary Umentioning

confidence: 99%

“…As a contribution to project theory development, a MOL approach firstly adds support to the view of organizations, including projects, as primarily about organizing, learning, and sensemaking (Ivory et al, 2006;Koskinen, 2012;Lundin and Söderholm, 1995;Thomas, 2000;Weick, 1979Weick, , 1995.…”

Section: Project Theory Developmentmentioning

confidence: 99%

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Knowledge formation and learning in the management of projects: A problem solving perspective

Ahern

Leavy

Byrne

2014

International Journal of Project Management

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In contrast to traditional projects, which are assumed to be fully specified and then executed with little learning anticipated, complex projects cannot be fully specified at the outset and require continuous learning over their life cycles. Nevertheless, the key role of knowledge formation and learning in managing complex projects is under-developed for expanding project capability boundaries to include knowledge uncertainty and indeterminacy.Drawing inspiration from Karl Weick's enactivist ideas and an empirical study of two organizations that developed project capability for complex projects, the paper develops an integrated view of projects and project management that is grounded in problem solving learning and organizing.More specifically, a project is reconceptualised as 'a mode of organizing to accomplish a temporary undertaking' with intrinsic learning. This perspective views complex projects under knowledge uncertainty as learning organizations, with implications for project management theory and practice.

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Section: Planned and Emergent Knowledge In Project Deliverymentioning

confidence: 89%

Section: Projects As Modes Of Organizing and Learning For Temporary Umentioning

confidence: 99%

See 1 more Smart Citation

Knowledge formation and learning in the management of projects: A problem solving perspective

Ahern

Leavy

Byrne

2014

International Journal of Project Management

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“…In project management research, the main focus has been on the beginning and development of projects (see Lundin & Söderholm, 1995). Only limited research has been undertaken on the ending phase, since a kind of 'built-in termination mechanism' exists in each project (ibid., p. 449).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Ending-competence in business closure

Havila

Medlin

2012

Industrial Marketing Management

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Business closure and ending-competence are highly relevant concepts in a globalizing world economy where structural change is common. However, ending-competence in business closure situations is a rarely studied phenomenon, and prior theoretical development is modest. In this paper a conceptual model of ending-competence in business closure is developed. A case study examination of a business closure, involving a car manufacturing plant owned by Mitsubishi Motors Australia Ltd., allows further development of the model. The model consists of four elements: (1) earlier experiences of ending; (2) an understanding of different types of commitment; (3) the interdependence between parties; and (4) coordinating and timing the ending. The model illustrates the different roles played by upper and operational management during a closure process. An understanding of endingcompetence is important to managers of large firms and to educators of future managers.

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“…However, there is a set of competencies which focus on control and compliance and another set concerned with the management of human factors. Thinking about the role of project leaders has shifted from being primarily focused on control and compliance to an acceptance of these as important issues but also an acceptance of the importance of emotional and motivational aspects of the leader's role and the necessity for them to develop faith in and commitment to a larger purpose in their role (Lundin and Soderholm, 1995;Keegan and Den Hartog, 2004).…”

Section: Pinto Et Al's Modelmentioning

confidence: 99%

Determinants of the Success of Information Techology Project Management in Thailand

Winley

2015

E J Info Sys Dev Countries

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A theoretical model of information technology (IT) project management was formulated based on the results of previous studies incorporating transactional and transformational leadership styles, team diversity, and team culture as determinants of team processes and project outcomes. The study addresses the lack of previous studies of IT projects and is concerned with infrastructure and software projects conducted in cross-functional environments with co-located teams in the context of Thailand. The model was tested and developed to a final model using data collected from a sample of 219 professionals with experience in IT projects in Thailand. The results confirmed several reported effects of leadership styles, team diversity, and culture on team cooperation, cohesion, and conflict and their subsequent effects on performance and psychosocial project outcomes. The findings highlighted results not commonly reported in previous studies of IT project management concerning the role of dominant cultural characteristics of Thai society at the level project teams as well as important direct effects of leadership styles and aspects of team diversity on performance and psychosocial outcomes. Based on the findings practical recommendations for improving IT project outcomes are presented.

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A theory of the temporary organization

Cited by 1,150 publications

References 17 publications

Knowledge formation and learning in the management of projects: A problem solving perspective

Knowledge formation and learning in the management of projects: A problem solving perspective

Ending-competence in business closure

Determinants of the Success of Information Techology Project Management in Thailand

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