Bridging situated learning theory to the resource‐based view of project management

Abstract

Purpose -This paper aims to present a high-level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects. Design/methodology/approach -The paper bridges situated learning theory from the workplace learning literature and the resource-based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices. Findings -The paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning.Research limitations/implications -This paper is conceptual in nature and intended to make a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice. Practical implications -The paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra-project and inter-project shared learning. Originality/value -This paper presents a high-level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.

Influence of Project Customer Factors on Implementation of Information Technology Projects by Commercial Banks in Kenya

“…There are differences in the literature with regard to which resource characteristics are considered relevant. However, in summary, resources are a source of competitive advantage if they are valuable, scarce, inimitable, non-substitutable, durable, appropriate and organizationally focused (Barney, 2001;Jugdev, 2004;Jugdev & Mathur, 2013). The unique combination of resources available to a temporary organization that is the project can be a source of competitive advantage or disadvantage for a project's successful completion (Barney, 2001).…”

Mutual Caring—Resolving Habituation through Awareness: Supporting Meaningful Learning from Projects

“…Examples of strategic resources include knowledge, intellectual property rights, reputation, brand, and culture (Barney, Ketchen, & Wright, ; Foss, ; O'Dell & Grayson, ). Based on the resource‐based view, several project management studies have emphasized the importance of intangible resources, such as sharing know‐how (otherwise known as tacit knowledge, which is shared through mentoring, stories, brainstorming, and shadowing), social capital, and communities of practice (Jugdev & Mathur, ; Jugdev & Mathur, , ; Jugdev, Mathur, & Fung, ; Mathur, Jugdev, & Fung, , ).…”

Agile Software Development – Adoption and Maturity: An Activity Theory Perspective

“…In a simplified form this analysis makes a contribution to the gap in the literature on how concepts from workplace learning could be applied to the learning processes and activities inherent in project management as indicated by Jugdev and Mathur [34]. This analysis has served to indicate an approach based on learning theory that helps with identifying and analyzing the multiple and varied factors that influence an organisation's progression towards some form of agile maturity.…”

“…Similarly, Jugdev and Mathur [34] identify Project Reviews and Communities of Practice as vehicles for gathering and sharing project learning and more recently there has been a significant focus on CoPs with Paasivaara and Lassenius [53] and Paasivaara and Lassenius [54] identifying the existence of multiple examples of the adoption of Communities of Practice within a large distributed Agile project management environment (Ericsson). They identified varied examples of Communities of Practice occurring including Coaching CoPs, Development CoPs and specific feature driven CoPs.…”