Improving project learning: a new approach to lessons learnt

Abstract

PurposeThe purpose of this paper is to report on research which has developed a new approach to capturing project‐based learning.Design/methodology/approachAction research was employed as part of a longitudinal single organization case study.FindingsProject learning processes can be improved by using an event‐based approach to project knowledge integration that propagates duetero‐learning. The approach developed generates outputs that codify lessons learnt and promotes measurement of benefits. The event and the outputs, in effect, take the form of “boundary objects” which act as a bridge or means of translation between the participants, as well as to those who will use the learning to improve their own project practice on other projects.Research limitations/implicationsThe approach has only been applied within a single support services organization, but could provide a way of overcoming the considerable difficulties inherent in capturing lessons learned within project‐based environments.Practical implicationsThe approach helps to overcome the key issues of obtaining management and staff buy‐in, and dealing with the time pressures that exist in project‐based environments. The outputs can be applied to encourage learning across projects and wider communities resulting in improved practice.Originality/valueThe process uses the concept of boundary objects to explain how some of the problems arising when complex abstract concepts are involved can be overcome, particularly in increasing understanding and buy‐in from the actors involved. Viewing learning events as boundary objects sees them as mediating information across project boundaries, between project practitioners and across business units. The event process can be adapted for a variety of scenarios and used by an organization or group of organizations to improve and apply learning more successfully.

The ‘How’ of Multilevel Learning Dynamics: A Systematic Literature Review Exploring How Mechanisms Bridge Learning Between Individuals, Teams/Projects and the Organization

“…A number of papers (N = 5) in the project management literature identify certain organizational initiatives specific to the project-based context that are conducive to the transfer of learning between levels. These include post-project reviews (Anbari et al, 2008), project team learning reviews (Barker and Neailey, 1999), risk registers (McCann et al, 2012), formal meetings (Sense, 2004) and using realization cards as a learning activity (Fuller et al, 2011). Project reviews are a consistent theme in the project literature when it comes to organizational initiatives promoting multilevel learning.…”

Teaching Reform of “Electronic CAD and Electronic Assembly Practice” Based on Project Teaching Method

“…With using project teaching method in teaching process, the lectures is designed into several projects, organizing and carrying out teaching based on the project which is mentioned in [4,5,6]. In order to the teaching aim of practice and focusing on the application, it needs students take part in the whole process of project, for improving the ability of solving practical problems and designing electronic product.…”

Professional Development of Project Management for Contractor in the Construction Project: A Review

“…In the traditional model of on-the-job training (OJT), to promote new practices, workers would typically receive a pre-prepared course on the new regulations, procedures, or processes, often at a different location than their place of work, and be expected to apply this abstracted knowledge later in their workplace. OJT and experience are probably the most common methods of employee development used at all levels of the organization (Fuller et al, 2011). Where organizations utilize a large number of skilled bricklayers, carpenters, plumbers, armature workers, welders, etc.…”