Managing the project learning paradox: A set-theoretic approach toward project knowledge transfer

Abstract

Managing project-based learning is becoming an increasingly important part of project management. This article presents a comparative case study of 12 cases of knowledge transfer between temporary inter-organizational projects and permanent parent organizations. Our set-theoretic analysis of these data yields two major findings. First, a high level of absorptive capacity of the project owner is a necessary condition for successful project knowledge transfer, which implies that the responsibility for knowledge transfer seems to in the first place lie with the project parent organization, not with the project manager. Second, none of the factors are sufficient by themselves. This implies that successful project knowledge transfer is a complex process always involving configurations of multiple factors. We link these implications with the view of projects as complex temporary organizational forms in which successful project managers need to cope with complexity by simultaneously paying attention to both relational and organizational processes.

Organizing, Managing, Designing : Double meanings, doings and (new?) dilemmas

“…Projects can involve more or less collaborative, temporary organizations (Lundin 1995). They can be rigid (post-)bureaucratic extensions of parent organizations' power and control, sometimes into new fields, even if retaining such knowledge difficult (Bakker et al 2011). In other cases, projects can be 'relatively free' zones where 'business as usual' is suspended or played down in setting up project teams and getting projects doneeven at odds with dominant practices in parent organization (Hearn 2015b).…”

Method-based learning: a case in the asphalt construction industry

“…Nowadays, much attention is given to how organizations learn (Chan et al, 2005) or how learning takes place between projects (Bakker et al, 2011). These investigations are driven by the intention to improve operations in the industry which has often been criticized for its poor performance and learning culture .…”

Refining the classification of knowledge transfer mechanisms for project-to-project knowledge sharing

“…An increasing number of organisations use temporary organisations, such as projects and task forces, to carry out their economic and societal activities (Bakker et al 2011;Whittington et al 1999). In instances where a major part or all of these activities of an organisation are conducted in the form of projects, these organisations are referred to as project-based organisations.…”

“…Project-based learning comprises of the creation and acquisition of knowledge within projects, and the codification and transfer of this knowledge across project boundaries, for example, to subsequent projects (Bakker et al 2011). In project-based organisations, this type of learning is regarded as a key performance driver as prior projects offer potentially valuable experiences that can be applied in similar projects in the future or generate new knowledge about the organisation's technology and market base that could lead to new business offerings (Bartsch, Ebers & Maurer 2013).…”

“…In fact, the literature suggests that projects experience a socalled learning paradox (Bakker et al 2011). More specifically, these authors (Bakker et al 2011) maintain that: on the one hand, through their transience and inter-disciplinary nature, project ventures are likely to be very suitable for creating knowledge in the context of its application.…”