Polar Expedition Project and Project Management

Garel, Gilles; Lièvre, Pascal

doi:10.1002/pmj.20180

Cited by 19 publications

(19 citation statements)

References 11 publications

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“…In particular, the data collection instrument makes use of self-reported measures. Third, our conceptual model doesn't take into account the specificity, the complexity and the characteristics of team projects (Garel and Lièvre, 2010;Aubry and Lièvre, 2010). To overcome this limitation, further research is required for in-depth explorations.…”

Section: Limitations and Conclusionmentioning

confidence: 96%

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Sourcing knowledge for innovation: knowledge reuse and creation in project teams

Khedhaouria

Jamal

2015

Journal of Knowledge Management

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Access to this document was granted through an Emerald subscription provided by emerald-srm: 463575 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Abstract:Purpose-Present research investigates motivations of team members to source knowledge and how the sourced knowledge increases their reuse and creation outcomes.Methodology-A model based on knowledge sourcing perspective is proposed and tested to link knowledge sourcing methods in teams to their performance outcomes. The hypotheses are tested on data collected from a survey of 341 project teams. (1) critical role of team members' learning orientation in increasing knowledge sourcing, reuse, and creation; (2) group knowledge sourcing and repositories are more appropriate to increase knowledge reuse; (3) Internet is more effective to increase knowledge creation; and (4) knowledge reuse increases knowledge creation among team members with a strong learning orientation. Findings-Findings showResearch limitations/implications-Further studies can replicate our model and introduce group characteristics to improve its explanatory power. Also, use of self-reported measures in data collection may lead to biases, future research should collate different measures longitudinally or use separate primary and secondary observations.Practical implications-Team leaders should enhance team effectiveness by ensuring diversity of knowledge and skills. Current research emphasizes that team leaders can integrate a crowdsourcing or 'users as co-creators' approach to increase knowledge creation by team members. Team members' learning orientation can be increased by promoting a climate that encourages open discussion of problems, mistakes, and errors.Originality/value-Our research highlights that knowledge sourcing methods produce different performance outcomes regarding knowledge reuse and creation. These insights can be useful to team leaders and researchers in order to better understand what motivations team members to source knowledge and how it increases their reuse and creation outcomes.

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Section: Limitations and Conclusionmentioning

confidence: 96%

“…In a complex business environment, team projects allow companies to earn a major share of their profit (Aubry and Lièvre, 2010;Garel and Lièvre, 2010;Melkonian and Picq, 2010).…”

Section: Introductionmentioning

confidence: 99%

Sourcing knowledge for innovation: knowledge reuse and creation in project teams

Khedhaouria

Jamal

2015

Journal of Knowledge Management

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“…For example, Table hypothesizes that high reliability projects might “accelerate the formation of a dedicated project organization with capable project leadership, develop and articulate a strong sense of mission in the team, and build in regular communication routines.” Garel and Lièvre's () study of a polar kayaking expedition evidences this accelerated team formation through training weekends and effective and early discussion of the project goals. Table also asserts that high reliability projects “afford areas of ignorance in the project the same importance of areas of certainty.” Musca, Mellet, Simoni, Sitri, and De Vogue's () observations of a mountaineering expedition in Patagonia showed that the project team robustly discussed uncertainties in weather forecasts and their ability to navigate the boat safely to the expedition start point, which ultimately resulted in significant rewording and reframing of the overall project goals.…”

Section: Realizing High Reliability In Safety‐critical Projectsmentioning

confidence: 96%

Toward High Reliability Project Organizing in Safety-Critical Projects

Saunders

2015

Project Management Journal

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■High reliability organizations claim to be special organizations that have consistently demonstrated safe performance in operating environments, which are simultaneously of high technical complexity, high consequence, and high tempo. This article argues that the literature on high reliability organizing, which emerged through studying dayto-day operations in the nuclear industry, air traffic control industry, and U.S. navy aircraft carriers, might hold important lessons for how the project management community can approach the management of safetycritical projects-projects in which safety is of paramount importance. Its aim is to consider how high reliability organizing might be realized in these safety-critical projects.

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“…Il faut alors produire des connaissances. Enfin, le programme de recherche engagé dans les années 2000 par Lièvre sur le management des projets en environnement extrême, en particulier les projets d'expédition polaire, dégage des règles du jeu managérial pertinentes pour ce type de situation (Aubry et al, 2010;Garel et Lièvre, 2010;Aubry et Lièvre, 2011;Lièvre, 2016). Les auteurs considèrent qu'une expédition polaire renvoie aux modalités d'un projet définies par Midler (1996) selon lesquelles « il ne s'agit plus de piloter un système balistique mais d'animer un apprentissage collectif » (p. 204) et qu'il est nécessaire de les analyser pour comprendre la logique d'exploration (Garel et Lièvre, 2010).…”

Section: L'expansion Des Connaissances Dans Les Projets D'explorationunclassified

Le projet d’exploration au prisme d’une théorie sociale de l’apprentissage

Bonnet¹,

Lièvre

Godé

2018

Self Cite

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L’objet de cet article est d’étudier un projet d’exploration en mobilisant une théorie sociale de l’apprentissage initialement associée à la communauté de pratique (Wenger, 1998). D’une part, les projets d’exploration sont abordés sous l’angle de l’apprentissage collectif plutôt que de la coordination. D’autre part, l’apprentissage situé ne se réduit pas aux communautés de pratique (Amin et Roberts, 2008). Nous proposons d’articuler projet d’exploration et théorie sociale de l’apprentissage et posons la question suivante : quels enseignements théoriques et empiriques pouvons-nous dégager de l’étude d’une équipe projet d’exploration à travers le prisme d’une théorie sociale de l’apprentissage ? A partir du cas d’une simulation d’exploration martienne, nous montrons que le projet peut être abordé comme une dynamique de structuration qui articule sens, participation et réification. Nos résultats nous permettent de mieux comprendre l’apprentissage collectif en situation dans des projets d’exploration.

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Polar Expedition Project and Project Management

Cited by 19 publications

References 11 publications

Sourcing knowledge for innovation: knowledge reuse and creation in project teams

Sourcing knowledge for innovation: knowledge reuse and creation in project teams

Toward High Reliability Project Organizing in Safety-Critical Projects

Le projet d’exploration au prisme d’une théorie sociale de l’apprentissage

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