Project Management and Learning: The Learning Project

Mataveli, Mara; Gil, Alfonso J.

doi:10.5772/intechopen.72051

Cited by 4 publications

(3 citation statements)

References 124 publications

(132 reference statements)

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“…Group learning is much of the time conceptualized as a ceaseless course of activity and reflection through which groups procure, consolidate, and apply information. This cycle is firmly connected with exercises like getting clarification on pressing issues, looking for input, making do, examining mistakes, testing fundamental suspicions, and pondering explicit results or surprising outcomes (Gil & Mataveli, 2018).…”

Section: Findings and Discussionmentioning

confidence: 99%

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

Del Rosario,

Chua

2023

IJSTEM

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The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.

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Section: Findings and Discussionmentioning

confidence: 99%

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

Del Rosario,

Chua

2023

IJSTEM

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“…To remain competitive and viable, projects need to adjust to implement changes continually. Thus, there is an organizational need to manage projects correctly, as well as learning from successes and failures, capturing, disseminating, and applying lessons learned in project development, in other words, improving organizational learning in project management (Gil & Mataveli, 2018). Accordingly, projects are frequently described as unique events, as organizational experiments, and as learning processes (Söderlund, 2000) which unique skills and competencies would come from it.…”

Section: Learning In Projects: the Challengesmentioning

confidence: 99%

Learning Framework of Project as a Temporary Organization: Based On the Scandinavian School Arguments

Salehi

2024

IJSSHMR

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The main purpose of this study is identifying the nature of the project based on the Scandinavian school's arguments, examining the discourse of the critical success movement in PM, and then identifying project learning challenges as a critical success factor in project, and finally developing a comprehensive project learning framework which complies with project features. To this end, a systematic review method was used which, following its steps, out of 554 articles searched, 111 articles that were relevant to the research topic were selected and used. As the research conclusion, first, the project is a temporary organization, but not every temporary organization is a project. Second, although PM was praised by experts until a few decades ago, it was criticized by academics for a variety of reasons, including the failure of some important projects. Thus, the critical success movement was formed that emphasized the critical success factors in projects. Since project learning is considered one of the critical success factors, and it is also one of the major challenges in projects, in this study, a comprehensive project learning framework is developed. This framework is expected to be in line with the temporary nature of projects however, it has methodological limitations despite the development of related literature.

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“…In project teams, the key to change is not just individual learning but the learning of the entire project team, which then, as mentioned above, translates into organisational learning. As Gil and Mataveli (2018) suggest, a project team learns when the individual or collective performance of project tasks continuously improves since procedures are improved, resources are better utilised and new knowledge is accumulated. This knowledge can then be transferred to other projects or activities of the organisation.…”

Section: Introductionmentioning

confidence: 99%

A small garage on the sidelines of a corporation: Should innovative projects be isolated?

Kamiński,

Rosłoń

2024

ekon

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The article aims to attempt to answer the question of whether innovative projects should be isolated in an organisation. A critical analysis of the literature on the subject reveals a divergence of views on the proper placement of social or technological innovation projects. The research hypothesis formulated holds that the more conducive the innovative project team is to interact with the rest of the organisation and the norms and values within the team are oriented toward learning, the stronger the learning of the project team. The culture metaphor of an organisation was used to verify the research hypothesis. It has been assumed that project team learning means that project team members transform the norms and values previously adhered to in the organisational culture. On the basis of the survey results, it was impossible to accept the research hypothesis. Despite the increase in the intensity of the factors that foster interactions between teams implementing innovative projects and the rest of the organisation, team learning did not increase as originally expected.

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Project Management and Learning: The Learning Project

Cited by 4 publications

References 124 publications

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

Learning Framework of Project as a Temporary Organization: Based On the Scandinavian School Arguments

A small garage on the sidelines of a corporation: Should innovative projects be isolated?

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