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

Abstract

The organizational learning literature recognizes that learning is a multilevel phenomenon that occurs between the individual, team and organizational levels. Existing literature has begun to identify linking mechanisms between these levels, but the research explaining how these mechanisms operate remains scarce. There is a limited understanding of the learning paths and connections between the individual, team and organizational levels. Using a systematic literature review, this paper synthesizes the research on multilevel learning to: (1) classify primary and less researched mechanisms enabling multilevel learning, and (2) explain how and in what direction these mechanisms operate to link the levels. We then propose a framework to summarize our findings. We investigate this phenomenon in both organizational and project‐based contexts due to the unique temporal and structural learning challenges of the latter. Future research directions are proposed for scholars who wish to further contribute to this important and growing field.

From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning

“…There is a global push toward formative interventions in multi-activity constellations and coalitions which may include local communities, social movements, educational institutions, private companies, public service agencies, non-governmental associations, and policy-making administrative and political bodies (Gray & Purdy, 2018;Wiewiora et al, 2018). Not accidentally, collective initiatives for such bold formative interventions are increasingly coming from the global south (Lotz-Sisitka et al, 2017;Vilela, 2019).…”

Measuring Information Systems Project Complexity: A Structural Equation Modelling Approach

“…Bosch-Rekveldt et al [13] argued that these norms and standards should be clearly articulated whilst being unambiguous. Wiewiora et al [81] further contended that project management standards and policies must be clearly communicated to ensure there is consistency across the entire project. It is natural for project management standards to evolve over time and thus require regular reflection to update them accordingly [81].…”

“…Activity management Complexity [71] (ii) OC_Stakeholder_Interrelationsstakeholder interrelations (ii) Define and agree on communication approaches best suited for stakeholders involved [72] (iii) Allocate team members who are responsible for continuous engagement with stakeholders [73] Strategic drive (i) OC_Project_Drive-project drive (i) Communicate how the project aligns to strategic goals amongst the project team [74] (ii) Evaluate and select appropriate techniques for measuring the project drive to ensure organisational value alignment [74] Technical complexity Project goals (i) TC_Clarity_Goals-clarity of goals (i) Translate stakeholders' project goal expectations to language the project team can understand [75] (ii) TC_Goal_Alignment-goal alignment (ii) Communicate the purpose of the project amongst stakeholders and team members to enforce common understanding [75] (iii) TC_Number_Goals-number of goals (iii) Continuously reflect and update project goals to maintain strategic alignment [76] Requirements management (i) TC_Number_Tasks-number of tasks (i) Identify stakeholders who are knowledgeable about the areas the project will be deployed in [77] (ii) TC_Quality_Requirements-quality of requirements (ii) Categorise, delegate, and monitor stakeholder engagement [77] (iii) TC_Scale_Scope-scale of scope (iii) Continuously reflect and update requirements to manage project scope [78] Technology management (i) TC_Experience_Technologyexperience with technology (i) Identify the team members and stakeholders knowledgeable of the technology being implemented in the project [79] (ii) Regularly upskill and train team members and stakeholders on new technologies outside and inside the project environment [80] Norms and standards (i) TC_Conflicting_Norms-conflicting norms and standards (i) Develop unambiguous project management standards and policies that can be adapted to multiple projects [13] (ii) Communicate the project management standards and policies applicable to the project at hand [81] (iii) Reflect and update project management standards and policies regularly [81] 10 Complexity requires regular engagement with team members and stakeholders to understand their project goals and objective concerns [80]. It is also important to monitor the execution of project management standards and policies as this will ensure the team is correctly directed during the IS project [81]. Finally, activity management must also monitor and reflect on the stakeholders required during the various project phases as it is possible to omit key stakeholders when executing the project [72].…”

Building a Supportive Culture for Sustained Organizational Learning in Public Sectors Including Project Learning

“…They further explain that organisational culture is influenced by national and industry cultural factors. Wiewiora et al (2018) indicate the necessity of learning the dynamisms of learning cultures between individual, project and organisation in any industry. The factors positively influencing the learnings between organisation and project include: culture of flexibility, experimentation and risk-taking; transformational leaders, who limit power of differences; structure (project-based context); politics (systematic power), and organisational initiatives (project based context).…”

“…The project-oriented organisations use projects as temporary, task-focused organisations to define and develop new products, services, and business models (Gemünden et al, 2018). Following a critical systematic literature review, Wiewiora et al (2018) highlight that organisational learning is a multilevel phenomenon flowing between the levels of individual, project and organisation. However, according to these authors, still there is a limited understanding on the link between organisational level and project level learning.…”