Understanding the Lessons-Learned Process

Kotnour, Tim; Kurstedt, H.A.

doi:10.1207/s15327566ijce0404_3

Cited by 11 publications

(6 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through project reviews, people learn about successful and unsuccessful practices (Busby, 1999), and they can reflect on what happened in order to better understand project results (Kotnour, 1999;Ayas, 1997). Project reviews help organizations deliver more successful projects (Kotnour, 1999) and can have a positive impact on decision quality (Kotnour and Kurstedt, 2000). Project reviews involve both inter-and intra-project learning (Kotnour, 1999).…”

Section: Mechanisms For Sharing Lessons Learned In Projects 51 Project Reviewsmentioning

confidence: 99%

Bridging situated learning theory to the resource‐based view of project management

Jugdev

Mathur

2013

International Journal of Managing Projects in Business

View full text Add to dashboard Cite

Purpose -This paper aims to present a high-level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects. Design/methodology/approach -The paper bridges situated learning theory from the workplace learning literature and the resource-based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices. Findings -The paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning.Research limitations/implications -This paper is conceptual in nature and intended to make a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice. Practical implications -The paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra-project and inter-project shared learning. Originality/value -This paper presents a high-level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.

show abstract

Section: Mechanisms For Sharing Lessons Learned In Projects 51 Project Reviewsmentioning

confidence: 99%

Bridging situated learning theory to the resource‐based view of project management

Jugdev

Mathur

2013

International Journal of Managing Projects in Business

View full text Add to dashboard Cite

show abstract

“…On the other hand, inter-project learning refers to the transfer of knowledge and experience from one project to other projects within the same time frame or to different projects over a period of time. It involves combining and sharing of lessons learned across projects to develop a new knowledge (Kotnour and Kurstedt, 2000).…”

Section: Project Learning and Learning Methodsmentioning

confidence: 99%

Implementation and Methods of Project Learning in Quantity Surveying Firms: Barriers, Enablers and Success Factors

M.¹

2011

American Journal of Economics and Business Administration

View full text Add to dashboard Cite

Problem statement:Learning from project is vital for organizations to achieve competition and to survive in a dynamic environment. However, learning is not an easy task because there is no specific way for learning from projects. Besides, the practice of project learning and transfer knowledge to the firm's level is still vague, specifically in the construction milieu. Approach: A questionnaire survey was conducted targeted quantity surveying firms in Malaysia, attempted to identify methods of learning from projects and implement this approach successfully. Interviews with experts in construction projects were conducted to expand and validate the results of the survey. Results: The findings indicated that on-the-job training is the preferable method to learn from construction project in quantity surveying firms. In addition, top management support and employee participants are the main enablers/barriers of project learning implementation. While, top management support found to be the main key success factor of project learning implementation. Conclusion/Recommendations: Determining barriers and enablers of learning showed how construction organization could implement learning from project successfully. This adds a practical tool of promoting learning in the field of organizational learning in construction. Results can be replicated in different industries to observe the disparity in each setting.

show abstract

“…For example, as manifested in the data, individuals discussed examples of “selectively shared” project lessons learned. Selectively sharing personal knowledge (knowledge hoarding) is widely acknowledged as an issue in the project management literature on lessons learned (Hall & Sapsed, ; Kotnour & Kurstedt, ) and in the management literature in relation to tacit knowledge and the implications for innovation (Leonard & Sensiper, ). Over time, the habituated needs of the individual become the primary focus and involve other maladaptive and dysfunctional behaviors.…”

Section: Study Patternsmentioning

confidence: 99%

Mutual Caring—Resolving Habituation through Awareness: Supporting Meaningful Learning from Projects

Jugdev

Wishart

2014

Project Management Journal

View full text Add to dashboard Cite

This study used Grounded Theory methodology and developed an emergent theory of Mutual Caring. The main concern was Habituation to ineffective lessons learned sharing practices. Habituation is resolved through Mutual Caring, a socially and psychologically adaptive process. Mutual Caring involves comfortable conversations, engaging/sharing, and developing self‐confidence, resulting in an enhanced wisdom pool. This paper extends the emphasis on tangible knowledge‐sharing mechanisms. Mutual Caring could lead to better outcomes, such as more accessible and usable knowledge, a project management wisdom pool, and criteria for improved dyadic relationships to enhance project learning.

show abstract

Understanding the Lessons-Learned Process

Cited by 11 publications

References 19 publications

Bridging situated learning theory to the resource‐based view of project management

Bridging situated learning theory to the resource‐based view of project management

Implementation and Methods of Project Learning in Quantity Surveying Firms: Barriers, Enablers and Success Factors

Mutual Caring—Resolving Habituation through Awareness: Supporting Meaningful Learning from Projects

Contact Info

Product

Resources

About