Evolutionary learning in strategy-project systems

Evolutionary learning in strategy-project systems

What does a successful knowledge management practitioner do? Evolutionary Learning in Strategy-Project Systems explores the gap between the theory and practice of knowledge management in organizations and analyzes how learning happens and how knowledge is created. The authors take a practitioner-dr...

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Detalles Bibliográficos
Otros Autores: Gardiner, Paul, author (author), Hoffman, Ed, writer of foreword (writer of foreword), Ling, David, editor (editor)
Formato: Libro electrónico
Idioma:Inglés
Publicado: Newtown Square, Pennsylvania : Project Management Institute, Inc [2018]
Edición:1st edition
Colección:A PMI research monograph
Materias:
Project management.
Knowledge management.
Organizational learning.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009630693306719
Tabla de Contenidos:
  • EVOLUTIONARY LEARNING
  • Evolutionary Learning in Strategy-Project Systems
  • Copyright
  • Contents
  • Acknowledgments
  • Abbreviations
  • Foreword
  • What Makes Practice-Driven Knowledge Management Different from Theory and Research?
  • What Does a Successful Practitioner Do?
  • Ensure Close Engagement with Executive Sponsors, Practitioners, and Key Stakeholders
  • Build a Powerful Team
  • Promote Conversations, Stories, and Forums
  • Design Knowledge Maps and Visual Representations
  • Govern with a Federated Structure
  • Final Thoughts
  • Chapter 1: Introduction
  • Chapter 2: Literature Review
  • Introduction
  • Qualifying Project Management as a Strategic Asset
  • The Strategy-Project System
  • Resource-Based View
  • The Nature of Projects and Complex Project Environments
  • Learning and Evolutionary Learning
  • Project-Related Dynamic Capabilities and Capability Building
  • Introduction
  • Front-End Processes
  • Risk Analysis
  • Resilience
  • Lessons Learned
  • P-Form Corporations
  • Table 2.1. P-form Corporations and M-form Corporations (Söderlund &amp
  • Tell, 2011)
  • Table 2.2. Characteristics of P-form Corporations and M-form Corporations (Söderlund &amp
  • Tell, 2011)
  • Dynamic Capabilities and Knowledge Integration
  • Capabilities, Competences, and Project-Based Organizations
  • Table 2.3. Comparing Strategies Across Project-Based Organizations
  • Table 2.4. Different Types of Projects
  • Table 2.5. Exploitation and Exploration Projects: A Comparison
  • Figure 2.1. The Project Competence Building-Block Framework
  • Chapter 2 Summary
  • Chapter 3: Pilot Study
  • Introduction to Pilot Study
  • Figure 3.1. Pilot Study Conceptual Framework (Modified from Easterby-Smith &amp
  • Preito, 2008)
  • Pilot Study Results
  • Discussion of Pilot Study Results.
  • Table 3.1. Examples of Results Based on the Initial Conceptual Framework and Pilot Study Data
  • Methodological Challenges Identified by the Pilot Study
  • Final Thoughts from the Pilot Research
  • Chapter 4: Refining the Conceptual Framework
  • Introduction
  • Theories of Practice
  • Learning and Knowledge Management
  • The Conceptual Framework
  • Figure 4.1. Conceptual Framework, Modified from Easterby-Smith and Prieto (2008)
  • Chapter 5: Research Methodology
  • Introduction
  • Selection of Organizations and Interviewees
  • Table 5.1. Brief Description of Case Organizations Studied in the Research
  • Research Instruments and Interviews
  • Data Recording and Analysis
  • Limitations of the Methodology
  • Chapter 6: Results and Data Analysis
  • Introduction
  • Level 1: Data Analysis Tables
  • Table 6.1. Template Structure for the Data Analysis Tables
  • Level 2: Data Analysis Cards
  • Table 6.2. Template Structure for Data Analysis Cards
  • Level 3: Summary Analysis Table
  • Level 4: Cross-Case Analysis
  • Data Analysis Tables
  • Case A
  • Table 6.3. Case Analysis Table for Case Study A
  • Data Analysis Cards
  • Table 6.4. Data Analysis Cards per Organization
  • Summary Data Analysis Table
  • Table 6.5. Example Data Analysis Cards from Case A
  • Cross-Case Analysis Arranged by Modes of Learning
  • Modes of Learning
  • 1: Codification of Individual Knowledge
  • Table 6.6. Summary Data Analysis Table
  • 2: Practice to Codification
  • 3: Codification to Practice
  • 4: Face to Face
  • 5: Understanding Context
  • 6: Leadership Led
  • 7: Research
  • 8: Learning from External Sources
  • 9: Employee Feedback
  • 10: Innovative Thinking
  • 11: Quality Management Tools
  • 12: Performance Management
  • 13: Training and Education
  • Learning in Practice
  • Table 6.7. Learning Modes Mapped Against Maturity
  • Figure 6.1. Learning in Practice Model
  • Conclusions.
  • Chapter 7: Discussion
  • Introduction
  • A Model for Learning Capability
  • Figure 7.1. Learning Capability
  • Two Additional Mode of Learning
  • Extending Traditional Knowledge Management
  • Relevance of Project Management Maturity
  • Emergent Themes
  • Emergent Theme on Capabilities and Capability Development
  • Need for Balance Between Governance and Freedom
  • The Development of "Risk Intelligence" Within Project and Program Management Processes
  • What Is Risk Intelligence?
  • Figure 7.2. Core Elements of ERM (Brennan &amp
  • Mattice, 2013)
  • Creating and Maintaining Organizational Risk Intelligence in Project- and Program-Oriented Organizations
  • Risk and Organizational Resilience
  • Risk-Centric Decision Making
  • Delivering Strategy Through Enterprise Risk Management
  • Implications for Agile Project/Program Management
  • Chapter 8: Conclusions
  • Implications for Theory
  • Implications for Practice
  • Limitations
  • Future Research
  • References
  • Appendix 1: Interview Protocols
  • CONTENTS
  • PROTOCOL 1-Pilot study
  • PROTOCOL 2-Main Study
  • Project: Evolutionary learning in strategy-project systems
  • (A) Introduction
  • (B) Introductory questions
  • (C) Structure
  • (D) Learning episodes
  • (E) Closing the interview
  • PROTOCOL 3 - Modified protocol for use by MSc master's students in France
  • What you will be doing in practice?
  • Appendix 2: Full Set of Data Analysis Tables
  • Case A
  • Case B
  • Case C
  • Case D
  • Discussion of Case D
  • Learning modes
  • 1: A Global Project Management Approach
  • 2: Facilitating Knowledge Sharing
  • Learning Modes at Case D
  • Case E
  • Summary
  • Case F
  • Discussion for Case F
  • Learning Activities and Modes for Case F
  • 1: Learning from Complacency
  • 2: Learning the Balance Between Process Rigor and Fast Decision Making
  • Learning from Practice
  • Case G
  • Data
  • Discussion.
  • Learning Modes for Case G
  • 1: Global Development Process (GDP)
  • 2: Global Financial Management
  • 3: Global Testing System
  • Learning from Practice
  • Case H
  • Summary
  • Case I
  • Summary
  • Case J
  • Summary
  • Case K
  • Summary
  • Case L
  • Case M
  • Case N
  • Case O
  • Case P
  • Case Q
  • Case R
  • Case S
  • Case T
  • Case U
  • Case V
  • Case W
  • Appendix 3: Data Analysis Cards
  • Database of Data Analysis Cards
  • Glossary
  • EVOLUTIONARY LEARNING.

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