An analysis of the relationship between knowledge management and project performance: literature review and conceptual framework

Favoretto, Camila; Carvalho, Marly Monteiro de

doi:10.1590/0104-530x4888-20

Cited by 10 publications

(10 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…KM in projects typically includes the tools, policies and knowledge process that organizational projects can seize the available knowledge within and outside projects (Kotnour, 1999). Reich et al (2012) defined KM in a project context as “management activities required to source the knowledge stock, create the enabling environment and manage the knowledge practices to result in an aligned set of project-based knowledge.” The reference guides of PMI give little attention even to the importance of KM in projects (Favoretto and Carvalho, 2021). Although, only in the 6th edition did the Project Management Body of Knowledge include a process related to KM (PMI, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of knowledge process capabilities toward project management maturity: an empirical study

Alghail¹,

Yao

Abbas

et al. 2021

JKM

View full text Add to dashboard Cite

Purpose The reasons behind the project management failure of higher education institutions (HEIs) have been researched for the past few years. One of the reasons is the lack of tools to integrate their knowledge process capabilities (KPC) with their project management (PM) to measure maturity by assessing these capabilities. Various project management maturity (PMM) models exist. Yet, there is a limited number of empirical studies that support the four integrations of KPC and PMM. Therefore, this study aims to propose a new heretical model, namely, KPC-knowledge management (KM) and evaluates a research model that includes the four KPC as an antecedent to PMM. Design/methodology/approach The suggested research model is assessed by using partial least squares structural equation modeling. Furthermore, the study's hypotheses were examined based on a sample of 352 respondents from the project management departments in 10 public universities in Yemen. Findings Analysis revealed that the derived PMM status could be benchmarked with the project management maturity model. Also, the study found that integrating the KPC into PM enables the institutions to perform critical tasks and value chain activities and enhance the PM maturity level as well. In contrast, if one of the capabilities does not positively impact PMM, it affects the maturity level of the entire project. Research limitations/implications The findings are obtained concerning data collected from public universities and represent the Yemeni context, limiting the generalization on a different geographical area. Also, this proposed model can be evaluated in a practical way like conducting a focus group, a set of interviews with specialists, a case study or action research. The qualitative research will help academics to validate our proposal for future research purposes. Practical implications The proposed approach may be adapted to the characteristics of organizations involved in projects as external performers (project-based organizations) and not just the HEIs projects. This study provides managers and policymakers with insights into assessing PMM and improving their organizational effectiveness when deciding which KPCs to focus on in the future. Social implications This study contributes to the current PM awareness in Yemen and facilitates its success using the knowledge processes capabilities in Yemen's HEIs. It encourages organizations to take this opportunity to revive the projects and achieve a maximum level of maturity. Originality/value This study provides new insights into two domains through the link between knowledge management and PM. To the best of the authors' knowledge, this paper is among the first to empirically study the impact of the four KPC toward PMM. It enriches the theoretical perspective of PM. Also, it contributes to the literature on the success factor of KPC, which can be considered to improve organizational performance.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, other success factors, such as KPC, should also be considered to improve the HEIs. The subjects of KM, PM and performance were found to be still poorly in the publications; it is becoming a challenging domain for upcoming studies (Favoretto and Carvalho, 2021).…”

mentioning

confidence: 99%

Assessment of knowledge process capabilities toward project management maturity: an empirical study

Alghail¹,

Yao

Abbas

et al. 2021

JKM

View full text Add to dashboard Cite

show abstract

“…This implies that they can be identified, used, and updated during all phases of a project [17]. A study on the literature found that the acquisition and transmission of LL, in either a tacit or explicit way, were strongly related to both project execution efficiency and the success of the product or service delivered [3]. The same study also identified the two most widely used LL management strategies: acquisition and dissemination of knowledge by experts, and its documentation through forms [3].…”

Section: A Lessons Learned In Project-based Organizationsmentioning

confidence: 99%

“…The knowledge embedded in Lessons Learned (LL) can come from both successes to emulate and failures to avoid. The benefits of the application of good LL are documented in several studies conducted in the field of organizations that carry out projects, highlighting reduced execution times and the more likely successful completion of a project [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Creation and Sharing of Lessons Learned by Blogging in the Context of Project-Based Learning

et al. 2022

View full text Add to dashboard Cite

The knowledge acquired during the execution of projects developed in organizations is captured and published in the form of lessons learned with the objective of being able to apply them in subsequent projects. Effectively reused lessons have an impact on projects, for example, by increasing their quality and reducing their execution time. In an educational context, these lessons can be integrated into project-based learning experiences. Lessons are content generated by students for students, in the same or subsequent courses, who could benefit from reading them. We have applied, for four consecutive academic years, a specific cycle of lessons learned management in a course where project-based learning is carried out using a blog developed with Blogger as a platform for publishing and open access to these lessons. We have analysed student opinions about reading, detecting, and generating lessons as well as the profiles of students most likely to detect and generate lessons. A total of 162 students who developed 154 lessons are included in the study. A statistical analysis is performed to evaluate lessons learned generation. The results indicate that lessons learned generated by peers are useful for learning and have a strong influence on the outcomes of their work. The activity of generating new lessons is difficult and moderately satisfying. Finally, the profile of a student who creates quality lessons corresponds to someone brilliant, whose work is valued both by their teammates and themselves, and who is also attentive to the activities carried out in the course. The implications of this work are that lesson generation is well suited to project-based learning and that students generate an interesting number of quality lessons with the instructor's support and encouragement.

show abstract

“…Knowledge sharing (KS) allows knowledge to be made available to people (Ipe 2003). KS brings value to projects, however, it is poorly investigated in project management literature, as generally previous works have focused on Information Technology (IT) and civil construction projects (Favoretto and Carvalho 2021, Gomes, Oliveira and Chaves 2018, Latif et al 2020. Furthermore, KS is not sufficiently explored in the public sector (Jorgensen et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Knowledge Sharing Enablers and Barriers: Insights From a Socio-Environmental Project

Silverio

Varvákis

Anjos

et al. 2022

ECKM

View full text Add to dashboard Cite

Knowledge is recognized as an organizational asset in projects, as it reduces failures, improves competencies, and saves resources. Knowledge sharing (KS), specifically, brings value to projects. However, it is poorly investigated in project management literature, as generally previous works have focused on IT and civil construction projects. The literature has described some factors which foster or inhibit KS, nevertheless, there is little consensus about KS enablers and barriers in the project’s contexts. Therefore, this paper investigates KS enablers and barriers in a socio-environmental project. It adopted Action Research as the strategy of investigation. Observations and semi-structured interviews were used for data collection, as well as field notes. The thematic analysis method was used for data analysis. The results highlight the participants’ systemic thinking, which can explain why the feeling of dependence and perceived personal benefits were assumed as KS enablers. Also, the team's collaborative and empathetic behavior and the participants' openness to dialogue influenced positively the intention to share knowledge. The project’s horizontal organizational structure and the availability of virtual and physical spaces facilitated the knowledge flow. Most of the interviewees were professors which possibly influenced their KS behavior. The social restrictions imposed by COVID-19 were a KS barrier. In addition, the team size, lack of time, and the multidisciplinary character of the project likely hindered KS. Surprisingly, the lack of previous social ties was not a significant KS barrier. In summary, our results confirmed previous results regarding KS enablers, and we found systemic thinking as a KS enabler. As a KS barrier, we highlighted the lack of time, suggesting it is common in projects due to their limited timeline. These findings add to the KS literature, mainly to analyze an organizational context that is unsatisfactorily investigated. Furthermore, this study helps managers to identify KS enablers and barriers aimed at adopting appropriate organizational interventions to increase KS. Moreover, this research has shown evidence from a multidisciplinary project from the socio-environmental field which needs to integrate several professionals' knowledge to provide substantial conclusions regarding the social, cultural, and natural aspects they were analyzing.

show abstract

An analysis of the relationship between knowledge management and project performance: literature review and conceptual framework

Cited by 10 publications

References 52 publications

Assessment of knowledge process capabilities toward project management maturity: an empirical study

Assessment of knowledge process capabilities toward project management maturity: an empirical study

Creation and Sharing of Lessons Learned by Blogging in the Context of Project-Based Learning

Knowledge Sharing Enablers and Barriers: Insights From a Socio-Environmental Project

Contact Info

Product

Resources

About