Integrating Knowledge Management with Programme Management

Owen, Jill

doi:10.4018/9781599049168.ch010

Cited by 2 publications

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“…PMOs may act as knowledge brokers in social networks within project-oriented organisations. They are not only responsible for retaining and transferring knowledge themselves, as Owen (2008) argued, but they also build relationships between projects and departments, thereby enabling knowledge to flow and facilitating team learning as a microcosm for organisational learning (Senge, 1990).…”

Section: Role Of a Programme Management Office In Learningmentioning

confidence: 99%

“…Role of a programme management office in learning Rijke et al (2014) and Van Buuren et al (2010) consider a PMO as key in coordinating, controlling, monitoring and supporting projects and the overall programme performance. A PMO is considered responsible for developing, capturing and transferring knowledge throughout a programme (Owen, 2008). According to Dutton et al (2014), a PMO can have a TLO 29,1 facilitating role in inter-project learning, for example by programme meetings facilitating information transfer between projects, by developing standard procedures for projects or by switching employees between projects.…”

Section: Introductionmentioning

confidence: 99%

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Learning across teams in project-oriented organisations: the role of programme management

Groot

Leendertse

Arts

2021

TLO

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Purpose Learning across teams and organisational levels enables organisations to deal with challenges that arise from changing contexts. Project-oriented organisations increasingly use programme management to cope with such challenges and improve performance. This paper aims to find out how different programme configurations affect learning across project teams and between project teams and their parent organisation in project-oriented organisations. Design/methodology/approach A case study of a project-oriented organisation involved in five infrastructure programmes was performed. Findings The studied programmes linked learning processes at group and organisational levels by creating relationships across project teams and their parent organisation and acting as a knowledge centre. Team learning benefits from the learning culture and stable environment that programmes create for project teams. This study indicates that a programme’s features and focus strongly determines whether a programme predominantly enhances learning across project teams or learning between project teams and their parent organisation. Originality/value Although programme management is increasingly used by project-oriented organisations, there are few studies relating to learning in programmes. This study provides new insights into learning across teams through programmes.

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Section: Role Of a Programme Management Office In Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning across teams in project-oriented organisations: the role of programme management

Groot

Leendertse

Arts

2021

TLO

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“…The role of a program management office and a program management officer is central to this process (Rijke et al, 2014). In addition to coordinating, monitoring and controlling project performance, they are also responsible for facilitating, coordinating, capturing and sharing knowledge (Owen, 2008) to enable its further use in other situations and contexts. Practitioners might consider these activities in this context: establish learning as a project goal; establish a center for coordination and knowledge management at the program level; establish procedures for reporting on new knowledge gained; establish stable structures for knowledge sharing. facilitate self-organization for knowledge transfer establish cross-project collaboration for knowledge transfer; establish learning platforms for shared sense-making and knowledge sharing; organize knowledge sharing events; organize meetings to facilitate information and knowledge transfer between projects and with organizational units; rotate staff between projects; develop a learning culture; encourage experimentation and learning from mistakes; identify and share best practices; organize communities-of-practice for specific topics or problems; increase the learning capacity of the people involved through training and education; invest in motivating employees to learn; and stimulate, support, and facilitate the institutionalization of new valuable knowledge. …”

Section: Learning Across Teams Through Programsmentioning

confidence: 99%

Section: Learning Across Teams Through Programsmentioning

confidence: 99%

Team learning in the context of learning organizations

Rupčić

2022

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Team learning is one of Senge's (1990) learning organization disciplines that has attracted considerable interest in both academic research (interdisciplinary research) and practice (in terms of developing effective teams). Due to the rapid changes in the organizational internal and external environment, teams have become the most important organizational building block. Teamwork is studied both as a process and as an outcome with the purpose to identify the conditions that contribute to and lead to team effectiveness. Team learning is a process that contributes to and leads to effective teamwork. Team learning is particularly important for organizational learning and effectiveness because anything a team learns or achieves can be transferred to other units and eventually to the entire organization. It is well known that many organizational change projects start at the team level and are later transferred to the entire organization. Team learning can also contribute to the development of a learning organization, as it is the process by which team members, through their interactions and joint sense-making, explore and exploit new knowledge in "the process of aligning and developing the capacity of a team to create the results its members truly desire" (Senge, 1990, p. 236). Team learning is therefore a special kind of individual and organizational mastery that builds on personal mastery, requires continuous assessment of existing mental models, calls for a common vision and thrives on systems thinking. In this way, teams are organizational primary complex, adaptive, learning systems that influence organizational dynamics by creating their own dynamics and momentum for change. However, uncertain, dynamic and ambiguous situations have a particular impact on teamwork and team learning, and deserve a closer look at their dynamics. Therefore, they are particularly important for learning organizations, which prompted guest editors Teresa Rebelo, Paulo Renato Lourenço and Isabel Dordio Dimas to take a closer look at their dynamics in Special Issue (issue one) of volume 29 of The Learning Organization journal (Rebelo, Lourenço, & Dimas, 2022).More specifically, in this Special Issue, de Groot, Leendertse, and Arts (2022) addressed the problem of focused project team learning which has limited impact on organizational learning. The solution could lie in program management, which could promote learning and knowledge transfer from project teams to other organizational units and the parent organization as a whole. In this regard, a case study was conducted on project-based organization involved in five infrastructure programs. Marques-Quinteiro, Uitdewilligen, Costa, and Passos (2022) examined virtual teams and the role of team reflexivity on team performance in decision-making teams. Ryymin and Lamberg (2022) looked at This work is a part of the project "Development of management in the entrepreneurial economy and society" supported by the University of Rijeka, Croatia (Grant No. 18-44 1174).

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Integrating Knowledge Management with Programme Management

Cited by 2 publications

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Learning across teams in project-oriented organisations: the role of programme management

Learning across teams in project-oriented organisations: the role of programme management

Team learning in the context of learning organizations

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