Project Management Learning: A Contingent Approach

Boudès, Thierry; Charue-Duboc, Florence; Midler, Christophe

doi:10.1007/978-1-4615-5691-6_6

Cited by 6 publications

(2 citation statements)

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“…Project Knowledge Boudes et al (1998) divided project knowledge into three types, including project monitoring techniques, interpersonal skills, as well as specific professional intelligence. Damm and Schindler (2002) also divided project knowledge into three types, including knowledge about the project, knowledge within the project and knowledge from the project.…”

Section: Literature Reviewmentioning

confidence: 99%

An Integrated Project Management System for Facilitating Knowledge Learning

Chen

Wang

2012

International Journal of Enterprise Information Systems

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Numerous difficulties and problems are associated with learning in a project. To tackle these problems, in this paper, an integrated project management model is constructed for facilitating knowledge learning. First, the depth of a professional or management skill is defined and evaluated using the analytic hierarchical procedure. A project cannot start until the depth of every necessary skill reaches a certain level. There is also stepwise increase in the scores of successive projects. A systematic procedure composed of fifteen steps is then embedded in the system to facilitate project learning. The proposed methodology is applied to the development of an e-commerce application system.

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Section: Literature Reviewmentioning

confidence: 99%

An Integrated Project Management System for Facilitating Knowledge Learning

Chen

Wang

2012

International Journal of Enterprise Information Systems

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“…The pressure of current projects leads to a lack of time to reflect on past projects (Kotnour, 1999). Managers may be uncertain as to whether they can learn from project experiences (Boudes et al , 1998). Reviews often suffer from the reluctance of participants to critically evaluate performance, although most people genuinely want to review past projects (Gulliver, 1987).…”

Section: Review Of the Extant Literaturementioning

confidence: 99%

Managers' perceptions of learning in new product development

Koners

Goffin

2007

International Journal of Operations &Amp; Production Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Post-project reviews (PPRs) are widely recommended as an appropriate mechanism to stimulate project-to-project learning in new product development (NPD) teams. However, empirical research on their potential is limited and so this study aims to answer two questions: how do NPD professionals perceive PPRs? and is tacit knowledge created during PPRs? Design/methodology/approach -Five in-depth case studies were conducted in German companies. The main sources of data were: company documentation; in-depth interviews with managers; and observation of PPRs. The different data sources enabled extensive data triangulation and a high degree of reliability and validity to be achieved. Findings -The results indicate that NPD personnel perceive PPRs to be a very useful mechanism. They also show that social interactions and tacit knowledge play key roles in NPD learning.Research limitations/implications -Tacit knowledge was investigated using a proxy measurethe usage of metaphors and stories in NPD discussions and documents. More robust ways of studying the generation and transfer of tacit knowledge are needed. The whole area of knowledge and learning in NPD requires significant further study. Practical implications -Management needs to drive the dissemination of the results of PPRs more effectively, in order to make more use of the tacit knowledge generated. Originality/value -The main contributions of this study are the insights it provides on how PPRs are perceived and the exploratory investigation it makes of tacit knowledge -a complex topic that has previously only been discussed at a theoretical level.

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Project Management in the Automotive Industry

Midler¹,

Navarre²

2004

The Wiley Guide to Managing Projects

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Project Management Learning: A Contingent Approach

Cited by 6 publications

References 0 publications

An Integrated Project Management System for Facilitating Knowledge Learning

An Integrated Project Management System for Facilitating Knowledge Learning

Managers' perceptions of learning in new product development

Project Management in the Automotive Industry

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