Post-project reviews to gain effective lessons learned by Terry Williams PhD PMP

By Terry Williams PhD PMP

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Title: Post-Project experiences to achieve powerful classes Learned
Author: Williams, Terry
Publisher: Project administration Inst
Publication Date: 2007/01/31
Number of Pages: 150
Binding variety: PAPERBACK
Library of Congress: 2007281478

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Two last key success factors for the process given by Schindler and Eppler (2003) not already covered previously are: • perform the lessons learned gathering graphically, and • strive to gain a commitment in the sense of action consequences from the gathered insights. 1 Organizational Learning and Knowledge Management in Projects We looked at how organizations learn in general. How do they learn specifically from Literature Survey 43 projects? How does knowledge created get distributed around the organization?

Schindler and Eppler (2003) give a simple table showing four sets of approaches and their different aspects (covering time carried out, by whom, participants, purpose, benefits, interaction mode, and codification), which illustrates the aspects that need to be considered when choosing a method. Kotnour (2000) describes the results of his survey, showing the frequencies with which practices were found to fall into categories for: (a) how a project knows what to produce a lesson learned about, (b) what is included in lesson learned, (c) tasks about which the lesson learned is produced, 34 Post-Project Reviews to Gain Effective Lessons Learned and (d) when a lesson learned is produced.

Bresnen et al. ” Schoeniger (2005) also stresses the importance of people in knowledge-management (networks, experts passing on knowledge by teaching others, and so on). For Koskinen (2004), the explicit/tacit dimension is one of two dimensions of knowledge in projects: tacit/explicit and additive/substitutive. Additive, in this case, means learning to do things better (incremental); substitutive means learning to do better things (discontinuous learning). He points to important differences in the ways in which knowledge is transferred.

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