Improving project learning: a new approach to lessons learnt

Purpose – The purpose of this paper is to report on research which has developed a new approach to capturing project-based learning. Design/methodology/approach – Action research was employed as part of a longitudinal single organization case study. Findings – Project learning processes can be impro...

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Main Authors:	Paul Fuller, Andrew Dainty, Tony Thorpe
Format:	Default Article
Published:	2011
Subjects:	Other built environment and design not elsewhere classified untagged Built Environment and Design not elsewhere classified
Online Access:	https://hdl.handle.net/2134/14613
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id	rr-article-9459320
record_format	Figshare
spelling	rr-article-94593202011-01-01T00:00:00Z Improving project learning: a new approach to lessons learnt Paul Fuller (2546062) Andrew Dainty (1258524) Tony Thorpe (1258482) Other built environment and design not elsewhere classified untagged Built Environment and Design not elsewhere classified Purpose – The purpose of this paper is to report on research which has developed a new approach to capturing project-based learning. Design/methodology/approach – Action research was employed as part of a longitudinal single organization case study. Findings – Project learning processes can be improved by using an event-based approach to project knowledge integration that propagates duetero-learning. The approach developed generates outputs that codify lessons learnt and promotes measurement of benefits. The event and the outputs, in effect, take the form of “boundary objects” which act as a bridge or means of translation between the participants, as well as to those who will use the learning to improve their own project practice on other projects. Research limitations/implications – The approach has only been applied within a single support services organization, but could provide a way of overcoming the considerable difficulties inherent in capturing lessons learned within project-based environments. Practical implications – The approach helps to overcome the key issues of obtaining management and staff buy-in, and dealing with the time pressures that exist in project-based environments. The outputs can be applied to encourage learning across projects and wider communities resulting in improved practice. Originality/value – The process uses the concept of boundary objects to explain how some of the problems arising when complex abstract concepts are involved can be overcome, particularly in increasing understanding and buy-in from the actors involved. Viewing learning events as boundary objects sees them as mediating information across project boundaries, between project practitioners and across business units. The event process can be adapted for a variety of scenarios and used by an organization or group of organizations to improve and apply learning more successfully. 2011-01-01T00:00:00Z Text Journal contribution 2134/14613 https://figshare.com/articles/journal_contribution/Improving_project_learning_a_new_approach_to_lessons_learnt/9459320 CC BY-NC-ND 4.0
institution	Loughborough University
collection	Figshare
topic	Other built environment and design not elsewhere classified untagged Built Environment and Design not elsewhere classified
spellingShingle	Other built environment and design not elsewhere classified untagged Built Environment and Design not elsewhere classified Paul Fuller Andrew Dainty Tony Thorpe Improving project learning: a new approach to lessons learnt
description	Purpose – The purpose of this paper is to report on research which has developed a new approach to capturing project-based learning. Design/methodology/approach – Action research was employed as part of a longitudinal single organization case study. Findings – Project learning processes can be improved by using an event-based approach to project knowledge integration that propagates duetero-learning. The approach developed generates outputs that codify lessons learnt and promotes measurement of benefits. The event and the outputs, in effect, take the form of “boundary objects” which act as a bridge or means of translation between the participants, as well as to those who will use the learning to improve their own project practice on other projects. Research limitations/implications – The approach has only been applied within a single support services organization, but could provide a way of overcoming the considerable difficulties inherent in capturing lessons learned within project-based environments. Practical implications – The approach helps to overcome the key issues of obtaining management and staff buy-in, and dealing with the time pressures that exist in project-based environments. The outputs can be applied to encourage learning across projects and wider communities resulting in improved practice. Originality/value – The process uses the concept of boundary objects to explain how some of the problems arising when complex abstract concepts are involved can be overcome, particularly in increasing understanding and buy-in from the actors involved. Viewing learning events as boundary objects sees them as mediating information across project boundaries, between project practitioners and across business units. The event process can be adapted for a variety of scenarios and used by an organization or group of organizations to improve and apply learning more successfully.
format	Default Article
author	Paul Fuller Andrew Dainty Tony Thorpe
author_facet	Paul Fuller Andrew Dainty Tony Thorpe
author_sort	Paul Fuller (2546062)
title	Improving project learning: a new approach to lessons learnt
title_short	Improving project learning: a new approach to lessons learnt
title_full	Improving project learning: a new approach to lessons learnt
title_fullStr	Improving project learning: a new approach to lessons learnt
title_full_unstemmed	Improving project learning: a new approach to lessons learnt
title_sort	improving project learning: a new approach to lessons learnt
publishDate	2011
url	https://hdl.handle.net/2134/14613
_version_	1797105201086201856

Improving project learning: a new approach to lessons learnt

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