Understanding and properly facing the increasing complexity of projects is a key determinant for success, especially in project-based organisations (PBOs), where projects are the primary unit for innovation. This paper aims to provide new insights into the interplay between project complexity and organisational learning, by exploring the dimensions of complexity identified in literature (i.e. diversity, interdependence, dynamicity, uncertainty) and the patterns and mechanisms of organisational learning (i.e. experience-based knowledge acquisition, knowledge creation, and knowledge capture and codification) within projects embedded in a common organisational context. An embedded case study research was conducted in a leading company of the shipbuilding industry. Results show that different dimensions of complexity require project teams and PBOs to activate (or experience the emergence of) different organisational learning processes. The complexity issues fostering specific behaviours and approaches for organisational learning, and related implications for the overall PBO encompassing project management practices and routines, are discussed.
Investigating organisational learning to master project complexity: An embedded case study
De Toni A. F.;
2020-01-01
Abstract
Understanding and properly facing the increasing complexity of projects is a key determinant for success, especially in project-based organisations (PBOs), where projects are the primary unit for innovation. This paper aims to provide new insights into the interplay between project complexity and organisational learning, by exploring the dimensions of complexity identified in literature (i.e. diversity, interdependence, dynamicity, uncertainty) and the patterns and mechanisms of organisational learning (i.e. experience-based knowledge acquisition, knowledge creation, and knowledge capture and codification) within projects embedded in a common organisational context. An embedded case study research was conducted in a leading company of the shipbuilding industry. Results show that different dimensions of complexity require project teams and PBOs to activate (or experience the emergence of) different organisational learning processes. The complexity issues fostering specific behaviours and approaches for organisational learning, and related implications for the overall PBO encompassing project management practices and routines, are discussed.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
