Improving Cross-Project Learning in Project-Based Organizations
An exploratory research to identify and overcome the challenges of cross-project learning in a project-based organization
L.J.H. Engel (TU Delft - Civil Engineering & Geosciences)
M. Bosch-Rekveldt – Graduation committee member (TU Delft - Integral Design & Management)
J.H. Veldhuis – Graduation committee member (TU Delft - Design & Construction Management)
S.A. Lateef – Graduation committee member (TU Delft - Integral Design & Management)
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Abstract
Cross-project learning, the interlinking of knowledge from projects to create meaning and shared understanding, is still challenging for many organizations. Especially, project-based organization in the construction industry, where learning is often considered as an ‘extra’ task, secondary to the project tasks. Due to shortages in materials and an outflow of expert knowledge due to an aging workforce there is an increased need for learning to improve efficiency. Therefore, this research had focused on improving cross-project learning in project-based organization.
The challenges of cross-project learning at ProRail were explored with case study research that included a literature review, interviews and a focus group. Lack of time and goals for learning and a need for a learning culture were identified as barriers. The ‘Project Knowledge Development’ approach was developed to overcome the barriers in an effort to create structured approach to learning from projects in three phases: Information Collection (to improve the value of project evaluations), Knowledge Creation (to actively create cross-project knowledge) and Knowledge Utilization (to improve the use of knowledge in the projects).
Learning by sharing experiences is often seen, both in this case study as well as in existing research, however, learning from projects requires interaction with the shared experiences to create usable knowledge that can be applied to projects. Therefore, improving cross-project learning in project based organization starts with a structured approach to knowledge development to facilitate knowledge creation and the subsequent knowledge utilization with the use of learning trajectories and facilitating the active involvement of project managers.