Organizational Learning Essay

1. 0 Introduction The title of this diary is Organizational encyclopaedism Practices in the brook Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal managementes on sympathy how assure managers continuously improve their sick quality and surgery by building knowledge through study. Beside that, for the see to it government to learn, organizational members mustiness create, share and apply knowledge. The organizations members will create new knowledge for education experiences.Learning-by-doing occurs when a problem solver associates excogitates and doings to accomplish positive results and avoid detrimental results (Anzai, 1987). While, the plan-duty-study-act (PDSA) beat, is used to represent the learn subroutine in a jutting environment. at that place turn over two development cycle in this journal which is Inter- pick up tuition cycle and Intra- vomit skill cycle. Inter- confuse knowledge is the combining and share of lessons acquire across vomits to apply and develop new knowledge.Tools to patronise inter- see learning allow in information technology tools and employee groups aimed at sharing knowledge across the organization provides a detailed example of an online system for recognizing, documenting, validating and making for sale lessons conditioned for an organization. While, intra- bulge out learning is the creation and sharing of knowledge within a take to. Intra- lying-in learning focuses on tasks within a single project and houses the obstetrical delivery of a successful project by identifying problems and resoluteness them during the project.Learning ware place when a project team members discuss approaches for completing a task or overcoming problems. The intra-learning occurs throughout routine reporting cycle such as weekly or monthly status and review accomplishings, project deliverables or major occurrences in the project. 2. 0 Research Methodology & poser The research methodology involves a lessons learned oriented survey was totally by 43 project managers who were attending a chapter meeting of the consider Management Institute. The survey used to lesson learned terminology because it is more familiar to project managers than organization learning.The survey contained four question traffic circles. The first line up asked project manager their background in project caution. The second strict focused on how project managers produce lessons learned which is including when, what about, how know, what to produce a lesson learned about and what is included in a lesson learned. While, the third set asked responsive to describe, using five-point Likert scale ( 5 = strongly agree, 4 = agree, 3 = non sure, 2 = disagree, 1 = strongly disagree ), which is the degree to which they suffice project heed learning practices.Next the fourth set asked respondent to describe using a five-point Likert scale the d egree to which their organization is achieving the learning outcomes. Factor summary was performed on the third and fourth data sets. there are five general steps to factor analysis which is assessing pertinence of the factor analysis execute, determining the number of factors through factor extraction, pigeonholing the variables into factors according to factor loading, producing weighted factor scores and lastly for each unrivaled factors reliability was computed using Cronbachs alpha3. 0 Framework, Independent unsettled (IV) and Dependent Variable (DV) The learning framework offer an implications for a project manager to use in focusing the learning activities of a project team which is first, the opportunity for learning is an inherent part of the project management process. The project management process parallels the learning process. The steps in the process provide the foundation for learning. In a discussion with a project manager, most of the them viewed producing lessons learned as a valuable and important exercises.However, they mat that they did not have time to complete a formal lesson learned and viewed the learning as a separate activity. This situation showed that, there has a weak relationship between IV and DV. Second, the use of lessons learned slew be delivered throughout a project life-cycle, not just at the end of the project. Using the intra-learning cycle, lesson learned can be produced for each cycle in a project to carry on learning to the conterminous cycle and to the next project. And the lastly is the learning process can knap stilt at any stage of the intra- or inter-learning PDSA cycle.For example, the break down can happened in the learning process if there have not using the project management process and tools in a authoritative fashion on the model of intra- and inter-project learning. Other than that, the learning process withal can breach in the plan step by not reviewing past plans and lessons learned to apply to the current project. In the do step, learning can break down as a result of the project team not following the plan or collecting data on the death penalty and changes to the plans.While learning too can fail in the study step by not analysing project performance with project tools and not competing lesson learned. Finally, in the act step, learning process can fail because there have no sharing with or incorporating lessons learned into the next project. 4. 0 Result of the Journal The results of survey analysis in this journal are divided into two areas. First, hypothesis test is completed and second descriptive analysis is completed on how project managers produce lesson learned. panel III contains the result of regression analysis for hypothesis testing. pic 4. 1 discover Performance As shown in dining table III, project management performance is positively associated with project knowledge. Having knowledge about what could be wrong, ways to ensure success and wa ys to avoid problems supports the organization in delivering better products and services and managing projects better regarding plan a project and meet cost, schedule and performance requirements. 4. 2 Project Management.As shown in carry over III, intra- and inter-project learning practices are directly associated with project knowledge. Producing lesson learned is hypothesized to support the intra- and inter-project learning activities by providing a mechanism to reflect on the project and sharing the knowledge across the project. 4. 3 Learning Practices. Based on Table III, producing a lesson learned is related to inter-project learning. The important factor to increase inter-project learning is not just to produce a lessons learned but to conduct multiple activities for producing lesson learned.4. 4 Learning Support According on Table III, learning support is needed for each of the learning activities such as inter, intra and lesson learned. Collecting data about the set of st eps on a project supports intra-project learning by providing the data and information to compare against the plan and identify mistakes. Being willing to openly and honestly address the mistakes helps read the learning for intra-project learning and produce lessons learned which can be dual-lane across the organization through inter-project learning. 5.0 Suggestion/Recommendation There have some pep upation for organizational practices in the project management environment. Project organizations are faced with continuously improving the quality and performance of their products and services to compete in the competitive environment. To learning such an compound in the project management environments from project experiences to improve knowledge and performance, there must have provide a learning framework which defines the learning processes in a project management environmental.Beside that, analysing the survey result of practicing project managers perception on learning outco mes and practices. Other than that, by integrating and sharing the experiences and learning across project, the organizational will have a greater knowledge. While, project team members must need support for learning to enable them to learn from experiences. Next, for developed organizational practices in the project management environment, the factor analysis and reliability results for the project management learning practices should be provided.This included how project manager share knowledge from one project to next, how project managers create knowledge during a project and the action project managers take to support the learning process. There also recommend to provides the factor analysis and reliability results for the learning outcomes. There have 2 factors for learning outcome which is the increased knowledge by sharing lessons learned across projects and how to learning process helps the organization improve in managing a project and delivering products and services. 6. 0 ConclusionsAs a conclusion, project organization should focus on building knowledge because increased knowledge is associated with increased project performance. To support knowledge building the organization must focus on the learning both and between projects. However, the learning process needs to support by using management tools to plan and monitor results. There also needs to be supported with an environment which allows team members to admit mistakes and openly discuss solutions to problems. All of this needs to be completed to lead to project management success.7. 0 References Kotnour, T. G. , Orr, C., Spaulding, J. and Guidi, J. (1997), Determining the benefit of knowledge management activities, 1997 foreign Conference on Systems, Man and Cybernetics, October 12-15, pp. 94-9. Anzai, Y. (1987), Doing, understanding, and learning in problem solving, in Klahr, D. , Langley, P. and Neches, R (Eds), Production System Models of Learning and Development, MIT Press, Cambridge, M A, pp. 55-98. Argyris, C. and Schon, D. A. (1978), Organizational LearningA Theory of Action Perspective,Addison-Wesley, Reading, MA. Abdullah, H. S. Research Method Guide. Gido, C. Effective Project Management, 5th Edition.