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The social learning character of projects and project teams

The social learning character of projects and project teams This conceptual paper challenges the traditional view of projects and project teams as only being temporal and separate entities focused on achieving particular and tangible outcomes. Such a limited perspective tends to overlook the generative learning and personal growth potential inherent within the project form. Based on a social constructivist learning perspective which embraces situated learning theory and communities of practice, this paper proposes an alternative characterisation of projects. With this re-characterisation, on-the-job learning and the socio-cultural conditions that nurture it may move towards the forefront of project activities. This complementary perspective can have profound effects on the way people and organisations embrace project based organising and in the way they devise, deploy and enact learning activities within a project. The arguments posited in this paper also support a suggestion that organisational learning and the development of a learning culture can be intentionally enhanced through projects. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Knowledge Management Studies Inderscience Publishers

The social learning character of projects and project teams

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Publisher
Inderscience Publishers
Copyright
Copyright © Inderscience Enterprises Ltd. All rights reserved
ISSN
1743-8268
eISSN
1743-8276
DOI
10.1504/IJKMS.2009.028836
Publisher site
See Article on Publisher Site

Abstract

This conceptual paper challenges the traditional view of projects and project teams as only being temporal and separate entities focused on achieving particular and tangible outcomes. Such a limited perspective tends to overlook the generative learning and personal growth potential inherent within the project form. Based on a social constructivist learning perspective which embraces situated learning theory and communities of practice, this paper proposes an alternative characterisation of projects. With this re-characterisation, on-the-job learning and the socio-cultural conditions that nurture it may move towards the forefront of project activities. This complementary perspective can have profound effects on the way people and organisations embrace project based organising and in the way they devise, deploy and enact learning activities within a project. The arguments posited in this paper also support a suggestion that organisational learning and the development of a learning culture can be intentionally enhanced through projects.

Journal

International Journal of Knowledge Management StudiesInderscience Publishers

Published: Jan 1, 2009

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