A Scoping Review on Project-Based Organization’s (PBOs) Knowledge Transfer Using the Systemic Lessons Learned Knowledge (Syllk) Model as an Interpretative Structural Model (ISM)

PurposeAlthough knowledge transfer in the context of projects and project-based organizations (PBOs) has gained increasing attention from academia and industry, it is not clear how knowledge transfers from projects to their parent PBOs. This research aims to explore the main factors influencing knowledge transfer from projects to their parent PBOs, and analyze how these factors integrate the transfer process as system components using the system dynamics (SD) method.Design/methodology/approachBased on the literature review, investigation and interview, this paper adopts the event analysis to obtain the influencing factors from historical cases and establishes a conceptual model of knowledge transfer from five dimensions, which simultaneously considers the knowledge sender, knowledge receiver and the relationship between the knowledge sender and receiver, knowledge features and transfer context. Then, the relationships between variables in the qualitative model were clarified, and a quantitative model including seven feedback loops was established using the SD model. Lastly, the system simulation and sensitivity analysis of the main parameters were realized in Vensim PLE software.FindingsThe simulation analysis results show that the model can simulate the knowledge transfer process from projects to the PBO to a certain extent. This research fully demonstrates the impact of variables from five dimensions on knowledge transfer and incorporates the knowledge gap and transfer threshold in the research category. Moreover, the rationality of seven feedback loops proposed in the model was verified. And the effects of various factors on the amount of knowledge transferred and the PBO's knowledge stock were examined through sensitivity analysis. Furthermore, recommendations for developing an integrated knowledge transfer mechanism of PBOs and projects to enhance transfer effect are offered.Research limitations/implicationsThis research provides other researchers with a systematic understanding of transfer process from projects to PBOs, and insight for further research on knowledge transfer in project and organization contexts. Furthermore, this study guides researchers to focus on the causal processes that constitute knowledge transfer and explores the expected and unexpected phenomena generated over time. However, some variables involved in the transfer process are simplified, and the establishment of a more complex dynamic model needs further research and discussion.Practical implicationsBy establishing a simulation model for knowledge transfer from projects to their parent PBOs, this study helps project teams and PBOs grasp the overall picture of the transfer process. Especially, this paper provides target-oriented recommendations for project and PBO managers to implement effective knowledge transfer practices, which have certain practical values for knowledge cultivation, coordination, reuse and innovation in the organization.Originality/valueThis study contributes to knowledge management and project management literature by simulating the knowledge transfer process from projects to their parent PBOs. Additionally, this paper provides a reference for PBO and project managers to establish an integrated knowledge-transfer mechanism in the work process and comprehensively implement effective knowledge transfer practices.

The Portuguese navigation system was established in the 15th century as the first learning organization (LO) and achieved great success. The high similarity of the Portuguese navigation system to Project-Based Organizations (PBOs) inspires the development of a model for Project-Based Learning Organizations (PBLOs). This study analyzed the Portuguese navigation system and its components, based on which a model for PBLO was proposed. Multiple case studies were conducted with two PBOs in the oil and gas industries in order to validate and revise the proposed model. The data was collected from interviews with 20 individuals involved in project and knowledge management in the PBOs. A total of 615 statements made by interviewees were coded and summarized as concepts in the various components of the model. Since the qualitative approach to learning organizations has been neglected and few researches has addressed the issue of PBLOs, the result of this study presents innovative findings on the development learning organizations in project-based environments.

Knowledge transfers across projects in Project-Based Organizations (PBOs) are more complex and challenging than in the permanent organizational context due to the temporary nature of project teams in which team members do not see capturing and transferring across projects as important for long term benefits to the organization. Although knowledge transfer is well researched, few empirical studies have covered the implementation of knowledge transfer across projects in project-based organizations. To gain an overview of the knowledge transfer process in PBOs, a systematic literature review is conducted to the three theoretical concepts of interest in this study, namely knowledge type, transfer mechanisms and transfer success. The literature review identified several dimensions under each theoretical concept. Subsequently a conceptual model with two propositions is proposed for future empirical study in the relationships amongst the three theoretical concepts.

PurposeThis article describes advances in the study of knowledge transfer (KT) in project-based organizations (PBOs). Project management offices (PMOs) have both a moderation role and a mediation role to play in KT between projects. In order to improve KT between projects, this paper explores the mediation role of the PMO in the transfer of knowledge with different levels of articulability. The aim is to improve the usability of transferred knowledge.Design/methodology/approachThe case study method was used to investigate KT in five-divisional PMOs within a multinational engineering and project management PBO. Fifteen semi-structured interviews were conducted and the results were analysed using ATLAS.Ti (a computer-aided qualitative data analysis software).FindingsThe findings show that it is the way in which the PMO structures knowledge management (KM) infrastructure and processes, which determines the success of its mediation role in the transfer of tacit and explicit knowledge between projects. The articulability of knowledge influences the PMO's mediation role and the PMO's mediation role in turn improves the usability of knowledge, thereby creating a conducive environment for a competitive advantage.Originality/valueThis study offers a framework to assist scholars and practitioners to understand the mediation role of the PMO in the transfer of knowledge with different levels of articulability within the projects environment. Such understanding can improve the usability of transferred knowledge, thereby creating a competitive edge for a PBO. The study shows that the PMO can be used as an instrument for KT between projects, a theme that was not found in literature. The paper thus offers new empirical information.

Motivation is crucial for enhancing the effectiveness of knowledge transfer. This study aims to investigate how motivation for knowledge transfer and organisational context influence the effectiveness of knowledge transfer in project-based organisations. We further identify the key factors of motivation in an organisation context. We applied Dynamic Granular Cognitive Maps (DGCMs) to reveal the influencing mechanism of motivation and organisation context. Results show that three factors – knowledge transfer involvement, knowledge transfer satisfaction, and knowledge psychological ownership – are global controlled variables that reflect knowledge transfer performance. The motivation factors balanced reciprocity, avoiding punishment, organisational affective commitment, and achievement motivation are more important than others for knowledge transfer. Moreover, organisation context has a serious impact on knowledge transfer performance. Based on these results, a series of strategies are recommended to improve knowledge transfer in project-based organisations. This study offers a new approach to establishing crucial organisational relationships based on empirical evidence.

This conceptual paper investigates the process of knowledge transfer in project-based organizations from the perspective of organizational culture. The paper identifies obstacles to knowledge transfer in project-based organizations and emphasizes the importance of organizational and project cultures in this process. The study provides some suggestions for improving knowledge transfer in project-based organizations and notes the implications of the paper for project management.

Facts, Processes and Common Understandings: The Management of Knowledge in Project Based Organisations

Organizational practices that enable and disable knowledge transfer: The case of a public sector project-based organization

Purpose Numerous studies highlight the importance of knowledge transfer between projects, but the influence factors are still debated. As a contribution to the identified gap, the purpose of this paper is to investigate the role of organizational context, project characteristics and social relations in the inter-project knowledge transfer within the project-based organizations (PBOs). Design/methodology/approach This paper collects the data through 268 sample questionnaires from Chinese construction sectors and applies the structure equation modeling to analyze knowledge transfer between projects in PBOs. Findings The results indicate the organizational context (meeting system, reward system and shared culture) and project characteristics (similarity and urgency) are antecedents affecting social relations (communication, trust and reciprocity) between project teams, and their social relations further influence the effectiveness of inter-project knowledge transfer. Originality/value The study highlights the role of organizational context and effect of social relations for inter-project knowledge transfer in PBOs, and provides valuable suggestions for knowledge and project management in PBOs.

This paper investigates the role of microlearning on cost-efficiency on knowledge transfer in a project-based organization. As part of an action research study in a Norwegian public sector organization working with construction projects, a microlearning series was initiated to increase knowledge transfer on cost-efficiency. Seven microlearning lessons were distributed to 334 employees, including short questionnaires after the first and last lesson. The study reflects on the design process of the lessons, on the participation rate, and on how it contributes to an increase of knowledge. Microlearning was perceived as relevant by the participants. It makes knowledge transfer less arbitrary by providing a common body of knowledge to all project teams. For the organizational practice, this implies that microlearning also has potential for knowledge sharing on other topics in the project-based organization. Updating the microlearning series with further examples and new lessons is expected to contribute to continuous learning on cost-efficiency.

Although researchers have over the years highlighted the importance of managing and supporting learning in project-based settings, it still seems to be problematic. New project management capabilities are needed, such as systems thinking, which will allow project-based organizations to better cope with learning in the organizations. This article explores how Swedish project-based organizations within an engineering and construction context manage and support learning activities today and discusses, with the support of process management literature, how an “organizational-wide project learning process” could improve the prerequisites for learning in project-based organizations. Our findings from three project-based organizations indicate a lack of a holistic perspective on project learning. A conceptual model is proposed, with the aim of validating and promoting process thinking by introducing, for example, new roles responsible for intra-and inter-project learning, respectively.

More than forty years of research on women engineers has identified a plethora of problems associated with women’s equity and retention in organisations without providing an improvement in women’s position in this highly masculinised and male-dominated profession. Research shows that women engineers will leave their organisation and the profession to attain interesting, challenging (IC) work. However, there is little understanding of what this work entails for engineers, particularly for those working in project-based organisations (PBOs). Additionally, analysis of the gender composition of professional networks has identified crucial issues that impact negatively on women’s careers, yet there is little knowledge of women engineers’ informal networking practices within their organisations. To address these gaps, this study addresses the following research questions through a critical ethnography methodology: 1. How do informal networks impact on professionals’ ability for attaining interesting, challenging work in an engineering consultancy, which operates as PBO? 2. How are women engineers at a disadvantage for attaining interesting, challenging work in a PBO? 3. Do women and men network differently in a PBO and how do these differences, if any, impact on women engineers attaining interesting, challenging work in a PBO? The critical ethnography methodology adopts traditional ethnographic and Social Network Analysis (SNA) research methods, Critical Social Science theory, network theory and theory of networks, and Joan Acker’s inequality regimes theory (IRT). Research methods include fieldwork and an online Organisational Network Analysis (ONA) survey. The fieldwork included participant team member observations of the work engineers undertook daily and their ego nets (personal networks) for co-worker, technical advice, career advice, and friendship relations. The fieldwork collected data through fieldnotes, memos, organisational artifacts, photographs, sketches, a research diary, and semi-structured interviews. The ethnography study participants included members of six administrative engineering teams over eight months in 2013. These teams made up the resourcing pool for project work and included 39 engineers (9 women, 30 men), 23 drafters and designers (4 women, 19 men). The ONA survey of the 716 employees in the Capital City office of the organisation collected ego net data for the same relations observed in the fieldwork and valued responses for the benefits and importance of these relations. This thesis identifies 20 themes of IC work and provides definitions for IC work and work variety for engineers in a PBO. It establishes that IC work in a PBO is attained through teamwork in projects and engineers are assigned to projects through a process where women face inequalities through the organising processes and class hierarchies identified in Acker’s IRT. The general requirements of work―long hours required at work and the development of networks out of work hours create inequalities for women. These requirements prevent women developing visibility as professional engineers with those who are powerful and influential (P&I) in assigning engineers to project teams. Inequalities for women occur through the intra-organisational recruitment and hiring practice of the project team assignment process where self-nomination for project work is expected. Inequalities for women also arise from differences in the structure of women’s and men’s informal network relations which impact on women’s ability to self-nominate for project work. These structural differences and women’s lack of centrality in these relations have a number of effects on women. Women are on the edge of informal relations and, thus, out of the main flow of information about project work. Consequently, women cannot self-nominate if they do not hear about upcoming projects. Women are also virtually invisible as co-workers and experienced, skilled professionals in men’s mainly homophilous informal networks, particularly to P&I in project team assignment. The P&I equate to a dominant coalition of influential individuals who have power and decision-making authority, typically occupying senior organisational positions. They are perceived as belonging to an exclusive friendship relation among men who share an interest in cycling. This thesis identifies eight factors required for project team assignment and the roles which had the power and influence in this process. A model for professionals attaining IC work opportunities in consideration of these factors is established. Specific recommendations are provided for managers and organisations to improve women’s retention in engineering by lessening inequalities for women and facilitating change. Recommendations are also provided for individuals to improve their attainment of IC work.

Effective knowledge transfer between infrastructure projects plays a significant role in organisational success and discovery of new technologies, helping to achieve and maintain competitive advantage and, in effect, sustainable infrastructure development. Knowledge is recognised as an important organisational asset that adds value while being shared. To date, research on knowledge transfer has focused on traditional (functional) types of organisations. However, existing knowledge transfer approaches fail to address the issue of unique characteristics of project-based organisations, and the fact that functional and project-based organisations significantly differ in terms of structure, processes, and characteristics. Therefore, there is a need for a different, separate approach for managing knowledge in the project environment. The aim of this chapter is to highlight this need. An extensive literature review is provided on the areas of project management, knowledge management, and organisational structure; this is further supported by empirical evidence from interviews with project management practitioners. Conducting a ‘cross-field’ literature review provides a better understanding of the knowledge transfer mechanisms and its application to projects, and of the importance of knowledge transfer across projects. This research is crucial to gaining a better understanding of knowledge transfer in the project environment. It stresses that there are dissimilarities between project-based organisations and functional organisations in terms of organisational structure, duration of processes, viewpoint of time, response to change, and mobility of people, and that there is a need for a unique strategic approach in order to achieve effective transfer of knowledge. Furthermore, findings presented in this chapter reveal key elements that play an important role in across project knowledge transfer. These elements include: social communication, lessons learned databases, and project management offices.

PurposeThis paper aims to investigate how project nature affects the effectiveness of knowledge transfer between projects in project-based organizations (PBOs) and to analyze the roles of inter-project communication, transfer intention and information technology (IT) in the influencing process.Design/methodology/approachThis paper adopted a questionnaire survey method to collect data from construction enterprises in China and subsequently proceeded to structural equation modeling analysis with a total of 261 samples.FindingsThe results indicate that the similarity of projects could promote the inter-project communication and improve transfer intention, which further influences knowledge transfer effectiveness positively within PBOs. The urgency of projects has a negative impact on inter-project communication and transfer intention. The temporality of projects also negatively affects inter-project communication. They consequently hinder the knowledge transfer behaviors between projects. Additionally, the application of IT improves the frequency of communication and makes up for the negative impact of geographical distance between projects on knowledge transfer.Practical implicationsBased on the results, a series of strategies is recommended to improve knowledge transfer effectiveness between projects, including standardizing project management, promoting information construction, establishing a post-project evaluation system and creating a shared culture, so that the competitive advantages of PBOs could be improved.Originality/valueThe study explores the factors influencing knowledge transfer between projects from the perspective of project nature and provides guidance for enhancing knowledge management and project management practices.

Formalising the Informal? – Finding a Balance between Formal Teams and Communities of Practice in a Project-based Organisation