Project learning relationships and situated learning: defensive deflection and protective veneers

Abstract

This paper contributes to better understanding the dynamics of practically supporting the knowledge creation processes within a project management setting. Based on a longitudinal participative action research study of the dynamics of situated learning in a project case study involving organisational change, this paper describes and theorises about how the 'learning relationships' between project team participants significantly impact situated learning activity within a project team setting. As observed in the case study and then argued in this paper, through project team participants systematically and publicly exploring and communally reflecting on this sociological element (amongst others identified in this study), they aid their situated learning processes and incidentally, help develop their competency in 'learning how to learn'.