 IntroductionAndrew Sense Chapter 1 in Cultivating Learning within Projects, 2007, pp 1-16 from Palgrave Macmillan Abstract: Abstract Building on a recent study by the author, this book provides a deep insight into the sociological dimension of learning within the practice of project management, and identifies how to improve our knowledge and learning practices within such an environment. Drawing on a project case study, it identifies and explores how situated learning activity (which involves the social and practical aspects of learning while on the job) within a project team may be supported or stifled by five sociological elements within a project environment. These constraint/enabler elements are identified as: cognitive style; learning relationships; pyramid of authority; knowledge management; and, the situational context. Combined, they form a model of project situated learning behaviour — as depicted by Figure 3.3 and explained in Chapter 3. These elements serve as a starting point to conceptually focus participants in project teams, and researchers in the field, on the pragmatic and complex social issues involved in learning within projects. They also provide a framework to aid practitioners’ systematic reflection on their learning activities. Keywords: Project Management; Project Team; Situate Learning; Participative Action Research; Plant Manager (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:pal:palchp:978-0-230-59196-7_1 Ordering information: This item can be ordered from Access Statistics for this chapter More chapters in Palgrave Macmillan Books from Palgrave Macmillan |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.