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An exploratory study of project mana...

Teachers College, Columbia University.

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An exploratory study of project management office leaders and their role in facilitating cross-project learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploratory study of project management office leaders and their role in facilitating cross-project learning./
作者:	Julian, Jerry L.
面頁冊數:	207 p.
附註:	Adviser: Linda Bloomberg.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3314570
ISBN:	9780549635406

An exploratory study of project management office leaders and their role in facilitating cross-project learning.
Julian, Jerry L.

An exploratory study of project management office leaders and their role in facilitating cross-project learning. - 207 p.

Adviser: Linda Bloomberg.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

Wenger's (1998) theory of situated learning and communities of practice was utilized as this study's primary theoretical foundation. Selected literature on reflective practice in the workplace was also incorporated.

ISBN: 9780549635406Subjects--Topical Terms:

626628
Business Administration, Management.

An exploratory study of project management office leaders and their role in facilitating cross-project learning.
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245 1 3 $a An exploratory study of project management office leaders and their role in facilitating cross-project learning.
300 $a 207 p.
500 $a Adviser: Linda Bloomberg.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1872.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a Wenger's (1998) theory of situated learning and communities of practice was utilized as this study's primary theoretical foundation. Selected literature on reflective practice in the workplace was also incorporated.
520 $a The purpose of this study is to shed light on the processes by which PMO leaders help their organizations learn from past project experiences in order to continuously improve project performance over time. Although managerial intermediaries have been found to play a role in cross project knowledge exchange, the literature has yet to explore how PMO leaders, in their role as intermediaries between project teams and management, attempt to facilitate cross-project learning.
520 $a A qualitative research approach was used to study the perceptions and activities of 20 PMO leaders from a variety of industries. A majority (65%) of the participants worked within the information technology setting. Other functional domains represented include human resources, finance, and product development. Two focus groups were conducted to triangulate and confirm the findings: one consisting of six project managers who had reported to a PMO leader in the past and another with six PMO leaders who had been interviewed in order to confirm and elaborate the findings.
520 $a The research reveals that PMO leaders facilitate cross-project learning by brokering practice connections across communities through a combination of retrospective and prospective learning practices. The research also points to the phenomenon of "red light learning," where PMO leaders engage project teams in reflective practice most often to remediate troubled projects. The researcher posits that under these conditions, reflective practice can become enculturated as punitive, perpetuating defensive routines that undermine cross-project learning. Recommendations focus on improving the quality and quantity of reflective practice and enhancing the social capital of the PMO leader as knowledge broker across communities and teams.
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