Lessons learned: improving performance through organizational learning

2003 ◽  
Author(s):  
W.E. Carnes ◽  
B. Breslau
Keyword(s):  
Organizational Learning ◽  
Lessons Learned

scholarly journals The Learning History Methodology: An Infrastructure for Collective Reflection to Support Organizational Change and Learning

2021 ◽  
Vol 19 (2) ◽  
pp. pp71-83
Author(s):  
Julie Béliveau ◽  
Anne-Marie Corriveau
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Research Question ◽  
Lessons Learned ◽  
Research Approach ◽  
Structured Interviews ◽  
Data Set ◽  
Support Tool ◽  
Learning History ◽  
Action Research Approach

Organization members often complain about insufficient time to reflect collectively as they grapple with constant significant changes. The Learning History methodology can support this collective reflection. Given the scant empirical studies of this action research approach, the present paper fills this gap by giving an overview of this methodology and by presenting a qualitative study that answers the following research question: How does the Learning History methodology contribute to collective reflection among organization members during major organizational change? To answer this question, an empirical research project was led within five healthcare organizations in Canada during their implementation of the Planetree person-centered approach to management, care, and services. The data set includes 150 semi-structured interviews, 20 focus groups and 10 feedback meetings involving organization members representing all hierarchical levels in the five participating institutions. The results highlight the five types of contributions of the Learning History methodology to collective reflection within the five institutions that participated in the study: 1) a process of expression, dialogue, and reflection among organization members; 2) a portrait of the change underway; 3) a support tool for the change process; 4) a vector for mobilizing stakeholders; and 5) a source of organizational learning.  The results also show how organization members’ collective reflection is built through the various stages of the Learning History methodology. By demonstrating that this collective reflection leads to true organizational learning, the findings position the Learning History as a research-action method useful both from a research standpoint and as an organizational development tool. In the conclusion, lessons learned using the LH approach are shared from a researcher’s perspective. This paper should interest researchers and practitioners who seek research methodologies that can offer an infrastructure for collective reflection to support organizational change and learning.

Lessons Learned as Organizational Project Memories

2010 ◽  
pp. 97-114 ◽  
Author(s):  
Raul M. Abril ◽  
Ralf Müller
Keyword(s):  
Quality Assurance ◽  
Organizational Learning ◽  
Goodness Of Fit ◽  
Case Study Research ◽  
Past Research ◽  
Third Parties ◽  
Lessons Learned ◽  
Study Research ◽  
Common Understanding

This chapter suggests established research approaches to capture and validate project lessons learned. Past research indicates that due to the temporal nature of projects, improper management of knowledge, especially lessons learned, constitutes a risk for present and future projects. The authors argue that case study research is appropriate for developing lessons learned and that an inductive methodology can be used to generate hypotheses. These hypotheses are validated through an analysis of their Goodness of Fit into learning related business questions. Quality assurance in a lessons learned process should include a formalism to avoid loosing knowledge in the coding process, a formalism to avoid equivocality in the knowledge transfer to third parties, and validation techniques for the identified knowledge items. Furthermore, the authors argue that a common understanding should be achieved before organizational learning influences decisions and/or actions.

From Basic Engineering to Ramp-Up: The New Successful Execution Approach for Commissioning in Brazil

2021 ◽  
Author(s):  
Paulino Bruno Santos ◽  
Teixeira Gilberto Junior ◽  
Leonardo De Souza Nogueira ◽  
Vilain Leonardo João ◽  
Simas G Milton Torres ◽  
...  
Keyword(s):  
Organizational Learning ◽  
Production Systems ◽  
Lessons Learned ◽  
Technical Knowledge ◽  
New Approach ◽  
Gas Compression ◽  
Start Up ◽  
Successful Execution ◽  
Surface Production ◽  
Made In

Abstract In the last three years, COMPANY has started the production of eight Surface Production Systems (Floating, Production, Storage and Offloading Units) in the Búzios and Lula fields of the Brazilian pre-salt that have generated technical knowledge, organizational learning and many opportunities to explore in upcoming projects. The lessons learned as well as the organizational knowledge acquired in this period, resulted in a new approach for the commissioning process to apply in COMPANY's coming FPSO projects. During this period, COMPANY identified improvement opportunities and stablished structuring programs focused on adding value to these new assets. The main opportunity identified was to reduce the period required for ramping-up the oil production, considering aggressive target dates for start-up, with high up time on the gas compression systems with minimum flaring. In this manuscript, will be described some of the important actions and changes made in commissioning process that allowed COMPANY to achieve better efficiency and safety in ramp up of new FPSOs in Brazilian pre salt fields.

A lessons-learned tool for organizational learning in construction

2020 ◽  
Vol 110 ◽  
pp. 102977 ◽  
Author(s):  
Gorkem Eken ◽  
Gozde Bilgin ◽  
Irem Dikmen ◽  
M. Talat Birgonul
Keyword(s):  
Organizational Learning ◽  
Lessons Learned

Organizational learning capability and battlefield performance

2016 ◽  
Vol 24 (4) ◽  
pp. 573-590 ◽  
Author(s):  
Max Visser
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Second World War ◽  
Lessons Learned ◽  
British Army ◽  
World War ◽  
Learning Capability ◽  
Content Type ◽  
Second World ◽  
Practical Implications

Purpose While intended as a bridge between the concepts of learning organization and organizational learning, current conceptualizations of organizational learning capability still predominantly lean toward the learning organization side, specifically directed at profit firms. The purpose of this paper is to propose a four-dimensional model of organization learning capability that leans more toward the organizational learning side, specifically directed at nonprofit and government organizations in general, and army organizations in particular. This model is applied to the British Army in the Second World War. Design/methodology/approach The paper entails a secondary analysis of historical and military sources and data. Findings It is found that the British Army possessed only a moderate learning capability, which can be plausibly, but not exclusively, related to differences in battlefield performance between the British and the German Army in the Second World War. Research limitations/implications The research scope of the paper is limited to the analysis of one particular army in the Second World War. Implications for theory reside in the importance of organizational learning capability and its dimensions to the effectiveness of “lessons learned” processes inside organizations. Practical implications The paper has clear practical implications for armies and organizations that resemble armies in one or more aspects, like prisons, correctional facilities, police forces, hospitals, mental institutions and fire departments. Originality/value The paper ranks among the first organizational papers to analyze army operations and functioning from the perspective of organizational learning capability.

scholarly journals Organizational Learning Orientation and Sustainable Competitive Advantage: Towards More Accountable Government-Linked Companies

2019 ◽  
Author(s):  
Nur Nadiah Zulkarnain ◽  
Md. Mahmudul Alam ◽  
Nik Herda Nik Abdullah ◽  
Jamaliah Said
Keyword(s):  
Organizational Learning ◽  
Lessons Learned ◽  
Primary Data ◽  
Learning Orientation ◽  
Sustainable Competitive Advantage ◽  
Normality Test ◽  
The Status ◽  
The Government ◽  
Employee Learning ◽  
Executives And Managers

Government-Linked Companies (GLCs) are expected to show competitive performance in order to reflect the accountability of taxpayers’ money. Therefore, this study is an attempt to assess the status of the current level of organizational learning orientation among the Government-Linked Companies (GLCs) in Malaysia. This study collected primary data based on a set of questionnaire survey among 134 executives and managers of GLCs in Malaysia. The data were collected based on opinions of the ten factors of organizational learning practices by using the five-point Likert scale. The data were analysed using descriptive statistics. Further, the reliability of the data was tested using Cronbach’s alpha test, the validity of the data was tested by checking the normality test through skewness and kurtosis, and the consistency of the data was tested using factor analysis. On an average, 74.6% of the respondents agreed that they focus on these factors of organizational learning. The federal owned GLCs place more emphasis on organizational learning than the state owned GLCs. This study suggests improving the practices of organizational learning within the GLCs in Malaysia by emphasizing on the consideration that employee learning is an investment rather than an expense, employees should view themselves as partners in charting the direction of the organization, employees should not be afraid of critically reflecting on the shared assumptions about the ways of managing the organization, and by analyzing unsuccessful organizational endeavours and communicating the lessons learned widely among the employees.

A Conceptual Framework to Improve Project Team Learning in Major Projects

2015 ◽  
Vol 6 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Hani Gharaibeh
Keyword(s):  
Organizational Learning ◽  
Focus Group ◽  
Conceptual Framework ◽  
Team Learning ◽  
Project Team ◽  
Lessons Learned ◽  
Project Teams ◽  
Barriers And Enablers ◽  
Learning Barriers ◽  
Focus Group Methodology

Organizational learning within project teams is a phenomenon that is gaining considerable attention lately by both researchers and professionals. Review and analysis of lessons-learned documents from major projects, indicates that mistakes are repeated and lessons might not be learnt. This leads us to question whether project teams are truly learning the lessons. The purpose of this paper was to present a framework to improve project team learning in major projects. The research used a focus group methodology to investigate issues related to: learning barriers and enablers, individual and group aspects of learning as well as the mechanism of learning itself. The findings were, to say the least, very surprising as they reveal a lack of incentive for learning, lack of documentation of learning, and absence of collaborative learning within project teams.

Sustainability, organizational learning, and lessons learned from aviation

2012 ◽  
Vol 19 (1) ◽  
pp. 77-86 ◽  
Author(s):  
John Pourdehnad ◽  
Peter A.C. Smith
Keyword(s):  
Organizational Learning ◽  
Lessons Learned

Learning Lessons for Organizational Learning, Process Improvement, and Innovation

2014 ◽  
pp. 24-40
Author(s):  
Susan G. McIntyre
Keyword(s):  
Organizational Learning ◽  
Process Improvement ◽  
Learning Process ◽  
Evaluation Methods ◽  
Lessons Learned

The lessons learned process provides a methodology for groups and organizations of any size to become better at what they do. Its beauty is in its simplicity and versatility. It can be used by individuals, small- or medium-sized teams, and any-sized corporations. What makes it differ from other process improvement or evaluation methods is the focus on the capturing and analysis of lessons by the very people who experienced the learning situations and those people who will benefit from future adaptations. As such, the lessons learned process is linked to organizational learning and, at its very best, will inspire innovational changes that lead to excellence. This chapter defines and scopes lessons learned; describes the basic methodology, applications, and types; and provides anecdotal examples of three scales of the process.

scholarly journals Computational Model for Organizational Learning in Research And Development Centers (R&D)

2020 ◽  
Vol 22 (64) ◽  
pp. 143-151
Author(s):  
Marco Javier Suárez-Barón ◽  
José Fdo. López ◽  
Carlos Enrique Montenegro Marin ◽  
Paulo Alonso Gaona-García ◽  
Franklin Guillermo Montenegro-Marin
Keyword(s):  
Social Networks ◽  
Organizational Learning ◽  
Computational Model ◽  
Technological Development ◽  
Lessons Learned ◽  
Organizational Memory ◽  
Computational Learning ◽  
Model Design ◽  
Management Mechanism ◽  
Learning Mechanism

This work explains for a computational model design focused organizational learning in R&D centers. We explained the first stage of this architecture that enables extracting, retrieval and integrating of lessons learned in the areas of innovation and technological development that have been registered by R&D researchers and personnel in social networks corporative focused to research. In addition, this article provides details about the design and construction of organizational memory as a computational learning mechanism within an organization. The end result of the process is discusses the management of the extraction and retrieval of information as a technological knowledge management mechanism with the goal of consolidating the Organizational Memory.

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