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Following Up to Ensure Success
Published in Jon M. Quigley, Shawn P. Quigley, Continuous and Embedded Learning for Organizations, 2020
Jon M. Quigley, Shawn P. Quigley
No matter the solution used for collecting and storing, there will need to be some guidance on how the system works, and the rules for applications. Errant input into the system will lead to building upon this errant information, the garbage in, garbage out rule. The organization may decide to supply some guidance on how to post those learnings. For example, perhaps there is a review of the lessons learned by the team impacted, or perhaps, and more appropriately, the team should be part of developing the lessons learned. There must be some true root cause analysis competencies within the group, thus ensuring a true account of the situation and that action is taken to improve. The value of the lessons learned database reduces when suppositions and conjectures are the content.
What is Organizational Intelligence?
Published in Jay Liebowitz, Building Organizational Intelligence, 2019
Modest knowledge management efforts could commence in organizations with a “yellow page” directory of mapping knowledge areas to experts within the organization. A best-practices or lessons-learned knowledge repository could also be created to facilitate knowledge sharing efforts. There should be a knowledge management infrastructure within the organization whose mandate is to identify, analyze, manage, maintain, and disseminate knowledge to appropriate individuals within the organization and externally to others. Many organizations already have created a “Chief Knowledge Officer” position or equivalent to help spearhead these knowledge management efforts. Through web-based and intranet technologies, we now have the “connectivity” to allow the “collection” of knowledge bases to be disseminated more easily than before. This will help contribute towards building an entity’s “organizational intelligence” (OI).
Project Management Model
Published in Gary L. Richardson, Brad M. Jackson, Project Management Theory and Practice, 2018
Gary L. Richardson, Brad M. Jackson
Formal project closing involves a group of activities required to formally shut down the project and document acceptance of the result. Also, this step completes the capture of lessons learned for use in future initiatives. It is widely noted that the closing phase gets the least attention; however, the guide model requires that all projects formally close out the activity, including both administrative and third-party relationship elements. The basic role of this phase is to leave the project administratively “clean” and to capture important lessons learned from the effort that can be shared with other projects. In regard to third-party agreements, it is necessary to view formal contractual closing as vital. Failure to execute final vendor status for the project can open-up future liability for the organization if a supplier later makes claims for nonperformance. If this occurs at some later time, the project organization would then have to scramble to rebuild the status with old records (often poorly organized) and missing team members. Similarly, documentation of lessons learned during the project has been found to provide valuable insights for future projects.
A fuzzy synthetic evaluation of capabilities for improving supply chain resilience of industrialised construction: a Hong Kong case study
Published in Production Planning & Control, 2023
E. M. A. C. Ekanayake, Geoffrey Q. P. Shen, Mohan M. Kumaraswamy
Efficiency denotes the SC ability to produce more outputs with less resource usage (Ekanayake, Shen, and Kumaraswamy 2021). In relation to IC, efficiency contributions are mainly from failure prevention, higher labour productivity, avoiding variations/rework, and waste elimination, while productivity increases after moving up the ‘learning curve’ on tasks and more experience in general. Failure prevention needs industry attention since failures are possible at any node of IC-SC operations, beginning from manufacture to onsite assembly (Li, Xu, et al. 2018). Together with inadequate information sharing and technological breakdowns, these failures result in variations in IC in HK (Ekanayake, Shen, and Kumaraswamy 2020) and, hence, call for resilient SCs. This is clearly shown by receiving 4.25 mean score for the importance of the variable: ‘avoid variations’, and the current practice level of 3.44. Tolerance, assembly, logistics and manufacturing failures incur additional cost and time, contributing to non-value-added activities, i.e. so-called wastes (Ekanayake, Shen, and Kumaraswamy 2019). Although IC targets waste elimination (Jaillon, Poon, and Chiang 2009), the focussed application in current practice is considerably low (3.25). Therefore, it is encouraged to deploy the lessons learnt from previous projects to practice (Peck 2005). However, this is not easy due to the industry's fragmented nature and the temporary multi-organisational structure of the construction projects.
Contribution to improvement of knowledge management in the construction industry - Stakeholders’ perspective on implementation in the largest construction companies
Published in Cogent Engineering, 2022
António Joaquim Coelho Marinho, João Couto
Since then, several studies have been conducted to determine which factors cause delays in the implementation of construction projects. Later, Yap and Shavarebi (2019) conducted a study to assess how learning and skills development of construction professionals improve performance in the delivery of construction projects. The authors concluded that the construction sector suffers from ineffective KM in construction projects. They also concluded that factors such as continuous learning, the collaborative environment, consultation of completed projects, and lessons learned from completed projects enrich the quality of construction projects, avoid wasting time and resources in reinventing the same knowledge and increase the success of construction projects. A lesson learned is a piece of knowledge or understanding gained from experience, whether positive or negative, and which, if applied to other projects, can reduce or eliminate potential failures (Carrillo et al., 2013). These lessons learned from completed projects make it possible, on the one hand, to gather information about the problems and risks faced, and, on the other hand, to understand the recommendations/suggestions for improvement actions based on techniques and processes that have obtained good results in the past (Rowe & Sikes, 2007).
Countervailing Risk Management Through Knowledge Transfer
Published in Engineering Management Journal, 2020
Jeffery Temple, Rafael E. Landaeta
O’Dell et al. (1999) provide numerous knowledge transfer methods, which include informal sharing of knowledge and organized knowledge sharing. They may be one-on-one or reach broader populations with greater value to the enterprise. Approaches include the learning organization, networking, practice centers and communities of practice, lessons learned, spreading of best practices, and feedback systems. Byosiere and Luethge (2007, p. 19) describe the utilization of Project Management as a strategic tool to “dissolve rigid boundaries and enhance the flow of knowledge” by neutralizing the intradepartmental rivalries between functional silos and “enhancing the creation and dissemination of knowledge and the exchange of other critical resources.” For transferring knowledge from one group to another, or to another organization, Cummings and Teng (2003, p. 43) cite literature showing that “whether tacit or explicit, such knowledge can be transferred by transferring individuals.”