Project management frameworks and practitioner preferences for capturing lessons learned on projects

Scales, J

Project management frameworks and practitioner preferences for capturing lessons learned on projects

Scales, J

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Publisher:: University of Technology, Sydney (UTS)
Publication Type:: Journal Article
Citation:: Journal of Project, Program & Portfolio Management, 1 (2), pp. 31 - 31

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Field	Value	Language
dc.contributor.author	Scales, J https://orcid.org/0000-0001-7201-6923	en_US
dc.identifier.citation	Journal of Project, Program & Portfolio Management, 1 (2), pp. 31 - 31	en_US
dc.identifier.issn	1838-7845	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128199
dc.description.abstract	<jats:p>This study focuses on how practitioners view learning activities in projects and how these activities are influenced by the approach or emphasis espoused in different reference texts. The perceived importance of learning lessons in projects was surveyed in the literature, establishing the difficulties encountered, various methods for process improvement and the realities of current practice. The practices of individuals working within two major project management frameworks used in developed English-speaking economies were compared. A survey was constructed to address the question. Data from a pilot survey support the theory that the PMBoK and PRINCE2 are not perceived as synonymous and that differences will be more evident with a larger dataset. Inferences are drawn linking the pilot survey to the outcomes of previous studies and making recommendations for further research.</jats:p>	en_US
dc.publisher	University of Technology, Sydney (UTS)	en_US
dc.relation.ispartof	Journal of Project, Program & Portfolio Management	en_US
dc.relation.isbasedon	10.5130/pppm.v1i2.1931	en_US
dc.title	Project management frameworks and practitioner preferences for capturing lessons learned on projects	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	1	en_US
utslib.for	08 Information and Computing Sciences	en_US
utslib.for	12 Built Environment and Design	en_US
utslib.for	15 Commerce, Management, Tourism and Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published online	en_US
pubs.volume	1	en_US

Abstract:

This study focuses on how practitioners view learning activities in projects and how these activities are influenced by the approach or emphasis espoused in different reference texts. The perceived importance of learning lessons in projects was surveyed in the literature, establishing the difficulties encountered, various methods for process improvement and the realities of current practice. The practices of individuals working within two major project management frameworks used in developed English-speaking economies were compared. A survey was constructed to address the question. Data from a pilot survey support the theory that the PMBoK and PRINCE2 are not perceived as synonymous and that differences will be more evident with a larger dataset. Inferences are drawn linking the pilot survey to the outcomes of previous studies and making recommendations for further research.

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http://hdl.handle.net/10453/128199