Diese Bachelorarbeit untersucht das Konzept einer Lernenden Organisation in einem projektorientierten Unternehmen. Lernen entfaltet sich auf individueller, Team und organisatorischer Ebene. In projektorientierten Unternehmen bestimmen besondere Merkmale von Projekten wie Lernen erfolgreich Gestalt annehmen kann. Gewisse Lerndiszipline helfen dabei eine lernende Kultur auf allen Ebenen zu verwirklichen.
Diese Bachelorarbeit stellt ein Lernmodel für projektorientierte Unternehmen vor. Es verknüpft den Aspekt von individueller Reflexion mit Wissensmanagement. Durch das Teilen von Wissen können Projektteams in Form von Doppelschleifenlernen lernen, was der gesamten Organisation zugute kommt. Das Lernmodel führt den Kreislauf weiter, in dem das auf organisatorischer Ebene Gelernte wieder durch individuelle Erfahrung getestet wird.
Alle Theorien und Prinzipien werden anhand der Case Study des Hoch- und Tiefbaus des Bauunternehmens Rhomberg Bau GmbH beschrieben. Mit der Wiedereinfährung des Projekthandbuchs wurde die individuelle Reflexion gefördert, in dem kritisch auf den Inhalt des Projekthandbuchs eingegangen wurde und Lessons Learned für zukünftige Projekte verwendet werden. Am Ende dieser Bachelorarbeit wird kritisch hinterfragt, ob Lernen auf die Art und Weise in ein projektorientiertes Unternehmen implementiert werden kann, wie in diesem Werk vorgeschlagen.
Table of Contents
1. Introduction
1.1 Background
1.2 Aim and Purpose
1.3 Structure
1.4 Delimination
2. The Importance of Organisational Learning
3. Learning in Project Organisations
3.1 Key Characteristics of Projects
3.2 A Learning Model for Project Organisations
4. Applying the Learning Model
4.1 Testing of Experience
4.2 Sharing of Knowledge
4.3 Advancing Learning
4.4 Summary
5. Implementing Learning Disciplines at All Levels
5.1 Learning of the Project Organisation
5.2 Learning of Teams
5.3 Learning of Project Personnel
5.4 Summary
6. Potential Learning Obstacles in Project Organisations
7. Implementing the Concept of Learning at Rhomberg
7.1 Case Study: Re-Implementing the Project Management Plan
7.2 Approach and Methodology
8. Findings and Recommendations for Rhomberg
8.1 Fostering Learning through Individual Experience
8.2 Making Shared Knowledge Available to Teams
8.3 Setting the Foundation for Organisational Learning
9. Final Review and Critical Appraisal
Research Objectives and Key Topics
This thesis examines the integration of organisational learning concepts within project-oriented environments, specifically analyzing how individual experience can be transformed into organizational knowledge to improve project outcomes and minimize errors. The research investigates the feasibility of implementing a learning model at Rhomberg Bau GmbH.
- Theoretical framework of organisational learning in project environments
- Development of a continuous learning model (Experience-Knowledge-Learning cycle)
- Application of Peter Senge’s five learning disciplines to project organizations
- Case study analysis: Re-implementation of a Project Management Plan (PMP)
- Critical appraisal of learning obstacles and implementation dilemmas
Excerpt from the Book
3.1 Key Characteristics of Projects
A project can be defined as a “temporary endeavour undertaken to create a unique product or service” (Harrington et al. 2000, p. 136). Every worksite, not only at Rhomberg, has an end date where the building owner wants his building project ready for the desired use. Hence, projects are timely limited and very complex in their execution due to the high customer demand and because of its originality (Rattay 2003, p. 22). The time factor has increased in importance over the last decade. Building owners want their projects delivered in a shorter period of time than ever before. The pressure of this short time window places high demand on project personnel. Additonally, projects are new and unique in their scope and purpose (Project Management Institute 1996, p. 5). The building might be alike in the way the concrete is being delivered and the building is being built storey by storey, but the storage area on the worksite can differ, the season or weather conditions can look different from day to day, labourers get moved between worksites, external parties such as subcontractors or stakeholders ask for unusual things from project personnel. There is knowledge to be managed and learned in all aspects of the project.
Summary of Chapters
1. Introduction: Outlines the significance of organizational learning as a competitive advantage and defines the research scope based on Rhomberg Bau GmbH.
2. The Importance of Organisational Learning: Discusses the necessity of learning in complex market environments and references foundational theories from authors like Dewey and Senge.
3. Learning in Project Organisations: Defines unique characteristics of project work and introduces the author's learning model for project-based organizations.
4. Applying the Learning Model: Explores experiential learning cycles and knowledge management processes essential for turning project experience into organizational assets.
5. Implementing Learning Disciplines at All Levels: Details Peter Senge's five learning disciplines and their practical application across organizational, team, and individual levels.
6. Potential Learning Obstacles in Project Organisations: Analyzes specific barriers such as time pressure, lack of trust, and the temporary nature of project teams.
7. Implementing the Concept of Learning at Rhomberg: Provides a case study on the re-implementation of a Project Management Plan (PMP) to operationalize learning.
8. Findings and Recommendations for Rhomberg: Evaluates the case study results and offers specific recommendations for fostering a culture of continuous learning.
9. Final Review and Critical Appraisal: Critically reviews the practical challenges of the suggested learning model, addressing dilemmas regarding reflection and double-loop learning.
Keywords
Organisational learning, Project management, Rhomberg Bau GmbH, Knowledge management, Experiential learning, Peter Senge, Double loop learning, Project personnel, Learning culture, Systems thinking, Team learning, Personal mastery, Project Management Plan, Knowledge retention, Continuous improvement.
Frequently Asked Questions
What is the core focus of this thesis?
The thesis focuses on how project-oriented organizations, specifically the civil engineering business unit of Rhomberg Bau GmbH, can establish and maintain a learning culture to improve performance and competitiveness.
What are the primary themes discussed?
Key themes include the transformation of individual project experience into organizational knowledge, the application of learning disciplines (like systems thinking and personal mastery), and overcoming structural obstacles to learning.
What is the central research aim?
The primary aim is to investigate whether organizational learning can have a lasting impact in project environments by creating a cycle where individual experiences are systematically converted into team knowledge.
Which methodology does the author employ?
The research combines an extensive literature review of organizational learning theories with a practical case study concerning the re-implementation of a Project Management Plan (PMP) at Rhomberg.
What topics are covered in the main body?
The main body covers the theoretical foundation of learning models, the application of these models to project-based work, the five disciplines of learning organizations, and an analysis of common barriers such as time constraints and team turnover.
Which keywords best characterize this work?
The work is best characterized by terms such as organizational learning, project management, knowledge retention, experiential learning, and systems thinking.
How does Rhomberg Bau GmbH benefit from this study?
The study provides Rhomberg with a roadmap for institutionalizing learning, specifically by using the re-implementation of their PMP as a tool to bridge the gap between project experience and codified organizational knowledge.
What dilemma does the author identify regarding personal reflection?
The author identifies that, due to time pressure and intense workloads, individual reflection is often unrealistic; therefore, the organization should move towards collective feedback sessions to capture lessons learned.
Can double-loop learning be realistically achieved in project environments?
The author questions whether full double-loop learning is practical in high-pressure project environments, suggesting that "unlearning" old habits and establishing simple, standardized knowledge-sharing processes is a more attainable first step.
- Citar trabajo
- David Madlener (Autor), 2015, Developing a Learning Culture in a Project Organisation. Rhomberg Bau GmbH, Múnich, GRIN Verlag, https://www.grin.com/document/317216
