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Businesses have to go through constant innovations on management, and innovation principles must be acquired through constant learning. Learning principles are realized through knowledge and wisdom sharing with colleagues, clients, and others in such learning activities as instruction, sharing, and self‐study. Such knowledge and wisdom sharing activities include study circles, on the job training, and technology exhibitions. Different learning activities such as survival learning, benchmark learning and leading learning are subject to different sharing mechanisms. Moreover the mastery of each sharing function is fundamental to enhancing the performance of knowledge management in a learning organization.

Describes the organizational learning practices in a project management environment to ensure project quality. The project management and organizational learning processes are described using the plan‐do‐study‐act (PDSA) cycle from quality management. Data from a survey of practicing project managers support the theory that organizational learning practices are associated with project knowledge, which is associated with project performance. Project knowledge is associated with learning that occurs both within and across projects. Managers can use this research to develop specific strategies to increase project success through learning. Researchers can use the results to understand how learning occurs in project environments. Implications are provided for project managers to use in focusing the learning activities of a project team.

This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for specialized skills. Despite the increasing transition to a knowledge-based economy, there is a significant gap between young people’s skills and career readiness, necessitating an in-depth analysis of the role of knowledge management at the individual, organizational and national levels.

The authors conducted a qualitative study using the theory-context-characteristics-methodology approach based on a systematic literature review. The authors created an ecological framework for reflecting on knowledge management and career development, arguing for a multidisciplinary approach that invites collaboration across sectors to generate innovative and reliable solutions.

This study presents a comprehensive review of the existing literature and trends, noting the need for more focus on the interplay between knowledge management and career development. It emphasizes the need for businesses to promote the acquisition, storage, diffusion and application of knowledge and its circulation and exchange to create international business human capital.

The findings may help multinational corporations develop managerial training programs and recruitment strategies, given the demand for advanced knowledge-based skills in the modern workspace. The study also discusses the influences of education, experience and job skills on business managers’ performance, guiding the future recruitment of talents.

To the best of the authors’ knowledge, this review is among the first to assess the triadic relationship between knowledge management, career development and the global unemployment crisis. The proposed multidisciplinary approach seeks to break down existing silos, thus fostering a more comprehensive understanding of how to address these ongoing global concerns.

Knowledge management aims to increase an organization's competitive advantage through the collective management of its employees' knowledge. In the past, knowledge management was very technologically oriented, with a focus on data mining, software, and artificial intelligence, but in recent years there has been a move toward incorporating social aspects. As knowledge management evolved into its second era, the focus shifted to defining knowledge, developing frameworks, and implementing content management systems. The current knowledge management era (third) appears to be more integrated with an organization's philosophy, goals, and day-to-day activities, and is also the “softest” with regards to a people-oriented approach (Metaxiotis, Ergazakis, & Psarras, 2005; Wiig, 2002). As knowledge management moves further into the third era, no theoretical foundation exists. As will be seen, knowledge is an unmanageable, nontransferable entity that cannot exist outside a person's brain (Abou-Zeid, 2007). As such it is not possible to define the concept of knowledge, nor even desirable, and this is in direct contrast to first generation knowledge management, which aimed to accurately define the concept of knowledge (Metaxiotis et al., 2005). The focus on frameworks (Holsapple & Joshi, 1997), systems (Hasan & Gould, 2003), and technology (Liao, 2003) that dominated second-generation knowledge management is also not compatible with the current understanding of knowledge (Abou-Zeid, 2007), suggesting that systems cannot directly manage knowledge.

This chapter treats the management’s understanding of the potential of managing interaction between product innovation and learning. The chapter draws its empirical results from interviews with the management, project leaders, and other employees working on product innovations in five manufacturing firms visited three to four times during 2001–2002. It is shown that the managed interaction between innovation and learning is promoted by explicit strategic consideration and most strongly by a knowledge management strategy. Important positive and negative structural conditions are highlighted.

‘The management of knowledge goes far beyond the storage and manipulation of data, or even of information. It is the attempt to recognize what is essentially a human asset buried in the minds of individuals, and leverage it into an organizational asset that can be accessed and used by a broader set of individuals on whose decisions the firm depends.’ The ability to manage human intellect and its conversion into useful ‘product’ is, perhaps, the most critical management skill in our age, providing the ultimate in competitive edge. Unfortunately, in most organisations managing intellectual capital remains largely unexplored territory, especially understanding the human side of knowledge management. Moreover, given the centrality of communication to organising, it is surprising how little recent work in the field of knowledge management or intellectual capital focuses on, never mind even mentions, the concept of communication per se. Perhaps it is time that organisation communication scholars tackled this void. This paper then takes up such a challenge, reflecting on the role organisation communication might play in dealing with knowledge management in contemporary and future organisational practice.

This paper aims to examine the state of research on the symbiotic relationship between knowledge management and learning management systems in advancing the mutual strategic agenda of the two initiatives in higher education institutions (HEIs), so as to uncover the themes that have been studied, identify gaps in the existing studies and suggest future areas of research work.

The study adopted systematic literature review (SLR), in which 64 articles published between 2010 and 2022 were identified and analyzed.

Whereas the review revealed some focus areas that have been researched, it also found that only few studies have explicitly explored the symbiotic relationship between knowledge management and learning management systems, with fewer articles exploring this relationship finding their way to mainstream journals. Thus, the findings showed that examination of the interlink between knowledge management and learning management systems in HEIs is still less explored and has multiple possibilities for future research with potential benefits to the higher education industry.

Although different SLRs exist separately in the fields of knowledge management and learning management systems, there seem to be no reviews on the interconnection between the two fields in the context of HEIs. Additionally, this review offers insights into future research avenues for theory, content and context of interplay between knowledge management and learning management systems in HEIs.

The purpose of this paper is to use survey data to rank the relative importance of perceived factors that inhibit the transfer of knowledge across projects and examine the statistical relationship between various “higher order” dimensions of project management competencies and project efficiency among a sample of project-based firms (PBFs).

The research philosophical approach adopted was post-positivism, a half-way house between positivism and phenomenological approaches. The author used a largely structured survey questionnaire with an inclusion of few open-ended items. The survey data collected were largely based on the “perceptions” of mostly experienced project management practitioners, whose perspectives on project processes and performance are likely to be more dependable. Because of budget limitations, a total of 260 questionnaires were mailed to randomly selected PBFs (with an enclosed self-addressed and stamped return envelope). Of the 260 questionnaires sent to PBFs, 58 questionnaires were returned, representing a return rate of just over 22 percent.

Results indicate that “high time pressures towards the end of the project,” “too much focus on short-term project deliverables,” and “fear of negative sanctions when disclosing project mistakes” were three top-ranked factors that inhibited knowledge transfer across projects. Some “higher order” project management competencies like “dynamic competencies” have relatively a greater impact on predicting project efficiency. Dynamic competencies will only continue to increase in importance as today’s project environments are characterized as continuously evolving, turbulent, and complex and require the need to be effective in dealing with various uncertainties. Once included in the regression equation, the “ownership variable” dominates all other explanatory variables in predicting project efficiency among a sample of PBFs in the United Arab Emirates (UAE), most likely driven by the project management competencies of multinational corporations (MNCs). However, the project efficiency of state-owned PBFs did not differ significantly from that of “international firms that were not MNCs.” Specific conditions may have led to such an outcome. The author shows that enhancing project efficiency requires the reinforcement of multiple but specific factors.

As the study was largely conducted on a limited budget and time frame, the author was not able to employ a multi-method approach. The inclusion of a few case studies would have facilitated triangulation of the current findings. In addition, the study captures “perceptions” and practical experiences of project management practitioners. Future studies could possibly develop what may be seen as “objective” measures of project learning and project management competencies. A larger survey supported by a larger budget would be one option in which some of the findings could be tested across PBFs located in different sectors and countries.

The author argues that the creation of a client-led “no-blame culture” within PBFs can ensure the development of a “safe” environment in which project team members can acknowledge project mistakes without the fear or danger(s) that may come with such admission. This may require changes in project organizational culture that reduces power distance, lowers sensitivity to hierarchal power relations, enhances team building efforts, and fosters a “learning climate” that tolerates “trial and error” experimentation. It may also require strengthening clients’ specific capabilities. Such change may require time and patience but could take advantage of “positive” aspects of participatory practices, personal relationships, and consensus decision-making approach that is prevalent in the UAE culture. One managerial implication points to the need to tailor scarce resources in building up multi-dimensional “higher order” competencies like “dynamic competencies” that have a relatively higher significant impact on enhancing project efficiency. Linking MNCs with local PBFs as collaborative mega project delivery partners may lead to enhancing project management competencies of the latter, conditional on their absorptive capacity.

The contribution of the paper is in providing survey-based empirical evidence that goes beyond case studies to highlight the importance of enhancing “higher order” project management competencies, such as “dynamic competencies,” that have a stronger predictive power of project efficiency in PBFs. The study also ranks the relative importance of various factors that inhibit the transfer of new knowledge across projects. To the author’s knowledge, this is the first study that has demonstrated the statistical relationship between “higher order” project management competencies and project efficiency. Project efficiency is a multi-faceted construct. Its strengthening is determined by a configuration of multiple but specific factors. A more “nuanced” understanding of the relationship between project management competencies and project efficiency in a particular context may be required.

This study aims to identify critical factors and examine their impact on alliance performance from an organizational learning point of view.

A modified total interpretive structural modeling (M-TISM) methodology was used in this study. The different paths/links in the developed M-TISM model were further validated by using the Mahindra-Ford alliance case study.

In this study, a total of seven critical factors were identified using an extensive literature review, and a hierarchical model was developed. Results show that prior alliance experience, inter-partner learning, knowledge transfer, absorptive capacity and knowledge internalization have a positive on the alliance productivity and performance. Furthermore, the findings indicate that prior alliance experience remains essential for alliance productivity and performance, while knowledge transfer and absorptive capacity can contribute to inter-partner learning and knowledge internalization in strategic alliances.

This study can help managers and policymakers to understand the identified critical factors from an organizational learning perspective and understand their impact on the alliance performance in a competitive environment. The managers should know that previous alliance experience, learning from partner firms, building an absorptive capacity, etc., are necessary to achieve superior alliance productivity and performance. For academicians, the M-TISM methodology used in this study can provide a mechanism to perform exploratory research and build a hierarchical model in different management research fields.

The study fills research gaps by identifying key factors, developing a hierarchical model, and examining their impact on the performance of strategic alliances in the Indian automotive industry.

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.

Meta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.

Key findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.

This study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.

For researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.

This case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.