Introduction

Abstract

Building on a recent study by the author, this book provides a deep insight into the sociological dimension of learning within the practice of project management, and identifies how to improve our knowledge and learning practices within such an environment. Drawing on a project case study, it identifies and explores how situated learning activity (which involves the social and practical aspects of learning while on the job) within a project team may be supported or stifled by five sociological elements within a project environment. These constraint/enabler elements are identified as: cognitive style; learning relationships; pyramid of authority; knowledge management; and, the situational context. Combined, they form a model of project situated learning behaviour — as depicted by Figure 3.3 and explained in Chapter 3. These elements serve as a starting point to conceptually focus participants in project teams, and researchers in the field, on the pragmatic and complex social issues involved in learning within projects. They also provide a framework to aid practitioners’ systematic reflection on their learning activities.