Team Learning in Projects
Theory and Practice
Business & Finance, Management & Leadership, Management
| Author: | Chantal Savelsbergh, BSc, MSc, C.Eng, Peter Storm, PhD | ISBN: | 9781628250190 |
| Publisher: | Project Management Institute | Publication: | March 1, 2012 |
| Imprint: | Project Management Institute | Language: | English |
| Author: | Chantal Savelsbergh, BSc, MSc, C.Eng, Peter Storm, PhD |
| ISBN: | 9781628250190 |
| Publisher: | Project Management Institute |
| Publication: | March 1, 2012 |
| Imprint: | Project Management Institute |
| Language: | English |
How can today's project be done well? How can tomorrow's project be done even better? These two classic questions are the foundation for Team Learning in Projects: Theory and Practice, a report of research conducted by Chantal Savelsbergh and Peter Storm. This research follows a previous effort that revealed a strong and positive relationship between team performance and team learning. In this report the researchers drop the second shoe by exploring how to increase team learning behaviors. Their investigation is based on the underlying principle that projects have two goals: to perform and to learn. Learning supports performance of current and future projects; performance stimulates the desire to improve and drives learning.
How can today's project be done well? How can tomorrow's project be done even better? These two classic questions are the foundation for Team Learning in Projects: Theory and Practice, a report of research conducted by Chantal Savelsbergh and Peter Storm. This research follows a previous effort that revealed a strong and positive relationship between team performance and team learning. In this report the researchers drop the second shoe by exploring how to increase team learning behaviors. Their investigation is based on the underlying principle that projects have two goals: to perform and to learn. Learning supports performance of current and future projects; performance stimulates the desire to improve and drives learning.
