Corporate memory dynamics in project-based organizations (PBOs): multiple case study in Brazilian engineering design firms and a framework proposal

Purpose This study aims to investigate how the processes of memory acquisition, retention, retrieval and application occur in project-based organizations (PBOs). In this kind of organization, the nature of corporate memory is influenced by the transience, uniqueness and independence of the project portfolio. Such understanding may help practitioners to mitigate the effects of project transience and promote knowledge sharing among project teams. Design/methodology/approach An empirical and qualitative study was carried out through a multiple case study approach conducted in three Brazilian Engineering Design Firms, which are organized by projects. Document analysis, direct observation and semi-structured interviews with engineers, project managers and executives were conducted. Findings The memory acquisition process takes place in five forms which have different sources and destinations when comparing PBOs with traditional organizational settings. Memory retention in PBOs crosses organizational boundaries and establishes a knowledge network of former employees and third parties. The PBOs project memory can be divided into volatile and perennial memory, where the former can be lost throughout project execution and the latter is internalized, becoming an inseparable part of the corporate memory. Memory retrieval in PBOs is also distinct since it has particular mechanisms depending on whether the knowledge is technical or administrative. Originality/value The research investigates the corporate memory processes within the volatile context of PBOs in a Latin-American developing country whose culture favors tacit knowledge exchange. The paper proposes a framework that unveils different patterns of knowledge acquisition, temporary and perennial retention structures, intensive usage of external knowledge in memory retrieval and particular memory applications in PBOs. The framework may guide scholars, project managers, engineers and practitioners in navigating through the uniqueness of organizational learning flows and structures in PBOs

Perceived systems intelligence and performance in organizations

Purpose This study aims to introduce the perceived systems intelligence (SI) inventory, developed based on the earlier published self-report SI inventory (Törmänen et al., 2016). It can be used together with earlier managerial level tools for building a learning organization and included in general 360-style evaluations in personnel development. Design/methodology/approach The inventory is validated with confirmatory factor analysis with a model based on the self-report SI inventory, using data from full-time used employees and managers in the USA and UK. Perceived SI factor scores are correlated with the perceived study performance of the individual. Findings The perceived SI inventory is found to have good factorial validity, and it correlates strongly with evaluations of perceived study performance. Managers perceived high in performance are also found to score high in perceived SI. Perceived SI does not depend on gender, age, organization size or industry. Originality/value The perceived SI inventory is the first personnel level peer evaluation tool suggested for developing learning organizations. The new inventory makes peer evaluations possible and provides a new grassroots level tool for personnel development programs in learning organizations.

Organizational learning mechanisms for learning schools

Purpose Organizational learning (OL) has been conceptualized as a critical component in school change processes. Nevertheless, OL in the school context is still somewhat obscure and difficult to comprehend, thus it is rarely translated into operational structures and processes and later permanently sustained. The purpose of this study is to present the organizational learning mechanisms (OLMs) framework as an institutionalized arrangement for collecting, disseminating, analyzing, storing, retrieving and using information that is relevant to the performance of school systems. Design/methodology/approach First, the authors examine the previous research on OLMs as a conceptual framework for OL in schools; then the authors present the various validated measures of OLMs in schools; and finally, the authors suggest implications for principals, as well as future explorations of the issue. Findings While the literature on OL in schools acknowledges the mystification of the term and the difficulty in translating it into operative procedures in dynamic and complex contexts, OLMs, as an integration of structural and cultural frameworks, are conceptualized as scaffolding for the development of learning schools. Originality/value The OLMs’ (structural and cultural) framework of information processing may help schools develop and sustain learning communities aimed at fostering the continuous growth of students and faculty members alike.

Learning across teams in project-oriented organisations: the role of programme management

Purpose Learning across teams and organisational levels enables organisations to deal with challenges that arise from changing contexts. Project-oriented organisations increasingly use programme management to cope with such challenges and improve performance. This paper aims to find out how different programme configurations affect learning across project teams and between project teams and their parent organisation in project-oriented organisations. Design/methodology/approach A case study of a project-oriented organisation involved in five infrastructure programmes was performed. Findings The studied programmes linked learning processes at group and organisational levels by creating relationships across project teams and their parent organisation and acting as a knowledge centre. Team learning benefits from the learning culture and stable environment that programmes create for project teams. This study indicates that a programme’s features and focus strongly determines whether a programme predominantly enhances learning across project teams or learning between project teams and their parent organisation. Originality/value Although programme management is increasingly used by project-oriented organisations, there are few studies relating to learning in programmes. This study provides new insights into learning across teams through programmes.

Eliciting tacit knowledge in professions based on interpersonal interactions

Purpose The notion of tacit knowledge is mostly discussed with regard to experts’ knowledge (Sternberg et al., 1995). It is less discussed in the context of interpersonal interactions, which are very common in organizations and in certain occupations (e.g. negotiations and therapy). The limited reference to this aspect is due to the lack of appropriate methodologies. This study aims to deal with this lacuna; specifically, how to elicit tacit knowledge in professions based on interpersonal interactions. Design/methodology/approach A case study was chosen to demonstrate the use of symbolic interaction key concepts (Goffman, 1959) as a method to evoke tacit knowledge. The information was gathered from interviews conducted among 20 business negotiation experts. The “onion” model (Asher and Popper, 2019) was used as a tool to analyze various layers of tacit knowledge. Findings The suggested framework enabled the exploration and characterization of tacit knowledge in professions based on interpersonal interaction, which would not have otherwise emerged. Practical implications As interpersonal interaction is a complex and abstract occurrence, the authors propose a conceptual framework (symbolic interaction), which allows for the characterization of such occurrences and a tool (the “onion” model) that allows for the classification of the elicited tacit knowledge. Originality/value The study suggests an original framework, which enables the identification and analysis of tacit knowledge in a context that is very common in organizations but is, yet, partially explored – personal interactions. The use of the suggested framework can possibly bridge the gap between unconscious personal learning and knowledge that can be used at the organizational level.