Copernicus : Experiencing a Failing Project for Reflection and Learning
By: HARDLESS, Christian
.
Contributor(s): NILSSON, Malin | NULDÉN, Urban.
Material type: 
ArticlePublisher: Thousand Oaks, CA : Sage publications, June 2005Subject(s): Double loop learning | Experiential learning | Individual learning | Interactive multimedia | Organizational learning | Problem-based learning | Role-playing | Situated learningManagement Learning - The Journal for managerial and organization learning 36, 2, p. 181-217Abstract: In this article, we discuss an approach to initiate learning and improvement of practice related to complex business processes in corporations. The approach called PIER (Problem-based learning, Interactive multimedia, Experiential learning and Role-playing) uses interactive multimedia scenarios for role-playing in groups. We describe an action research project where PIER was applied as a large-scale competence development initiative in an industrial setting. The purpose was to facilitate experience sharing, discussion and reflection, with the intention of improving project management practices both at the individual level and the organizational level. The results of the evaluation present a situation where PIER supported organizational maintenance but failed to promote organizational change. Hence our study provides support for several key arguments in the debate about organizational learning; in particular, concerning the relationship between learning interventions and organizational development.
In this article, we discuss an approach to initiate learning and improvement of practice related to complex business processes in corporations. The approach called PIER (Problem-based learning, Interactive multimedia, Experiential learning and Role-playing) uses interactive multimedia scenarios for role-playing in groups. We describe an action research project where PIER was applied as a large-scale competence development initiative in an industrial setting. The purpose was to facilitate experience sharing, discussion and reflection, with the intention of improving project management practices both at the individual level and the organizational level. The results of the evaluation present a situation where PIER supported organizational maintenance but failed to promote organizational change. Hence our study provides support for several key arguments in the debate about organizational learning; in particular, concerning the relationship between learning interventions and organizational development.
Click on an image to view it in the image viewer
There are no comments for this item.