Document Type
Journal Article
Abstract
This paper argues that project learning and the learning competency development of project practitioners are most appropriately pursued through the creation and maintenance of supportive situated learning environments within projects. Drawing on participative action research into learning practices within a case study project involving organizational change, this paper introduces a model of project situated learning behaviour and identifies and explains five sociological elements (barriers or enablers) that are primal in shaping the learning behaviours of project team participants. This framework facilitates practitioners’ systematic and communal reflection on their learning practices and helps develop their skills in ‘learning how to learn’.
RIS ID
19543