In complex product system industries such as construction, innovation and explorative intra-project learning are critical aspects for developing and delivering complex and customized products. Some research has, however, demonstrated that it is difficult to utilize learning from development projects in the permanent organisation. Hence, the project learning paradox explains that the unique and discontinuous character of project-based activities creates intra-firm boundaries that hinder the transfer and use of valuable knowledge gained within particular projects. In this paper we aim to gain further understanding of the obstacles in project based learning in a public client organisation by illustrating the impact of the learning paradox on daily practices in complex urban area development projects. This paper is based on the data from three qualitative case studies at a large Municipality in the western part of the Netherlands. We present results of a set of 15 semi-structured interviews with different actors representing the project organisation and the permanent organisation. Each interview was individually analysed on the basis of an analytical framework based on layers of knowledge governance and were then further analysed within the project team. The results indicate six contradictions; three contradiction in the learning structure of project organisation and permanent organisation, and three contradictions in transferring and capturing knowledge by project organisation and permanent organisation. This contributes to unravelling the complex phenomenon of organisational processes of knowledge governance in PBO’s since the temporary versus permanent dichotomy appears to problematic in its pervasiveness.@en

Successfully sharing knowledge through interactions between projects and the organization is, especially in a situation of changing work processes, an important capability for organizations to learn. The aim of this study is to gain insights into the process of project-based learning, specifically by studying how project-based learning relates to project autonomy. Drawing on the data of two collaborative projects, we found that in both projects symbolic, discursive, and spatial practices of isolation were developed that changed the relationship with the permanent organization. We show how these practices contributed to the project teams moving from operating autonomously – whilst still having their goals aligned with the organization – to operating in isolation from the permanent organization. The findings indicate that project autonomy is beneficial for explorative forms of project-based learning, but when turning into isolation project autonomy inhibits the dissemination of knowledge to the wider project-oriented environment.@en

Successfully sharing knowledge through interactions between projects and the organization is, especially in a situation of changing work processes, an important capability for organizations to learn. The aim of this study is to gain insights into the process of project-based learning, specifically by studying how project-based learning relates to project autonomy. Drawing on the data of two teams in collaborative projects, we found that in both projects symbolic, discursive, and spatial practices of isolation were developed that changed the relationship with the permanent organization. We show how these practices contributed to the project teams moving from operating autonomously – whilst still having their goals aligned with the organization – to operating in isolation from the permanent organization. The findings indicate that project autonomy is beneficial for explorative forms of project-based learning, but when turning into isolation project autonomy inhibits the dissemination of knowledge to the wider project-oriented environment.@en

This paper studies the ways in which members of inter-organizational teams collectively make sense of unexpected events and how they decide upon engaging in action. Frequently, ambiguity dominates such change processes aimed to create common understanding. Using the notion of the duality of intrinsic and constructed ambiguity, a detailed analysis of the collective sensemaking efforts of an inter-organizational team of railway coordinators in the Operational Control Center Rail was conducted. Building on team meetings observations during the days preceding a large and potentially disruptive winter storm in December 2013, the case study describes the process of collectively making sense of the disruptiveness of the storm. The findings show that contextual and temporal factors determine whether collective sensemaking unfolds as either a shared or a negotiated process.

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