Creating value through knowledge in project
| Transcription extracts of interviews, codes, and categories | ||
|---|---|---|
| Extracts from interview transcripts (raw data) | Codes | Category |
| Sharing passions, themes, and inspirations through discussion panels about project challenges impacts the creation of value from shared knowledge | /1/Knowledge sharing in a project team | II. Creating value of knowledge in projects |
| Internal competition sometimes arises among project team members, and this rivalry can intensify in certain projects. … Occasionally, some establish mechanisms to retain good practices for themselves or a select group within the project, making this knowledge accessible only to a privileged few | ||
| Organizational culture plays a crucial role. A culture that emphasizes collaboration over rivalry, fosters mentoring relationships …, and encourages habitual knowledge sharing within projects enhances the overall value derived from shared expertise. … A coaching culture facilitates knowledge sharing within project teams. … Developing an effective coaching culture further supports this exchange of knowledge | ||
| Some individuals share knowledge to build a sense of mutual indebtedness among colleagues, while others view knowledge as a personal asset they need to protect, as it provides them with a competitive advantage over others | ||
| When supervisors reward employees for acquiring new knowledge and successfully retain key personnel, the company benefits from valuable know-how that contributes to both retention and the sharing of knowledge, creating added value | /2/Development in a project team | II. Creating value of knowledge in projects |
| Enterprises building an effective competitive advantage implement the principle of involving superiors in the development programs of subordinates (both line and project roles). … These activities go far beyond periodic employee evaluations. … The role of development-oriented coaching management is becoming increasingly important | ||
| A coaching culture is an effective approach for developing competencies within a project team. … The quality of a coaching culture depends on the level of mastery of soft skills. … Such a culture effectively supports the project team's achievement of results, fostering a continuous focus on self-improvement and the development of others (a learning culture) | ||
| Shifting from the mindset of entitlement to one that encourages employees to take ownership of their own development – showing initiative, aligning personal goals with professional growth, and maintaining an active attitude – creates significant value | ||
| Delegating authority to an employee, assigning new tasks, entrusting more challenging responsibilities to capable individuals, expanding employees' roles within their workplace, and involving them in project teams. … For example, a prospective member of a project team must first undergo practical tests. This process involves delegating tasks and creating situations that challenge the employee in various ways, encouraging them to step out of their comfort zone. The organization entrusts them with serious and ambitious tasks within the project only after they prove their capabilities | /3/Learning by doing in a project team | |
| The prevalent 70/20/10 learning model emphasizes that individuals learn most effectively in practice: 70% through project work and on-the-job training, 20% from others (mentoring), and only 10% from lectures, workshops, or through reading. This model supports the development of soft, technical, and managerial skills, enabling more effective project work | ||
| Learning from mistakes, experimenting with new approaches to existing tasks, on-the-job training, and job crafting are integral parts of the development process | /4/Learning from others in a project team | II. Creating value of knowledge in projects |
| Employees receive regular feedback from their supervisor as well as assistance in solving problems, and participate in mentoring and coaching sessions | ||
| To prepare selected employees for work on critical projects, the company organizes sessions to define goals, make decisions, solve problems, and generate ideas | /5/Autonomous learning in a project team | |
| Task forces involve additional development activities through intensive special projects. These projects engage the most talented employees with high development potential in project teams working on topics that may or may not be related to their current functions | ||
| By initiating and organizing various situations that create new neural pathways in the brain, they unlock employee potential and help project team members implement necessary changes more easily | /6/Shifting the mindset in a project team | II. Creating value of knowledge in projects |
| Testing new approaches and assessing one's strengths reveal the obstacles that hinder personal growth and prevent change | ||
| Stimulating creativity, fostering resourcefulness, developing original ideas related to the company's activities, and forming creative teams that think alike | ||
| This requires strategic thinking, imagination, intuition, the ability to anticipate future scenarios, development paths, and environmental changes, as well as the capacity to adapt the company to its surroundings and recognize connections between thought and action | /7/Holistic thinking in a project team | II. Creating value of knowledge in projects |
| Employers should provide appropriate conditions to foster the right attitudes and facilitate development. Excessively complicated procedures, often found in large enterprises, reduce efficiency. As a result, there is a growing tendency to simplify processes, pressure to shorten projects while emphasizing individual skill development | ||
| Transcription extracts of interviews, codes, and categories | ||
|---|---|---|
| Extracts from interview transcripts (raw data) | Codes | Category |
| Sharing passions, themes, and inspirations through discussion panels about project challenges impacts the creation of value from shared knowledge | /1/Knowledge sharing in a project team | II. |
| Internal competition sometimes arises among project team members, and this rivalry can intensify in certain projects. … Occasionally, some establish mechanisms to retain good practices for themselves or a select group within the project, making this knowledge accessible only to a privileged few | ||
| Organizational culture plays a crucial role. A culture that emphasizes collaboration over rivalry, fosters mentoring relationships …, and encourages habitual knowledge sharing within projects enhances the overall value derived from shared expertise. … A coaching culture facilitates knowledge sharing within project teams. … Developing an effective coaching culture further supports this exchange of knowledge | ||
| Some individuals share knowledge to build a sense of mutual indebtedness among colleagues, while others view knowledge as a personal asset they need to protect, as it provides them with a competitive advantage over others | ||
| When supervisors reward employees for acquiring new knowledge and successfully retain key personnel, the company benefits from valuable know-how that contributes to both retention and the sharing of knowledge, creating added value | /2/Development in a project team | II. |
| Enterprises building an effective competitive advantage implement the principle of involving superiors in the development programs of subordinates (both line and project roles). … These activities go far beyond periodic employee evaluations. … The role of development-oriented coaching management is becoming increasingly important | ||
| A coaching culture is an effective approach for developing competencies within a project team. … The quality of a coaching culture depends on the level of mastery of soft skills. … Such a culture effectively supports the project team's achievement of results, fostering a continuous focus on self-improvement and the development of others (a learning culture) | ||
| Shifting from the mindset of entitlement to one that encourages employees to take ownership of their own development – showing initiative, aligning personal goals with professional growth, and maintaining an active attitude – creates significant value | ||
| Delegating authority to an employee, assigning new tasks, entrusting more challenging responsibilities to capable individuals, expanding employees' roles within their workplace, and involving them in project teams. … For example, a prospective member of a project team must first undergo practical tests. This process involves delegating tasks and creating situations that challenge the employee in various ways, encouraging them to step out of their comfort zone. The organization entrusts them with serious and ambitious tasks within the project only after they prove their capabilities | /3/Learning by doing in a project team | |
| The prevalent 70/20/10 learning model emphasizes that individuals learn most effectively in practice: 70% through project work and on-the-job training, 20% from others (mentoring), and only 10% from lectures, workshops, or through reading. This model supports the development of soft, technical, and managerial skills, enabling more effective project work | ||
| Learning from mistakes, experimenting with new approaches to existing tasks, on-the-job training, and job crafting are integral parts of the development process | /4/Learning from others in a project team | II. |
| Employees receive regular feedback from their supervisor as well as assistance in solving problems, and participate in mentoring and coaching sessions | ||
| To prepare selected employees for work on critical projects, the company organizes sessions to define goals, make decisions, solve problems, and generate ideas | /5/Autonomous learning in a project team | |
| Task forces involve additional development activities through intensive special projects. These projects engage the most talented employees with high development potential in project teams working on topics that may or may not be related to their current functions | ||
| By initiating and organizing various situations that create new neural pathways in the brain, they unlock employee potential and help project team members implement necessary changes more easily | /6/Shifting the mindset in a project team | II. |
| Testing new approaches and assessing one's strengths reveal the obstacles that hinder personal growth and prevent change | ||
| Stimulating creativity, fostering resourcefulness, developing original ideas related to the company's activities, and forming creative teams that think alike | ||
| This requires strategic thinking, imagination, intuition, the ability to anticipate future scenarios, development paths, and environmental changes, as well as the capacity to adapt the company to its surroundings and recognize connections between thought and action | /7/Holistic thinking in a project team | II. |
| Employers should provide appropriate conditions to foster the right attitudes and facilitate development. Excessively complicated procedures, often found in large enterprises, reduce efficiency. As a result, there is a growing tendency to simplify processes, pressure to shorten projects while emphasizing individual skill development | ||
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