Overview of intra-, inter- and meta-project learning in a programme context
| Learning levels | Role of a PMO | Openness | |||
|---|---|---|---|---|---|
| Learning process | Levels linked | Closed | Open | ||
| Intra-project learning | Interpreting and integrating within project | Individual-group | Providing enabling context for team learning within projects | Stable context allows for exploitation of existing knowledge within a single project | Changing context allows for exploitation of existing knowledge and exploration of new knowledge within a single project |
| Inter-project learning | Interpreting and integrating across projects | Group-group Individual-group | Facilitating and organising learning activities | Stable context allows for efficient exploitation of existing knowledge across projects | Changing context allows for exploitation of existing knowledge and exploration of new knowledge across projects |
| Meta-project learning | Integrating from projects/programme to parent organisation and institutionalising | Group-organisation Individual-organisation | Formal reporting function, Institutionalisation of knowledge | Limited, because of limited interaction with parent organisation and stakeholders | Changing contexts, more relationships and knowledge sources increase possibilities for learning |
| Learning levels | Role of a PMO | Openness | |||
|---|---|---|---|---|---|
| Intra-project learning | Interpreting and integrating within project | Individual-group | Providing enabling context for team learning within projects | Stable context allows for exploitation of existing knowledge within a single project | Changing context allows for exploitation of existing knowledge and exploration of new knowledge within a single project |
| Inter-project learning | Interpreting and integrating across projects | Group-group | Facilitating and organising learning activities | Stable context allows for efficient exploitation of existing knowledge across projects | Changing context allows for exploitation of existing knowledge and exploration of new knowledge across projects |
| Meta-project learning | Integrating from projects/programme to parent organisation and institutionalising | Group-organisation | Formal reporting function, | Limited, because of limited interaction with parent organisation and stakeholders | Changing contexts, more relationships and knowledge sources increase possibilities for learning |