From learning to action: exploring barriers and strategies for embedding lessons learned through a social learning lens

Purpose

The purpose of this study is to explore the barriers to implementing lessons learned in project-based organisations and how they can be effectively captured and embedded to create knowledge that drives project success and organisational performance.

Design/methodology/approach

The study adopted a qualitative research design to explore the perceptions and experiences of project practitioners through the lens of social learning theory (SLT). Semi-structured interviews were conducted to uncover individual project practitioners’ views and opinions about lessons learned in the project environment to facilitate project success.

Findings

The findings indicate that effective application of lessons learned and knowledge sharing significantly enhances project success by fostering a culture of collective learning and continuous improvement. The key barriers identified are misinterpretation of lessons learned, lack of mentoring, knowledge hiding, non-participation from relevant stakeholders and lack of a collaborative environment.

Practical implications

Organisations should formulate clear guidelines, implement robust knowledge repositories and standardise lesson-learned processes to foster uniform understanding within and across projects. Organisations should also invest in training programs and promote mentorship and top management support to foster a culture of learning and accountability.

Originality/value

The paper presents a unique avenue to understanding lessons learned in the context of project-based learning. It highlights barriers and strategies across dimensions and explores them through a participatory and social lens. By using an SLT theoretical framework, the study provides a fresh perspective on how knowledge can be shared and utilised within project organisations. It bridges gaps in literature and provides actionable insights, making it highly valuable to both academic and practical fields.

https://doi.org/10.1108/ijmpb-10-2024-0250