Facilitating Project Performance Improvement: A Practical Guide to Multi-Level Learning Book

Foreword xii

Introduction 1

Multi-Level Learning: An Approach to Improving Project and Program Performance 4

How This Approach Differs from Conventional Approaches 7

Project and Program Management Offices 8

How This Book Can Help You and Your Organization 9

Who Should Read This Book 9

How This Book Is Organized 10

Part 1 Foundations 13

Chapter 1 The Need for Multi-Level Learning 15

Red-Light Learning 17

Defensive Routines 19

Problems with Traditional Approaches to Learning from Project Experience 21

From Red-Light Learning to Continuous Systems-Level Learning 24

Conclusion 25

Chapter 2 Foundations and Principles of Multi-Level Learning 27

Reflection on Action 27

The U.S. Army's After-Action Review Process 30

The Emergence of Agile Software Development Practices 31

Action-Reflection Cycles: The Foundation for Multi-Level Learning 34

Principles of Multi-Level Learning 35

Satisfy the Customer 35

Eliminate Waste 36

Welcome New Insights 36

Deliver as Fast as Possible 37

Empower Team Learning 37

See the Whole 38

Use a Third-Party Coach 39

Reflect at Multiple Levels 39

Conclusion 40

Part 2 Roles 43

Chapter 3 The Multi-Level Learning Coach 45

Overview of the Multi-Level Learning Coach Role 45

The Importance of Neutrality and Objectivity 47

Skills Required of the Multi-Level Learning Coach 48

Three Core Values for Effective Facilitation 51

Models for Effective Group Process 53

Goals, Rotes, and Procedures 54

Communication 56

Problem Solving 60

Decision Making 61

Conflict Resolution 62

Boundary Management 66

Diagnosing and Intervening 68

Ground Rules for Groups 69

Conclusion 72

Chapter 4 The Project and Program Management Function (PMO) 74

The PMO 76

Brokering and Communities of Practice 77

Research Methodology 78

How PMO Leaders Facilitate Cross-Project Learning and Continuous Improvement 79

Brokering 80

Boundary Practices 84

Boundary Objects 88

Boundary Encounters 90

Reflective Practices 93

Formal Training 94

Personal Experience as Project Manager 95

Personnel Selection 96

Enablers and Barriers that PMO Leaders Face in Facilitating Cross-Project Learning and Continuous Improvement 95

Enablers of Cross-Project Learning and Improvement 97

Barriers to Cross-Project Learning 103

The Challenges of Brokering 109

Conceptual Framework for the PMO Leader Role 113

The PMO and Multi-Level Learning 117

The PMO Leader as Knowledge Broker 117

Transferring Improved Practices via Organizational Routines 117

Legitimacy and the Need for Social Capital 118

Defensive Routines Undermine Improvement 118

Lack of Awareness of the Importance of Productive Reflection 119

Recommendations for PMO Leaders 119

Conclusion 122

Part 3 Implementing Multi-Level Learning 123

Chapter 5 Facilitating Level 1: Continuous Project Improvement 125

Overview of Level 1 Continuous Project Improvement 125

Step 1 Plan and Conduct the Prospective 127

Step 1a Determine the Goals, Roles, and Deliverables 127

Step 1b Identify the Participants 128

Step 1c Establish the Agenda, Date, and Time for the Prospective 128

Step 1d Conduct the Prospective 129

Step 2 Execute the Plan 129

Step 3 Plan and Conduct the Retrospective 129

Step 3a Collect Performance Feedback 130

Step 3b Assess Team Members' Perceptions 131

Step 3c Establish the Agenda, Date, and Time 132

Step 3d Conduct the Retrospective 135

Step 4 Update Project Plans, Issues, Risks, and Lessons Learned 136

Conclusion 137

Chapter 6 Facilitating Level 2: Cross-Project Improvement 138

Overview of Level 2 Cross-Project Improvement 139

Step 1 Plan and Conduct the Prospective 140

Step 1a Identify Cross-Project Improvement Opportunities 140

Step 1b Recruit Participants 141

Step 1c Draft an Improvement Charter 142

Step 1d Establish an Agenda, Date, and Time 142

Step 1e Conduct the Prospective 143

Step 2 Pilot Improvements 144

Step 3 Plan and Conduct the Retrospective 145

Step 3a Meet with Participants Individually 145

Step 3b Gather Data 145

Step 3c Establish the Agenda, Date, and Time for the Retrospective 146

Step 3d Conduct the Process Retrospective 147

Step 4 Transfer Improvements to New and Existing Projects 148

Conclusion 148

Chapter 7 Facilitating Level 3: Strategic Portfolio Alignment 150

Overview of Level 3 Strategic Portfolio Alignment 151

Step 1 Plan and Conduct the Prospective 153

Step 1a Identify and Clarify Strategic Objectives 154

Step 1b Develop a List of Investment Priorities 154

Step 1c Identify the Participants 156

Step 1d Assess Team Members' Readiness 156

Step 1e Clarify Decision-Making Roles and Responsibilities 157

Step 1f Obtain the Project Dashboard 157

Step 1g Establish the Agenda, Date, and Time for the Strategy Prospective 157

Step 1h Conduct the Prospective 160

Step 2 Execute the Strategy 161

Step 3 Plan and Conduct the Portfolio Retrospective 161

Step 3a Collect project and Program Performance Data 162

Step 3b Meet with Team Members Individually 163

Step 3c Establish the Agenda, Date, and Time 164

Step 3d Conduct the Retrospective 166

Step 4 Update the Project Portfolio and Capture Action Items 167

Conclusion 167

Chapter 8 Conclusion 169

Appendix A Problems with Traditional "Lessons-Learned" Practices 171

The Role of Social Practices 171

Process vs. Product Knowledge 174

Project Organization and the Dilemma of Process Knowledge 175

Summary 176

Appendix B Situated Learning and Communities of Practice 178

Situated Learning and Legitimate Peripheral Participation 178

Apprenticeship 179

Situated Learning 180

Legitimate Peripheral Participation 181

Communities of Practice 181

Practice as the Basis for the Production of Meaning 182

Practice as the Source of Community Coherence 183

Practice as a Learning Process 184

Practice as the Source of Boundaries Between Interlinked Communities 185

Project Environments and Communities of Practice 188

Limitations of Communities of Practice in Relation to Cross-Project Learning 189

References 191

Index 197