Original Research
BP case study: KM team structuration and sense-making (Part II)
South African Journal of Business Management | Vol 35, No 2 | a653 |
DOI: https://doi.org/10.4102/sajbm.v35i2.653
| © 2018 C. Gorelick, K. A. April
| This work is licensed under CC Attribution 4.0
Submitted: 11 October 2018 | Published: 30 June 2004
Submitted: 11 October 2018 | Published: 30 June 2004
About the author(s)
C. Gorelick, Graduate School of Business, University of Cape Town, South AfricaK. A. April, Graduate School of Business, University of Cape Town, South Africa
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This paper summarizes the findings that answered the research questions, stated in Part I of this paper, in the previous edition of SAJBM. The primary research question - In what ways, if any, did the virtual KMT contribute to organizational learning? - was answered: Yes, through the successful completion of performance goals, which included measurable performance as well as learning.
The major study findings and conclusions addressed in this paper are: (1) the dynamic interaction among the structural factors, and sense-making factors, human values and emotions plays a central role in effective organizational learning. Strong sense-making factors overcame weak or absent structuring factors, e.g., understanding the various roles internally and externally to BP, and the ability to create a conducive environment for the roles to truly add value, were important aspects which led to success; and, (2) a successful virtual project team, which has executive support and the necessary resources, has both learning- and performing components, and uses collaborative technology and complimentary infrastructures as enablers of that learning.
The major study findings and conclusions addressed in this paper are: (1) the dynamic interaction among the structural factors, and sense-making factors, human values and emotions plays a central role in effective organizational learning. Strong sense-making factors overcame weak or absent structuring factors, e.g., understanding the various roles internally and externally to BP, and the ability to create a conducive environment for the roles to truly add value, were important aspects which led to success; and, (2) a successful virtual project team, which has executive support and the necessary resources, has both learning- and performing components, and uses collaborative technology and complimentary infrastructures as enablers of that learning.
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