The Interactions among Information Technology Organizational Learning, Project Learning, and Project Success.

An Abstract of a Dissertation Submitted to Nova Southeastern University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The Interactions Among Information Technology Organizational Learning, Project Learning, and Project Success By Donald S. McKay II June 2012 Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could change the situation; however organizational leaders have not seen value in project learning and have not made it a priority. Yet, if a relationship existed among IT project success variables (PSVs) organizational learning factors (OLFs) and project learning practices (PLPs) then IT leaders may take greater interest in managing knowledge. The goal of this research was to conduct a correlational study to determine the relationship among OLFs, PLPs, and PSVs within IT organizations. OLFs included those activities at the corporate level that enabled project teams to learn from other projects. PLPs included the activities to learn lessons from a maturing or completed project. PLPs also included activities within an emerging project to harness lessons from prior projects. PSVs described project success. The research question (RQ) asked; what was the relationship among the OLFs, PLPs, and PSVs? To answer the research question it was necessary to ask four support questions (SQ). First, what elements defined organizational learning, project learning, and project success? Second, how effective was use of organizational learning? Third, how effective was project learning? Fourth, how successful were IT projects? To answer the first SQ a content analysis was conducted followed by a review with a Delphi team. A survey was then developed based on the content analysis. Finally, a statistical analysis was conducted to answer the remaining SQs and the RQ. The content analysis and Delphi team review revealed 12 OLFs, 11 PLPs, and 9 PSVs. Answering the second and third support questions the study found that OLFs and PLPs could be used more effectively within IT organizations. However, IT leaders reported that a foundation for organizational and project learning existed. Answering the fourth SQ, IT leaders reported good project success though risk management could be improved. This study found that there was a positive and significant relationship among the OLFs, PLPs, and PSVs. The relationship among the OLFs, PLPs, and PSVs suggests that there is justification to research and develop IT competence in learning. Acknowledgements Several people are to thank for their support and contributions to this dissertation. Dr. Ellis, my advisor, provided invaluable guidance throughout this effort which began when I took his course in knowledge management. Dr. Ellis worked with me on all of my questions, helped me through the rough spots, and reviewed my papers in a timely manner all of which was greatly appreciated. I am also grateful for the thorough and insightful comments provided by Dr. Cohen and Dr. Hafner who served on the dissertation committee. My mother-in-law, Tamara Tolstikova, and aunt, Galina Tolstikova, helped make this dissertation a success at a critical time when they helped prepare the survey invitations. I am very thankful for their contribution. Thanks also to my stepson Artem Bai who proof read the idea paper and was supportive throughout this effort. I appreciate support from my daughters, Lauren and Annelise, who always believed that I would complete this degree. Also, my parents, Ellen and Ernest, instilled in me the importance and value of education for which I am most thankful. Solon Webb and Jack Opet two long-time colleagues and friends encouraged me throughout this endeavor. Solon and Jack followed my progress and discussed ideas with me. Their support is appreciated. Stacy Goff, president of the American Society for the Advancement of Project Management (ASAPM) and a chapter of the International Project Management Association kindly published the survey the ASAPM site. He also reviewed the survey and encouraged members to respond. Stacy’s support was invaluable. Finally, I wish to thank my wife, Irina, to whom this dissertation is dedicated. My wife encouraged me even as she was pursuing her own doctoral degree. She proof read my idea paper and led the family team that made the survey a success. She listened to my ideas and helped me crystallize thoughts over the past few years. Irina’s support allowed me to complete this endeavor. Table of