Keywordlessons learned processes
lessons learned methods
lessons learned database
lessons learned repository
lessons learned archive system
after action review feedback
best practices learning
MetadataShow full item record
AbstractThis project seeks to improve how project managers capture, access, utilize, and benefit from project lessons learned to reduce risks and accelerate higher quality project outcomes. Individuals and organizations might benefit from consolidating project lessons learned into an easily accessible format. However, few organizations researched for this project have implemented such tools. Research conducted included surveys and interviews of project personnel to understand content, structure, and access and usability needs. The project develops a structured web-based application that facilities capturing lessons learned information so that it can be easily accessed and used for current and future projects. The implementation of the web application ‘Project Management Lesson Learned Web Application’ (PMLLWA) was developed due to improve accessibility to lessons learned from previous and ongoing projects due to unformatted, inconsistent, and outdated templates. This application provides secure and central access from any browser and any device with access to the internet. It provides a flexible tool, capable of interacting with various sources to access project lessons learned. These tools will benefit on generating project lesson learned narrative, consistent insertion of lesson learned with brief explanation per section and will serve as an archive of uploading files related to the project lesson learned.
DescriptionA Project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE in Project Management
PublisherUniversity of Alaska Anchorage
Showing items related by title, author, creator and subject.
Reaching Out to Tribal Communities: Lessons Learned and Approaches to ConsiderAwwad-Rafferty, Rula; Chang, Kevin; Brown, Helen (2019-12-31)When transportation safety decision-making is desired, the involvement and engagement with a community is essential. A streamlined delivery of a project or program is more likely to occur when active dialogue and an exchange of ideas occurs in advance and occurs frequently. This is particularly important in tribal communities, who value sustained relationships and represent the focus population of this study. The research team, on six separate occasions, met with local and regional tribal leaders to explore and discuss transportation safety needs within and outside tribal communities, as well as discern the recommended approaches to foster ongoing dialogue about these needs. In all cases these discussions closely correlated with existing research studies or activities; transportation safety and equity is not seen as separate from other tribal foci and community needs. Specific recommendations to consider, in no particular order, included the following: invest respectfully enough time for people to talk; tribes think long-term and consider the impact of any decision from a long-term viewpoint so an iterative process and re-sharing of ideas is critical; the power of decision is in the hands of the tribe and its members; do not lump tribes together as each tribe is sovereign and unique and every community should be expected to think differently; all tribes are unique as is the environmental and social context; to disseminate information widely and iteratively, do so when there is a large group or event; be sure to understand the Tribal governance, decision making, and organizational structure; know who is the tribal Chairman or Chairwoman; and develop an emic and etic understanding of the community.
Conducting rigorous research with subgroups of at-risk youth: lessons learned from a teen pregnancy prevention project in AlaskaHohman-Billmeier, Kathryn; Nye, Margaret; Martin, Stephanie (Taylor and Francis, 2016-12-01)In 2010, Alaska Department of Health and Social Services (DHSS) received federal funding to test an evidence-based teen pregnancy prevention program. The grant required a major modification to an existing program and a randomized control trial (RCT) to test its effectiveness. As the major modifications, Alaska used peer educators instead of adults to deliver the program to youth aged 1419 instead of the original curriculum intended age range of 1214. Cultural and approach adaptations were included as well. After 4 years of implementation and data collection, the sample was too small to provide statistically significant results. The lack of findings gave no information about the modification, nor any explanation of how the curriculum was received, or reasons for the small sample. This paper reports on a case study follow-up to the RCT to better understand outcome and implementation results. For this study, researchers reviewed project documents and interviewed peer educators, state and local staff, and evaluators. Three themes emerged from the data: (a) the professional growth of peer educators and development of peer education, (b) difficulties resulting from curriculum content, especially for subpopulations of sexually active youth, youth identified as lesbian, gay, bisexual, transgender, queer, intersex and/or asexual, pregnant, and parenting youth and (c) the appropriateness of an RCT with subpopulations of at-risk youth. Three recommendations emerged from the case study. First, including as many stakeholders as possible in the program and evaluation design phases is essential, and must be supported by appropriate funding streams and training. Second, there must be recognition of the multiple small subpopulations found in Alaska when adapting programs designed for a larger and more homogeneous population. Third, RCTs may not be appropriate for all population subgroups.