Learning in a programme context: An exploratory investigation of drivers and constraints

• We undertake a study to understand learning in a programme context.
• This study was performed in a large telecommunications provider.
• We interviewed senior managers to investigate drivers and constraints to learning.
• Findings indicated the importance of tacit knowledge and the social nature of learning.

There is little guidance in the literature on programme-based learning and knowledge transfer. We framed our research question as ‘What are the mechanisms for, drivers of, and barriers to programme-based learning?’ and investigated both within- and cross-programme learning at multiple levels. Our exploratory qualitative investigation of senior managers (primarily at the Programme Director/Delivery Director level) in a large UK-based telecommunications and network services provider revealed a number of interesting and important insights. Participants interviewed tended to call upon their own tacit knowledge and experience to understand their programmes in the first instance. Knowledge acquisition and sharing was largely through social contacts and peer-to-peer connections rather than the formal processes. Explicit organisational knowledge in this instance served mainly for reference but could be ‘signposted’ by trusted colleagues. Learning effects varied over the lifecycle of the programme and, in the case organisation, the enterprise programme office was not viewed as being conducive to effective learning. The findings have practical implications for understanding within- and cross-programme learning.