NIN2 P2M

Program management
□　Knowledge management
　 The useful parts of the information and knowledge gained must be passed on to the next project and the next generation. In project organizations, there is a strong tendency to consider the success of the current project as the end goal, and little thought is given to passing on information and knowledge to future projects. However, to improve organizational productivity and quality, and enhance competitiveness, it is crucial to accumulate the knowledge assets gained through project ex*****on and to cultivate the ability to utilize them in future projects.

　 Knowledge management is necessary to use knowledge in project management. Knowledge management is classified into four types, as shown in Figure 5-3-10.
Sharing this invaluable "invisible asset" of knowledge and information not only improves the efficiency of work within the organization, but also fosters a sense of ease and fulfillment among individual members, and enhances psychological safety in the workplace.

　Best Practice Sharing Type: In a best practice sharing type project, the experience of a successful project is shared as knowledge assets with other project stakeholders, promoting the success of other projects.

　Expert Knowledge Network Type: In projects, this involves seeking opinions from experts with diverse expertise within the organization.

　Knowledge Capital Type : In projects, this involves leveraging the organization's knowledge assets, specifically intellectual property rights, to create a favorable situation for competitors.

　Customer Knowledge Sharing Type: In projects, this involves utilizing the client's past project assets or intellectual property rights to advance the project. It also includes the sharing of knowledge and information between the client and the contracting company when determining the project scope and specifications.

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Program management
□　Experiential Learning

　Experiential learning is the process of repeatedly applying what has been learned through experience to subsequent experiences. This process of learning through experience is called the learning cycle.　For the growth of program and project managers, gaining experience in practical settings is essential, along with classroom such as training. However, simply increasing the number of experiences does not lead to growth. To connect these experiences to growth as useful learning, it is effective to understand how to learn from experience. By going through the cycle of learning from experience, one can build a foundation for growth using experience as fuel.

　Experiential learning is a cycle consisting of four steps: experiencing, reflecting, conceptualizing in language, and utilizing as new experience. The first step is to gain experience. At this time, instead of acting according to instructions or manuals, think for oneself, act, and accept the results (concrete experience). Next, confront and reflect on the results of the experience. Reflect on one‘s own experiences, whether failures or successes, from diverse and broad perspectives (reflective observation). As the third step, the insights gained from reflecting on the experience are conceptualized so that they can be applied to future experiences. These insights are articulated, understood as lessons learned, and internalized as personal theories. Sharing these concepts and lessons within the organization is expected to improve the overall strength of the organization (conceptualization and　abstraction).Furthermore, these concepts and lessons are applied to new tasks to test their effectiveness and make further improvements (active experimentation). This active experimentation leads to the next concrete experience, and the cycle repeats.

　By repeating this process of experience and reflection, the lessons learned through experience are utilized in new experiences, leading to the growth of the experienced individual and, consequently, the growth and success of the organization.

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Program management
□　 Competency Elements and Evaluation Criteria of Practical Skills (10 Taxonomies)

　　In P2M, practical skills are an inseparable set of abilities embodied by individual managers. However, evaluating individual abilities is impossible when skills are inseparable, and it is desirable to visualize their constituent elements as much as possible for the purpose of skill improvement. In P2M, practical skills are classified into 10 characteristic elements, as shown in Figure 5-2-6. These are complementary and partially overlapping competency elements.
　　
　　The taxonomy presents a systematic classification based on a unified perspective, using these constituent elements as criteria for evaluating practical skills. The taxonomy can be used as a guide when enhancing practical skills in order to fulfill the role of a program/project manager. It can also be used as an evaluation criterion for practical skills in the development of program/project managers.
　　Thus, the taxonomy as an evaluation criterion for practical skills is a behavioral standard, an indicator of competency evaluation, and a foundation for competency development.

　P2M's practical skills require a wide range of abilities, and managers are expected to possess high overall competence. However, these abilities are not one-size-fits-all; their nature and characteristics can vary depending on job position, role, and the manager's personality.

　Figure 5-2-6 shows the competency elements and their evaluation criteria (10 taxonomy) in P2M.

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