Learning plan - Revision history

S202967 at 20:34, 28 February 2021

2021-02-28T20:34:21Z

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	== Relevance for Project, Program and Portfolio Management ==		== Relevance for Project, Program and Portfolio Management ==

	[[File:Learning_Plan_Process_selfmade.png\|500px\|thumb\|right\|Figure 1: Learning Plan Template (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"> Rice, M. ~~and~~ O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62 </ref>.]]		[[File:Learning_Plan_Process_selfmade.png\|500px\|thumb\|right\|Figure 1: Learning Plan Template (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"> Rice, M., O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62 </ref>.]]

	The learning plan is a framework to facilitate a learning process that systematically turns unknowns into knowns. It is applied at the planning stage of a project and gets continuously revised throughout the project life cycle whenever there is a lack of decision-relevant knowledge. As all projects encounter uncertainties that introduce both threats and opportunities, learning from experience is one of the principles of successful project management in the PRINCE2 framework <ref name="MSProj"> Axelos (2017), 'Managing Successful Projects with PRINCE2', ''TSO (The Stationery Office)'', 6th Edition. </ref>. Through the learning plan, a project team can proactively fill its knowledge gaps and gain experience through experimentation. While the focus in this article is on project management, learning is also a key principle of program and portfolio management. The British standard for managing successful programmes <ref name="MSProg"> Axelos (2011), 'Managing Successful Programmes', ''TSO (The Stationery Office)''. </ref> describes a program as a learning organization that is subject to continuous improvements with increasing experience. It also states that, due to the higher complexity and degree of uncertainty, programs are typically even more reliant on an efficient learning process than their single constituent projects. Apart from the application in the area of project, program, or portfolio management the learning plan tool is also popular for planning the professional development of individuals. As this will not be the focus of this article, the annotated bibliography points towards a further reading in this regard.		The learning plan is a framework to facilitate a learning process that systematically turns unknowns into knowns. It is applied at the planning stage of a project and gets continuously revised throughout the project life cycle whenever there is a lack of decision-relevant knowledge. As all projects encounter uncertainties that introduce both threats and opportunities, learning from experience is one of the principles of successful project management in the PRINCE2 framework <ref name="MSProj"> Axelos (2017), 'Managing Successful Projects with PRINCE2', ''TSO (The Stationery Office)'', 6th Edition. </ref>. Through the learning plan, a project team can proactively fill its knowledge gaps and gain experience through experimentation. While the focus in this article is on project management, learning is also a key principle of program and portfolio management. The British standard for managing successful programmes <ref name="MSProg"> Axelos (2011), 'Managing Successful Programmes', ''TSO (The Stationery Office)''. </ref> describes a program as a learning organization that is subject to continuous improvements with increasing experience. It also states that, due to the higher complexity and degree of uncertainty, programs are typically even more reliant on an efficient learning process than their single constituent projects. Apart from the application in the area of project, program, or portfolio management the learning plan tool is also popular for planning the professional development of individuals. As this will not be the focus of this article, the annotated bibliography points towards a further reading in this regard.

S202967: /* Annotated Bibliography */

2021-02-28T20:34:06Z

Annotated Bibliography

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	'''Practical material:'''		'''Practical material:'''

	Rice, M. ~~and~~ O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62:		Rice, M., O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62:

	This journal article is the core resource for this wiki as it provides a template and additional guidance on how to apply the learning plan in an organization. Starting from a theoretical introduction to uncertainty and project planning approaches the authors point out the steps of the learning plan process from p.56 onwards, followed by two extensive case studies of companies applying the learning plan in practice. The latter is particularly interesting for project management practitioners that like to get a sense of how other project teams made use of the learning plan and what challenges they faced.		This journal article is the core resource for this wiki as it provides a template and additional guidance on how to apply the learning plan in an organization. Starting from a theoretical introduction to uncertainty and project planning approaches the authors point out the steps of the learning plan process from p.56 onwards, followed by two extensive case studies of companies applying the learning plan in practice. The latter is particularly interesting for project management practitioners that like to get a sense of how other project teams made use of the learning plan and what challenges they faced.

S202967 at 20:33, 28 February 2021

2021-02-28T20:33:22Z

S202967: /* Example Application of the Learning Plan */

2021-02-28T20:19:28Z

Example Application of the Learning Plan

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	== Example Application of the Learning Plan ==		== Example Application of the Learning Plan ==

	[[File:Learning_Plan_Example_Market.png\|~~600px~~\|thumb\|right\|Figure 7: Example Application of the learning plan template (own figure based on Li-Ying (2020)) <ref name="TIM"/>]]		[[File:Learning_Plan_Example_Market.png\|650px\|thumb\|right\|Figure 7: Example Application of the learning plan template (own figure based on Li-Ying (2020)) <ref name="TIM"/>]]

	The following is an example application of the learning plan template in figure 6. The focus is on the market category of uncertainty. When the learning plan is applied at a company, it is often included in a comprehensive report. Next to templates documenting specific learning loops this also contains additional information like:		The following is an example application of the learning plan template in figure 6. The focus is on the market category of uncertainty. When the learning plan is applied at a company, it is often included in a comprehensive report. Next to templates documenting specific learning loops this also contains additional information like:

S202967: /* Example Application of the Learning Plan */

2021-02-28T20:18:56Z

Example Application of the Learning Plan

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	== Example Application of the Learning Plan ==		== Example Application of the Learning Plan ==

	[[File:Learning_Plan_Example_Market.png\|~~450px~~\|thumb\|right\|Figure 7: Example Application of the learning plan template (own figure based on Li-Ying (2020)) <ref name="TIM"/>]]		[[File:Learning_Plan_Example_Market.png\|600px\|thumb\|right\|Figure 7: Example Application of the learning plan template (own figure based on Li-Ying (2020)) <ref name="TIM"/>]]

	The following is an example application of the learning plan template in figure 6. The focus is on the market category of uncertainty. When the learning plan is applied at a company, it is often included in a comprehensive report. Next to templates documenting specific learning loops this also contains additional information like:		The following is an example application of the learning plan template in figure 6. The focus is on the market category of uncertainty. When the learning plan is applied at a company, it is often included in a comprehensive report. Next to templates documenting specific learning loops this also contains additional information like:

S202967 at 20:15, 28 February 2021

2021-02-28T20:15:32Z

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	''by John Fritz (s202967)''		''by John Fritz (s202967)''

	The learning plan is a tool to overcome the challenge of making sound decisions while facing uncertainties. In principle, a learning plan is a document that can be used by a project team to resolve uncertainties in the four relevant categories: market, technical, resource, and organizational uncertainty. Over the life cycle of a project, the project team systematically tests assumptions to their uncertainties to build up decision-relevant knowledge throughout several iterations of the learning plan, also called learning loops. This approach is particularly useful in high uncertainty projects, for example for radical innovations, where other approaches to project planning could lead to early abortion of the idea. In general, learning from experience is one of the key characteristics of successful projects as it counters project uncertainty and facilitates project planning based on facts rather than assumptions which in the case of the learning plan are ~~created~~ through rapid, low-cost experiments.		The learning plan is a tool to overcome the challenge of making sound decisions while facing uncertainties. In principle, a learning plan is a document that can be used by a project team to resolve uncertainties in the four relevant categories: market, technical, resource, and organizational uncertainty. Over the life cycle of a project, the project team systematically tests assumptions to their uncertainties to build up decision-relevant knowledge throughout several iterations of the learning plan, also called learning loops. This approach is particularly useful in high uncertainty projects, for example for radical innovations, where other approaches to project planning could lead to early abortion of the idea. In general, learning from experience is one of the key characteristics of successful projects as it counters project uncertainty and facilitates project planning based on facts rather than assumptions which in the case of the learning plan are tested through rapid, low-cost experiments.

S202967: /* The Steps of the Learning Plan */

2021-02-28T20:12:05Z

The Steps of the Learning Plan

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	== The Steps of the Learning Plan ==		== The Steps of the Learning Plan ==

	[[File:Uncertainty_Management_Checklist_selfmade.png\|550px\|thumb\|right\|Figure 5: Uncertainty Management Checklist (own figure based on Rice et al. (2008), Leifer et al. (2000) ~~and own additions~~) <ref name="Learning_Plan"/> <ref name="Radical_Innovation"/>.]]		[[File:Uncertainty_Management_Checklist_selfmade.png\|550px\|thumb\|right\|Figure 5: Uncertainty Management Checklist (own figure based on Rice et al. (2008) and Leifer et al. (2000)) <ref name="Learning_Plan"/> <ref name="Radical_Innovation"/>.]]

	[[File:Learning_Plan_Process_2_selfmade.png\|550px\|thumb\|right\|Figure 6: Alternative Learning Plan Template (own figure based on Li-Ying (2020)) <ref name="TIM"> Li-Ying, Jason (2020), Material from the course 42575 Technology and Innovation Management at the Technical University of Denmark, E20.</ref>]]		[[File:Learning_Plan_Process_2_selfmade.png\|550px\|thumb\|right\|Figure 6: Alternative Learning Plan Template (own figure based on Li-Ying (2020)) <ref name="TIM"> Li-Ying, Jason (2020), Material from the course 42575 Technology and Innovation Management at the Technical University of Denmark, E20.</ref>]]

S202967 at 20:09, 28 February 2021

2021-02-28T20:09:02Z

← Older revision		Revision as of 20:09, 28 February 2021
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	''by John Fritz (s202967)''		''by John Fritz (s202967)''

	The learning plan is a tool to overcome the challenge of making sound decisions while facing uncertainties. In principle, a learning plan is a document that can be used by a project team to resolve uncertainties in the four relevant categories: market, technical, resource, and organizational uncertainty. Over the life cycle of a project, the project team systematically tests assumptions to their uncertainties to build up decision-relevant knowledge throughout several iterations of the learning plan, also called learning loops. This approach is particularly useful in high uncertainty projects, for example for radical innovations, where other approaches to project planning could lead to early abortion of the idea. In general, learning from experience is one of the key characteristics of successful projects as it counters project uncertainty and facilitates project planning based on facts rather than assumptions which in the case of the learning plan are ~~gained~~ through rapid, low-cost experiments.		The learning plan is a tool to overcome the challenge of making sound decisions while facing uncertainties. In principle, a learning plan is a document that can be used by a project team to resolve uncertainties in the four relevant categories: market, technical, resource, and organizational uncertainty. Over the life cycle of a project, the project team systematically tests assumptions to their uncertainties to build up decision-relevant knowledge throughout several iterations of the learning plan, also called learning loops. This approach is particularly useful in high uncertainty projects, for example for radical innovations, where other approaches to project planning could lead to early abortion of the idea. In general, learning from experience is one of the key characteristics of successful projects as it counters project uncertainty and facilitates project planning based on facts rather than assumptions which in the case of the learning plan are created through rapid, low-cost experiments.

S202967: /* Benefits and Limitations of the Learning Plan */

2021-02-28T20:05:09Z

Benefits and Limitations of the Learning Plan

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	'''The tool is limited to guiding project progress rather than controlling tasks'''		'''The tool is limited to guiding project progress rather than controlling tasks'''

	The main benefit of applying the learning plan is to be able to follow a structured approach to project planning in uncertain situations. The framework is used for monitoring and guiding the learning progress rather than controlling and directing tasks and responsibilities. It needs to be continuously revised to reflect on learning outcomes, changing assumptions, and emerging uncertainties. In this capacity, it helps in documenting the progress but does not provide guidance for example on how to find appropriate assumptions, how to identify the most efficient tests, or how to set timelines. This implies a substantial amount of subjectivity in how project teams execute the steps of the learning plan process. On the other side, this ~~does~~ also ~~make~~ the learning plan a very flexible framework that can be customized to the needs of any project team. <ref name="Learning_Plan"/>		The main benefit of applying the learning plan is to be able to follow a structured approach to project planning in uncertain situations. The framework is used for monitoring and guiding the learning progress rather than controlling and directing tasks and responsibilities. It needs to be continuously revised to reflect on learning outcomes, changing assumptions, and emerging uncertainties. In this capacity, it helps in documenting the progress but does not provide guidance for example on how to find appropriate assumptions, how to identify the most efficient tests, or how to set timelines. This implies a substantial amount of subjectivity in how project teams execute the steps of the learning plan process. On the other side, this also makes the learning plan a very flexible framework that can be customized to the needs of any project team. <ref name="Learning_Plan"/>

S202967: /* Benefits and Limitations of the Learning Plan */

2021-02-28T20:02:04Z

Benefits and Limitations of the Learning Plan

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	= Benefits and Limitations of the Learning Plan =		= Benefits and Limitations of the Learning Plan =

	The learning plan has shown the following main benefits, according to a case study of Rice et al. ~~(2008)~~ <ref name="Learning_Plan"/>. In terms of project management, a learning plan is a systematic approach to project planning in highly uncertain environments. By this, it enables decision-makers to base their decisions on facts rather than assumptions. Through extensive documentation, the learning plan is also an effective tool for measuring project progress and the value of learning which can be communicated to senior management. Furthermore, the application of the learning plan showed a high cost-reduction potential as it prioritizes critical uncertainties and reduces project maturation time. Moreover, it develops project managers in terms of their ability to address all dimensions of uncertainty and their strategic thinking towards uncertainty reduction. Finally, the learning plan can be effective in shaping a corporate culture of admitting unknowns and making explicit assumptions rather than killing project ideas too early or mistaking assumptions as facts.		The learning plan has shown the following main benefits, according to a case study of Rice et al. <ref name="Learning_Plan"/>. In terms of project management, a learning plan is a systematic approach to project planning in highly uncertain environments. By this, it enables decision-makers to base their decisions on facts rather than assumptions. Through extensive documentation, the learning plan is also an effective tool for measuring project progress and the value of learning which can be communicated to senior management. Furthermore, the application of the learning plan showed a high cost-reduction potential as it prioritizes critical uncertainties and reduces project maturation time. Moreover, it develops project managers in terms of their ability to address all dimensions of uncertainty and their strategic thinking towards uncertainty reduction. Finally, the learning plan can be effective in shaping a corporate culture of admitting unknowns and making explicit assumptions rather than killing project ideas too early or mistaking assumptions as facts.

	Nevertheless, the learning plan also comes with several limitations that are highlighted in the following:		Nevertheless, the learning plan also comes with several limitations that are highlighted in the following:

← Older revision		Revision as of 20:33, 28 February 2021
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	== Relevance for Project, Program and Portfolio Management ==		== Relevance for Project, Program and Portfolio Management ==

	[[File:Learning_Plan_Process_selfmade.png\|500px\|thumb\|right\|Figure 1: Learning Plan Template (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"> Rice ~~et al~~. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62 </ref>.]]		[[File:Learning_Plan_Process_selfmade.png\|500px\|thumb\|right\|Figure 1: Learning Plan Template (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"> Rice, M. and O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62 </ref>.]]

	The learning plan is a framework to facilitate a learning process that systematically turns unknowns into knowns. It is applied at the planning stage of a project and gets continuously revised throughout the project life cycle whenever there is a lack of decision-relevant knowledge. As all projects encounter uncertainties that introduce both threats and opportunities, learning from experience is one of the principles of successful project management in the PRINCE2 framework <ref name="MSProj"> Axelos (2017), 'Managing Successful Projects with PRINCE2', ''TSO (The Stationery Office)'', 6th Edition. </ref>. Through the learning plan, a project team can proactively fill its knowledge gaps and gain experience through experimentation. While the focus in this article is on project management, learning is also a key principle of program and portfolio management. The British standard for managing successful programmes <ref name="MSProg"> Axelos (2011), 'Managing Successful Programmes', ''TSO (The Stationery Office)''. </ref> describes a program as a learning organization that is subject to continuous improvements with increasing experience. It also states that, due to the higher complexity and degree of uncertainty, programs are typically even more reliant on an efficient learning process than their single constituent projects. Apart from the application in the area of project, program, or portfolio management the learning plan tool is also popular for planning the professional development of individuals. As this will not be the focus of this article, the annotated bibliography points towards a further reading in this regard.		The learning plan is a framework to facilitate a learning process that systematically turns unknowns into knowns. It is applied at the planning stage of a project and gets continuously revised throughout the project life cycle whenever there is a lack of decision-relevant knowledge. As all projects encounter uncertainties that introduce both threats and opportunities, learning from experience is one of the principles of successful project management in the PRINCE2 framework <ref name="MSProj"> Axelos (2017), 'Managing Successful Projects with PRINCE2', ''TSO (The Stationery Office)'', 6th Edition. </ref>. Through the learning plan, a project team can proactively fill its knowledge gaps and gain experience through experimentation. While the focus in this article is on project management, learning is also a key principle of program and portfolio management. The British standard for managing successful programmes <ref name="MSProg"> Axelos (2011), 'Managing Successful Programmes', ''TSO (The Stationery Office)''. </ref> describes a program as a learning organization that is subject to continuous improvements with increasing experience. It also states that, due to the higher complexity and degree of uncertainty, programs are typically even more reliant on an efficient learning process than their single constituent projects. Apart from the application in the area of project, program, or portfolio management the learning plan tool is also popular for planning the professional development of individuals. As this will not be the focus of this article, the annotated bibliography points towards a further reading in this regard.
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	== Key Characteristics of the Learning Plan ==		== Key Characteristics of the Learning Plan ==

	According to Leifer et al. <ref name="Radical_Innovation"> Leifer ~~et al~~. (2000), 'Radical Innovation: How Mature Companies Can Outsmart Upstarts' - Results of the long-term Rensselaer Radical Innovation Research Project, ''Harvard Business School Press''</ref>, a learning plan has the following key characteristics:		According to Leifer et al. <ref name="Radical_Innovation"> Leifer, R., McDermott, C., O'Connor, G., Peters, L., Rice, M. and Veryzer, R. (2000), 'Radical Innovation: How Mature Companies Can Outsmart Upstarts' - Results of the long-term Rensselaer Radical Innovation Research Project, ''Harvard Business School Press''</ref>, a learning plan has the following key characteristics:
	* It catalogs uncertainties		* It catalogs uncertainties
	* It connects uncertainties with assumptions		* It connects uncertainties with assumptions
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	[[File:Project_Planning_Approaches_selfmade.png\|250px\|thumb\|right\|Figure 2: Project Planning Approaches (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"/>.]]		[[File:Project_Planning_Approaches_selfmade.png\|250px\|thumb\|right\|Figure 2: Project Planning Approaches (own figure based on Rice et al. (2008)) <ref name="Learning_Plan"/>.]]

	A common characteristic of projects is that they all encounter uncertainty, especially in the early planning phase. According to Cash and Kreye <ref name="Uncertainty_Def"> Cash, P.~~, &~~ Kreye, M. E. (2017), 'Exploring Uncertainty Perception as a Driver of Design Activity', ''Design Studies'', 54(January), pp.50-79. </ref>, uncertainty is defined as a "perceived lack of knowledge by an individual, in the form of deficiencies in any stage or activity of the process that can be characterized as not definite, not known, or not reliable". As projects mature the project team will gain experience which increases the availability of decision-relevant knowledge. However, this will never fully eliminate all unknowns. The term uncertainty is not to be confused with project risk, which is defined as the possible outcome of an uncertain event or condition that impacts project objectives <ref name="PMBOK"> Project Management Institute, Inc. (2017), 'Guide to the Project Management Body of Knowledge (PMBOK® Guide)', 6th Edition. </ref>. While appropriate risk management is an essential pillar to identify, assess, and control uncertainty in projects it is not in the focus of this article <ref name="MSProj"/>.		A common characteristic of projects is that they all encounter uncertainty, especially in the early planning phase. According to Cash and Kreye <ref name="Uncertainty_Def"> Cash, P. and Kreye, M. E. (2017), 'Exploring Uncertainty Perception as a Driver of Design Activity', ''Design Studies'', 54(January), pp.50-79. </ref>, uncertainty is defined as a "perceived lack of knowledge by an individual, in the form of deficiencies in any stage or activity of the process that can be characterized as not definite, not known, or not reliable". As projects mature the project team will gain experience which increases the availability of decision-relevant knowledge. However, this will never fully eliminate all unknowns. The term uncertainty is not to be confused with project risk, which is defined as the possible outcome of an uncertain event or condition that impacts project objectives <ref name="PMBOK"> Project Management Institute, Inc. (2017), 'Guide to the Project Management Body of Knowledge (PMBOK® Guide)', 6th Edition. </ref>. While appropriate risk management is an essential pillar to identify, assess, and control uncertainty in projects it is not in the focus of this article <ref name="MSProj"/>.

	The learning plan is a tool for project planning based on systematic and proactive learning through experimentation. Learning is defined as the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences based on experience <ref name="Psychology"> Gross, Richard (2010), 'Psychology: The Science of Mind and Behaviour', 6th Edition. </ref>. Uncertainty as a lack of knowledge can therefore be reduced by an appropriate learning process supported by the learning plan. <ref name="Uncertainty_Definition"> Perminova ~~et al~~. (2008), 'Defining Uncertainty in Projects - A New Perspective', ''International Journal of Project Management'', 26, pp.73-79. </ref>. The learning plan framework is widely used for innovation projects, particularly for radical innovations, where the degree of uncertainty is typically very high. There, project teams can often only proceed based on assumptions. Over time, learning reduces the number of assumptions and turns them into new knowledge. This in turn leads to a higher certainty in management decisions while projects mature. <ref name="Radical_Innovation"></ref>		The learning plan is a tool for project planning based on systematic and proactive learning through experimentation. Learning is defined as the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences based on experience <ref name="Psychology"> Gross, Richard (2010), 'Psychology: The Science of Mind and Behaviour', 6th Edition. </ref>. Uncertainty as a lack of knowledge can therefore be reduced by an appropriate learning process supported by the learning plan. <ref name="Uncertainty_Definition"> Perminova, O., Gustafsson, M. and Wikström, K. (2008), 'Defining Uncertainty in Projects - A New Perspective', ''International Journal of Project Management'', 26, pp.73-79. </ref>. The learning plan framework is widely used for innovation projects, particularly for radical innovations, where the degree of uncertainty is typically very high. There, project teams can often only proceed based on assumptions. Over time, learning reduces the number of assumptions and turns them into new knowledge. This in turn leads to a higher certainty in management decisions while projects mature. <ref name="Radical_Innovation"></ref>

	There are several established approaches to cope with project uncertainty. Figure 2 provides an overview of different project planning approaches - each associated with a certain degree of uncertainty where it proved most useful. Here, the learning plan is seen as the project planning framework that should be used in situations of highest uncertainty. While the degree of uncertainty ideally gets reduced throughout the lifecycle of a project and several iterations of the learning plan, other project planning approaches may take over. Moreover, there are also overlaps between the different concepts. <ref name="Radical_Innovation"/>		There are several established approaches to cope with project uncertainty. Figure 2 provides an overview of different project planning approaches - each associated with a certain degree of uncertainty where it proved most useful. Here, the learning plan is seen as the project planning framework that should be used in situations of highest uncertainty. While the degree of uncertainty ideally gets reduced throughout the lifecycle of a project and several iterations of the learning plan, other project planning approaches may take over. Moreover, there are also overlaps between the different concepts. <ref name="Radical_Innovation"/>
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	== Dimensions of Uncertainty ==		== Dimensions of Uncertainty ==

	[[File:Uncertainty_Dimensions_selfmade.png\|300px\|thumb\|right\|Figure 3: The three Uncertainty Dimensions (own figure based on O'Connor and Rice (2013)) <ref name="Uncertainty"> O'Connor, ~~Gina~~ and Rice, ~~Mark~~ (2013), 'A Comprehensive Model of Uncertainty Associated with Radical Innovation', ''Journal of Product Innovation Management'', 30(S1). </ref>.]]		[[File:Uncertainty_Dimensions_selfmade.png\|300px\|thumb\|right\|Figure 3: The three Uncertainty Dimensions (own figure based on O'Connor and Rice (2013)) <ref name="Uncertainty"> O'Connor, G. and Rice, M. (2013), 'A Comprehensive Model of Uncertainty Associated with Radical Innovation', ''Journal of Product Innovation Management'', 30(S1). </ref>.]]

	Figure 3 shows the three dimensions of uncertainty in the context of project management described by O'Connor and Rice <ref name="Uncertainty"/>: category, latency, and criticality.		Figure 3 shows the three dimensions of uncertainty in the context of project management described by O'Connor and Rice <ref name="Uncertainty"/>: category, latency, and criticality.
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	* Organizational uncertainty: Gaining and maintaining organizational legitimacy		* Organizational uncertainty: Gaining and maintaining organizational legitimacy

	Projects can differ largely in their level of uncertainty in each category. Moreover, the uncertainties in different categories can interact with one another so that resolving uncertainty in one category can also have an effect on other categories. Splitting up the uncertainties into these categories helps a project team analyzing the entire spectrum of uncertainties and avoiding the pitfall of focusing only on such uncertainties that the project team is most comfortable with. For successful projects, it is particularly important to reduce uncertainty and accumulate learning over all categories. In practice, however, managers are often found to focus on technical uncertainties only and to blame technical reasons for project failure <ref name="Technical_Uncertainty"> Sauser ~~et al~~. (2009), 'Why project fail? How contingency theory can provide new insights - A comparative analysis of NASA's Mars Climate Orbiter loss', ''International Journal of Project Management'', vol. 27, issue 7. </ref>. <ref name="Radical_Innovation"/> <ref name="Uncertainty"/>		Projects can differ largely in their level of uncertainty in each category. Moreover, the uncertainties in different categories can interact with one another so that resolving uncertainty in one category can also have an effect on other categories. Splitting up the uncertainties into these categories helps a project team analyzing the entire spectrum of uncertainties and avoiding the pitfall of focusing only on such uncertainties that the project team is most comfortable with. For successful projects, it is particularly important to reduce uncertainty and accumulate learning over all categories. In practice, however, managers are often found to focus on technical uncertainties only and to blame technical reasons for project failure <ref name="Technical_Uncertainty"> Sauser, B., Reilly, R. and Shenhar, A. (2009), 'Why project fail? How contingency theory can provide new insights - A comparative analysis of NASA's Mars Climate Orbiter loss', ''International Journal of Project Management'', vol. 27, issue 7. </ref>. <ref name="Radical_Innovation"/> <ref name="Uncertainty"/>


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	'''Enhance the theoretical understanding:'''		'''Enhance the theoretical understanding:'''

	O'Connor, ~~Gina~~ and Rice, ~~Mark~~ (2013), 'A Comprehensive Model of Uncertainty Associated with Radical Innovation', ''Journal of Product Innovation Management'', 30(S1):		O'Connor, G. and Rice, M. (2013), 'A Comprehensive Model of Uncertainty Associated with Radical Innovation', ''Journal of Product Innovation Management'', 30(S1):

	This journal article reports the results of a longitudinal study of 12 radical innovation projects in 10 large established U.S.-based firms. The authors point out the characteristics of radical innovation projects in general and develop the multidimensional model of uncertainty presented in this wiki based on the experiences of the project teams in the case study. At several places, the authors point towards the importance of learning in the context of radical innovation projects. The article is particularly interesting for project managers interested in applied theory in the context of uncertainty reduction.		This journal article reports the results of a longitudinal study of 12 radical innovation projects in 10 large established U.S.-based firms. The authors point out the characteristics of radical innovation projects in general and develop the multidimensional model of uncertainty presented in this wiki based on the experiences of the project teams in the case study. At several places, the authors point towards the importance of learning in the context of radical innovation projects. The article is particularly interesting for project managers interested in applied theory in the context of uncertainty reduction.
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	'''Practical material:'''		'''Practical material:'''

	Rice ~~et al~~. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62:		Rice, M. and O'Connor, G. and Pierantozzi, R. (2008), 'Implementing a Learning Plan to Counter Project Uncertainty', ''MIT Sloan Management Review'', 49(2), pp.54-62:

	This journal article is the core resource for this wiki as it provides a template and additional guidance on how to apply the learning plan in an organization. Starting from a theoretical introduction to uncertainty and project planning approaches the authors point out the steps of the learning plan process from p.56 onwards, followed by two extensive case studies of companies applying the learning plan in practice. The latter is particularly interesting for project management practitioners that like to get a sense of how other project teams made use of the learning plan and what challenges they faced.		This journal article is the core resource for this wiki as it provides a template and additional guidance on how to apply the learning plan in an organization. Starting from a theoretical introduction to uncertainty and project planning approaches the authors point out the steps of the learning plan process from p.56 onwards, followed by two extensive case studies of companies applying the learning plan in practice. The latter is particularly interesting for project management practitioners that like to get a sense of how other project teams made use of the learning plan and what challenges they faced.