MétaCan
Menu
Back to cohort
Record W7010049739

Filling the Gap: Developing Knowledge Management (KM) Maturity Assessment Capability in OPM3 for IT Organizations in Pakistan

2015· dissertation· en· W7010049739 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueHEC National Digital Library · 2015
Typedissertation
Languageen
FieldDecision Sciences
TopicConstruction Project Management and Performance
Canadian institutionsnot available
Fundersnot available
KeywordsMaturity (psychological)Competitive advantageOPM3Capability Maturity ModelInformation technologyProject managementOrganizational learningProject management triangle
DOInot available

Abstract

fetched live from OpenAlex

Applications of knowledge management in project management is an active area of research. There are 
\nat least three important reasons for this: re-use of knowledge can substantiate success rates of the 
\nprojects significantly, projects can provide a sustainable competitive advantage to the organizations, 
\nemployee turnover rates are climbing (Statistics, 2013) to the new heights due to globalizations and 
\nadvancements in information and communication technologies. 
\nThis research was initiated in the belief that successful completion of projects plays a vital role in 
\nmaintaining sustainable competitive advantage for the organizations; which in turn relies on the 
\nefficient exploitation of 'intangible' assets of the organizations (Grant, 1991; Jugdev, Mathur, & Fung, 
\n2007b; Jugdev & Thomas, 2002). Successful completion of projects is of more importance when we 
\ntalk about Information Technology (IT) organizations because IT organizations are unique in a way that 
\nthese are totally dependent on projects. Projects, whether in IT organizations or in any other 
\norganization, are accomplished by implementing practices and processes of project management and 
\ncombining various organizational assets and resources in some unique way. That is why assessment of 
\nthe extent to which organizations are practicing such project management capabilities is considered 
\nimportant. To fulfill this need, researchers and management consultancy organizations around the world 
\ndeveloped various project management maturity assessment models over the past three decades. These 
\nmodels assess various aspects of the organizations but lack in the assessment of the extent to which 
\norganizations are exploiting successfully their 'intangible' assets. The Organizational Project 
\nManagement Maturity Model (OPM3®) is one of the leading models (PMI, 2011) developed by Project 
\nManagement Institute (PMI®) to assess organizational project management maturity. This model, 
\nalthough the most comprehensive models of its kind, still lacks the capability to assess 'intangible' 
\nassets of the organizations. Therefore, the objective of my research is to bridge this deficiency and 
\nenhance the capability of OPM3® by making it capable of assessing the extent to which organizations 
\nare managing their 'intangible' assets. Organizations possess a breadth of 'intangible' assets and some 
\nof these assets are not directly measurable while others are difficult to measure. One of such 'intangible' 
\n9 
\nassets is 'knowledge' which is possessed and created by the organizations of all types. Careful 
\nassessment and management of that knowledge is of critical importance for the organizations. This 
\nknowledge lies in organizations at different places and in various forms such as in their processes, 
\npractices, documents, culture, human capital, etc. This study will not only help the IT organizations in 
\nPakistan but also to the organizations worldwide by creating awareness of the best practices to follow 
\nfor managing their knowledge efficiently. 
\nThe researcher divided this study in two major phases for data collection and its analysis. In the first 
\nphase, open-ended qualitative interviews were conducted with senior project managers of IT 
\norganizations in two major cities of Pakistan in medium to large organizations to solicit and gather their 
\nopinions about best practices for knowledge management (KM). After performing qualitative data 
\nanalysis on this data, we identified major themes and their respective best practices for KM. Based on 
\nthese best practices, we developed hypotheses and collected data again from various organizations from 
\nIT sector, both in-country and out-of-country, to validate the results and verify the applicability of best 
\npractices in different industrial sectors and in four countries: Pakistan, UAE, Canada and USA. Various 
\nstatistical tests were conducted on these data to look for correlations and variances among groups of 
\nrespondents to finally suggest the best practices which are of real worth. 
\nThe output of the study is a collection of globally and cross-industries validated knowledge management 
\nbest practices capable of guiding organizations 'what to do' if they want to harness one of their 
\nintangible assets i.e. knowledge. We recommend that these best practices should be incorporated in 
\nOPM3® as they have been statistically tested to have applicability in the organizations worldwide.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScholarly communication
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.859
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.003
Science and technology studies0.0000.000
Scholarly communication0.0010.002
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.089
GPT teacher head0.427
Teacher spread0.338 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it