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A scoping review was conducted in order to systematically map the research featuring Project Based Organizations (PBOs) in relation to knowledge transfer. This scoping review considered over 50 years of research to ascertain how PBOs transfer knowledge by using an interpretative structural model (ISM) to illustrate the outcomes of the investigation via the Systemic Lessons Learned Knowledge (Syllk) Model, created by Duffield and Whitty (2015). We wanted to illustrate what knowledge transfer elements from the authors’ original model outlining six key themes were sustained and prevalent in literature as representative of this knowledge transfer process. The six elements are: learning, culture, social, technology, process and infrastructure. Employing an ISM also helped identify gaps in existing knowledge. The following research questions formed the basis of our study: Research Question 1: How does the Syllk model help interpret and categorize knowledge transfer dynamics in PBO contexts? Research Question 2: What adaptations are required, if any, to the Syllk Model (Duffield & Whitty, 2015) to better facilitate knowledge transfer within PBOs? Research Question 3: What are the key barriers to knowledge transfer in PBOs? Findings: Extant literature indicated that knowledge sharing depends on the willingness of individuals to participate, without which lessons cannot be learned. The results of this scoping review illustrated how some of the elements within the original Syllk Model by Duffield and Whitty (2015) are not fully exploited by organizations. Moreover, several terms possess hazy definitions which further disadvantaged outcomes as it makes some reserch outputs open to question because concensus on the ideology for each element considered as a key theme is subject to interpretation. We propose the Aspirational Syllk (ASyllk) Model as a reconceptualized ISM that enables PBOs to systematically capture and assess experiential learning outcomes. Methodology: A scoping review was undertaken looking at 202 peer reviewed journal papers:  Scoping reviews differ from a systematic review in that the former maps a broad body of literature on relevant topic areas and provides tabular outputs, as well as identifying gaps. Whereas the latter considers a far narrower range of research material as it possesses a dedicated synthesis. We subscribed to the scoping review protocol advocated by Bragge et al. (2011) in that we delineated our area of exploration, thereafter we conducted an extensive literature review and then we reported upon these sources to accurately assess the barriers to organizational learning and, thus, identify the gaps in literature. We also considered the antecedents that go into knowledge transfer in PBOs. Significance: Despite a half century of research on knowledge transfer, our findings indicated that knowledge transfer is not intrinsic to PBOs, thus illustrating the need for robust project termination processes to garner key lessons learned for subsequent organizational learning capacity. Through our extensive examination of existing literature, covering over 200 sources, we illustrated a detailed understanding of the barriers to knowledge transfer within PBOs. This scoping review serves as a powerful resource for researchers and practitioners by offering insights into an ammended model to test in future research.

The importance of knowledge management (KM) in the Architecture, Engineering, and Construction (AEC) industry has risen with the improvement of information and communication technologies. However, the construction industry still struggles to capture and disseminate lessons learned. The present research explores this issue by using interviews and an online questionnaire to provide updated information on lessons learned procedures and their challenges in United States (US) construction companies. To do this, the authors have gathered industry professionals' perceptions about lessons learned and methods used in their companies for harnessing and disseminating the knowledge generated by them. Our findings indicate that post-project evaluations are frequently conducted, utilize a two-step approach (review of materials followed by meetings), and are mainly organized by project managers. Most often, only key project team members are present in meetings to create a safe environment for discussion. Moreover, our findings echo previous research on the dissemination and reuse of lessons learned, indicating that these procedures are scattered and, most of the time, the information is not effectively reutilized. This suggests that US construction companies still need to revisit how information from lessons learned is currently being harnessed, stored, and especially shared (within and between companies) so that information can be effectively transformed into knowledge that can advance the AEC industry's productivity.

The Accelerating COVID-19 Therapeutic Interventions and Vaccines Therapeutic-Clinical Working Group members gathered critical recommendations in follow-up to lessons learned manuscripts released earlier in the COVID-19 pandemic. Lessons around agent prioritization, preclinical therapeutics testing, master protocol design and implementation, drug manufacturing and supply, data sharing, and public–private partnership value are shared to inform responses to future pandemics.

HealtheSteps is a pragmatic, evidence-based lifestyle prescription program aimed at reducing the rates of chronic disease, in particular, type 2 diabetes. A process evaluation was completed to assess the feasibility of the implementation of HealtheSteps in primary care and community-based settings across Canada. Key informant interviews (program providers and participants) were conducted to identify facilitators and barriers to implementation and opportunities for future program adaptation and improvement. Forty-three interviews were conducted across five regions in Canada (15 sites ranging from remote, rural, suburban, and urban). Transcripts were analyzed using a qualitative naturalistic inquiry approach with several facilitating factors identified: pragmatic program design, in-line goals with sites’ mandates, and access to ongoing support. Barriers were related to administrative challenges such as booking space, personnel changeovers, and scheduling participants. Findings from this analysis revealed insights on program delivery, design, and importance of site champions. Key lessons learned focused on two areas: infrastructure support and program implementation. The application of these learnings from the HealtheSteps program may inform the development of strategies that can optimize program adaptation and support while reducing real and perceived barriers experienced, thus increasing the success of translation of the evidence-based diabetes program to different points of care.

The COVID-19 pandemic has been the largest global health crisis in decades. Apart from the unprecedented number of deaths and hospitalizations, the pandemic has resulted in economic slowdowns, widespread business disruptions, and significant hardships. This study focused on investigating the early impacts of the COVID-19 pandemic on the U.S. construction industry since the declaration of the national emergency on 13 March 2020. The study objectives were achieved through 34 telephone interviews with project managers, engineers, designers, and superintendents that represented different states and distinct industry sectors in the United States (U.S.). The interviewees offered information on their experience with the pandemic, including the general and adverse effects experienced, new opportunities created, and risk management efforts being undertaken. The reported adverse effects included significant delays on projects, inability to secure materials on time, reduction in productivity rates, material price escalations, and others. The new opportunities that were created included projects involving the fast-track construction of medical facilities, construction of residential buildings, transportation-related work, and opportunities to recruit skilled workers. The risk management measures that were widely adopted included measures to enhance safety and reduce other project risks. The safety measures adopted included requiring employees to wear cloth face masks, adoption of social distancing protocols, staggering of construction operations, offering COVID-19-related training, administering temperature checks prior to entry into the workplace, and others. Measures to manage other project risks included the formation of a task force team to review the evolving pandemic and offer recommendations, advocating that construction businesses be deemed essential to combat delays and taking advantage of government relief programs. The study findings will be useful to industry stakeholders interested in understanding the early impacts of the pandemic on the construction industry. Industry stakeholders may also build upon the reported findings and establish best practices for continued safe and productive operations.

The response to the novel coronavirus outbreak in China suggests that many of the lessons from the 2003 SARS epidemic have been implemented and the response improved as a consequence. Nevertheless some questions remain and not all lessons have been successful. The national and international response demonstrates the complex link between public health, science and politics when an outbreak threatens to impact on global economies and reputations. The unprecedented measures implemented in China are a bold attempt to control the outbreak – we need to understand their effectiveness to balance costs and benefits for similar events in the future.

Shiga toxin-producing Escherichia coli (STEC) cause substantial and costly illnesses. Leafy greens are the second most common source of foodborne STEC O157 outbreaks. We examined STEC outbreaks linked to leafy greens during 2009-2018 in the United States and Canada. We identified 40 outbreaks, 1,212 illnesses, 77 cases of hemolytic uremic syndrome, and 8 deaths. More outbreaks were linked to romaine lettuce (54%) than to any other type of leafy green. More outbreaks occurred in the fall (45%) and spring (28%) than in other seasons. Barriers in epidemiologic and traceback investigations complicated identification of the ultimate outbreak source. Research on the seasonality of leafy green outbreaks and vulnerability to STEC contamination and bacterial survival dynamics by leafy green type are warranted. Improvements in traceability of leafy greens are also needed. Federal and state health partners, researchers, the leafy green industry, and retailers can work together on interventions to reduce STEC contamination.

Connectivity conservation is an emergent approach to counteracting landscape fragmentation and enhancing resilience to climate change at local, national, and global scales. While policy that promotes connectivity is advancing, there has been no systematic, evidence-based study that assesses whether connectivity conservation plans (CCPs) resulted in conservation outcomes, and identifies specific plan attributes that may favor successful implementation. To fill this gap, we gathered 263 terrestrial CCPs from around the world, characterized attributes of 109 plans by surveying plan authors, and conducted semi-structured interviews with authors and implementers of 77 CCPs. The production of CCPs started around 1990 and has increased markedly in all parts of the world, most notably in the United States (led by NGOs and a few states, with little federal involvement), Europe (led by the EU and national policies and implemented at local levels), and the Republic of South Africa (where national legislation mandates each municipality to map corridors and zone all land by 2020). All of the 109 plans that we examined in detail were followed by implementation actions such as crossing structures, ecological restoration, land purchases or easements, recognition of corridors through zoning or government designation, and public engagement. Interviewees emphasized the importance of initial buy-in from key government stakeholders, stakeholder involvement beyond initial buy-in, minimizing staff turnover, and transparent and repeatable procedures. Our quantitative and qualitative analyses similarly suggested that implementation of a CCP was enhanced by enduring partnerships among stakeholders, continuity of leadership, specific recommendations in the CCP using tools appropriately selected from a large toolbox, the existence of enabling legislation and policy, a transparent and repeatable scientific approach, adequate funding, and public outreach.

The web 2.0 is transforming the project management in organizations by improving communication and collaboration. The new generation of web-based collaborative tools provides much better experience than the traditional software package allowing document sharing, integrated task tracking, enforcing team processes and agile planning. Despite of the indubitable benefits brought by web 2.0, the use of these technologies to promote knowledge management remains unexplored. For many project managers to obtain and integrate information from different tools of previous similar projects in global organizations remains a challenge. This theoretical paper presents a proposal that suggests an innovation in the knowledge management area applying web 2.0 technologies. The main goal is to provide an integrated vision of a set of technologies that could be used by organizations in order to promote better management of lessons learned. The proposal includes the lessons learned processes (e.g. capture, share and dissemination), the process-based (e.g. project review and after action review) and documentation-based (e.g. micro article and learning histories) methods. Results show how web 2.0 technologies can help project managers and team project to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components promoting innovation and supporting lessons learned management in projects.Keywords: Project management; Lessons learned processes; lessons learned methods; project learning; web 2.0 technologies; innovation.