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Samer el Barakeh was born in Lebanon, 1973. He completed his Bachelor in Engineering-CCE at Beirut Arab University-Lebanon in 1996 with honours. Samer was granted Masters Degree in Project Management (MPM) from the University of Sydney-Australia with honours. He also gained the Project Management Professional (PMP) Credential from The Project Management Institute (PMI). Samer is a member of the Order of Architects and Engineers in Lebanon since 1996, The Project Management Institute (PMI), Arabian Gulf Chapter (AGC-PMI) and Lebanon Chapter-PMI. During his 13 years of professional experience in Lebanon, Australia and Saudi Arabia, Samer held many positions among them: Telecommunication Site Engineer, Site Manager, Low Current Service Head, and he is currently Senior Systems Analyst at the General Project Construction Division. Samer is a Project Management Consultant and Training Provider for universal organizations like Business Management Consultants (USA) and PMCTQuest (Canada) Samer is a Registered Training Provider for Project Management Professional (PMP), and he provides training in Program Management, Portfolio Management,PMO...
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May 28, 2007

Project Managers relocated before Proper Project Closure and Learning Lessons

The project manager, as an organizational resource will not be assigned to another project unless authorized by the Steering Committee that integrate specific criteria in such decision, including proper closure of the current project and capturing Lessons Learned.
Portfolio and Programme management provide some guidelines to such decisions. If we consider, as examples, the need of a qualified experienced PM in an ongoing project or the call for a quick initiation of project recently won in a bid, we can conclude that it is a matter of strategic organizational priorities.

I believe that the Learning Process is of equal importance throughout the project lifecycle and not only at the end. Lessons captured as we go are fed back into the ongoing project to improve productivity and realign. An example to that is the estimation process
(Estimate >> perform >> assess >> learn >> update buffer >> to estimate again), (PMGT6869, 2004). Unfortunately, more pressure comes upon on the learning process during initiation, planning and execution where the team is overwhelmed with performing and maintaining project within boundaries (STCQ) in the changing environment.

Another consideration, to be factored in, is that benefit realization plans mainly focus on “external client-related” project deliverables as bounded in the Business Case with less weight on internal benefits associated with learning. I have experienced many such cases in my organization.

The solution to the above mentioned issues is Knowledge Management (establishment, explicit formalization, planning and integration into the organizational culture) where learning lessons won’t be an ad-hoc mannered activity that can simply be “missed” if the PM is released from the project.

Finally, and to avoid reinventing the wheels, organizations should use previously tested blocks and available frameworks that can be tailored to our needs. In this regards, incorporating processes and practices from the AS, PMBoK, or other AIPM models should be supportive to improve organizational maturity in “learning”.

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