A influência da governança em projetos no sucesso do projeto e o papel da aprendizagem individual

Abstract

The literature suggests an intrinsic relationship between project governance and learning, in which governance aims to foster learning by establishing mechanisms to capture, share, and apply knowledge. This constitutes a fundamental pillar that enables organizations to become more efficient and adaptable. Accordingly, the objective of this study is to “Evaluate the relationship between Project Governance and Project Success mediated by Individual Learning.” To achieve this objective, a quantitative study was conducted with a post-positivist approach, employing Structural Equation Modeling (PLS-SEM). The sample consisted of 186 project professionals operating in Brazil. Data were collected using three validated scales: project governance, individual learning, and project success. The conceptual model proposed four main hypotheses, testing both direct and indirect relationships among the constructs. The results confirmed all four hypotheses. The study offers theoretical contributions by empirically demonstrating that governance goes beyond its control function, acting as a driver for the development of individual competencies. The findings support the development of the

Learning-Oriented Governance Model for High-Performance Projects (GOAP-P), a technical- technological product that integrates governance principles with systematic stimuli for learning.

The model includes practical tools such as checklists, feedback guides, and templates for recording lessons learned, offering organizations a structured framework to enhance project success through the integration of effective governance practices and the promotion of continuous learning.