Potencializando a inovação e as capacidades dinâmicas por meio das lições aprendidas na gestão de projetos

Abstract

With increasingly accelerated market dynamics, organizations need to adopt appropriate response strategies. The way they manage projects, internal resources, and the organization's adaptability can be sustainable sources for maintaining competitive advantages. Therefore, to maintain the level of innovation, companies need to use their resources efficiently. This thesis aims to investigate how innovation and dynamic capabilities can be enhanced through the systematic application of lessons learned in projects. To this end, this thesis is composed of 2 studies and 1 technical-technological product (TTP). Study 1 aimed to discuss how recent studies relate the themes of organizational learning, innovation, dynamic capabilities, and project management through a Systematic Literature Review (SLR), in which 77 scientific articles were analyzed, which were grouped into four thematic clusters: (1) Dynamic Capabilities and Organizational Learning in Project Management; (2) Innovation, Knowledge Management, and Organizational Performance; (3) Dynamic Capabilities and Organizational Renewal; and (4) Leadership and Knowledge Management in Projects. The cluster analysis revealed that the integration between dynamic capabilities and organizational learning is fundamental for the adaptation and innovation of organizations. Effective knowledge management acts as a facilitator for innovation and improvement of organizational performance. Furthermore, knowledge-oriented and collaborative leadership practices are presented as drivers of adaptability and competitive advantage. It is concluded that the integration of these concepts offers a theoretical framework for understanding how organizations can adapt and thrive in contexts of constant change, highlighting the importance of investing in practices that promote continuous learning, knowledge integration, and organizational flexibility. As an additional contribution, the study proposes a framework that indicates directions for future research. Study 2 aimed to identify, through a qualitative approach, how lessons learned in projects are used to promote innovation and dynamic capabilities. Forty-eight interviews were conducted with project professionals from companies that develop different types of software (custom and standard) and employ different methodologies (agile, traditional, or hybrid). The main findings of this study highlight the complex relationship between project-based learning and the strengthening of innovation and dynamic capabilities. Lessons learned contribute to sensing and seizing, allowing for the detection of failures and incremental development. However, the reconfiguration stage presents a critical challenge, limited by the absence of sustained structural changes and rigid patterns. Unlike the purely technological trend, it was observed that innovation is mediated by the human factor. The prevalence of incremental innovations reflects localized learning. Structural innovations were observed in contexts where lessons learned are translated into actionable routines and competency reconfiguration. The proposition of four organizational archetypes (mature, operational, startups, and fragmented) allowed us to diagnose that maturity in learning is related to the ability to operationalize the complete cycle of dynamic capabilities. These conclusions established the empirical basis for the development of the Technical-Technological Product, justifying the conception of a software artifact that captures and integrates lessons learned in management processes and offers simplicity to users. This software qualifies as a Technical-Technological Product and aligns with the Strategy and Projects research line of the PPGP-UNINOVE program, specifically within the project-based learning axis.