本书以Brady and Davies（2004）文献中C&W公司和Ericsson公司项目学习案例为例，采用网络学习事件法识别案例中描述的学习事件中涉及的学习主体、学习过程和学习结果，具体过程分两步进行。

（1）本书以Brady and Davies（2004）文献中关于C&W公司和Ericsson公司如何在项目实践中发展项目能力的描述作为文本分析的对象，根据Knight和Pye（2005）提出的网络学习事件分析法，按照“学习主体—学习过程—学习结果”的方式对文本中关于学习的内容进行编码，编码过程如下^[1]：

The learning activities in phase 1were primarily exploratory.C&W's bid team and Ericsson's turnkey project organization①学习主体needed to gain in－depth understanding of their customers'changing demands.They found that existing in－house project processes were unable to cope with the scale and complexity of the new types of projects demanded by their customers.Where possible they relied on existing routines and capabilities，but had to develop new areas of knowledge and expertise to meet the changing requirements of their customers.

Senior management in both firms created a context which allowed project members to question existing institutional norms①学习过程.Vanguard projects were allowed to operate at a distance from the larger organization to encourage experimentation with new approaches and to provide them with the space to abandon or deviate from established routines①学习过程.The new ways of thinking学习结果pioneered by the vanguard groups①学习主体represented a threat to the core values and mainstream culture of the larger organization，which often occurs when pilot groups are isolated.

Strategic management in both firms recognized that the rewards from exploration could only be realized in the longer term.They were willing to accept the short－term risks of cost overruns，delays and other problems associated with conducting unfamiliar vanguard projects in the expectation that any losses would be recovered by the future revenue streams①学习过程.

In phase 2，the learning shifted from‘within－project’to‘between－project’exploratory learning.Project capabilities were developed without altering existing organizational structures.Rather than simply encouraging aproliferation of alternative practices，deliberate attempts were made to‘select’successful routines and practices and carry them forward into subsequent projects.(www.daowen.com)

Key participants in C&W's bid and Ericsson's turnkey project were largely kept together as a team when assigned to subsequent projects.This ensured that new routines and team－based knowledge that worked well on the first bids and projects were adopted in subsequent ones.However，learning tended to be on an ad－hoc basis，with few systematic attempts to spread the initiall earning throughout organizations.Although attempts were made to exploit the learning gained，key members of the first bids and projects had little time to reflect on their experience before moving to another project.

In phase 3，the learning from projects was fed back into the project businesses.These organizations changed their structures to accommodate an increasing number of the new type of projects.C&W's business unit employed many new staff and developed new bid，project and functional activities to support global outsourcing bids and projects.ETL created an internal consultancy unit to support the growing volume of turnkey projects executed in the UK and elsewhere in Europe.Project capabilities continued to be built from the‘bottom up’by the project business organization②学习主体.The emphasis switched from exploration to exploiting what had been learned from previous projects.Attempts were made to refine and institutionalize routines②学习过程so that knowledge gained from bidding and executing projects became part of their organizational memory②学习结果.New company－specific routines，processes and IT tools were developed②学习结果to execute a growing volume of bids and projects more efficiently and effectively.

根据编码结果，上述文本描述了两类跨组织项目中的学习事件，分别是项目参与成员对适用新项目的项目规范的探索性学习以及项目中组织根据项目知识对组织惯例的修正和组织记忆的发展。具体编码结果如下：

【注释】

[1]该案例描述的组织学习过程涉及项目间学习，因此在编码过程中主要对项目内学习描述进行编码。