Th is paper deals with the number of important issues: how to become a professional, able to carry out ones functions competently, and seek for autonomy; what conditions the professionalism; how to improve professionalism in practice and everything. An overview of a professional, the conceptions of the concept of professionalism, the essence of the development of professionalism in practice are examined, the interrelationship between the learning from experience, practice and professional development is reasoned. Key empirical research fi ndings are presented: the approaches of teachers / andragogues who upgrade qualifi cations at Klaipėda University Institute of Continuing Studies, Lithuania, to professional development in practice on the aspect of learning from experience.
Background: Learning from experience and knowledge management described in existing literature evidence that there are different practices that enable these processes, and that a distinction between implicit and explicit knowledge is essential for our analysis. Objectives: The paper investigates through which project management practices organizations manage the two types of knowledge and at what level knowledge sharing and reuse is more commonly adopted. Method/Approach: The research starts with existing research overview and analysis of preliminary results from initial interviews, and then it continues with a survey on selected knowledge management practices in order to identify which of them are mostly used by organizations. Results/Findings: Results show the essential role of the project team; this finding is then further elaborated using knowledge from research presented in existing literature. Conclusion: Project management enhances efficient knowledge management as on one hand, it includes the adoption of standardised and repetitive practises what enables specialization and knowledge consolidation. On the other hand, project management refers to unique initiatives that provide new knowledge and opportunities for learning. The project team in particular results to be a key factor for activating knowledge reuse.
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