Project Evaluation And Organizational Learning In The Road Construction Industry Of Uganda: A Case Study Of Uganda National Roads Authority (UNRA)

ABSTRACT

The study sought to establish the extent to which formative and summative project evaluation influences organizational learning in Uganda National Roads Authority. The study also examined the moderating role of organizational culture on the above relationship. This was a case study design that adopted both quantitative and qualitative approaches. Data was collected from a sample consisting of 116 UNRA staff at the level of Directors, Managers, M&E Officers, Project Engineers, Maintenance Engineers, Station Engineers, and Assistant Station Engineers. A close ended self-administered questionnaire and interview schedule was used for data collected. The study found inadequate efforts to promptly validate if planned project leadership, activities, milestones, deliverables, time, quality and controls were being fulfilled during project implementation. Formative evaluation was a significant predictor of organizational learning in UNRA (β= 0.220, t= 2.043, sig 0.045). The study found inadequate efforts directed to collecting end of project learning point and post utilization project reviews. Summative evaluation was the strongest significant predictor of organizational learning in UNRA (β= 0.494, t= 4.798, sig. 0.000). The study found out that UNRA did not exhibit an appropriate clan and hierarchical organizational culture. Organizational culture was found to positively moderate the relationship between project evaluation and organizational learning. The study concluded that formative and summative evaluations significantly influenced organizational learning in construction projects. To enhance organizational learning, the study recommends the management of UNRA should institute an organizational learning policy and unit to coordinate the process of knowledge creation, integration and utilization in all its construction projects. Development of policy guidelines and standardised formative and summative tools to solicit data during and after project implementation is recommended to foster organizational learning.