**3. Team learning and project management: the project learning**

Project management involves people who constitute teams or work groups, so before working on learning in project management, reference is made to teamwork and team or group learning because it is a reference for learning development in project management [24].

Working groups or teams have been defined in a number of ways, following [25] as being: "A team is a collection of individuals who are interdependent in their tasks, who share responsibility for outcomes, who see themselves and who are seen by others as an intact social entity embedded in one or more larger social systems (p. 241)." Team learning is often conceptualized as a continuous process of action and reflection [26] through which teams acquire, combine, and apply knowledge [27]. This process is closely related to activities such as asking questions, seeking feedback, improvising, discussing errors, challenging underlying assumptions, and reflecting on specific outcomes or unexpected results [28]. Team learning, however, also refers to the knowledge that is encoded and embedded in the computer [29], for example, underlining the importance of documenting and reflecting on what has been learned through a process of knowledge codification. Codification involves recording the procedures of teamwork and hence converting tacit knowledge into explicit knowledge so that results can be developed. Repository and retrieval allow learning to persist over time, preserving knowledge and artifacts gained in memory repositories and facilitating team members to find and access them for future use [30].

In the work teams, the importance of team learning has been emphasized, since this learning constitutes a fundamental variable in the effectiveness of the work teams [31, 32].

Also, team or group learning has been identified in different ways by researchers. Authors such as [26, 28, 29] have focused on learning as a process, while others [33] have highlighted learning outcomes. However, group learning could be identified as "an emergent property of the group exerting influence beyond the individual members involved in the original learning process, p. 1043" [34].

The problem that arises is to know how the process of learning in a team is facilitated. In other words, what strategies can be developed to achieve effective group learning and that this is quick and efficient [35]. Building the agile team learning model (ATLM) based on fast task mining, to develop the learning method, shortens the learning period and improves the precision of knowledge acquisition. ATLM divides the whole process of learning into three phases: (1) information acquisition, (2) fast task mining, and (3) team learning.

	- **a.** Use case. Create according to real projects or members' interests. Each use case focuses on describing how to achieve the knowledge points in learning the task.
	- **b.** Practice. Team members should play different roles in each case and try to practice use case through teamwork.
	- **c.** Sharing. Knowledge exchange is a major factor in the development of group learning.
	- **d.** Test. Team members should share achievements and complement skills for each other.

For all these processes to take place, the work of leadership is critical in the development of team learning. Literature has pointed out that leaders can facilitate both individual learning [37, 38] and team learning [39]. In this sense, [28] showed that leaders who train team members and help solve problems influence group norms, encourage team communication, and improve team learning. Also, [40] found that experience in leaders' experience working with teams, solving problems, and challenging group members improves group learning.

Therefore, the key to learning the project lies in the group learning , it is the group contibutes to the development of the project, which means that the group learning in the project corresponds to the "project learning".
