摘要：This paper summarizes the findings that answered the research questions, stated in Part I of this paper, in the previous edition of SAJBM. The primary research question - In what ways, if any, did the virtual KMT contribute to organizational learning? - was answered: Yes, through the successful completion of performance goals, which included measurable performance as well as learning. The major study findings and conclusions addressed in this paper are: (1) the dynamic interaction among the structural factors, and sense-making factors, human values and emotions plays a central role in effective organizational learning. Strong sense-making factors overcame weak or absent structuring factors, e.g., understanding the various roles internally and externally to BP, and the ability to create a conducive environment for the roles to truly add value, were important aspects which led to success; and, (2) a successful virtual project team, which has executive support and the necessary resources, has both learning- and performing components, and uses collaborative technology and complimentary infrastructures as enablers of that learning.
