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Rodríguez-Gómez, David, and Sallán Joaquín Gairín. "Innovation, Organisational Learning and Knowledge Management in Educational Organisations." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116863.
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Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.Las organizaciones educativas requieren de estrategias que les permitan responder lascontinuas y cambiantes exigencias y necesidades de su entorno. No se trata de que las organizaciones se adapten a los cambios sociales, sino de que también sean capaces de anticiparse a ellos y de buscar alternativas. El desarrollo de estrategias de aprendizaje organizativo y gestión del conocimiento permite, precisamente, afrontar estos desafíos, dotando a las organizaciones de herramientas y procesos que les permitan generar nuevo conocimiento y rentabilizar el conocimiento existente, mejorando así el rendimiento de los trabajadores y, por tanto, de la propia organización. En este artículo revisamos el desarrollo de los procesos de aprendizaje organizativo en lasinstituciones educativas, y defendemos la gestión del conocimiento como la mejorestrategia para promover el aprendizaje organizativo y la innovación.
Organizações educativas exigem estratégias para atender às demandas e necessidades de seu ambiente de contínuo e em constante mudança. Não é que as organizações se adaptarem às mudanças sociais, mas também ser capaz de antecipá-los e encontrar alternativas. Desenvolver estratégias para a aprendizagem organizacional e gestão do conhecimento permite justamente atender a esses desafios, as organizações que oferecem ferramentas e processos que lhes permitam gerar novos conhecimentos e capitalizar o conhecimento já existente, melhorando assim o desempenho dos trabalhadores e, assim, da organização. Neste artigo, revisamos o desenvolvimento de processos de aprendizagem organizacional em instituições de ensino, e defender a gestão do conhecimento como a melhor estratégia para promover a aprendizagem organizacional e inovação.
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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.
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Beckett, Ronald C., University of Western Sydney, College of Law and Business, and School of Management. "Learning organisations in high technology industries." THESIS_CB_MAN_Beckett_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/299.
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This study describes an action research program, primarily within one company pursuing learning organisation concepts. The research was an integral part of the implication process, not involving case studies carried out after the event, or analysis prior to it, but an iterative mixture of both.Both the literature and case studies of various aspects of the operations of an Australian Aerospace company are used to help identify some particular practices that support organisational learning. A range of issues arising from the research are also discussed. A multi-faceted systems model of corporate memory is developed, and possible ways of obtaining leverage from that memory are discussed.The research identifies a number of competencies, processes and practices that need to be in place for organisational learning and knowledge management to be effective. It is suggested that a particular organisation may take many years to establish this portfolio of capabilities to the extent that they become the operating room.Doctor of Business Administration
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Beckett, Ronald Charles. "Learning organisations in high technology industries /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030506.165637/index.html.
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Thesis (D.B.A.) -- University of Western Sydney, Nepean, 2001.A thesis submitted for the degree of Doctor of Business Adminiistration, University of Western Sydney, Nepean, 2001. Includes bibliographical references.
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Stöger, Eduard A. "Integrating apprenticeship training in learning organisations /." Wien [u.a.] : LIT, 2007. http://www.gbv.de/dms/zbw/529519984.pdf.
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Papantonopoulos, Harry. "Positive emotions and learning in organisations." Thesis, Nottingham Trent University, 2009. http://irep.ntu.ac.uk/id/eprint/9/.
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Davies, Richard J. "Order and diversity: representing and assisting organisational learning in non-government aid organisations." Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558557.
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The aim of this thesis is to develop a coherent theory of organisational learning which can generate practical means of assisting organisational learning. The thesis develops and applies this theory to one class of organisations known as non-government organisations (NGOs), and more specifically to those NGOs who receive funds from high income countries but who work for the benefit of the poor in low income countries. Of central concern are the processes whereby these NGOs learn from the rural and urban poor with whom they work. The basis of the theory of organisational learning used in this thesis is modem evolutionary theory, and more particularly, evolutionary epistemology. It is argued that this theory provides a means of both representing and assisting organisational learning. Firstly, it provides a simple definition of learning that can be operationalised at multiple scales of analysis: that of individuals, organisations, and populations of organisations. Differences in the forms of organisational learning that do take place can be represented using a number of observable attributes of learning which are derived from an interpretation of evolutionary theory. The same evolutionary theory can also provide useful explanations of processes thus defined and represented. Secondly, an analysis of organisational learning using these observable attributes and background theory also suggest two ways in which organisational learning can be assisted. One is the use of specific methods within NGOs: a type of participatory monitoring. The second is the use of particular interventions by their donors: demands for particular types of information which are indicative of how and where the NGO is learning In addition to these practical implications, it is argued that a specific concern with organisational learning can be related to a wider problematic which should be of concern to Development Studies: one which is described as "the management of diversity". Individual theories, organisations, and larger social structures may not survive in the face of diversity and change. In surviving they may constrain and / or enable other agents, with feedback effects into the scale and forms of diversity possible. The management of diversity can be analysed descriptively and prescriptively, at multiple scales of aggregation.
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Hornby, Diana Scot. "Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/242.
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The first decade of democracy marks a massive transition in the life of South African children. The South African Constitution is perhaps the most assertive affirmation of the rights of children any where in the world. The new Government has highlighted the plight of young children by publishing the first white paper for children under the age of 6 years: Education White Paper (5) on Early Childhood Development (RSA, 2001) as well as other policies to guide an integrated developmental approach to early childhood services. Despite progress, according to Porteus (in Chisholm 2004), the gains have not been strong enough to work against the momentum of inequity facing the nation’s young. Non Government Organisations have played a key role over the past thirty years to establish services that address the developmental needs of disadvantaged young children under the age of 6 years. Their challenge now, is to respond to the changes in a transforming state and provide services that are relevant and appropriate. There has been a ‘realignment’ occurring in the ECD sector where activities have shifted beyond the formal classroom possibilities to pro-child social development. This adjustment is making huge demands on the ECD sector as they grapple with the paradigm shift. The Learning Organisation is a strategy that allows organisations to re-invent themselves and remain relevant. The focus of this study examines five ECD NGO’s in the Eastern Cape Province, to assess the extent to which they meet the characteristics that make a learning organisation, in the current democratic context of South Africa. The research was qualitative in nature and utilizing the case study method and through semi-structured interview schedules and document analysis, the researcher was able to gain insight into the Organisations. The Directors in five organisations formed the core of the research sample. The research findings suggest that although the Directors are grappling with the paradigm shift to an integrated, pro-child social development approach, the human resources within organisations are not being fully mobilised, enhanced and tapped. Practicing a Learning Organisation strategy would assist the ECD NGO’s to re-invent themselves, but the research findings suggest that these characteristics remain under-utilized.
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Pacitti, Bernice Jane. "Organisational learning in R&D organisations : : a study of new product development projects." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488172.
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Spicer, David Philip. "Mental models, cognitive style, and organisational learning : the development of shared understanding in organisations." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/363.
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Organisational learning is seen by many to be a key determinant of organisational performance. This is demonstrated by the growth of the 'learning company' concept (Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently, organisations need to integrate and maximise the knowledge and learning of their individuals, and central to the learning process in firms is an effective means of transferring knowledge and learning between individuals and their organisation as a whole. Mental models (individual and shared) have been postulated as a mechanism through which this occurs (Senge 1990a; Kim 1993; Hayes and Allinson 1998). An individual mental model can be characterised as a simplification or representation of understanding of an idea, notion, process or system which provides the cognitive framework in which that individual's knowledge in respect of that issue is stored, whilst shared (group or organisational) mental models can be characterised as the common elements that exist between individual mental models. Both of these have been theoretically linked with individual and organisational learning. Literature in respect of individual and organisational learning, mental models and a third issue cognitive style is reviewed. Cognitive style represents the way individuals obtain, store and operationalise knowledge, and is included here as it is recognised as potentially affecting how learning and mental models interact (Hayes and Allinson 1998). A research model is posited which integrates key theory in respect of these three concepts, and research undertaken in two phases is presented. Phase One focused upon the representation of individual and shared mental models through semi-structured causal interviews with senior mangers in participant organisations, whilst Phase Two involved organisation wide surveys of these models, aspects of learning and cognitive style. Results obtained suggest that the complexities of an organisation, its environment, learning and mental models all mitigate against the identification of a simple relationship between these constructs. However some of the sources of these complexities are identified and suggested, and it is posited that the progression of work addressing organisational learning would best be served through a case study approach addressing the sources of complexity and effectiveness of learning in relation to specific mental models and within organisations.
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Oudtshoorn, Mike van. "Towards autonomy and 'responsibility for learning' in organisations." Thesis, Brunel University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386223.
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Makhaba, Thembile. "Knowledge management strategies in engineering organisations." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3579.
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Engineering is believed to be one of the oldest professions and it is estimated that engineering existed 10 000 centuries B.C (Before Christ). Engineering plays an important role in making the environment safer, making daily lives more convenient and also contributes to countries’ economic developments. Engineering has advanced in such a way that it is difficult to survive without some kind of engineering these days. The same as engineering, knowledge management also dates back to biblical times just after creation. Knowledge management is not only applied in organisations, but also within communities, societies, and families. Engineering organisations rely the most on past discoveries and product information (knowledge) in order to solve engineering related problems. Due to globalisation of markets and products, shortage of skills and technological advancement, knowledge has become one of the main competitive factors of many organisations. Therefore engineering organisations need to have knowledge management strategies if they are to stay competitive. Different engineering organisations might have similar knowledge management strategies or different knowledge management strategies depending on organisational size, structure and culture and service offered or product offered. Against this background, this study sought to discover what knowledge management strategies are currently implemented in engineering organisations and recommend on strategies that can be implemented and how they can be implemented. The study is based on a review of literature on engineering, engineering organisations, knowledge and knowledge management and a structured questionnaire on knowledge management in engineering organisations. The population for the study was all engineering organisation employees and the engineering organisations in the Eastern Cape Province of South Africa were sampled for the survey.
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Schofield, Keith. "People learning in organisations : a socio-cultural approach." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/17508/.
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A research study has been completed to explore notions of community, participation and practice in relation to organisational learning. Finding that existing organisational learning literature was only able to partially explain the learning process, literature is drawn from non-organisational contexts and mapped across to the workplace in order to comprehensively explain the mechanisms of learning. In doing this, learning is positioned a social process; this thesis contributes to existing literature by unpicking the intricacies of social interaction and the nuanced nature of participation in the case study organisation to develop an understanding of the learning process. The research project was undertaken in a debt recovery agency in the Huddersfield area, Smart Debt Recovery. Using an ethnographic research style, research involved participant observation, interviews and document collection. The initial analysis was completed on the observation notes and involved the data being constructed into a story that enables the reader to get a real feel for what working at Smart Debt Recovery is like. Additionally, it served as a valuable analytic tool that informed the interview schedule that followed. Analysis after this was completed thematically; the data were coded in such a way that all aspects of participation in Smart Debt Recovery’s practices were understood in terms of learning. The research has developed understandings of learning within an organisation by making use of non-organisational learning theories and applying them within a workplace context. Notably, social constructivist understandings of learning, such as progression through a Zone of Proximal Development are applied to learning instances and notions of participation in multiple communities of practice, and the multi-faceted nature of this, is used to reflect on individual levels of learning and performance. The key outcome of this research is a thorough, unique and detailed exploration of learning happening within an organisation.
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Stefano, Alexandra di. "Beyond the rhetoric : a grounded perspective on learning company and learning community relationships." Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343744.
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Beukes, Cecil Joseph. "A critical-hermeneutical inquiry of schools as learning organisations." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5462.
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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.Dissertation presented for the degree Doctor of Philosophy (PhD) at Stellenbosch University.
ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of Education Management and Development Centres (EMDCs) in the Western Cape, the WCED expressed its intention to develop schools in the Western Cape into learning organisations. I do a literature review to develop a conceptual framework of a learning organisation. From the literature review I constructed five constitutive meanings of a learning organisation. These meanings serve as conceptual lenses to explore how schools can be developed into learning organisations. Furthermore, I analyse some of the WCED service provision policies against the five constitutive meanings. These constitutive meanings include quality, inclusivity, collaborative teamwork, communication and power, which determine if the WCED policies are consistent with its objective to develop schools into learning organisations. Through my analysis I found that the WCED‟s policies are not compatible with all constitutive meanings. This led me to conclude that the WCED‟s understanding of a learning organisation is fundamentally and conceptually flawed as the WCED‟s service provision model operates within a controlled and regulated environment at the expense of internal school development. Interviews and the interpretation of data further reveal that the WCED‟s service provision model is not adequate to develop schools into learning organisations. This flawed understanding may have resulted partly in the WCED‟s adoption of a single, unitary managerialist approach to their service provision model because of the strong emphasis on compliance rather than cooperation that should exist between schools and the WCED. Based on the constitutive meanings I constructed for a learning organisation, I conclude that a managerialist approach serves the WCED‟s interest more than it serves the interest of teachers and classroom practice. The main argument of this study is that a communicative deliberative idea of democracy could reconceptualise the WCED‟s inadequate understanding of a learning organisation. A key aspect of developing schools into learning organisations may begin with instituting better lines of communication which should include elements like reflexive discussion, communicative freedom, consensus and decision-making processes. These elements form the basis of what constitutes a learning organisation. This reconceptualised notion of a learning organisation can best be done through deliberative democracy with its emphasis on public argumentation with equal opportunity with the aim of arriving at an agreed judgement. This study suggests that the WCED adopts a communicative deliberative idea of democracy as a notion of communication which is a more ideal vehicle that could assist in developing schools into learning organisations.
AFRIKAANSE OPSOMMING: In hierdie kritiese verklarende ondersoek rondom skole as leerorganisasies gebruik ek die Wes-Kaapse Onderwys Departement se diensleweringsmodel as ʼn voorbeeld van die konsep van ʼn leerorganisasie. Hierdie ondersoek is konsepsioneel in wese en bepaal of die WKOD se diensleweringmodel voldoende is om skole in leerorganisasies te ontwikkel. Met die daarstelling van Onderwys en Bestuur Ontwikkellings Sentrums (OBOSSE) in die Wes-Kaap het die WKOD sy voorneme om skole in die Wes-Kaap in leerorganisaies te ontwikkel uitgedruk. Derhalwe doen ek ʼn literêre oorsig om ʼn konseptuele raamwerk van ʼn leerorganisasie te ontwikkel. Vanuit hierdie literêre oorsig het ek vyf kontitutiewe betekenisse naamlik (kwaliteit, inklusiwiteit, samehorige spanwerk, kommunikasie en mag) geїdentifiseer wat ʼn leerorganisasie saamstel. Hierdie konstitutiewe betekenisse dien as waarneembare lense om vas te stel in hoe ʼn mate skole in leerorganisasies kan ontwikkel, en of die WKOD se diensleweringmodel strook met sy oogmerk om skole in leerorganisasies te ontwikkel. Ek analiseer vervolgens sekere WKOD diensleweringbeleide teen die konstitutiewe betekenisse om die relevansie om skole in leerorganisasies te ontwikkel vas te stel. Deur hierdie analise het ek ontdek dat nie alle beleide ten volle aan die vereistes van die konstitutiewe betekenisse voldoen nie. Derhalwe kom ek dus tot die gevolgtrekking dat die WKOD se siening van ʼn leerorganisasie fundementeel en konseptueel foutief is omdat die WKOD se diensleweringmodel werk binne die raamwerk van ʼn beheerde en gekontroleerde omgewing tot die nadeel van die interne ontwikkeling van skole. Die onderhoude se interpretasie in verhouding met die vyf konstutiewe betekenisse en beleidsdokument het verdere inligting aangaande die hoofnavorsingsvraag of die WKOD se dienslewering model genoegsaam is om skole in leerorganisasies te ontwikkel verskaf. Ek argumenteer dat hierdie skewe siening (beeld) mag gedeeltelik daartoe bygedra het tot die WKOD se enkel eensydige bestuurstyl tot hul diensleweringmodel as gevolg van die sterk klem op onderdanigheid eerder as samewerking wat ʼn ideale spangees tussen skole en die WKOD teweeg kan bring. Op grond van die konstitutiewe betekenisse wat ek geformuleer het, doen ek aan die hand dat die WKOD se diensleweringmodel hulself bevoordeel, eerder as die belange van onderwysers en klaskamer praktyk. Derhalwe doen ek ʼn paar aanbevelings aan die hand om hierdie leemtes aan te vul en voorsien riglyne om skole in leerorganisasies te ontwikkel. Die hoofargument van hierdie ondersoek is dat beraadslagende demokrasie die WKOD se siening van „n leerorganisasie aansienlik kan verbeter. „n Sleutel aspek van die ontwikkeling van skole in leer organisasies mag begin by die instelling van beter vorme van kommunikasie wat elemente soos reflektiewe besprekings, kommunikatiewe vryheid, konsensus and besluitneming insluit. Hierdie elemente vorm die basis van wat ʼn leer organisasie behels. Dit kan derhalwe die beste gedoen word deur beraadslagende demokrasie met sy klem op publieke argumentering met gelyke geleenthede en die klem op die daarstelling van ooreenstemmende oordeel. Hierdie studie suggereer that die WKOD die idée van beraadslagende demokrasie as ʼn beginsel van kommunikasie moet aanneem wat die mees ideale vorm van demokrasie is wat hulle kan ondersteun om skole in leer organisasies te ontwikkel.
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Juslin, Petersen Annastina. "Den viktiga dialogen : En studie om kommunikationens betydelse för lärande i en organisation." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119752.
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Sammanfattning Syftet med studien är att beskriva och analysera, samt bidra med ökad kunskap om, hur olika kommunikationsfaktorer inom en organisation kan främja lärande. Mer precist är syftet att studera hur chef och medarbetare uppfattar vilka faktorer som påverkar digital och verbal kommunikation. Samt hur dessa faktorer kan påverka lärandet i organisationen. Studien är kvalitativ med en induktiv ingång och för att få empiri har intervjuer utförts på ett företag, med såväl chefer som medarbetare. Resultatet visar på att följande faktorer visade sig ha betydelse för kommunikation i organisationen; kombination och alternativ av kommunikationskanal; tydlighet; ansvar; riktlinjer och socialt samspel. I studien framkom även att det fanns en del störningsmoment gällande kommunikation. Vidare framkom under analysarbetet att följande kategorier inverkar på lärandet i organisationen; synen på att utvecklas; uppfattningen om att lära sig i arbetet; möjlighet att diskutera alternativa lösningar; att lära sig av sina kollegor; återkoppling; att lösa uppgifter i grupp; att lära av och med sina kollegor och socialt samspel.Studien finner att genom att beakta faktorerna som påverkar kommunikationen, kan många störningsmoment avvärjas och därmed kan tid frigöras. Denna tid är värdefull och kan användas på ett mer kreativt sätt, exempelvis till innovation och lärande. I studien visas också att organisationer behöver fokusera mer på socialt samspel och se till att medarbetarna kan mötas ofta och på ett otvunget sätt. När motiverade medarbetare möts i dialog kan de finna innovativa lösningar på problem, vilket kan leda till ett utvecklingsinriktat lärande i organisationen. Studien föreslår team eller förändringsarbete som lärstrategi.
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Zhai, Xiaofeng. "The role of human resource practices in enhancing employees' behaviours and organisational learning in Chinese construction organisations." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7104.
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Construction is complex and comprises a multitude of knowledge-driven activities and business interests from participating organisations with the people involved being subject to different organisational and disciplinary practices. People are fundamental to success because human capabilities in learning, innovating and changing creative directions are vital to long term development of organisations. In the last two decades, researchers have found that human resource (HR) management has positive effects on the organisational performance. However, the processes through which HR management lead to organisational performance are contested. This research proposes a framework to investigate the effects of employees' behaviours and organisational learning on organisational performance and the impacts of HR practices on those effects in the context of Chinese construction enterprises. The research design adopts a multi-method approach, integrating positivism and interpretivism, to understand the complex relationship between HR practices, organisational learning, individual behaviour, and organisational performance. By consulting two experienced academic researchers and industry experts, the pilot study improves the understanding and implementation of the measurement instruments employed. Both quantitative and qualitative approaches are adopted in data collection and analysis: 326 valid respondents through questionnaire survey are received, and structural equation modelling is adopted to test individual behaviour and organisational learning as mediating variables of the relationship between HR practices and organisational performance respectively. Middle-level managers in Chinese construction firms are interviewed, and a cognitive map is produced to reveal the possible mediating variables and the cause-effect relationships between organisational learning and individual behaviour. The cause-effect route identified from the cognitive map is tested by structural equation modelling method, i.e., individual in-role behaviour as a mediating variable between organisational learning and performance. In conclusion, from the theoretical perspective, the results reveal the following. (1) Individual in-role behaviour has highly significantly positive effect on organisational performance. Organisational learning has very highly significantly positive effect on organisational performance. Both individual in-role behaviour and organisational learning have mediating effects on the relationship between HR practices and organisational performance. (2) HR practices positively affect individual in-role behaviour indirectly through organisational learning. Individual in-role behaviour mediates the relationship between organisational learning and organisational performance. (3) HR practices also affect organisational performance via the path-way of social capital, individual perceived organisational support, organisational citizenship behaviour (OCB), and co-worker productivity. For the practical implications, Chinese construction companies should implement the following to improve organisational performance. (1) Recognize the importance of employees' in-role behaviour, and design HR practices to motivate employees to apply their knowledge, skills and abilities in job-related performance, and to retain qualified and experienced staff. (2) View organisational learning as an important component of competitive advantage in the process of organisational development, and motivate and enhance organisational learning by the employment of HR practices and the creation of social capital. (3) Recognize the importance of OCBI (i.e. organisational citizenship behaviour directed toward the benefit of other individuals), and try to elicit employees' OCBI by improving employees' perceived organisational support.
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Garratt, Lindsay B. "Power relationships and authentic organisational learning : daring to break the silence on meaningful dialogue in policing organisations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/704.
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The 21st century presents great opportunities and threats for business: national and global markets are demanding high performance, innovation, creativity, and flexibility. Public sector organisations are continually asked to do more with less, with equal if not greater efficiency and creativity demands as the private sector. Organisational learning is a concept touted as an important and necessary strategy for organisations to keep pace with the rapid changing global environment that now plays host to opportunities as well as great economic and social volatility. However the reality for many is that they become proficient at the kind of organisational learning that reinforces the status quo (Morgan, 2006).
This thesis aims to make an original contribution to the organisational learning literature by exploring power relationships and the degree to which individual and/or groups have the capacity or power to question the existing order of things. More particularly, it examines how and why power relationships may facilitate or inhibit ‘authentic organisational learning’. In doing so, this research explores a conceptual model of power relationships drawing on a traditional organisational leadership framework originating with Burns (1978) – ‘transactional’ and ‘transformational’ – as well as incorporating a critical perspective, drawing on the work of Freire (1970) with the notion of a ‘revolutionary’ power relationship. These three power relationships are explored as they operate to varying degrees across the four dimensions of power drawn individually from Dahl through to Lukes and Foucault. Notions such as ‘meaningful dialogue’ and ‘liberated learning space’ are introduced as a means to explain the capacity or ‘power to’ question the existing order of things: including the traditional dominant attitudes, beliefs, values and norms in organisations.
Despite the perceived importance of organisational learning as a strategy for organisations in the 21st century, and the significant growth in the literature since the early 1990s, the notion of power continues to be all but silent in the organisational learning literature. Positioned in the recent emancipatory perspective of organisational learning, underpinned by Critical Theory, this thesis contributes to breaking this silence by exploring beyond the possible vested interests that we, as managers, may have to maintain the existing order of things in organisations. The emancipatory perspective encourages me to distinguish between organisational learning that is more ‘compliant’ to the learning agenda of managers – whether exploiting existing learning or exploring new learning both for corporate benefit – and more ‘authentic organisational learning’ driven by employees.
This original contribution has particular significance for policing organisations. The ability of individuals to question the existing order of things in such organisations is of interest due to a perceived inability to bring about meaningful cultural reform. This research argues that reform failures may be due to a managerial learning agenda being deployed, which may result in compliance rather than more ‘authentic’ learning. Hence, this thesis examines the conceptual model primarily in respect to two case studies of policing organisations: one Australian and the other in another part of the Oceania region.
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Clarke, Ian. "Learning in developing economy clusters : the role of intermediary organisations." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/7511.
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Intermediary organisations play a distinctive, yet underestimated, role in the learning processes of developing economy clusters. This study situates itself in a new way of thinking about knowledge and innovation; one that emphasises learning as a social process, within communities that emerge through the development of shared practice. It finds that, while previous formulations of intermediaries have emphasised linking and accessing, in some contexts their roles are more fundamental and include community-building and coordinating common strategies. For many agricultural clusters, reflecting a move in developing economies from „import-substitution‟ towards a focus on exports, learning and innovation has become central. Facing challenges in knowledge generation and transfer (Bessant et al, 2003), clustering aids knowledge diffusion amongst producers and stimulates the learning necessary to penetrate international markets (Schmitz and Nadvi, 1999; Humphrey and Schmitz, 2000). While opportunities sometimes exist for learning from global buyers, however, it is more common in natural-resource based clusters for the onus to be on producers to develop their own capabilities (Gomes, 2006). This study examines the contribution a diverse group of actors, categorised as intermediary organisations, make to this process. The practice-based perspective (Amin and Cohendet, 2004) provides a framework through which the intermediary role is conceptualised, alongside insights from the innovation and network literatures (Howells, 2006; Burt, 2005). While these literatures predominantly focus on linking and accessing, however, intermediaries‟ roles are found, in certain developing economy contexts, to stretch wider. Through a case study of a Peruvian agricultural cluster, they are identified as performing a cluster-building role, by providing a platform for inter-firm cooperation. They also, through their ability to coordinate firm actions, facilitate opportunities for value chain learning. In addition, they provide new knowledge inputs to cluster actors, either through their own knowledge creation capabilities or their ability to translate and adapt existing knowledge.
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Limwichitr, Saowapha. "Developing a model for investigating university libraries as learning organisations." Thesis, Aberystwyth University, 2016. http://hdl.handle.net/2160/106a296f-c548-45ad-aaae-c57cdf350d16.
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Contemporary organisations including university libraries are operating in a climate of continuous change. Preserving their traditional role as gatekeepers to data and information is not enough; they need to take a further step to becoming learning organisations. Due to the limits of knowledge and study in the field, the study aims to investigate and propose a model for developing university libraries into learning organisations. The researcher used six university libraries in Thailand as a case study. Multiple methods of data collection: document analysis, semi-structured interviews, and observation were employed in order to gain an understanding on their transformation efforts. A new model is then proposed for investigating the development of university libraries into learning organisations, comprising the Diamond-shape model and Contextual model. Human resource development and knowledge management practices were found to be the most critical practices in building a learning organisation and then used as the two foci of the Diamond-shape model for investigating the library practices. There are two dimensions employed in the model: the extent to which 1) human resource development and knowledge management are implemented and 2) the two operate measured on a scale ranging from the mechanistic to fully integrated level. Development of the Contextual model is guided by Garvin’s Three Ms framework, comprising the aspects of Meaning, Management, and Measurement, with one more aspect, Critical Success Factors, further added to supplement the three Ms for investigating the libraries’ transformation based on their organisational context. The proposed model provides a new way of investigation by taking into account of the two interrelated concepts in terms of how they can be combined to support building a learning organisation, together with taking into consideration of their context and culture. By this means, the model promotes a holistic understanding by identifying the necessary practices as well as prevailing aspects that might impede transformational change into a learning organisation and the results of the investigation can be used to propose actions to transform the university libraries into fully-fledged learning organisations. The model was applied to the six case libraries to confirm its validity. Limitations of the study were considered and recommendations for further research were proposed, including conducting a study in different research settings to ensure transferability; collecting data from library staff to gain their perspectives; and exploring the aspect of leadership, information technology, and power and politics in detail.
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Marthinus, Kenneth Joseph. "Creating a culture of learning : recommendations for public service organisations." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6668.
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Thesis (MPA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The dawn of the new South Africa, with the election of the first democratically elected government in 1994, provided a huge service delivery challenge to the public service. Delivery challenges included, the different own affairs services that had to be amalgamated into one public service, matters of transformation, with regard to representivity of all race groups in government, and to reduce the huge backlog of access to public services to millions of South Africans previously excluded. Notwithstanding various initiatives by government through legislation and policies, to support the public sector in developing necessary skills and competencies of public servants for the improvement of service delivery, there is currently massive dissatisfaction from citizens regarding government's inability to provide basic services. Research will prove that the “traditional manner” of skills development initiatives cannot alone assists public servants to improve their skills and competencies to allow government to deliver on its mandate to provide minimum services to its citizens. Furthermore the research will prove that the concept of the “learning organisation (LO)” or alternatively “organisational learning (OL)”: Can support the “traditional” training and development methods to improve the skills levels of public servants to deliver on the mandate of government ; Is a planned intervention which must be supported from management as change agents ; Benefit employees more from this approach to learn ; Must be supported by a change of the organisational culture, information and knowledge management and the appreciation of individual knowledge and experience.
AFRIKAANSE OPSOMMING: Met aanbreek van die nuwe Suid-Afrika in 1994, na die nuut verkose eerste demokratiese regering, is groot uitdagings ten opsigte van dienslewering aan die openbare sektor gestel. Hierdie uitdagings sluit onder andere in die verskeie eie-sake administrasies wat geamalgameer moes word, hervormingsaangeleenthede soos om verteenwoordiging van alle rasse in die openbare sektor te verseker en ook om die groot agterstand in dienslewering aan miljoene mense in Suid Afrika wat voorheen daarvan uitgesluit was, te verminder. Nieteenstaande verskeie regeringspogings om dienslewering te verhoog deur nuwe wetgewing te promulgeer om die nodige vaardighede en bevoegdhede van staatsamptenare te verbeter, is daar nog steeds grootskaalse ontevredenheid by die algemene publiek oor die regering se onvermoë om basiese dienste te verskaf. Die navorsing sal toon dat die "tradisionele" wyse van vaardigheids-ontwikkelingsinisiatiewe alleen nie voldoende sal wees om die vaardighede en bevoegdhede van staatsamptenare te verbeter om die regering in staat te stel om aan sy mandaat te voldoen om minimum dienste aan die publiek te lewer nie. Die navorsing sal ook toon dat die konsep van leef "organisatoriese leer (OL)": Die tradisionele manier van opleiding en ontwikkeling kan ondersteun om die vaardigheidsvlakke van staatsamptenare te verbeter en sodoende op die regering se mandaat te kan lewer ; 'n Beplande ingryping is wat deur bestuur ondersteun moet word wie as veranderingsagente in die organisasie moet optree ; Meer voordele bied aan werknemers om te leer ; Deur 'n verandering in die kultuur van die organisasie, inligting- en kennisbestuur, en die waardering van individuele kennis en ervaring, ondersteun moet word.
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Laenen, Inneke. "What are the enablers of and barriers to the creation of Organisations with an enhanced learning capacity? A systematic Review of learning organisation interventions." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32384.
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Health systems, like commercial enterprises, face wide-ranging challenges and need to develop an adaptive capacity in order to remain effective. There is increasing recognition in the health sector that the concept of the learning organisation, which has long been popular in the business management field, could be a key strategy to develop this adaptive capacity in health systems. Although examples exist of the application of learning organisation principles to health care facilities, there is little guidance for how units or groups responsible for health policy and strategies can apply them more widely. In order to provide some initial guidance to the Western Cape Department of Health, which has expressed an interest in developing into a learning organisation, this project sought to identify the enablers of, and barriers to learning organisation creation by conducting a systematic review of learning organisation interventions across multiple sectors. As multiple definitions and models of a learning organisation exist in the literature, this systematic review was complemented by an initial review of conceptual literature which synthesised the existing definitions and models of a learning organisation and identified a core set of learning organisation dimensions. Findings indicate that a foundation of good organisational software such as a shared understanding of, and commitment to a learning organisation vision, a culture which is conducive to learning organisation creation, and a secure, supportive and interpersonally non-threatening environment, is essential for learning organisation creation. Building on this foundation it is then important to invest in staff time (i.e. that staff are officially allowed, and incentivised, to spend time on learning during work hours), and the infrastructure and processes necessary to support knowledge transfer, such as physical meeting spaces, online learning databases, mentorship programmes, and feedback mechanisms.
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Knox-Davies, Barrie. "The extent to which a learning organisation culture influences employee engagement in two service based organisations in the property sector of South Africa." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23452.
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Increasingly the competitiveness of organisations will depend on the level of service and quality of experience offered by the employees of the organisation. In short, it is the employees within an organisation that define how successful the organisation can be to the market. The opportunity to outperform competitors lies in the ability to innovate quicker, respond faster and better understand the needs of the consumer, in so doing, becoming the organisation that creates the next trend rather than follow it. The key to achieving outstanding performance, driving both bottom-line revenue and sustained growth in the long term is in harnessing the collective knowledge latent within the organisation and freely available just beyond the organisation in the external context. This can only be done through developing a strong Learning Organisational Culture. The impact this has on the organisation is in improving employee engagement providing the catalyst in which employees perform at an optimum, minimising the unproductive cycles of the organisation resulting from employee turnover, lost intellectual capital and general employee apathy. The study provides evidence that Learning Organisation Culture is positively correlated with Employee Engagement. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Knox-Davies, B 2010, The extent to which a learning organisation culture influences employee engagement in two service based organisations in the property sector of South Africa, MBA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-03242012-174550 / > F12/4/208/zwDissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
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Al-Ali, Adnan A. S. "Human resource development : training and development practices and related organisational factors in Kuwaiti organisations." Thesis, University of Bradford, 1999. http://hdl.handle.net/10454/4936.
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This study examines and aims to disclose the current policies and practices of Training and Development (T&D) within Kuwaiti government and private/joint-venture organisations. The literature review indicates that although much attention has been devoted in studying Training and Development practices, a very few focus on T&D related factors on organisation performance in developing countries. The literature also indicates the need for considering these factors in order to have a better T&D effectiveness, and hence organisation overall performance. In this study the Training for Impact model was adopted and tested within Kuwaiti context in terms of training needs assessment and evaluation and follow-up. This research uses data collected from 100 organisations in Kuwait. 50 of these were government and 50 private /joint venture listed in Kuwait Stock Exchange. Therefore, all managers (100 training personnel) who are in charge of T&D function/programmes, were samples of the respondents of the present study. The main data collection methods adopted by this study were interviews (semi-structured) and "drop-in and pick-up" self-completion questionnaires. The data were quantitatively analysed and triangulation of quantitative findings was carried out in order to find out the difference between the two sectors in Kuwait in terms of T&D practices and related factors. To establish a causal connection between related factors and identified dimensions (T&D effectiveness, organisational rating, and satisfaction with evaluation process), a multiple regression technique was employed. The major findings of this study are noted below: Results indicate that the majority of the investigated organisations do not have a formal T&D system. T&D programmes are still carried out on a piecemeal basis rather than a systematic long-term policy. Findings which were common among the majority of the approached organisations were absence of a systematic organisational training needs analysis, use of conventional training methods, lack of effective procedures for T&D evaluation. The study explores the training personnel's way of thinking towards their T&D function and to the proposed T&D dimensions framework (integrated HRD strategy, top and line management commitment, a supportive formal system, T&D mechanism, organisational culture, and training budget). The findings indicate that most of the training personnel perceived these dimensions as providing motivation, commitment and support to their T&D function. Six main factors were found to influence T&D practices in government and private/joint venture organisations. These factors are: top management commitment, mutual support between organisational philosophy and T&D activities, line management support T&D involvement in organisation strategy, T&D policies and plans, and T&D effects on employees self-development. The study also identifies T&D effects on organisation performance in Kuwaiti organisations in terms of eliminating problems; increasing commitment and motivation; fulfilling individual needs and personal objectives, improving interpersonal and interdepartmental relations, improving quality of goods and services; and leading to effective utilisation and investment in human resources. In addition the study establishes a causal connection of T&D related factors with performance dimensions, organisation rating, and satisfaction of T&D evaluation. The author recommends that for the T&D function to be treated as seriously as other organisational functions, then Kuwaiti training personnel, as well as top and line management, need to be more willing to play proactive and strategic organisational roles in T&D activities.
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Norris, Sheila J. "Workplace learning, an assessment of approaches to learning and perception of the learning environment in two public health organisations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36066.pdf.
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Tilley, Elizabeth Kate. "Advocacy for people with learning difficulties : the role of two organisations." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439333.
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Buheji, Mohamed Jasim. "Knowledge management influence on government organisations' competitiveness." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7236.
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The need for government organizations to become competitive is growing with the huge instability in the economy. In parallel, Knowledge Management (KM) has been rapidly growing in the past decade as a source of influence on organisational development practices. Furthermore, the past decade research approaches largely failed to show the importance of KM initiatives in creating synergy with other initiatives to an extent that would lead towards organizational competitiveness. This study address whether KM holistically influences the different organisational development practices, specifically in the context of the government sector. To ascertain the relationships between KM and four prevalent organisational development practices identified in the literature and increasingly used in practice, a quantitative survey approach was undertaken using a series of researcher-developed scales. Based on the literature review, Organisational Excellence (OE), Organisational Learning (OL), Organisational Innovation (OI) and Organisational Competitiveness (OC) were identified to be the most repeated relations with KM. A conceptual framework was designed to test the concept of the holistic influence of KM on the four identified organisational development practices. A total of 625 valid responses were collected from top and middle management from 54 government organizations in the Kingdom of Bahrain. The model was statistically tested according to the research hypotheses by regression analysis then Structural Equation Modelling (SEM). Results reveal strong and significant correlations amongst the five prevalent organisational development practices. Even though the holistic influence of the model could not be confirmed, findings show positive KM influence on the remaining organisational development practices, thus KM is an essential factor for government organisations. Besides illustrating KM as an important source of influence, this research establishes a new direction that helps to integrate all governmental organisations initiatives in relevance to organisation development practices leading to better competitiveness. The study makes a novel contribution since it increases the probability of a holistic approach model that brings support for the decision makers to enhance the overall government organizations competitiveness. The scale developed for the model tested can be generalised and used as a self assessment tool for organisational practices in KE. This work sets a baseline for KM practices in the Government of Bahrain and similar GCC Governments and can act as a reference for researchers on KM and competitiveness in the emerging economies countries. Nevertheless, the model need to be further investigated in future research to explore the missing variables in this model to make it more fit. Therefore, the concept of holistic model needs to be further subject to empirical investigations to explore its viability. The major limitation of this research is it been addressed only in the government sector and in one country.
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Qi, Meng. "The effects of interpersonal relationship variables on organisational citizenship behaviours and their implications for learning design in Chinese organisations." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13228.
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The present research examines how emotional intelligence, cognitive styles and leader-member exchange influence Organisational Citizenship Behaviours (OCB) on different levels (individual level and group level). There is increasing evidence to indicate that individuals’ perceptions and abilities play an essential role in explaining and predicting organisational citizenship behaviours (e.g. Van Dyne and Butler Ellis, 2004; Morrison and Phelps, 1999). The focus of this study is building on this body of research by examining the influence of cognitive style theory, leader-member exchange (LMX) and emotional intelligence (EI) on OCB. Although cognitive style preferences are known to influence one’s attitudes and behaviours toward others (e.g. Kirton, 2003; Charbonneau and Nicol, 2002), no study has previously focused on the relationship between cognitive styles and OCB. Another growing body of literature indicates that emotional intelligence (EI) and cognitive styles can be considered as predictors of the quality of leader member exchange relationships (LMX) (e.g. Allinson et al, 2001; Charbonneau and Nicol, 2002), which positively relate to OCB (e.g. Ilies et al. 2007). However, no previous studies have considered the mediating role of LMX in the relationship between EI, cognitive styles and OCB. Furthermore, no study has yet examined the effects of group level emotional intelligence and group composition in relation to cognitive style diversity on OCB. These are the areas where the present study attempts to make a significant contribution to new knowledge in the field of organisational citizenship behaviour research. Based on the extant literature, a research framework has been developed to identify the relationship between the three factors of cognitive styles, EI and LMX on organisational citizenship behaviours. The overarching purpose of the research is to enhance our understanding of how to cultivate employees’ organisational citizenship behaviours and how to better organize group members into more effective working groups. The research is conducted in the context of Chinese manufacturing firms and employs a quantitative approach using a range of reliable and valid instruments. Structural Equation Modelling (SEM) and multilevel modelling (MLWIN) are then applied to analyze the relationship between the independent variables (cognitive styles, EI and LMX) and the dependent variable (organisational citizenship behaviours). Results from a final sample size of 865 individuals comprising supervisors and their immediate subordinates are reported. The study successfully determines the relationship between emotional intelligence, LMX, cognitive style and organisational citizenship behaviour. As expected, high level of emotional intelligence leads to higher quality organisational citizenship behaviours at both individual and group levels. Moreover, as hypothesised, the quality of LMX plays a mediating role in the relationship between both leaders’ emotional intelligence and intuitive style and followers’ organisational citizenship behaviours. Practical implications are given and recommendation made for future research.
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Gnestadius, Kronvall Annika. ""Om individen mår bra, mår organisationen bra" : En studie av hur en organisations hälsofrämjande arbete uppfattas av anställda." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116196.
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Studien handlar om hälsofrämjande arbete i en organisation kallad organisation X. Syftet med denna studie är att utifrån Antonovskys begrepp känslan av sammanhang (KASAM) utveckla kunskap om hur en organisations hälsofrämjande insatser stämmer överens med hur personalen uppfattar det hälsofrämjande arbetet. En eventuell skillnad mellan organisationens insatser och personalens uppfattning är viktig att uppmärksamma, då de insatser som görs från organisationens sida är tänkt att främja medarbetarnas deltagande i det hälsofrämjande arbetet och utifrån de förutsättningar som finns i organisationen. Jag utgår från Antonovskys KASAM och använder mig av begrepp som KASAM, hanterbarhet, begriplighet och meningsfullhet, stressorer, salutogenes, patogenes och hälsofrämjande ledarskap. Empirin består av intervjuer med anställda i organisation X. Resultatet har delats in i två delar, en del som handlar om personalavdelningens uppfattning om det hälsofrämjande arbetet i organisation X och en del om de anställdas uppfattning om organisationens hälsofrämjande arbete. Själva analysen som genomförs är indelad i olika rubriker. Den slutsats som dras i studien är bl. a att ett hälsofrämjande arbete i organisation X inte bara består av hälsofrämjande aktiviteter i form utav fysiska aktiviteter utan att det handlar även om socialt stöd i form av gemenskap, delaktighet och lärande samt att även om organisationen jobbar med att erbjuda olika hälsofrämjande aktiviteter tycks detta inte räcka. Ytterligare en slutsats som kan dras är hur organisationens insatser stämmer överens med hur personalen uppfattar det hälsofrämjande arbetet.
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Nicolopoulou, Katerina. "Towards a phenomenological approach to organisation learning and information systems : a study of human experience in three large scale organisations." Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396365.
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Gray, Tanya C. "Processes of institutional learning : a comparative evaluation of learning within economic development organisations in Teesside and Cracow." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3819/.
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In an era of significant regional economic disparities, attention is turning away from traditional accounts of regional disadvantage towards the insights offered by institutional and evolutionary economics. Such accounts have highlighted the institutional, social and cultural capabilities that drive regional economic success. One aspect of this literature relates to the theme of institutional learning. In particular, a distinction has been made between incremental and radical institutional learning capabilities. Whilst incremental learning facilitates institutional adaptation to changing economic circumstances through the application of established interpretations and solutions, radical learning requires the development of an 'adaptability' capacity that reflects upon the applicability of past actions and promotes institutional innovations that break with existing understandings. Yet despite the importance attached to radical institutional learning capabilities, the internal organisational factors influencing actual learning processes - especially within the context of public sector bodies - have received little attention. This thesis explores these features through a comparative investigation of the institutional learning processes occurring within public sector based economic development organisations in Teesside, England and Cracow, Poland. The research presents the key arguments made regarding the centrality of learning to the regional rediscovery debate and examines the significance attached to the themes of institutional learning and cognition. Through reference to empirical evidence the research discusses the place specific and historically dependent nature of institutional learning processes and considers the extent to which institutional cognition, organisational memories, management systems and techniques act as barriers or stimuli to radical learning.
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Dool, Leon van den. "Local learning : the role of African local public organisations in development projects /." Delft : Eburon, 2003. http://www.loc.gov/catdir/toc/fy044/2004365468.html.
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Beattie, Rona S. "Developmental managers : line managers as facilitators of workplace learning in voluntary organisations." Thesis, University of Glasgow, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249921.
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Ferris, H. "Developing a new approach to change and learning in public sector organisations." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/1865.
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Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
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Thesis (PhD)--Stellenbosch University, 2002.ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore attracted much attention from within the academic community and from outside. The present higher education scene is characterised by demands for transformation and change, not only in South Africa but in Africa and the developed countries as well. The pressures and demands for change come from outside the field of higher education as well as from within. Some countries have been involved in the process of change and transformation for a period of over thirty years, while others have just embarked on the route or still have to start the change process. The post-apartheid era has marked an era of profound change for South African higher education institutions with concomitant legislation to ensure the change process. If effective and successful transformation of higher education institutions and systems can take place in South Africa with new models of transformation and the effective integration of cultures and openness to change at all institutional levels, these models could be instructive not only to Africa but also to the rest of the world and to academic life universally. However, the demands for change worldwide indicates not only towards new legislation but also towards flexible approaches and new forms of institutional structures and leadership to accommodate the significant, rapid and fundamental changes taking place in higher education and the realisation that institutions of the future will be different from those of the past and the present. In this study the influence of organisational models are used to establish a conceptual framework towards the development of learning organisations. The study reflects on how these new types of organisations will influence higher education institutions as organisations. It also considers what will be expected of higher education institutions to become learning organisations. Learning organisations have special qualities and higher education institutions or teaching institutions do not automatically qualify as learning organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they possess the necessary skills and have the enabling structures to accommodate a new world. Becoming a learning organisation involves more than a paradigm shift for higher education institutions. It requires a revolution, a quantum leap towards individual recognition and growth, leadership development and empowerment and institutional learning. The Academic 'Process Leadership' Super structure provides the space, structure and process for higher education organisations to re-organise and re-create itself to fit the demands of a new world. An analysis of leadership, leadership development and institutional change in higher education institutions brought to the fore that these institutions have not been effective in providing programmes that develop leaders because they simply do not know what is necessary for effective leadership development. Institutions do not have an in-depth understanding of leadership and they have not enculturated leadership development as a core aspect and activity in higher education institutions. There is grave concern regarding the development of 'soft' people skills. The qualitative research investigation into the process of change towards learning organisations in higher education institutions indicate that there are profound problems in the areas of leadership, leadership development, people management and satisfaction, knowledge management and learning dynamics. These areas form the core aspects within the new structures, that of learning organisations. The insights gained from the process analysis of five higher education institutions indicate that the implementation of the academic leadership model as described in the study will provide individual leaders with the necessary leadership skills to fulfill their roles in the recreated empowered institutions. This process of leadership development, as indicated in the study, could enable institutions to become learning organisations.
AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk van beide binne en buite die akademiese gemeenskap om te verander. 'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie, maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie begin het nie 6f pas begin het met die proses van verandering en transformasie. Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid- Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale hoeronderwysgemeenskap. Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie. Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap, leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van die verlede. Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte. Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag word om sodoende te kan verander na lerende organisasies. Dit is belangrik om kennis te neem dat lerende organisasies spesifieke eienskappe het en dat hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele invloed he op institusionele prosesse asook op die manier waarop instellings in die toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe organlsaSles. Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid. Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap, leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling maak tans nie deel uit van die huidige institusionele kultuur nie.
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Akella, Devi. "Power and control within learning organisations : a critical review within the professional sector." Thesis, University of Leeds, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393151.
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Buckler, William James. "Using learning processes to develop innovation and improvement within organisations : action research as a vehicle for managing individual and organisational capability." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391002.
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Schwesig, Max. "Development of a web based management simulation of knowledge exchange in networked manufacturing organisations : training engineers to actively contribute to organisational learning /." Aachen : Mainz, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014897662&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Bergare, Ingela, and Andrea Nilsson. "Lärande i projektintensiva verksamheter : När projekten är större än organisationen." Thesis, Karlstad University, Faculty of Economic Sciences, Communication and IT, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-500.
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Det blir allt vanligare att människor byter arbetsgivare flera gånger under sitt yrkesverksamma liv och den gamla synen på anställningen som ett livslångt åtagande håller på att försvinna. Organisationer knyter till sig temporära medarbetare, bland annat till sina olika projekt, för att dessa ska tillföra sådan kompetens som inte finns i den ordinarie organisationen. Detta syns tydligt i statistiken från SCB som visar att andelen temporärt anställda ökar i Sverige och nu är nästan 16 % av arbetskraften.
Uppsatsen behandlar lärandeprocesser i organisationer med höga E/A-tal, det vill säga organisationer där andelen temporärt anställda överstiger andelen tillsvidareanställda medarbetare. Den inriktar sig på lärandet i och mellan projekt, samt hur huvudorganisationen tar del av lärandet i projekten, när individerna med specialkompetens bara är temporärt anställda.
Respondentorganisationernas syn på kunskap stannar vid individuell kompetens. De har som strategi att till varje nytt projekt anställa personer med rätt kompetens temporärt. När projektet är avslutat, slutar även de som är anställda för projektet. Om organisationen behöver personer med samma kompetens för andra projekt, återanställs personerna temporärt för att arbeta i dem.
Studien visar att de undersökta organisationerna har en fungerande lärprocess trots att de inte medvetet strävar efter detta. Inom projekten sker hela tiden ett kunskapsutbyte mellan teammedlemmarna, och mycket utav denna kunskap sprids inom organisationen genom småprat och formella möten. En viktig kunskapskälla är de chefer som fungerar som länk mellan huvudorganisationen och projektgrupperna.
It is getting increasingly common for people to change employer several times during their professional life. The old way to look at employment as a one single lifelong commitment is declining. Organisations are now using more temporary employees, among other things for their different projects, with the intention that these should provide complementary competence to the organisation. This is clearly shown in the statistics from SCB, which illustrates that the share of temporary employees in Sweden increases and at the present represents almost 16 % of the labour force.
This thesis studies learning processes in organisations with a high E/E-number, which stand for organisations where the share of temporary employees exceeds the share of regular employees. The thesis focus on learning within and between projects, as well as how the main organisation takes part of the learning in the projects, when the individuals with special competence are only temporary employed.
The respondent organisations view on knowledge stop at individual competence. Their strategy is to employ people with the right competences temporary to each new project, so when the project is closed, the people and the competence leave. If the organisation requires people with the same competence again for other projects, they are temporary re-employed.
The study shows that the organisations examined do have a functional learning process, although they do not consciously strive for this. Within the projects there is a constant knowledge exchange between the team members, and a lot of this knowledge is spread through out the organisation by small talk and formal meetings. An important source of knowledge is the supervisors which function as a link between the main organisation and the project teams.
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Jacobs, Diederik Cornelius. "The application of informal feedback intervention as a communication management tool in learning organisations." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10052005-151625.
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Thesis (Ph. D. (Communication management))--University of Pretoria, 2005.Summaries in English and Afrikaans. Includes bibliographical references (leaves 348-368). Available on the Internet via the World Wide Web.
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Endrös, Holger. "Neue Medien in der Hochschule PolitikON als universitäres Lehrprojekt aus organisations- und handlungstheoretischer Perspektive." Giessen Hermann, 2007. http://d-nb.info/991498852/04.
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Lakkaraju, Sai Kiran. "Synchronising subjective knowledge and knowledge management systems in organisations." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/31670.
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Thesis (Ph.D.)--University of Western Sydney, 2008."A thesis submitted to the University of Western Sydney, College of Health and Science, School of Computing and Mathematics in fulfilment of the requirements for the degree of Doctor of Philosophy." Includes bibliography.
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Pitt, Christine Ann, and n/a. "An exploration of groupware as an enabling technology for the learning organisation." University of Canberra. Information Sciences & Engineering, 2003. http://erl.canberra.edu.au./public/adt-AUC20060427.100120.
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The Australian business environment has been changing at an ever-increasing pace
since the mid-1980s. Technological, economic and social changes have altered the
working environment. There have been constant technological advances with
information technology influencing most categories of work. Organisations in public
and private sectors have ongoing expectations of increased productivity, increased
quality of processes and swifter responsiveness to clients. Team roles have changed.
Team members are multi-skilled and work is designed to emphasise the whole task.
The Karpin Industry Task Force described a vision for an Australian business
environment that would, by 2014, be one with a flexible, skilled and motivated
workforce, world class managers, a customer comes first mentality, and an
internationally competitive perspective. These characteristics are congruent with
those of learning organisations.
The aim of this study is to evaluate the suitability of groupware as the supporting
infrastructure for a learning organisation. To do this, the study assesses the use of
technology to support personal and team learning in a learning organisation, studies
the impact of groupware on learning within workgroups, determines the extent to
which communication and learning styles influence its effectiveness, and identifies
ways in which groupware can be used to capture the information used to support
knowledge management in an organisation. Two case studies are used to undertake
this assessment.
Three distinct yet related frameworks underpin this study. The first is that of
Groupware and the related research frameworks of Computer Supported Cooperative
Work (CSCW) and Computer Supported Collaborative Learning (CSCL). The
second is the Learning Organisation and its supporting disciplines. The final
framework is that of learning and the action-oriented learning processes. Each is
examined and the interrelatedness of the frameworks is explored.
The journey to produce this written material has been one of twists and turns, blind
alleys and blinding revelations, observation and reflection. My choice of techniques
has been eclectic, reflecting the breadth of theoretical material covered.
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Baguma, Sylvester D. "Knowledge retention in national agricultural research organisations : the case of Uganda." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23152.
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Organisation knowledge attrition continues to gain attention due to the increasing mobility of organisational employees. Employees leave organisations due to retirement, resignation in search for better employment opportunities, termination of employment contracts, indisposition, unofficially leaving employment, and death. When they leave organisations, they take with them tacit knowledge. Attrition of tacit knowledge leads to loss of intellectual assets and erosion of organisational memory which negatively affect learning and innovation. The knowledge can be subject matter expertise, organisational memory of why certain decisions were made, experience of past research and development projects and the social network in terms of from whom they sought out for answers or collaborated with in executing their tasks. Knowledge attrition is common in many organisations in different sectors. The literature does not show any framework that addresses knowledge attrition right from the time an employee is recruited into an organisation to when he or she leaves it. The purpose of this study was to develop an integrated knowledge retention framework for minimising organisational knowledge attrition. This was achieved by investigating how loss of organisational tacit knowledge can be minimised. The research adopted a single case study design with a concurrent parallel mixed methods research strategy informed by pragmatic philosophical assumptions. It was conducted in Uganda in a large national agricultural research organisation. Data was collected from 36 focus group discussions involving 161 participants, review of organisational documents, 35 interviews, 205 online surveys and a validation workshop by 16 top managers. The main contribution of this research is the novel framework for knowledge retention that comprehensively addresses knowledge attrition from an organisation. The framework comprises two categories of components. The first is the organisational behavioural components comprising knowledge sharing, capturing and documenting knowledge, and knowledge exploitation. This category constitutes the core components of the knowledge retention strategy. The second category is the organisational environmental components. It comprises creating organisational learning environment, having knowledge-oriented governance and leadership, providing necessary capacities and conditions, and providing strategic guidance - planning for knowledge retention. Environmental components have moderating effects on the behavioural components. In addition, it has contributed to the theoretical existing body of knowledge from the framework that was developed. This complements the reviewed literature which uncovered three conceptual categorisations of the knowledge retention strategies based on the timing of capturing knowledge from an individual. The three categories are: Reactive (short-term), Containment (medium-term) and Preventive (long-term) knowledge retention strategies. Although the concept of knowledge retention is not new, this research has contributed to the existing body of literature. Additionally, the study provides a deeper understanding of knowledge retention and opens new research areas. Perhaps this is the first study of its kind in the agricultural sector specifically focussing on agricultural research.
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Al, Kalbani Mariam. "Leadership and followership practices in learning organisations : a case study of Abu Dhabi Education Council." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/76565/.
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This thesis studies the relationship between practices in learning organisation and social practices at the Abu Dhabi Education Council (ADEC). The research domain was broken down into six research (questions), which affect the development of a learning organisation at ADEC. 1) What is the impact of the roles of leaders on developing learning organisation characteristics with in ADEC? 2) What is the impact of the relationship between leaders and followers on developing learning organisation characteristics with in ADEC? 3) What is the impact of training and professional development on developing learning organisation characteristics with in ADEC? 4) What is the impact of social practices on developing learning organisation characteristics with in ADEC? 5) What is the impact of the teamwork on developing learning organisation characteristics with in ADEC? And 6) What is the impact of organisational factors (vision and mission of ADEC, division of work, information and reward system) on developing learning organisation characteristics with in ADEC? In order to answer the six research questions, interviews and focus groups were conducted with leaders and followers. The sample of study accounted for 10 leaders and 20 followers, four focus groups were conducted (two with leaders and two with followers) where 32 participants took part in the focus groups. The results of the study indicate that leaders do not play a supervisory or coaching role in the departments, which enables followers to work towards achieving the goal of being part of a learning organisation. The study found that leaders and followers have developed a good relationship based on accountability and transferability, and this has helped to transform ADEC into a learning organisation. It also shows that followers have not yet developed sufficient skills through training and workshops and formal education to enable them to learn. The study shows that social practices were the main motivator, encouraging leaders and followers to learn from one another and from expatriates. To summarise briefly, it can be concluded that ADEC has not yet become a learning organisation, and that further work is required to develop the role of its leaders, the relationship between its leaders and followers, and an effective reward system, as well as multiple sources of information.
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Albawardy, Faisal Abdullah. "The strategic value of learning : a comparative study between multinational private and public sectors organisations in Saudi Arabia." Thesis, University of Portsmouth, 2010. https://researchportal.port.ac.uk/portal/en/theses/the-strategic-value-of-learning(71e1fd87-7ba8-40c3-972f-23c64875e5d7).html.
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Although there is consensus that national Human Resource Development policy is important, in the Kingdom of Saudi Arabia (KSA) the ways in which strategic human resources development (SHRD) is undertaken by employing organisations remains under-researched. The study investigated the value attached to learning in multinational private and also public organisations in Saudi Arabia. The three research objectives were to: examine the strategic value of learning from CEO managers‟ and HRD practitioners‟ perceptions in multinational private and public organisations in Saudi Arabia; establish the extent to which the value attached to learning in the public sector is different from that in the multinational private sector in Saudi Arabia and, to examine any differences in the value attached to learning by HRD specialists and senior managers of organisations in KSA. Making use of a constructionist ontology the thesis explores how these senior staff value and evaluate strategic learning and its contribution to their organisations. An inductive approach is taken with elements of both comparative and cross sectional design. This thesis builds on O‟Driscoll et al. (2005) in the USA and Anderson (2007) in the UK. Semi-structured interviews were undertaken in twenty organisations, with thirty-seven senior participants. Findings were analysed through thematic analysis. The data suggest that respondents in many KSA organisations evaluate learning through individual performance measured by trainees‟ satisfaction and changes in employee capability, focusing more on short term operational issues rather than organisation strategy. Although the context for HRD in Saudi Arabia is different to that of Western developed economies there are similarities between the finding from this thesis and O‟Driscoll et al, (2005) and Anderson (2007) which suggest that there is a range of challenges associated with putting strategic HRD into practice in employing organisation.
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Anastasiadis, Philip Andrew. "Knowledge creation within geographically dispersed organisations : collocation from a sensemaking perspective." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71767.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This thesis investigates the question of organisational knowledge creation in geographically dispersed settings. In Chapter 1, I describe Nonaka’s model of organisational knowledge creation and Weick’s theory of organisational sensemaking in more detail. In Chapter 2, the geographically dispersed organisation is examined in more detail, looking at socialisation, organisational culture and trust. In Chapter 3, communication dynamics within the geographically dispersed organisation are examined, with a focus on Media Richness Theory and the impact this has had on theories of communication across distance. In Chapter 4, the organisation is examined at the level of the team, discussing real world examples of dispersed knowledge creation from the knowledge management and sensemaking perspective, using research on globally dispersed software development teams practicing the Scrum methodology. The thesis comes to the conclusion that it is possible for knowledge creation to occur amongst geographically dispersed individuals, if they have learned how to make sense together. However shared frameworks are quicker and easier to develop in face-to-face settings, but as soon as the basis for it exists, the influence of geographic dispersal is reduced.
AFRIKAANSE OPSOMMING: Die tesis ondersoek die kwessie van organisatoriese kennisskepping in geografies verspreide situasies. Die eerste hoofstuk beskryf Nonaka se model van organisatoriese kennisskepping en Weick se teorie van organisatoriese singewing. In die tweede hoofstuk word die fenomeen van geografies-verspreide organisering van nader beskou en bespreek in terme van die effek wat dit het op sosialisering, organisatoriese kultuur en vertroue. In die derde hoofstuk word die kommunikasie-dinamika in geografies verspreide organisasies ondersoek met 'n fokus op "Media Richness Theory" en die impak wat dit het op teorieë van afstandskommunikasie. In die vierde hoofstuk word die organisasies bestudeer op die vlak van die span. Hier word voorbeelde van verspreide kennisskepping vanuit die kennisbestuurs- en singewingsperspektiewe bespreek aan die hand van 'n oorsig oor navorsing oor globaalverspreide sagteware-ontwikkelingspanne wat die SCRUM-metodologie volg. Die tesis kom tot die slotsom dat dit kennisskepping in sulke kontekste kan plaasvind as die lede van die span saam sin kan maak. Gedeelde raamwerke word egter makliker en vinniger in gesig tot gesig situaties opgebou, maar sodra die basis daarvoor bestaan word die invloed van geografiese verspreiding minder.
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Endrös, Holger. "Neue Medien in der Hochschule : PolitikON als universitäres Lehrprojekt aus organisations- und handlungstheoretischer Perspektive /." Gießen : Herrmann, 2008. http://www.johannes-herrmann-verlag.de/files/9783937983165.html.
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Rossiter, P. G. "Organisational improvement through learning organisation theory." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2256/.
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A research study was conducted of the management theories and quality philosophies that have been expounded throughout the twentieth century. This study included the modem thinking for quality improvement and business excellence to include the modem concept of Learning Organisations. This research project was undertaken with the aim of producing a framework based on the culture of Learning Organisation Theory and including within it the external influences on such a culture. The framework consisted on a core of human values, divided into five areas that are deemed important to learning organisations. These were surrounded by the basic values of Trust, Honesty and Openness thus protecting the core from outside influence. Elements from traditional management systems theory provided the outer casing for the framework, these elements influencing the core for both good and bad. The contents of the framework were then studied in three organisations of differing background with a view to firmly establishing the elements and areas within the framework for validity in these three organisations. The common theme between all the organisations chosen was that they had all in the recent past been involved in major management and internal change. One study involved the development of a questionnaire and supporting matrices in order to identify the areas and elements of the framework, thus establishing their existence. Active research techniques were used in the other studies in order to establish both 'why' the elements are important and any interrelationship between the areas. As a result of these studies suggestions for modification to the framework were established in order to strengthen the thinking and these were encompassed in to the framework. Probably the most significant of these changes was the inclusion of 'Leadership' as being a major factor in the filtering of undesirable elements. The outcome from the research is that the aim was achieved and a framework was developed that, for the first time, was drawn up in such a way that the elements and areas can easily be recognised and an understanding of what they represent is clearly shown. The reasons as to why these elements are important are also established. This is regarded as an advancement in this field of study.
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Myburgh-Leendertz, Ilse. "A literature study about learning organisations : the theory and existing measurement tools regarding the contribution of learning to profitability and return on investment." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21999.
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Thesis (MBA)--Stellenbosch University, 2008.ENGLISH ABSTRACT: Within a highly regulated industry such as banking, learning takes place not only to better equip staff to deal with problems which may cross their paths, but to enable them to develop and grow into new roles within the bank. In addition to the regulation in the industry, there is also legislation goveming the learning providers within the industry. These learning providers have to abide by multiple rules and regulations set out by the Skills Development Act and the Banking Sector Training Authority, which grants accredited training-provider status to in-house learning departments of the various banks. With all the reports and returns that now have to be submitted to the Department of Labour, and the Skills Development levy that is paid to the South African Revenue Service, businesses are turning their attention to the amount of money actually being spent on training, and are starting to ask pertinent questions about the impact of learning. To answer these questions, the learning strategies that organisations adopt in order to become learning organisations need to be scrutinised and analysed, before moving on to how the measurement of retum on investment in learning can be determined and integrated into the balanced scorecard measurement for learning and growth. In the course of this study, the issues mentioned above will be discussed from a generic, theoretical point of view, before applying them specifically to the case of First National Bank.
AFRIKAANSE OPSOMMING: In 'n hoogs gereguleerde bedryf soos die bankwese, vind leer nie net plaas om personeel beter toe te rus om probleme te hanteer wat oor hulle pad kan kom nie, maar ook om personeel nuwe rolle binne die bank te laat ontwikkel en aanneem. Bo en behalwe die regulasies van die bedryf, is daar ook wetgewing ingevolge waarvan verskaffers van opleiding binne die bedryf moet optree. Hierdie opleidingsverskaffers moet aan verskeie reels en regulasies valdoen soos neergele deur die Wet op Vaardigheids-ontwikkeling en die sektorale onderwys- en opleidingsowerheid vir die bankwese (BANKS ETA), wat geakkrediteerde opleidingsverskafferstatus aan interne opleidingsdepartemente van die verskillende banke toestaan. Met al die verslae en opgawes wat deesdae aan die Departement van Arbeid verskaf moet word sowel as die vaardigheidsontwikkelingsheffing wat aan die Suid-Afrikaanse Inkomstediens betaal moet word, word ondernemings al hoe meer bewus van die hoeveelheid geld wat hulle aan opleiding bestee, en begin vra hulle al hoe meer tersaaklike vrae oor die impak van opleiding. Om hierdie vrae te beantwoord, moet 'n mens die leerstrategiee wat organisasies aanvaar ten einde leerorganisasies te word, onder die loep neem en ontleed. Hierna kan die aandag verskuif na die wyse waarop die meting van opbrengs op belegging in opleiding bereken en geintegreer kan word by die gebalanseerde-telkaartmeting van leer en groei. In hierdie studie word bogenoemde sake uit 'n generiese, teoretiese hoek bespreek voordat dit meer bepaald op Eerste Nasionale Bank toegepas word.