Dissertations / Theses on the topic 'Organizational learning'
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Chouseinoglou, Oumout. "Organizational Learning Assessment In Software Development Organizations." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614960/index.pdf.
Full textHaight, Veronica D. "What Do Chief Learning Officers Do? An Exploratory Study of How Chief Learning Officers Build Learning Organizations." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258744.
Full textThis study was designed to determine what it is that Chief Learning Officers do to build the learning organization by examining interview data from current Chief Learning Officers using the constructs of change and leadership. The study sample included current Chief Learning Officers who work for U.S. based organizations within the U.S. and have been in their current Chief Learning Officer position for at least two years.
The study used a qualitative, exploratory methodology combined with phone or face-to-face interviews in order to gather data. The data was analyzed using the Systems Learning Organization Model (Marquardt, 2011). 20 Chief Learning Officers were interviewed for approximately 60 minutes each and asked the same series of questions in order to further explore how Chief Learning Officers use leadership and change to build the learning organization.
The study findings show that Chief Learning Officers do four things to build the learning organization: 1. They themselves collaborate with others inside and outside of the organization, and encourage others to do so as well; 2. They assess and measure their learning and development programs on a consistent basis; 3. They seek and secure funding and other resources for their learning and development opportunities; 4. They have a vision for their learning organization, and realize that vision through strategy development and implementation.
Hunter, Kierstyn. "Gendering Organizational Learning| Describing Gendered Patterns in Formal and Informal Organizational Learning." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120219.
Full textThis study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.
Nemeth, Lorraine S. "Measuring organizational learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21098.pdf.
Full textAli, Sadaqat. "Market based organizational learning and organizational capabililties." Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539350.
Full textSánchez-Cardona, Israel. "Learning to be a HERO (HEalthy & Resilient Organization): Linking organizational learning practices to healthy and resilient organizational outcomes." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/405421.
Full textThis thesis contains three empirical studies with the purpose of understanding how learning is an important component to health and resilience in organizations. Based on the HERO Model, it aimed to address learning from the individual (e.g., motivational dispositions to acquire mastery and skills), team (e.g., team learning, learning leadership) and organizational levels (e.g., HR learning practices). Specifically, it examines how these learning capabilities and resources promotewellbeing (e.g., psychological capital, satisfaction, resilience) and performance. The studies were conducted with individuals and teams from different organizational settings (e.g., educational, service, industry) using diverse statistical methodologies (e.g., path analysis, structural equations modeling and multilevel analysis). Findings synthesized some facilitating factors of learning processes for the development of healthy, resilient and learning organizations.
Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.
Full textThis qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Kelly, Ian P. "Organizational Learning Theory and Districtwide Curriculum Reform: Teacher Learning and the Efficacy of Organizational Learning Mechanisms." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106797.
Full textThis qualitative case study examined the organizational learning mechanisms used by school and district leaders to support professional learning within the context of curriculum reform. Elements of organizational learning theory provided a conceptual framework through which the researcher explored how teachers learned and how district leaders supported their learning about a district-wide curriculum reform. Data were collected through document review and semi-structured interviews with eighteen professionals from an urban district in the Northeast. Findings showed that (a) the district implemented an integrated system of organizational learning mechanisms to support teacher/instructional coach learning relevant to curriculum reform efforts, (b) teachers and coaches perceived these learning mechanisms to be effective in supporting their learning and (c) teachers and coaches demonstrated varying levels of understanding regarding the district’s curriculum reform priorities. Recommendations included: (a) enhancements to school and district strategic planning documents, (b) connecting principals closely to the teaching and learning operations of the district and (c) implementing feedback mechanisms to monitor individual interpretations of district priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
DUBUS, FELIPE TOKAR. "CENTERS OF EXCELLENCE ANALISYS AS BOTH ORGANIZATIONAL LEARNING AND LEARNING ORGANIZATION TOLL IN PETROBRAS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11945@1.
Full textThe current environment, unstable and competitive, forcing the organizations to constant changes and adaptations. The network studies, linking resources and expertise, aggregate growth potential and maturity in a particular field, are highlighted tools in this environment what requires efficient information management and also organizational knowledge formation basis, made up through organizational learning. This survey aims at investigate the relation between the learning organization concept as well as the organizational learning concept with the Centers of Excellence practice in Petrobras, a Brazilian national company in the energy sector. It intend to understand whether the centers of excellence aim at, working as an organizational learning tool, turn into or keep up Petrobras as a learning organization. The research method used is the case study in Petrobras, with the recorded data gathered by means of semi-structured interviews and documental survey. The data analysis was performed in a descriptive-analitical way, which leads to a view of values and the relation present in view of the organization learning referentials. The outcomes of this current study disclosed and allowed to come to the conclusion that there is a linkage between these concepts, relating, therefore, these centers to the required issues by learning organizations and organizational learning. Nevertheless, it was realized that the focus on learning is not the same concerning on corporate issues, as it happens with technical and technological subjects. This gap is a cause for concern about, since the idea of such concepts is to involve all organization sectors, resulting on the criticism and suggestion of increasing the scope of deployment.
Gustafsson, Lovisa. "Organizational Learningin a Non-profit setting : A study of Continuity and Transferof knowledge within UppsalaStudent Union." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-207959.
Full textKiehl, Janet K. "Learning to Change: Organizational Learning and Knowledge Transfer." online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1080608710.
Full textSu, Sherry Shiuan. "Individual learning and organizational learning in academic libraries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105914.
Full textHammad, Nouhad El-Eid. "Organizational learning flow in a granting council." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28255.
Full textKoulouvari, Panagiota. "Organizational learning in dynamic environments." Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3109.
Full textO, Kit Hong. "Organizational learning and IT outsourcing." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1950317.
Full textTaudes, Alfred, Michael Trcka, and Martin Lukanowicz. "Organizational learning in production networks." SFB Adaptive Information Systems and Modelling in Economics and Management Science, WU Vienna University of Economics and Business, 1999. http://epub.wu.ac.at/232/1/document.pdf.
Full textSeries: Report Series SFB "Adaptive Information Systems and Modelling in Economics and Management Science"
Bamber, David James. "Personality, organizational orientations & learning." Thesis, University of Salford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413458.
Full textValenca, Pereira Antonio Carlos. "Dialectical perspectives on organizational learning." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1058972407.
Full textJumara, John J. Sturgeon James I. "A case study of the influence of organization theory on organizational change." Diss., UMK access, 2005.
Find full text"A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 137-149). Online version of the print edition.
Lennon, Alexia. "Creating learning organisations : practitioner perspectives /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.
Full textTirelli, Andrew. "Exploring the Relationship between Organizational Learning Capability, Trust, and Politics: An Empirical Study." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20104.
Full textBreul, Rainer. "Organizational Learning in International Organizations the case of UN peace operations /." [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB12168061.
Full textParlamis, Jennifer D., R. Dibble, K. Lo, Lorianne D. Mitchell, and L. Henderson. "Teaching Students Organizational Behavior and Organization Development Using Service-Learning Pedagogy." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8320.
Full textKaland, Cecilia. "Organizational learning : A qualitative analysis of conditions and predecessors for organizational learning in Fast Track." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-21720.
Full textCurley, Tracy R. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of the Principal in Organizational Learning." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106803.
Full textThis qualitative case study examined the role of the principal in organizational learning in one small, urban school district. The study focused on ways in which building leaders acquired, interpreted, and distributed information in schools, and how these practices were monitored. Findings from analysis of principal interviews and document review showed that monthly meetings with the superintendent served as the primary source of information gathered by principals, while meetings with their peers provided a vehicle for interpreting information shared. Within their buildings, principals used various building-level meetings, written communication, and the teacher evaluation processes as vehicles for information distribution to staff. Meetings and observation of practice were utilized to monitor efficacy of their distribution practices. Findings suggested that principals did not identify themselves as the primary keepers or distributors of information as it pertained to teaching and learning. Using a distributed approach, they instead relied on district directors and instructional coaches for that aspect of the work
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Sudharatna, Yuraporn. "Towards a stage model of learning organization development." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37968.
Full textThesis (Ph.D.)--Adelaide Graduate School of Business, 2004.
Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.
Full textFahrudi, Agung N. L. I. "Managing organizational learning ambidexterity: An exploratory study of Australian large service organizations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2120.
Full textChen, Xiaoyun Linda. "External organizational learning and firm performance." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38289015.
Full textChen, Xiaoyun Linda, and 陳晓云. "External organizational learning and firm performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39311673.
Full textXie, Di. "Exploring organizational learning culture, job satisfaction, motivation to learn, organizational commitment, and internal service quality in a sport organization." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124138607.
Full textTitle from first page of PDF file. Document formatted into pages; contains xi, 180 p.; also includes graphics (some col.). Includes bibliographical references (p. 117-137). Available online via OhioLINK's ETD Center
Najrani, Majed. "The effect of change capability, learning capability and shared leadership on organizational agility." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141724.
Full textOrganizational agility represents a new field of organizational study that is not well examined. In the past organizations had an unmatched competitive advantage due to low competition and higher barriers to entry into their markets. As a result, many organizations dominated their industries. However, in the era of globalization, individuals with an internet connection and the right skills can start new organizations that can compete on a global level. Consequently, organizations now are facing more competition that they experienced in the past. Another reason for increase competition is new technology. Technology is improving increasingly faster than any time in history. Therefore, organizations that are not agile could not survive in the current environment.
Agile entities realize that they have to become flexible and nimble to withstand competition. Accordingly, the researcher in this study proposes an organizational agility model and this proposed model is the focus of the study. The proposed model significant arises from the fact that currently there are limited numbers of models that help organizations in becoming agile entities. The characteristics in this study were based on Worley and Lawler (2010) “Agility and Organization Design: A Diagnostic Framework”. The study conducted a survey utilizing an instrument developed by Dr. Worley and Dr. Lawler that contains 15 agility characteristics. The survey uses all 15 characteristics to determine if the organization is agile. In addition, the study utilizes three of the 15 agility characteristics to determent if a relationship occurs between the study variables.
This quantitative study examined the relationship between change capability, learning capability, shared leadership and organizational agility. Moreover, understanding these relationships could assist scholars and practitioners in producing change programs that emphasize certain behaviors that make an organization agile. The study surveyed 116 participants and found that focusing on change capability, learning capability and shared leadership could contribute in creating agile organizations. Consequently, after evaluating the study results, a new agility model emerged. This model shows that organizations can achieve agility by developing change capability, learning capability, shared leadership, shared purpose and flexible resources. Ultimately, achieving agility could help organizations compete and endure now and the future.
Forbes, Charles L. (Charles Lockwood). "Organizational learning--from information to knowledge." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10605.
Full textHuang, Rachael M. "Organizational Learning: The Path to Growth." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/851.
Full textTeboul, Jean-Claude Bruno. "Scripting the Organization: Coping with and Learning from Uncertainty During Organizational Encounter." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381753436.
Full textSun, (Peter) Yih-Tong. "A method for assessing and developing features of a learning organization." The University of Waikato, 2006. http://hdl.handle.net/10289/2619.
Full textBaptiste, Amankwa, Jean-Baptiste Krishma Eloise, and Sevgi İlgezdi. "Organizational Learning for the Development of Sustainability Culture in Life Science Organizations in Oresund Region." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23138.
Full textHaho, P. (Päivi). "Learning enablers, learning outcomes, learning paths, and their relationships in organizational learning and change." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526203584.
Full textTiivistelmä Tämän väitöskirjan tarkoituksena on tutkia organisaation oppimisen ja sen eri osatekijöiden roolia prosessi-innovaatioiden luomisessa ja muutoksen aikaansaamisessa organisaatiossa. Organisaation oppimista tutkittiin ja aineisto kerättiin prosessien kehittämisprojekteissa, joissa prosessisimulaatioita käytettiin prosessi-innovaatioiden menetelmänä. Tutkimuksen aineisto kerättiin pääsiassa vuosien 1988–2001 aikana. Tässä väitöskirjassa näitä tuloksia analysoidaan vallitsevien organisaatio-oppimisen teorioiden valossa prosessi-innovaatioiden ja muutoksen johtamisen asiayhteydessä. Erityisesti tutkitaan oppimisen mahdollistajia, oppimisen tuloksia (aineettomia/aineellisia), oppimisen polkuja ja kaikkien näiden keskinäisiä suhteita. Tutkimusmenetelmänä on käytetty laadullista pitkittäistä toimintatutkimusta tapaustutkimuksineen ja abduktiivisine päättelyineen. Aineisto koostuu 34 tapaustutkimuksesta ja 99 prosessisimulaatiosta, jotka toteutettiin 12 eri toimialalla, ja vaihtelevat ydinprosesseista tukiprosesseihin. Suurimmaksi osaksi tapausorganisaatiot olivat suomalaisia yrityksiä, ja yksi tapausorganisaatio oli sveitsiläinen. Projektiryhmät olivat pääasiassa suomalaisia, mutta monikulttuurinen ryhmä osallistui prosessisimulointiin viidessä tapaustutkimuksessa. Jokaisessa projektissa prosessisimulointia käytettiin ainakin kerran muutosprojektin aikana, joissakin tapauksissa jopa viidestä kahdeksaan kertaan. Väitöskirjan viiden artikkelin aineiston analysointi suoritettiin abduktiivisen päättelyn periaattein, ja tutkimuksen tulokset esitetään tutkimuskysymysten mukaisesti. Tutkimuksen teoreettinen tulos kohdistuu neljään osa-alueeseen. Tulokset lisäävät ymmärrystä 1) oppimisen mahdollistajista, niiden suhteesta toisiinsa ja vaikutuksesta oppimiseen ja prosessi-innovaatioihin, 2) aineettomien ja aineellisten oppimistulosten roolista yksilön ja organisaation oppimisprosesseissa, ja 3) prosessi-innovaatioiden ja niihin liittyvien muutosprosessien oppimisen poluista. Tutkimus myös määrittelee 4) prosessi-innovaatioita koskevien muutosprojektien oppimista korostavan mallin. Tutkimuksen tuloksia voitaneen soveltaa Pohjois- ja Länsi-Euroopan yritysmaailmassa. Tutkimus korostaa yksilön ja organisaation oppimisen merkitystä prosessi-innovaatioiden luomisessa ja lisäksi se määrittelee vaikuttavan prosessi-innovaatioiden kehittämisen ja käyttöönoton menetelmän piirteet
Edouard-Vincent, Marice M. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of Central Office Boundary Spanners in Organizational Learning." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106805.
Full textThis qualitative study examined the organizational learning mechanisms (OLMs) used by school district educational leaders to improve the implementation of curriculum reform. This portion of the study focused on the OLMs used by central office boundary spanners to help school principals implement curriculum reform chosen by school district leaders. Drawing from interview and document data analysis, the results of this study indicated that OLMs used by central office boundary spanners are critical to the successful implementation of school reform. Examples of the OLMs used by central office boundary spanners included utilizing online technology and providing whole and small group support as well as individualized coaching to help school principals implement curriculum reform. Frequent communication, collaborative opportunities, and consistent messaging with school principals surfaced as the key OLM techniques used by central office boundary spanners to consistently improve the implementation of school reform
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Hayden, W. Craig. "Organizational learning, team learning and dialogue as the foundation of educational reform." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47454.pdf.
Full textChristie, Anne M. H. "An Examination of the Role of Emotions in Trust and Control." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366921.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
Chen, Yi, and 陳顗. "An exploration of Taiwan health care organizations perceived learning organization on perceived organizational innovation and organizational performance." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23821894613729345267.
Full text義守大學
醫務管理學系碩士班
99
Facing changing medical strategies and highly competitive environment, medical institutions can operate continuously only by improving the operation efficiency, enhancing the quality of medical service, and building its competitive advantages; besides those, building its sound organization structure, creating good organizational learning environment, managing human capital, and eventually, achieving high performance through continuous innovation are also the key for medical institutions to survive in this vibrant environment. This research attempts to verify the relationship and influence of perceived learning organization on perceived organizational innovation and organizational performance. I am targeting for about 500 hospitals which had registered to the Department of Health and still operate in 2010 as this research objects. The surveyed objects are the human resource managers. 502 questionnaires are distributed, and 204 copies retrieved. After classification, 204 questionnaires are effective with the retrieval rate of 40.63%. All of effective questionnaires are further analyzed with SPSS17.0. The findings of questionnaires show that cognitive learning organization and cognitive organizational innovation contribute positively to organizational performance, and the learning organization affects innovation. Another finding of this research is that size of the health care industry turbulence moderate these relations.
"The relationship between organizational learning and organizational change: Analyzing adult learning and organizational learning factors." PEPPERDINE UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3287749.
Full text蔡孟珊. "The study of the relationship among action learning, learning organization and organizational learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27245568257010984892.
Full text國立高雄師範大學
人力與知識管理研究所
95
The study of the relationship among action learning, learning organization and organizational learning ABSTRACT The goals of this paper, the researcher of this paper will explore three terms which are action learning, learning organization, and organizational learning. After finishing the work, the researcher of this paper will discuss the relationship of two of three terms. In addition, the researcher of this paper will find the whole structure that shows the relationship among action learning, learning organization, and organizational learning. In this study, this study uses the research method which is the semi-structured interview of in-depth interview. Before the researcher of this paper interview these companies and organizations, the researcher of this paper have to design some questions, but the researcher of this paper will accept the other information which is related to our theme. And the researcher of this paper will interview two companies and one school which located in Kaohsiung City, the two companies are Winterthur Life, and Shinkong Insurance Company, the one school is Yuh-Ing College of Health Care and Management. Before interviewing, this study uses six cases to understand that how to interview and the techniques of interview. Moreover, the researcher of this paper takes advantage of the iterative triangulation to link the six cases and the three subjects. The researcher of this paper hopes that future researchers who can understand more information about action learning, learning organization, and organizational learning. And know the operation in practice.
Mishra, Bijaya. "A study of learning attributes and organizational change in learning organizations." Thesis, 2006. http://localhost:8080/xmlui/handle/12345678/5799.
Full textNg, San W. "How Organizational Experiments Influence Organizational Learning." Thesis, 2011. http://hdl.handle.net/1807/29827.
Full textBusch, Monique. "Examining Organizational Learning For Application In Human Service Organizations." 2006. http://hdl.handle.net/1805/1136.
Full textSchool of Social Work, Indiana University-Purdue University Indianapolis (IUPUI) Advisor(s): William H. Barton, Nancy Chism, Carol Hostetter, Marjorie Lyles, Cathy Pike. Includes vitae. Includes bibliographical references (leaves 114-118).
Almeida, Maria. "Information management for organizational learning in project-based organizations." Dissertação, 2013. http://hdl.handle.net/10216/75322.
Full textAlmeida, Maria de Lurdes de Araújo Vaz e. "Information management for organizational learning in project-based organizations." Master's thesis, 2013. https://repositorio-aberto.up.pt/handle/10216/68881.
Full textAlmeida, Maria de Lurdes de Araújo Vaz e. "Information management for organizational learning in project-based organizations." Dissertação, 2013. https://repositorio-aberto.up.pt/handle/10216/68881.
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