Tesi: "Organisational learning"

1

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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2

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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3

Tarrini, Mauro G. "The Development and application of a bespoke organisational learning competency framework in a global organisation." Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/113.

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Organisational Learning has been conceptualised and measured in various ways. The two studies reported in this thesis sought to take a new, bespoke approach to Organisational Learning in a global air transport company undergoing substantial organisational and strategic change. The research sought to develop a bespoke competency framework of Organisational Learning and apply it within the organisation to investigate employees' perceptions of the Organisational Learning climate. The research applied both qualitative and qualitative methods: semi-structured interviews and a 68-item self-completion questionnaire survey. Factor Analysis yielded a clear, conceptually sound six-factor solution. Organisational Learning climate perceptions were compared across occupational, departmental and geographical subgroups. The results indicated that there were no statistically significant occupational or geographical differences in perceptions of the Organisational Learning climate although some departmental differences were observed. The relationaship between perceived Organisational Learning climate and organisational commitment was explored and a clear link between them was found.

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4

Denton, John. "Organisational learning and organisational effectiveness in five major manufacturing companies." Thesis, Royal Holloway, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285451.

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5

Dakyen, C. C. "Investigating Organisational Learning Mechanisms (OLMs) and elements shaping organisational learning in selected universities in Nigeria." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42808/.

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This study explores the process of organisational learning in selected universities in Nigeria. OL is essential in an organisation’s ability to survive, grow, adapt and respond to environmental dynamics and changes. Universities as institutions of learning play significant roles in shaping societies. They develop minds and human capital, create and disseminate knowledge relevant for use by other organisations. In consideration of their contributions and relevance, researchers suggest the need to develop an understanding of how universities learn as organisations, especially in a complex environment. To this end, three research objectives have been raised to investigate organisational learning in three universities in Nigeria. The first objective examines the levels of learning in organisations in attempt to establish what makes learning “organisational”. The second objective is to identify organisational mechanisms facilitating the OL in selected universities in Nigeria. And, finally, to investigate the environmental and organisational elements shaping OL in selected universities in Nigeria. The study employs Huber’s cognitive and behavioural theory as the lens for investigating OLMs and elements shaping OL in case universities. Research participants from case universities have been categorized into four arms (key players, academics, non-academics and students), which serves as a form of triangulation, in addition to method triangulation based on interviews, direct observation and documents. Data analysis has been centered on the identification and examination of organisational learning mechanisms (OLMs) and elements shaping organisational learning (OL). The results show that organisational learning mechanisms are defined beyond structures and procedures to include “resources” in case universities; and the implementation of these OLMs facilitate learning. Findings further reveal that although these mechanisms are natural and established, they are never systematic in implementation due to surrounding elements within and outside the universities, which shapes the process and the learning in universities. These elements stem from regulative, normative, cultural, organisational and contextual facets of the universities.

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6

Sykes, Chris. "Efficient management, wasted knowledge? : a critical investigation of organisational knowledge in community services organisations." Thesis, Faculty of Business and Economics, 2007. http://hdl.handle.net/2123/12309.

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7

Riise, JÃƒÂ¸rn Hakon. "An examination of the relationship between organisational learning and organisational identity." Thesis, Henley Business School, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444689.

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8

Mahdiputra, Suyanto. "Organisational learning in UK construction companies." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/293/.

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This thesis advances the proposition that all organisations learn and that learning profiles vary across organisations of different types. However, successful organisations are those that have developed their organisational learning systems in accordance with their competitive strategies. It is the central objective of this thesis to test this proposition in UK construction companies that engage with the North East Constructing Excellence initiative. The research was organised through stages involving a business environment audit survey to establish the context of the sample population and a learning competence test for sample validation. Through a series of investigations using structured interviews into 12 selected companies that represented the higher and the lower learning companies, data was obtained that allowed the practices of various learning mechanisms to be examined, analysed, compared, pattern-matched and modelled. The findings revealed a pattern of commonality in learning profiles of construction companies, which can be represented in terms of a two-category typology, namely the externally-focused and the internally-focused learning companies. More successful companies tend to retain one learning mode, related to their competitive strategy and choice of economic model. These successful companies also direct themselves to one or two portfolios of sharing/retention mechanisms to suit their specific needs related to size and geographical spread, as well as their category of contracting activity. One significant outcome is that companies adopting a balanced learning strategy, that includes both internal and external learning sources, tend towards longevity although they may not be the most profitable. Companies that favour internal learning generally specialise in a particular aspect of construction, can be very profitable, but are susceptible to any change in the market. It may be that the managers recognise this situation and have a strategy for a series of highly profitable short-term companies. Overall, these results reflect the contribution of this thesis to the existing knowledge. In addition, the study also contributes in establishing a framework for mapping the practice of organisational learning that can illustrate to management where their learning efforts have been focused. A further discovery was that over 60% of the sample companies did not realise that they are operating a particular learning strategy. Using this framework, other UK construction companies can enter their own data onto the model to discover where they are positioned. This will be useful information for companies developing and/or reviewing their business strategies.

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9

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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10

com, an99war@hotmail, and Mohd Anuar Arshad. "Organisational Learning: An Exploration of Learning Strategy Practices in Malaysia." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.

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11

Amien, Ishtiaq. "Learning from risk : facilitating organisational learning through enterprise risk management." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86517.

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Thesis (MPhil)--Stellenbosch University, 2014. ENGLISH ABSTRACT: Modern business environments are characterized by rapid changes and organizations that are able to survive and to thrive in such environments must be able to adapt and respond to this environmental change. Risk management is an activity that strives to continuously evaluate and deal with changes to the environment. Organisational learning is the capability of organizations to evaluate stimuli from the environment, to interpret the signals and to learn. Organisational learning can thus be seen as the capability to adapt to environmental change. First the thesis considers the concepts of risk and risk management by looking at its historical development as a discipline. The concept is situated in a broader societal perspective of the risk society in which the individual is expected to carry a much greater burden of risk, where self-criticism is an inherent feature of life and risk management is essential for everyone. Current risk management practice has seen the establishment of enterprise-wide risk management as an extension of traditional risk management practice, which seeks to manage all the risks facing the organization, but also to manage it in an integrated manner. Increased regulation and policies, as a result of organizational failures such as Enron, has called for organizations to better manage risk in order to establish more resilient organizations and to protect shareholder value in an increasingly turbulent business environment. As a result we see development of enterprise risk management frameworks and standards. Most of these standards and frameworks recommend similar risk management activities, such as objective and context setting; risk assessment (risk identification, analysis and evaluation); risk treatment or response determination; and risk communication, monitoring and reporting. Next the thesis considers some of the defining features of organizational learning, such as the differences between organizational learning and learning organizations, the individual and organizational perspective on learning, and the role of the individual in organizational learning. Selected organizational learning models are described that focus on scanning, interpreting and learning, and the aspects that have an impact on organizational learning, including organizational memory and mental models, organizational culture, uncertainty and ambiguity, single and double loop learning, and tacit and explicit knowledge. Lastly the thesis identifies points of convergence in theory and practice between enterprise risk management and organizational learning. It is shown that principles and processes governing enterprise risk management activities and techniques can be utilized as management activities to formalise and support organizational learning. AFRIKAANSE OPSOMMING: Die moderne besigheidsomgewing word deur vinnige veranderinge gekenmerk en organisasies wat in staat is om te oorleef in sulke omgewings moet noodwendig op omgewingsverandering kan reageer en aanpas. Risiko-bestuur is 'n aktiwiteit wat probeer om veranderinge in die omgewing deurlopend te monitor en daarop te reageer. Organisatoriese leer is die vermoë van organisasies om stimuli uit die omgewing te kan opmerk, evalueer en interpreteer ten einde te leer. Organisatoriese leer kan dus gesien word as die vermoë om by omgewingsverandering aan te pas. Die tesis oorweeg ten eerste die konsepte van risiko en risiko-bestuur deur na die historiese ontwikkeling van die dissipline te kyk. Die konsep word gesitueer in 'n breër samelewingsperspektief, naamlik die risiko samelewing wat gekenmerk word deur 'n groter risiko las vir individue, waar self-kritiek 'n inherente kenmerk van die lewe is en risikobestuur vir almal relevant word. Huidige risiko-bestuurspraktyk sluit die vestiging van ondernemingswye risiko-bestuur as 'n verlengde van tradisionele risiko-bestuur, wat poog om alle risikos waaraan 'n onderneming blootgestel is op 'n geïntegreerde manier te bestuur. Toenemende regulasie en strenger beleid, as 'n gevolg van organisatoriese skandale soos Enron, vra van organisasies om risiko beter te bestuur en sodoende meer volhoubare organisasies te bewerkstelling en aandeelhouers se waarde te beskerm in turbulente besigheidsomgewings. Die resultaat was die ontwikkeling van ondernemingsrisiko-bestuur raamwerke en standaarde. Die meeste van hierdie raamwerke en standaarde stel soortgelyke risiko-bestuursaktiwiteite voor, soos doel- en kontekstelling, risiko identifikasie, -analise, en –evaluasie, risiko behandeling of responsbepaling, en risiko kommunikasie, -monitering, en –verslagdoening. Die tesis oorweeg van die uitstaande kenmerke van organisatoriese leer, soos die verskil tussen organisatoriese leer en die lerende organisasie, die individuele en organisatoriese perspektiewe op leer, en die rol van die individu in organisatoriese leer. Geselekteerde organisatoriese leer modelle word beskryf wat fokus op skandering, interpretasie en leer, en die aspekte wat impak het op organisatoriese leer, insluitend organisatoriese geheue en wêreldbeelde, organisasie kultuur, onsekerheid en dubbelsinnigheid, enkel- en dubbellusleer , en versweë en eksplisiete kennis. Laastens word sameloopspunte in die teorie en praktyk tussen ondernemingsrisiko-bestuur en organisatoriese leer geïdentifiseer. Daar word getoon hoe beginsels en prosesse wat ondernemingsrisiko-bestuur se aktiwiteite en tegnieke onderlê, ook gebruik kan word as bestuurspraktyke om organisatoriese leer te formaliseer en te ondersteun.

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Arshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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13

Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Thesis, Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/435/.

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Abstract (sommario):

This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.

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14

Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/435/.

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Abstract (sommario):

This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.

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15

Brumme, Janet Kathleen. "The role of organisational behaviour in establishing a corporate academy in the construction industry." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39927.

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The purpose of the study was to explore the role of organisational behaviour in establishing a corporate university in a large corporate in the construction industry. Studies have been conducted regarding the process steps in establishing a corporate university but a gap exists in the cohesive presentation of the various relationships and the behaviours that drive the successful implementation and sustained operation of a learning academy. An understanding of organisational behaviour at three levels (individual, group and organisational) is a critical success factor that provides the superstructure to the firm foundation provided by the right process steps. An in-depth, single case study research design was used by the researcher taking a qualitative approach from a complete member researcher perspective with an analytic autoethnographic orientation. Data collection comprised archival document review and semi-structured, in-depth interviews with senior executives and leadership on other levels in the organisation. Analysis was conducted with the assistance of a qualitative data analysis computer software package as well as through iterative coding and memo writing to surface patterns and themes. The study resulted in a framework reflecting a complex web of relationships and roles that included: context as a catalyst; leadership as a critical role player; academy structure as a key driver of learning; individuals as recipients and beneficiaries; key stakeholders and internal role players in the implementation of learning; and finally, organisational culture as the normative domain. The study concludes with propositions that encapsulate these relationships. The framework presenting a complex web of relationships and roles has expanded the existing theory of organisational learning by integrating and incorporating organisational behaviour theory to understand the role that behaviour on individual, group and organisational levels plays when establishing a corporate university. In addition, the framework provides insight into the role of an academy in promoting a culture of learning. Organisations can benefit from an insight into the behaviours which underpin the establishment of a corporate academy because such insight will more readily lead to successful implementation and the avoidance of costly mistakes. A corporate academy plays a key role in assisting organisations to build essential skills and capabilities particularly in times of increasing demand for competent and capable employees to execute strategy. The single ‘revelatory’ case study approach was conducted due to the unique opportunity presented when the researcher was tasked with establishing a corporate university in a large corporate in the construction industry. Thesis (PhD)--University of Pretoria, 2013. gm2014 Human Resource Management unrestricted

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Li, Hsien-Ta. "Learning in social work practice." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.

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The research question underpinning this study is ‘How is learning organised within the context of social work practice in the third sector?’ The research objective is to establish conceptual frameworks that theorise the organisation of learning in this context. Drawing upon literatures from Organisational Behaviour, Management, Social Work, Sociology and Psychology (e.g., Ballew and Mink 1996; Foucault 1995; Mayer and Salovey 1997; Ouchi 1979; Weihrich 1982) and undertaking an ethnographic inquiry in the Old-Five-Old Foundation in Taiwan, which collects documents as secondary data and gathers primary data through participant observations and interviews, this study establishes interdisciplinary frameworks to answer this research question. It argues that practitioners’ learning is organised by five kinds of structuring forces. At the macro level, practitioners’ direction of learning is organised by service purchasers’ demanding (an inter-organisational level structuring force) and the service provider’s planning (an organisational level structuring force). The evaluation of practitioners’ learning is organised by the service provider’s monitoring (an organisational level structuring force). At the micro level, practitioners’ methods of learning are organised by practitioners’ puzzle solving and instructors’ instructing (individual level structuring forces). By looking at the macro and micro structuring forces (cross level analysis) that organise practitioners’ learning, including their direction and methods of learning and the evaluation of their learning (process analysis), this study systematically analyses the organising of learning through both a cross-level analysis and a process analysis, deepening an understanding of the organising of learning and thus making an original contribution to previous studies of learning in the organisational setting (e.g., Argyris and ch n 1978; Nonaka and Takeuchi 1995; Senge 1990; Wenger 1998, 2000).

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17

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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18

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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Nguyen, Tri. "Learning tensions : a multilevel model of organisational learning : an empirical study." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/425925/.

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There is a growing recognition that the study of Organisational learning needs to be considered across three levels of analysis: individual, group, and organisational levels (March, 1991; Nonaka and Takeuchi, 1995; Crossan et al., 1999; 2011). Given the potential of multilevel research to extend the boundaries of the understanding of the field, this thesis aims to address how organisations learn as a multilevel system. The answers to the research inquiry were drawn from both theoretical works and by conducting an empirical investigation. To assist the investigation of the OL phenomenon in multilevel settings, a multilevel model of OL was proposed. The model provides analytical foci by specifying the learning tensions at the individual, group, and organisational levels. The model was employed in a case study of a Vietnamese public organisation, which had successfully undergone a business transformation. Through the contributions of this thesis, the author hopes to spark more interest in multilevel research of OL.

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Campbell, Timothy Todd. "The process of organisational learning and its value for organisational performance : an empirical study." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5697.

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Organisational learning has been advocated as a key enabler of organisational performance improvement. However, despite over half a century of research, such claims attributed to organisational learning cannot be adequately verified. To date, the field is fragmented where agreement is not evident on even the fundamental aspects such as the definition or process. It has been proposed that the organisational learning concept may outlive its usefulness unless these anxieties are addressed. To ameliorate these anxieties, it was argued that further empirical research utilising carefully constructed methodologies needs to be conducted to help validate the claims attributed to organisational learning. The following research addresses this need by empirically studying organisational learning and evaluates the concept’s value for organisational performance. A researchable organisational learning model was developed and extended to include a link with organisational performance. The rationale of the developed model proposed that organisational learning, in comparison to individual learning, aids a broader understanding of the business environment and the formation of a shared vision which provides the basis for unified action leading to organisational performance improvement. The proposal was then longitudinally tested in four organisations with senior and departmental managers by utilising a causal cognitive mapping method. The findings suggest that there is value in the organisational learning concept and the process should be fostered within organisations for potentially improved organisational performance. However, the results also advise caution in that barriers to effective organisational learning, such as cognitive inertia, need to be recognised and addressed. The research concludes that organisational learning can be potentially beneficial to an organisation and provides some empirical support for the concept that has been argued to be lacking.

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PODLESNY, PAULINE ANNA, and JENNIFER ELZE. "Overcoming intercultural communication barriers : Organisational Culture and Organisational Learning within a Swedish Textile Company." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18004.

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This thesis attempts to discover what actions are necessary to mitigate these problems within textile companies. Theories on organisational culture, organisational learning, and international management, were addressed in relation to intercultural communication. Using an exemplifying case of one single person within Eton AB, a case study research design was conducted. The data was collected through a qualitative research strategy and method, using self-completion/self-administrative questionnaires, and analysed using grounded theory. The general result of the thesis indicates that few communication errors between Eton AB and the participant exist. Therefore this interrelation can be seen as a positive example of intercultural communication within a textile company. In this context, it was the authors’ intention to identify the influence organisational culture and organisational learning have on intercultural communication. Certain aspects within an organisational culture are of importance to create a better integration of employees, hence influence intercultural relations positively. Organisational learning, likewise, has a positive impact, since it contributes to the creation of a better environment for integration. This thesis concludes with generalised measures which can be seen as a guideline and as first steps for textile companies in order to reduce intercultural communication errors. Program: Textile Management,textile value chain management

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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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Hughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.

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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of mutual advantage and motivate, and sustain, participation at the day-to-day level of the individual. It is in this space that this dissertation seeks to contribute by offering a mechanism for bringing the, hindsight informed, response but thats obvious into the abiding explicit realm at the level of the individual. In moving beyond the obvious which is prone to be overlooked, the emphasis on better in the introductory sentence, is very deliberately made and has a link to awakening latent individual, and hence organisational, capabilities that would otherwise languish. The evolved LCM Model a purposeful integration valuing the outcomes from lifelong learning (the L) with nurturing a culture supporting this outcome (the C) and with responsiveness to potentially diverse motivations (the M) is a reflective device for bringing otherwise tacit, and latent, logic into the explicit realm of action. In the course of the development of the model, a number of supplementary models included in this dissertation have evolved from the research. They form a suite of devices which inform action and lead to making the most of what an individual knows and can do within the formal requirements of a job and within the informal influences of a frequently invisible community of practice. The initial inquiry drew upon the views and experiences of water industry engineering personnel and training facilitators associated with the contract cleaning and waste management industries. However, the major research occurred as an Emergency Management Australia (EMA) project with the Country Fire Authority (CFA) as the host organisation. This EMA/CFA research project explored the influence of making the most of what a CFA volunteer knows and can do upon retention of that volunteer. In its aggregate, across the CFA volunteer body, retention is a critical community safety objective. A qualitative research, ethnographic in character, approach was adopted. Data was collected through interviews, workshops and outcomes from attempts at action research projects. Following an initial thirteen month scoping study including respondents other than from the CFA, the research study moved into an exploration of the efficacy of an indicative model with four contextual foci i.e. the manner of welcoming new members to the CFA, embracing training, strengthening brigade sustainability and leadership. Interestingly, the research environment which forced a truncated implementation of action research projects was, in itself, an informing experience indicative of inhibitors to making the most of what people know and can do. Competition for interest, time and commitment were factors governing the manner in which CFA respondents could be called upon to explore the efficacy of the model, and were a harbinger of the influences shaping the more general environment of drawing upon what CFA volunteers know and can do. Subsequent to the development of the indicative model, a further 16 month period was utilised in the ethnographic exploration of the relevance of the model within the CFA as the host organisation. As a consequence, the model is a more fully developed tool (framework) to aid reflection, planning and action. Importantly, the later phase of the research study has, through application of the model to specific goals within the CFA, yielded operational insight into its effective use, and in which activity systems have an important place. The model now confidently styled as the LCM Model has three elements that when enmeshed strengthen the likelihood of organisational achievement ; and the degree of this meshing, as relevant to the target outcome, determines the strength of outcome. i.e. - Valuing outcomes from learning: When a person recognises and values (appropriately to achievement by the organisation) what they know and can do, and associated others recognise and value what this person knows and can do, then there is increased likelihood of these outcomes from learning being applied to organisational achievement. Valuing a culture that is conducive to learning: When a person, and associated others, are further developing and drawing upon what they know and can do within the context of a culture that is conducive to learning, then there is increased likelihood that outcomes from learning will be applied to organisational achievement. Valuing motivation of the individual: When a persons motivation to apply what they know and can do is valued by them, and associated others, as appropriate to organisational achievement then there is increased likelihood that appropriately drawing upon outcomes from learning will occur. Activity theory was employed as a device to scope and explore understanding of the issues as they emerged in the course of the research study. Viewing the data through the prism of activity theory led not only to the development of the LCM Model but also to an enhanced understanding of the role of leadership as a foundation for acting upon the model. Both formal and informal leadership were found to be germane in asserting influence on empowering engagement with learning and drawing upon its outcomes. It is apparent that a leaderful organisation, as postulated by Raelin (2003), is an environment which supports drawing upon the LCM model; and it may be the case that the act of drawing upon the model will move a narrowly leadership focused organisation toward leaderful attributes. As foreshadowed at the beginning of this synopsis, nurturing individual and organisational capability is the guiding mantra for this dissertation - Capability embraces competence but is also forward-looking, concerned with the realisation of potential (Stephenson 1998, p. 3). Although the inquiry focussed upon a need for CFA volunteer retention, it began with a broader investigation as part of the scoping foundation and the expanded usefulness of the LCM Model invites further investigation. The dissertation concludes with the encapsulating sentiment that You have really got to want to. With this predisposition in mind, this dissertation contributes to knowledge through the development and discussion of the LCM model as a reflective device informing transformative learning (Mezirow and Associates 1990). A leaderful environment (Raelin 2003) aids transformative learning accruing to the individual and the organisation - through engendering and maintaining making the most of knowledge and skill motivating and sustaining the will. The outcomes from this research study are a strong assertion that wanting to make the most of what is known and can be done is a hallmark of capability. Accordingly, this dissertation is a contribution to the how of strengthening the capability, and the commitment to applying that capability, of an individual and an organisation.

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Goussevskaia, Anna. "Learning and development processes in inter-organisational collaborations." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2629/.

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It has long been recognised that inter-organisational collaborations have great potential for learning and knowledge creation, although there has been very limited attention paid to the way in which organisations actually create new knowledge jointly. The present study contributes to this area of research, and examines the processes that facilitate and constrain new knowledge creation in inter-organisational collaboration. It draws upon five longitudinal case studies of inter-organisational collaborations across different sectors: pesticides, biotechnology, life sciences, engineering manufacturing, and software development. The study conceptualises inter-organisational learning as production and re-production of inter-organisational rules that govern inter-organisational relationship, and facilitate and shape joint knowledge creation. The study advances understanding of the mechanisms underlying inter-organisational learning which rely on such aspects of collaboration as the nature of inter-partner interactions, interdependency between collaborating organisations, and power balance among partners. The longitudinal analysis of inter-organisational learning in the course of collaboration development also contributes to understanding of the relationship between inter-organisational learning and collaboration dynamics. The findings indicate that inter-organisational learning can have positive, as well as negative, effects on collaboration development. The results also suggest that inter-organisational learning closely coevolves with the developmental dynamics of collaboration, meaning that inter-organisational learning is not only a product of collaboration development, but is also a force capable of shaping it.

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Liu, Junying. "Organisational learning of risk management for Chinese contractors." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421624.

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White, Susan A. "Higher education and learning technologies : an organisational perspective." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/265825/.

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The uptake and diffusion of the use of learning technologies in UK Higher Education is an instance of the adoption of change. There has been considerable research into the ways in which the uptake and diffusion of innovation can bring about change processes. This work has identified the importance of barriers and drivers to change as a part of the process. Areas of study have included general instances, those specific to technology and those relevant to the use of learning technology in higher education. It has also been shown that a Higher Education institution’s organisational structure may itself inhibit or constrain the way in which the institution can respond to external changes and adopt new practices. This study reviews the development and growth in the use of learning technologies. It sets these activities in the context of changes in computing in education and psychology from a UK and a US perspective. The study analyses an extensive survey of the use of learning technology at the University of Southampton, suggesting that institutional approaches are associated with organisational models and may amplify or dampen the known barriers and drivers for change. A study of experiences across a range of UK Higher Education Institutions provides further evidence for this argument.

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Shehata, Gamal Mohamed Mohamed. "Organisational learning and transformative capacity : leveraging collective knowledge." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11607/.

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Seventh, organisational learning is increasingly seen as a central source of a competitive advantage particularly for organisations faced with rapid changes and work in a competitive business environment. The case studies results provide exploratory insights on the ways by which participant companies leverage the capability for collective learning to a sustainable competitive advantage. This study adds to the organisational learning literature by proposing a framework that draws an analytical description for the way by which organisations leverage collective learning to sustainable business success. This evidence should be validated through a future rich empirical study. This framework serves as a general guideline for those wishing to carry out this study.

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MacCurtain, Sarah. "An exploration of the determinants of innovation : the top management team, organisational climate and organisational learning." Thesis, Aston University, 2005. http://publications.aston.ac.uk/10785/.

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Some researchers argue that the top team, rather than the CEO, is a better predictor of an organisation’s fate (Finkelstein & Hambrick, 1996; Knight et al., 1999). However, others suggest that the importance of the top management team (TMT) composition literature is exaggerated (West & Schwenk, 1996). This has stimulated a need for further research on TMTs. While the importance of TMT is well documented in the innovation literature, the organisational environment also plays a key role in determining organisational outcomes. Therefore, the inclusion of both TMT characteristics and organisational variables (climate and organisational learning) in this study provides a more holistic picture of innovation. The research methodologies employed includes (i) interviews with TMT members in 35 Irish software companies (ii) a survey completed by managerial respondents and core workers in these companies (iii) in-depth interviews with TMT members from five companies. Data were gathered in two phases, time 1 (1998-2000) and time 2 (2003). The TMT played an important part in fostering innovation. However, it was a group process, rather than team demography, that was most strongly associated with innovation. Task reflexivity was an important predictor of innovation time 1, time 2). Only one measure of TMT diversity was associated with innovation - tenure diversity -in time 2 only. Organisational context played an important role in determining innovation. This was positively associated with innovation - but with one dimension of organisational learning only. The ability to share information (access to information) was not associated with innovation but the motivation to share information was (perceiving the sharing of information to be valuable). Innovative climate was also associated with innovation. This study suggests that this will lead to innovative outcomes if employees perceive the organisation to support risk, experimentation and other innovative behaviours.

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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/zw Dissertation (MBA)--University of Pretoria, 2010. Gordon Institute of Business Science (GIBS) unrestricted

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Olsson, Neve Theresia. "Capturing and Analysing Emotions to Support Organisational Learning : The Affect Based Learning Matrix." Doctoral thesis, Kista : Department of Computer and Systems Sciences, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1230.

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Liu, De Min. "Building an organisational learning architecture for strategic renewal an autoethnography of action learning /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/67317.

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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. A thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Business and Enterprise, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 225-238)

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Kenny, John Daniel, and jonk19@bigpond net au. "Exegesis: Strategy and Learning: a path to organisational change." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.125308.

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This Exegesis and the Portfolio document referred to herein report on the outcomes of my research towards a PhD in education (by Project) between mid 2001 and July 2005. The Portfolio contains a collection of ten papers written during the research and also a summary of the key tools and processes resulting from the research. This Exegesis contains the major theoretical arguments leading to the development of the research outcomes, the methodology employed and a description of the organisational context operating during the study. It also draws links between the various data sets as presented in the Portfolio. The research began with a consideration of a major change project at RMIT University: the Implementation of the Distributed Learning System (DLS). The problems associated with this project highlighted the need for holistic organisational approaches to change and the uncertain nature of radical change projects. This led into a consideration of broader questions to do with organisational change and managing uncertainty. The generalisability of the research findings was enhanced by the wide ranging literature review and data from a range of stakeholders. This ultimately led to the development of a

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Doherty, Oran. "The impact of organisational culture on work-based learning." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32558/.

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Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic methodology combining a number of different data-gathering methods, including observation, reviewing of documents and interviews with eight HEI X staff, eight WBL learners and five employer representatives, was adopted. The findings reveal how cultural differences in relation to assumptions, timeframes, languages, objectives and general attitudes can be a source of difficulty for the three stakeholders (learner, employer and HEI). According to the findings, cultural issues within the HEI and external employer organisation can also create significant challenges when attempts are being made to initiate or coordinate a WBL partnership. Johnson’s cultural web (1988) is used as a framework to present the findings. The study makes a valuable contribution to knowledge by recognising the requirements of all three stakeholders and discussing the usefulness of the cultural web as a framework for considering organisational culture in WBL partnerships. The study also makes a valuable contribution to practice by presenting recommendations to the HEI and external employer organisation. The recommendations for the HEI involve a change in the “way we do things around here” due to the unique characteristics of WBL programmes, which may mean adapting existing policies, procedures and systems. Recommendations for the employer organisation include providing support to the learner, understanding and respecting the HEI’s requirements, and ensuring that internal policies, procedures, practices and priorities support WBL.

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Haglund, Dan. "Policy evolution and organisational learning in Zambia's mining sector." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535378.

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This thesis explores how policy evolves in weak commodity dependent African states, in a context of increasing organisational diversity due to fast-growing foreign investment from emerging markets. Through a case study of the Zambian mining sector, where state-firm relations have been highly contentious following privatisation in the late 1990s, I develop an interdisciplinary and empirically grounded account of how policy evolves. My findings are based on over 100 interviews conducted with employees of Chinese, Indian and 'western' case-study firms, as well as government officials, NGOs and other stakeholders. My aim is to give adequate attention to both state and firm perspectives on regulatory policy making. To this end, the thesis first reviews the literature on policy making in the African state as well as theories of institutional change. It then draws on evolutionary economics and organisational theory, to develop a framework for understanding firm behaviour that emphasises the role of organisational routines and objectives. I develop and define the concept of organisational learning as the process through which organisational routines and objectives change over time. I find that policy development in Zambia, in its formal expression, appears framed around a 'partnership approach' to regulation. This approach is based on a view of government as enabler of private investment, emphasising state-firm consultations and consensus in policy development. This approach contrasts but co-exists with an alternative expression of state power through the Presidency, which maintains strong informal links with the foreign mining companies. I find significant yet nuanced variation in organisational routines and aims across the companies under study. This includes the tendency among western companies to seek operational stability by engaging with local stakeholders directly, whilst Chinese investors prefer to operate through close relationships with the Presidency, relying on the Zambian state to 'broker' its wider social relations. Over time there is some evidence of organisational learning taking place among the mining companies, including through convergence in regulatory standards and practices. Yet differences persist because routines and aims - conditioned by a firm's institutional background - change slowly over time, even in the presence of inefficiencies. Zambia's mining sector was during the period under study subject to various pressures for policy reform, stemming from discontent with limited tax contributions and pervasive negative environmental and safety impacts. These reform proposals, however, failed to move ahead despite support from some of the mining companies. I show how Zambia's accommodating and pro-investor regulatory framework sits uneasily with an interventionist political culture and a diverse mining sector. The consensus among the regulated companies - on which effective partnership regulation relies - proves elusive in a 'presidential' state that readily accommodates different articulations of state-firm relations.

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Yan, Daniel Ting Kwan. "Sino-foreign joint venture negotiation : an organisational learning perspective." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615933.

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Van, Niekerk Herman J. "Enabling organisational knowledge through action learning : an epistemological study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49945.

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Thesis (PhD)--Universiteit van Stellenbosch, 2004. ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-based intangibles and many organisational theorists argue that strategy formulations should be built on a resource-based theory. The challenge for many organisations is therefore how to enable organisational knowledge and how to increase their organisational learning capacity and performance. Following a multi-disciplinary approach, this study critically evaluates and interprets existing theories on action and systems thinking. The traditional positivist paradigm no longer answers to the needs of a post-modem paradigm and corporate epistemologists and practitioners alike are in search of a new paradigm on how to construct organisational knowledge. Drawing on Habermasian theory of communicative action, as well as Parsons' general theory of action and Giddens' structuration theory, I argue that the construction of knowledge happens in a pluralistic manner, in contrast with traditional approaches which support a paradigm informed by a singular epistemology. A pluralistic approach to the development of knowledge, in relation to a Habermasian theory of communicative action which emphasises the importance of communication and which integrates action and systems theory, is therefore proposed. Constitutive features of organisational knowledge, such as deliberation, knowledge leadership, organisational culture and technology, are identified and analysed. Action learning has been adopted by a number of leading international comparues as a learning methodology. However, action learning has seemingly not been grounded in a defensible epistemological framework. In redescribing action learning, this study explores epistemological foundations of action learning in an attempt to provide corporate epistemologists with a defensible epistemological framework which promotes pluralism and constitutive features of organisational knowledge. A framework for organisational learning and knowledge construction, the Pluralistic Action Learning Systems theory (pALS), is suggested as an improved model of organisational learning suitable for implementation in a post-modem era. This framework incorporates the primary "technical" elements of the learning process, namely problem identification, collection of information, analysis and interpretation, application/use and reflection, as well as organisational enablers inherent in collaborative learning. Organisational knowledge is therefore seen as the outcome of a learning process which occurs at the individual, social and organisational system levels. Organisational knowledge is also constituted by features such as communication, knowledge leadership and trust which are essential in a collaborative learning environment. Knowledge is therefore not constructed through a single paradigm, but socially constructed through a pluralistic epistemology. Organisational knowledge is the outcome of organisational learning and such an organisational learning process is enabled by an action learning approach. An empirical study is conducted which is based on a forty-point questionnaire. The sample size is 120 part-time MBA students who are enrolled for an action learning management development programme and who have all been theoretically and practically exposed to an action learning programme. The findings of the empirical study conclude that the construction of knowledge happens in a pluralistic manner and that an organisational epistemology should be shaped by a pluralistic framework if it were to be successful in a post-modem business environment. It proposes that action learning, which is shaped by a pluralistic epistemology grounded in the Habermasian theory of communicative action, provides a defensible framework to enhance organisational knowledge through a collaborative learning approach fostering values such as deliberation, trust and openness. AFRIKAANSE OPSOMMING: Sleutel woorde: Organisasiekennis, pluralistiese epistemologie, aksieleer, stelseldenke, strukturasie teorie, organisasieleer, kennisbestuur. Die waarde en belangrikheid van kennis in vandag se vinnige veranderende wêreld word beskou as van kritiese waarde en as die enkele mees belangrike element van kompetisie om lang termyn volhoubaarheid te bewerkstellig. In die hedendaagse korporatiewe omgewing word die waarde van die meeste produkte en dienste gebaseer op ontasbare elemente soos onder andere kennis. Korporatiewe strategeë argumenteer derhalwe dat korporatiewe strategie gevolglik op 'n vermoëns-strategie gebaseer moet word. Vir baie maatskappye is die uitdaging dus hoe kennis konstrueer moet word en hoe maatskappye hulle vermoëns moet verbeter om kennisorganisasies te word. Hierdie studie volg 'n multi-disiplinêre benadering wat bestaande aksie- en stelseldenke teorieë krities evalueer en interpreteer. Die tradisionele positivistiese raamwerk beantwoord nie aan die vereistes van 'n post-moderne paradigma nie en beide korporatiewe epistemoloeë en praktisyns is op soek na nuwe wyses hoe om organisasiekennis te konstrueer. Deur gebruik te maak van Parsons se algemene aksie teorie, en in besonder Habermas se teorie van kommunikatiewe aksie en Giddens se strukturasieteorie, argumenteer ek dat die konstruksie van kennis op 'n veeldoelige wyse plaasvind, in teenstelling met die tradisionele benadering wat 'n raamwerk aanbeveel wat op 'n enkelvoudige teorie van kennis gebaseer is. 'n Pluralistiese benadering met betrekking tot die ontwikkeling van kennis, in ooreenstemming met Habermas se teorie van kommunikatiewe aksie en gesteun deur aksie- en stelsels teorie, word derhalwe aanbeveel. Kenmerkende eienskappe van organisasie kennis soos, uitgebreide dialoog, kennisleierskap, organisasiekultuur en tegnologie word ook geidentifiseer en ontleed. Aksieleer is deur verskeie toonaangewende internasionale maatskappye aanvaar as 'n leer metodologie. Dit wil egter voorkom asof aksieleer nie in 'n epistemologiese raamwerk gegrond is nie. Deur aksieleer te herbeskryf ondersoek hierdie studie epistemologiese gronde van aksieleer in 'n poging om korporatiewe epistemoloeë met 'n verdigbare teoretiese kennisraamwerk toe te rus. 'n Raamwerk vir organisasie leer en die konstruksie van kennis, die Pluralistiese Aksieleer Stelsels (pALS) raamwerk, word derhalwe aanbeveel as 'n verdedigbare model wat aan die eise van 'n postmoderne samelewing beantwoord. Hierdie raamwerk sluit die primêre tegniese elemente van die leerproses in, te wete: probleem identifisering, die inwin van informasie, analisering en interpretasie van informasie, aanwending en gebruik van informasie en refleksie. Hierdie proses word verder ondersteun deur aspekte wat organisasieleer vergemaklik binne spanverband. Organisasieleer word dus beskou as die uitkoms van 'n leerproses wat bogenoemde elemente bevat en wat gebaseer is op 'n leeromgewing wat samewerking bevorder. Organisasiekennis word derhalwe gesien as die uitkoms van 'n leerproses wat op die individuele, sosiale en organisasie vlakke geskied. So 'n leerproses word bevorder en vergemaklik deur 'n aksieleer proses. Organisiekennis word ook gekenmerk deur eienskappe soos kommunikasie en kennisleierskap wat binne 'n saamwerk leeromgewing as noodsaaklik geag word. Kennis word dus nie deur 'n enkelvoudige raamwerk konstrueer nie, maar word ondersteun deur 'n veelvoudige epistemologie. Die empiriese studie is gebaseer op 'n veertigpunt vraelys. Die ondersoekgroep is 120 :MBA studente wat vir 'n aksieleer bestuursontwikkelingsprogam ingeskryf is en wat beide teoreties en prakties aan aksieleer blootgestel is. Die bevindings van die studie dui daarop dat kennis nie op 'n enkelvoudige wyse geskep word nie, maar wel deur van verskeie teorieë van kennis gebruik te maak. Die bevindings van die studie beveel aan dat aksieleer, as 'n pluralistiese teorie van kennis gegrond in die denke van Habermas, 'n verdedigbare raamwerk verskaf wat organisasieleer en die konstruksie van kennis bevorder deur 'n leeromgewing waarin waardes soos vertroue, openlikheid en kommunikasie bevorder word.

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Steyn, Natasha. "Exploring experiential learning in the context of organisational competitiveness." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64822.

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Organisational competitiveness is a challenge to achieve and sustain in a complex business environment that is changing rapidly, constantly and unpredictably. The best leaders are agile enough to anticipate and respond to change, and are able to actively create competitive advantage which changes the business environment. Human capital development has been identified as one of the least replicable and most sustainable competitive advantages at the disposal of firms. This aim of this research was to seek insights into experiential learning and the potential implications that investment into experiential learning could have on organisational competitiveness. Purposive and snowball sampling methodology was used in this study. Seven semi-structured interviews were held with participants from the field of learning and development, and data gathered was analysed using thematic analysis. The research found that (i) a robust process of developing learning frameworks is required for deliberate human capital development (ii) outputs from learning interventions can be maximized through customisation, and finally (iii) experiential learning is required to generate competitive advantage because it transforms information into the critical thinking skills required for problem solving rather than knowledge transfer. A combination of these findings would empower management to actively shape organisational competitiveness. Mini Dissertation (MBA)--University of Pretoria, 2017. pa2018 Gordon Institute of Business Science (GIBS) MBA Unrestricted

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Carnell, Eileen. "Understanding teachers' professional development : an investigation of teachers' learning and their learning contexts." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10018906/.

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The focus of my research is teachers' planned professional development experience and the effect of context on teachers' learning and changes to practice. It seeks to understand effective approaches to teachers' learning, contribute to knowledge and identify implications for practitioners and policy makers. The research begins with an investigation into young people's and teachers' perceptions of effective classroom work. A significant mis-match is found between what is experienced and what they perceive is effective . This is analysed in terms of inhibiting forces and contradictions influencing teachers' practice. An in-service programme is designed as a change strategy for the teachers involved. The research findings suggest this is only partially successful in bringing about change. From a critique of theoretical perspectives of professional development an expanded approach is created. This approach forms the basis of another programme for teachers which includes working collaboratively and integrating personal and professional learning. The research findings demonstrate that this in itself is not enough to bring about changes to professional practice. A typology of teachers' planned development experiences is created and a set of hypotheses used to investigate teachers' personal constructs of the effectiveness of professional experiences for change to professional practice . The significance of the learning context and subjective experiences emerge. This leads to the redesign of the programme to include an explicit focus on learning and the use of action research to bring about change within teachers' own contexts. The research continues to focus on contextual influences in organisational learning. It analyses the effects of a change that contributes to organisational learning by tracking one organisation's revision of its appraisal scheme. Key conclusions emerge: teachers' learning, the processes of learning and the organisational context have strong influences on one other. Effective professional learning for positive outcomes requires both a multi-dimensional and context specific view of learning.

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Di, Stefano Alexandra. "Beyond the rhetoric : a grounded perspective on learning company and learning community relationships." n.p, 2000. http://library7.open.ac.uk/abstracts/page.php?thesisid=69.

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Kieser, Heinrich. "The influence of digital leadership, innovation and organisational learning on the digital maturity of an organisation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64861.

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Digital disruption constantly threatens organisations due to the exponential evolution of digital technologies and increased rates of digitisation across all facets of organisations through the adoption of digital capabilities. This digital evolution has increased the necessity for managers to incorporate digital capabilities into their digital strategies. Managers need to have a clear understanding of their organisationÕs digital maturity and how to effectively leverage leadership, innovation and organisational learning in efforts to enhance digital maturity. The research approach was deductive, and the philosophy employed was positivism. Comparative and multivariate data analysis was conducted on 136 responses from organisations utilising and evolving digital capabilities. Research findings indicate that digital innovation and managing performance metrics strongly influenced digital maturity. Leadership and learning culture was found to significantly influence the digital organisation and culture aspects of digital maturity. Finally, the knowledge sharing was shown to influence the digital competencies aspect of digital maturity. The findings provide managers with further insights to successfully leverage leadership, innovation and organisational learning to influence digital maturity. Future research could replicate the results using alternative measurement instruments identified for digital maturity or conduct a longitudinal study to consider how digital maturity changes over time by manipulating the factors identified. Mini Dissertation (MBA)--University of Pretoria, 2017. za2018 Gordon Institute of Business Science (GIBS) MBA Unrestricted

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Allard, Wendy Anne. "Learning to change? : one college's response to incorporation." Thesis, Birmingham City University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272091.

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Reynolds, Kristal Teresa. "Critical success elements for the design and implementation of organisational e-learning." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60240/1/Kristal_Reynolds_Thesis.pdf.

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Organisations are engaging in e-learning as a mechanism for delivering flexible learning to meet the needs of individuals and organisations. In light of the increasing use and organisational investment in e-learning, the need for methods to evaluate the success of its design and implementation seems more important than ever. To date, developing a standard for the evaluation of e-learning appears to have eluded both academics and practitioners. The currently accepted evaluation methods for e-learning are traditional learning and development models, such as Kirkpatrick’s model (1976). Due to the technical nature of e-learning it is important to broaden the scope and consider other evaluation models or techniques, such as the DeLone and McLean Information Success Model, that may be applicable to the e-learning domain. Research into the use of e-learning courses has largely avoided considering the applicability of information systems research. Given this observation, it is reasonable to conclude that e-learning implementation decisions and practice could be overlooking useful or additional viewpoints. This research investigated how existing evaluation models apply in the context of organisational e-learning, and resulted in an Organisational E-learning success Framework, which identifies the critical elements for success in an e-learning environment. In particular this thesis highlights the critical importance of three e-learning system creation elements; system quality, information quality, and support quality. These elements were explored in depth and the nature of each element is described in detail. In addition, two further elements were identified as factors integral to the success of an e-learning system; learner preferences and change management. Overall, this research has demonstrated the need for a holistic approach to e-learning evaluation. Furthermore, it has shown that the application of both traditional training evaluation approaches and the D&M IS Success Model are appropriate to the organisational e-learning context, and when combined can provide this holistic approach. Practically, this thesis has reported the need for organisations to consider evaluation at all stages of e-learning from design through to implementation.

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Strandli, Portfelt I. "The University; A Learning Organization? : An Illuminative Review Based on System Theory." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-780.

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There are voices in the research field suggesting that universities should become learning organisations in order to be more competitive and efficient. However, the proposal is mainly based on theoretical and normative discussions rather than on empirical research. Therefore, this study has explored and reviewed in what way a university organisation has organised its inner life and illuminate in what way its local organisation matches the characteristics of a constructed theoretical model of a learning organisation. The study has furthermore explored in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning.

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Ally, Kutbuddin. "Individual and organisational learning and the ecology : factors that influence the direction of learning." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85761.

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Thesis (MPhil)--Stellenbosch University, 2013. ENGLISH ABSTRACT: Organisations are required to change their internal structures and configuration at a rapid rate as the external environment changes. The external environment comprises of a number of actors and agents that make up society. This includes social movements and government. The influence that industry has over the actions of government is significant. The question is how society, via social movements and NGO’s, influence government and thereby policy and how this leads to change in business organisations. How does learning take place in business organisations when it comes to ecological matters? What is the effect of social norms, expressed in public policy and social movements, on organisations? How can these processes be enhanced for the sake of the ecological agenda? The aim of the research is to present a case for directing the learning process. Organisations will generally develop new products based on existing knowledge and grow this knowledge base. It is argued by some theorists that social movements and NGO’s influence the process of innovation and development. To cater for the ecological elements in an innovation process, it must be part of the organisational objectives. It means that it must be catered for from the outset to direct and influence the process. Chapter 1 outlines the problem statement and the argument that social norms influence the learning process of individuals and groups in organisation to achieve an ecologically friendly outcome in a variety of ways. To determine if the hypothesis is true, Chapter 2 researched the subject of organisational learning. It examines the attributes that organisations must have to promote a learning agenda. This includes the role that the external organisational environment plays through feedback loops, and how these influence the direction of the learning process. To understand issues regarding the ecology, I present in Chapter 3 a high level synopsis based on existing knowledge of economics, environmental economics and ecological modernisation. Both Chapters 2 and 3 take a view on policy and the role it plays in shaping the learning process. It is important that the process of policy development is influenced from the outset. Through the networks of the social movements, alternatives may be presented to society. These alternatives are aimed at influencing the innovation process of organisations either directly through the market or indirectly through policy. When society subscribes to the position presented, a social movement gives them the means to engage with industry and government. Chapter 4 is a case study on carbon capture and storage. The purpose of the case study is to demonstrate the interaction of the various actors in a technology development process and the factors that have to be taken into account when making decisions. It is a demonstration of a directed learning process with the aim of developing an ecologically friendly technology. Chapter 5 is the concluding chapter and provides a summary of learning organisations and ecological modernisation. I provide a brief summary of the main points in the argument and draw a conclusion on the relationship between organisational learning and how this learning is directed from the outset. AFRIKAANSE OPSOMMING: Organisasies moet hul interne strukture en verstellings te verander teen 'n vinnige tempo as die eksterne omgewing verander. Die eksterne omgewing bestaan uit 'n aantal van die akteurs en agente wat die die samelewing op maak. Dit sluit sosiale bewegings en die regering in. Die invloed wat die bedryf het oor die optrede van die regering is betekenisvol. Die vraag is hoe die samelewing , deur middel van sosiale bewegings en nie-regeringsorganisasies , die invloed van die regering en sodoende beleid en hoe dit lei tot verandering in die sake-organisasies . Hoe leer sake-organisasies wanneer dit kom by die ekologiese sake? Wat is die effek van sosiale norme , uitgedruk in openbare beleid en sosiale bewegings , op organisasies? Hoe kan hierdie prosesse verbeter word ter wille van die ekologiese agenda? Die doel van die navorsing is om 'n saak te stel vir die regie van die leerproses. Organisasies sal oor die algemeen die ontwikkeling van nuwe produkte wat gebaseer is op bestaande kennis en groei van hierdie kennis basis. Daar word aangevoer deur sommige teoretici dat sosiale bewegings en NGO se invloed op die proses van innovasie en ontwikkeling. Om voorsiening te maak vir die ekologiese elemente in 'n innovasie proses , moet dit deel van die organisasie se doelwitte wees. Dit beteken dat voorsiening gemaak moet word vir dit van die begin af om die proses te beïnvloed. Hoofstuk 1 omskryf die probleemstelling en die argument dat die sosiale norme beïnvloed die leerproses van individue en groepe in die organisasie 'n ekologies vriendelike uitkoms te bereik in 'n verskeidenheid van maniere. Om te bepaal of die hipotese korrek is , Hoofstuk 2 ondersoek die onderwerp van organisatoriese leer . Dit ondersoek die eienskappe wat organisasies moet leer om die agenda te bevorder. Dit sluit in die rol wat die eksterne organisatoriese omgewing speel deur middel van terugvoer, en hoe hierdie invloed op die rigting van die leerproses is. Kwessies rakende die ekologie te verstaan, het ek in Hoofstuk 3 'n hoë vlak opsomming gebaseer op die bestaande kennis van die ekonomiese , omgewings- ekonomie en ekologiese modernisering. Beide hoofstukke 2 en 3 is 'n uitsig oor die beleid en die rol wat dit speel in die vorming van die leerproses. Dit is belangrik dat die proses van die ontwikkeling van beleid beïnvloed word van die begin af . Deur die netwerke van die sosiale bewegings , kan alternatiewe aangebied word aan die samelewing. Hierdie alternatiewe is gemik op die beïnvloeding van die innovasie proses van organisasies , hetsy direk deur die mark of indirek deur beleid. Wanneer die samelewing onderskryf die posisie wat aangebied word, 'n sosiale beweging gee hulle die middele om betrokke te raak met die bedryf en die regering. Hoofstuk 4 is 'n gevallestudie oor koolstof vang en stoor . Die doel van die gevallestudie is om die interaksie van die verskillende rolspelers in 'n tegnologie-ontwikkeling proses en die faktore wat in ag geneem word wanneer besluite geneem moet word. Dit is 'n demonstrasie van 'n leerproses met die doel van die ontwikkeling van 'n ekologies vriendelike tegnologie. Hoofstuk 5 is die afsluiting hoofstuk en gee 'n opsomming van leer organisasies en ekologiese modernisering. Ek gee 'n kort opsomming van die belangrikste punte in die argument en 'n gevolgtrekking oor die verhouding tussen organisatoriese leer en hoe hierdie leer word gerig van die begin af.

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Ofori-Kyereh, Samuel. "School-business partnerships for organisational leadership development." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017996/.

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Leadership and how it is developed have become a top priority for almost all organisations, particularly schools and business organisations, to survive and secure growth (Bolden, 2004). Equally, the concept of partnership has become a panacea for solving complex and ‘wicked’ problems in diverse organisations (Armistead, 2007). This study therefore investigates how school-business partnerships could serve as alternative means for organisational leadership development. The study is principally influenced by earlier work in the leadership development field by Day (2000) and Allen and Hartman (2008). Following a review of literature on leadership and partnership, four main sub-questions were formulated. An explanatory multi-case mixed-methods research design (Yin, 1984) was adopted to answer these questions, using qualitative and quantitative methods of data collection – interviews and survey questionnaire – in two schools and two banks in the South-East of England. Data analysis was carried out in two stages – within-case and cross-case analyses (Yin, 1994) – and the data combined to provide composite research findings. The key finding and main original contribution of this study to knowledge is that school-business partnership activities that promote experiential leadership learning experiences can support organisational leadership development. The study identifies twenty-five (25) different learning approaches which enable members of the organisation to develop four main experiential leadership learning experiences: spiritual, emotional, academic and practical leadership competencies. Some of these learning approaches are found in existing literature on leadership development including leadership apprenticeship, job placement, job mixing, degree programmes as well as online learning, action learning and reflections. Other leadership learning approaches such as recitals, records of enlightenment, counselling, reflections, story-telling and themes from the Bible are found to be new to literature in the leadership development field.

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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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Prinsloo, Albert Valerius. "Organisational learning and innovation : the study of enablers and relations." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1832.

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Mok, Wee Piak. "Exploring organisational learning and knowledge management factors underlying innovation effectiveness." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/13561.

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Innovation is widely seen as a basis for competition and knowledge plays a key role in underlying its effectiveness in the present economy which is knowledge-based. The innovation process is highly complex and uncertain; it is fraught with ambiguity, risks, errors and failures. How organisations respond to these downsides is not well reflected in the literature. They are often placed in a black box and left empirically unexplored. This researcher attempts to penetrate this box with an exploratory empirical study consisting of two research phases rooted in positivism. In Phase 1, a questionnaire survey is carried out with error management culture, organisational learning and knowledge management as antecedents of innovation effectiveness. The survey data collected are deductively analysed to test these four constructs. In Phase 2, the same data are inductively explored to determine the factors underlying innovation effectiveness. From deduction, knowledge management is found to be the sole antecedent of innovation effectiveness, affirming the importance of knowledge to innovation. From induction, autonomy and trust are found to be key factors underlying innovation effectiveness. Their attributes in this study are collaboration, knowledge sharing and control (for autonomy) and behaviour, relationship and reciprocal faith (for trust). The contributions from this study are – (a) an empirical confirmation on the importance of knowledge to innovation and (b) the derivation of autonomy and trust as key factors underlying its effectiveness. In addition, it contributes to research methodology with an exploratory integration of deduction and induction as complimentary modes of inference to facilitate the understanding of complex subjects like innovation. As a positivist research does not answer the causal how and why of innovation, it is recommended that future research on a similar topic moves to critical realism as a philosophical realm when an ontological dimension can be added to the epistemological exploration posited in positivism as found in this study.

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Millward, Pamela. "Organisational learning facilitated by the analysis of student achievement information." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/274.

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This thesis explores reasons for New Zealand’s problematic tail of literacy underachievement and suggests one way to address the problem, is for schools to operate as learning organizations. A qualitative research design was used to identify elements of organizational learning in the practices of three very different schools identified as improving the students’ learning outcomes. The research methods included semi-structured interviews, team meeting observations, an anonymous questionnaire and document analysis. An analytical framework identifying five elements of organizational learning, developed from a review of the organizational learning literature, was used to evaluate each school’s ability to learn about their teaching and learning programmes as a result of reviewing students’ achievement information. The research findings identified elements of the organizational learning framework in the practices of all three schools. It was found that whilst the elements of the framework were necessary, the entirety of the framework was most significant in facilitating organizational learning. In order for the schools to learn to improve the learning of their students, they needed to have a well defined infrastructure for the collection, collation, analysis and use of student achievement information. The occurrence of the infrastructure alone did not, however, facilitate organizational learning. The school leaders and teachers needed to apply the appropriate curriculum content, pedagogical and assessment literacy knowledge to the assessment data in order to make sense of it and to use the information to review and refine their teaching and learning programmes. The acquisition of appropriate levels of professional knowledge appeared to be facilitated within a culture where teachers felt safe and confident to challenge and be challenged in their collegial discussions about students’ learning. Rigorous collegial discussions appeared to foster team learning and to be leader driven. When the appropriate professional knowledge was not available within the organization, learning only appeared to occur when the necessary expertise was accessed from the external environment.

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Riedt, Johanna. "A model of organisational creativity : learning from two creative giants." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498860.

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Tesi sul tema "Organisational learning"

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