Rozprawy doktorskie: „Organizational learning”

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Chouseinoglou, Oumout. "Organizational Learning Assessment In Software Development Organizations". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614960/index.pdf.

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Knowledge is one of the most important assets of an organization that directly affects business success, and its importance increases for organizations that use knowledge-intensive processes such as the software development industry. In an industry in which technological developments are rapid, in order to keep up with the continuously increasing competition and to obtain competitive advantage the software organizations need to obtain the correct knowledge, use it efficiently and pass it to future projects evolving it accordingly. The major aim of this research is to propose a novel model, namely AiOLoS, for assessing the level of organizational learning and learning characteristics in software development organizations. The primary contributions of this two-legged AiOLoS model are the identification of the major process areas and the core processes that a learning software organization follows during its organizational learning process and to provide the necessary measures and metrics and the corresponding definitions/interpretations for the assessment of the learning characteristics of the software development organization. The research is supported with a multiple case-study work conducted in software development teams in order to identify the mapping of the core processes and the applicability of the AiOLoS model to software development organizations, its utilization as a tool for assessing organizational learning and providing a basis for software process improvement.

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Haight, Veronica D. "What Do Chief Learning Officers Do? An Exploratory Study of How Chief Learning Officers Build Learning Organizations". Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258744.

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This study was designed to determine what it is that Chief Learning Officers do to build the learning organization by examining interview data from current Chief Learning Officers using the constructs of change and leadership. The study sample included current Chief Learning Officers who work for U.S. based organizations within the U.S. and have been in their current Chief Learning Officer position for at least two years.

The study used a qualitative, exploratory methodology combined with phone or face-to-face interviews in order to gather data. The data was analyzed using the Systems Learning Organization Model (Marquardt, 2011). 20 Chief Learning Officers were interviewed for approximately 60 minutes each and asked the same series of questions in order to further explore how Chief Learning Officers use leadership and change to build the learning organization.

The study findings show that Chief Learning Officers do four things to build the learning organization: 1. They themselves collaborate with others inside and outside of the organization, and encourage others to do so as well; 2. They assess and measure their learning and development programs on a consistent basis; 3. They seek and secure funding and other resources for their learning and development opportunities; 4. They have a vision for their learning organization, and realize that vision through strategy development and implementation.

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Hunter, Kierstyn. "Gendering Organizational Learning| Describing Gendered Patterns in Formal and Informal Organizational Learning". Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120219.

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This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.

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Nemeth, Lorraine S. "Measuring organizational learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21098.pdf.

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Ali, Sadaqat. "Market based organizational learning and organizational capabililties". Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539350.

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This study aimed to contribute to our understanding of the antecedents to organizations' Sustainable Competitive Advantage (SCA) by integrating insights from the perspectives of marketing and strategic management. Specifically it aimed to investigate the indirect effect of Market Based Organizational Learning (MBOL) on hotel performance in the United Kingdom and Pakistan taking on board an organizational capabilities view. To achieve this aim the researcher started by reviewing the literature in the fields of both marketing and strategic management to examine current trends, limitations and commonalities between these fields and then proposed a conceptual model and propositions that can help link these two fields into an integrative framework. The researcher found that although both the marketing and strategic management literatures have accumulated a significant amount of insight on the antecedents to SCA, there has been little attempt (and hence a need) to incorporate insights from both these perspectives in explaining the antecedents to SCA and in formulating these into an integrated holistic picture, This approach is innovative because it focuses on synergistic insights from different management fields, and contributes to our understanding of how firm performance may be affected indirectly, by the marketing and learning orientations of the firm, through the capabilities it develops as a result of the learning processes informed by these orientations. In reviewing the literature, the researcher has identified some common theme underlying both the disciplines of marketing and strategic management, that is, "Organisational Learning Processes", "Resource Based View" of the firm and securing "Sustainable Competitive Advantage". The researcher also noted that in the marketing literature, the direct effect of the MBOL on a firm's performance has been well established. However, what are less clear are its indirect effects. To map out these indirect effects the researcher developed a framework that explores the relationships among market orientation, learning orientation, organizational learning, dynamic capabilities, substantive capabilities and organizational performance. Moreover, the mediating role of a firm's different capabilities (learning, dynamic and substantive capabilities) was proposed as a better explanation of the indirect impact the MBOL on a firm's performance. Finally the researcher expected a firm's external environment to work as a moderator in the dynamicsubstaThe researcher followed a mixed method approach characterised by an instrument development model variant of the exploratory mixed method design that best suits the study objectives. Being a mixed method sequential study, the researcher first conducted indepth interviews with hotel managers both in the United Kingdom and Pakistan in order to develop some constructs (dynamic and substantive capabilities) for this study. These interviews were analysed qualitatively and the results from this part of the study were used for the development of the questionnaire that was in turn used for large scale quantitative data collection. The questionnaire was sent to a population of 1150 hotel managers (750 in United Kingdom and 400 in Pakistan). 240 fully completed responses (120 United Kingdom and 120 Pakistan) were used in the final data analysis. The empirical results confirmed all the hypothesized relationships among the various variables of the conceptual framework, except the mediated role of the organizational learning between a hotel's learning orientation and its dynamic capabilities. The findings suggested that organizational internal capabilities play an influential mediating role in the indirect effect of MBOL on its performance. The results also highlighted the moderated effect of organization external environmental conditions on the dynamic-substantive capabilities relationship. This PhD thesis is rounded off with a discussion of the implications of the findings for theory in the parent discipline of marketing research and strategic management and for managers in the hotel sector. The limitations of this research study are described and future research directions in this area of investigation are given at the endntive capabilities relationship

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Sánchez-Cardona, Israel. "Learning to be a HERO (HEalthy & Resilient Organization): Linking organizational learning practices to healthy and resilient organizational outcomes". Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/405421.

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Esta tesis contiene tres estudios empíricos con el propósito de entender cómo el aprendizaje es un componente esencial para el bienestar y la resiliencia en las organizaciones. Basado en el Modelo HERO, este trabajo pretende enfocarse en el aprendizaje desde el nivel individual (e.g., disposiciones motivacionales para la adquisición de destrezas), el nivel colectivo (e.g., aprendizaje de equipos, liderazgo de aprendizaje) y el nivel organizacional (e.g., prácticas de recursos humanos dirigidos al aprendizaje). En particular, examina cómo estos recursos y capacidades dirigidas al aprendizaje promueven el bienestar (e.g., capital psicológico, satisfacción, resiliencia) y el desempeño. Los estudios se realizaron con individuos y equipos de diversos contextos organizacionales (e.g., educativos, servicio, industria) utilizando metodologías estadísticas variadas (análisis de vía, modelos de ecuaciones estructurales, modelos multinivel). Los resultados sintetizan algunos factores que promueven los procesos de aprendizaje para el desarrollo de organizaciones saludables y resilientes.
This thesis contains three empirical studies with the purpose of understanding how learning is an important component to health and resilience in organizations. Based on the HERO Model, it aimed to address learning from the individual (e.g., motivational dispositions to acquire mastery and skills), team (e.g., team learning, learning leadership) and organizational levels (e.g., HR learning practices). Specifically, it examines how these learning capabilities and resources promotewellbeing (e.g., psychological capital, satisfaction, resilience) and performance. The studies were conducted with individuals and teams from different organizational settings (e.g., educational, service, industry) using diverse statistical methodologies (e.g., path analysis, structural equations modeling and multilevel analysis). Findings synthesized some facilitating factors of learning processes for the development of healthy, resilient and learning organizations.

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Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Kelly, Ian P. "Organizational Learning Theory and Districtwide Curriculum Reform: Teacher Learning and the Efficacy of Organizational Learning Mechanisms". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106797.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms used by school and district leaders to support professional learning within the context of curriculum reform. Elements of organizational learning theory provided a conceptual framework through which the researcher explored how teachers learned and how district leaders supported their learning about a district-wide curriculum reform. Data were collected through document review and semi-structured interviews with eighteen professionals from an urban district in the Northeast. Findings showed that (a) the district implemented an integrated system of organizational learning mechanisms to support teacher/instructional coach learning relevant to curriculum reform efforts, (b) teachers and coaches perceived these learning mechanisms to be effective in supporting their learning and (c) teachers and coaches demonstrated varying levels of understanding regarding the district’s curriculum reform priorities. Recommendations included: (a) enhancements to school and district strategic planning documents, (b) connecting principals closely to the teaching and learning operations of the district and (c) implementing feedback mechanisms to monitor individual interpretations of district priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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DUBUS, FELIPE TOKAR. "CENTERS OF EXCELLENCE ANALISYS AS BOTH ORGANIZATIONAL LEARNING AND LEARNING ORGANIZATION TOLL IN PETROBRAS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11945@1.

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O ambiente atual, instável e competitivo, obriga as organizações a mudanças e adaptações constantes. Os estudos em redes, unindo recursos e conhecimentos, agregando potencial de crescimento e amadurecimento em determinado campo, são ferramentas de destaque nesse ambiente que requer gestão de informação eficiente e formação de base de conhecimento organizacional, constituída pela aprendizagem organizacional. O objetivo desta pesquisa é verificar a relação entre os conceitos de aprendizagem organizacional e organização de aprendizagem com a prática dos centros de excelência na Petrobras, empresa brasileira no setor de energia. Pretende-se entender se os centros de excelência visam, funcionando como ferramenta de aprendizagem organizacional, transformar -ou sustentar- a Petrobras como uma organização de aprendizagem. O método de pesquisa utilizado é o estudo de caso na Petrobras, com dados obtidos por meio de entrevistas semi-estruturadas e pesquisa documental. A análise de dados foi realizada de maneira descritiva-analítica, o que proporcionou uma visão dos valores e as relações existentes à luz dos referenciais da aprendizagem organizacional. Os resultados do presente estudo permitiram verificar a ligação entre esses conceitos, relacionando, portanto, esses centros às questões requeridas pelas organizações de aprendizagem e aprendizagem organizacional. Contudo, foi observado que não há o mesmo foco de aprendizado em assuntos corporativos, como acontece em temas técnicos e tecnológicos. Esta lacuna é um motivo de preocupação, visto que o intuito é de envolver todos os setores da organização, resultando na sugestão de aumentar a abrangência de implantação.
The current environment, unstable and competitive, forcing the organizations to constant changes and adaptations. The network studies, linking resources and expertise, aggregate growth potential and maturity in a particular field, are highlighted tools in this environment what requires efficient information management and also organizational knowledge formation basis, made up through organizational learning. This survey aims at investigate the relation between the learning organization concept as well as the organizational learning concept with the Centers of Excellence practice in Petrobras, a Brazilian national company in the energy sector. It intend to understand whether the centers of excellence aim at, working as an organizational learning tool, turn into or keep up Petrobras as a learning organization. The research method used is the case study in Petrobras, with the recorded data gathered by means of semi-structured interviews and documental survey. The data analysis was performed in a descriptive-analitical way, which leads to a view of values and the relation present in view of the organization learning referentials. The outcomes of this current study disclosed and allowed to come to the conclusion that there is a linkage between these concepts, relating, therefore, these centers to the required issues by learning organizations and organizational learning. Nevertheless, it was realized that the focus on learning is not the same concerning on corporate issues, as it happens with technical and technological subjects. This gap is a cause for concern about, since the idea of such concepts is to involve all organization sectors, resulting on the criticism and suggestion of increasing the scope of deployment.

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Gustafsson, Lovisa. "Organizational Learningin a Non-profit setting : A study of Continuity and Transferof knowledge within UppsalaStudent Union". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-207959.

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This is a case study, within the field of Education and Human Resource Development. The subject is handover in a non-profit organization. The organization studied is the Uppsala Student Union (US). US is a politically run Non-profit organization (NGO), with the objective to work for better study- and living conditions of the 35 000 students at Uppsala University, Sweden, who are its members. Four people active within US have been interviewed, and the empiric material has been analyzed mainly based on the theories of Organizational Learning and Continuity Management. Some other theories are presented as well, as an orientation with relation to handover in organizations and organizational development. The questions asked are: 1. How is transfer of knowledge perceived in US – as a significant problem, a small problem or no problem at all? 2. If transfer of knowledge is perceived as a problem, what are thought to be the causes? 3. In US, as a NGO, how is handover managed? Which problems arise with respect to handover? 4. What else of interest and relevance can be found? The answers are: 1. A small problem. Transfer of knowledge is much thought of, but there are problems which are viewed as more important. 2. The causes for problems with handover are mainly referred to a heavy workload for the actives, high turnover and insufficient handover routines. 3. Routines for handover is a well integrated part of the work at US. And the conditions in terms of resources are good compared to other student unions. Some problems still arise, and a selection of these are presented in the study. 4. Additional findings have been defined under the following headlines: Representation on Boards – an area for improvement Changing the roles On Actives-mentality (Swe. föreningsmänniskor) Effective policy making Students as actives

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Kiehl, Janet K. "Learning to Change: Organizational Learning and Knowledge Transfer". online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1080608710.

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Su, Sherry Shiuan. "Individual learning and organizational learning in academic libraries". School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105914.

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Learning has been viewed as a continuous lifelong activity recently. Facing the changing information, academic librarians have increasing responsibilities for his/her own learning. The idea of developing learning skills has become widespread as well. This paper reviews the literature on individual learning and organizational learning in the libraries. Issues concerning librarians as learners; librariansâ work-based learning; and academic libraries and learning organization are discussed.

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Hammad, Nouhad El-Eid. "Organizational learning flow in a granting council". Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28255.

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This program of research examines the perceptions of the flows of learning in a Canadian granting council during its renewal initiative. This case study will answer the following research questions: How do employees of a granting council perceive the flow of learning during the organization's transformation into a knowledge council? More specifically, how do they perceive the feed-forward flow between the individual and the group, and the feedback flow between the organization and the individual? Based on Crossan, Lane and White's (1999) 41 Framework and on the organizational learning, organizational change and social construction literatures, this qualitative study sheds light on two problematic relationships that may lead to tension at the junctures of the flows between the individual and the group, and the organization and the individual. Face-to-face, semi-structured interviews were conducted with 15 participants, and data was analyzed using Miles and Huberman's (1994) methods for interpretation. The data revealed that those who are heavily involved in the renewal conceptualization retain the learning that occurs during organizational changes. It also suggests that some factors consolidated under the constructs of capabilities/capacities, skills, roles and infrastructure, could be considered as indicators of the flows of learning. The findings confirm that middle management has a fundamental role in amplifying knowledge and in engaging and integrating employees. Preliminary results also show that routines are mostly at the individual and group levels, and that along with hierarchy, do not obstruct the flow of learning as much as is commonly believed. This research contributes to theory by studying the learning component during a renewal exercise, by building on the 41 Framework, by providing empirical data, and by extending research on organizational learning in federal granting agencies. Its implications for practice are that the mechanisms to spread organizational learning need to be taught, and that organizations could be considered as neutral rather than benevolent organisms where power is not malevolent, but residing in a set of relationships that employees have to navigate. The fields of education and management may benefit from the narratives that this research provides regarding the learning needs of knowledge workers. Keywords: Feed-forward and feedback flows of learning; tension; granting councils; organizational learning; organizational change.

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Koulouvari, Panagiota. "Organizational learning in dynamic environments". Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3109.

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O, Kit Hong. "Organizational learning and IT outsourcing". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1950317.

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Taudes, Alfred, Michael Trcka i Martin Lukanowicz. "Organizational learning in production networks". SFB Adaptive Information Systems and Modelling in Economics and Management Science, WU Vienna University of Economics and Business, 1999. http://epub.wu.ac.at/232/1/document.pdf.

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If one accepts that a firm's behavior is determined by history-dependent capabilities that adapt in a goal-directed way one would like to know how a firm's organizational structure influences the way in which this distributed and partially tacit organizational memory evolves over time. In this paper, we study the impact that alternative information systems, incentive systems and modes of learning co-ordination have on the efficiency and generality of priority rules for job shop scheduling which are learnt by a network of production agents modeled by neural networks. When modeling the alternative organizational structures by different input layers, feedback and training methods, we find that efficient rules evolve when global incentives and synchronized learning are employed even if the system state is only partially known to an agent. However, organizational learning fails when it is performed asynchronously with local goals. (author's abstract)
Series: Report Series SFB "Adaptive Information Systems and Modelling in Economics and Management Science"

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Bamber, David James. "Personality, organizational orientations & learning". Thesis, University of Salford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413458.

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Valenca, Pereira Antonio Carlos. "Dialectical perspectives on organizational learning". Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1058972407.

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Jumara, John J. Sturgeon James I. "A case study of the influence of organization theory on organizational change". Diss., UMK access, 2005.

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Thesis (Ph. D.)--Dept. of Economics and Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2005.
"A dissertation in economics and social science." Advisor: James I. Sturgeon. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 137-149). Online version of the print edition.

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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.

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Tirelli, Andrew. "Exploring the Relationship between Organizational Learning Capability, Trust, and Politics: An Empirical Study". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20104.

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A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

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Breul, Rainer. "Organizational Learning in International Organizations the case of UN peace operations /". [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB12168061.

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Parlamis, Jennifer D., R. Dibble, K. Lo, Lorianne D. Mitchell i L. Henderson. "Teaching Students Organizational Behavior and Organization Development Using Service-Learning Pedagogy". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8320.

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Kaland, Cecilia. "Organizational learning : A qualitative analysis of conditions and predecessors for organizational learning in Fast Track". Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-21720.

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This study has explored the process of knowledge sharing within an organizational context. Furthermore, it has explored the occurrence of organizational learning and explored the PRIMA method in light of organizational learning. The origin of the study is based on cooperation with a division X within Statoil ASA. In order to illuminate the research question we chose to utilize a qualitative approach. All informants were connected to Fast Track and a total of 8 in depth semi-structured interviews were carried out. Furthermore, grounded theory was utilized as our method and tool for analysis. The results found indicate that knowledge is mostly shared within informal forums. Nevertheless, both formal and informal structures are utilized as knowledge sharing channels. However, the results also indicate that certain facets are important predecessors for knowledge sharing to take place, such as good relations, trust and motivation. Furthermore, it appears that a positive flow of communication depends upon common understanding and shared mental maps. The results also illuminate a challenge in regards to sustaining knowledge learnt in Fast Track within formal channels. Lastly, results indicate that the PRIMA holds potential for organizational learning, but mostly so when employees are invited to participate. However, in regards to raising awareness it appears to be insufficient beyond the management level. The results also contribute to illuminate future implications for organizational learning and the PRIMA method. Based on the results it is suggested that the organization arrange for the development of new networks across subcultures like professions and that they arrange for dialogue to create common understandings and shared mental maps to guide their employees’ actions. In addition, it is suggested that PRIMA utilize the potential of its workshops to create arenas for dialogue. Most of all the results illuminate the necessity of inviting the organizations employees to participate in the utilization of the PRIMA method.

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Curley, Tracy R. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of the Principal in Organizational Learning". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106803.

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Thesis advisor: Rebecca Lownhaupt
This qualitative case study examined the role of the principal in organizational learning in one small, urban school district. The study focused on ways in which building leaders acquired, interpreted, and distributed information in schools, and how these practices were monitored. Findings from analysis of principal interviews and document review showed that monthly meetings with the superintendent served as the primary source of information gathered by principals, while meetings with their peers provided a vehicle for interpreting information shared. Within their buildings, principals used various building-level meetings, written communication, and the teacher evaluation processes as vehicles for information distribution to staff. Meetings and observation of practice were utilized to monitor efficacy of their distribution practices. Findings suggested that principals did not identify themselves as the primary keepers or distributors of information as it pertained to teaching and learning. Using a distributed approach, they instead relied on district directors and instructional coaches for that aspect of the work
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Sudharatna, Yuraporn. "Towards a stage model of learning organization development". Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37968.

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Becoming a Learning Organization (LO) is widely recognized as a process through which organizations can develop characteristics that enable them to be competitive in an increasingly competitive business environment. While there is an assumption that LOs have the ability to manage change, few empirical studies are available to prove whether an organization with strong LO characteristics also has a high level of change readiness. In developing itself into an LO, an organization seems to gain possession of relevant characteristics through knowledge acquisition, knowledge sharing and knowledge utilization. There is, however, a lack of clarity on what LO characteristics are developed at each of the three stages. The relationship among these stages is also confusing. The purpose of this research is to confirm whether organizations with a high level of LO characteristics also have a high level of readiness-to-change. It also attempts to verify the relationship among the LO development stages of knowledge acquisition, knowledge sharing and knowledge utilization. A questionnaire has been designed following an extensive review. It incorporates "an Inventory of LO Characteristics" to measure the level of LO characteristics formed in an organization. There are also questionnaire to gauge the level readiness-to-change. The questionnaire has been distributed to employees in two leading mobile phone service companies in Thailand. The industry is selected because of its changing business environment. Thailand has been chosen for as the location for the research because few studies in LO have been conducted outside the more developed economies. The findings demonstrate two major insights. Firstly, the correlation coefficient between the six categories of LO characteristics - cultural values, leadership commitment and empowerment, communication, knowledge transfer, employee characteristics and performance upgrading - and readiness-to-change confirms that if an organization has a high level of LO characteristics, it will also have a high level of readiness-to-change. Secondly, the correlation coefficient between the three LO development stages - of knowledge acquisition, knowledge sharing and knowledge utilization - and readiness-to-change, support the hypothesis that they follow a sequential order. Results of the research are analysed and discussed, providing valuable contributions to both research and practice in the area.
Thesis (Ph.D.)--Adelaide Graduate School of Business, 2004.

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Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.

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The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.

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Fahrudi, Agung N. L. I. "Managing organizational learning ambidexterity: An exploratory study of Australian large service organizations". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2120.

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Organizational ambidexterity is about developing necessary organizational capabilities to compete in new and changing markets that enable organizations to survive in the face of dynamic external environments. It is about finding a balance between exploring new knowledge and exploiting existing knowledge or capabilities. The research on ambidexterity has offered different mechanisms for pursuing ambidexterity, and has highlighted the pivotal role of organizations’ senior teams and leadership behaviors in balancing the conflicting demands of exploration and exploitation. Research has also shown that no universal best practices should be sought to resolve the dilemma but instead leaders need to understand the situational context to enable them to develop the capability to effectively adjust the internal context of their organizations to the demands of the dynamic external environment or context. However, exactly how these leaders actually manage the interfaces of exploration and exploitation and the inevitable conflicts that arise from these two conflicting activities in practice is less clear. This study tries to address this gap by using an organizational learning lens to investigate what leaders actually do to achieve ambidexterity. Research has shown that in terms of responding to the effects of the external context or environment, leaders need to pursue both cost-leadership (exploitation) and differentiation (exploration) strategies simultaneously to enable their organizations to compete competitively; they need to avoid “a stuck in the middle strategy” where they fail to successfully pursue either strategy. The aims of this thesis are thus twofold. The first aim is to examine the impact of external environments or contexts (i.e., competition, customer demands, development of technology, strategic partners, and government) on exploratory and exploitative innovation that organizations pursue. The second aim of this thesis, using Crossan et al.’s (1999) 4I framework, is to investigate how leaders facilitate organizational learning ambidexterity for the innovation they are pursuing. Leaders need to provide internal contextual support (i.e. strategy, structure, organizational culture, and resources) to facilitate learning in each of 4I phases in order to pursue innovation. Exploration of new knowledge (idea generation) is often associated with the intuition and interpretation phases of the 4I organizational learning process. Conversely, exploitation of existing knowledge (implementation) is closely linked to the process of institutionalization. One of the most challenging phases of the 4I framework is in the integrating phase, which requires trade-offs, particularly in resource allocation with individuals or groups often competing for scarce resources to explore and exploit. A qualitative approach was adopted to address the research aims of this study. Case studies of four large Australian service organizations were undertaken in an exploratory analysis of the complex phenomenon of ambidexterity for innovation to account for contextual differences. The reason for choosing large service organizations is that service organizations need to continuously explore new approaches to provide better service to their customers, but being large, these organizations often find it difficult to pursue innovation due to the complexity of their structures and bureaucracies. The service organizations studied are a regional private bank, a public university, a police academy, and a private hospital (having public-private partnership arrangements). These organizations had or are engaged in innovation. For the purpose of this study, innovation does not refer only to new services or practices in the industry but can also refer to something new to the organization being observed. Semi-structured interviews were conducted with 29 organizational members from the four organizations, mostly from the top and middle managerial levels due to the significant importance of the leadership role in ambidextrous organizations. The interviews were complemented by the use of documentary sources, such as the organizations’ official websites, annual reports, and press releases. Interview data was classified thematically based on the predetermined framework of factors in the external and internal contexts and compared to the corresponding documentary sources to build interpretation for the within and cross-case analyses. The semi-structured interviews also allowed for any new or emerging themes to be considered. Findings emerging from this research indicate that a resource-constrained environment has compelled the four service organizations to achieve increased efficiency, which is often associated with process innovation or exploitation. This was a common theme across the organizations despite their different contexts. Interestingly, for the researched organizations, exploration in a resource-constrained environment can also relate to significant or radical process improvements to increase efficiency and therefore exploration is not simply about developing new products or services. For example, the researched organizations strived to achieve higher efficiency by pursuing radical technological-based innovation and adopting administrative innovation i.e. structural reform. Nevertheless, the cases revealed that while these organizations strived to pursue both cost-leadership (efficiency) and differentiation strategies simultaneously, they tended to focus on efficiency (exploitation) rather than on product differentiation (exploration) in the face of a resource–constrained environment. However, the relative optimal level of or balance between exploration and exploitation varied between these organizations due to their contextual differences. The tendency of focusing on cost-leadership or efficiency was higher among the public organizations (e.g. the public university) compared to their private counterparts (e.g. the regional private bank). Conversely, the competitive pressure for product innovation or differentiation was higher in private than public organizations. This thesis contributes to the discussion on organizational ambidexterity by demonstrating how the external context affects what leaders actually do to provide internal contextual support in order to facilitate organizational learning for both exploratory and exploitative innovation and thus achieve ambidexterity. It demonstrates that leaders should use the framework proposed in this study to consider their organization-specific contexts in managing ambidexterity for innovation because the combinations of and interplay between external and internal contexts vary among different organizations.

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Chen, Xiaoyun Linda. "External organizational learning and firm performance". View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38289015.

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Chen, Xiaoyun Linda, i 陳晓云. "External organizational learning and firm performance". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39311673.

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Xie, Di. "Exploring organizational learning culture, job satisfaction, motivation to learn, organizational commitment, and internal service quality in a sport organization". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124138607.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 180 p.; also includes graphics (some col.). Includes bibliographical references (p. 117-137). Available online via OhioLINK's ETD Center

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Najrani, Majed. "The effect of change capability, learning capability and shared leadership on organizational agility". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141724.

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Organizational agility represents a new field of organizational study that is not well examined. In the past organizations had an unmatched competitive advantage due to low competition and higher barriers to entry into their markets. As a result, many organizations dominated their industries. However, in the era of globalization, individuals with an internet connection and the right skills can start new organizations that can compete on a global level. Consequently, organizations now are facing more competition that they experienced in the past. Another reason for increase competition is new technology. Technology is improving increasingly faster than any time in history. Therefore, organizations that are not agile could not survive in the current environment.

Agile entities realize that they have to become flexible and nimble to withstand competition. Accordingly, the researcher in this study proposes an organizational agility model and this proposed model is the focus of the study. The proposed model significant arises from the fact that currently there are limited numbers of models that help organizations in becoming agile entities. The characteristics in this study were based on Worley and Lawler (2010) “Agility and Organization Design: A Diagnostic Framework”. The study conducted a survey utilizing an instrument developed by Dr. Worley and Dr. Lawler that contains 15 agility characteristics. The survey uses all 15 characteristics to determine if the organization is agile. In addition, the study utilizes three of the 15 agility characteristics to determent if a relationship occurs between the study variables.

This quantitative study examined the relationship between change capability, learning capability, shared leadership and organizational agility. Moreover, understanding these relationships could assist scholars and practitioners in producing change programs that emphasize certain behaviors that make an organization agile. The study surveyed 116 participants and found that focusing on change capability, learning capability and shared leadership could contribute in creating agile organizations. Consequently, after evaluating the study results, a new agility model emerged. This model shows that organizations can achieve agility by developing change capability, learning capability, shared leadership, shared purpose and flexible resources. Ultimately, achieving agility could help organizations compete and endure now and the future.

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Forbes, Charles L. (Charles Lockwood). "Organizational learning--from information to knowledge". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10605.

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Huang, Rachael M. "Organizational Learning: The Path to Growth". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/851.

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Organizational learning is a topic that has been widely studied under a number of different approaches. The common, essential themes that are present in any theory of organizational leaning reflect the necessity of balancing explorative and exploitative tendencies within organizations. Organizational learning is the key to organizational effectiveness and development, and involves a collective action and mindset that allows for the reflection of current processes and the reevaluation of the efficiency of these processes within organizational structures. In this way, knowledge is embedded into organizational systems so that continuous learning can be implemented on an organizational scale. As a result, a culture of continually restructuring the organization will be established, resulting in the maximizing of organizational growth and efficiency. Although the topic has been proven to be heavily theory-based, there have been numerous cases in which organizational learning was successfully implemented, resulting in organizational flourishing. All organizations are capable of becoming learning organizations, and should seek to practice organizational learning for the purpose of growth in both individuals and organizations.

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Teboul, Jean-Claude Bruno. "Scripting the Organization: Coping with and Learning from Uncertainty During Organizational Encounter". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381753436.

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Sun, (Peter) Yih-Tong. "A method for assessing and developing features of a learning organization". The University of Waikato, 2006. http://hdl.handle.net/10289/2619.

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The primary objective of this thesis is to evolve a method for assessing and developing features of a learning organization . To fulfill this, I approached the thesis by examining several research questions and using multiple research methodologies. The research questions were not all established at the outset. Rather, they evolved as features of a journey down a road less traveled. With this journey came the decision to write the thesis in the first person. The first research question was Q1: What will bridge the divide between organizational learning and the learning organization? By reviewing the extant literature on organizational learning and the learning organization, I developed a theoretical framework that linked these two streams. The framework suggests that the extent of divide between the two streams is determined by the extent of learning transfer. The learning transfer is affected by the learning barriers operating at the levels of learning (i.e., individuals, groups, and organizational). This led me to my second research question Q2: What are these barriers to learning transfer and how do they impact the levels of learning in the organization? I cumulated the dispersed literature on learning barriers, and synthesized the learning barriers into five key dimensions: Intrapersonal, relational, cultural, structural, and societal. I then used the Delphi technique on 17 individuals to investigate the impact of the learning barriers on the levels of learning. This generated two additional research questions. The third research question was Q3: How do individuals initiate a double-loop change? This deals with the little researched area of initiation of double-loop change whilst engaging with the interfaces at the levels of learning. I used multiple case studies to examine this question and found that individuals transit through four distinct stages when initiating double-loop change: 'embedded', 'embedded discomfited', 'scripted', and 'unscripted'. Once double-loop learning has been initiated at the individual level, it is important that it is transferred across the organization. Therefore, my fourth research question was Q4: How does a new shared understanding for a double-loop change develop across the organization? I did an in-depth, single case based investigation of an organization. Using Identity and Complexity theory perspectives, I tracked the evolving new shared understanding through four phases: de-identification phase, situated re-identification phase, transition phase, and identification with core ideology phase. The key insights from examining these research questions, particularly insights from examining Q3 and Q4, enabled me to suggest nine key organizational interventions necessary to overcome the learning barriers and develop a learning organization: Identifying, developing, and dispersing double-loop mastery; Enabling constructive contradictions; Creating a superordinate organizational identity; Building emotional intelligence (in individuals and groups); Ambidextrous leadership; Strategic support for experimentation; Promoting 'systems doing'; Accessibility of valid information; Institutionalizing scanning across industry boundaries. When these nine organizational interventions are implemented, they produce five new learning organization orientations: genetic diversity, organizational ideology, organizational dualism, organizational coupling, and strategic play. These five new learning organizational orientations provide the archetypes of the learning organization. I then developed an instrument to assess these five new orientations, and did a preliminary testing of the instrument. While aspects of my work overlaid with previous knowledge, new advances in knowledge were established by: Postulating a link between the streams of organizational learning and learning organization Synthesizing learning barriers into the five key dimensions, and investigating their impact on the levels of learning Understanding the stages of double-loop learning initiation by an individual, whilst engaging with the interfaces at the levels of learning Understanding the process of a new shared understanding evolving Postulating five new orientations of the learning organization

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Baptiste, Amankwa, Jean-Baptiste Krishma Eloise i Sevgi İlgezdi. "Organizational Learning for the Development of Sustainability Culture in Life Science Organizations in Oresund Region". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23138.

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This research sought to understand the role of organizational learning and the experience of the use of organizational learning for the development of sustainability culture in life science companies. Therefore, the study utilized a phenomenological qualitative approach to find out the perspectives of life science companies and life science non-governmental organizations (NGOs) about the subject matter. Furthermore, this study was exploratory and inductive and used a combination of research methods (triangulation). It was found that organizational learning creates sustainability awareness and engagement which contributes to the development of sustainability culture. This in turn would lead to the organization becoming a learning organization that focuses on sustainability. Government policies, quality management systems and internal standards serve as factors that create awareness of sustainability issues and encourage life science small-medium enterprises (SMEs) to continuously engage in sustainability business practices. It was found that various learning methods can be used internally and externally to learn about sustainability. However it is important that learning that is done externally or on an individual level be shared with the organization in a group or organizational level. The study acknowledged a heightened awareness for more sustainability focused practices within the operations of life science companies, however the financial constraints negatively influence how they prioritize their actions. It also identified how collaborations with life sciences NGOs help facilitate the implementation of a long-term sustainability vision and strategies into life science companies.

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Haho, P. (Päivi). "Learning enablers, learning outcomes, learning paths, and their relationships in organizational learning and change". Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526203584.

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Abstract The purpose of this thesis is to examine the role of learning and the constituents of learning in creating process innovations and realizing organizational change. Organizational learning was studied and the data was collected in process development projects, in which process simulations were used as a development method for process innovations and change. The empirical research was carried out mainly in 1988–2001. In this thesis, the results of those studies are reflected on, together with the recent literature related to organizational learning theories in the context of process innovations and management of change. Specifically, the concepts of learning enablers, learning outcomes (intangible/tangible), learning paths, and their relationships are studied. Qualitative longitudinal action research with case studies and abductive reasoning are used as the research methods throughout this thesis. The data consists of 34 cases and 99 process simulations in 12 different industries and varies from large core processes to support processes. The case organizations were mainly Finnish companies with Finns as the majority of participants. One case organization was from Switzerland, and in five cases, multicultural groups participated in the process simulations. In each project, process simulations were used at least once during a change project, in some cases even five to eight times. The data analysis proceeded in an abductive manner throughout the included five articles, and the findings are summarized based on the research questions. The theoretical contribution of this thesis is fourfold. The findings give new understanding 1) about learning enablers, their relationships to each other and influence on learning and process innovations, 2) about the role of intangible and tangible learning outcomes in individual and organizational learning processes and 3) about learning paths in process innovations and related change processes. The thesis also defines 4) a model for effective learning processes in change projects concerning process innovations. The contribution in the practical and managerial context should be applicable field of North and West European commercial organizations. This thesis highlights individual and organizational learning in the creation of process innovations, and it also defines the features of an effective development method for creating and implementing process innovations
Tiivistelmä Tämän väitöskirjan tarkoituksena on tutkia organisaation oppimisen ja sen eri osatekijöiden roolia prosessi-innovaatioiden luomisessa ja muutoksen aikaansaamisessa organisaatiossa. Organisaation oppimista tutkittiin ja aineisto kerättiin prosessien kehittämisprojekteissa, joissa prosessisimulaatioita käytettiin prosessi-innovaatioiden menetelmänä. Tutkimuksen aineisto kerättiin pääsiassa vuosien 1988–2001 aikana. Tässä väitöskirjassa näitä tuloksia analysoidaan vallitsevien organisaatio-oppimisen teorioiden valossa prosessi-innovaatioiden ja muutoksen johtamisen asiayhteydessä. Erityisesti tutkitaan oppimisen mahdollistajia, oppimisen tuloksia (aineettomia/aineellisia), oppimisen polkuja ja kaikkien näiden keskinäisiä suhteita. Tutkimusmenetelmänä on käytetty laadullista pitkittäistä toimintatutkimusta tapaustutkimuksineen ja abduktiivisine päättelyineen. Aineisto koostuu 34 tapaustutkimuksesta ja 99 prosessisimulaatiosta, jotka toteutettiin 12 eri toimialalla, ja vaihtelevat ydinprosesseista tukiprosesseihin. Suurimmaksi osaksi tapausorganisaatiot olivat suomalaisia yrityksiä, ja yksi tapausorganisaatio oli sveitsiläinen. Projektiryhmät olivat pääasiassa suomalaisia, mutta monikulttuurinen ryhmä osallistui prosessisimulointiin viidessä tapaustutkimuksessa. Jokaisessa projektissa prosessisimulointia käytettiin ainakin kerran muutosprojektin aikana, joissakin tapauksissa jopa viidestä kahdeksaan kertaan. Väitöskirjan viiden artikkelin aineiston analysointi suoritettiin abduktiivisen päättelyn periaattein, ja tutkimuksen tulokset esitetään tutkimuskysymysten mukaisesti. Tutkimuksen teoreettinen tulos kohdistuu neljään osa-alueeseen. Tulokset lisäävät ymmärrystä 1) oppimisen mahdollistajista, niiden suhteesta toisiinsa ja vaikutuksesta oppimiseen ja prosessi-innovaatioihin, 2) aineettomien ja aineellisten oppimistulosten roolista yksilön ja organisaation oppimisprosesseissa, ja 3) prosessi-innovaatioiden ja niihin liittyvien muutosprosessien oppimisen poluista. Tutkimus myös määrittelee 4) prosessi-innovaatioita koskevien muutosprojektien oppimista korostavan mallin. Tutkimuksen tuloksia voitaneen soveltaa Pohjois- ja Länsi-Euroopan yritysmaailmassa. Tutkimus korostaa yksilön ja organisaation oppimisen merkitystä prosessi-innovaatioiden luomisessa ja lisäksi se määrittelee vaikuttavan prosessi-innovaatioiden kehittämisen ja käyttöönoton menetelmän piirteet

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Edouard-Vincent, Marice M. "Organizational Learning Theory and Districtwide Curriculum Reform: The Role of Central Office Boundary Spanners in Organizational Learning". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106805.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative study examined the organizational learning mechanisms (OLMs) used by school district educational leaders to improve the implementation of curriculum reform. This portion of the study focused on the OLMs used by central office boundary spanners to help school principals implement curriculum reform chosen by school district leaders. Drawing from interview and document data analysis, the results of this study indicated that OLMs used by central office boundary spanners are critical to the successful implementation of school reform. Examples of the OLMs used by central office boundary spanners included utilizing online technology and providing whole and small group support as well as individualized coaching to help school principals implement curriculum reform. Frequent communication, collaborative opportunities, and consistent messaging with school principals surfaced as the key OLM techniques used by central office boundary spanners to consistently improve the implementation of school reform
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Hayden, W. Craig. "Organizational learning, team learning and dialogue as the foundation of educational reform". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47454.pdf.

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Christie, Anne M. H. "An Examination of the Role of Emotions in Trust and Control". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366921.

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Since the 1980s, new forms of organising have developed which address the needs of organisations to make adaptive changes to their structures and processes and to rapidly respond to customer and market demands. Where previously the dominant form of organisation in western countries was bureaucracy, it is now being replaced by more organic forms of organisation (McSweeney, 2006). Where bureaucratic organisations have clear boundaries and control structures, standard operating procedures, and hierarchical chains of command, the post-bureaucratic organisation is characterised by normative forms of control that are sustained by socialisation and teamwork (Styhre, 2008). One prominent characteristic of these new structures is trust. Although trust has always been required in organisations, the object of trust has moved from organisation and systems trust to trust in individuals (Lowe & Locke, 2008). Similarly, control has moved from hierarchical and structural forms to trust-based control (Maravelias, 2003). While forms of organising and control are being reconsidered in the workplace, the role of emotions in organisational life is also a growing area of investigation (Ashkanasy, Härtel, & Zerbe, 2000). Emotions are integral to the relationship between control and trust, given that trust has both cognitive and emotional dimensions (Lewis & Weigert, 1985).
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Chen, Yi, i 陳顗. "An exploration of Taiwan health care organizations perceived learning organization on perceived organizational innovation and organizational performance". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23821894613729345267.

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碩士
義守大學
醫務管理學系碩士班
99
Facing changing medical strategies and highly competitive environment, medical institutions can operate continuously only by improving the operation efficiency, enhancing the quality of medical service, and building its competitive advantages; besides those, building its sound organization structure, creating good organizational learning environment, managing human capital, and eventually, achieving high performance through continuous innovation are also the key for medical institutions to survive in this vibrant environment. This research attempts to verify the relationship and influence of perceived learning organization on perceived organizational innovation and organizational performance. I am targeting for about 500 hospitals which had registered to the Department of Health and still operate in 2010 as this research objects. The surveyed objects are the human resource managers. 502 questionnaires are distributed, and 204 copies retrieved. After classification, 204 questionnaires are effective with the retrieval rate of 40.63%. All of effective questionnaires are further analyzed with SPSS17.0. The findings of questionnaires show that cognitive learning organization and cognitive organizational innovation contribute positively to organizational performance, and the learning organization affects innovation. Another finding of this research is that size of the health care industry turbulence moderate these relations.

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"The relationship between organizational learning and organizational change: Analyzing adult learning and organizational learning factors". PEPPERDINE UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3287749.

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蔡孟珊. "The study of the relationship among action learning, learning organization and organizational learning". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27245568257010984892.

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碩士
國立高雄師範大學
人力與知識管理研究所
95
The study of the relationship among action learning, learning organization and organizational learning ABSTRACT The goals of this paper, the researcher of this paper will explore three terms which are action learning, learning organization, and organizational learning. After finishing the work, the researcher of this paper will discuss the relationship of two of three terms. In addition, the researcher of this paper will find the whole structure that shows the relationship among action learning, learning organization, and organizational learning. In this study, this study uses the research method which is the semi-structured interview of in-depth interview. Before the researcher of this paper interview these companies and organizations, the researcher of this paper have to design some questions, but the researcher of this paper will accept the other information which is related to our theme. And the researcher of this paper will interview two companies and one school which located in Kaohsiung City, the two companies are Winterthur Life, and Shinkong Insurance Company, the one school is Yuh-Ing College of Health Care and Management. Before interviewing, this study uses six cases to understand that how to interview and the techniques of interview. Moreover, the researcher of this paper takes advantage of the iterative triangulation to link the six cases and the three subjects. The researcher of this paper hopes that future researchers who can understand more information about action learning, learning organization, and organizational learning. And know the operation in practice.

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Mishra, Bijaya. "A study of learning attributes and organizational change in learning organizations". Thesis, 2006. http://localhost:8080/xmlui/handle/12345678/5799.

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Ng, San W. "How Organizational Experiments Influence Organizational Learning". Thesis, 2011. http://hdl.handle.net/1807/29827.

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Organizational learning through experience has been found to be associated with enhanced firm performance. Organizational experiments are a method of experiential learning that enable organizations to learn from experience and gain context-specific knowledge of how and why to implement new knowledge. Pilot projects, a type of organizational experiment, involve making intentional, systematic efforts to gather and analyze feedback in order to accurately assess the action-outcome relationships of adopting new knowledge prior to embarking on full-scale implementation. Despite the popularity of pilot projects used to test products, programs, and services as well as reports on the outcomes of such experiments, there is a dearth of research focusing on how organizational learning occurs during organizational experiments, and on the processes and structural mechanisms of organizational experiments that contribute to organizational learning. A qualitative, multiple-case study of eight pilot projects was carried out within nursing units across five acute health care organizations during Fall 2008. Interviews were conducted with 32 individuals, including pilot project leaders, nursing program managers and direct care nurses. An inductive approach to data analysis was applied and themes identified. Results were compared to 14 propositions that were developed based on the knowledge transfer, innovation diffusion, and organizational learning literature, and which were bracketed before data analysis to allow findings to emerge from the data. The findings advance existing organizational learning, innovation diffusion, and knowledge transfer models by illuminating the complexity of organizational learning processes. Several processes and structural mechanisms of organizational experiments were found to facilitate single-loop organizational learning, leading to incremental changes to meet existing goals and objectives. Although double-loop organizational learning, which may result in fundamental changes in an organization’s assumptions, norms, policies, goals and objectives was not observed, the study revealed a number of processes and structural mechanisms that have the potential to encourage this type of learning. Studies of organizational experiments are rare. Future directions for research and theory development are suggested to build on the findings of this study. Practical implications are offered to organizations in any industry interested in realizing the potential that organizational experiments have for double-loop learning and enhanced organizational performance.

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Busch, Monique. "Examining Organizational Learning For Application In Human Service Organizations". 2006. http://hdl.handle.net/1805/1136.

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Thesis (Ph.D.)--Indiana University, 2006.
School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI) Advisor(s): William H. Barton, Nancy Chism, Carol Hostetter, Marjorie Lyles, Cathy Pike. Includes vitae. Includes bibliographical references (leaves 114-118).

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Almeida, Maria. "Information management for organizational learning in project-based organizations". Dissertação, 2013. http://hdl.handle.net/10216/75322.

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Almeida, Maria de Lurdes de Araújo Vaz e. "Information management for organizational learning in project-based organizations". Master's thesis, 2013. https://repositorio-aberto.up.pt/handle/10216/68881.

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Almeida, Maria de Lurdes de Araújo Vaz e. "Information management for organizational learning in project-based organizations". Dissertação, 2013. https://repositorio-aberto.up.pt/handle/10216/68881.

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