<p>Arbetet syftar till att analysera Förvarsmaktens övergripande process rörande erfarenhetshantering ifallet Kosovo mellan 2007 och nutid samt granska hur denna process tar sin utgångspunkt i organisationsteori och metod. Detta är de ingångsvärden som använts i den intervjustudie som genomförts. I denna studie kan två organisationsmodeller påvisas i tidsspannet som arbetet behandlat, en med början 2007 och en senare som i skrivande stund är under implementering, dessa har i olika grad påvisat kopplingar till modellrapporten från FOI 1998. Metodrapporten i sig baseras på Sarv respektive Garvin´s tankar om lärande organisationer och dess bakomliggande tankar är därför genomskinliga. Det teoretiska materialet ger fyra utgångspunkter för analys, mål, flexibilitet och dynamik samt medinflytande. Under dialog och mål finns få anknytningspunkter till FOI´s modell, flexibilitet och dynamik samt medinflytande å andra sidan påvisar tydligt att tankar mot detta funnit men brister i implementeringeni modellen. För att vidare sammanfoga modellen och dessa tankar anser författaren att tydligare direktiv, styrningar och förklaringar behövs. Författaren påtalar även behovet av vidare forskning på området och specifikt hur processen ser ut efter att den nya organisationsmodellen till fullo implementerats i organisationen.</p> / <p>The study aims to analyse the Swedish Armed Forces process for lessons learned, as it was in Kosovobetween 2007 and present date and examine whether this process is based on organizational theory or not. These were the initial values for the interviews that followed. In answers from the interviews, two organizational models can be found within the given time span, one beginning in 2007 and the later one is as of now being implemented. These models have shown a varying degree of connection to the model developed by FOI in 1998. The model itself is based on the organizational theories of Sarv and Garvin and its ideas can therefore be seen as translucent. The theoretical material gives us four starting points for analysis, dialogue, goal orientation, flexibility and dynamics and finally participation. Under the headings dialogue and goal orientation there are few connecting factors to the FOI model, under the headings flexibility and dynamics and participation on the other hand there are clearly formed thoughts surrounding these issues but the writer found shortcomings in the implementations of these. In order to further merge the model and these bulletpoints the author believes that clearer directives, guidance and explanations are needed. The author also highlights the need for further research within this field to show the outcome of the implementation of the new organizational model.</p>

Arbetet syftar till att analysera Förvarsmaktens övergripande process rörande erfarenhetshantering ifallet Kosovo mellan 2007 och nutid samt granska hur denna process tar sin utgångspunkt i organisationsteori och metod. Detta är de ingångsvärden som använts i den intervjustudie som genomförts. I denna studie kan två organisationsmodeller påvisas i tidsspannet som arbetet behandlat, en med början 2007 och en senare som i skrivande stund är under implementering, dessa har i olika grad påvisat kopplingar till modellrapporten från FOI 1998. Metodrapporten i sig baseras på Sarv respektive Garvin´s tankar om lärande organisationer och dess bakomliggande tankar är därför genomskinliga. Det teoretiska materialet ger fyra utgångspunkter för analys, mål, flexibilitet och dynamik samt medinflytande. Under dialog och mål finns få anknytningspunkter till FOI´s modell, flexibilitet och dynamik samt medinflytande å andra sidan påvisar tydligt att tankar mot detta funnit men brister i implementeringeni modellen. För att vidare sammanfoga modellen och dessa tankar anser författaren att tydligare direktiv, styrningar och förklaringar behövs. Författaren påtalar även behovet av vidare forskning på området och specifikt hur processen ser ut efter att den nya organisationsmodellen till fullo implementerats i organisationen. / The study aims to analyse the Swedish Armed Forces process for lessons learned, as it was in Kosovobetween 2007 and present date and examine whether this process is based on organizational theory or not. These were the initial values for the interviews that followed. In answers from the interviews, two organizational models can be found within the given time span, one beginning in 2007 and the later one is as of now being implemented. These models have shown a varying degree of connection to the model developed by FOI in 1998. The model itself is based on the organizational theories of Sarv and Garvin and its ideas can therefore be seen as translucent. The theoretical material gives us four starting points for analysis, dialogue, goal orientation, flexibility and dynamics and finally participation. Under the headings dialogue and goal orientation there are few connecting factors to the FOI model, under the headings flexibility and dynamics and participation on the other hand there are clearly formed thoughts surrounding these issues but the writer found shortcomings in the implementations of these. In order to further merge the model and these bulletpoints the author believes that clearer directives, guidance and explanations are needed. The author also highlights the need for further research within this field to show the outcome of the implementation of the new organizational model.

Abstract Operation and Management of Learning Organization¡XA case study of the Central Personnel Administration, the Executive Yuan. The twenty-first century is the era that economy takes command. Under this situation, knowledge management is the major measure to obtain, share and transfer knowledge. On the other hand, learning society concept, promoted in advanced countries, makes many organizations work towards becoming ¡§learning organizations.¡¨ Knowledge management and learning organizations are gradually influencing the department functions and personnel roles within organizations. In human resources management, education, training and development functions, etc will still be emphasized. However, being impacted by these two tendencies, human resources management will have to merge the organization learning and knowledge management into the organization mechanism, it with result in innovative learning ideas in order to mold the learning culture of organizations and improve employee¡¦s capability and organizational effectiveness. This case study will explore the procedures and achievements from the learning organization promoted by Central Personnel Administration, the Executive Yuan with the basis of strategic human resources management of learning organizations. The research will find out current issues of human resources system of central government and what can be done to correct the issues. From the issues discovered, suggestions will be offered to central government institutes to serve the reference planning and promoting the learning organizations. Key words¡GKnowledge management, Organization learning, Learning organizations, Strategic human resources management, Case study, Central Personnel Administration of the Executive Yuan.

Organisatoriskt lärande är ett begrepp som i dagens föränderliga värld är relevant för alla organisationer. Då det är individer som utgör organisationer, är medarbetarnas utveckling essentiell för organisationens utveckling. Vilka faktorer kan då främja organisatoriskt lärande? Denna studie syftar till att ur ett medarbetarperspektiv, med hjälp av systemteori, dra slutsatser angående hur faktorer som organisationskultur, kommunikation, samarbete, visioner och uppsatta mål påverkar lärandet i en organisation. Utifrån syftet formulerades tre frågeställningar som behandlar vilka förutsättningar till lärande som kan identifieras i en organisation, medarbetares upplevelser av organisationens klimat och kultur, samt hur medarbetarna upplever att de övergripande mål och visioner som finns i organisationen speglar deras personliga mål och visioner. För att besvara dessa frågeställningar genomfördes sju halvstrukturerade intervjuer med medarbetare i en svensk arbetsorganisation för att samla in den empiriska datan. Som analysverktyg användes Peter Senges systemteori, såväl som andra relevanta teorier inom fältet. Resultatet visar att det råder beroendeförhållanden mellan medarbetarens personliga visioner, organisationens övergripande mål och visioner, organisationskultur och kommunikation. Vidare påvisas att alla dessa faktorer har inverkan på lärandet. Att finna hävstångskraften betyder att identifiera vilka möjligheter som finns till att påverka nämnda faktorer, för att i slutändan främja det organisatoriska lärandet. / Organizational learning is a concept that in a changing world is relevant to all organizations. As organizations consist of individuals, employee development is essential for the organization's development. So what factors can promote organizational learning? The purpose of this study is by taking an employee perspective, and using systems theory, draw conclusions about how factors such as organizational culture, communication, cooperation, vision and goals affect learning in an organization. Based on the design of this study, three questions were formulated regarding the conditions for learning that can be identified in an organization, employees' perceptions of organizational climate and culture, and how employees perceive that the overall goals and visions that exist in the organization reflects their personal goals and visions. To answer these questions seven semi-structured interviews with employees in a Swedish organization were conducted, to collect the empirical data. The analytical tools used are Peter Senge's systems theory, as well as other relevant theories in the field. The result shows that there are interdependences between the employee's personal vision, the organization's overall goals and vision, organizational culture and communication. Further demonstrated is that all these factors have an impact on learning. Finding the leverage means to identify the opportunities that exist to influence the aforementioned factors, to ultimately promote organizational learning.

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-09-06T16:57:56Z No. of bitstreams: 1 arquivototal.pdf: 4633795 bytes, checksum: c4b815683a6076e1d49f928473464e78 (MD5) / Made available in DSpace on 2016-09-06T16:57:56Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4633795 bytes, checksum: c4b815683a6076e1d49f928473464e78 (MD5) Previous issue date: 2015-11-27 / In the settings society current network, the scientific and technological progress, especially in the field of information and digital communication aspects unveils what a change as forms of production and sociability in all your as dimensions. In organizations, learning processes it has been deployed as progression condition for developer and progress for organizational success. So, one of the segments indispensable to reworking of redefinition of culture, image, transparency, do marketing, and social responsibility from the Institutional strategies what a increasingly, win highlight this stage of society digital network and an organizational communication. This research seeks to understand organizational communication management at the Federal Institute of Education, Science and Technology of Paraíba (IFPB) starting to next problem: as if the a Organizational Communication management IFPB not? In methodological terms, it's a field research, subsidized for the quantitative and qualitative approach, making bibliographic and descriptive. The data collection subsidized to hum from mixed questionnaire, applied to three categories studied: students, teachers and administrative staffs of IFPB, distributed paragraphs 11 Campi thru State. The collection was carried out under two angles: a) First, to bring together information which materialize the briefing; b) Second: this leave, was accomplished one of capture information from do questionnaire. Of all general, one survey found that there is a predisposition what makes Organizational Communication shortly efficient no sense of what constitutes as no "rhizome", that is, not prints how systemic, but as more everyday expedient to strategic that. Therefore, waves for a standardization of related administrative proceedings to the institutionalization of Organizational Communication, Taking view this is process as an its own experiences practice (each Campus with her), and no how macropolitics, what suggested readjusting the face of reason and of the Organization's Mission. / Nas configurações atuais da sociedade em rede, o avanço científico-tecnológico, sobretudo no campo da informação e comunicação digital, desvela nuances que modificam as formas de produção e sociabilidade em todas as suas dimensões. Nas organizações, processos de aprendizagem têm se implantado como condição de progressão para o colaborador e de progresso para o sucesso organizacional. Assim, um dos segmentos indispensáveis à (re)elaboração da ressignificação da cultura, da imagem, da transparência, do marketing, da responsabilidade social e das estratégias institucionais que, cada vez mais, ganha destaque nesta fase digital da sociedade em rede é a comunicação organizacional. Esta pesquisa busca compreender a gestão da comunicação organizacional no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB), partindo do seguinte problema: como se dá a gestão da comunicação organizacional no IFPB? Em termos metodológicos, trata-se de uma pesquisa de campo, subsidiada pela abordagem quantiqualitativa, do tipo bibliográfico e descritivo. A coleta de dados subsidiou-se a partir de um questionário misto, aplicado a três categorias de sujeitos: alunos, professores e técnico-administrativos do IFPB, distribuídos nos 11 Campi pelo Estado. A coleta deu-se sob dois ângulos: a) primeiro: para reunir informações que concretizassem o Briefing; b) segundo: a partir deste, efetivou-se a captação das informações a partir do questionário. De todo geral, a pesquisa constatou que há uma predisposição que torna a comunicação organizacional pouco eficiente no sentido de que não se constitui enquanto “rizoma”, ou seja, não se imprime como sistêmica, e sim como expediente mais cotidiano do que estratégico. Portanto, acena para a padronização dos processos administrativos relacionados à institucionalização da comunicação organizacional, haja vista que esta se processa como a prática de suas próprias experiências (cada Campus com a sua), e não como macropolítica, o que sugere readequação diante da razão e da missão da organização.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-08-14T18:48:50Z No. of bitstreams: 1 stelaaparecidadeabreusantos.pdf: 1448442 bytes, checksum: 593e2d256c551859f64627867c5755a3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-15T12:52:34Z (GMT) No. of bitstreams: 1 stelaaparecidadeabreusantos.pdf: 1448442 bytes, checksum: 593e2d256c551859f64627867c5755a3 (MD5) / Made available in DSpace on 2017-08-15T12:52:34Z (GMT). No. of bitstreams: 1 stelaaparecidadeabreusantos.pdf: 1448442 bytes, checksum: 593e2d256c551859f64627867c5755a3 (MD5) Previous issue date: 2016-02-22 / O presente estudo, que tem como tema a avaliação institucional, objetivou compreender o processo de autoavaliação e seus desdobramentos, na E.E. Bias Fortes, localizada no município de Januária/MG. A partir da descrição e da análise da proposta de autoavaliação contida no instrumento disponibilizado através do Prêmio de Gestão Escolar, busca verificar se essa prática auxilia no processo de transformação da escola em organização que aprende, evidenciando os aspectos intrínsecos da avaliação institucional com a gestão do conhecimento e da gestão participativa da escola. Os resultados encontrados a partir desta pesquisa - incipiente entendimento e compreensão dos fundamentos e princípios da avaliação institucional; inexperiência em análise crítica global da instituição; ineficaz gestão do tempo para desenvolvimento do processo avaliativo, dentre outros - poderão ser utilizados para estimular e instruir outras escolas a adotarem a prática da avaliação institucional em seus espaços educativos. Justifica-se a proposta deste Plano de Ação Educacional, cujo teor sinaliza diferentes direcionamentos para a institucionalização da prática da autoavaliação escolar, destacando as questões de maior relevância no processo de construção da investigação. Pretende-se que a escola tenha, ao seu alcance, orientações e formações específicas que possibilitem a reflexão e a definição coletivas de sua identidade institucional e de análise da sua prática para explicitação dessa identidade. A intencionalidade por trás desta proposta é proporcionar às escolas públicas da S.R.E. Januária a construção de conhecimentos que impliquem a ampliação de sua capacidade diagnóstica, de proposição de ações saneadoras e propositivas, de planejamento, conforme sua realidade e objetivos estabelecidos, além da efetiva execução de ações transformadoras demandadas na e pela comunidade escolar. / This study, which has as its theme the institutional evaluation, aimed at understanding the process of self-evaluation and its consequences, in E.E. Bias Fortes, located in the municipality of Januária / MG. From the description and analysis of the self-evaluation proposal in the instrument available through the School Management Award, aims to verify this practice aids in school transformation process in learning organization, highlighting the intrinsic aspects of institutional evaluation with knowledge management and participatory management of the school. The results from this research - incipient understanding and grasp of the fundamentals and principles of institutional evaluation; inexperience in global critical analysis of the institution; ineffective time management for the development of the evaluation process, among others - can be used to encourage and instruct other schools to adopt the practice of institutional assessment in its educational spaces. This time, justified the proposal of the Education Action Plan, whose content indicates different directions to institutionalize the practice of school self-evaluation, highlighting the most relevant issues in the research building process. It is intended that the school has, at its disposal, specific guidance and training to enable reflection and collective definition of its institutional identity and analysis of their practice to elaborate that identity. The intention behind this proposal is to provide public schools S.R.E. Januaria the construction of knowledge involving the expansion of its diagnostic capacity, the ability to propose remedial actions and purposeful, planning as your reality and goals and the effective implementation of transforming actions demanded in the school and community.

Knowledge economy management literature is prolific but very little of the retrieved literature relates to the application of these management philosophies within the library and information services industry. The assumptions that underlie this research are in the first instance that, if it is not reported in the literature, it is questionable whether library and information services are implementing the new management practices. Secondly, a perception exists that knowledge economy management philosophies are only truly applicable when managing knowledge workers. Although the traditional 'administrative' or back office library environment is not seen as a knowledge worker domain, for the purpose of this study it was presumed that the advantages of these knowledge economy management philosophies are such that they should also be applicable within the back office environment. The purpose of the study was therefore to test the applicability of knowledge era management practice within an environment not associated with typical knowledge workers. Intellectual capital management was chosen as the core management philosophy to apply but the knowledge management as well as learning organization philosophies were also briefly reviewed. To measure success, a variety of measuring methodologies were investigated. Within the context of the research the most suitable methodology was identified as a hybrid version of Kaplan and Norton's balanced scorecard, based on the philosophy of the intangible asset monitor and including aspects of the value chain scoreboard. An opinion was expressed that the monitoring of intellectual capital growth needs to take place at both the individual and the organizational level if monitoring is to be of real objective value. Implementation of the management practice (intellectual capital management) occurred in two phases and stretched over a period close on 18 months. A situation analysis was done at the start of the research period. Kaplan and Norton's adapted scorecard framework was then utilized to set objectives for each of the two implementation phases. An adapted version of Sveiby's Affärsvärlden model was utilized to identify specific implementation actions and initiatives to be taken. All activities were structured into human, structural, customer and financial capital related issues. This was done to ensure that all capitals were addressed and to be able to measure growth in all of these areas. Measurement results were reported in an intellectual capital report, which was prepared at the end of the study period. The report identified both strengths and weaknesses in the intellectual capital of the service section. From the weaknesses, a number of priority actions were identified while the strengths provided a good lead as to what could be considered the good practice that should be continued. Stakeholders were asked to make use of a list of priority actions and to assist in identifying only those items that should be addressed after the completion of the research. The last chapter of this report was used to: · report and reflect on the results achieved; · identify the lessons learnt in the process of implementing intellectual capital management; · to make recommendations for the service unit; and · to provide recommendations for further study. In brief it is possible to say that intellectual capital management has been an appropriate management philosophy to use within the chosen service environment. It was therefore seen as appropriate to recommend that the principles and practices of intellectual capital management be rolled out to the rest of the service unit. / Dissertation (DPhil (Information Science))--University of Pretoria, 2004. / Information Science / unrestricted

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Thesis (MPA)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The dawn of the new South Africa, with the election of the first democratically elected government in 1994, provided a huge service delivery challenge to the public service. Delivery challenges included, the different own affairs services that had to be amalgamated into one public service, matters of transformation, with regard to representivity of all race groups in government, and to reduce the huge backlog of access to public services to millions of South Africans previously excluded. Notwithstanding various initiatives by government through legislation and policies, to support the public sector in developing necessary skills and competencies of public servants for the improvement of service delivery, there is currently massive dissatisfaction from citizens regarding government's inability to provide basic services. Research will prove that the “traditional manner” of skills development initiatives cannot alone assists public servants to improve their skills and competencies to allow government to deliver on its mandate to provide minimum services to its citizens. Furthermore the research will prove that the concept of the “learning organisation (LO)” or alternatively “organisational learning (OL)”: Can support the “traditional” training and development methods to improve the skills levels of public servants to deliver on the mandate of government ; Is a planned intervention which must be supported from management as change agents ; Benefit employees more from this approach to learn ; Must be supported by a change of the organisational culture, information and knowledge management and the appreciation of individual knowledge and experience. / AFRIKAANSE OPSOMMING: Met aanbreek van die nuwe Suid-Afrika in 1994, na die nuut verkose eerste demokratiese regering, is groot uitdagings ten opsigte van dienslewering aan die openbare sektor gestel. Hierdie uitdagings sluit onder andere in die verskeie eie-sake administrasies wat geamalgameer moes word, hervormingsaangeleenthede soos om verteenwoordiging van alle rasse in die openbare sektor te verseker en ook om die groot agterstand in dienslewering aan miljoene mense in Suid Afrika wat voorheen daarvan uitgesluit was, te verminder. Nieteenstaande verskeie regeringspogings om dienslewering te verhoog deur nuwe wetgewing te promulgeer om die nodige vaardighede en bevoegdhede van staatsamptenare te verbeter, is daar nog steeds grootskaalse ontevredenheid by die algemene publiek oor die regering se onvermoë om basiese dienste te verskaf. Die navorsing sal toon dat die "tradisionele" wyse van vaardigheids-ontwikkelingsinisiatiewe alleen nie voldoende sal wees om die vaardighede en bevoegdhede van staatsamptenare te verbeter om die regering in staat te stel om aan sy mandaat te voldoen om minimum dienste aan die publiek te lewer nie. Die navorsing sal ook toon dat die konsep van leef "organisatoriese leer (OL)": Die tradisionele manier van opleiding en ontwikkeling kan ondersteun om die vaardigheidsvlakke van staatsamptenare te verbeter en sodoende op die regering se mandaat te kan lewer ; 'n Beplande ingryping is wat deur bestuur ondersteun moet word wie as veranderingsagente in die organisasie moet optree ; Meer voordele bied aan werknemers om te leer ; Deur 'n verandering in die kultuur van die organisasie, inligting- en kennisbestuur, en die waardering van individuele kennis en ervaring, ondersteun moet word.