The objective of this study was to observe evidence of structural transfer among subjects in a group problem-solving activity and determine whether mode of collaborative technology or use of a priming agent affected the nature of transferred structures. Evidence for structural transfer is found in three theoretical perspectives: organizational ditransitive (linguistic) verb structures, adaptive structuration theory, and mental model transfer theory. Dependent variables included various grammatical structures and coefficients derived from pretest and posttest scores on David Kolb's Learning Styles Inventory, modified for the experiment. The combination of changes in grammatical frequencies and learning style may suggest that one or more media or the priming agent may affect structural transfer. Results indicate that groups using the GroupSystems™ collaborative technology produced less overall linguistic content than did subjects using a generic chat system, but employed more complex language as indicated by frequency of the organizational ditransitive verb structure. Also, subjects supplied with an organization chart (priming agent) during the group problem-solving session experienced greater change on the learning styles inventory than did those participating in the session without the chart. These findings suggest that mode of communication and use of priming agents may contribute positively or negatively to the transfer of structures among group members. Researchers, collaborative system designers, organizational leaders, trainers & educators, and frequent collaborative technology system end-users should be aware of these potential affects. Suggestions for future research are provided. Relationship of theoretical foundations of structural transfer to constructivism is discussed.

Com este estudo procurou se identificar os resultados produzidos pela aprendizagem do tipo Bottom-Up (BU) em organizações, tendo-se em vista que as variáveis Cultura Organizacional de Aprendizagem (COA), Mecanismos de Coordenação e Integração (MCI) e Liderança (LID) podem interferir na relação entre o método de aprendizagem e os resultados obtidos pela organização. Para se compreender o fenômeno, após uma pesquisa bibliográfica, foi desenvolvido um estudo multicaso pela metodologia proposta por Yin (2009). Foram pesquisadas quatro organizações atuantes em segmentos distintos, nomeadas neste estudo como \"Empresa X\" (setor farmacêutico), \"Empresa Y\" (setor alimentício/franquia), \"Empresa Z\" (indústria e comércio de calçados) e \"Empresa W\" (setor farmacêutico). Nestas empresas foram inquiridos o Diretor, o Vendedor e os responsáveis pelo setor da inovação, produção, comercial, financeiro e RH. Os respondentes foram entrevistados e preencheram um questionário, além de ter existido coleta prévia de dados secundários para maior compreensão dos fatos relacionados às empresas. Como resultado, constatou-se que nos casos analisados, aparentemente existe uma combinação entre o fator MCI e os constructos LID e COA, que possibilita a existência da aprendizagem do tipo BU. Os resultados provenientes desta combinação tendem a se manifestar em termos financeiros, competitivos e mercadológicos. A combinação do fator e os constructos não necessariamente conduzem à inovatividade da organização. / This study sought to identify the results produced by the Bottom-Up learning (BU) in organizations having in mind that the variables Organizational Learning Culture (OLC), Coordination and Integration Mechanisms (CIM) and Leadership (LEAD) can interfere with the relationship between the learning method and the results obtained by the organization. To understand the phenomenon, after a bibliographic research, it was developed a multi case study by the methodology proposed by Yin (2009). They were surveyed four organizations active in different segments, named in this study as \"Empresa X\" (pharmaceutical industry), \"Empresa Y\" (franchiser in the food sector), \"Empresa Z\" (footwear industry and retail trade) e \"Empresa W\" (pharmaceutical industry). In these companies were surveyed the diretor, the salesman and and those responsible for industry innovation, production, commercial, financial and HR. Respondents were interviewed and filled out a questionnaire, and have existed prior collection of secondary data for greater understanding of the facts related to business. As a result, it was found that in the cases analyzed, there is apparently a combination of CIM factor and constructs LEAD and OLC, which allows the existence of BU learning. The results from this combination tend to express in financial terms, competitive and related to the market. The combination of the factor and the constructs do not necessarily lead to the innovativeness of the organization.

by Chin Kong Hong. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 32-33). / Chapter 1. --- Introduction --- p.1-13 / Chapter 1.1 --- "Defining a ""Knowledge-based Economy""" --- p.4 / Chapter 1.2 --- The Theory of Knowledge Creation --- p.8 / Chapter 1.3 --- Dominant General Management Logic -Organizational Knowledge Gatekeeper --- p.11 / Chapter 2. --- The Study - Hong Kong's Manufacturing Industry and the Evolvement of the Dominant Logic --- p.14-21 / Chapter 2.1 --- Historical Events --- p.15 / Chapter 2.2 --- The Impact of the British Colonial Government --- p.19 / Chapter 2.3 --- The Immigrant Population and Reliance on the Collective Family --- p.20 / Chapter 3. --- Findings of the Study --- p.22-26 / Chapter 3.1 --- The Manufacturing Firms' Ideological Values --- p.22 / Chapter 3.2 --- The Man ufacturing Firms' Corpus of Knowledge --- p.23 / Chapter 3.3 --- The Manufacturing Firms' Images of Knowledge --- p.24 / Chapter 3.4 --- Impact of Man ufacturing Firms' Dominant Logic on Knowledge Creation --- p.24 / Chapter 4. --- Discussion and Limitations --- p.27-29 / Chapter 4.1 --- Discussion of the Findings --- p.27 / Chapter 4.2 --- Limitations of the Study --- p.29 / Chapter 5. --- Conclusion --- p.30 / Notes / Bibliography / Appendix 1 - Dominant Logic and Knowledge Creation

Com este estudo procurou se identificar os resultados produzidos pela aprendizagem do tipo Bottom-Up (BU) em organizações, tendo-se em vista que as variáveis Cultura Organizacional de Aprendizagem (COA), Mecanismos de Coordenação e Integração (MCI) e Liderança (LID) podem interferir na relação entre o método de aprendizagem e os resultados obtidos pela organização. Para se compreender o fenômeno, após uma pesquisa bibliográfica, foi desenvolvido um estudo multicaso pela metodologia proposta por Yin (2009). Foram pesquisadas quatro organizações atuantes em segmentos distintos, nomeadas neste estudo como \"Empresa X\" (setor farmacêutico), \"Empresa Y\" (setor alimentício/franquia), \"Empresa Z\" (indústria e comércio de calçados) e \"Empresa W\" (setor farmacêutico). Nestas empresas foram inquiridos o Diretor, o Vendedor e os responsáveis pelo setor da inovação, produção, comercial, financeiro e RH. Os respondentes foram entrevistados e preencheram um questionário, além de ter existido coleta prévia de dados secundários para maior compreensão dos fatos relacionados às empresas. Como resultado, constatou-se que nos casos analisados, aparentemente existe uma combinação entre o fator MCI e os constructos LID e COA, que possibilita a existência da aprendizagem do tipo BU. Os resultados provenientes desta combinação tendem a se manifestar em termos financeiros, competitivos e mercadológicos. A combinação do fator e os constructos não necessariamente conduzem à inovatividade da organização. / This study sought to identify the results produced by the Bottom-Up learning (BU) in organizations having in mind that the variables Organizational Learning Culture (OLC), Coordination and Integration Mechanisms (CIM) and Leadership (LEAD) can interfere with the relationship between the learning method and the results obtained by the organization. To understand the phenomenon, after a bibliographic research, it was developed a multi case study by the methodology proposed by Yin (2009). They were surveyed four organizations active in different segments, named in this study as \"Empresa X\" (pharmaceutical industry), \"Empresa Y\" (franchiser in the food sector), \"Empresa Z\" (footwear industry and retail trade) e \"Empresa W\" (pharmaceutical industry). In these companies were surveyed the diretor, the salesman and and those responsible for industry innovation, production, commercial, financial and HR. Respondents were interviewed and filled out a questionnaire, and have existed prior collection of secondary data for greater understanding of the facts related to business. As a result, it was found that in the cases analyzed, there is apparently a combination of CIM factor and constructs LEAD and OLC, which allows the existence of BU learning. The results from this combination tend to express in financial terms, competitive and related to the market. The combination of the factor and the constructs do not necessarily lead to the innovativeness of the organization.

Indiana University-Purdue University Indianapolis (IUPUI) / This study examines organizational learning (OL) with member organizations of a state association for children and family services. OL has been studied in business organizations, but the concept has value in the context of Human Service Organizations (HSOs) as well. HSOs face increasing demands for accountability through evaluating outcomes, requiring new organizational skills and activities. The state association has collected outcome data from member organizations for nine years, and has recently provided external consultants to help organizations interpret and make use of the information to improve organizational functioning. The process of OL was measured pre- and post-external consultation using an OL questionnaire developed by Templeton, Lewis, and Snyder (2002). Sixty-two member agencies received questionnaires and 42 responded for a response rate of 67%. Qualitative semi-structured interviews were conducted with 11 CEOs/Executive Directors of HSOs. The OL questionnaire was found to have sufficient reliability and validity for the sample of HSOs in the study. Two factors were identified through factor analyses, Organizational Culture and Environmental Awareness. Satisfaction with an external consultant was not found to be related to increased OL. In the qualitative findings, the origins of learning themes that were identified were External Pressures, Philosophy, Planning, and Financial Pressures. The facilitating factor themes identified were Leadership, Philosophy, New Staff/New Leadership, Willingness, Planning, and Training. The perceived obstacles to OL were Resistance, Philosophy, Finances, and Time. External consultants were found to contribute to Evaluation, Awareness, Motivation, and Training. The main practice implication of the study is the identification of an instrument that may be used to examine OL in HSOs. The identification of facilitating factors and factors that may impede OL is a valuable contribution, as is the use of a standard definition of OL. The educational implications are for awareness in the education of future leaders by introducing OL and the application to HSOs. Future research is needed to address the development or modification of a better matched instrument for use with HSOs.

This study aims to understand the impact of organizational learning on project portfolio success in a multinational Oil and Gas company operated in Indonesia. The Organizational Learning and Project Portfolio Success have been proven to have contribution to business performance and they might possess a relationship where enhancing one of them will strengthen the other. Exploring on this relationship might give beneficial input to the organization in order to maximize their success.  Thus, our research question is formulated as: To what extent does Organizational Learning impact the Project Portfolio Success? We developed the study’s conceptual model based on the relevant previous literature. The conceptual model depicted the aim of the study to test the potential positive impact of each Learning Stocks (Individual, Group, and Organizational) on Project Portfolio Success, as well as the aim to test the potential negative impact of the misalignment between Learning Stocks and Learning Flows on Project Portfolio Success in the studied company. We adopted quantitative research method due to the nature of research question and the ontological and epistemological assumptions we hold toward the studied phenomena. Accordingly, we used a questionnaire as an instrument to collect the required data to test the hypotheses. The questionnaire was subject to a pilot test to ensure the clarity of statements before it was distributed to the targeted respondents which are the managers and the Project Management Office personnel in the studied company. The research hypotheses were tested by applying single and multi-regression analyses using SPSS software. Our findings showed that, independently, each learning stock type (Individual, Group and organizational) has a significant positive impact to project portfolio success. When we looked for the best model that gives the highest explanatory power, the result showed that the combination of all three learning stocks in one model can explain project portfolio success construct the most. Lastly, the study proved that the misalignment between learning stocks and flows gives negative impact to the project portfolio success. We concluded the study by stating the theoretical contribution and practical recommendations based on the results such as the need to have a balanced investment in the individual, group and organizational learning stocks; ensure the alignment between the organizational units’ strategies and goals; develop an “Internal Strategy Awareness Index”; and conduct a revision of the alignment between the company’s strategy and the project portfolio.

Afrikaans text / The researcher was approached by the security industry to identify leadership shortcomings and to design a leadership course aimed at supervisory level. The research question YJas: "Is it possible to identify shortcomings in individuals in respect of leadership qualities and to address these shortcomings by means of a leadership training model?" After a background study, a leadership training model was developed ·and a bottom-up needs analysis was executed. The developed questionnaire was distributed and the response was statistically processed and interpreted. The target group was identified. The course was designed, presented and evaluated. The impact of this course will be determined through research after a period of 12 to 18 months by comparing and interpreting personnel statistics on aspects like absence without leave, personnel turnover, sick leave and a number of disciplinary hearings. / Die navorser is deur 'n sekuriteitsmaatskappy genader om leierskap­ tekortkominge te identifiseer en 'n kursus te antwerp en aan te bied wat op toesighouervlak gerig is. Die navorsingsvraag is : "Is dit moontlik om tekortkominge ten opsigte van leierskapkwaliteite te identifiseer en deur middel van 'n leierskap­ opleidingsmodel aan te spreek?" Na afloop van 'n agtergrondstudie, is 'n leierskapmodel ontwikkel en 'n onder-na-bo-behoeftebepaling uitgevoer. Die ontwikkelde vraelys is versprei en die terugvoere is statisties verwerk en ge'interpreteer. Die teikengroep is ge'identifiseer. Die kursus is antwerp, aangebied en geevalueer. Die impak van die kursus sal deur middel van verdere navorsing na 'n periode van 12 tot 18 maande getoets word deur die vergelyking en interpretering van personeelstatistieke met betrekking tot afwesighede sander verlof, personeel omset, siekteverlof en die aantal dissplinere verhore. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

Thesis (MBA)--University of Stellenbosch, 2010.

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Nampak is the industry leader in the paper and packaging industry. There are over 20 divisions which fall under the Nampak banner, supplying a diverse range of primarily packaging material, from plastic carrier bags to glass bottles. A few years ago top management realised the need to move the Nampak group into the realm of world class. This paradigm shift required a substantial education and training initiative, and so the Nampak "Colleges" were created to support and underpin the World Class Manufacturing & Services ethic that each and every division would adhere to. All Nampak training interventions or processes are based on experiential learning. Candidates are introduced to concepts and theory, given opportunities to analyse case studies, conduct plant-level audits and give feedback to the general managers of the plants. In addition each delegate is given a project to be completed in the work place. The aim of this research is to assess the effectiveness of the Nampak WCM&S College 5 using an evaluation framework. The literature was reviewed in order to: • develop an evaluation framework; • establish an evaluation process; • facilitate the construction of a relevant test format. The test instrument was designed based on the principles of test construction and Kirkpatrick's model for evaluation. Data was collected for pre and post-tests for phase 2 and phase 3, analysed using descriptive statistics and reported on at the beginning at each phase as well as at the Trade Show. The evaluation results proved to be very positive and the evaluation process was incorporated into the design of all future College interventions. / AFRIKAANSE OPSOMMING: Nampak is die nywerheidsleier in die papier en verpakkingsbedryf. Daar is meer as 20 afdelings wat deel van Nampak uitmaak wat 'n diverse omvang van hoofsaaklik verpakkingsmateriaal verskaf, insluitend plastiek draagsakke en glas bottels. 'n Paar jaar terug het hoofbestuur besef dat Nampak tot wêreldklas status moet aandryf. Hierdie paradigma verandering het 'n aansienlike opvoedings- en opleidings-fokus benodig en die Nampak "Colleges" is geskep om die "WCM&S" etiek te ondersteun wat elke afdeling by sou bly. Alle Nampak opleiding tussenkomstes of prosesse word gebasseer op experiential geleerdheid. Kandidate word aan konsepte en teorieë voorgestel word geleenthede gegee om gevalstudies te analiseer, fabriek oudite te doen en terugverslag te gee aan die algemene bestuurders van die fabrieke. Elke afgevaardigde word ook 'n projek gegee om by die werk te voltooi. Die doel van hierdie navorsing is om die doeltreffendheid van die Nampak WCM&S College 5 te evalueer deur middel van 'n evalueeringsraamwerk. Die leesstof was hersien om 'n evalueerings raamwerk te ontwikkel; 'n evalueerings proses te vestig; die konstruksie van 'n toepassende toetsformaat aan te help. Die toets-instrument was ontwerp gebaseer op die beginsels van toets konstruksie en die Kirkpatrick model vir evalueering. Data is bymekaar gemaak vir voor- en na-toetse vir fases 2 en 3, geanaliseer deur middel van beskrywende statistieke en daar is verslag daarop gedoen by die begin van elke fase asook by die Handeisskou. Die evalueering resultate was baie positief en die evalueerings proses is saamgebring by die ontwerp van alle toekomende College tussenkomstes.

Knowledge gained from completed information technology (IT) projects was not often shared with emerging project teams. Learning lessons from other project teams was not pursued because people lack time, do not see value in learning, fear a potentially painful process, and had concerns that sharing knowledge will hurt their career. Leaders could change the situation; however organizational leaders have not seen value in project learning and have not made it a priority. Yet, if a relationship existed among IT project success variables (PSVs) organizational learning factors (OLFs) and project learning practices (PLPs) then IT leaders may take greater interest in managing knowledge. The goal of this research was to conduct a correlational study to determine the relationship among OLFs, PLPs, and PSVs within IT organizations. OLFs included those activities at the corporate level that enabled project teams to learn from other projects. PLPs included the activities to learn lessons from a maturing or completed project. PLPs also included activities within an emerging project to harness lessons from prior projects. PSVs described project success. The research question (RQ) asked; what was the relationship among the OLFs, PLPs, and PSVs? To answer the research question it was necessary to ask four support questions (SQ). First, what elements defined organizational learning, project learning, and project success? Second, how effective was use of organizational learning? Third, how effective was project learning? Fourth, how successful were IT projects? To answer the first SQ a content analysis was conducted followed by a review with a Delphi team. A survey was then developed based on the content analysis. Finally, a statistical analysis was conducted to answer the remaining SQs and the RQ. The content analysis and Delphi team review revealed 12 OLFs, 11 PLPs, and 9 PSVs. Answering the second and third support questions the study found that OLFs and PLPs could be used more effectively within IT organizations. However, IT leaders reported that a foundation for organizational and project learning existed. Answering the fourth SQ, IT leaders reported good project success though risk management could be improved. This study found that there was a positive and significant relationship among the OLFs, PLPs, and PSVs. The relationship among the OLFs, PLPs, and PSVs suggests that there is justification to research and develop IT competence in learning.