published_or_final_version / Education / Master / Master of Education

How clinicians detect and differentiate near misses from adverse events in health care is poorly understood. This study adopted a constructivist grounded theory approach and utilized document analysis and semi-structured interviews with 24 managers (middle and senior) and clinicians to examine the processes and factors associated with recognizing and recovering and learning from near misses in daily clinical practice. While safety science suggests that near misses are sources of learning to guide improvement efforts, the study identified how clinicians and managers cognitively downgrade and accept near misses as a routine part of daily practice. Such downgrading reduces the visibility of near misses and creates a paradoxical effect of promoting collective vigilance and increased safety while also encouraging violations in clinical practice. Three approaches to correcting and/or learning from near misses emerged: “doing a quick fix,” “going into the black hole,” and “closing off the swiss-cheese holes”; however, minimal organizational learning occurs. From these findings, two key paradoxes that undermine organization-level learning require further attention: (a) near misses are pervasive in everyday practice but many remain undetected and are missed learning opportunities, and (b) collective vigilance serves as both safety net and safety threat. Study findings suggest that organizational efforts are required to determine which near misses need to be reported. Organizations need to shift the culture from one of “doing a quick fix” to one that learns from near misses in daily practice; they should reinforce the benefits and reduce the risks of collective vigilance, and further encourage learning at the clinical microsystem level. Future research is required to provide insight into how individual, social, and organizational factors influence the recognition, recovery, and instructional value of near misses and safety threats in health care organizations’ daily practice.

Despite the variety of literature on ‘adaptation to technology’, the literature still witnesses a gap concerning the concept of adaptation especially about its multi-level nature. Recognizing the multilevel nature of IS adaptation, we rise the challenge of conducting an alternate template analysis of three cases of adaptation to IS in order to provide complementary explanations about the phenomenon. In order to expand the comprehension of the ‘adaptation’ concept, a multi-study dissertation model is adopted. The objective is to examine the adaptation concept on three different levels: the individual, the group level, and the organizational level. This thesis aims at 1) exploring the shaping of individual adaptive actions that knowledge workers engage towards technostress with a focus on the factors that influence their adaptation process; 2) examining the adaptive performance of a group facing an newlyimplemented technology based on the adaptive structuration theory (DeSanctis and Poole 1994) under which were puzzled the concepts of affordances (Leonardi 2011, Leonardi, Huysman et al. 2013) and the structure of usage (Burton-Jones and Straub Jr 2006, Burton-Jones and Gallivan 2007); 3) examining, through an organizational learning lens (Argyris and Schon 1978), the case of an organizational adaptation to environmental technological changes examined within a managerial cognition conceptual framework (Orlikowski and Gash 1994); (Bijker 1987, Bijker 1995). To answer the different research questions, the three studies adopt a qualitative approach falling within a critical realist perspective.

Orientador: Galdenoro Botura Junior / Banca: Andrea Castello Branco Judice / Banca: José Carlos Plácido da Silva / Resumo: Os cursos de Design no Brasil têm a sua estruturação curricular oriunda da década de 60, tendo ocorrido poucas modificações desde então. Porém, nos cursos de Design, espera-se de seus alunos atividades que envolvam constante criatividade e inovação. Uma reformulação em seu método de ensino, principalmente com um maior número de atividades práticas em grupo, poderá aumentar a motivação de seus alunos, bem como propiciar uma formação que melhor atenda às necessidades do mercado. Para viabilizar estas novas realidades, surge a necessidade de se analisar metodologias diferenciadas e condizentes com a atualidade, tais como a cultura do open design e da maker. Esses pensamentos permitem levar tanto educadores como aprendizes a observar o ato de projetar sob uma nova perspectiva. A viabilidade existente de uma grade curricular que adote novos paradigmas, inclua o uso de espaços colaborativos, vir a incentivar a experimentação, elevar a expectativa de seus estudantes para poderem vir a se tornar empreendedores e criarem soluções com mais criatividade e inovação, além de ter maior interação com a comunidade ao atendê-la, é o principal motivo de se iniciar a pesquisa que aqui se encontra apresentada. Dentro deste contexto, a pesquisa teve como objetivo estudar e propor, usando os conceitos de ergonomia organizacional, um ambiente que gere, por meio da participação efetiva dos alunos do curso de Design, inovação, criatividade e empreendedorismo. Para isso foram entrevistados alunos, coo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Brazilian Design courses has its structure based on the 60's decade and had few modifications since. However, in Design courses, it is expected from students to develop activities with constant creativity and innovation. A new formulation on the teaching method, especially with a larger number of group activities, could raise the student's motivation; as well provide a better graduation that attends the market needs. To make this new reality work, it is necessary to analyze different methodologies consistent with the reality of Design, such as maker culture and open design. These thoughts allow leading educators and students to observe the projecting act under a new perspective. The viability of a existing curricular grade that adopts new paradigms, includes the use of collaborative spaces, encouraging experimentation, rise the students expectations so that they become entrepreneurs and create innovative solutions with creativity, and even more, have a greater community interaction by attending it, that is the main goal of this research. In this context, this research had as its objective study and propose, using ergonomics concepts, a space that generates, by means of effective Design student participation, innovation, creativity and entrepreneurship. To achieve that were interviewed students, Design courses coordinators, fabrication laboratory employees and co working spaces owners with the intention to analyze the perception about entrepreneurship and innovation in the... (Complete abstract click electronic access below) / Mestre

Thesis presented for the Degree of Doctor of Philosophy (Business Science, Management) in the Faculty of Commerce, Law and Management at the University of the Witwatersrand, Johannesburg, February 2017 / The business environment in the twentieth and twenty-first centuries is driven by forces that have changed the industry landscape. These forces demand a new approach in management systems that ensure organisational survival and growth. Traditional approaches based on performance strategies in dealing with business environmental changes are proving to be limited. For organisations to address these shifts, organisational fitness has assumed a new intensified prominence in both organisational and management circles. Organisational fitness is conseptualised as the ability of the organisation to alignment to its environment to learn, and to build on organisational capabilities. What is evident from both management and organisational fields is the dearth of literature on organisational fitness. This dearth of literature has been attributed to the fact that organisational fitness and organisational performance are used interchangeably by authors. What seems unclear in the emerging stream of research on organisational fitness is the nature of variables that predict and mediate the production of organisational fitness. Furthermore, a noticeable feature of the literature that deals with organisational fitness is that it is drawn from stable environments. No doubt, the nature and scope of organisational fitness conceptualised in a volatile socio-economic environment differs considerably from that which is conceptualised in relatively stable environments. Based on existing literature, this study investigated the relationship among organisational size, organisational learning, organisational structure (predictor variables), organisational capabilities, organisational levers (mediating variables) and organisational fitness (outcome variable). In order to establish these relationships, an empirical study was conducted using public firms that are listed on the Zimbabwe Stock Exchange. A theoretical model portraying the relationships among the investigated constructs was developed and a number of propositions were formulated based on the theoretical model of the study. The study employed a survey research design using a quantitative research strategy. Data were collected from a non-probability and probability sample of 277 managers. A standardised measurement instrument consisting of all the variables under investigation was used and administered personally through officials of the human resources departments of the participating organisations. The hypothesised relationships were empirically tested using various statistical methods. Reliability analyses were conducted on all the measurement scales and adequate reliability was established. The content and structure of the measured constructs were investigated by means of exploratory factor analysis. To test the relationship among variables, structural equation modelling was used. The exploratory research through the literature review considered the theoretical and conceptual differences, and the relationship between organisational performance and organisational fitness. It was established that organisational fitness plays a preparatory role that enables organisations to perform. The relationship between organisational fitness and organisational performance is largely reciprocal, as organisational performance emits feedback that enables organisational learning and informs the fitness process in its strategic alignment and organisational capabilities building roles. An organisational performance-fitness model was developed to describe the relationship between the two constructs. The empirical research of this study established that predictor variables of organisational fitness from the existing literature (i.e., organisational size, organisational learning and organisational structure) do not predict organisational fitness in a volatile environment such as Zimbabwe. The mediating effects of organisational capabilities and organisational levers were also not confirmed by the research. The research confirmed a combined mediating effect of organisational capabilities and levers on the relationship between organisational structure and fitness. The research established interesting directions in the relationships between organisational size and organisational structure, organisational levers and organisational structure, organisational capabilities and organisational levers, organisational learning and organisational levers, and organisational capabilities and organisational fitness. The findings of the present study represent an incremental and meaningful contribution to the existing literature on organisational fitness, particularly in a volatile environment. The study also provides practical implications that could assist organisational managers to design organisational structures that will foster organisational learning and develop capabilities that will assist in the alignment of organisations to the operating environment in order to achieve fitness. The adoption of a hybrid organisational structure that is both mechanistic and organic in nature will enable organisations to handle the volatile environment in a way that will foster organisational learning and create much-needed organisational capabilities. The limitations of this research will trigger a scholarly interest in organisational fitness and will serve as a guideline for future research. / XL2018

A research report submitted to the Faculty of Engineering and Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Science in Engineering. Johannesburg 2017 / The purpose of this research was to investigate the effectiveness of Learning factories in imparting Lean principles in order to build Business Improvement skills of mining workforces. This study was conducted at a training centre established by a mining company in South Africa. Two groups of participants with employees at two different employment levels were trained at the centre in foundation Lean principles. The Kirkpatrick model for evaluating effectiveness of training was chosen as a tool that can be used to evaluate the effectiveness of this Lean training. This was achieved using before-and-after questionnaires, visual observations and process data from improvement projects identified by the participants. The results showed that the Learning Factory is effective in imparting the Lean skills across hierarchy levels in a mining operation within a short space of time. Furthermore, all employees arrived at the same overall Lean understanding post training regardless of their starting point. Where project implementation was done, it was found that the participants were able to apply most of the Lean principles in the workplace. A major shortcoming observed was that the main focus was on technical aspects of Lean with little regard for other aspects that contribute to sustainable Business Improvement such as change of culture. Lastly it was found that while the Learning Factory can assist in building Lean capability in an implementation, the other success factors such as management buy-in and workforce support can enhance this effort. One recommendation is to do a study to determine the interrelated nature of the factors that drive a successful Lean implementation and the role that a change management program like ADKAR can play to maximise success. / MT 2017

Thesis advisor: Rebecca Lowenhaupt / This qualitative case study examined the mechanisms employed by a public school Superintendent and Chief Academic Officer to support district wide curriculum reform. Utilizing organizational learning theory as a frame, the study aims to uncover the extent to which the district functions as learning organization. A learning organization can be characterized by a systematic approach to the acquisition and distribution of information to then retrieve and uniformly interpret new knowledge for the organization’s future use. Interview data and document analyses revealed strong evidence of organizational learning mechanisms employed by the Superintendent and Chief Academic Officer. Specifically, strategies for information acquisition and distribution were highly utilized, as well as structures for accountability including supervision, coaching models and a focus on data use. These district administrators delegated roles and meeting structures to support curricula adaptation, including heavy reliance on the instructional leadership of coaches and directors. With the goal of improving student outcomes via curricula reform, such structures facilitated adaptation and engagement in new learning by various members of the school district. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This multi-method study investigated the relationship between the dimensions of organizational learning, organizational innovation and organizational climate in the Australian Hotel Industry. The hotel industry was chosen as it is highly labour intensive and serves as a suitable environment to test the three dependent variables that are closely employee related. Data was collected from a total population sample of 800 respondents, employed in 50 hotels, which included 45 from a large International Brewery Group located in Melbourne and 5 independent hotels. The response rate was 75%. Organizational learning was measured using, the 34-item Organizational Learning Profile (OLP) scale (Pace et al, 1997) containing the four dimensions of OL (Achievement Mindset, Learning Practices, Information Sharing Patterns, and Inquiry Climate) was used. Organizational Innovation was measured using the 24- item Workplace Innovation Scale (WIS) (McMurray and Dorai, 2002) containing the four dimensions of Innovation (Organizational Innovation, Innovation Climate, Team Innovation and Individual Innovation). Organizational Climate (OC) was measured using the 40 item Koys and DeCotiis (1996) scale containing the eight dimensions of support, autonomy, pressure, cohesion, recognition, fairness, innovation and trust. Statistical analysis was carried out using SPSS (v.10) and qualitative data was analyzed using theme-category analysis. This study contributes to the management literature and extends the existing knowledge on learning, innovation and climate. Specifically the results show that the dimensions of organizational learning, innovation and climate are predictors of one another and it establishes a significant relationship between the dimensions of learning, innovation and climate. Furthermore, this study found that Workplace Survey is a valid and reliable scale to measure learning, innovation and climate. The recommendations made in this study will help management understand the importance of learning and innovation in the workplace. In turn, this will improve the organizational climate by facilitating learning and innovation among hotel employees.

University of Technology, Sydney. Faculty of Business. / The discourse on knowledge management (KM) has emerged relatively recently in the field of management. Organisational and strategic theories have been developed which seek to explain the existence, boundaries, structure, management and competitive advantage of organisations based on knowledge. These theories are consistent with one thread from the overall discourse which argues that the management of knowledge within an organisation is an important activity required for maintaining competitive advantage in a hypercompetitive external environment. Despite the extensive interest in this area, there is sti11limited agreement even about some of its fundamental principles. This plurality of perspectives is due to the diversity of disciplines, theories and objectives with which the area is enriched by both academics and practitioners alike. Many independent KM initiatives have also been proposed for managerial use under the KM umbrella. Such activities include meetings, mentoring schemes, training, job rotation, site visits, conferences and exhibitions, and internal and external collaborations. Many of these initiatives are relatively autonomous and independent concepts. Generally these concepts have been first identified in the practitioner literature and it is unclear where they fit within academic frameworks. In particular, the relationship between KM initiatives and important related academic concepts such as knowledge transfer, organisationalleaming, knowledge creation and innovation is not clear. This lack of agreement, clarity and cohesion in the KM discourse naturally suggests the following research problem: What is the relationship between KM initiatives, organisationalleaming, knowledge transfer, knowledge creation innovation? Taking an organisation and strategic management theory perspective, an exploratory framework for understanding and explaining KM is developed within this thesis. Theoretically, this framework draws together perspectives from the resource-based view of the firm, organisational learning and innovation literatures to propose that the two fundamental KM processes are knowledge transfer and creation. Knowledge transfer supports learning and the utilisation of available internal and external knowledge resources within an organisation. Through knowledge transfer and learning, new knowledge can be created and organisational innovation takes place. These two processes are then integrated into Whittington, Pettigrew et al.'s (1999) framework for organisational change. Various disparate KM initiatives are also positioned within the developed framework based on whether they facilitate knowledge transfer by altering organisational boundaries, processes or structures. The essence of the developed framework is represented pictorially by a research model. This research model depicts the framework's key concepts and the relationships between them. It also begins to represent some of the complex dimensionality inherent in the framework. The research model is explored empirically using data from the Business Longitudinal Survey conducted by the Australian Bureau of Statistics. Responses from 3014 Australian businesses surveyed yearly from 1994 to 1998 are analysed using chi-squared and logistical regression statistical techniques. This sample consists of 1344 small and 1670 medium businesses across eleven industries. In empirically exploring the research model, some of the dimensionality of the framework is explored. However, the process also provides a confirmatory function by providing empirical support for many of the aspects of the framework. Statistical support was found for all elements of the research model. Odds ratios for the various KM initiatives examined ranged from 1.292 to 3.554. These results confirm the value of these initiatives for facilitating the transfer of knowledge. They also suggest that the dimensionality of these constructs represented in the model should be explored further. Of all the KM initiatives, research and development emerged as the most effective initiative for facilitating knowledge transfer and creation. This finding suggests that research and development should be the very first initiative considered by managers looking to implement a KM program. It also suggests that future research on knowledge transfer and creation should pay particular attention to this particular initiative. The logistical regression analysis demonstrated that changing organisational boundaries, processes and structures all contribute to facilitating knowledge transfer which lead to knowledge creation. These results provided support for the most important contribution of the thesis. This contribution was the development of an integrated and exploratory conceptual framework which can serve as a foundation stone for the field of KM.

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.