No description available.

No description available.

No description available.

No description available.

No description available.

Recognising that research examining the dynamics of the organisational learning (OL) concept particularly in the non-western context remains scant, this study aims to examine the applicability of OL theory in different cultural contexts by exploring the influence of national culture on OL in a comparison of UK and Indonesian hotels. In this study, the examination of the application of OL is focused on two components: the organisational learning process and the organisational factors ) influencing learning. This research extends the contemporary trend in OL literature by employing social practice as a conceptual lens to understand the nature of learning in organisations. Adopting a social constructivist approach, the study employs a case study approach, involving four case organisations, one UK hotel and three Indonesian hotels. All hotels are 5 star. The primary data was mainly generated from semi-structured interviews with hotel employees, the HR Representative and the General Manager/Executive Assistant Manager of each hotel. Also, where possible, , observations were made of workplace activities such as training events and job shadowing. Documentary sources, such as organisational records and policies, were also examined to gain insight into HRM and learning policy. With regards to the cultural aspect of the research, an emic-etic approach is applied. Data is analysed through a thematic approach. \,. A cross-case analysis of the !our hotels reveals patterns of similarities and differences in organisational learning practices. The comparison of the OL process across cases reveals some commonality in the nature of learning in these hotels. Some significant differences however are found relating to communications patterns; cross-levels relationships; and empowerment practice, which can be linked to different cultural values. Likewise, the comparison of the organisational factors influencing learning suggest more similarities than contradictions across the case organisations. Yet, meta analysis shows subtle variance which are culture and context specific, e.g., different motivation to improve knowledge and skills, between improving personal effectiveness v maintaining legitimacy, which therefore shapes different characteristics of OL. The overall results of the study show many commonalities of OL practices between the case organisations and the existing literature, but there are distinctive characteristics of OL between the Indonesian and the UK hotels that reflect contrasting deep-seated cultural values of human-nature relationship, power distance, and individual-collectivism. These seem to be the areas when culture exerts influence on OL practice. Thus, fundamentally, the study suggests that culture matters, but it matters more in some areas than in others. The cross-case comparison by and large demonstrates a wider application of OL theory across organisational and national boundaries. However, the cultural diagnosis conducted suggests culturally bounded factors which limit the adoption of many features of OL theory in the Indonesian context. Therefore, it would appear that a contingent approach to understanding OL theory is more effective as compared to a universalistic approach as it recognises the variation of OL practices. The results of the study highlight theoretical contributions to four underdeveloped areas: 1) The role of national culture in influencing learning in organisations; 2) the application of OL theory in different cultural context; 3) OL in the hotel sector; and 4) Indonesian literature on OL.

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Qatar's determination and strong will to march forward has benefitted many expatriates from other nations in their attempt to seek greener pastures and job opportunities. Qatar, a small country in the Middle East, is leaping forward with continuous, rapid development and progress. It has been able to provide tremendous job opportunities to people from all over the world. With this particular reason, Qatar's rapid population growth from 1997, and more markedly after the census of 2004, has led to widespread cultural diversity in the country. The diversity is so extreme that according to the statistics of economically active population of 2009, it resulted in an extremely disproportionate rise in the non-Qatari economically active population that peaked at 94.39 per cent, compared to a mere 05.61 percent rise in Qatari nationals (Qatar Statistics Authority, 2009). The Qatari economy is comprised by 0.5 percent of Qatari nationals and 99.5 percent of non-Qatari workforce in the private sector employment. Even in Government departments of Qatar, 42 percent of employees consist of expatriates from other countries (Qatar Statistics Authority, 2009). The question is not the tremendous rise in non-Qatari population or their employment as compared to Qatari nationals, but the issue pertains to the management of the ever- increasing diversity and the resulting issues of security and peace of the nation and its people. Diversity problems are multifarious in nature, and include differences in ethnicities, language, culture, religion, beliefs, customs, habits, etc. These problems need to be dealt with at the leadership levels of the Government of Qatar, with particular reference to Qatar's four principles of strategy, namely: (1) human resources, (2) adapting to financial and technical development, (3) general security, and (4) relations with the community. This study is therefore aimed at investigating the key factors related to organizational learning and leadership style that can impact managerial innovation in the Ministry of Interior (MOl) of the Qatar Government, with particular reference to the cultural diversity that is prevalent in the various government departments of Qatar. This study is also aimed at assessing the need for any transformation that may suit the best interests of the nation, its people and the workforce. In order to achieve such aims, this study entailed an extensive review of extant literature relevant to the issue of the cultural diversity, its pros and cons, advantages and disadvantages, management aspects, leadership, knowledge management, impact of organisational learning and leadership style, requirements of leadership ,and managerial innovation. In addition, a combination of both quantitative and qualitative research methods was employed in this study. Data for this study were collected from Qatar MOl using cross- sectional methods including questionnaire and interview schedules. A total of 107 senior officers and 228 junior policemen and civilians were participated in the survey. Data analysis was carried out using SPSS17.0 for windows, using t-test and ANOVA. Results of the data analysis suggested a leaning towards autocratic as well as participative leadership styles, with a very small difference of opinions; whereas delegative leadership was almost rejected by the participants. Recommendations were made on the aspects of leadership, innovative management and organisational learning in order to achieve harmonious relations between the constituents of the culturally diverse workforce in the Qatari MOl, in the interest of security and welfare of the state and its people .

In academic literature the interplay between emotions and workplace learning is a largely neglected topic which, this thesis argues, is nonetheless very important in order to better understand both phenomena. Indeed learning and emotions are vital and pervasive aspects of individual and organisational life, and their interplay appears to have considerable social importance. Thus, the thesis challenges the over-rational portrayal of organisational life, arguing that emotions are key pointers to human learning, and the denial of emotions is the denial of learning. By taking a relational view, derived from a hermeneutical-pragmatist research approach, the thesis argues that emotions and learning are powerful sources of meaning and direction, supporting or inhibiting individuals and organisations in their attempts to re-define reality and find their place in it (Antonacopoulou and Gabriel, 2001). The study uses interviews and observation to examine the interplay between emotions and learning in a professional workplace setting. It aims to contribute to knowledge developing this complex connection, exploring how learning and emotions are experienced by human resource development professionals at the micro-level of their day-to-day practices, in the context of the socio-cultural processes of their working life. The empirical data indicate that emotions and workplace learning are contextual, embodied and relational phenomena. They also indicate that these phenomena are essential elements of our being-in-the-world, that is of our living and changing (becoming), and of our being intertwined in socio-cultural contexts. Thus, this thesis contributes to the scholarly literature on the interplay between emotions and workplace learning, and establishes a relational understanding of how such phenomena can be elements of constructing human resource development professionals’ emergent and complex identities at work.

This study aims to investigate how individual identities, social relations and organizational strategies interact in the workplace learning of SMEs. The practices within the micro and small financial consulting companies in Hong Kong are compared. The influence of the owner-manager, learning culture, power and emotion on learning will also be investigated. A qualitative approach was adopted and semi-structured interviews accompanied with observation and document analysis were used. A total of thirty respondents from 2 small and 3 micro companies were involved in this study. All companies were subsidiary of two mother companies. Data from interviews, observation and documents was analyzed. An inclination towards formal learning at organization level was found. However, both formal and informal learning were seen as central to professional development. Multi- dimensional Identity evolved as career and life span change and this impacted on the learning behavior of respondents. Learning helped to build a better professional image. Learning also occurred when respondents participated within a community. The influence of the owner on learning within the firm changes with the formation process and company size. Small firms, with greater formalization and specialization use formal training more frequently than the micro firms. In particular, externally-provided formal training is used to supplement in-house training. Power distribution is affected by size and formation process. Also emotion affects learning from individual to company levels. Ultimately, the findings support the conclusion that the factors influencing the small firm's approach to learning are highly complex. Specifically, social relations at group level in combination with subjective individual dispositions and the structural organizational environment are implicated in orientating the small firm towards particular types of learning. Workplace learning cannot be properly understood without an appreciation of these multi-level influences and the interaction between them. Furthermore, the findings indicate that preferred modes of learning in some types of small firm may be of a more formal kind than the literature on learning in small firms has sometimes assumed.