ABSTRACT The Impact and Implementation of Learning Intervention on Management and Organizational Practice in a Non-Profit Setting BY Keisha Liggett - Nichols 2013 Committee Chair: Ram Sriram, PhD Major Academic Unit: Business Administration The intent of this research is to explore the concepts of organizational learning as it relates to “double loop” learning. Specifically, this research will test the concepts of double loop theory proposed by Argyris, (1976) in a seminal piece, and the paradigm of Evidence-based management (EBM) in the context of a non-profit organization. The paper will review the transition from a single loop learning organization to a double loop learning organization utilizing EBM as a learning intervention for change. The non-profit organization used in this research is significant as it is a monitoring agency; an intermediary between Public Administration, counties, and private agencies. The paper will demonstrate through a single case study the limitations of single loop learning, and how interventions or processes that lead to organizational learning could facilitate transitioning to a double loop learning organization. The study expects to contribute to the literature by highlighting the value of double loop learning and the use of EBM as a learning intervention mechanism. This study will also underscore how double loop learning and EBM can add value to organizational processes.

This thesis develops a balanced scorecard model based on the attributes of Kaplan and Nortons Balanced Scorecard (1992, 1996, 2001). The model is then operationalized using a survey that is administered to CMAs (Certified Management Accountants) employed by for profit, Canadian companies with greater than 51 employees. One hundred and forty nine usable responses were received. The thesis attempts to answer two research questions: (1) What attributes of a Kaplan & Norton (hereafter K&N) Balanced Scorecard (BSC) are present in the performance measurement systems of Canadian organizations? and (2) What are the differences between organizations with different levels of K&N Balanced Scorecard adoption? <p>Of the 149 responses, 110 (73.8%) organizations were classified as BSC firms (Levels 1 to 4) and 39 (26.2%) were classified as non-BSC firms. The 110 BSC firms were further classified as follows: 15 (13.6%) as Level 1 BSC firms, 14 (12.7%) as Level 2A BSC firms, 20 (18.2%) as Level 2B BSC firms, 25 (22.7%) as Level 3 BSC firms and 36 (32.7%) as Level 4 BSC firms. Thus, based on our conceptual model, we can say that 32.7% of the BSC firms (24.2% of the total respondents) had a fully developed K&N BSC. <p>The study found several differences between Level 4 and Level 1 BSC organizations. For example, respondents in 83% of the Level 4 organizations, versus in 67% of the Level 1 organizations, indicated that their organizations reviewed their performance measures when their strategy changed. <p>This study adds to academic research by conceptualizing Kaplan and Nortons (1996, 2001) Balanced Scorecard and comparing this to the performance measurement systems of Canadian companies. Although there are numerous academic studies on the balanced scorecard (e.g., Chan & Ho 2000; Hoque & James 2000; Lipe & Salterio 2000, 2002; Malina & Selto 2001; Ittner & Larcker 2003; Speckbacher et al. 2003; Stemsrudhagen 2004), only the Speckbacker et al. 2003 study has developed a conceptual model of Kaplan and Nortons (1992, 1996, 2001) Balanced Scorecard and used it to examine the extent of its adoption. Our study mirrors theirs, with two notable exceptions: we have a different and noteworthy conceptualization of Kaplan and Nortons Balanced Scorecard and we apply this to a Canadian setting.

ABSTRACT The Impact and Implementation of Learning Intervention on Management and Organizational Practice in a Non-Profit Setting BY Keisha Liggett - Nichols 2013 Committee Chair: Ram Sriram, PhD Major Academic Unit: Business Administration The intent of this research is to explore the concepts of organizational learning as it relates to “double loop” learning. Specifically, this research will test the concepts of double loop theory proposed by Argyris, (1976) in a seminal piece, and the paradigm of Evidence-based management (EBM) in the context of a non-profit organization. The paper will review the transition from a single loop learning organization to a double loop learning organization utilizing EBM as a learning intervention for change. The non-profit organization used in this research is significant as it is a monitoring agency; an intermediary between Public Administration, counties, and private agencies. The paper will demonstrate through a single case study the limitations of single loop learning, and how interventions or processes that lead to organizational learning could facilitate transitioning to a double loop learning organization. The study expects to contribute to the literature by highlighting the value of double loop learning and the use of EBM as a learning intervention mechanism. This study will also underscore how double loop learning and EBM can add value to organizational processes.

Studien syftar till att undersöka hur medarbetares utvecklingsinriktade lärande tar sig uttryck inom ett HR-team, och vilka faktorer som för individen upplevs som de viktigaste förutsättningar för att utvecklingsinriktat lärande ska ske. De frågeställningar som besvaras är hur det utvecklingsinriktade lärandet tar sig uttryck hos medarbetaren, samt vilka interna och externa förutsättningar som medarbetaren upplever underlättar för att ett utvecklingsinriktat lärande ska uppstå. Data har samlats in med kvalitativ metod, där sex stycken semistrukturerade intervjuer har genomförts där samtliga informanter arbetar inom samma HR-team i en global IT-organisation. Därefter har empirin behandlats med hjälp av kategorisering och kodning. I studiens resultat- och analysdel har double-loop lärande använts som teoretiskt analysverktyg, samt de förutsättningar som Illeris presenterar som viktiga för en god lärandemiljö. Studiens resultat indikerar att det utvecklingsinriktade lärandet tar sig uttryck i form av stort handlingsutrymme, som innefattar självständighet och möjlighet att påverka. Det utvecklingsinriktade lärandet tar även sig uttryck i medarbetarnas problemlösningsförmåga. Individerna upplever att interna faktorer som påverkar det utvecklingsinriktade lärandet är motivation. Det illustreras i form utav att informanterna menar att intresse är viktigt för att lärande ska uppstå, samt motivation till att reflektera och se över och förbättra processer vilket resulterar i lärande. De externa faktorerna som individerna upplever som underlättande för att utvecklingsinriktat lärande ska uppstå är arbetsmarknaden informanterna är verksamma på, en tillåtande arbetsmiljö som uppmuntrar till lärande och misstag, att det ges tid för lärande,  att det finns utrymme för kreativitet samt ledarskapets betydelse. / This study aims to investigate how individuals' development-oriented learning manifests itself within an HR team, and which factors by the individual are perceived as the most important prerequisites for development-oriented learning to take place. The questions that are answered within this study are how development-oriented learning is expressed, and what internal and external conditions the individual experiences make it easier for development-oriented learning to arise. Data have been collected using a qualitative method, where six semi-structured interviews have been conducted. The interviews were conducted with six informants, all of whom work within an HR team in a global IT organization. After the interviews were conducted, the empirics were sorted with the help of categorization and coding. In the results and analysis part of the study, double-loop learning has been used as a theoretical analysis tool, as well as the conditions that Illeris presents as important for a good learning environment. The results of the study indicate that development-oriented learning is expressed in the form of room for maneuver, which includes independence and the opportunity to influence. Development-oriented learning is also expressed in the individuals' problem-solving ability. The individuals experience that internal factors that affect development-oriented learning are motivation. This is illustrated in the form that the informants experience that interest is important for learning to arise, as well as motivation to reflect and review and improve processes, which results in learning. The external factors that individuals perceive as facilitating development-oriented learning are the labor market the informants are active in, a permissive work environment that encourages learning and mistakes, that there is time for learning, that there is room for creativity, and the importance of leadership.

Det råder debatt kring huruvida stretch goals är en gynnsam målsättningsstrategi där tidigare forskning och teorier framhåller såväl för- som nackdelar. Användning av stretch goals innebär att organisationen styrs av mål med inslag av hög målsättning och ett nytänk. Målsättningsstarategin möjliggör erhållen kunskap och kan bidra till individuellt lärande som i sin tur gynnar den organisatoriska utvecklingen. Uppsatsen ämnar att ge en djupare förståelse för de praktiska erfarenheterna av stretch goals och hur målsättningen kan stimulera lärande inom organisationer. Studien tillämpar en kvalitativ ansats med fem intervjuer med avdelningschefer på fem olika mjukvarubolag som har erfarenhet av arbete med stretch goals. Studiens resultat visar att avdelningscheferna i de studerade fallen främst har positiva erfarenheter av målsättningsstatrategin. Därtill indikeras att målsättningarnas höga svårighetsgrad erhåller större fokus än ett nytänk gällande målens innehåll. Slutligen påvisar studien att individuell utveckling uppstår vid realiseringen av stretch goals samt att organisatoriskt lärande gynnas av detta.

The following report is a constructive responsive evaluation of Svalövs communes unit for newly arrived refugees based on a qualitative user- and stakeholder model. The main purpose is to evaluate the units’ quality from a user and stakeholder perspective. The main findings are that the users and stakeholders are satisfied with the quality of the units’ services but request further social and structural participation. The evaluation provides new organizational understanding and constructive feedback from a systems theory perspective. The conclusion is that further insight in systemic analysis of the intervention is of importance to further develop the units’ perceived success.

The purpose of this multiple case study was to explore strategies managers in the online auction industry used to manage customer complaints to improve customer satisfaction. The targeted population consisted of 4 managers of online auction companies in the southwestern region of the United States. The conceptual framework for the study was Argyris and Sch�n's double-loop learning theory. Data were collected via semistructured interviews with business managers, observation of company operations and behaviors, review of documentation, and member-checking activities. Data analysis consisted of text interpretation of data and notes using coding techniques. Data analysis resulted in 5 themes: business orientation, customer purview, complaints handling, coping strategies, and learning abilities. The implications of this study for positive social change include facilitating the growth of online markets and increasing lower-cost purchasing opportunities for consumers with limited access to conventional marketplaces.

Denna uppsats undersöker och förklarar hur medarbetare och ledare arbetar med mål i enorganisation som utgår ifrån visioner och riktningar. Vi vill titta på hur det pratas om visioner,riktningar och mål och hur detta skapar mening för medarbetarna, men även hur lärandeuppstår och kunskap tas till vara. För att nå en bred bild av ämnet har vi använt oss av enkvalitativ metod med tio intervjuer. I analysen tog vi hjälp av Karl E Weicks Sensemakingtheory, Barbara Czarniawskas teori om organisering samt Argyris &amp; Schöns Single ochdouble loop learning för att skapa förståelse för det insamlade materialet.Vår analys argumenterar för att visioner måste bearbetas för att bli mer greppbara, att detkrävs mycket kommunikation, viljan att vara i en gemenskap och att en anammar engemensam bild.I slutsatsen framträder denna gemensamma bild än mer tydligt och hur den skapar meningoch lärande. Detta genom att visionen bryts ner i mindre och mer konkreta bitar. Bitarna serolika ut beroende på vem som hämtar hem visionen och i vilken gruppering tolkningen sker.Vi ser även ett stort engagemang hos medarbetarna att ställa upp och hjälpa varandra framåtpå flera olika områden där kommunikationen spelar huvudrollen.

Dagens arbetsmarknad präglas av flexibilitet och ständiga förändringar som ställer höga krav på organisationers förmåga till omställning och utveckling. Syftet med studien är att undersöka hur chefers ledarskap kan främja organisatoriskt lärande mot visionen lärande organisation inom en statlig myndighet. Studien genomfördes i en organisation där det finns ett krav på ständigt lärande för att klara av sitt uppdrag. Genom en kvalitativ metod med djupintervjuer och fenomenologisk analysmetod klargjordes åtta respondenters upplevelser av ledarskapets främjande av medarbetarens lärande och utveckling. Resultatet visade att chefers ledarskap kan främja medarbetarens lärande och utveckling genom att ge individuellt stöd, vara lyhörd samt främja dialogen både på grupp- och organisationsnivå. Slutsats: De tre essenserna: ge individuellt stöd, vara lyhörd samt främja dialogen går att ställa mot huruvida de kan tillämpas på individuell- eller organisationsnivå. Individuellt stöd och lyhördhet berör främst ledarens agerande på individnivå. Dialogen däremot behöver främjas av ledarskapet både på individuell- och organisationsnivå för att bidra till en högre nivå av lärande i organisationen. / The labor market of today is characterized by flexibility and constant changes that place high demands on organizations' ability to change and develop. The purpose of the study is to investigate how the leadership by managers can promote organizational learning towards the vision learning organization within a state authority. The study was conducted in an organization where there is a requirement for continuous learning to fulfill its mission. Through a qualitative approach with deep interviews and phenomenological analysis method, eight respondents' experiences of leadership's promotion of employee learning and development were clarified. The results showed that the leadership by managers' can promote employee learning and development by  providing individual support, being responsive and promoting dialogue at both group and organizational levels. Conclusion: The three essences:  providing individual support, being responsive and promoting dialogue can be asked whether they can be applied at individual or organizational level. Individual support and responsiveness primarily concern the conduct of the leader at the individual level. Conversely, the dialogue needs to be promoted by leadership at both individual and organizational levels to achieve a higher level of learning in the organization.

This paper aims to provide a description of how knowledge can occur in Apoteket AB, an organization that is operating on the Swedish pharmacy market. The purpose of this paper is also to describe how the organizational learning occurs in the organization, and how the outcome of this learning can be stored in the organizational memory. This subject is of interest since Apoteket AB experience changes in their external environment in that they no longer have monopoly to sell pharmaceuticals on the Swedish pharmacy market. Earlier research claims that organizations need to develop new knowledge in order to take action, and this development needs to be supported by the management within the organization. The collection of primary data was done by two qualitative interviews with employees within the organization of Apoteket AB. Our conclusions are that knowledge can occur in many forms, such as tacit and explicit knowledge. The vast majority of the knowledge within the organization is the information that can be found in the electronic database Aponet within Apoteket AB, and that is useful for the employees in their daily work, and therefore is known as explicit knowledge. Since this knowledge is to be found through Aponet, the organizational memory plays an important role in sharing knowledge. The organizational learning can also be found in many different forms, making it possible for the organization to benefit from the employees experiences and discoveries. The outcome of this learning is often stored in the organizational memory known as social networks, which includes the employees in different situations.