Darbo objektas – organizacijos mokymosi poveikis konkurencingumui. Darbo tikslas – nustatyti organizacijos mokymosi poveikį konkurencingumui: Vilniaus sporto klubų pavyzdžiu. Darbo uždaviniai: 1. Išskirti besimokančios organizacijos ir mokymosi lygių charakteristikas. 2. Išskirti konkurencinio pranašumo rodiklius ir konkurencingumą didinančius faktorius. 3. Įvertinti organizacijos mokymosi poveikį konkurencingumui: Vilniaus sporto klubų pavyzdžiu. 4. Sudaryti organizacijos mokymosi poveikio sporto klubų konkurencingumui schemą. Hipotezės: H1 – Sporto klubų konkurencinį pranašumą organizacijos mokymasis didina labiau nei kiti konkurencingumą didinantys veiksniai. H2 – Trikilpį mokymosi lygį pasiekę sporto klubai vidiniuose konkurencingumo faktoriuose yra pranašesni už dvikilpį ar vienkilpį mokymosi lygį pasiekusius sporto klubus. H3 – Kuo sporto klubas geriau mokosi, tuo didesnis jo konkurencingumas. Rezultatai/išvados: atlikus tyrimą, darbe iškeltos hipotezės pasitvirtino. Rezultatai parodė, kad: sporto klubų konkurencinį pranašumą organizacijos mokymasis didina labiau nei kiti konkurencingumą didinantys veiksniai, sporto klubai, pasiekę trikilpį organizacijos mokymosi lygį vidiniuose konkurencingumo faktoriuose yra pranašesni už dvikilpį ar vienkilpį mokymosi lygį pasiekusius sporto klubus, ir sporto klubų konkurencingumas tiesiogiai priklauso nuo organizacijos mokymosi poveikio. Rekomendacijos/pasiūlymai: sporto klubai, norėdami pakelti savo konkurencingumo lygį... [toliau žr. visą tekstą] / Research object – organizational learning effect on competitiveness. Research purpose – to estimate organizational learning effect on competitiveness, by a sample of Vilnius sport clubs. Research tasks: 1. To define learning organization and loop learning characteristics. 2. To define competitive advantage indexes and competitiveness augmentative factors. 3. To evaluate organizational learning effect on competitiveness, by a sample of Vilnius sport clubs. 4. To make a scheme of organizational learning effect on sport clubs competitiveness. Hypotheses: H1 – Organizational learning increases sport clubs competitiveness more than other competitiveness augmentative factors. H2 – Sport clubs that obtain triple-loop learning in internal competitive factors are superior than sport clubs that obtain single-loop or double-loop learning. H3 – As better sport club learns, as major its competitiveness is. Results/findings: when analysis was made, the hypotheses had been proven. Results establish that: organizational learning increases sport clubs competitiveness more than other competitiveness augmentative factors, sport clubs that obtain triple-loop learning in internal competitive factors are superior than sport clubs that obtain single-loop or double-loop learning, and sport clubs competitiveness is directly reliant on the effect of organizational learning. Recommendations/propositions: in order to increase competitiveness, sport clubs should focus on human resources and... [to full text]

Few empirical studies have examined the relationship between learning organization dimensions and public sector performance. While others have argued that public organizations are important contexts to for the study of organizational learning, learning in public sector and government organizations has not been given the empirical attention that private sector learning has. The goal of this study is to assess to what degree a government bureaucracy can learn and to examine whether a relationship exists between learning (predictor variables) and performance (criterion variables) in a government organization. To evaluate this, the government department of Family Services and Consumer Affairs within the province of Manitoba, Canada was used as a case study. All non-political staff in the Department were invited to complete an online version of an adapted version of the Dimensions of the Learning Organization Questionnaire (DLOQ). The current study addresses several gaps in the literature. This study found that a relationship indeed exists between organizational learning and performance in a Canadian public sector context. Second, a fourth variable of performance (goal performance) was added to assess the relationship between organizational learning and an organization’s stated goals. Dimensions of the learning organization were found to be predictive of goal performance. Third and finally, this study offers recommendations on if and how a public sector organization can move from a bureaucracy, with its hierarchical authority and rules and order, to a learnaucracy, based on individual empowerment and a culture of reflexivity.

The purpose of this essay is to develop knowledge about how learning among employees is perceived to occur practically in a pre-school unit seen as a learning organization. From an employee perspective the intention was to gain an understanding of how they perceive the organization regarding employee learning in the workplace when it comes to in which contexts and what conditions that enable collaborative learning. Because learning organization is mostly a vision from a management perspective thereby it should in this case mostly be viewed as the context in which the employees work in. The essay is based on a qualitative research approach with eight semi-structured interviews. It was based on hermeneutics as method of analysis with the intention to gain an understanding of the employees' subjective perception. It is a case study on a selected pre-school unit in Stockholm. Eight themes emerged in the results and these formed the basis for analysis and discussion. The results have been interpreted on theories about learning organization, collective and organizational learning. The results indicate that employees perceive the importance of working closely with competent colleagues and that much of their common learning occurs primarily in the work teams. This takes the form of cooperation, openness with competencies, dialogue and reflection. The planned meetings also appeared to be supportive of the work outside of them. Furthermore, possible power aspects appeared in the communication, and particularly in the dialogue. Individual differences in how employees can manage themselves in communication also appeared to be an obstacle. Throughout, a picture emerges in which employees perceive that learning and development is based on personal responsibility.

Syftet med denna fallstudie har varit att undersöka hur ledarskapet hos rektorer inom en utvald gymnasieskola påverkat visionsarbetet och möjligheten att skapa en lärande organisation. För att undersöka detta har tre forskningsfrågor ställts: Vilket ledarskap har rektorerna använt? Har rektorerna arbetat med en tydlig vision? Kan man utifrån rektorernas svar prata om en lärande organisation? Fallstudien har använt sig av intervjuer för att få svar på de tre forskningsfrågorna. Frågorna har ställts till sex rektorer som vid olika tillfällen under perioden 2003-2014 arbetat på den undersökta friskolan. Undersökningen har genomförts med en kvalitativ metod och en blandning av ett induktivt och deduktivt angreppssätt, det som kallas för abduktion. Resultatet har visat brister i det visionära ledarskapet hos rektorerna. Rektorerna har i intervjuerna beskrivit ett ledarskap som pekade mot ett transaktionellt ledarskap, även om deras vilja var att leda skolan utifrån ett transformellt ledarskap. Det fanns inslag av det som kännetecknar en lärande organisation, men de processer som tydde på organisatoriskt lärande var svåra att få till, eftersom organisationen och medarbetarna inte tydligt blivit styrda i att detta har varit viktigt. Rektorernas styrning av organisationen har i viss mån skett via medarbetare, men det har saknats en tydlig koppling till det som kännetecknar en lärande organisation där medarbetare samtalar med varandra och drivs av visioner som pekar på en tydlig riktning. Studien har framför allt visat att rektorerna inte prioriterat visionen och möjligheten att tillsammans med medarbetarna diskutera sitt eget lärande. En annan del som fallstudien visat var att olika krav uppifrån chefer och även nerifrån medarbetarna bidragit till att det visionära arbetet förbisetts till förmån för ett mer transaktionellt ledarskap, där budgetverktyget kommit fram som viktigt, framför allt hos de senare rektorerna. Fallstudien har visat att när rektorerna försökt styra skedde det oftast utifrån ett nutidsperspektiv, där akuta händelser och strukturproblem var det som behövdes lösas. Studien kan också ses i ett större sammanhang än den enskilda fallstudien. Rektorernas svårigheter att leda visionärt kan härledas till en alltför hög arbetsbelastning och ett alltför stort fokus på budget och målstyrning, istället för att tänka på vilken skola som de vill ha i framtiden. Bristen på vision till förmån för budget är det som denna studie har visat / The purpose of this case study was to examine how the leadership of principals within a selected secondary school affected the vision process and the ability to create a learning organization. To investigate this, three research questions were asked: Which type of leadership that was used by the principals? Have the principals worked with a clear vision? Can one, based on the principals' responses, talk about a learning organization? In the case study, interviews have been used to obtain answers to the three research questions. The questions were put to six principals who, at various times during the period 2003-2014, worked at the examined independent school. The survey was conducted using a qualitative approach and a mixture of an inductive and deductive approach - called abduction. The results have shown deficiencies in the visionary leadership of principals. The principals have in the interviews described a leadership that pointed towards a transactional leadership, although their desire was to lead the school from a transformational leadership. There were hints of a learning organization, but the processes that suggested organizational learning was difficult to get to, since the organization and employees have not clearly been guided in that this has been important. The principals' management of the organization has to some extent been made through employees, but there has been no clear connection to the characteristics of a learning organization where employees are talking to each other and are driven by visions that points to a clear direction. The study has mainly shown that the vision and the ability to discuss their own learning has not been prioritized. Furthermore, the case study showed that various demands from top managers but also from the employees contributed to the visionary work has been overlooked in favour of a more transactional leadership, where the budgetary tool emerged as important, especially by later principals. The case study has shown that when the principals tried to steer, usually it happened from a contemporary perspective, where acute events and structural problems needed to be resolved. The study can also be seen in a wider context than this single case study. Principals difficulties in leading visionary can be traced to an excessive workload and an excessive focus on the financial and performance management instead of thinking about which school they want to create in the future. The lack of vision in favour of the budget is what this study has shown

The general purpose this study has been to determine the perception of MBA students on quality lecturing. Business schools are concerned about how learners evaluate the lecturing experiences in order to monitor the quality of the lecturing. Student evaluations are assumed to mirror relative stable views which hold implications for how tertiary institutions act upon and reward the educational practices of lecturers. It is evident from prior research that broad reaching claims concerning student satisfaction cover large alternatives in terms of a construct being evaluated. Links between what is measured, and how this information should be utilised, are not always well-defined. Previous studies suggest that student satisfaction and perception is a multifaceted concept consisting of several complex dimensions. The true muscle of lecturing is crucial leadership ability. It is not just a lecture or a presentation. Lecturing is a set of skills. It is not just about a gift. It is a set of practices that should be rehearsed, mastered and delivered. A lecturer will certainly not deliver a faultless lecture, but might bring an influential and current lecture. The skill set of lecturing is both a skill and a discipline. A lecturer should learn and practices the discipline; then the skill will be conquered. Everyone can be a powerful and skillful presenter, but it will take time, rehearsal and vigor to overcome mediocrity. The management of business schools should comprehend the importance of quality lecturing. Without emphasis on lecturing, the perceived quality of a business school could be misconceived by students. Quality lecturing should always be a focus point and the emphasis on improved effectiveness by management. / MBA, North-West University, Potchefstroom Campus, 2014

Abstract The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding factors within their work environment that influence or impede the transfer of training process (specifically, organizational support and transfer climate/culture). Second, it intended to determine the perception of law enforcement officers concerning the promotion of their organization's learning practices, learning culture, and the continuous learning environment at an individual, team, and organizational level (a learning organization). Lastly, it intended to determine if there was a difference in the perception of law enforcement officers related to transfer of training and a learning organization utilizing the variables of rank, posting, gender, years of service, and age. The participants included law enforcement officers within a Caribbean police department. The two theories employed as the theoretical framework for this study are the training transfer process model by Baldwin and Ford (1988) and the Watkins and Marsick's (1997) framework of learning organization, the dimensions of learning organization. Data was collected using qualitative and quantitative methods (focus groups and a paper and pencil version of the Dimension of Learning Organization - A). A pilot study was conducted to establish the integrity of the data collection methods and evaluate the viability of the focus groups. The conclusions that emerged from this research indicated that subordinates and management did not perceive the organization as one that provided support for transfer of training within the work environment. As it relates to the officers' perception of their organization as one that promotes a learning practices and culture, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an individual level (group mean = 3.26 with a standard deviation of 0.91). As it relates to the team or group level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning (group mean = 3.10 with a standard deviation of 1.12). As it relates to the organizational level, the law enforcement officers had a neutral perception of the organization as one that promoted learning practices, learning culture, and continuous learning at an organizational level (group mean = 3.40 with a standard deviation of 1.07). However, this does not mean that the officer's individual scores were in this range.

A lack of research surrounding the contextual factors that either facilitate or impede the progress of developing learning capabilities in organizations suggests that researchers have yet to examine such issues. Indeed, despite a plethora of information on the trust, politics, and learning constructs, researchers have yet to explore these variables in conjunction with one another. While literature regarding organizational learning has grown substantially over the last decade, studies continue to investigate a common set of established factors that support the development of this practise. This study will explore the complex relationships between trust, politics, and learning, as well as the influence on building employee commitment and reducing turnover intentions. Results from the study provide the basis for the development of an integrative framework that illustrates how contextual factors influence organizational learning capability and in turn, the effects that developing learning capability can have on other organizational processes.

Few empirical studies have examined the relationship between learning organization dimensions and public sector performance. While others have argued that public organizations are important contexts to for the study of organizational learning, learning in public sector and government organizations has not been given the empirical attention that private sector learning has. The goal of this study is to assess to what degree a government bureaucracy can learn and to examine whether a relationship exists between learning (predictor variables) and performance (criterion variables) in a government organization. To evaluate this, the government department of Family Services and Consumer Affairs within the province of Manitoba, Canada was used as a case study. All non-political staff in the Department were invited to complete an online version of an adapted version of the Dimensions of the Learning Organization Questionnaire (DLOQ). The current study addresses several gaps in the literature. This study found that a relationship indeed exists between organizational learning and performance in a Canadian public sector context. Second, a fourth variable of performance (goal performance) was added to assess the relationship between organizational learning and an organization’s stated goals. Dimensions of the learning organization were found to be predictive of goal performance. Third and finally, this study offers recommendations on if and how a public sector organization can move from a bureaucracy, with its hierarchical authority and rules and order, to a learnaucracy, based on individual empowerment and a culture of reflexivity.

<p>Talent management has been a heating-up topic in recent years. It has a positive effect on the ability to create a compelling, productive, and valued enterprise for all stakeholders — employees, customers, business partners and investors. Moreover, talent management facilitated talent flexibility and enables the rapid growth of the business, ensuring rapid alignment with the requirements established by business leaders as the company evolved. Meanwhile, the importance for a company to attract and retain a high-quality workforce is moving into the boardroom agenda, more and more attention is pain on this acute topic.</p><p>In this thesis, we are doing the research on how to build up a talent factory within the company – how to recruit the most outstanding people to meet the business needs, how to maximize the potential of employees, how to put the right people in the right position and finally how to keep the best people in the company. In order to achieve it, we conducted our research from different methodologies (literatures, case studies, interviews) to find the answer our research question: is talent management a science or an art in order to build up a talent factory? At the end, we came out of our own understanding about the talent management and the accommodations of building up a talent factory.</p>

The work is devoted to the problem of learning organization. The objective of the work is to evaluate if the chosen company actually is learning organization and to identify the areas in which the company is close to this concept and what action should be taken to become a learning organization. A questionnaire survey was mainly used for this evaluation. In the end strong and weak sides of the chosen company are introduced and a recommendation is proposed which should lead to creating a learning organization.