Companies struggle against complex and dynamic conditions in order to survive in their business settings. Being in the knowledge era, learning has been accepted as one of the main sources of sustainable competitive advantage. Organizational learning (OL) is a set of activities to obtain organizational memory (OM) by acquiring, sharing, interpreting, integrating and institutionalizing knowledge. OM is exploited by the companies in strategic decision-making process, which makes OL a critical concept. The major objective of this study is to explore how construction companies create OM and how they exploit this asset in strategic decision-making process. In this context, an interview study is conducted with eight large Turkish construction companies and OM perceptions of each company are presented as case studies. This survey revealed the strengths and weaknesses in terms of OL competence. One of the key outputs is that companies are successful at acquiring and storing knowledge but they are not familiar with decision support systems (DSSs) that benefit from OM. Such systems enable OL by assisting decision makers in processing, assessing, integrating and organizing knowledge. To meet the requirements of the industry, a DSS is proposed to aid construction companies in international market entry decisions. This tool is generated under a software package by adopting case-based reasoning (CBR) as the problem solving approach, which finds solutions to new problems based on the past experiences. The model is developed by the acquisition of past real international project data as input information. The model produces two outputs that are indicators of attractiveness of a project and competitiveness of a company, which are the key decision criteria in international market entry problem.

Made available in DSpace on 2016-06-02T19:51:57Z (GMT). No. of bitstreams: 1 4809.pdf: 1977399 bytes, checksum: 2da34c0f770d1a13eee03a5663bb0ca2 (MD5) Previous issue date: 2012-11-09 / In recent years the possibility of incorporating the process of Learning Organizational (LO) during the life cycle of projects has been drawing the attention of scholars. However, there are few studies that analyze the subject in a practical and deeper way. The traditional studies try to consider and discuss the learning after the project more accurately due to its wide use in the business world. Nevertheless, the learning process may also occur during the projects when stimulated by mechanisms that systematize the externalization of knowledge and by means that encourage the sharing and the transference of them between projects team. Structured by means of a research action, this dissertation collaborate with the expansion of the knowledge about the subject investigating and improving actions that promote the practice of learning organizational during the development of projects in a medium-sized Consulting Engineering company from the civil construction sector located in the metropolitan region of São Paulo. The actions are guided aiming to promote the transference of explicit knowledge (technical documents and reports), the reuse of the learning from their own experiences and past history (tacit knowledge) and the systematic problem solving. The implemented actions were incorporated in the procedures of the Quality Management System of the Company and, from trainings, observations and informal and formal evaluations (internal and external audits) it was possible to point opportunities of improvements to reinforce the process of organizational learning during the development of projects. The research revealed that the transference of knowledge generated in documents, reports and technical studies to other projects is not effective in organizational level, being a lot more employed among the project coordinators with more length of service that know a larger number of projects performed or ongoing. In the other hand, despite the tacit experiences developed by the people (own experiences), the learning occurs when the coordinator of a project compulsorily identifies and registers in a Project Execution Plan (PEP) the similar developed or developing contracts in the company, interrelating them with the people involved in these contracts. Following the process, the plan is disclosed to the team members of this coordinator, which consult those people. The generation of knowledge provided by the dynamic of systematic problem solving appears as incipient because, in the consulting engineering, a lot of factors hinder the capture of this knowledge in the form of register for later reuse. Among these factors it is possible to mention: difficulty in determining the categories of problems that comprehend all the projects, imposition of the clients not to generate registers, hesitancy of the project coordinators to externalize the problems of the projects and, as a result, their reputations. / Nos últimos anos a possibilidade de incorporação do processo de Aprendizagem Organizacional (AO) durante o ciclo de vida de projetos (project) tem chamado a atenção de estudiosos. No entanto, têm-se poucos estudos que analisam o tema de maneira prática e mais profunda. Os estudos tradicionais tendem a considerar e discutir o aprendizado após o projeto com mais propriedade devido ao seu amplo emprego no mundo empresarial. Entretanto, o processo de aprendizagem pode ocorrer também durante os projetos quando estimulados por mecanismos que sistematizem a externalização de conhecimentos e por meios que favoreçam o compartilhamento e a transferência destes entre equipes de projetos. Estruturada por meio de uma pesquisa-ação, esta dissertação colabora com a expansão do conhecimento sobre o tema investigando e aprimorando ações que promovam a prática da aprendizagem organizacional durante o desenvolvimento de projetos em uma empresa de Engenharia Consultiva do setor da construção civil, de médio porte e localizada na região metropolitana de São Paulo. As ações são pautadas no intuito de promover a transferência de conhecimentos explícitos (documentos e relatórios técnicos), o reaproveitamento das próprias experiências vivenciadas (conhecimento tácito) e a resolução sistemática de problemas. As ações implementadas foram incorporadas em procedimentos do Sistema de Gestão da Qualidade da Empresa e, a partir de treinamentos, observações e avaliações informais e formais (auditorias internas e externas) foi possível apontar oportunidades de melhorias para reforçar o processo de aprendizagem organizacional durante o desenvolvimento dos projetos. A pesquisa revelou que a transferência de conhecimento gerado em documentos, relatórios e estudos técnicos para outros projetos não é efetiva em nível organizacional, sendo mais bem praticada entre os coordenadores de projetos com mais tempo de casa e que conhecem maior número de projetos realizados ou em andamento. Por outro lado, a despeito das experiências tácitas desenvolvidas pelas pessoas (próprias experiências), o aprendizado ocorre quando o coordenador de um projeto obrigatoriamente identifica e registra em um Plano de Execução do Projeto (PEP) os contratos similares desenvolvidos ou em desenvolvimento na empresa, inter-relacionando-os com as pessoas envolvidas nestes contratos. Na sequência, o plano é divulgado para os membros da equipe deste coordenador, os quais consultam aquelas pessoas. A geração de conhecimentos proporcionada pela dinâmica de resolução sistemática de problemas apresenta-se como incipiente, pois, na engenharia consultiva, são muitos os fatores que dificultam a captura destes conhecimentos em forma de registros para posterior reuso. Entre esses fatores pode-se citar: dificuldade em delinear as categorias de problemas que abranjam todos os projetos, imposição dos clientes para a não geração de registros, receio dos coordenadores de projetos em externalizar os problemas dos projetos e, por consequência, suas reputações.

本研究之目的在於從學習型組織、文化、與領導，探討個人學習與組織訓練對績效、競爭力的影響，並藉由研究結果發展出「組織學習之競爭力模式」與問卷，以協助台灣企業進行組織診斷，進而有助於提昇個人、組織、與國家整體之績效、競爭力。 本研究運用文獻探討與問卷施測的方式，進行變項之間關聯性的探討，以國內企業作為研究對象，採立意抽樣方式共蒐集有效樣本153份。經過實證分析後，顯示本研究所使用之量表在內部一致性信度(.919~.973)與標準化迴歸係數(.469~.853)等檢驗指標上，皆達顯著的效果。 最後，根據路徑分析之結果顯示：1.「領導者學習型文化形塑能力」確實會對「學習型組織文化」之形塑，以及「組織績效」產生正向影響，2.「學習型組織文化」與「學習型組織」則分別對「個人競爭力」與「組織競爭力」產生正向影響，3.「組織訓練流程」對「組織競爭力」，以及「組織競爭力」對「組織績效」亦分別產生正向影響，因此本研究所建構之理論模式大致獲得支持，同時在各變項上的研究假設亦大多獲得驗證。最後研究者則針對學術研究與實務應用提出具體的討論與建議。 關鍵詞：領導者學習型文化形塑能力、學習型組織、學習型組織文化、個人學習技巧、組織訓練流程、個人競爭力、組織競爭力、組織績效 / The purpose of this study was to investigate the influence of the organizational competitiveness and performance from the learning organization, leadership, organizational culture, personal learning, and organizational training, and try to develop the ‘competitiveness model of organizational learning’, and questionnaires. At the same time, the author hopes the questionnaires can help the organizations of Taiwan, diagnose their organization and improve the competitiveness and performance of personal, organizational, and country. This study adopted literature review and questionnaire survey to collect research data. The sample of this study is 153 workers from organizations of Taiwan. Through the empirical data analysis, it showed that the questionnaires of this study have high reliability (.919~.973) and standard regression coefficient (.469~.853). According to the result of the path analysis: (1) ‘the ability of develop a learning organizational culture of leader’ has significant and positive influence of ‘learning organizational culture’ and ‘organizational performance’, (2) ’learning organizational culture’ has significant and positive influence of ‘personal competitiveness’, while ‘learning organization’ has significant and positive influence of ‘organizational competitiveness’, (3) ‘organizational training procedures’ has significant and positive influence of ‘organizational competitiveness’, and ‘organizational competitiveness’ has significant and positive influence of ‘organizational performance’. Moreover, the research data support the developed model and confirm most hypotheses of this study. Finally, substantial suggestions were proposed for follow-up academic studies and practical applications. Keywords: ability of develop learning organizational culture of leader, learning organization, learning organizational culture, personal learning skills, organizational training procedure, personal competitiveness, organizational competitiveness, organizational performance.