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Development of an instrument to measure tendencies toward self-directedness in learning within a workplace settingHogg, Kenneth Shannon, Witte, James E., January 2008 (has links) (PDF)
Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 91-100).
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Community and the college classroom an exploration of teacher, student, and classroom variables /Salazar, Tammy Tomberlin, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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The human side of change : towards a pragmatic, evolutionary conception of cognition and emotion in organizational change /Smith, Jason Wayne, January 1900 (has links)
Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education Title from title-page of electronic thesis. Bibliography: leaves 378-398.
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Essays on Learning from Failure while pursuing Novel InnovationAwate, Kiran, Awate January 2018 (has links)
No description available.
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The Ever-Changing Personality: Revisiting the Concept of Triple-Loop LearningFahrenbach, Florian, Kragulj, Florian January 2019 (has links) (PDF)
Purpose - Considering personality as changeable through a bottom-up process of altering states, habits and
traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this
paper is to reconsider Bateson's theory of learning and organizational triple-loop learning in light of this
recent empirical evidence.
Design/methodology/approach - This paper uses a multi-disciplinary conceptual approach. Based on
an integrative analysis of literature from recent work in personality psychology, four dimensions (process,
content, time and context) are identified that allow linking personality change and triple-loop learning.
Findings - Identifying a bottom-up process of changing states, habits and traits as being central to change
personality, allows for reconsidering Bateson's theory of learning as a theory of personality development
(Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop
learning is conceptualized as a change in an organization's identity over time that may be facilitated through a
change in responding to events and a change in the organization's routines.
Practical implications - Interventions that change how organizations respond to events and that change
the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing
organizational identity over time.
Originality/value - This paper contributes to the discussion on Bateson's theory of learning and
organizational triple-loop learning. As interest in personality change grows in organization studies, this paper
aims to transfer these findings to organizational learning.
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Innovativeness As A Managerial Process In The Context Of Science Teaching: A Case Study On Bahcesehir Science And Technology High SchoolPeksen, Zehra 01 June 2010 (has links) (PDF)
This study aimed to investigate the innovation practices and the factors contributing to innovativeness in Bahç / eSehir Science and Technology High School (BSTHS). The study was designed as a case study and different qualitative data collection techniques were used to collect the data. 17 participants of this study were chosen among administrators, science and mathematics teachers and 4 students.
The study documented both managerial and academic innovations at the School. Besides, the factors contributing to innovativeness at BSTHS were documented. Research findings show that the BSTHS was successful in establishing a place within the Turkish Education System as a new and original education institution. The BSTHS administration is working on, based on an effective leadership, providing most suitable conditions for education and learning, and they are doing that with a participatory administration approach. Beyond that, they constructed an effective network with the support of the Bahç / eSehir University towards the development of the school in line with its targets. According to the research findings, foremost aspects that make the BSTHS innovative and original are a new curriculum, an individual-based education system, application of new technologies in education and learning processes and the establishment of the institution as a self-learning organization.
It is argued that different factors (e.g., leadership, participative management, social interaction, knowledge share) are combined with quality inputs (e.g., students, staff, technology, physical infrastructure) have contributed to the creation of a culture of innovation. Hence, it is concluded that extensive physical or financial resources are not enough to accomplish innovativeness. Besides, a culture of innovation needs to be cultivated in order to accomplish innovation.
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Learning from an Envisioned Future - An empirical accountKaiser, Alexander, Kragulj, Florian, Grisold, Thomas, Walser, Roman January 2016 (has links) (PDF)
Innovation processes require organizations to transcend current boundaries. These include not only technological as well
as social limitations but "above all" the way we address the future. We are used to face the future with our existing knowledge and
experiences from the past. This strategy, however, can hardly lead to knowledge off the beaten path. We therefore suggest a new
learning approach for organizations, which enables to literally envision a desired future scenario and thereby, allows for the
creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along
with an enhanced theory of learning including learning from the future, we present our empirical findings from comparing the
outputs of Learning from an Envisioned Future and learning from the past. For this purpose, we use data from two organizational
learning projects; one, which was conducted with a high school in Austria and another one, which was conducted with members of
the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does
produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past
experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations.
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Motivations for and Problems in the Continued Use of Organizational E-learning System : A Case of Telecommunication Company in IranTavakoli, Samira January 2016 (has links)
E-learning in organizations is gaining more attention as it can be a step forward in the competitive market. Businesses are more in need of skilful employees and at the same time employee turnover can have costs. Although the organizations are offering elearning systems, these systems are not being used as much as they should be. This research concerns continued use of e-learning system in the organizations. The purpose of the study is to understand the motivations for and problems in the continued use oforganizational e-learning. The case under study is a Telecommunication Company in Iran which is investing noticeably on the organizational e-learning. For this purpose, a qualitative research method was adopted and semi-structured interviews with 8 users of an organizational e-learning system were conducted to collect the data. The Data were analyzed and interpreted using codes and categories, based on the research questions and related literature. The result indicated some details about the motivations and barriers in the continued use of organizational e-learning system and it has implication for the Company under the study and other organizations which use or intend to use e-learningsystems. / Motivations for and Problems in the Continued Use of Organizational E-learning System: A Case of Telecommunication Company in Iran
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Thriving at work: A call center studyRhodes, Lisa M. January 2018 (has links)
No description available.
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