Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D.)--University of Central Florida, 2009. / Adviser: Tim Kotnour. Includes bibliographical references (p. 184-192).

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Information technology (IT) offshoring is an increasingly important strategic tool for firms. Although offshoring activities have led to significant cost savings in many cases, a critical concern is that as IT work moves offshore the deep, experiential knowledge will also move offshore. This knowledge loss may leave the domestic firm with a smaller pool of candidates vying for upper-level management jobs, leading to a future disruption in the management supply chain. In this dissertation three models are developed to investigate how the offshoring of IT activities may affect the domestic firm's knowledge level and as a result the costs of IT work.In the first model the impact of critical model parameters on the offshoring costs is investigated under the assumption that the offshoring rate is fixed. Although short-lived offshoring projects may generate substantial cost savings, long-lived offshoring projects may cause a disruption in the management supply chain, resulting in substantial cost increases. Under some conditions the domestic firm may be locked into an agreement where the backshoring decision becomes economically infeasible.In the second model, the domestic firm is allowed to make the offshoring rate decision. In this case the domestic firm may "steal" learning-by-doing knowledge from the foreign firm with a very low offshoring rate when the knowledge transfer rate is assumed to be constant. This "discontinuity" in knowledge transfer results in a "bang-bang" solution for the offshoring rate. Depending on the level of the disruption in the management supply chain the domestic firm should choose either very small offshoring or full offshoring. In response, it may be in the foreign firm's interest to contract a minimum offshoring rate. The impacts of assuming the knowledge transfer rate as a proportionally increasing function of the offshoring rate is also examined. In this case the middle range offshoring rates are viable solutions for the domestic firm.In the last model, the impact of allowing the domestic firm the real option to alter the offshoring rate is examined. This flexibility provides value in the mid ranges of the disruption of the management supply chain.

This research set out to explore cognitive processes involved in learning among help desk consultants, both apprentices and experts.

The dissertation outlines the historical development of organisational complexity theory based on a review of the literature. Particular attention is given to the way in which complexity impacts on the performance of organisations. Systems theories, turbulence and chaos theory, learning and change, and organisational learning are discussed. The challenges to remain competitive which organisations are facing are compared with the approaches which have been taken in the company Siemens Ltd, using a framework which is based on an expanded interpretation of learning organi sations. The impact of the training on a number of young high-potential managers who have been trained using a learning-organisation systemic approach, is investigated. The results suggest that the changing environment of business and the novel form of training which was offered have combined to make the learning which took place deeply personal and central to positive changes to management which are taking place in the company. Recommendations are made of how a systems-thinking approach (and becoming a learning organisation ) can be applied broadly to companies that wish to improve the contributions of their managers in order to improve their comp etitiveness. / Thesis (M.Sc.)-University of KwaZulu-Natal, Durban, 2005.

Schools have a responsibility to prepare students for the 21st century because the global economy demands a workforce that can adapt to a constantly changing and increasingly complex environment. High-stakes accountability for student learning is the United States’ strategy to ensure that schools adequately prepare students. This high-stakes environment requires school leaders to make curricular and instructional decisions intended to simply prepare students for tests. Yielding to the pressure to perform on tests often neglects students’ opportunities to think critically or engage in complex problem solving, which are both important skills for today’s workplace. Some school and district leaders do not succumb to a narrow curriculum nor do they dictate tight instructional practices in response to high-stakes tests. They realize that they must adapt to external pressures while also preparing students for the challenges they will face. These schools and districts rely on organizational learning to identify problems and develop solutions. All members of the organization engage in a cycle of error detection and correction as a means to better navigate a complex and changing environment. This kind of school and school district work environment requires that the superintendent and principals lead in a way that fosters organizational learning. This case study uncovers the relationship characteristics between three former superintendents and five principals in a central Kentucky school district that fosters organizational learning. The study of this district found that key components of these relationships were (a) decisions based on what is best for kids, (b) a reliance on continuous professional learning, (c) a desire to constantly challenge the status quo, and (d) a genuine respect for each other personally and professionally.

Learning organization and organizational learning are concepts that have been explored extensively in the literature. Interestingly, there seems to be a lot that organizations can still learn from the concept of organizational learning. Using the practitioner research methodology, this research project attempted to explore how applicable the theory of learning organization is at Mangosuthu University of Technology (MUT). Practitioner research allows the practitioner to reflect on his or her practice with the intention of improving the practice. As the Skills Development practitioner, I am motivated to improve workplace learning at MUT. The literature review conducted for this study has revealed that workplace learning has an enormous impact on both the performance and the image of organizations. As the environment in which organizations operate in the 21st century is very turbulent and demands dynamic people to function within the structure, employees need to share knowledge, and learn and re-learn new skills. To explore the intensity of workplace learning at MUT a survey and focus group was used. The findings revealed that MUT is on a journey of becoming a learning organisation; given all the efforts it has put in place to strengthen workplace learning. Workplace learning is encouraged at MUT. / Thesis (M.Com.)-University of KwaZulu-Natal, Durban, 2013.

This thesis describes research aimed at increasing the accessibility of modelling to the general manager as a tool to promote organisational learning and improve managerial performance. An exploratory approach was adopted and a wide-ranging investigation of the whole process of modelling and its relevance to learning was carried out. A review of individual learning, organisational learning and modelling techniques in management, led to the identification of system thinking as a modelling methodology whose role in promoting learning warranted further research. Two major pieces of fieldwork were conducted. Firstly, the process of training managers in systems thinking was studied. Secondly, a case study of the adoption of systems thinking by a large manufacturing company was carried out. During the course of this work, a number of training case studies and a supply chain management training workshop, based upon the use of a generic supply chain model, were developed. This fieldwork identified model conceptualisation as a major area of difficulty for novice modellers. In order to provide assistance in this area, a new framework for model conceptualisation, based upon the use of archetypes and generic models, was developed. During the course of this work an exploration of the relationship between qualitative and quantitative modelling was carried out. This resulted in the development of simulation models of a number of the system archetypes. Additionally, a computerised Delphi-based knowledge acquisition tool was developed. The purpose of this tool was to allow a large group of geographically dispersed people to become directly involved in the modeffing process. In conclusion, this thesis has suggested that there are substantial benefits to be gained from encouraging managers to become modellers. It has also confirmed the potential of systems thinking to support modelling for learning.