Comparing levels of organizational learning maturity of colleges and universities participating in traditional and non-traditional (Academic Quality Improvement Project) accreditation processesNeefe, Diane Osterhaus. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Field problem. Includes bibliographical references.
Organisational learning managing environmental complexity and change : this thesis is submitted to Auckland University of Technology on partial fulfilment of the degree of Master of Business, 2002.White, Natalie C. January 2002 (has links) (PDF)
Thesis (MBus) -- Auckland University of Technology, 2002. / Figures 4.1-4.4 at end of file. Also held in print (138 leaves, 30 cm.) in Wellesley Theses Collection (T 658.406 WHI)
Organizational Learning Theory and Districtwide Curriculum Reform: The Role of the Superintendent and Chief Academic OfficerFinocchio, Bobbie F. January 2016 (has links)
Thesis advisor: Rebecca Lowenhaupt / This qualitative case study examined the mechanisms employed by a public school Superintendent and Chief Academic Officer to support district wide curriculum reform. Utilizing organizational learning theory as a frame, the study aims to uncover the extent to which the district functions as learning organization. A learning organization can be characterized by a systematic approach to the acquisition and distribution of information to then retrieve and uniformly interpret new knowledge for the organization’s future use. Interview data and document analyses revealed strong evidence of organizational learning mechanisms employed by the Superintendent and Chief Academic Officer. Specifically, strategies for information acquisition and distribution were highly utilized, as well as structures for accountability including supervision, coaching models and a focus on data use. These district administrators delegated roles and meeting structures to support curricula adaptation, including heavy reliance on the instructional leadership of coaches and directors. With the goal of improving student outcomes via curricula reform, such structures facilitated adaptation and engagement in new learning by various members of the school district. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
Transfer of learning : Constraints and challenges experienced by employees in selected departments of the North West Province / Gaitsiwe Sheron SepengSepeng, Gaitsiwe Sheron January 2010 (has links)
The purpose of the study was to explore and identify the constraints and challenges that prevents public service employees from transferring what they have learned during training intervention to the workplace. The aim was to further make recommendations to address the factors identified as constraints of transfer of learning into the workplace. To achieve the goal, the study focused on extensive literature and theoretical inquiry with the aim of understanding concepts of transfer of learning, and constraints to transfer of learning, to determine the relationship between transfer of learning and employee/trainee performance, and to suggest a framework to manage or mitigate the constraints to transfer of learning. The study used a qualitative and quantitative research methodology, with emphasis on quantitative research methodology to draw conclusions. A sample of 106 was drawn from the two departments, where a questionnaire was administered. The findings of the study revealed that the following factors as constraints to transfer of learning: lack of learner's readiness before training; lack of support and acknowledgement of new skills acquired by trainees from their line managers; even though training improves knowledge level and competency level, thereby increasing productivity, however lack of support constrain transfer; lack of appropriate or relevant tools for application of theory; and lack of cooperation and support from colleagues. / Thesis (MBA) North-West University, Mafikeng Campus, 2010
An examination of the interplay of knowledge types, knowledge workers and knowledge creation in knowledge managementChan, Ngai-man., 陳艾敏. January 2004 (has links)
published_or_final_version / Business / Doctoral / Doctor of Philosophy
Chen, Xiaoyun, Linda, 陳晓云
published_or_final_version / abstract / Business / Doctoral / Doctor of Philosophy
No description available.
Fit different types of knowledge sharing with relevant antecedents: an exploratory study. / CUHK electronic theses & dissertations collectionJanuary 2013 (has links)
Wang, Yang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 68-74). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong,  System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.
No description available.
White, Natalie C
This thesis presents an investigative analysis of organisational learning and addresses two key gaps evident within the literature: 1. Diversity of thought over what constitutes organisational learning 2. Lack of empirical study that authenticates the 'practice' of organisational learning In examining these two gaps this thesis provides a synthesis of the fragmented literature, resulting in the development of five core tenets that together constitute organisational learning. Until now, this type of synthesis has never been undertaken. The core tenets are then tested to address the question of whether organisational learning is practiced. This involved a Content Analysis of reports made by Senior Management in leading New Zealand organisations. A pragmatic approach was used in analysing this data, allowing for both quantitative and qualitative methods. The chief finding of this study is that four of the five tenets of organisational learning are prevalent, to varying degrees, among the New Zealand organisations studied.
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