Made available in DSpace on 2016-04-25T16:44:52Z (GMT). No. of bitstreams: 1 Luis Eduardo de Carvalho.pdf: 2316076 bytes, checksum: 8d16018d7c3c4d5f7439b9305aadb29f (MD5) Previous issue date: 2006-12-05 / The overall purpose of this research is to verify if the implementation of the managerial practice balanced scorecard stimulates the occurrence of strategic learning. The reasons for this study were the importance of strategic learning for company s survival and the emergent adoption of balanced scorecard by companies inside and outside Brazil. The methodology was literature review, hypothesis test trough a survey with companies which implemented balanced scorecard and case studies with two companies. The survey results confirmed the strong contribution of balanced scorecard for strategic learning, but an ambiguous contribution for emergent strategies, where it was observed the least growth and the single answers where there were intensity reduction for 9% of the interviewees. The case studies increased the understanding about what happens with new strategies emergence, once that the initial hypothesis was that balanced scorecard would make the strategy more rigid, it was clear that balanced scorecard has some interference in the moment of possible new strategies are evaluated by its owners. As a final concern, it is possible conclude that balanced scorecard implementation can simultaneously stimulate and do not stimulate the occurrence of strategic learning / O objetivo geral desta pesquisa é verificar se implantação da prática de gestão balanced scorecard favorece a ocorrência da aprendizagem estratégica. As causas que motivaram o estudo foram a relevância da aprendizagem estratégica para a sobrevivência das empresas e a crescente adoção do balanced scorecard por empresas dentro e fora do Brasil. A metodologia utilizada no trabalho foi a revisão bibliográfica; construção e teste da hipótese, através de sondagem com empresas que implementaram a prática de gestão, e estudo de casos com duas empresas. Os resultados da sondagem mostraram forte contribuição do balanced scorecard para a aprendizagem estratégica, mas uma contribuição ambígua na ocorrência de estratégias emergentes, onde se observou o menor crescimento dentre todos os analisados, sendo também o único com respostas individuais de redução de intensidade para 9% dos entrevistados. Os estudos de caso aumentaram a compreensão sobre o que ocorre com a abertura a emersão de novas estratégias, uma vez que a hipótese inicial de que o balanced scorecard tornaria a estratégia rígida , mas houve indícios que o balanced scorecard interfira negativamente em uma etapa anterior, no momento em que as possíveis estratégias emergentes são avaliadas pelos proponentes. Como uma consideração final, conclui-se que a implantação do balanced scorecard pode simultaneamente favorecer e desfavorecer a ocorrência da aprendizagem estratégica

Made available in DSpace on 2016-04-25T16:45:06Z (GMT). No. of bitstreams: 1 Saulo de Aguiar Bonassi.pdf: 1388902 bytes, checksum: 3e9984355bbcfbe9a5c9f0a4a25c65e2 (MD5) Previous issue date: 2008-05-28 / The main objective of the project is to understand how strategic learning actually occurs within organizations and what elements are important to foster it. What basically motivated the project was, on the one hand, the perception of a context that increasingly challenges the survival of organizations, whose life cycles turn out to be shorter and shorter. On the other hand, a mechanistic view still prevails, when dealing with themes related to strategy and management, which underestimates the learning throughout the process. From this perspective, the general object was to explore, by means of a case study, the process of strategic learning and the challenges related to it in the light of a paradigm that is more descriptive than prescriptive. Furthermore, an attempt was made to contextualize the theme through the bibliography focusing on the intersection between strategy and organizational learning. For the purposes of this study, a company was selected which boasted a large capacity for adaptation and transformation. It was possible to clearly identify some strategic learning cycles that the company went through and which significantly contributed to its survival and growth. In order to identify these cycles and understand how they came about, the history of the organization was salvaged throughout its nearly twenty years of existence by using the storytelling technique. Defining and exploring the great learning cycles undergone by the organization enables their comprehension. A process was clearly perceived which was much more based upon emerging strategies and sense making than on deliberate or planned strategies. This process bore the mark of a powerful entrepreneurial and visionary spirit and was built upon experimenting. This led the organization to broad reorientations, where products, services, competences and even mental models were abandoned or destroyed, thus allowing for the creation of a new set of references. These cycles somehow seem to have been systematic, taking place every three or four years and making it possible for the organization to adapt, transform and move ahead. The analysis of such cycles has enabled the researcher to identify some noteworthy characteristics of the organization which, one way or another, have permeated all these learning cycles and which prove to be invaluable to bring about strategic learning. Nevertheless, rather than drafting a theory or aspiring to be prescriptive, this project intends, as its greatest contribution, to be an instrument to foment reflection concerning the process of planning and managing strategy, hence affording a glimpse into how such a process evolves into one constructed upon other assumptions and actually nurturing constant learning and innovation / Esta dissertação busca entender como ocorre a aprendizagem estratégica nas organizações, e quais são elementos importantes para estimulá-la. Os dois principais motivadores para o estudo foram, de um lado, a percepção de um contexto cada vez mais desafiante para a sobrevivência das organizações, cujo ciclo de vida mostra-se cada vez menor; e, de outro, uma forte visão mecanicista, ainda predominante ao tratar os temas relacionados à estratégia e gestão, desprezando o aprendizado ao longo do processo. Nessa perspectiva, o objetivo geral do estudo foi explorar o processo de aprendizagem estratégica e os desafios a ele relacionados sob um paradigma mais descritivo que prescritivo, através da realização de um estudo de caso. Além disso, buscouse na revisão bibliográfica contextualizar o tema focando a intersecção entre estratégia e aprendizagem organizacional. Para realização da pesquisa foi selecionada uma empresa com forte capacidade de adaptação e transformação, na qual foi possível identificar claramente alguns ciclos de aprendizagem estratégica pelos quais passou a organização, e que contribuíram de maneira significativa para sua sobrevivência e crescimento. Para identificar estes ciclos e entender como eles aconteceram foi resgatada a história da organização em suas quase duas décadas de existência, usando a técnica narrativa do storytelling. A identificação e exploração dos grandes ciclos de aprendizagem do nosso caso permitiram entender como eles ocorreram. Percebeu-se claramente um processo muito mais fundamentado em estratégias emergentes e criação de sentido do que de estratégias deliberadas ou planejadas. Um processo marcado por um forte espírito visionário e empreendedor, baseado na experimentação, levando a organização a grandes reorientações, segundo as quais produtos, serviços, competências e até modelos mentais eram abandonados ou destruídos para a criação de um novo conjunto de referências. Estes ciclos parecem de uma forma ou de outra terem sido sistemáticos, ocorrendo sempre a cada três ou quatro anos, permitindo à organização pesquisada se adaptar, se transformar e seguir adiante. A análise realizada permitiu ao pesquisador identificar algumas características marcantes da organização, que de uma forma ou de outra permearam todos os ciclos de aprendizagem, e que se mostram elementos valiosos para ocorrência da aprendizagem estratégica. Todavia, mais que buscar elaborar uma teoria ou tratar de ser prescritivo, a contribuição maior do projeto está em fomentar uma reflexão sobre o processo de planejamento e gestão da estratégia, permitindo vislumbrar a sua construção sobre outros pressupostos que incentivem de fato o aprendizado e a inovação constante

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

Purpose – The presented research aims to explain, describe and analyze the process of dynamic strategy development in high growth firms. Accordingly the research seeks to investigate how dynamic strategies are used within high growth firms and how strategic learning affects the process. Design/methodology/approach – The authors presents a review of theoretically relevant studies of high growth related to strategy, and two original studies examining the impact of dynamic strategy on high growth. A theoretical framework for the study of dynamic strategy processes is developed. The study comprehends eight interviews divided over five high growth firms, where high growth is defined by the OECD (2008) standard. Findings – In the study, the researchers finds significant evidence for the active and deliberate use of dynamic strategy in the high growth firms of the study. The implication of strategic learning on the dynamic strategies is found to be substantial. The findings shows that dynamic strategy development are used to a large extent and considered vital for achieving growth within in the high growth firms of the study. Research/theoretical implications/limitations – The findings demonstrate that dynamic strategy development is actively used in high growth phases of the firms studied. This has implications on the extension of previous research, as it shows the actual use of dynamic strategy and further emphasizes the importance of strategic learning within this process. With the important limitation that the study is considered too small to generalize over a larger population, which implies that further research on the subject is needed. Managerial implications – The findings provide guidelines for managers of how to handle strategy development in high growth, however due to the previous limitation this is presented as the way the high growth firms within this study handles this development. The guidelines could be used by anyone in managerial positions, thus increasing the understanding of how high growth firms handle strategy.