E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool. / Ph. D.

No description available.

Knowledge is one of the most important assets of an organization that directly affects business success, and its importance increases for organizations that use knowledge-intensive processes such as the software development industry. In an industry in which technological developments are rapid, in order to keep up with the continuously increasing competition and to obtain competitive advantage the software organizations need to obtain the correct knowledge, use it efficiently and pass it to future projects evolving it accordingly. The major aim of this research is to propose a novel model, namely AiOLoS, for assessing the level of organizational learning and learning characteristics in software development organizations. The primary contributions of this two-legged AiOLoS model are the identification of the major process areas and the core processes that a learning software organization follows during its organizational learning process and to provide the necessary measures and metrics and the corresponding definitions/interpretations for the assessment of the learning characteristics of the software development organization. The research is supported with a multiple case-study work conducted in software development teams in order to identify the mapping of the core processes and the applicability of the AiOLoS model to software development organizations, its utilization as a tool for assessing organizational learning and providing a basis for software process improvement.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-30T16:07:45Z No. of bitstreams: 2 Dissertação - Isabela Machado Papalardo Landfeldt - 2016.pdf: 2905070 bytes, checksum: 628fb902a87bc02ab3cd3aadd2e7ef1c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-02T11:47:01Z (GMT) No. of bitstreams: 2 Dissertação - Isabela Machado Papalardo Landfeldt - 2016.pdf: 2905070 bytes, checksum: 628fb902a87bc02ab3cd3aadd2e7ef1c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-02T11:47:01Z (GMT). No. of bitstreams: 2 Dissertação - Isabela Machado Papalardo Landfeldt - 2016.pdf: 2905070 bytes, checksum: 628fb902a87bc02ab3cd3aadd2e7ef1c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-18 / The concept of competence takes different meanings in organizations and some features are essential to organizational performance. Therefore, it becomes important the competence management aimed at people management in order to maintain and develop skills required for the organization performance. In the Brazilian public sector, competence management was established through the Decree nº. 5,707/2006 which sets the National Policy for Staff Development (PNDP), encouraging permanent learning and development of institutional skills from individual skills. Despite the fact that competence management is not exactly old, it is already widespread in different institutions. In this way, public institutions end up sharing and using management methods applied in other institutions, showing very similar characteristics and management models, which is a feature of isomorphism. In consequence, considering the implementation of competence management requirement in federal public institutions in Brazil, this study aims to identify and describe the aspects that influence policies of competence management in federal universities and what the development and implementation of these policies generate in terms of learning. Based on the literature, initially the concepts of competence in organizations, learning in organizations and institutionalization of practices were defined. Then the methodology was set, so that this research is characterized as interpretative, descriptive and case studies. Seven Brazilian Federal universities were analyzed among a universe of 14 universities that have already started the implementation of competence management. With a semi-structured guide, interviews were conducted with managers involved in the process of development, implementation, monitoring and impact of management skills. Data were analyzed based on the goals set before. It was identified that among of the seven universities analyzed, none of them has the competence management model consolidated, whereas some universities are in development step and other in an advanced processes. The main areas that are affected by competence management in universities are training and performance evaluation. Besides relating the fields of study of competences, learning and institutionalization, this research contributes to organizations to understand better the demands of the Decree 5.707/2006 as well as to serve as a tools source for better management of servers. / O conceito de competência assume significados distintos nas organizações e alguns recursos são essenciais ao desempenho organizacional. Desta forma, torna-se importante a gestão por competências visando a gestão de pessoas de forma a manter e desenvolver competências requeridas para o desempenho da organização. No setor público brasileiro, a gestão por competências foi instituída por meio do Decreto nº. 5.707/2006 que define a Política Nacional de Desenvolvimento de Pessoal (PNDP), incentivando a aprendizagem permanente e o desenvolvimento de competências institucionais a partir de competências individuais. Apesar da gestão por competências não ser propriamente antiga, já é difundida em diversas instituições. As instituições públicas acabam compartilhando e utilizando métodos de gestão aplicados em outras instituições, apresentando características e modelos de gestão muito semelhantes, característica do isomorfismo. Desta forma, considerando a exigência de implementação da gestão por competências nas instituições públicas federais brasileiras, o presente estudo visa identificar e descrever os aspectos que influenciam políticas de gestão por competências em universidades públicas federais e o que o desenvolvimento e implantação dessas políticas geram em termos de aprendizagem. Com base na literatura, inicialmente os conceitos de competências nas organizações, aprendizagem nas organizações e institucionalização de práticas foram definidos. Em seguida foi definida a metodologia, de forma a presente pesquisa se caracteriza como interpretativista, descritiva e estudo de casos múltiplos. Foram analisadas sete universidades federais brasileiras dentre um universo de 14 universidades que já iniciaram a implantação da gestão por competências. Com um roteiro semi-estruturado de perguntas, entrevistas foram realizadas com gestores envolvidos no processo de desenvolvimento, implantação, monitoramento e impacto da gestão por competências. Os dados foram analisados com base nos objetivos estabelecidos. Foi identificado que dentre as sete universidades analisadas, nenhuma delas possui o modelo de gestão por competências consolidado, havendo universidades em etapa de desenvolvimento e outras com processos avançados. As principais áreas que são atingidas pela gestão por competências nas universidades são a avaliação de desempenho e capacitação. Além de relacionar os campos de estudos de competências, aprendizagem e institucionalização, esta pesquisa contribui para as organizações entenderem melhor as demandas do Decreto 5.707/2006 bem como para servir de fonte de ferramentas para uma melhor gestão dos servidores.

Today's organizations have an important societal responsibility to engage in sustainabledevelopment to ensure that future generations can fulfill their needs. It makes it crucial foremployees, as a central part of the organization, to be involved in the sustainability work toachieve the sustainable development goals. The purpose of this study is to examine howemployees in an organisation experience the sustainability work and what strategies they candistinguish for the sustainability work. We have chosen to investigate this at MAX burgersAB because they are known for their sustainability work. Based on this, four questions havebeen formulated regarding what employees know about what sustainability work consists ofin the organisation, how they experience the sustainability work, what strategies they candistinguish for sustainability work in the organisation and if there is a common perception ofthese strategies. Previous research has shown the importance of implementing sustainabilitywork in the organizational culture and how this is done by practical and theoretical learning.The theoretical framework of this study consists of Schein's (2010) theory of organizationalculture. This case study is based on seven qualitative interviews of employees at differentMAX burgers AB restaurants in Sweden and shows that employees mainly experiencesustainability work through an environmental perspective. The study also shows that theemployees can not distinguish strategies for sustainability work in the organizationthemselves, however the strategies we distinguish are formal education, staff meetings andcertain routines in the performance of work tasks. / Organisationer har idag ett viktigt samhälleligt ansvar att arbeta med hållbar utveckling för attsäkra en framtid för kommande generationer. Det blir då särskilt viktigt att medarbetare somen central del av organisationen involveras i hållbarhetsarbetet så att hållbarhetsmålen kanuppnås. Syftet med denna studie är således att undersöka hur medarbetare i en organisationupplever detta hållbarhetsarbete, samt vilka strategier medarbetare kan urskilja förhållbarhetsarbetet. För att undersöka detta har vi valt MAX burgers AB då de betraktas somledande inom hållbarhet både i Sverige och internationellt. Utifrån detta har fyrafrågeställningar formulerats som handlar om vad medarbetare vet om vad som ingår ihållbarhetsarbetet, hur medarbetare upplever hållbarhetsarbetet i organisationen, vilkastrategier för hållbarhetsarbete som går att urskilja utifrån medarbetares perspektiv, samt omdet råder en gemensam uppfattning hos medarbetare kring dessa strategier. Tidigare forskninghar lyft vikten av att implementera hållbarhetsarbete i organisationskulturen och hur detta görsgenom praktiskt och teoretiskt lärande. Studiens teoretiska ramverk består av Scheins (2010)teori om organisationskultur. Fallstudien baseras på sju kvalitativa intervjuer med medarbetarefrån olika MAX restauranger i Sverige och visar bland annat att medarbetare främst uppleverhållbarhetsarbete ur ett miljöperspektiv. Studien visar även att respondenterna inte själva kanurskilja strategier för organisationens hållbarhetsarbete, men de strategier som vi urskiljer medutgångspunkt i det insamlade materialet är utbildningar, personalmöten och rutiner kring vissaarbetsuppgifter.

En studie visar att endast var fjärde arbetsgivare uppger att lagändringen från 2017, som säger att arbetsgivaren ska främja etnisk mångfald, har förändrat deras arbetssätt. Trots den brist på kompetens inom flera branscher, exempelvis att det år 2020 saknas 50 000 ingenjörer på den svenska arbetsmarknaden, visar studier att etnisk diskriminering förekommer. Detta ledde till vårt syfte som var att undersöka hur rekryterare förhåller sig till etnisk mångfald i deras praktiska arbete. Våra frågeställningar berörde bland annat hur fenomenet genomsyrar rekryterarens praktiska arbete. Det gjordes en kvalitativ studie och intervjuade rekryterare från olika företag i en större stad i Sverige. I resultatet har det framgått att nyanställda inte har fått utbildning om etnisk mångfald och det uttrycks som en icke-fråga. Utifrån lärandeperspektivet, anses rekryterare behöva mer organisatoriskt stöd samt möjligheter för att reflektera över hur etnisk mångfald kan förstås i deras praktiska arbete. / A study shows that only every fourth employer states that the change in the law from 2017, which states that the employer need to promote ethnic diversity, has changed their way of working. Despite the lack of expertise in several industries, such as the fact that by 2020 it will lack 50,000 engineers in the Swedish labor market, studies show that ethnic discrimination occurs. This led us to our purpose to investigating how recruiters relate to ethnic diversity in their work. We did a qualitative study and interviewed recruiters from different companies in a larger city in Sweden. The main result has shown that new employees have not received any education about ethnic diversity and it was expressed as a non-question. Bases on the learning perspective, the recruiters need more organizational support and opportunities to reflect on how ethnic diversity can be understood within work.

Made available in DSpace on 2016-03-15T19:26:13Z (GMT). No. of bitstreams: 1 Diogo Reatto.pdf: 2556630 bytes, checksum: dc9a44a090bcadf59f51aecc7ef8c9bf (MD5) Previous issue date: 2014-08-15 / This research is a basic interpretative and qualitative study underpinned by an interacionist and interpretative epistemological approach that aims to understand how technical - administrative employees learning experiences occur in the workplace of Araçatub a School of Dentistry/UNESP. The research question is: how do technical - administrative employees experience learning throughout their professional tasks in the workplace? . There are three big aims: (a) identify, describe and understand the informal processes used for individuals to learn their professional tasks; (b) describe and analyze the role of the social interactions that occur in the workplace, as well as the influe nce of the organizational context in informal learning; (c) analyze how the workplace context of the studied Faculty supports or raises difficulties to informal learning. The theoretical frame joins the literature about Informal Learning in the workplace with Social Learning Theory by Elkjaer, in order to understand how learning occurs in social environments. It was conducted 16 semi - structured interviews with technical - administrative employees from Academic and Administrative Technical Divisions of Araçat uba School of Dentistry/UNESP. The collected data was analyzed through qualitative data analyses strategy proposed by Flores (1994). I t was concluded that employees learn their tasks informally, by their experience and daily practice in the workplace, during the work process, making questions and exchang ing ideas with their bos ses and colleagues from the own Faculty or from other UNESP faculty , with whom they build a contributive network for informal learning. Facing new and challenging tasks in other jobs is a trigger to informal learning, such as knowing the way as the organization works and studying its internal and external set of laws . The technical - administrative employee proactive behavior encourage s these actions. The employees interactions with the social worlds and subworlds identified in the interviews evoked emotions like gratefu lness, commitment, pleasure and love in the job and by the job, which sometimes support and raise difficulties at times to informal learning. The context factors that influence informal learning in the studied organization are organizational climate, culture and layout, as well as job development expectation and the relationship between newcomers and experienced employees. / Esta pesquisa é um estudo qualitativo interpretativo básico apoiado numa postura epistemológica interpretacionista e interacionista que visa a compreender como ocorrem as experiências de aprendizagem vivenciadas pelos funcionários técnico-administrativos da Faculdade de Odontologia de Araçatuba/UNESP em seus locais de trabalho. A pergunta de pesquisa é: "como os funcionários técnico-administrativos de uma faculdade pública vivenciam a experiência da aprendizagem no exercício de suas tarefas profissionais desenvolvidas no local de trabalho? ", e se desdobra em três grandes objetivos: (a) identificar, descrever e compreender os processos informais que esses indivíduos utilizam para aprender suas tarefas profissionais; (b) descrever e analisar o papel das interações sociais que ocorrem no ambiente de trabalho, bem como a influência do contexto na aprendizagem informal; (c) analisar em que medida o ambiente de trabalho da faculdade objeto de estudo favorece e/ou dificulta a aprendizagem informal. O referencial teórico articula a literatura sobre Aprendizagem Informal nos locais de trabalho com a Teoria da Aprendizagem Social de Elkjaer, para compreender como a aprendizagem ocorre em ambientes sociais. Conduziram-se 16 entrevistas semi-estruturadas com servidores técnico-administrativos das Divisões Técnicas Acadêmica e Administrativa da Faculdade de Odontologia de Araçatuba/FOA-UNESP. As informações coletadas foram analisadas pela estratégia de análise de dados qualitativos proposta por Flores (1994). Concluiu-se que os servidores aprendem suas tarefas informalmente, por meio da experiência da prática cotidiana no local de trabalho, no processo de trabalho, perguntando e trocando ideias com o superior e com os colegas da própria ou de outra unidade da UNESP, com quem constroem uma rede de relacionamentos contributiva para ações de aprendizagens informais. Enfrentar tarefas novas e desafiadoras em outros cargos ou funções é um gatilho para a aprendizagem desses funcionários, bem como conhecer o funcionam ento da estrutura organizacional e estudar a legislação interna e externa pertinentes à sua função e à organização. Essas ações são incentivadas pelo comportamento proativo do funcionário, o qual carrega consigo e o aplica no local de trabalho. As interaçõ es com os mundos e submundos sociais identificados também despertam emoções como gratidão, comprometimento, prazer e amor no trabalho e pelo trabalho, as quais ora apoiam ora suprimem a aprendizagem. Os fatores de contexto ambiental que influenciam a AI são o clima, a cultura e a estrutura física organizacionais, bem como as expectativas de crescimento no trabalho e a relação entre novatos e experientes.

Made available in DSpace on 2016-03-15T19:26:44Z (GMT). No. of bitstreams: 1 Sergio Ademar Fonseca.pdf: 2756550 bytes, checksum: 66734502220d0ef022d594bb83032ef9 (MD5) Previous issue date: 2009-08-07 / Fundo Mackenzie de Pesquisa / This dissertation had the objective of studying individual learning at organizations. The aim was to investigate how the learning processes of the shop floor activities are at the company where the research was carried out. The general objective was related to the comprehension of the learning process and the professional paths of a group of employees in their activity in the production area in a chemical industry. As specific objectives three targets were defined, fist of all was to describe the learning process adopted by the company from the time when the employee is hired until he is promoted to shift supervisor, then understand how the learning process occurs taken into consideration the employees point of view and finally to identify learning experiences lived on the shop floor that contributes to the development of the employee until he reaches the supervisory of shift level. To reach those objectives, the qualitative methodology was chosen due to the character of the research, which focused on the description and on the understanding of the learning and the development of a specific group of workers. To understand the learning process, documents related to the strategy adopted by the company were analyzed and interviews were conducted with the employees. Fifteen employees, members of a specific production area of the chemical company, were interviewed. The results of the research indicates that the learning process occurs due to the interactions of the learners with their individual characteristics, with propellers and generators of new learning, those together with the environment, the social worlds (STRAUSS, 2006; ELKJAER, 2004; 2008) and due to the participation of the workers on the processes and information and knowledge sharing in the production area. Authors that guided the research and analyses were: Malcom Knowles (1980) on relation to Andragogy, Knud Illeris (2004), regarding the adult learning and learning at work place, David Kolb (1984), related to experiential learning, Donald Alan Schön (2007) in relation to the knowing and reflection-in-action and the importance of the reflection the professional actions and Bente Elkjaer (2001; 2004) for the social theory of learning at organizations. / Este trabalho teve por objetivo estudar a aprendizagem individual nas organizações, buscando compreender como se dá o processo de aprendizagem das atividades operacionais na trajetória profissional dos operários na empresa pesquisada? O objetivo geral estabelecido foi o de compreender o processo de aprendizagem de um grupo de operários no exercício de suas atividades na área de produção de uma empresa química. Como objetivos específicos, foram definidos primeiramente descrever os processos de formação profissional adotados pela empresa desde a admissão do empregado até a sua promoção ao nível de supervisão, depois compreender como ocorre a aprendizagem a partir do ponto de vista dos indivíduos submetidos aos processos acima mencionados e finalmente identificar as experiências de aprendizagem vivenciadas na área produtiva que contribuem para a trajetória do indivíduo até o nível de supervisão de turnos de trabalho. Para que estes objetivos pudessem ser atingidos, optou-se por uma metodologia de natureza qualitativa, a qual se justificou em função do foco de interesse estar voltado para a descrição e o entendimento do processo de aprendizagem e de desenvolvimento de um grupo de trabalhadores. Buscou-se alcançar este entendimento a partir da análise dos processos de formação a que estes trabalhadores estão envolvidos, a partir de suas falas, da análise da documentação e dos programas de formação adotados pela empresa. Os participantes da pesquisa, num total de quinze, são membros de um grupo, dentro de uma área específica de produção de uma empresa do ramo químico. Os resultados da pesquisa indicam que as aprendizagens ocorrem a partir da interação dos aprendizes por meio de componentes individuais, que envolvem a presença de propulsores e geradores de novas aprendizagens, em conjunto com o ambiente e os mundos sociais (STRAUSS, 2006; ELKJAER, 2004; 2008) por meio da participação dos operários nos processos e trocas presentes no ambiente produtivo. Os principais autores que nortearam as buscas no campo e as análises dos achados são: Malcom Knowles (1980) no que diz respeito à Andragogia, Knud Illeris (2004), em relação à aprendizagem de adultos no local de trabalho, David Kolb (1984), em questões relacionadas à aprendizagem experiencial, Donald Alan Schön (2007) em relação ao conhecer-na-ação, a reflexão-na-ação e a importância da reflexão para a prática profissional e Bente Elkjaer (2001; 2004) para a teoria social da aprendizagem nas organizações.

Made available in DSpace on 2016-03-15T19:31:20Z (GMT). No. of bitstreams: 1 Luciana Davi Traverso Nodari.pdf: 3735371 bytes, checksum: 807243a0c298436562449cb7191f2e1b (MD5) Previous issue date: 2009-09-25 / Fundo Mackenzie de Pesquisa / The objective of this study is to present and analyze the processes of individual and group learning that occur in everyday work situations taking place at the reception area of hotels. This research highlights the learning skills in work groups, not forgetting, however, that it depends on the individual learning for effective organizational learning. The research was accomplished using the qualitative case study applied in the reception area of a medium size hotel in the city of Porto Alegre, Rio Grande do Sul. As research strategies, interviews were used with semi structured itineraries, the participant observation and the analysis of documents. Data collected were analyzed through the interpretative process of textual analysis, aided by the development of templates. The employees' group researched presents, in general, low education level. They learned the activities in the establishment and got so used to that reality in such a way that they get comfortable with the situations and activities that they have to accomplish. The learning of the activities performed by the employees of the reception area happens, predominantly, by the informal learning. Few changes are identified in the industry, and individual mental models prevail in the resolution of problems. Decisions are centralized by the management, and the employees did not seek or receive information to enable the creation of new meanings. As a result of this context, we find that group learning in the researched environment presents more barriers than facilitators aspects to its development. / O presente estudo teve como objetivo descrever e analisar os processos de aprendizagem individual e grupal que ocorrem nas situações cotidianas de trabalho no espaço da recepção de hotéis. Esta pesquisa evidencia a aprendizagem nos grupos de trabalho, não esquecendo, todavia, que ela depende da aprendizagem individual para produzir efeito na aprendizagem organizacional. A investigação foi realizada por meio do estudo de caso qualitativo aplicado no espaço da recepção de um hotel de médio porte da cidade de Porto Alegre, no Rio Grande do Sul. Como estratégias de pesquisa, foram utilizadas entrevistas com roteiros semiestruturados, a observação participante e a análise de documentos. Os dados coletados foram analisados por intermédio do processo de análise textual interpretativa, auxiliados pela elaboração de templates. O grupo de funcionários pesquisado, composto por sete recepcionistas e três auxiliares de recepção, apresenta, no geral, baixo nível de escolaridade. Foram aprendendo as atividades no estabelecimento e se acostumando a essa realidade de tal forma que se acomodaram com as situações e com as atividades que realizam. O aprendizado das atividades desempenhadas pelos funcionários do espaço da recepção acontece, predominantemente, pela aprendizagem informal. São identificadas poucas mudanças no setor, e os modelos mentais individuais prevalecem na resolução dos problemas. As decisões são centralizadas pela direção, e os funcionários não buscam nem recebem informações que permitam a criação de novos significados. Como resultado desse contexto, percebe-se que a aprendizagem em grupo no ambiente pesquisado apresenta mais barreiras do que aspectos facilitadores para seu desenvolvimento.

Operational development is a frequently used term within organizations nowadays. The term refers to organizations that continuously strive to achieve better results by increasing the efficiency, improve the safety, expanding the customer base etc. This study investigates what is determining if an organization is successful in operational development and what is needed in the organization on order to improve the performance in an efficient way. It also investigates how operational development should be conducted in companies consisting of a parent company and a number of subsidiaries in order to be successful. The main question of the study is whether there are any synergies in common strategies for operational development at subsidiaries or if operational development is more efficient if it is conducted separately. The study also investigates whether subsidiaries can take advantages of each others experiences of operational development by working more closely toghether with it. This is investigated through examining how learning occurs within and between organizations. The study´s aim is also to identify which factors are essential for organizations in order to succeed with development of their operation, according to theories on operational development, different quality systems and a case study at The Company."The Association`s" recommendations on gow operational development should be performed by organizations in the type of business in which The Company operates are also examined. The recommendations are examined in order to identify crucial key factors and organisational attributes for operational development. The project has been executed in cooperation with the Company and its five direct subsidiaries. As a basis for this investigation a number of qualitative interviews, a workshop and a litterature review have been performed. The results of the investigation argue in favour for the existence of synergies in subsidiaries, working in common with operational development. Cooperation may even stimulate the work with operational development in respective subsidiary. One possible strategy to work in common with operational development is to establish an operational development network where the organizations have the opportunity to discuss and exchange experiences. The litterature also shows clearly that there are great opportunities for subsidiaries to learn from each other as long as the willingness to share knowledge is present. The study also indicates that it exist at least eight key factors that affect how successful the work with operational development is in an organization. These key factors are;  management commitment, employee involvement, communication,customer orientation, process orientation, continuous improvements, cultural changes and decisions based on facts. / Verksamhetsutveckling är en vanligt förekommande term inom organisationer nuförtiden. Termen syftar till att organisationer ständigt strävar efter att nå bättre resultat genom att öka effektiviteten, höja säkerheten, utöka kundbasen etc. Den här studien utreder vad som avgaör om en organisation är framgångsrik med verksamhetsutveckling och vad som krävs av organisationen för att förbättra utförandet på ett effektivt sätt. Den utreder även hur verksamhetsutveckling bör bedrivas i företag bestående av ett moderbolag och ett antal dotterbolag för att bli lyckosam. Den huvudsakliga frågan i studien är huruvida det finns några synergier i att ha gemensamma strategier för verksamhetsutveckling mellan bolagen eller om verksamhetsutvecklingen blir effektivare om bolagen arbetar sparat med den. Vidare undersöker studien om dotterbolag kan dra nytta av varandras erfarenheter av verksamhetsutveckling genom att jobba mer gemensamt med det. Detta utreds via en undersökning av hur lärande sker inom och mellan organisationer. Studiens syfte är även att identifiera vilka faktorer som är nödvändiga för att organisation ska lyckas med att utveckla sina verksamheter, enligt teorier om verksamhetsutveckling, olika kvalitetssystem och en fallstudie på The Company. "The Association":s rekommendationer om hur organisationer in the Companys bransch bör bedriva verksamhetutveckling undersöks också. Rekommendationerna granskas för att identifiera viktiga nyckelfaktorer och organisatoriska egenskaper för verksamehtsutveckling. Projektet har utförts i samarbete med The Company och deras fem direkta dotterbolag. Som underlag för studien har ett antal kvalitativa intervjuer, en workshop och en litteraturgenomgång legat. Resultatet av studien talar för att det finns synergier i att dotterbolag jobbar gemensamt med verksamhetsutveckling. Ett samarbete kan till och med stimulera arbetet med verksamhetsutveckling i respektive dotterbolag. En möjlig strategi för att arbeta gemensamt med verksamhetsutveckling är att upprätta ett utvecklingsnätverk där organisationerna får möjlighet att diskutera och utbyta erfarenheter. Litteraturstudien visar även tydligt att det finns stora möjligheter för dotterbolagen att lära av varandra så länge viljan att utbyta kunskaper finns. Studien indikerar också att det finns åtminstone åtta nyckelfaktorer som påverkar hur framgångsrikt arbetet med verksamhetsutveckling är i en organisation. Dessa nyckelfaktorer är engagerat ledarskap, arbetstagarnas delaktighet, kommunikation, kundorientering, processorientering, ständiga förbättringar, kulturella förändringar och faktabaserade beslut.