Intersensory transfer of training was systematically investigated for visual to tactual and tactual to visual situations. College students were trained in one modality on a successive-shape-discrimination task, then transferred to the opposite modality to perform a related-shape-discrimination task. The investigation showed successful transfer in both directions, Transfer from vision to touch was specific to the situation wherein all discriminata were exactly the same In the two tasks. In contrast, transfer from touch to vision appeared to be a function of the subjects' ability to retain some type of schematic representation of the primary object as a mediational device to facilitate visual discrimination between the primary object and one of a slightly different shape.

The master's thesis "Evaluation of good and bad practices in the management process of a specific project" aims to analyse and evaluate the good and bad practice in the project of "Contract compliance" in the company SAP. The first part of the thesis is focused on theoretical and methodological basis of project management and its processes. The second part of the thesis characterises the company SAP and the selected project as well as analyses and evaluates good and bad practices. Furthermore, the findings are summarised in the Lessons Learned document and preventive measures for the identified bad practice are proposed. This creates a learning material for future project management in the company.

The aim of the master's thesis "Making use of best practice and lessons learned while processing the standard project Flexi Office" is to streamline project management in the selected company by analysing the errors and positives from completed project and processing the standard project for Flexi Office. Theoretical and methodological part describes the project management aspects, methods of planning and project evaluation. The practical part describes the characteristics of the examined company, reference project Flexi Office, processing evaluation of the project under which were stated lessons learned and best practice for the project, and using which are suggested some ways to improve project management in the selected company.

Det här arbetet har undersökt hur övergången till ett värnpliktssystem påverkar det organisatoriska lärandet. Syfte har varit att undersöka om den värnpliktiges erfarenheter, främst vad gäller tekniska system, omhändertas i övergången till ett värnpliktssystem. Teorin som använts till det här arbetet är en modell som beskriver hur individens kunskap blir till organisatorisk kunskap och bygger på fem olika lärcykler framtagen av Sanchez. Metoden har varit att använda befintlig forskning inom området organisatoriskt lärande och ta fram faktorer som bör finnas med i en ideal process för att omhänderta värnpliktigas erfarenheter. Den ideala processen har sedan jämförts med hur processen för att omhänderta den värnpliktiges erfarenheter ser ut i Försvarsmakten. Resultatet av det här arbetet är att en övergång till ett värnpliktssystem bedöms ha en liten påverkan om den metod som Försvarsmakten har för att omhänderta erfarenheter används. De faktorer som bör finnas med för att omhänderta värnpliktigas erfarenheter finns med i metoden samt att Försvarsmakten som en hierarkisk organisation minskar effekten av den personalomsättning ett värnpliktssystem innebär. I vilken omfattning Försvarsmaktens metod de facto används under de värnpliktigas utbildning har däremot inte undersökts och lämnas som förslag till vidare forskning. / This thesis has researched how a transition to a conscript system will impact on the organisationallearning. The purpose was to examine if the conscript soldiers experience, primarily on theexperience regarding technical systems, is taken care of by the organisation. The theory that wasused was The Five Learning Cycles of the Organizational Learning developed by Sanchez. Themethod was to use previous research on organisational learning and use it to develop an idealprocess for organisational learning for conscript soldiers. This ideal process was later used toanalyse the process in the Swedish Armed Forces. The result of this thesis is that a transition to aconscript system will have a small impact if the existing method in the Swedish Armed Forces isused. The factors that should be in the process is in large found, and the fact that it is a hierarchicorganisation will reduce the effect of personnel turnover with a conscript system. In what extentthe Swedish Armed Forces is using its method in the training of the conscripts hasn´t beenresearched and is a suggestion to future research.

Knowledge management has become one of the most important challenges inorganizations’ pursuit of competitiveness and long-term success. Essentialaspects of managing knowledge are its creation, transfer and retention.Organizational learning, which comprises these three processes, aims forimproving an organization’s performance. Hence, having an effective approachto organizational learning is crucial. In the literature, numerous guides, models and opinions on organizational learning exist, yet organizations struggle to learn from their experiences. This can be explained by the fact that the theory focuses on how to capture rather than how to apply learnings. Moreover, a description of a practical approach is lacking. Therefore, this thesis aims to develop a holistic strategy for an effective use of organizational learnings. For this purpose, a case study at the transmission development department ofa large Swedish commercial vehicle manufacturer was conducted. The statusquo of organizational learning as well as potential barriers to and drivers andenablers for an effective learning approach were investigated qualitatively. The data gathered was analyzed under the lens of organizational learning viewed from the outpost of social learning theory. Furthermore, Law and Chuah’s (2015b) theoretical framework for the study of organizational learning was applied. Great similarities between this study and previously conducted studies werediscovered. The research confirmed that even though organizationsacknowledge the value of organizational learning, they tend to lack an effective learning strategy. Learnings are seldom captured and applied even more rarely. One of the main reasons found is that the drivers for organizational learning, i.e. strong leaders, and a shared vision and mission, are poorly developed. These findings subsequently fed into the development of a learning strategy, which was adapted iteratively. It is designed to facilitate organizational learning in order to improve the learning outcome. For the learning strategy, the authors describe concrete learning actions as well as the underpinning drivers and enablers. The results of this thesis can serve as a springboard for further studies. The thesis opens up the possibility to examine the effectiveness of diverse strategies and to determine practical approaches to how organizational learning can be promoted. This study provides a relevant example for the setup of such a strategy and accentuates the importance of organizational learning.

The art of tactical adjustment or military adaption are key abilities for an army to be effective on the battlefield. The knowledge of how a unit adapts during different scenarios is good to know for other units, therefore should reports of how they adapted and what they learned be passed on through the organisation. The problem whitin the Swedish armed forces is the lack of reports of lessons learned from day to day activities to the land combat centre. The main purpose of this studie is to examine organizational learning whitin military organisations.  This studie conducts interviews with six platoon comanders from different branches of the army. The comanders were asked how they conduct training with tactical adaption and lessons learned, what they do with the information they recovered from training.  The results from the studie proves that tactical adjustment and lessons learned is something that happens in the Swedish armed forces at an almost day to day basis and is a desirable ability for every unit to master. Although the comanders that were interviewed are lower down in the hierarchy of the Swedish armed forces and may not have the full picture of what happens to their reports after they been sent, they know that the reports and lessons learned were sent higher up in the hierarchy.  The main conclusion of this studie is that something needs to be done about the lessons learned system. Units training with tactical adaption provides reports with lessons learned, however the landwarfarecenter aren’t receiving any reports

Organizational learning has been a focus of scholars since 1970. Researchers have demonstrated that conducting postproject reviews to capture lessons learned significantly improves organizational learning. Guided by the concept of organizational learning, the purpose of this case study was to explore how 6 New York metropolitan organizational leaders used postproject reviews to prevent project managers from repeating the same mistakes, increasing cost and time overruns, and experiencing project failure. Semistructured face-to-face and phone interviews were conducted with a project sponsor and 5 project managers in the New York metropolitan area. Data were analyzed using the process of coding and condensing the codes, which produced 5 themes, including effective lessons learned, capturing lessons learned, benefits of lessons learned, barriers to postproject reviews, and leadership support. The findings of this study indicated that organizational leaders used standard templates and organizational policies to ensure project managers execute postproject reviews. Organizational leaders and project managers may benefit from the findings of this study by learning the advantages of conducting postproject reviews. This study may contribute to positive social change by organizations achieving cost avoidance when they reduce project failures and increase project success.

No description available.

The purpose of this integrated review of literature was to explore the relationship between and among females in abusive relationships, self-esteem, and positive self-talk. Various models are discussed that provide possible explanations in the understanding of the complex social and psychological nature of cyclic abuse. These models are: learned helplessness, psychological entrapment, self-verification theory, and feminist theory. It is suggested that positive self-talk statements used by the female survivor as a basis for cognitive restructuring can act as a self-esteem building technique, thus promoting healthier cognitions over time. Furthermore, it is argued that self-esteem enhancement can assist females in developing strengths necessary to abandon abusive relationships. In summary, a review of the literature suggests that self-esteem is an important construct in understanding how individuals evaluate and ultimately determine their own sense of competency, self-worth, and success.

<p>Bridging the accuracy of ab initio (AI) QM/MM with the efficiency of semi-empirical<br> (SE) QM/MM methods has long been a goal in computational chemistry. This dissertation<br> presents four ∆-Machine learning schemes aimed at achieving this objective. Firstly, the in-<br> corporation of negative force observations into the Gaussian process regression (GPR) model,<br> resulting in GPR with derivative observations, demonstrates the remarkable capability to<br> attain high-quality potential energy surfaces, accurate Cartesian force descriptions, and reli-<br> able free energy profiles using a training set of just 80 points. Secondly, the adaptation of the<br> sparse streaming GPR algorithm showcases the potential of memory retention from previous<br> phasespace, enabling energy-only models to converge using simple descriptors while faith-<br> fully reproducing high-quality potential energy surfaces and accurate free energy profiles.<br> Thirdly, the utilization of GPR with atomic environmental vectors as input features proves<br> effective in enhancing both potential energy surface and free energy description. Further-<br> more, incorporating derivative information on solute atoms further improves the accuracy<br> of force predictions on molecular mechanical (MM) atoms, addressing discrepancies arising<br> from QM/MM interaction energies between the target and base levels of theory. Finally, a<br> comprehensive comparison of three distinct GPR schemes, namely GAP, GPR with an aver-<br> age kernel, and GPR with a system-specific sum kernel, is conducted to evaluate the impact<br> of permutational invariance and atomistic learning on the model’s quality. Additionally, this<br> dissertation introduces the adaptation of the GAP method to be compatible with the sparse<br> variational Gaussian processes scheme and the streaming sparse GPR scheme, enhancing<br> their efficiency and applicability. Through these four ∆-Machine learning schemes, this dis-<br> sertation makes significant contributions to the field of computational chemistry, advancing<br> the quest for accurate potential energy surfaces, reliable force descriptions, and informative<br> free energy profiles in QM/MM simulations.<br> </p>