Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2019 / This study assessed the impact of a customised management development programme on the senior staff in the Cape Town branch of a logistics organisation. The study analysed the staff’s development and determined the challenges that the senior staff and middle managers were facing after the organisation had gone through a number of management changes. The organisation was committed to creating a learning culture. Thus, the organisation had embarked on a clear strategic direction to enhance the leadership skills of the mid-level managers in the business. From an impact and cost-effectiveness point of view, the focus was on the middle management to start creating a learning culture in the organisation. To gather data, this qualitative study used a questionnaire with open-ended questions sent to the middle managers of the logistics organisation. This gave the researcher the opportunity to gain a deeper understanding of the phenomenon and to ask for clarification. The sample size used was 30 middle managers. The study found that the customisation of the management development programme aimed at the middle managers played a pivotal role in retaining staff and in increasing the performance of both the employees and the organisation. The findings showed the employees felt they could relate to operational goals and efficiencies much better after the focused intervention. The employees realised that they are an esteemed resource of the organisation, and that the success or failure of the organisation relies on the performance of the management staff of the organisation. Furthermore, in order to get employees to perform optimally and to improve their performance, they required the right tools, equipment and working environment.

At the apex of the human kind and our ability to strengthen our own resources lies our ability to educate and further develop our own people. As the future development requires more and more knowledge and use of technology, new tools such as the internet must be used to further our world’s evolution. The world of video games is only one of many areas that must be explored and exploited for the best possible gain for humanity. Very little is known about how to use video games to enhance our learning and this paper means to shed some light upon the media in a more formal learning context than the living room hobby reputation it has developed over the years. In order to get a broad and diverse perspective both computer game developers and teachers were interviewed. The results show that while there are a large number of positive aspects and effects closely related to video games, they are not always suitable to be used independently and may fit better into a blended environment of both more traditional ways to study and computer game experiences. Something new and extraordinary every once in a while was shown to have great effect. A lot of opinions arose regarding strategies to utilize the media of computer games to our advantage but one thing was very clear throughout, the teachers and even to some extent, students of our world are simply not fully prepared to embrace this new form of knowledge. Thus, in order to be able to utilize its full potential, we must strive to improve our knowledge on how entertaining games and pedagogic theory blend together. This in order to create a new, creative, motivational and inspiring way to learn that will last for decades.

To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning. The purpose of this study was to assess the multivariate relationship between individual and work environment characteristics as measured by the Collective Efficacy Scale and Dimensions of Learning Organization Questionnaire, respectively, and learning transfer factors as measured by the Learning Transfer System Inventory. The sample consisted of 249 PK-12 grade school- based instructional staff members of an education association. Canonical correlation and commonality analyses required using the two individual and work environment characteristics of learning culture and collective efficacy as predictor variables of the five learning transfer factors of performance self-efficacy, transfer-effort performance expectations, performance outcome expectations, performance coaching, and resistance to change to evaluate the multivariate between the two variable sets. Learning culture and collective efficacy demonstrated a relationship to resistance to change and performance outcome expectations. Learning culture and collective efficacy were insufficient to transfer-effort performance expectations, attend to performance self-efficacy beliefs, and increase support for transfer (i.e., performance coaching) factors. These findings might guide the decisions and practice of individuals with responsibility to plan, implement, and evaluate professional learning, and provide the conditions necessary for changing educational practice while increasing support for and building educators’ confidence about implementation. Further research may confirm the findings and enhance generalizability.

Urgency of the work. The conception of learning recently varies, because varying of learning. Learning is treating like training oneself, social skills development and training of cognitive validities (Dalin, Rolff ir Kleekamp, 1999; Teresevičienė, Oldroyd ir Gedvilienė, 2004). Contemporary culture of leraning is prescriptived like students‘ freedom to choose the ways, sources, environment of lerning, self-communion and evolutive of selfhood. New conception of the learning is changing rules and bearring of learning, emphasizes the variety of learning environment and sources, self-dependent cognitive student’s activity – it means the learning on the basics of competencies. Subject of Investigation: Clildrens‘ Self-Contained Learning Culture in Homes‘ Environment. Target of the Work: the work is aimed to substantiate theoretically and to investigate empirically children’s self-contained learning dispersion in homes’ environment through the adults’ educational culture representations. Tasks: 1. To sift theoretical (sociological, pedagogical, psychological, philosophical) literature and to substantiate the modern learning culture conception, children’s and adults’ learning cultures point of interaction and the internal. 2. To do the empirical, educational researche and to inquire children’s self-contained learning dispersion in homes’ environment and to estimate the internals of adults’ representations. 3. To investigate educational significance for the children’s... [to full text]

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 121-128).

The objectives of this study were to (1) establish whether a relationship exists between individuals’ perception of organisational culture, measured by the South African Cultural Instrument (2005) and lifelong learning, measured by the Dimensions of the Learning Organisation Questionnaire (2003); and (2) determine whether the participants differed with regard to these variables in terms of sociodemographic contextual factors such as age, race, gender, education, years of service, disability status and job level. A quantitative study, using primary data, was conducted on a convenient sample (N=257) of full-time public service officials in a South African public service organisation. Correlational and inferential statistical analyses revealed statistically significant positive relationships between individuals’ perception of organisational culture and lifelong learning. Significant differences were found in the perception of these variables for individuals with different years of service and for individuals of different age groups. The findings should contribute valuable knowledge to the field of organisational behaviour, which could be used to promote a lifelong learning culture in public service organisations. The study concludes with recommendations for future practice / Industrial & Organisational Psychology

The research aims of this thesis are to experimentally investigate how behaviours spread socially, and what factors contribute to the development of group-wide social traditions in capuchins (Cebus apella). Given the apparent convergent evolution between such monkeys and great apes, capuchin traditions are of great interest anthropologically and for a biological and psychological understanding of culture. Several studies have investigated social learning in capuchins, but few have made headway into understanding how it supports the development of traditions either in the wild or in captivity. By experimentally introducing novel foraging behaviours into several captive groups, the studies included in this thesis simulate the development of foraging behaviours so that their spread can be studied from various viewpoints. Five experiments are presented investigating: (1) the chained transmission of foraging behaviours, (2) the role of social facilitation on the rate of individual learning, (3) the fidelity of learning from localised stimulus enhancement & object-movement re-enactment, (4) the quality of individual relationships in the social transmission of novel foraging techniques, and (5) the open diffusion of group-specific foraging behaviours in capuchin monkeys. Together, these experiments explore how traditions may develop, ranging from individual learning to how behaviour patterns may spread socially based on social ties within the group.

This research claims that transformative as opposed to informative learning cultures in higher education are capable of promoting student identity development alongside subject development. It makes a significant pedagogical, conceptual, methodological and contextual contribution to contemporary discussions regarding the nature and purpose of higher education in the 21st century. Transformative learning cultures, based on the pedagogical values of the teachers involved, create an identity workspace where student development is encouraged. This workspace reflects the active demonstration of empathy on the part of the teachers and is represented by an integrated pedagogical pattern consisting of four elements; the development of trust, (ii) the creation of collaborative and supportive communities where students have the opportunities to play different roles, (iii) active confrontation and challenge and (iv) the effective use of pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ with teachers of Foundation Degrees in two colleges across several subject disciplines in order to explore the nature and purpose of the learning cultures created. A conceptual framework was developed through the active integration of empirical research and scholarship resulting in a socio- cultural approach to understanding the learning contexts. This was supported by the collection of rich and varied data including photographs, observations and interviews with both teachers and students. Visualisation also supported the interpretation and representation of data in an accessible format. An activity theory approach was adopted to support an integrated analysis of the data, enabling the isolation and identification of the influence of teacher intentions, student dispositions, roles and relationships and how development was influenced by time, space and context.

As the traditional sources of competitive advantage can no longer provide a sustainable edge for business; the contemporary approach to global business strategy point to core competencies, invisible assets, and organizational capabilities as key factors influencing MNC¡¦s long-term success in global markets. An organization¡¦s intellectual assets are said to be a pack of knowledge under that firm¡¦s ownership or control, through services and the embodiment in firm¡¦s outputs to flow over time period. Knowledge especially has become the most strategically important resource and the potential to compete for advantages among MNCs to advance themselves in the information-driven societies. Derived from theoretical origins of resource-based view and behavioral perspective, an integrative framework from a sample set of 129 further concludes six determinants that enable MNC to build layers of knowledge-based global competence to compete and sustain advantages globally using structural equation modeling (SEM). Human interface, ISO, and parent innovation are found to have direct effect to firm¡¦s knowledge-based global competence, while IT, transnational innovation, and substantial investment in human capital are found to link indirectly through mediating effect of learning culture. From the resource perspective of the firm, as emerging country in its early phase of internationalization as Taiwan, local capabilities for knowledge innovation at host await to be developed over time and hence focal units rely on knowledge inflows from parent to assist their needs. Such interdependence between globally linked and locally leveraged for innovation makes externalized knowledge important for effective knowledge diffusion across network of subsidiaries aside from use of personnel flows for transferring implicit knowledge, IT for transferring explicit knowledge, and ISO for transferring codified knowledge, each requires good integration mechanisms to keep culture, language, and communication barriers to the minimum in cross-cultural settings. Investment in human capital and implementation of learning culture can benefit company enormously from movement of people either horizontally or vertically in terms of learning and sharing through socialization, and building a network of cross-functional interdependence for transferring knowledge, expertise, and sets of common goals and values for synergy.

In the gradually volatile industry environment, what you learn will not be able to satisfy in the future career path. Many people who work during daytime return to the campus after-working hours and attend in-service programs which hold by Universities and colleges. For industries, in order to complete with others, they build up the training courses for all colleagues and encourage them to participate in advanced courses such as in-service education for Master¡¦s degree class. In-service education for Master¡¦s degree class was started from 1999, with the Registration rate is getting high year by year. It has become the way to enhance people¡¦s capabilities. In the past, the domestic scholar many discuss with the relations of learning motive, the learning degree of satisfaction and the learning result to be the base of courses holding in the future. Fewer scholars proposed the relation with society support and efficiency learning. This research is basically in the society support point of view to discuss the relation between continue learning culture, learning motivation and efficiency learning. In addition, the relations between those three will different with discussing with Self-Efficacy and goal orientation. In this case, this research will take Self-Efficacy and goal orientation as moderators. Sampled by those who study in-service Master¡¦s Program students, EMBA.. etc was conducted by questionnaire survey. The conclusion we drew from analyzing 357 effective questionnaires with SPSS software are the following: 1.Continue learning culture, learning motivation and learning effectiveness presents positive influence. 2.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of Self-Efficacy. 3.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of goal orientation. 4.Different types of personal characters have significant differences in four dimensions, Continue learning culture, learning motivation and learning effectiveness, Self-Efficacy and goal orientation.