In the last two decades, organisations have had to respond continually to the pressures of change in order to keep abreast of the variations in the economic climate amidst technological advances. The learning organisation was seen as the vision that would help organisations keep ahead of the ever-changing demands. The most influential model has been Senge’s (1990) five disciplines of the learning organisation encompassing personal mastery, mental models, shared vision, team learning and systems thinking, and most discussions of the learning organisation draw on his theorising to a greater or lesser extent. Central to the concept of the learning organisation is knowledge and the individual, in particular, how knowledge is stored and shared across the organisation. To make the distinction between the organisational level and the individual level more salient, I developed the Individual/Organisational Orthogonal Model (I/O Orthogonal Model), which separates individual learning from organisational learning. The model assumes a social constructivist perspective. The aim of the model was to explore a range of concepts examined by Senge and other theorists across different groups of stakeholders, while questioning the assumption of shared culture or shared vision. To develop a more sophisticated understanding of the individual learning dimension, the model identifies the need to draw on the literature from psychology and education on the nature of learning, especially those theories which take a social constructivist perspective. Theories about interest and motivation are also included because they attempt to explain why individuals vary in their engagement with learning. Phase one of the empirical research addressed the question from the perspective of staff and management within the organisation using the case-study approach. This thesis examined trust from the traditional types of trust (i.e. incremental, span of trust, low trust etc), then compared the new construct of a workable level of trust with other recent conceptualisations of trust that have been realised in situations where there is a need for individuals to build trust quickly. Most importantly, this research gives credence to the importance of the context of the industry in which it is being conducted. The findings illustrated that advancement through becoming a learning organisation and advancement through becoming leaner and meaner by way of downsizing appears to be incompatible. The I/O Orthogonal Model proved a valuable starting point in identifying key gaps in the literature reviewed and as it suggested, some of the personal and emotional aspects came out in the findings. / Doctor of Philosophy (PhD)

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 117-120).

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Administration. / Typescript. Includes bibliographical references (leaves 318-340). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99133

IC packaging industry that A semiconductor company is in has already on to another industry innovation stage. The key factor is not the price difference, but lie in the advanced technical ability of development. APQP (Advanced Product Quality Planning) which A company channels into, aim at guaranteeing success of new product development. However, since it has been used in 2003, the plan has not elaborated the effect and caused the situation that the core competitiveness loses to the limit. This adopts the case study research, and explores the leading parameter that makes APQP unfulfilled in A company through the concept and model of Argyris and Schon organizational learning. Propose the conclusion and relevant suggestions to the case of this research afterwards. If A company wants to lead the industry in the technological ability of product development, parts must be improved, including: The human resources and organization development¡X¡§Train ability to solve problem¡¨, ¡§Make the best of all the company¡¦s internal management system¡¨, and ¡§The change of corporate culture¡¨. Train ability of process-¡§Accumulate the ability of process technology¡¨, ¡§The ability to grasp the key factor of process technology¡¨, and ¡§Integrate the design rule¡¨. Upgrade the strength of executive-¡§Fulfill feedback and correction¡¨, and ¡§Fulfill information management¡¨.

Thesis (Eng.D.)--City University of Hong Kong, 2009. / "Submitted to Department of Manufacturing Engineering and Engineering Management in partial fulfillment of the requirements for the degree of Engineering Doctorate." Includes bibliographical references (leaves 150-170)

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Gautam Ahuja and George P. Huber. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

The three essays in the present dissertation build on and expand the notion of generativity in the context of a learning (i.e., knowledge creating) organization, and learning (i.e., knowledge based) economy in sequential progression with increasing levels of analysis. Essay One advances a view of individuals' learning motivated by their desire to grow, and the role of a generative individual in motivating and supporting such a desire in others to enable collective and cumulative learning processes in a learning organization. Essay Two expands upon Essay One by examining 1) the dominant value of generativity, "caring for the growth of others," as a core value of the organizational culture in a knowledge creating company to proliferate the generative interpersonal relationship examined in Essay One for enhancing the company's knowledge creating capability, and 2) the evolutionary progression from ba to basho that the company makes in order to amplify its internal creative processes through a partnership with a network of others, based on mutual growth and benefits to them by extending caring, beyond the company's organizational boundary. Essay Three empirically verifies the theoretical perspective of Essays One and Two through an in-depth case analysis of Qualcomm using a pattern matching analysis. We subsequently conclude the dissertation by reflecting upon our journey in the context of a view that a good society should enable and support individual constituents to live as contributing members achieving their individual and collective aspirations.

This dissertation is a study of organizational learning. Organizational learning is a cyclical process through which knowledge that has been learned on an individual or group level is institutionalized on the organizational level. Organizational learning is at the heart of an organization’s ability to adapt and respond to changing environments and can ultimately improve business performance. While organizations are said to learn quite naturally, the processes through which this learning occurs are highly complex and multifaceted. One of the unique facets of organizational learning is the process through which knowledge is embedded in the organizational memory. Crossan, Lane and White (1999) presented a model of organizational learning called the ‘41 framework’ that includes four processes (intuiting, interpreting, integrating and institutionalizing) which explain how knowledge that is learned on the individual or group level is ultimately embedded in the organizational memory. Research that has followed the 41 framework’ has elaborated on the first three processes but insufficient research has explored the final process of institutionalization. / Cette thèse à pour sujet l’étude de l’apprentissage organisationnel. Dans ce contexte, l’apprentissage organisationnel est défini comme un processus cyclique à travers duquel les apprentissages individuels et de groupe sont institutionnalisés au niveau organisationnel. Ce processus fait partie de ceux qui déterminent la capacité d’une organisation à s’adapter et à répondre aux changements. Également, il peut être un élément favorisant l’amélioration de la performance de l’organisation. La croyance est que le processus d’apprentissage organisationnel est simple et naturel. Par contre, la réalité est tout autre puisque le mécanisme est à la fois très complexe et composé de plusieurs facettes. L’une de ces facettes, unique à l’apprentissage organisationnel, est le procédé par lequel le savoir est incorporé dans la mémoire organisationnelle. Crossan, Lane et White (1999), dans leur présentation d’un cadre conceptuel sur le modèle d’apprentissage organisationnel nommé ‘41 framework’, décrivent un modèle qui introduit quatre processus: la perception (intuiting), l’interprétation, intégration et l’institutionnalisation. Ce modèle représente de quelle manière l’apprentissage individuel et de groupe devient partie de la mémoire organisationnelle. Les recherches ayant déjà utilisé ce cadre conceptuel ont jusqu’à maintenant examiné les trois premiers processus laissant un manque de compréhension sur celui de l’institutionnalisation.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2002.