Relevant bibliographies by topics / Organisational learning strategy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Organisational learning strategy'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Organisational learning strategy"

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Clifton, Louise, and Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.

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Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.
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Hirt, Christian, Renate Ortlieb, Julian Winterheller, Almina Bešić, and Josef Scheff. "Developing international talents: how organisational and individual perspectives interact." European Journal of Training and Development 41, no. 7 (August 7, 2017): 610–27. http://dx.doi.org/10.1108/ejtd-12-2016-0091.

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Purpose Focusing on an international trainee- and internship programme, this paper aims to propose a new framework that links organisational strategies regarding ethnic diversity with career competencies of the programme participants. Design/methodology/approach The paper adopts a case study design. It examines the interplay of the perspectives of the organisation, which is an Austrian bank, and of the programme participants, who are university graduates from South-Eastern Europe. It draws on the typology of diversity strategies by Ortlieb and Sieben (2013) and the categorisation of individual career competencies by DeFillippi and Arthur (1994). Findings The bank benefits from the programme participants’ competencies with regard to South-Eastern Europe and increased legitimacy gained from the public. Programme participants acquire many knowing-how, knowing-why and knowing-whom competencies, especially if the bank pursues a so-called learning strategy towards ethnic diversity. On the other hand, individual knowing-how competency supports an organisation’s antidiscrimination strategy, whereas knowing-why and knowing-whom competencies benefit the organisational learning strategy. Research limitations/implications Although the paper builds on a single case study and the ability to generalise is limited, the findings imply that future human resource development concepts should jointly consider the perspectives of both organisations and individuals. Practical implications Owing to their high strategic relevance, organisations should look into the competencies of skilled migrants and evaluate the critical resources they offer. Both organisational learning and an organisation’s strategic development are key concerns. The proposed framework helps to effectively design trainee- and internship programmes and simultaneously anticipate organisational and individual consequences thereof at an early stage. Originality/value The proposed framework concerning the interplay between organisational and individual perspectives as well as the regional focus on South-Eastern Europe present novelties.
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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.

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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
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OWENS, JONATHAN. "AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT." Journal of Enterprising Culture 12, no. 04 (December 2004): 303–25. http://dx.doi.org/10.1142/s0218495804000166.

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This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.
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Rudančić, Andreja, Petar Mišević, and Dušan Tomašević. "Knowledge Management as a Business Strategy of a Learning Organisation." Tehnički glasnik 15, no. 2 (June 9, 2021): 191–98. http://dx.doi.org/10.31803/tg-20210113152513.

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Today, knowledge management is used as part of a business strategy by which an organisation adapts to rapid changes in society and the business world, by which it not only becomes more competitive but also achieves goals and remains successful. Organisations have become aware of the importance of the lifelong learning concept. It should be noted that knowledge management is in close synergy with human resource management in the organisation. To achieve the scientific value of the paper, the authors have conducted empirical research by using a survey questionnaire in which the elements of a learning organisation were investigated, along with the implementation of knowledge on the selected organisational model. The synthesis of the results and conclusions of this research will be used to formulate specific critical recommendations and valuable guidelines indicating possible areas of improving the level of learning organisation and motivation to learn, which indicates potential ways and approaches to knowledge management.
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Dewah, Peterson. "ORGANISATIONAL LEARNING AS A KNOWLEDGE RETENTION STRATEGY IN SELECTED PUBLIC BROADCASTING CORPORATIONS IN THE SOUTHERN AFRICAN DEVELOPMENT COMMUNITY." Mousaion: South African Journal of Information Studies 33, no. 1 (January 25, 2016): 60–79. http://dx.doi.org/10.25159/0027-2639/840.

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This article reports on a study that assessed the organisational learning activities for the purposes of retaining critical knowledge in three Southern African Development Community (SADC) public broadcasting organisations. The article reports the partial findings of a doctoral study that focused on analysing the knowledge retention strategies in three public broadcasting corporations, namely, the South African Broadcasting Corporation (SABC), Department of Broadcasting Services (DBS) and Zimbabwe Broadcasting Corporation (ZBC), in the SADC. The aim of the study was to establish how organisational learning strategy captured and retained knowledge in these public broadcasting corporations. A structured self-administered survey questionnaire was used to purposively sample 162 professionals and managers in the three organisations. The study concluded that through organisational learning the three public broadcasting organisations captured and retained knowledge but were limited by the lack of knowledge management officials. The study recommends the establishment of knowledge officers’ posts to manage the organisational knowledge and to implement sound mentorship programmes to assist learning in these organisations. While the Human Resources (HR) departments may be managing the training of individuals as a way of acquiring knowledge, the study further recommends that the management should provide HR with more funds to improve the learning culture that allows for innovation, continuous knowledge creation and transformation.
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Khan, Muhammad Omer Nadeem, Saleem ur Rahman, and Mohammad Bashir Khan. "The Synergistic Effects of Knowledge Sharing and Learning on Organisational Learning: Demonstrating Organisational Performance." Journal of Information & Knowledge Management 14, no. 03 (September 2015): 1550021. http://dx.doi.org/10.1142/s0219649215500215.

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Advancement in technologies has moved organisations from the traditional methods of strategic and tactical formulations to knowledge-based fabricated methods and strategies. Nowadays, knowledge management became an important success reason for the formulation of any strategy of every company. This knowledge dependent trend is not only dominant in developed economies and their firms, but also has attracted and motivated businesses operating in developing countries. Aiming on the degree of knowledge management influence, this study primarily tried to look at the effects of knowledge sharing (KS) on knowledge learning (KL) and organisational learning (OL), and to see the effect of OL on organisational learning culture (OLC) influencing the business performance. A research survey was conducted and obtained 214 (71%) valid responses from the sample of 500 respondents of the sales departments of six telecommunication companies. The Model fit Structural Equation Modelling (SEM) results show a positive effect of KS on KL and OL; however, KL effect on OL is insignificant. Consequently, the data did not support the effect of OL on OLC. However, OLC positively influenced organisational performance (OP). The results may guide the telecommunication companies to improve their knowledge management activities for better performance. The discussion and conclusions, managerial implications, and future research recommendations are presented at the end.
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Syed Khuzzan, Sharifah Mazlina, Jack Steven Goulding, and Farzad Pour Rahimian. "Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 98. http://dx.doi.org/10.26687/archnet-ijar.v9i2.669.

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With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits.
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Sugiono, Sugiono. "STRATEGIC PLANNING: SHAPING OR EMERGING FROM ORGANISATIONS." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 2, no. 2 (October 30, 2018): 177–84. http://dx.doi.org/10.33650/al-tanzim.v2i2.399.

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This paper focuses on the literature exploration of perspectives of strategic planning in terms of whether it shapes or emerges from organisations. The paper argues that to make judgment on an organisational performance as a result of planned strategies or emergent ones is not easy. Essentially, strategic planning aims to direct the performance of an organisation in order to attain its desired and planned goals. However, the organisation environment often changes rapidly, and hence it cannot be predicted and controlled. Such a circumstance potentially provides a particular impact on the organisation performance. In this situation, the strategic planning is inevitably shaped by the emergent strategy, which means that the realised strategy is the logical consequence of interactions between planned strategies and emergent ones. It has been suggested that a good strategic planning is to be flexible and open to a process of strategic learning, by which creativity and personnel’s commitment could be enhanced.
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Zeimers, Géraldine, Christos Anagnostopoulos, Thierry Zintz, and Annick Willem. "Organisational learning for corporate social responsibility in sport organisations." European Sport Management Quarterly 19, no. 1 (November 21, 2018): 80–101. http://dx.doi.org/10.1080/16184742.2018.1546752.

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Dissertations / Theses on the topic "Organisational learning strategy"

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com, an99war@hotmail, and Mohd Anuar Arshad. "Organisational Learning: An Exploration of Learning Strategy Practices in Malaysia." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
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Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/435/.

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This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning. The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies. The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents. These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
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Arshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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Kenny, John Daniel, and jonk19@bigpond net au. "Exegesis: Strategy and Learning: a path to organisational change." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.125308.

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This Exegesis and the Portfolio document referred to herein report on the outcomes of my research towards a PhD in education (by Project) between mid 2001 and July 2005. The Portfolio contains a collection of ten papers written during the research and also a summary of the key tools and processes resulting from the research. This Exegesis contains the major theoretical arguments leading to the development of the research outcomes, the methodology employed and a description of the organisational context operating during the study. It also draws links between the various data sets as presented in the Portfolio. The research began with a consideration of a major change project at RMIT University: the Implementation of the Distributed Learning System (DLS). The problems associated with this project highlighted the need for holistic organisational approaches to change and the uncertain nature of radical change projects. This led into a consideration of broader questions to do with organisational change and managing uncertainty. The generalisability of the research findings was enhanced by the wide ranging literature review and data from a range of stakeholders. This ultimately led to the development of a
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Erenmalm, Leo, and Kim Runesson. "Kunskapsfabrikens rötter." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-682.

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The purpose of this study was to investigate, through a qualitative survey, the need of knowledge and strategy in organisations today and tomorrow. The empirical investigation is built on a semi structured interview that was conducted on nine different companies in Gislaveds community. The companies were from three different branches namely: tree, metal and polymer. Three interviews were conducted in each branch.

The result from the interviews showed that the globalisation had put the companies under hard competition which had made the need for rationalisation and effectivness more apparent. Having said this, the demands on the organisation and the individuals within it will constantly increase. In order to enhance the individuals and the organisation there are an increased need for flexibility and openness and the responsibility and authority must be with in the individuals in the organisation. Our work show that the individuals with in the organisation shall be some kind of “superhuman” that can perform most of the tasks in the organisation, he or she should be flexible and open minded.

Our findings shows the way an organisation can create this “superhuman” and what an organisation needs to do to become a learning organisation.

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Schoop, Eric, Thomas Köhler, Claudia Börner, and Jens Schulz. "Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33944.

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Purpose – Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.
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Lupton, Peter. "The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4768.

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The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence assess the level of organisational learning within the ferrometallurgical industry. From the outcomes of the assessment, recommendations to improve the state of affairs were to be made. Knowledge can be defined as actionable information. The creation, acquisition, sharing and leveraging of knowledge in today's industries are critical. Knowledge is now termed the fourth productive resource, and some authors claim, with some justification, that the widespread knowledge within a company is the only source of sustainable competitive advantage. With this in mind, it is obvious that companies need to nurture knowledge creation and effective utilisation thereof in order to meet organisational goals. Knowledge can be codified if it is explicit, but needs to be transferred using personalisation if it is tacit. Implicitness of tacit knowledge further confounds the issue. Knowledge management practices underpin the process of organisational learning. The level of organisational learning within the ferrometallurgical industry in South Africa was assessed, using a survey questionnaire obtained from the Harvard Business School. The results show that the industry lags behind the medians in the ten constructs measured, and much work will be required to significantly improve the situation. Key areas of concern are in the areas of psychological safety, time for reflection, education and training, and collection of information. As a consequence, a practical strategy for improving the state of knowledge management and organisational learning in the ferrometallurgical industry was developed.
Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.
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Chaniadi, Frengky. "Innovative management of management innovation (IMMI)." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/innovative-management-of-management-innovation-immi(378a8b7d-597e-496f-bd49-99a6d09e3542).html.

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The rapid convergence of collaborative technologies, democratisation of digital communication and consumerisation of Smart Grid infrastructure (i.e.: smart metering and distribution substation automation) have faltered the efficacy of centralised command-and-control and its insular sub-culture. For complex firms in today's creative economy, this infers that management innovation (MI)—“an induced managerial capacity to search for novel ways to create value”, is rapidly becoming liabilities unless it is innovatively managed for overcoming the inertia of discontinuity opportunities. The raison d'être of this thesis is to investigate the generative managerial processes through which MI can be fostered for experimentation and innovatively managed for acceleration. It comprises four qualitative case studies that involved in-depth interviews, surveys, public records and archival documentaries of four Canadian energy and utilities organisations. The conclusions are fascinating both expected and unanticipated. I found that many, if not most, of the contemporaneous routines of pyramidal target-setting and benchmark-driven cultures are ubiquitously evident. Business planning and risk management still function, albeit the objects of those tenets are different. These quasi-objects include, but are not limited to, organic structures, web-enabled paradigm, pragmatic mindset of middle-down-up crowdsourcing and fragmented evaluation of efforts to evoke the innovative management of management innovation (IMMI). Further adjacent to the quest for driving renewed growth, a new governing dynamic is hinging upon the IMMI that forges a pattern for resiliency and sustainability. Managers capitalise on the epistemic IMMI to regain competitive advantage while enduring endogenous fiefdoms and exogenous disruptions. They catalyse information semantically, harness collective capability effectively, stage prolifically faster MI experimentations and accelerate the cycle of MI more pervasively. I henceforth propose a unified managerial process, dubbed the "Cloverleaf 4S Model" (Strategise—Synchronise—Steward—Sustain). Implicit in this approach, managers believe that their finely-tailored practices epitomise an evolutionary process of deliberate selection in the pursuit for distinctive MI capabilities and expanding authority dynamics in the managership. This allows for self-adaptive mechanisms shifting from silos to swarming as well as the indigenous aspects of IMMI practices—exaptation, cognitive flexibility, speed to adaptation and executional excellence. The implication of this study presents heuristical insights to managers in galvanising perennial innovation and unlocking their IMMI to build an agile, intelligent enterprise.
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McLucas, Alan Charles Civil Engineering Australian Defence Force Academy UNSW. "An investigation into the integration of qualitative and quantitative techniques for addressing systemic complexity in the context of organisational strategic decision-making." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Civil Engineering, 2001. http://handle.unsw.edu.au/1959.4/38744.

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System dynamics modelling has been used for around 40 years to address complex, systemic, dynamic problems, those often described as wicked. But, system dynamics modelling is not an exact science and arguments about the most suitable techniques to use in which circumstances, continues. The nature of these wicked problems is investigated through a series of case studies where poor situational awareness among stakeholders was identified. This was found to be an underlying cause for management failure, suggesting need for better ways of recognising and managing wicked problem situations. Human cognition is considered both as a limitation and enabler to decision-making in wicked problem environments. Naturalistic and deliberate decision-making are reviewed. The thesis identifies the need for integration of qualitative and quantitative techniques. Case study results and a review of the literature led to identification of a set of principles of method to be applied in an integrated framework, the aim being to develop an improved way of addressing wicked problems. These principles were applied to a series of cases in an action research setting. However, organisational and political barriers were encountered. This limited the exploitation and investigation of cases to varying degrees. In response to a need identified in the literature review and the case studies, a tool is designed to facilitate analysis of multi-factorial, non-linear causality. This unique tool and its use to assist in problem conceptualisation, and as an aid to testing alternate strategies, are demonstrated. Further investigation is needed in relation to the veracity of combining causal influences using this tool and system dynamics, broadly. System dynamics modelling was found to have utility needed to support analysis of wicked problems. However, failure in a particular modelling project occurred when it was found necessary to rely on human judgement in estimating values to be input into the models. This was found to be problematic and unacceptably risky for sponsors of the modelling effort. Finally, this work has also identified that further study is required into: the use of human judgement in decision-making and the validity of system dynamics models that rely on the quantification of human judgement.
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Deckner, Emil, and Carl Mailer. "Participatory Modelling for Carbon Footprint Analysis : A Case Study at DeLava." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279522.

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Because of global warming, companies have started to tackle sustainability issues within their operations, but major uncertainties exist on how to establish a quantitative baseline of the current environmental performance of companies. Numerous investigations have been made to assess the carbon footprint of companies with a variety of methods, tools and strategies. However, the lack of transparency in the methods used and the assumptions made could prevent companies to replicate methods and to analyse the results. Because of this, we will investigate how participatory modelling could be used to create a model of the carbon emissions of a company, but also how this method enables the company to understand the methods used and the results from the investigation. By doing this, we also aim to clarify how the process could be set up, which stakeholders that need to be involved and what data sources that could be used. The thesis was conducted as a single case study at a manufacturing company named DeLaval. A participatory modelling process with three major phases was carried out according to proposed methodologies in previous research. In the first phase, a conceptual model of the system accounting for the emissions was created. In the second phase, a quantitative model of the system was developed by gathering data and validating the calculation methodologies with operational stakeholders within the company. In the third phase, the results were verified, and the company could set up sustainability targets based on the findings. The outcomes of the case study showed that there are major benefits with applying participatory modelling because different perspectives throughout the organisation could be gathered efficiently to create a representable model of the company. The modelling strategy had more benefits in organisational areas characterised by high complexity with numerous of different stakeholders with different roles or by geographical distribution. To create the model, primary data consisting of master product data and transactional data was used, together with secondary data, consisting of carbon emission coefficients and gap filling data created by the modellers. By basing the calculations on the methodology set up by the GHG protocol and anchoring the root definition of the system with strategic stakeholders, the results were trusted by the organisation.
På grund av den globala uppvärmningen har företag börjat att hantera hållbarhetsutmaningar inom sin verksamhet, men stora frågetecken kvarstår gällande hur en kvantifierad bild av företagets nuvarande utsläpp ska beräknas. Flertalet studier har genomförts för att undersöka koldioxidavtrycket på företag, med flertalet olika metoder och verktyg. Metoderna och antaganden som gjorts har dock bristande transparens, vilket hindrar andra företag från att replikera beräkningarna och att göra analyser av resultatet. Baserat på detta kommer denna studie att undersöka hur participativ modellering kan användas för att skapa en modell av koldioxidutsläppen från ett företag, men också hur denna metod underlättar för företaget att förstå metoderna som använts och resultaten från undersökningen. Genom detta ämnar vi att bringa klarhet gällande hur processen kan se ut, vilka intressenter som ska vara delaktiga och vilka datakällor som kan vara användbara. Studien genomfördes som en enkel fallstudie på det producerande företaget DeLaval. En participativ modelleringsprocess med tre faser genomfördes i enlighet med etablerade modelleringsprinciper från tidigare studier. I den första fasen utvecklades en konceptuell modell av systemet för estimering av koldioxidutsläppen. I den andra fasen utvecklades en kvantitativ modell as systemet genom att samla in data och validera beräkningsmetoderna tillsammans med operative intressenter på företaget. I den tredje fasen verifierades resultaten och företaget hade möjlighet att sätta upp hållbarhetsmål baserat på resultatet. Utfallet av fallstudien visar att det finns stora fördelar med att använda participativ modellering eftersom olika perspektiv i organisationen kunde inhämtas på ett effektivt sätt för att skapa en representativ modell av företaget. Modelleringsstrategin hade större fördelar i delar av företaget som karakteriserades av hög komplexitet, med många olika intressenter med olika roller eller av geografisk utspriddhet. För att skapa modellen krävdes primärdata innehållande produktinformation och transaktionsdata samt sekundärdata, innehållande utsläppsfaktorer och överbryggande data skapad av modellerarna. Genom att basera beräkningarna på metodiken skapad av GHG protocol och förankra syftet med systemet tillsammans med strategiska intressenter, skapades en tillit till resultaten inom organisationen.
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Books on the topic "Organisational learning strategy"

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University of Technology, Sydney. Centre for Popular Education., ed. Strategic learning: Understanding and facilitating organisational change. Sydney, NSW: Centre for Popular Education, University of Technology, Sydney, 2001.

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Müller-Rehkopf, Thomas. Marktorientierung und organisationales Lernen: Ansatzpunkte zur Gestaltung eines marktorientierten Unternehmenswandels auf der Basis des integrativ-prozessualen Marketingansatzes und einer radikal-sozialkonstruktivistischen Modellierung organisationalen Lernens. Frankfurt am Main: Lang, 2011.

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Papmehl and Rainer Siewers. Wissen im Wandel: Die lernende Organisation im 21. Jahrhundert. Wien: Ueberreuter, 1999.

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Lernfähigkeit von Unternehmen: Grundlagen organisationaler Lernprozesse und Unterstützungstechnologien für Lernen im strategischen Management. Frankfurt am Main: P. Lang, 1996.

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Hennecke, Martin. Corporate strategy and the learning organisation - changing perspectives at the Daimler-Benz/Daimlerchrysler. Oxford: Oxford Brookes University, 2000.

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Dionne, Pierre. Le stratège du XXIe siècle: Vers une organisation apprenante. Montréal: G. Morin, 1997.

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Teresa, Kirkwood, ed. The trainer's balanced scorecard: A complete resource for linking learning to organizational strategy. San Francisco: Jossey-Bass, 2009.

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The strategic use of stories in organizational communication and learning. Armonk, N.Y: M.E. Sharpe, 2005.

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Saint-Onge, Hubert. Leveraging Communities of Practice for Strategic Advantage. San Diego: Elsevier Science, 2009.

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Debra, Wallace, ed. Leveraging communities of practice for strategic advantage. Amsterdam: Butterworth-Heinemann, 2003.

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Book chapters on the topic "Organisational learning strategy"

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Pilbeam, Stephen, and Juliet Osbourne. "The Contribution of Environmental Scanning to Organisational Learning and Strategy Development." In Contemporary Themes in Strategic People Management, 23–33. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27224-9_3.

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Kennerley, M. P., and A. D. Neely. "Organisational Learning Through the Evaluation of Information System Investments." In Strategic Management of the Manufacturing Value Chain, 457–64. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35321-0_50.

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Corbridge, Marjorie, Elizabeth Nials, Terence Hart, and Sandie Paice. "The Strategic Value of being a Learning Organisation." In Contemporary Themes in Strategic People Management, 117–28. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27224-9_12.

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Deiser, Roland. "Post-Acquisition Management: A Process of Strategic and Organisational Learning." In The Management of Corporate Acquisitions, 359–90. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-13016-0_14.

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Peris-Ortiz, Marta, Diana Benito-Osorio, and Carlos Rueda-Armengot. "Applying Concept Mapping: A New Learning Strategy in Business Organisation Courses." In Innovation and Teaching Technologies, 41–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04825-3_5.

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Mirić, Ana Aleksić. "Influence of Network Maturity on Organisational Learning and Knowledge Transfer in Strategic Alliances." In Contributions to Management Science, 317–35. Heidelberg: Physica-Verlag HD, 2010. http://dx.doi.org/10.1007/978-3-7908-2615-9_18.

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"Learning strategy." In Organisational Learning and Effectiveness, 104–6. Routledge, 2002. http://dx.doi.org/10.4324/9780203021200-16.

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Senaratne, Sepani, and Michele Florencia Victoria. "Building a Supportive Culture for Sustained Organisational Learning in Public Sectors." In Building a Competitive Public Sector with Knowledge Management Strategy, 118–34. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4434-2.ch005.

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The purpose of this chapter is to provide an approach to build a supportive organisational culture for sustained organisational learning in public sectors. Changing culture is not an easy task. It involves an in-depth understanding about culture and its relationship with organisational learning. First, this chapter provides a brief introduction to organisational learning, organisational culture, and their relationship. Then, characteristics and attributes of a learning culture are identified. Finally, using case study research findings of a public sector construction organisation operating in Sri Lanka, an approach is presented in this chapter on how to identify present culture of the organisation and change it to a learning culture.
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Atiku, Sulaiman Olusegun, and Ziska Fields. "Organisational Learning Dimensions and Talent Retention Strategies for the Service Industries." In Advances in Business Strategy and Competitive Advantage, 358–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3009-1.ch017.

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This chapter explores the contributions of organisational learning dimensions and talent retention strategies within an organisation to the development of innovative products/services and business sustainability. A literature review approach was adopted to investigate the link between intra/inter-organisational learning, talent retention strategies and business sustainability. It was found that an organisation needs to invest in continual learning and retention of talented employees to ensure business sustainability in the service industries. The ability to keep high-calibre human capital within an organisation is one of the greatest sources of sustainable competitive advantage. Judging from the global demands for a high calibre of talents, it is extremely difficult if not impossible to retain talents within an organisation for a long period of time. This chapter proposes a framework for developing innovative products/services to enhance business sustainability in the service industry through continuous learning dimensions and upgraded talent retention strategies.
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Conference papers on the topic "Organisational learning strategy"

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"IMPACTS OF E-LEARNING ON ORGANISATIONAL STRATEGY." In 1st International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0001227004740481.

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Low Seng Chua, Albert. "Doing Business in Vietnam: A strategic perspective on Organisational Learning." In 3rd Annual International Conference on Business Strategy and Organizational Behaviour (BizStrategy 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-1970_bizstrategy13.16.

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Rowlands, David Olusina, and Mark Savill. "Gas Turbine Engine Price Estimation Using Artificial Neural Network." In ASME 2018 Power Conference collocated with the ASME 2018 12th International Conference on Energy Sustainability and the ASME 2018 Nuclear Forum. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/power2018-7141.

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Gas turbine engine prices vary widely. Any organisation planning to invest in a project involving the use of gas turbine engines, as prime mover, must perform a robust economic analysis to guide the organisations investment decisions. One major element that could greatly influence the outcome of an economic analysis, and eventual organisational decisions and planning, is gas turbine engine acquisition price. This study applies artificial neural networks to estimate gas turbine engine price. A supervised network learning strategy has been adopted to train the network from a dataset of historical records of gas turbine engine performance parameters and engine price. Numerical gradient checking has been performed to validate the computed cost function with quantified similarity obtained in the order of 10−9. The challenge of neural network overfitting has been minimized by applying a regularization technique. As such, the developed network closes reflects real world observations. To validate the network predictions, the developed neural network has been used to estimate the price of known gas turbine engine units with 95% to 99.9% accuracy.
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Perales, Esther, Bàrbara Micó-Vicent, Valentín Viqueira, Khalil Huraibat, and Fco Miguel Martínez-Verdú. "Strategies for continuous improvement in the master's degree in "Colour Technology for the automotive sector" based on feedback from graduates." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8846.

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The first edition of the Master's Degree in "Color Technology for the Automotive Sector" was held during the last academic year. The academic results in terms of qualifications, achievement and learning were good. In spite of the good sensations, there are aspects to be improved, both in methodology and the development of the subjects, timing of the contents, organization or communication channels. Following this line, the Academic, agreed on a plan of continuous improvement based on the feedback provided by the graduate surveys. A specific survey was carried out to gather their specific experience of the course in order to be able to modify the general strategy of the master's degree at the teaching and organisational level. The objectives were to adapt the teaching methodology to facilitate a more reflexive, participative and autonomous learning with a high degree of involvement and motivation of the students, to improve the academic results in terms of learning and satisfaction, to simplify and improve the logistic management of the course, etc. Thus, the survey included questions relating to the usefulness of the master's degree, methodology, organisation and planning of teaching, as well as a final question relating to the overall satisfaction of the course. A short survey was chosen with only 10 questions that the student rated from 1 to 5 on a scale from "strongly disagree" to "strongly agree". From the analysis of the responses, some important weaknesses were detected, such as the lack of content developed in video format, and the slowness of feedback on the results obtained in the proposed tasks. Based on these results, it was proposed an improvement plan that included the incorporation of videos to teaching materials, flexibility in the deadlines for activities, and the periodic monitoring of student learning and concerns through "Adobe Connect".
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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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M. Ali, Irena, Katerina Agostino, Leoni Warne, and Celina Pascoe. "Working and learning together: social learning in the Australian Defence Organisation." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2397.

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This paper reports on the methodologies used and the findings of the research done by the Enterprise Social Learning Architecture (ESLA) Task into learning processes occurring in two diverse environments within the Australian Defence Organisation, tactical and strategic. The research focused on identifying factors that enable and facilitate social learning and these factors are discussed in view of the preliminary architecture proposed by the research team and in view of the socio-technical environment within which people work and learn. The paper concludes by suggesting that the development of information systems requires a multidisciplinary approach and needs an understanding of the cultural issues prevalent in work environments.
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Nanayakkara, S. M., V. Wickramasinghe, and G. D. Samarasinghe. "Role of Strategic Emotional Intelligence on Technological Capability, Technological Knowledge Management and Organisational Learning & Growth." In 2018 Moratuwa Engineering Research Conference (MERCon). IEEE, 2018. http://dx.doi.org/10.1109/mercon.2018.8421992.

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Chicharo, Joe Fernando, Kylie Austin, Julia Coyle, and Amy Thompson. "Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11062.

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Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.
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Falchetti, Elisabetta, Pascuala Migone, Cristina Da Milano, and Maria Francesca Guida. "DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end065.

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This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.
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