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Organisational Learning (organisational + learning)
Selected AbstractsSmall firms and internationalisation: learning to manage and managing to learnHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 3 2002Valerie Anderson Small firms contribute significantly to the UK economy, but most research into learning and work features the experience of large organisations. This article focuses on learning and work in small organisations. An interpretive framework relating to organisational learning is derived from the literature. Data on learning in small firms that internationalise are analysed to assess the extent to which models of organisational learning are applicable to the context and challenges they face. The article suggests that the large firm model of learning is inappropriate; the distinctive culture and communication systems of small organisations require different approaches to the acquisition, transmission and interpretation of knowledge. Tacit knowledge, developed through informal learning, is a priority and learning through local business networks is more important than participation in formal programmes. Advocacy of human resource development (HRD) practices based on conventional theories of organisational learning, therefore, may hinder rather than encourage performance in small organisations. [source] Company-based education programmes: what's the pay-off for employers?HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 4 2001Graeme Martin This article addresses the question of whether company-based programmes of education repay employer investment in terms of learning transfer to the workplace. Building on earlier work by the authors, we use an in-depth longitudinal case study of a long-standing programme of continuous education sponsored by the US-based NCR corporation in Scotland. As educators, we expected to find that the programme would have been associated with positive outcomes, based on the belief that 'embrained' or formal, abstract knowledge can be transferred to the workplace. We were aware, however, that research in this area has not been promising in demonstrating learning transfer, in part because such a process is mediated by the quality of the transfer climate. Drawing on survey data and in-depth interviewing of a sample cohort, we found that the programme of company-based education had significant implications for learning transfer. Surprisingly, however, transfer climate had little influence on the willingness of employees to use their knowledge to make improvements or generate innovations at work. Finally, we found that these data supported situated learning theory, stressing the importance of tacit knowledge, informal learning, the communal nature of workplace learning and the difficulties in evaluating learning transfer. We believe that these results have important implications for the literature on the evaluation of HRD interventions, for human resource development (HRD) specialists interested in developing programmes of so-called lifelong learning and for practitioners working in the area of organisational learning and learning organisations. [source] Erfordert die Informationsgesellschaftflexiblere Arbeitsmärkte?PERSPEKTIVEN DER WIRTSCHAFTSPOLITIK, Issue 1 2003Gunther Tichy The paper argues that increased complexity rather than faster change is the real problem. Dealing with complexity affords adaptability and organisational learning. Short-term flexibility, however, is detrimental to adaptability and learning as it hinders the accumulation of firm-specific capabilities , and, consequently, of country-specific ones at the macro level. The ability of the firm to absorb and act upon knowledge depends to a large extent on staff continuity and motivation. [source] From policy lessons to policy actions: motivation to take evaluation seriouslyPUBLIC ADMINISTRATION & DEVELOPMENT, Issue 4 2004Gustavo Gordillo The purpose of this article is to analyse the institutional aspects of creating effective systems for monitoring and evaluations (M&E) in government-led rural development efforts in developing countries. We argue that the ultimate challenge of creating effective M&E systems for public policy is not only related to the supply of information and the delivery of new knowledge to policy makers, but more importantly to their demand for lessons learnt about the effects of earlier policies. The challenge, then, is for governments to construct institutional arrangements that support the transformation of policy lessons into policy actions. This article shows that the likelihood of this transformation is closely related to the capacity of institutions to deliver mechanisms for downward accountability and processes for organisational learning. We add to earlier work in this area by considering the conditions under which such a transformation process is more or less likely, given the severe power and information asymmetries that characterise the institutional context of many developing countries' national governments. We use the tools of institutional analysis to examine the incentive structures of the actors involved in two concrete field settings, and assess to what extent these actors are likely to take evaluations seriously. Copyright © 2004 John Wiley & Sons, Ltd. [source] Mentoring and organisational learning in research and developmentR & D MANAGEMENT, Issue 5 2005Liz Borredon This paper presents and discusses the contribution of ,mentoring' relationships to organisational learning and knowledge creation in the early stages of research and development (R&D) projects. Our study considers the characteristics of a scientific leader, the nature of the context he creates, and how dialogue contributes to scientific breakthrough. Our study is unusual in as much as research on knowledge creation has developed separately, yet in parallel, with that of mentoring. It is rare to combine these disciplines and yet our research shows there is much to learn from examining the two as a process. We conducted our research at TECHNO, a high-tech-based European company producing advanced equipment dedicated to particles acceleration. Interviews were carried out in 2002,2003 with the founder of the company, the head of the R&D and engineering department, and team members involved in the low energy cyclotron project. Our exploratory research enabled us to identify differences in actors' perceptions about the nature and characteristics of these relationships. Our study also suggests that not all sets of relationships can tolerate the degree of intensity provided by the ,mentor'. TECHNO has other ,mentors' who do not manage to generate the same creative context. Complementary mentoring styles based on premises and process reflection allow to support and enhance ,upper levels' learning by junior team members. We examine the nature of the leaders as mentors and catalysts within the learning process and briefly discuss implications for setting up and maintaining learning teams. [source] Managing innovation in a knowledge intensive technology organisation (KITO)R & D MANAGEMENT, Issue 5 2002Audrey Verhaeghe This study aims to add to the existing knowledge of how innovation works in organisations. By understanding how to assess/evaluate processes that support and enable innovation, managers can better manage innovation as a business process. This paper addresses elements of organisational behaviour that relate to people management where innovation and technology management is concerned. Perception plays a crucial role in driving behaviour and therefore the widely accepted business scorecard methodology has been used to measure innovation practices in the organisation. The research was done in a knowledge intensive technology organisation (KITO) in South Africa. Interviews with managers of R&D were conducted. These interviews were used to adapt an existing audit instrument to suit the technology,based organisation. Thereafter, a comprehensive audit of innovation was conducted at three different management levels using the adapted instrument. Over 100, mostly R&D managers, were asked to complete a scorecard,based questionnaire and to draw a visual representation (VR) of innovation. The results of the interviews, audit and VRs were used to produce a management framework that is not only applicable to a KITO, but can also be used widely to improve innovation through enhanced visual understanding of any technology,based organisation. The results of the study indicate that measuring innovation through a validated instrument is highly valuable. The Holistic System Framework for innovation and the measurement instrument facilitated (1) management of, and (2) organisational learning about innovation. The comprehensive audit indicated, on a strategic level, the strengths and weaknesses of the innovation process as practised in the organisation. The instrument is valuable at a strategic management level as it indicates where in the organisation the gaps exist regarding the management of the process of innovation with the aim to create a competitive advantage. [source] Controlling International Joint Ventures: An Investigation of Australian Parent PartnersAUSTRALIAN ACCOUNTING REVIEW, Issue 2 2009Francesco Giacobbe International joint ventures (IJVs) are an important modern organisational form, with their complexity presenting significant management and control issues. Our research uses a cross-sectional survey of Australian parent partners of IJVs to provide insights into the characteristics of Australian companies and their IJVs, performance outcomes and choices of parent partners management control systems (MCS) design in terms of operational areas they seek to control (focus), the extent to which they exercise control (extent) and the mechanisms of control used (formal and informal). Australian parent partners of IJVs generally are, partnering in countries close to Australia in the Asia-Pacific, in activities similar to those they undertake in Australia, contributing a significant amount of resources, but overall have only limited IJV experience. Australian parent partners focus on a limited set of controls, often with tighter formalised control structures. Finally, overall they are satisfied with the performance of their IJVs, with higher satisfaction for organisational learning and product/customer dimensions than financial performance. [source] | ||||||||||