Search results for "learning organization"
showing 10 items of 24 documents
E‐learning at work: theoretical underpinnings and pedagogical challenges
2005
PurposeFirst, to explore the application of e‐learning as a medium for workplace learning, as a form of adult learning and organisational learning from a theoretical point of view, second, to review empirical studies on recent solutions to pedagogical problems encountered in workplace learning in general and in e‐learning in particular, and finally, to consider the challenges facing the further development of e‐learning solutions targeted at the workplace.Design/methodology/approachThe paper reviews theories of adult learning, workplace learning and organisational learning and brings out main pedagogical implications of these theories from an e‐learning point of view. Some empirical studies…
Measuring organisational learning capability among the workforce
2007
PurposeThe present study sets out to propose and validate a measurement scale that aims to capture the organisational capability to learn, based on a comprehensive analysis of the facilitating factors for learning. The organisational learning capability scale consists of 14 items grouped into five dimensions: experimentation, risk taking, interaction with the external environment, dialogue, and participative decision making.Design/methodology/approachData were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers. A total of 157 valid questionnaires were obtained, representing a response rate of 61 per cent. Using confirmatory factor analysi…
Transformational leadership, learning, and employability
2011
PurposeNumerous empirical works have found evidence to support a positive relationship between managers' transformational leadership behaviour and employees' individual performance. Studies have also begun to examine the process by which the effects on performance ultimately take place. This research aims to move forward in this direction. The paper aims to analyse the mediating role of a contextual variable (organizational learning capability) and a subordinate characteristic (employability) in the relationship between transformational leadership and individual performance.Design/methodology/approachThe hypothesis was tested through a sample of 795 workers from 75 university departments, u…
INTERPRETING LARGE SCALE NATIONAL LEVEL ASSESSMENT DATA IN MATHEMATICS BY USING RASCH ANALYSIS
2020
Latvia is undergoing a nation-wide curriculum reform in general education, with an aim to help students to develop 21st century skills. In order to successfully implement reform, not only teacher performance in the classroom is important, but also the transformation of the school culture is of high priority. One of the key dimensions that is characteristic for a school as learning organization culture is whether it has data-driven culture and is using data on continuous basis to improve student achievement. Large scale national level assessment data is used for many different purposes, however, this data only rarely is recognised as useful data source for planning actions to improve student…
Competitive advantage and strategy formulation
2005
Purpose – The aim of this paper is to promote the use of dynamic capabilities as a strategic tool of the highest order in terms of firm management.Design/methodology/approach – The content of the article is developed from a table that offers some insights into the relationship between the three theoretical perspectives analyzed in the paper: resource‐based view, knowledge‐based view and dynamic‐capabilities view.Findings – The paper describes the evolution that can be discerned in the process of developing competitive advantage, from a resource‐based view to a dynamic‐capabilities framework.Originality/value – The objective of the article was not to bring to light any new revelations in thi…
Rethinking Samir Amin’s legacy and the case for a political organization of the global justice movement
2019
Juego argues that the new Internationale’s “primary organizational function should be the global coordination of actions of progressive grassroots movements from country to country.” He calls for a ‘learning organization,’ where the new Internationale supports “a continuous dialogue between bottom-up and top-down approaches to decision-making.” He sees it as “[a]kin to a global coordinating council” meaning that it works to integrate and synthesize the “varying initiatives, campaigns, and mass actions at all geographical levels of membership” while remaining mindful of the “dialectics between reform and revolution.” The new Internationale must, moreover, be “grounded on a pragmatic understa…
Diagnosing and measuring learning organizations
2005
PurposeTo explore and analyse various learning organizations and to attempt to outline the form of a holistic learning organization.Design/methodology/approachThe tool described in this article is a continuation of the work published in a Licentiate thesis in 1996 and developed further in a doctoral dissertation in 2001. The Learning Organization Diamond Tool is based on a holistic concept of a learning organization being regarded as a structure of related elements: driving forces, finding purpose, questioning, empowering and evaluation at two interconnected levels of individuals and the whole. Data from 686 respondents were gathered from 25 Finnish organizations in 1998.FindingsThe outcome…
Diagnostic tools for learning organizations
2001
Aims first, to develop an instrument for a holistic analysis of learning organizations; and second, to test the validity and reliability of this instrument. The framework developed was mainly influenced by the work of Mike Pedler, Tom Boydell and John Burgoyne, Peter M. Senge as well as Chris Argyris and Donald A. Schön. Analyses eight existing diagnosis tools. The Learning Organization Diamond Tool was based on a concept of a learning organization regarded as a structure of related elements. Data consisting of 691 answers were gathered from 25 Finnish organizations in 1998. After analysis the reliability of the instrument was measured with Cronbach’s alpha. Cronbach’s alphas for the elemen…
Transformation Of Individual Learning Into Organisational And Networked Learning In Vocational Education
2008
The Finnish vocational education and training system has traditionally been largely school-based with the inclusion of only short practice periods in students’ study programmes. In 2001 the system was reformed, new 3-year study programmes were introduced in all fields of study, and workplace learning (WPL; at least 6 months) became a compulsory part of all vocational study programmes. WPL is defined as systematically guided and assessed learning that takes place in authentic work environments. Thus, workplaces have to provide guidance and support for student learning and to participate in a tripartite assessment. At the beginning of the workplace learning period the student, the teacher and…