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1.
《Africa Education Review》2013,10(2):380-394
Abstract This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings. 相似文献
2.
Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments 总被引：1，自引：0，他引：1
Alison Fuller Lorna Unwin Alan Felstead Nick Jewson Konstantinos Kakavelakis 《British Educational Research Journal》2007,33(5):743-759
This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity. The discussion builds on earlier work where it was argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work. By studying the way in which work is organised (including the organisation of physical and virtual spaces), this research is suggesting that it is possible to expose some of this learning activity as well as to identify examples where new (or refined) knowledge has been created. In this regard, it is argued that it is important to break down conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation and to re‐examine knowledge as applied to the workplace. The conclusion focuses on how such an approach, and in particular the use of a productive system analysis, is strengthening the concept of expansive and restrictive learning environments. 相似文献
3.
Virginie Thériault 《Ethnography and Education》2016,11(2):158-173
This paper aims at understanding the complex relations between bureaucratic literacies, the lives of young people in a situation of precarity and the work of employees of two community-based organisations in Québec (Canada). Drawing on the perspective of the New Literacy Studies, the focus of this article is around the role of literacy mediators that can play youth workers. It also endeavours to clarify the meaning of the term precarity (précarité) by suggesting a multidimensional perspective on it. This paper reveals that literacy mediation can be a form of powerful literacies that offer opportunities to counteract dominant literacies and support new ways of learning. Finally, it suggests a reflection on the importance of the work of community-based organisations in countering the situation of precarity experienced by some young people. It underlines the fact that these organisations are also experiencing financial uncertainty and insecurity that affect their services. 相似文献
4.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
5.
Eva Kyndt 《International Journal of Lifelong Education》2013,32(5):681-699
Past research has shown that, as workers age, their participation in education and training declines, which is a problem in our fast changing society and economy. This study focuses on the stimulating and prohibiting reasons for participation in formal learning activities. It investigates whether employees in the second half of their career differ from their younger colleagues in terms of the reasons for participation in formal learning activities. 628 employees from the public health sector completed the questionnaire and after performing factor analysis, several ANOVA analyses were undertaken. Employees older and younger than 45 years of age and groups with varying levels of experience within their organisation (employees with more or less than 20 years service) were compared. Results showed that younger employees were more stimulated by their organisation’s steering than their older colleagues. However, younger employees were less keen than older employees to participate in formal learning due to the required investments of time, financial costs, distance and assignments. In comparing more and less experienced employees, it was found that employees with less experience were more stimulated by the organisational steering and wish to progress. More experienced employees were discouraged by dispositional barriers; for example, they felt that they had learned enough or could not learn any more and also dreaded the idea of ‘going back to school’. The differences found in this study support the statement that age and educational participation are not (or less) directly related than has been suggested. Rather, the differences between different age groups seem to be more related to differences in the personal or private lives of employees, while any differences between experienced and less experienced employees appeared to depend on job-related issues. 相似文献
6.
The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations—whether on individual, organisation or system points of view—indicate that employees do not identify closely enough with the organisation and its strategic goals. 相似文献
7.
巫江 《南昌教育学院学报》2011,26(4):139-140
有效的企业心理健康服务的前提是对企业需求比较准确的把握.由于行业特征、内部管理模式、企业文化等因素的差异,企业员工心理健康服务需求存在着较大的差异.本文根据企业规模、行业特点、企业员工心理健康服务的发动组织者、服务目标、企业服务人群、任务要求等需求要素,将我国企业员工心理健康服务需求划分为预防宣教型、问题解决型和发展推进型三种主导类型.针对三种主导需求可以采用心理健康促进、问题解决导向、全面推进三种模式员工心理健康服务模式. 相似文献
8.
Malin Wieslander 《Studies in Continuing Education》2013,35(3):308-325
Many organisations declare that the ability for employees to speak out about organisational matters is important for organisational development. However, recent literature reports a widespread fear of retaliation among employees if they express themselves – especially within the police. The point of departure of the present article is the tension and discrepancy between official policy and officers’ accounts of the conversational climate within the police. Through empirical examples from data consisting of field studies and 33 interviews with police officers in subordinate ranks, this article describes how employees learn and reproduce informal norms that condition the conversational and working climate within the organisation. In contrast to official guidelines within the police, employees learn the informal cultural norms of keeping a low profile and remaining silent through everyday talk. Theories that stress how discourses, storytelling, and noisy silences accomplish social action are used to explain why these informal norms are given such power within an institutional setting. 相似文献
9.
10.
Ann Aspinall & John R. Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):365-372
Microcomputers have recognised value for people with learning disability (mental retardation) and their use has been a feature of many service settings since the 1980s. Recent technological advances, such as the modern and powerful personal computers with multimedia capability and the Internet, have, however, not yet been widely adopted in day and residential services. The implications of these developments for service planning and management are not fully understood. A survey of microcomputer use for adults with learning disability within The Home Farm Trust, a UK national organisation for people with learning disability was carried out in the light of a planned organisation-wide initiative to introduce modern information and communications technology (ICT) to service users. Results show that there had been a limited provision of computers within the organisation and that staffing and support for the introduction of new ICT were not fully in place. The findings are discussed in the light of research on the organisational requirements for effective ICT use. These requirements were built into the planning of a major initiative to equip the organisation with new ICT for its service users. Future research should lead to simple audit procedures to aid organisations develop effective ICT use. 相似文献
11.
This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural
support. This article further examines the notion that individuals in organisations also require the cognitive participation
of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals
and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are
provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations
can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and
its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently
being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations
associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with
the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels.
The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an
organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This
article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing
so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily
engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD
project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project
life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both
concepts together. 相似文献
12.
Ann Reich 《Studies in Continuing Education》2013,35(2):219-232
Reforms currently taking place in organisations and their implications for education, training and learning in these organisations requires new and different ways of understanding. The recent focus on workplace learning and notions of "the learning organisation" raise challenges to understanding their significance as "technologies of training" applied within organisations. In social services organisations struggling with decades of reforms pushing them to be more "competitive and business-like", these reforms are even more complex. This paper, based on a study of child protection agencies in the state of New South Wales, Australia, indicates the ways in which the notion of the "learning organisation" is used to "govern" child protection services and workers. Rather than being a technique for encouraging team-work and increased participation by workers as part of post-Fordist forms of work organisation, as described by many commentators, this research indicates the ways in which it has been adopted as a technique in making neoliberal reforms practicable in organisations. It opens new questions in how we understand new "technologies of training", the way they are made practicable in work organisations and the changes demanded in the identity and character of the worker. 相似文献
13.
John Oliver 《Action Learning: Research and Practice》2006,3(2):213-220
One of the principle tenets of action learning is that it provides the potential to explore and solve complex organisational problems. The question of how best to develop a future business strategy is such a problem. Existing literature on strategy making presents a multi-faceted debate, suggesting that the complexity of competitive environments means that the strategic route forward for many organisations can often be unclear. As a lecturer who teaches strategy at university, I have been intrigued by the ‘Learning Group’ of strategy making (Argyris & Schon, 1974; Quinn, 1980; Mintzberg, 1987; Argyris, 1993, 2004) for some time, as it argues that competitive environments are complex and unpredictable, and therefore, organisational strategies must be reactive and flexible. As a consequence, strategies simply emerge over time, and are characterised by a process of trial and error where individuals and groups within the organisation learn more about the environment they are competing in and how best to take advantage of it.
This paper aims to explore two key questions: firstly, to examine the role that action learning could play in helping strategy makers become more reflective practitioners, and secondly, to explore the use of peer consultancy as a vehicle to enable action learning. This paper presents the findings of empirical research from an action learning project with the Chief Executive of a leading UK service provider of health and fitness. It provides a detailed examination of how a service management strategy was developed in practice and enabled by a process of iterative action, change, reflection and learning. 相似文献
14.
This paper describes English and French modes of regulation of the educational system, stressing the contrast between them (regulation by process versus regulation by outcomes), while their goals and organisation prove rather more convergent over the last 30 years. It tries to assess the correspondence between those two ways of operating and what we know about the functioning of organisations like schools. From that point of view, the French system fits the economic theory of organisation less well than the English one, so that some contradictions and tensions are predictable. Last, it looks for some relationship with indicators of effectiveness, equity and social satisfaction towards school in the two countries. No clear relationship emerges at the present time, but the analysis may help predict some problems that lie ahead. 相似文献
15.
Theories of organisation actually become ideologies, legitimisations for certain forms of organisation. They deploy arguments in terms of rationality and efficiency to provide control. The limits that they impose upon the conception of organisations actually close down the possibility of considering alternative forms of organisation. This is nowhere more clearly evident than in the current application of management theories to schools. Such theories marginalise empirical studies of school practice and dismiss the folk‐knowledge’ of teachers as irrelevant. They are as significant for what they exclude as for what they include (Ball, 1987, p. 5). 相似文献
16.
Paula Protsch 《Journal of Education & Work》2017,30(6):585-598
Employers’ recruitment behaviour in entry labour markets is central for young people’s transitions from school to work. Whereas previous research has focused on the effects of specific applicant characteristics, I concentrate on how organisational characteristics, namely organisation size and private or public sector affiliation, relate to selection decisions in the dual apprenticeship system in Germany which is a major entry labour market. Following organisational and institutional theory, I expect early selection stages to be more open at larger and public organisations in contrast to smaller private organisations. I also investigate how different organisations respond to school grades as applicants’ signals of skills. I use field experiment data combining organisational-level and applicant-level data to analyse how actual employer responses to written applications by fictitious young people vary with organisation type. The results indicate that, net of applicant characteristics and occupation-specific practices, applications are more likely to receive an invitation to a follow-up selection stage if submitted to larger organisations, and especially larger public organisations, rather than to smaller private organisations. This finding extends to applicants with poorer school grades. Public sector affiliation, however, did not seem to matter much within the group of smaller organisations. 相似文献
17.
This article describes a new approach, employing a combination of Positioning Theory and Semantic Polarities, that educational psychologists can use to develop and facilitate change in organisations and groups. Resistance to change can be seen as reflecting a lack of the language that the members of an organisation need to participate effectively in the new discourses that are associated with change. Positioning Theory can be used to develop this new language of participation, which can then be used by all in the organisation or group to agree how development can happen and what their contribution to this would be. 相似文献
18.
Stephen Marshall 《Quality in Higher Education》2016,22(3):213-227
Sense-making is a process of engaging with complex and dynamic environments that provides organisations and their leaders with a flexible and agile model of the world. The seven key properties of sense-making describe a process that is social and that respects the range of different stakeholders in an organisation. It also addresses the need to account for the history and context of the organisation while also acting to change that context. This paper describes a conception of quality framed by sense-making. It explores the possible insights and guidance it can provide to leaders and others seeking a model aligning quality with forward-looking organisational change and capable of reflecting the complex relationships between educational organisations and their diverse stakeholders. Quality as sense-making flows from a recognition that education is too complex and too important to be defined by a small number of qualities relevant to a privileged group of stakeholders, or by limited performance indicators such as financial efficiency, instead it is experienced through an on-going conversation challenging complacency and the status quo. 相似文献
19.
Phyllis Jones 《Journal of Research in Special Educational Needs》2003,3(2):130-137
This paper analyses part of a consultation project a northern Early Years Development and Childcare Partnership (EYDCP) engaged with in the process of developing a charter for inclusion. This consultation included parents, families, service providers and service managers. Three main research strategies were employed including questionnaires, interviews and discussion groups. This project highlights the importance of listening to the various stakeholders and of allowing the voices of people at the sharp end of inclusive practice to be instrumental in the development of such services. Issues related to shared understandings of terminology and concepts, different perceptions of the drives for greater inclusive services, and the problematic nature of translating inclusive theory into practice in early years services for disabled children developed as important elements of this project. Although stakeholders enjoy some agreement regarding the philosophical notions of inclusion, there was some diversity in the perceptions of why inclusive services are being developed at all and also about how concepts of inclusion are translated into practice. Themes emerged about the organisation of an inclusive early years service relating to the 'adult factor' and the efficacy of a charter for inclusion. The partnership concluded that a pilot project following principles highlighted in this project was the next natural stage of developing a charter for inclusion: a charter of promises, rights and standards that is not rhetoric but realistic and, most importantly, is actually driven by the users and front-line service providers in the partnership. 相似文献
20.
葛晓虹 《河南职业技术师范学院学报(职业教育版)》2011,(9)
饭店业在中国是较早与世界接轨的行业之一,经过四分之一个世纪的发展,酒店数量不断增加,高星级酒店日渐增多,然而饭店的服务水平却并未随着星级酒店的增多而日渐提升,服务水平却呈下降的趋势。这主要是因为目前酒店从业人员素质偏低影响了酒店服务质量的提高,从而制约了中国饭店业的快速发展。那么如何提高员工的专业水平,对员工进行有效的管理,无疑是饭店业发展壮大必须要思考的问题。饭店服务质量的提高除了摈弃那些恶性的不良认知习惯和操作方式外,更应通过科学的手段进行管理和运营。充分发挥员工的效能,跟上时代的发展步伐,满足顾客的需求和酒店业竞争市场的需要。建立自己的专业队伍,从根本上提高饭店的服务质量,向国际化品牌看齐。 相似文献