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william doust

Intergenerational Learning: reciprocal - TV industry research - 0 views

  • this assumption may be fundamentally flawed. In practice, such language and its associated power structures may impede upward and horizontal learning to the detriment of organizational learning. Giving primacy to the expert ignores the rapidly shifting definition of who the knowledge-rich are in times of discontinuous change; deters reciprocal intergenerational learning between those who have different hierarchical positions and experience levels associated with varying levels of knowledgeability; and excludes certain categories of workers from the organizational learning process.
  • This article suggests that the egalitarian approach to organizational learning advocated by some theorists requires the development of a more inclusive learning vocabulary.
william doust

Case Studies | Networks | Generations Working Together - 0 views

  • The project tested the StAP
  • Stakeholder Awareness Programme
  • designed to raise awareness of intergenerational learning prior to implementing any activity within an organisation
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  • Toolkit
  • The project then tested the DIGL
  • Doing Intergenerational Learning
  • which was developed for use within companies. Both organisations chose to test mentoring as a form of intergenerational learning. The companies were interested to find out whether intergenerational learning would combat critical knowledge loss within their companies which is often a problem when older, experienced staff leave the organisation.
  • To achieve the aims of the project the project aimed to:
  • 1) Develop a stakeholder awareness program 2) Develop a ‘Doing intergenerational learning toolbox’ for use within companies in a range of industries and national cultures 3) Develop a web-based game for practicing intergenerational learning
william doust

Digitizing the consumer decision journey | McKinsey & Company - 0 views

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    NOT FOR DISSERTATION BUT FOR LATER LEARNING
william doust

The Matter of Entrepreneurial Learning: A Literature Review | Péter Erdélyi -... - 0 views

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    scrollable view of paper.
william doust

PDF | How old are older workers? stereotypes and intergenerational rel. - 0 views

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    just took it seems a far stretch....
william doust

An Empirical Test of Nonaka's Theory of Organizational Knowledge - 0 views

  • With regard to the quantitative approach, the survey instrument for measuring the enabling conditions espoused by the theory fell short of our intended objective for both reliable and valid measurement. Psychometrically, the instrument revealed good internal reliability, though its validity was not established in the hypothesis testing
  • There are two possible interpretations of this particular finding: either the theory is invalid, or our test of the theory was not sufficient. It is our belief that the lack of association between our measure of knowledge enabling constructs and compliance with guidelines is in no way an indictment of the theory, rather an issue of measurement. There are several potential explanations for its inability to validly predict performance. According to Hunter and Schmidt (1990), measurement error in either the predictor or the criterion spuriously lowers ability to detect effect sizes.
  • With regard to our measure of performance (i.e., EPRP data), there is reason to question its accuracy in terms of documentation. Anecdotally, we were told that EPRP data does not necessarily reflect the true state of affairs in reference to guideline adherence. For example, performance may actually occur even though it is not formally documented (e.g., conducting depression screening, though neglecting to record this activity). Conversely, providers admitted to documenting performance that may not have actually occurred (e.g., offering smoking cessation counseling when none was actually given). Because our outcome data may have suffered from documentation errors, the actual effect of knowledge creation on guideline compliance may not have been realized. Also, statistical power was not sufficient to detect potentially meaningful effects. Saal and Knight (1996) recommend a 10:1 case to predictor ratio for estimating statistical power for collection of predictor data. A 31-item instrument would therefore require 310 cases or respondents to yield sufficient power, clearly more than we were able to acquire. Finally, this research must be quantitatively regarded as pilot work toward the development of a survey instrument. Indeed, survey development is an iterative process in which this project was the first iteration.
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  • Comparisons of the top and bottom performing facilities included in our study shed additional light on this contention
  • he top-performing facility attributed the creation and implementation of a local, interdisciplinary team as the reason for their success. In the rubric of the theory of knowledge creation, cross-functional teams allow individual knowledge to be “articulated and amplified through social interaction” (Nonaka, 1994; p. 22). The interdisciplinary composition of teams accommodates a diversity of perspectives useful for concept enhancement through social collaboration. Indeed, Nonaka and Takeuchi (1995) regard the concept of self-organizing teams as a conduit for acquiring, interpreting, and relating information necessary for organizational knowledge creation.
  • Support for the utility of the theory of knowledge creation in a health care setting was observed in the qualitative analyses. Profile analyses constructed from qualitative coding of interview data revealed themes consistent with the theoretical premises.
  • Conversely, the bottom performing facility employed a more autocratic style of knowledge creation. This reflects a unidimensional approach to organizational learning that suffers from limited perspective (i.e., lacking both requisite variety and redundancy). Further, an autocratic style is inherently antithetical to autonomy, thus constraining individual freedom to create knowledge. Resistance to guideline compliance emanates from leadership in this facility as evidenced by performance on the diabetic guideline. As an example, a clinic-level leader rebuked a diabetic guideline requiring retinal imaging in favor of his “forty years of experience”.
william doust

Emerald Insight | Learning Organization, The | Transferring codified knowledge: socio-t... - 0 views

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    socio-technical versus top down approaches to knowledge transfer. We could say that one of the ways the transfer process is addressed....
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