Integrating apprenticeship training in learning organisations:
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| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
Wien ; Berlin ; Münster
Lit
2007
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| Series: | Wirtschaftswissenschaften
16 |
| Subjects: | |
| Online Access: | Inhaltstext Inhaltsverzeichnis |
| Physical Description: | VI, 302 S. graph. Darst. 24 cm |
| ISBN: | 9783825805289 382580528X 9783700007142 |
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MARC
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| adam_text |
INTEGRATING APPRENTICESHIP TRAINING IN LEARNING ORGANISATIONS EDUARD A.
STOGER LIT CONTENTS CHAPTER 1 INTRODUCTION 1 1.1 INTRODUCTION 1 1.2
PROBLEM DEFINITION: THE DUAL SYSTEM IS FACING A SEVERE CRISIS 3 1.2.1
THE DECLINE IN APPRENTICESHIP PLACES 3 1.2.2 DECREASE IN TRAINING
COMPANIES 5 1 .2.3 THE DECLINE OF THE DUAL SYSTEM IN OTHER EUROPEAN
COUNTRIES 6 1.3 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS 6 1.4
RESEARCH PARADIGM AND RESEARCH PHASES 8 1.5 OUTLINE OF THIS DISSERTATION
9 CHAPTER 2 REFORMS IN THE AUSTRIAN AND THE DUTCH DUAL SYSTEM 11 2.1
INTRODUCTION 11 2.2 THE EDUCATION SYSTEM IN AUSTRIA 11 2.3 KEY FEATURES
OF THE DUAL SYSTEM IN AUSTRIA 14 2.4 THE MAIN POLITICAL ACTORS IN THE
DUAL SYSTEM AND THEIR SPHERES OF INFLUENCE 17 2.5 POLICY REFORMS IN THE
AUSTRIAN DUAL SYSTEM 19 2.5.1 IMPROVEMENT MEASURES BEFORE 1996 19 2.5.2
INTERVENTION PROGRAMME OF 1997 19 2.5.3 IMPROVEMENT MEASURES AFTER 1997
21 2.6 KEY FEATURES OF THE DUAL SYSTEM IN THE NETHERLANDS 25 2.7 THE
CONTENT OF THE ADULT AND VOCATIONAL EDUCATION ACT (WEB) 27 2.8
CONSEQUENCES OF THE WEB FOR THE DUTCH DUAL SYSTEM 28 2.9 CONCLUSION 30
CHAPTER 3 STRUCTURAL CHANGES IN SOCIETY AND THE ECONOMY AND THEIR
CONSEQUENCES FOR THE DUAL SYSTEM 35 3.1 INTRODUCTION 35 3.2 STRUCTURAL
CHANGES IN SOCIETY, THE ECONOMY AND WORK ORGANISATION 35 3.2.1 THE
SERVICE AND KNOWLEDGE SOCIETY 36 3.2.2 GLOBALISATION 37 3.2.3 ICT 39
3.2.4 HIGH DYNAMIC OF CHANGE 40 3.2.5 KNOWLEDGE EXPLOSION AND KNOWLEDGE
DETERIORATION 40 3.2.6 INCREASED MIGRATION 41 3.2.7 NEW PRODUCTION AND
MANAGEMENT CONCEPTS 42 3.3 CONSEQUENCES OF THE STRUCTURAL CHANGES FOR
THE AUSTRIAN EMPLOYMENT AND EDUCATION SYSTEM 43 3.4 PARTICULAR
CHALLENGES FOR THE DUAL SYSTEM 44 3.4.1 EUROPEAN INTEGRATION AND
DIFFERENCES BETWEEN NATIONAL VET SYSTEMS 45 3.4.2 THE VOCATIONAL
PRINCIPLE: FROM INDIVIDUAL MASTERY TO CHANGING QUALIFICATIONS 45 3.4.3
CHALLENGES FROM THE LEAN PRODUCTION CONCEPT 46 3.4.4 INITIAL VET AS AN
IMPORTANT BASE FOR LIFELONG LEARNING 46 3.5 CONSEQUENCES OF THE
STRUCTURAL CHANGES FOR THE AUSTRIAN APPRENTICESHIP MARKET 50 3.6
CONCLUSION 52 CHAPTER 4 GUIDING PRINCIPLES OF APPRENTICESHIP TRAINING IN
LEARNING ORGANISATIONS 55 4.1 INTRODUCTION 55 4.2 DIFFERENCES BETWEEN
ORGANISATIONAL LEARNING AND LEARNING ORGANISATIONS 56 4.3 THE
CORNERSTONES OF THE LEARNING ORGANISATION 57 4.4 THE CORNERSTONES OF THE
LEARNING-ORIENTED ORGANISATION (LOO) 59 4.5 THE CORNERSTONES OF
ORGANISATIONAL KNOWLEDGE CREATION 61 4.6 DEFINING INDICATORS FOR
PROACTIVE HRD 62 4.7 THE ROLE OF APPRENTICESHIP TRAINING IN NEW
MANAGEMENT CONCEPTS 63 4.8 THE CORNERSTONES OF APPROPRIATE LEARNING
ENVIRONMENTS FOR APPRENTICES 64 4.9 DEFINING INDICATORS FOR PROACTIVE
4.10 CHAPTER 5 5.1 5.2 5.3 APPRENTICESHIP TRAINING CONCLUSION SELECTING
THREE CASES INTRODUCTION RESEARCH DESIGN & METHODOLOGY 5.2.1 RESEARCH
METHODOLOGY 5.2.2 DEFINING THE TARGET POPULATION 5.2.3 PURPOSEFUL
SAMPLING INSTRUMENTATION 5.3.1 THE CREATION OF TWO DRAFT QUESTIONNAIRES
5.3.2 PILOT TESTING THE DRAFT QUESTIONNAIRES 66 67 71 71 71 71 74 75 77
77 77 5.3.3 MATCHING THE INDICATORS WITH THE 5.4 5.5 5.6 CHAPTER 6 6.1
6.2 6.3 6.4 6.5 6.6 5.3.4 5.3.5 5.3.6 RESULTS QUESTIONNAIRE ITEMS
CONTACTING THE TARGET GROUP OF COMPANIES DATA COLLECTION DATA ANALYSIS
OF THE SURVEY SELECTING THREE COMPANIES FOR CASE STUDY RESEARCH
CONCLUSION THE CONCEPT OF APPRENTICESHIP TRAINING IN LEARNING
ORGANISATIONS INTRODUCTION SYSTEMS THINKING 6.2.1 6.2.2 6.2.3 6.2.4
6.2.5 FUNDAMENTAL SOLUTIONS REQUIRE A LONG-TERM ORIENTATION
CROSS-DEPARTMENTAL PARTICIPATION THE FORMAL ARTICULATION OF CENTRAL
GOALS AND MEASURES QUALITY ASSURANCE AND QUALITY DEVELOPMENT DEFINING
ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS PERSONAL MASTERY 6.3.1
6.3.2 6.3.3 6.3.4 6.3.5 MENTAL 6.4.1 6.4.2 6.4.3 6.4.4 6.4.5 6.4.6
SHARED 6.5.1 6.5.2 THE ROLE AND FUNCTION OF LEARNING PROFESSIONALS
DEVELOPMENT OF A PERSONAL VISION EMPLOYEES' RESPONSIBILITY AND
ORGANISATIONAL SUPPORT FOR PERSONAL MASTERY FORMAL AND INFORMAL LEARNING
ACTIVITIES DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS
MODELS REVEALING MENTAL MODELS REFLECTION AND CRITICAL REFLECTION
CRITICAL REFLECTION AT THE WORKPLACE COLLECTIVE REFLECTION BY INSTALLING
INTERNAL BOARDS COOPERATION BETWEEN THE LEARNING PROFESSIONALS DEFINING
ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS VISION FUNDAMENTAL
ISSUES TO CREATE A SHARED VISION DEFINING ORGANISATIONAL LEARNING
ACTIVITIES AND INDICATORS TEAM LEARNING 6.6.1 6.6.2 ACQUIRING TEAM
SKILLS DIFFERENT FORMS OF TEAMS 78 78 80 81 81 83 84 87 87 88 88 89 90
90 90 92 92 93 94 95 97 98 98 99 99 100 101 101 103 103 104 105 105 107
6.6.3 TEAM SKILLS OF YOUNG PEOPLE 107 6.6.4 DEFINING ORGANISATIONAL
LEARNING ACTIVITIES AND INDICATORS 108 6.7 KNOWLEDGE CONVERSION 109
6.7.1 SHARING TACIT KNOWLEDGE 110 6.7.2 CREATION OF EXPLICIT VALUES 112
6.7.3 SHARING EXPLICIT KNOWLEDGE 113 6.7.4 INTERNALISATION OF EXPLICIT
KNOWLEDGE 115 6.7.5 DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND
INDICATORS 115 6.8 EXTERNAL KNOWLEDGE 117 6.8.1 THE ACCUMULATION OF
EXTERNAL KNOWLEDGE 117 6.8.2 DEFINING ORGANISATIONAL LEARNING ACTIVITIES
AND INDICATORS 118 6.9 LEARNING ENVIRONMENT 119 6.9.1 MIXING OFF AND
ON-THE-JOB LEARNING SITUATIONS 119 * \ 6.10 CHAPTER 7 7.1 7.2 7.3 7.4
7.5 6.9.2 THE COGNITIVE APPRENTICESHIP MODEL 6.9.3 THE CONCEPT OF
'BLENDED LEARNING' 6.9.4 DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND
INDICATORS CONCLUSION DESIGN OF MULTIPLE CASE STUDIES INTRODUCTION
RESEARCH DESIGN & METHODOLOGY 7.2.1 CASE STUDY PURPOSES 7.2.2 CASE STUDY
QUESTIONS 7.2.3 THE RESEARCH DESIGN OF THE CASE STUDY DESIGN 7.2.4 THE
METHODOLOGY OF MULTIPLE CASE STUDY RESEARCH 7.2.5 ANALYTIC
GENERALISATION FROM QUALITATIVE RESEARCH 7.2.6 VALIDITY AND RELIABILITY
OF CASE STUDY RESEARCH INSTRUMENTATION 7.3.1 FOCUSED INTERVIEW AND
DOCUMENT ANALYSIS 7.3.2 SELECTION OF CASES 7.3.3 SELECTION OF
INTERVIEWEES 7.3.4 INTERVIEW GUIDELINES 7.3.5 CONDUCTING A PILOT STUDY
7.3.6 CONTENT ANALYSIS 7.3.7 CODING OF DATA WITH THE HELP OF THE
'ATLAS-TI' COMPUTER PROGRAM THE DATA ANALYSIS PROCEDURE CONCLUSION 120
121 123 123 127 127 127 128 128 129 129 130 131 134 134 135 136 137 138
138 139 140 144 CHAPTER 8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11
8.12 CHAPTER 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 CHAPTER 10
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 O CHAPTER 11
11.1 11.2 ORGANISATIONAL LEARNING IN A CONSTRUCTION COMPANY INTRODUCTION
CASE DESCRIPTION PRINCIPLE I: SYSTEMS THINKING PRINCIPLE II: PERSONAL
MASTERY PRINCIPLE III: MENTAL MODELS PRINCIPLE IV: SHARED VISION
PRINCIPLE V: TEAM LEARNING PRINCIPLE VI: KNOWLEDGE CONVERSION PRINCIPLE
VII: EXTERNAL KNOWLEDGE PRINCIPLE VIII: LEARNING ENVIRONMENT REPORTING
THE LESSONS LEARNED FROM THIS PILOT STUDY CONCLUSION ORGANISATIONAL
LEARNING IN A STEEL COMPANY INTRODUCTION CASE DESCRIPTION PRINCIPLE I:
SYSTEMS THINKING PRINCIPLE II: PERSONAL MASTERY PRINCIPLE III: MENTAL
MODELS PRINCIPLE IV: SHARED VISION PRINCIPLE V: TEAM LEARNING PRINCIPLE
VI: KNOWLEDGE CONVERSION PRINCIPLE VII: EXTERNAL KNOWLEDGE PRINCIPLE
VIII: LEARNING ENVIRONMENT CONCLUSION ORGANISATIONAL LEARNING IN A
MULTI-UTILITY SUPPLIER INTRODUCTION CASE DESCRIPTION PRINCIPLE I:
SYSTEMS THINKING PRINCIPLE II: PERSONAL MASTERY PRINCIPLE III: MENTAL
MODELS PRINCIPLE IV: SHARED VISION PRINCIPLE V: TEAM LEARNING PRINCIPLE
VI: KNOWLEDGE CONVERSION PRINCIPLE VII: EXTERNAL KNOWLEDGE PRINCIPLE
VIII: LEARNING ENVIRONMENT CONCLUSION CONCLUSIONS AND DISCUSSION
INTRODUCTION ASSESSING THE PERFORMANCES OF THE CONROANIES 145 145 146
147 152 156 161 163 166 171 173 175 176 179 179 179 180 186 191 196 198
200 205 207 210 213 213 213 214 220 224 229 231 233 238 240 243 245 245
245 11.3 ANALYSING THE DEVELOPMENTAL PROCESS OF THE COMPANIES 247 11.4
ASSESSING THE VALIDITY OF THE APPRENTICESHIP TRAINING CONCEPT IN
LEARNING ORGANISATIONS 249 11.5 REVISING THE APPRENTICESHIP TRAINING
CONCEPT IN LEARNING ORGANISATIONS 251 11.6 PROPOSALS BY CASE STUDY
PARTICIPANTS ABOUT THE FURTHER DEVELOPMENT OF THE APPRENTICESHIP SYSTEM
252 11.7 ASSESSMENT OF THE CASE STUDY DESIGN 254 11.7.1 STRENGTHS OF THE
CASE STUDY DESIGN 254 11.7.2 AREAS FOR IMPROVEMENT TO THE CASE STUDY
DESIGN 255 11.8 DISCUSSIONS AND CONCLUSION TO THE STUDY RESULTS 255
11.8.1 SUMMARY OF RESEARCH RESULTS 256 11.8.2 FURTHER DEVELOPMENT OF THE
CURRENT APPRENTICESHIP SYSTEM 258 11.8.3 FURTHER DEVELOPING THE
APPRENTICESHIP PATHWAY 259 11.8.4 IMPLICATIONS FOR THE AUSTRIAN VET
POLICY 261 11.8.5 IMPLICATIONS FOR FURTHER RESEARCH 262 SUMMARY 265
SAMENVATTING (DUTCH SUMMARY) 275 REFERENCES 285 |
| adam_txt |
INTEGRATING APPRENTICESHIP TRAINING IN LEARNING ORGANISATIONS EDUARD A.
STOGER LIT CONTENTS CHAPTER 1 INTRODUCTION 1 1.1 INTRODUCTION 1 1.2
PROBLEM DEFINITION: THE DUAL SYSTEM IS FACING A SEVERE CRISIS 3 1.2.1
THE DECLINE IN APPRENTICESHIP PLACES 3 1.2.2 DECREASE IN TRAINING
COMPANIES 5 1 .2.3 THE DECLINE OF THE DUAL SYSTEM IN OTHER EUROPEAN
COUNTRIES 6 1.3 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS 6 1.4
RESEARCH PARADIGM AND RESEARCH PHASES 8 1.5 OUTLINE OF THIS DISSERTATION
9 CHAPTER 2 REFORMS IN THE AUSTRIAN AND THE DUTCH DUAL SYSTEM 11 2.1
INTRODUCTION 11 2.2 THE EDUCATION SYSTEM IN AUSTRIA 11 2.3 KEY FEATURES
OF THE DUAL SYSTEM IN AUSTRIA 14 2.4 THE MAIN POLITICAL ACTORS IN THE
DUAL SYSTEM AND THEIR SPHERES OF INFLUENCE 17 2.5 POLICY REFORMS IN THE
AUSTRIAN DUAL SYSTEM 19 2.5.1 IMPROVEMENT MEASURES BEFORE 1996 19 2.5.2
INTERVENTION PROGRAMME OF 1997 19 2.5.3 IMPROVEMENT MEASURES AFTER 1997
21 2.6 KEY FEATURES OF THE DUAL SYSTEM IN THE NETHERLANDS 25 2.7 THE
CONTENT OF THE ADULT AND VOCATIONAL EDUCATION ACT (WEB) 27 2.8
CONSEQUENCES OF THE WEB FOR THE DUTCH DUAL SYSTEM 28 2.9 CONCLUSION 30
CHAPTER 3 STRUCTURAL CHANGES IN SOCIETY AND THE ECONOMY AND THEIR
CONSEQUENCES FOR THE DUAL SYSTEM 35 3.1 INTRODUCTION 35 3.2 STRUCTURAL
CHANGES IN SOCIETY, THE ECONOMY AND WORK ORGANISATION 35 3.2.1 THE
SERVICE AND KNOWLEDGE SOCIETY 36 3.2.2 GLOBALISATION 37 3.2.3 ICT 39
3.2.4 HIGH DYNAMIC OF CHANGE 40 3.2.5 KNOWLEDGE EXPLOSION AND KNOWLEDGE
DETERIORATION 40 3.2.6 INCREASED MIGRATION 41 3.2.7 NEW PRODUCTION AND
MANAGEMENT CONCEPTS 42 3.3 CONSEQUENCES OF THE STRUCTURAL CHANGES FOR
THE AUSTRIAN EMPLOYMENT AND EDUCATION SYSTEM 43 3.4 PARTICULAR
CHALLENGES FOR THE DUAL SYSTEM 44 3.4.1 EUROPEAN INTEGRATION AND
DIFFERENCES BETWEEN NATIONAL VET SYSTEMS 45 3.4.2 THE VOCATIONAL
PRINCIPLE: FROM INDIVIDUAL MASTERY TO CHANGING QUALIFICATIONS 45 3.4.3
CHALLENGES FROM THE LEAN PRODUCTION CONCEPT 46 3.4.4 INITIAL VET AS AN
IMPORTANT BASE FOR LIFELONG LEARNING 46 3.5 CONSEQUENCES OF THE
STRUCTURAL CHANGES FOR THE AUSTRIAN APPRENTICESHIP MARKET 50 3.6
CONCLUSION 52 CHAPTER 4 GUIDING PRINCIPLES OF APPRENTICESHIP TRAINING IN
LEARNING ORGANISATIONS 55 4.1 INTRODUCTION 55 4.2 DIFFERENCES BETWEEN
ORGANISATIONAL LEARNING AND LEARNING ORGANISATIONS 56 4.3 THE
CORNERSTONES OF THE LEARNING ORGANISATION 57 4.4 THE CORNERSTONES OF THE
LEARNING-ORIENTED ORGANISATION (LOO) 59 4.5 THE CORNERSTONES OF
ORGANISATIONAL KNOWLEDGE CREATION 61 4.6 DEFINING INDICATORS FOR
PROACTIVE HRD 62 4.7 THE ROLE OF APPRENTICESHIP TRAINING IN NEW
MANAGEMENT CONCEPTS 63 4.8 THE CORNERSTONES OF APPROPRIATE LEARNING
ENVIRONMENTS FOR APPRENTICES 64 4.9 DEFINING INDICATORS FOR PROACTIVE
4.10 CHAPTER 5 5.1 5.2 5.3 APPRENTICESHIP TRAINING CONCLUSION SELECTING
THREE CASES INTRODUCTION RESEARCH DESIGN & METHODOLOGY 5.2.1 RESEARCH
METHODOLOGY 5.2.2 DEFINING THE TARGET POPULATION 5.2.3 PURPOSEFUL
SAMPLING INSTRUMENTATION 5.3.1 THE CREATION OF TWO DRAFT QUESTIONNAIRES
5.3.2 PILOT TESTING THE DRAFT QUESTIONNAIRES 66 67 71 71 71 71 74 75 77
77 77 5.3.3 MATCHING THE INDICATORS WITH THE 5.4 5.5 5.6 CHAPTER 6 6.1
6.2 6.3 6.4 6.5 6.6 5.3.4 5.3.5 5.3.6 RESULTS QUESTIONNAIRE ITEMS
CONTACTING THE TARGET GROUP OF COMPANIES DATA COLLECTION DATA ANALYSIS
OF THE SURVEY SELECTING THREE COMPANIES FOR CASE STUDY RESEARCH
CONCLUSION THE CONCEPT OF APPRENTICESHIP TRAINING IN LEARNING
ORGANISATIONS INTRODUCTION SYSTEMS THINKING 6.2.1 6.2.2 6.2.3 6.2.4
6.2.5 FUNDAMENTAL SOLUTIONS REQUIRE A LONG-TERM ORIENTATION
CROSS-DEPARTMENTAL PARTICIPATION THE FORMAL ARTICULATION OF CENTRAL
GOALS AND MEASURES QUALITY ASSURANCE AND QUALITY DEVELOPMENT DEFINING
ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS PERSONAL MASTERY 6.3.1
6.3.2 6.3.3 6.3.4 6.3.5 MENTAL 6.4.1 6.4.2 6.4.3 6.4.4 6.4.5 6.4.6
SHARED 6.5.1 6.5.2 THE ROLE AND FUNCTION OF LEARNING PROFESSIONALS
DEVELOPMENT OF A PERSONAL VISION EMPLOYEES' RESPONSIBILITY AND
ORGANISATIONAL SUPPORT FOR PERSONAL MASTERY FORMAL AND INFORMAL LEARNING
ACTIVITIES DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS
MODELS REVEALING MENTAL MODELS REFLECTION AND CRITICAL REFLECTION
CRITICAL REFLECTION AT THE WORKPLACE COLLECTIVE REFLECTION BY INSTALLING
INTERNAL BOARDS COOPERATION BETWEEN THE LEARNING PROFESSIONALS DEFINING
ORGANISATIONAL LEARNING ACTIVITIES AND INDICATORS VISION FUNDAMENTAL
ISSUES TO CREATE A SHARED VISION DEFINING ORGANISATIONAL LEARNING
ACTIVITIES AND INDICATORS TEAM LEARNING 6.6.1 6.6.2 ACQUIRING TEAM
SKILLS DIFFERENT FORMS OF TEAMS 78 78 80 81 81 83 84 87 87 88 88 89 90
90 90 92 92 93 94 95 97 98 98 99 99 100 101 101 103 103 104 105 105 107
6.6.3 TEAM SKILLS OF YOUNG PEOPLE 107 6.6.4 DEFINING ORGANISATIONAL
LEARNING ACTIVITIES AND INDICATORS 108 6.7 KNOWLEDGE CONVERSION 109
6.7.1 SHARING TACIT KNOWLEDGE 110 6.7.2 CREATION OF EXPLICIT VALUES 112
6.7.3 SHARING EXPLICIT KNOWLEDGE 113 6.7.4 INTERNALISATION OF EXPLICIT
KNOWLEDGE 115 6.7.5 DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND
INDICATORS 115 6.8 EXTERNAL KNOWLEDGE 117 6.8.1 THE ACCUMULATION OF
EXTERNAL KNOWLEDGE 117 6.8.2 DEFINING ORGANISATIONAL LEARNING ACTIVITIES
AND INDICATORS 118 6.9 LEARNING ENVIRONMENT 119 6.9.1 MIXING OFF AND
ON-THE-JOB LEARNING SITUATIONS 119 * \ 6.10 CHAPTER 7 7.1 7.2 7.3 7.4
7.5 6.9.2 THE COGNITIVE APPRENTICESHIP MODEL 6.9.3 THE CONCEPT OF
'BLENDED LEARNING' 6.9.4 DEFINING ORGANISATIONAL LEARNING ACTIVITIES AND
INDICATORS CONCLUSION DESIGN OF MULTIPLE CASE STUDIES INTRODUCTION
RESEARCH DESIGN & METHODOLOGY 7.2.1 CASE STUDY PURPOSES 7.2.2 CASE STUDY
QUESTIONS 7.2.3 THE RESEARCH DESIGN OF THE CASE STUDY DESIGN 7.2.4 THE
METHODOLOGY OF MULTIPLE CASE STUDY RESEARCH 7.2.5 ANALYTIC
GENERALISATION FROM QUALITATIVE RESEARCH 7.2.6 VALIDITY AND RELIABILITY
OF CASE STUDY RESEARCH INSTRUMENTATION 7.3.1 FOCUSED INTERVIEW AND
DOCUMENT ANALYSIS 7.3.2 SELECTION OF CASES 7.3.3 SELECTION OF
INTERVIEWEES 7.3.4 INTERVIEW GUIDELINES 7.3.5 CONDUCTING A PILOT STUDY
7.3.6 CONTENT ANALYSIS 7.3.7 CODING OF DATA WITH THE HELP OF THE
'ATLAS-TI' COMPUTER PROGRAM THE DATA ANALYSIS PROCEDURE CONCLUSION 120
121 123 123 127 127 127 128 128 129 129 130 131 134 134 135 136 137 138
138 139 140 144 CHAPTER 8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11
8.12 CHAPTER 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 CHAPTER 10
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 O CHAPTER 11
11.1 11.2 ORGANISATIONAL LEARNING IN A CONSTRUCTION COMPANY INTRODUCTION
CASE DESCRIPTION PRINCIPLE I: SYSTEMS THINKING PRINCIPLE II: PERSONAL
MASTERY PRINCIPLE III: MENTAL MODELS PRINCIPLE IV: SHARED VISION
PRINCIPLE V: TEAM LEARNING PRINCIPLE VI: KNOWLEDGE CONVERSION PRINCIPLE
VII: EXTERNAL KNOWLEDGE PRINCIPLE VIII: LEARNING ENVIRONMENT REPORTING
THE LESSONS LEARNED FROM THIS PILOT STUDY CONCLUSION ORGANISATIONAL
LEARNING IN A STEEL COMPANY INTRODUCTION CASE DESCRIPTION PRINCIPLE I:
SYSTEMS THINKING PRINCIPLE II: PERSONAL MASTERY PRINCIPLE III: MENTAL
MODELS PRINCIPLE IV: SHARED VISION PRINCIPLE V: TEAM LEARNING PRINCIPLE
VI: KNOWLEDGE CONVERSION PRINCIPLE VII: EXTERNAL KNOWLEDGE PRINCIPLE
VIII: LEARNING ENVIRONMENT CONCLUSION ORGANISATIONAL LEARNING IN A
MULTI-UTILITY SUPPLIER INTRODUCTION CASE DESCRIPTION PRINCIPLE I:
SYSTEMS THINKING PRINCIPLE II: PERSONAL MASTERY PRINCIPLE III: MENTAL
MODELS PRINCIPLE IV: SHARED VISION PRINCIPLE V: TEAM LEARNING PRINCIPLE
VI: KNOWLEDGE CONVERSION PRINCIPLE VII: EXTERNAL KNOWLEDGE PRINCIPLE
VIII: LEARNING ENVIRONMENT CONCLUSION CONCLUSIONS AND DISCUSSION
INTRODUCTION ASSESSING THE PERFORMANCES OF THE CONROANIES 145 145 146
147 152 156 161 163 166 171 173 175 176 179 179 179 180 186 191 196 198
200 205 207 210 213 213 213 214 220 224 229 231 233 238 240 243 245 245
245 11.3 ANALYSING THE DEVELOPMENTAL PROCESS OF THE COMPANIES 247 11.4
ASSESSING THE VALIDITY OF THE APPRENTICESHIP TRAINING CONCEPT IN
LEARNING ORGANISATIONS 249 11.5 REVISING THE APPRENTICESHIP TRAINING
CONCEPT IN LEARNING ORGANISATIONS 251 11.6 PROPOSALS BY CASE STUDY
PARTICIPANTS ABOUT THE FURTHER DEVELOPMENT OF THE APPRENTICESHIP SYSTEM
252 11.7 ASSESSMENT OF THE CASE STUDY DESIGN 254 11.7.1 STRENGTHS OF THE
CASE STUDY DESIGN 254 11.7.2 AREAS FOR IMPROVEMENT TO THE CASE STUDY
DESIGN 255 11.8 DISCUSSIONS AND CONCLUSION TO THE STUDY RESULTS 255
11.8.1 SUMMARY OF RESEARCH RESULTS 256 11.8.2 FURTHER DEVELOPMENT OF THE
CURRENT APPRENTICESHIP SYSTEM 258 11.8.3 FURTHER DEVELOPING THE
APPRENTICESHIP PATHWAY 259 11.8.4 IMPLICATIONS FOR THE AUSTRIAN VET
POLICY 261 11.8.5 IMPLICATIONS FOR FURTHER RESEARCH 262 SUMMARY 265
SAMENVATTING (DUTCH SUMMARY) 275 REFERENCES 285 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Stöger, Eduard A. |
| author_facet | Stöger, Eduard A. |
| author_role | aut |
| author_sort | Stöger, Eduard A. |
| author_variant | e a s ea eas |
| building | Verbundindex |
| bvnumber | BV022870298 |
| classification_rvk | CP 5200 DL 2007 |
| ctrlnum | (OCoLC)611815683 (DE-599)DNB984191771 |
| dewey-full | 370.113 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.113 |
| dewey-search | 370.113 |
| dewey-sort | 3370.113 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| format | Thesis Book |
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| geographic_facet | Niederlande Österreich |
| id | DE-604.BV022870298 |
| illustrated | Illustrated |
| index_date | 2024-07-02T18:46:58Z |
| indexdate | 2024-07-20T09:24:42Z |
| institution | BVB |
| isbn | 9783825805289 382580528X 9783700007142 |
| language | English |
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| oclc_num | 611815683 |
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| physical | VI, 302 S. graph. Darst. 24 cm |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Lit |
| record_format | marc |
| series | Wirtschaftswissenschaften |
| series2 | Wirtschaftswissenschaften |
| spelling | Stöger, Eduard A. Verfasser aut Integrating apprenticeship training in learning organisations Eduard A. Stöger Wien ; Berlin ; Münster Lit 2007 VI, 302 S. graph. Darst. 24 cm txt rdacontent n rdamedia nc rdacarrier Wirtschaftswissenschaften 16 Zugl.: Enschede, Univ. Twente, Diss., 2007 Organisatorisches Lernen (DE-588)4198012-8 gnd rswk-swf Berufsausbildung (DE-588)4005871-2 gnd rswk-swf Niederlande (DE-588)4042203-3 gnd rswk-swf Österreich (DE-588)4043271-3 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Österreich (DE-588)4043271-3 g Berufsausbildung (DE-588)4005871-2 s Organisatorisches Lernen (DE-588)4198012-8 s Niederlande (DE-588)4042203-3 g DE-604 Wirtschaftswissenschaften 16 (DE-604)BV013431634 16 text/html http://deposit.dnb.de/cgi-bin/dokserv?id=2956106&prov=M&dok_var=1&dok_ext=htm Inhaltstext GBV Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016075410&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Stöger, Eduard A. Integrating apprenticeship training in learning organisations Wirtschaftswissenschaften Organisatorisches Lernen (DE-588)4198012-8 gnd Berufsausbildung (DE-588)4005871-2 gnd |
| subject_GND | (DE-588)4198012-8 (DE-588)4005871-2 (DE-588)4042203-3 (DE-588)4043271-3 (DE-588)4113937-9 |
| title | Integrating apprenticeship training in learning organisations |
| title_auth | Integrating apprenticeship training in learning organisations |
| title_exact_search | Integrating apprenticeship training in learning organisations |
| title_exact_search_txtP | Integrating apprenticeship training in learning organisations |
| title_full | Integrating apprenticeship training in learning organisations Eduard A. Stöger |
| title_fullStr | Integrating apprenticeship training in learning organisations Eduard A. Stöger |
| title_full_unstemmed | Integrating apprenticeship training in learning organisations Eduard A. Stöger |
| title_short | Integrating apprenticeship training in learning organisations |
| title_sort | integrating apprenticeship training in learning organisations |
| topic | Organisatorisches Lernen (DE-588)4198012-8 gnd Berufsausbildung (DE-588)4005871-2 gnd |
| topic_facet | Organisatorisches Lernen Berufsausbildung Niederlande Österreich Hochschulschrift |
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