A multi-level perspective of the learning organization: its development and assessment
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Saarbrücken
VDM Verl. Müller
2007
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 353 S. Ill., graph. Darst. |
| ISBN: | 9783836429054 |
Internformat
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Datensatz im Suchindex
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| adam_text | Titel: A multi-level perspective of the learning organization
Autor: Sun, Peter Y. T.
Jahr: 2007
TABLE OF CONTENTS
Page no:
PREFACE ii
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF FIGURES AND TABLES xiv
CHAPTER 1 -INTRODUCTION 1
1.1 The Research Journey 6
1.2 The Research Methodology 11
1.3 The Book Outline 14
CHAPTER 2 - EXPLORING THE DIVIDE: ORGANIZATIONAL
LEARNING AND THE LEARNING ORGANIZATION
2.1 Introduction 16
2.2 The Bifurcation as Described in the Literature 18
2.2.1 Descriptive versus prescriptive 19
2.2.2 Naturally occurring versus not naturally occurring 20
2.2.3 Obtainable versus ideal 20
2.2.4 Domain of academics versus domain of 21
practitioners
2.2.5 Distinction made by considering the entities 21
of learning and knowledge location
2.3 How does Current Literature Address the Bifurcation 23
2.3.1 Argyris and Schon( 1978) 24
2.3.2 Senge s (1990) five disciplines 26
2.3.3 Huber s (1991) four constructs 28
2.3.4 The influence of the early works 31
2.4 Theoretical Framework that Link the Two Streams 35
2.5 Previous Attempts to Minimize the Divide 40
2.5.1 Peametal. (1995) 41
2.5.2 Sengeetal. (1999) 42
2.6 Summary of Contribution to Knowledge 44
2.7 Further Research that is Needed 45
CHAPTER 3 - INVESTIGATING BARRIERS TO LEARNING
TRANSFER AND THEIR IMPACT ON THE LEVELS OF LEARNING
3.1 Introduction 46
3.2 Dimensional View of Learning Barriers - A Synthesis of
Extant Literature 48
3.2.1 Intrapersonal dimension 49
3.2.2 Relational Dimension 53
3.2.3 Cultural Dimension 55
3.2.4 Structural Dimension 58
3.2.5 Societal Dimension 60
3.2.6 Summary of the Synthesis 62
3.3 The Impact of Learning Barriers on the Levels of Learning 63
in the Organization
3.3.1 Description of the Delphi Method 66
3.3.2 Discussion on the results of the Delphi study 73
3.3.3 Further investigation needed 78
vu
CHAPTER 4 - A CASE FOR THE META-LEVEL MULTIPLE
RESEARCH METHODOLOGY APPROACH
4.1 Introduction 80
4.2 Multiple Paradigm View of the Learning Organization 81
4.2.1 Key contribution in the explanation of paradigms 82
4.2.2 Engaging learning organization with multiple 87
paradigms
4.3 The Need for Meta-Level Multiple Methodologies 92
4.4 Ethical Consideration 98
4.5 Author s Background 99
4.6 Summary 100
CHAPTER 5 - INITIATING DOUBLE-LOOP CHANGE IN AN
ORGANIZATIONAL CONTEXT
5.1 Introduction 101
5.2 Moving From Entrepreneurial Intuition to Interpretation -
A Literature Review 103
5.2.1 Personal characteristics - Ontological level factors 107
5.2.2 Contextual characteristics - Epistemological level
factors 111
5.2.3 The knowledge gap 113
5.3 Complexity Theory - A Framework to Understand the 114
Stages in the Intuition to Interpretation Process
5.4 Methodology Used 121
5.4.1 The interview process 122
5.4.2 Data analysis 126
5.5 The Results of the Data Analysis 131
5.5.1 Answers to research question RQ1 132
5.5.2 Answers to research question RQ2 134
5.5.3 Answers to research question RQ3 135
5.5.4 Answers to research question RQ4 137
5.6 Contribution to Learning Organization 139
5.7 Conclusion 143
CHAPTER 6 - DEVELOPING A NEW SHARED UNDERSTANDING
ACROSS THE ORGANIZATION
6.1 Introduction 147
6.2 What is Shared Understanding? 148
6.3 Theoretical Perspectives to Untangle the Intertwining 150
6.3.1 Fiol s (2002) model for identity transformation
process 152
6.3.2 Refinement to Fiol s (2002) model 155
6.4 Methodology Used 157
6.4.1 The organizational context 158
6.4.2 Background to conducting the case study 162
6.5 Results of the Case Study Investigation 169
6.5.1 The processes involved in de-identification phase 173
6.5.2 The processes involved in the situated 179
re-identification phase
6.5.3 The processes involved in the transition phase 182
6.5.4 The processes involved in the identification with 190
core ideology phase
IX
6.6 Summary, Theoretical Insights, Implications, and 191
Limitations
6.6.1 Implications for management 194
6.6.2 Limitations and direction for future research 196
6.7 Contribution to Learning Organization 197
CHAPTER 7 - LEARNING ORGANIZATION INTERVENTIONS AND
ORIENTATIONS
7.1 Introduction 199
7.2 Organizational Interventions 202
7.2.1 Identifying, developing, and dispersing 204
double-loop mastery
7.2.2 Enabling constructive contradictions 205
7.2.3 Creating a superordinate organizational identity 206
7.2.4 Building emotional intelligence 209
7.2.5 Ambidextrous leadership 210
7.2.6 Strategic support for experimentation 213
7.2.7 Promoting systems doing 214
7.2.8 Accessibility of valid information 215
7.2.9 Institutionalizing scanning across industry 215
boundaries
7.3 New Orientations of a Learning Organization 218
7.3.1 Genetic diversity 218
7.3.2 Organizational ideology 219
7.3.3 Organizational dualism 219
7.3.4 Organizational coupling 220
7.3.5 Strategic play 220
7.4 A Meta-Framework to Guide the Development of a
Measurement Instrument 222
7.4.1 What is the nature of reality 222
7.4.2 What are the elements used for constructing the 224
measure?
7.4.3 What usefulness and power does this measure 225
provide?
7.5 Why Do We Need Another Learning Organization
Measurement Instrument? 226
7.5.1 Applying the thought process what is the nature 226
of reality?
7.5.2 Applying the thought process what are the 231
Elements used for constructing the measure?
7.5.3 Applying the thought process what usefulness 235
and power does this measure provide?
7.6 Development of a New Measurement Instrument to 238
Assess the Five Orientations of a Learning Organization
7.6.1 Constructing the measurement instrument 239
7.6.2 Refining the new measurement instrument 244
CHAPTER 8 - CONCLUSION AND FURTHER WORK
8.1 Introduction 255
8.2 Summary of Contribution to Knowledge 255
8.3 Limitations of the Research 257
8.4 Further Work 258
XI
8.4.1 Avenue 1 259
8.4.2 Avenue 2 260
8.4.3 Avenue 3 262
8.4.4 Avenue 4 263
8.4.5 Avenue 5 264
8.5 Closing Comments 264
REFERENCES 266
APPENDICES 294
Appendix 1 - List of Barriers From the First Round of Stage 1 295
Delphi Process
Appendix 2 - Third Round Results of Stage 1 Delphi Process 298
Appendix 3 A - Agreed Sources of Learning Barriers When 299
Transferring From Individual to Group
Appendix 3B - Agreed Sources of Learning Barriers When 300
Transferring From Group to Individual
Appendix 3C - Agreed Sources of Learning Barriers When 301
Transferring From Group to Organization
Appendix 3D - Agreed Sources of Learning Barriers When 302
Transferring From Organization to Group
Appendix 3E - Agreed Sources of Learning Barriers When 303
Transferring From Organization to Inter-Organization
Appendix 4A - Third Round Results of Stage 2 Delphi Process 304
(From Individual to Group)
xn
Appendix 4B - Third Round Results of Stage 2 Delphi Process 305
(From Group to Individual)
Appendix 4C - Third Round Results of Stage 2 Delphi Process 306
(From Group to Organization)
Appendix 4D - Third Round Results of Stage 2 Delphi Process 307
(From Organization to Group)
Appendix 4E - Third Round Results of Stage 2 Delphi Process 308
(From Organization to Inter-Organization)
Appendix 5 - Incident and Concept Coding from Seven 309
Interviews
Appendix 6 - Frequency of Occurrence of Concept Codes 314
Appendix 7 - Excerpt from an Interview (Gauging Individual s 316
Identification with Common Attributes)
Appendix 8 - Excerpt from an Interview (Estimation of Level 317
of Coupling and Synergy)
Appendix 9 - Brief Description of the LO Measurement 318
Instruments
Appendix 10 - Letter to the Human Resources Manager 352
Appendix 11 - Letter to the Survey Participants 353
FIGURES AND TABLES
FIGURES Page no:
Figure 1.0 - Transfer of Learning across the Levels of 4
Learning in the Organization
Figure 1.1 - An Overview of the Meta-Level Multiple Methodology 13
Research
Figure 2.0 - The Broad Theoretical Framework Linking the Two 37
Streams (Source: Adapted from Sun Scott, 2003a)
Figure 2.1 - Diagrammatic Representation of Dance of Change 44
(Source: Sun Scott, 2003a)
Figure 3.0 - Paths of Information Transfer 65
(Source: Sun Scott, 2005a)
Figure 3.1- The Impact of the Sources of Barriers on the 74
Relevant Levels of Learning (Source: Sun Scott, 2005a)
Figure 4.0 - Burrell and Morgan s Framework of Four Paradigms 83
Figure 4.1 - The 41 Framework (Source: Crossan et al, 1999) 88
Figure 4.2 - The 41 Framework Engaged Using Burrell and Morgan 92
Framework
Figure 4.3 - Use of Multiple Theories for Research Questions 96
Q3 and 04
Figure 5.0 - Affects of Personal and Contextual Characteristics 107
on the Creative Process
Figure 5.1- Framework for Double-Loop Change Initiation 118
by the Initiator (Source: Sun Scott, 2005b)
Figure 5.2 - Formulation of Concepts, Categories, and Phenomena 129
(Source: Sun Scott, 2005b)
Figure 5.3 - Detailed Framework Elaborating Stages in Double-Loop 131
Change Initiation (Source: Sun Scott, 2005b)
Figure 5.4 - The Influence of Emotions and Cognition on the Creative 144
Process
Figure 6.1 - The Evolution Model of Organizational Change 151
(Adapted from Laughlin, 1991)
Figure 6.2 - Fiol s (2002) Identity Transformation Process 154
Figure 6.3 - An Overview of the Case Study Process 166
Figure 6.4 - Key Events in the Relevant Time Phases 171
Figure 6.5 - Refined Model of Core Identity Transformation Process 172
Figure 6.6 - Development of Coupling over the Time Phases 184
Figure 6.7 - Development of Synergy over the Time Phases 185
Figure 7.0 - The Link between Insights from the Answers to 200
Q3 and Q4 and the Organizational Interventions
Figure 7.1 - Organizational Interventions and the Orientations 201
of a Learning Organization (Source: Sun et al., 2005)
Figure 7.2 - Deriving Subsets of a Phenomenon 223
(Source: Sun Scott, 2003b)
Figure 7.3 - The Ice berg Analogy (Source: Sun Scott, 2003b) 224
TABLES Page no:
Table 2.0 - Influence of Early Works on Organizational Learning 32
Researchers (Source: Sun Scott, 2003a)
xv
Table 2.1 - Influence of Early Works on Learning Organization 33
Researchers (Source: Sun Scolt, 2003a)
Table 3.0 - A Summary of the Survey Participants 66
(Source: Sun Scott, 2005a)
Table 3.1 - Relationship of the Fourteen Sources of Barriers 72
to the Five Dimensions
Table 3.2 - Summary of the Impact of the Sources on the 73
Relevant Learning Levels (Source: Sun Scott, 2005a)
Table 5.0 - Description of the Participants (the Initiators ) 123
(Source: Sun Scott, 2005b)
Table 6.0 - Generated Themes 167
Table 6.1- Summary of Multiple Identities of Distinct Social Groups 170
Table 7.0 - The Nature of Reality of the Measurement Instruments 229
(Source: Sun Scott, 2003b)
Table 7.1 - The Elements used to Construct the Measure 233
(Source: Sun Scott, 2003b)
Table 7.2 - The Usefulness and Power the Measurement Provide 236
(Source: Sun Scott, 2003b)
Table 7.3 - Organizations that Participated in the Survey 246
Table 7.4 - Coefficient Alpha for the Nine Dimensions 248
Table 7.5 - Exploratory Factor Analysis for the Entire Instrument 250
Table 7.6 - Results of the Factor Analysis Done Separately for the
Orientations 252
Table 7.7 - Final Structure of the Instrument 253
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| spelling | Sun, Peter Y. T. Verfasser aut A multi-level perspective of the learning organization its development and assessment Peter Y. T. Sun Saarbrücken VDM Verl. Müller 2007 XVI, 353 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Organisatorisches Lernen (DE-588)4198012-8 gnd rswk-swf Organisatorisches Lernen (DE-588)4198012-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020135231&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | A multi-level perspective of the learning organization its development and assessment |
| title_auth | A multi-level perspective of the learning organization its development and assessment |
| title_exact_search | A multi-level perspective of the learning organization its development and assessment |
| title_full | A multi-level perspective of the learning organization its development and assessment Peter Y. T. Sun |
| title_fullStr | A multi-level perspective of the learning organization its development and assessment Peter Y. T. Sun |
| title_full_unstemmed | A multi-level perspective of the learning organization its development and assessment Peter Y. T. Sun |
| title_short | A multi-level perspective of the learning organization |
| title_sort | a multi level perspective of the learning organization its development and assessment |
| title_sub | its development and assessment |
| topic | Organisatorisches Lernen (DE-588)4198012-8 gnd |
| topic_facet | Organisatorisches Lernen |
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