Testing Effects of Organizational Learning Example MGT600 Professor Dale Mancini PhD Table on Context Abstract Introduction Data gathered Testing method Hypothesis Findings Conclusion References Abstract If outcomes are measured against a standard template to reveal quantitative results, and if outcomes are positive, learning departments say their efforts deliver productive programs – or so the thinking goes (Yeo, 2010). Organizational learning has been on the rise in organizations and educational facilities over the past years. Organizations have taken to proving employees with e-learning courses that can be done during the course of the work day so as to keep employees abreast of the new policies and procedures. A great deal of educational facilities have adapted online courses and even full curriculums. With this ever growing phenomenon it was only logical that organizations would adapt to this learning method. It has been found to be less time consuming and more cost effective as employees are not taken away from the everyday work flow. The question now raised is just how effective this course of learning is on an individual and organization. Research has been done on this topic but has it proven to be effective or non-effective? 3 Introduction Research is simply the process of finding solutions to a problem after a thorough study and analysis of the situational factors (Sekaran, 2009). The process of research involves gathering data, analyzing and testing. This presentation will detail the steps taken in testing the proposed hypothesis “Can organizational learning be considered a predictor of effective strategic management.” A sample of 25 management staff ranging from Supervisors to Directors were given an e-learning course on strategic management skills. They were asked to rate there knowledge or conformability on the topic prior to the course and then rate their knowledge or conformability after. This presentation will show the results of the findings and determine whether they hypothesis stated was rejected or approved. 4 Gathering Data Quantitative Structured questions True/False or Yes/No Surveys Qualitative Specific questions Open ended Questionnaires The process of gathering data for any given research is the second step in Sekaran’s research process. Sekaran has identified two sources for retrieving that information needed in a research study: primary and secondary data. Primary data is that which is obtained for the actual site of occurrences or events taken place. This form of data is generated from observation of events, people and objects or from administering questionnaires. Secondary data in contrast is information that is readily available about the topic or organization. The material is available through archives at the organization, via websites or prior research. Often times research may require both methods used. As secondary data is very straight forward in how ...

1. Testing Effects of Organizational Learning
Example MGT600
Professor Dale Mancini PhD
Table on Context
Abstract
Introduction
Data gathered
Testing method
Hypothesis
Findings
Conclusion
References
Abstract
If outcomes are measured against a standard template
to reveal quantitative results, and if outcomes are positive,
learning departments say their efforts deliver productive
programs – or so the thinking goes (Yeo, 2010).
Organizational learning has been on the rise in
organizations and educational facilities over the past years.
Organizations have taken to proving employees with e-learning

2. courses that can be done during the course of the work day so as
to keep employees abreast of the new policies and procedures.
A great deal of educational facilities have adapted online
courses and even full curriculums. With this ever growing
phenomenon it was only logical that organizations would adapt
to this learning method. It has been found to be less time
consuming and more cost effective as employees are not taken
away from the everyday work flow. The question now raised is
just how effective this course of learning is on an individual
and organization. Research has been done on this topic but has
it proven to be effective or non-effective?
3
Introduction
Research is simply the process of finding solutions to
a problem after a thorough study and analysis of the situational
factors (Sekaran, 2009).
The process of research involves gathering data, analyzing
and testing. This presentation will detail the steps taken in
testing the proposed hypothesis “Can organizational learning be
considered a predictor of effective strategic management.” A
sample of 25 management staff ranging from Supervisors to
Directors were given an e-learning course on strategic
management skills. They were asked to rate there knowledge or
conformability on the topic prior to the course and then rate
their knowledge or conformability after. This presentation will
show the results of the findings and determine whether they
hypothesis stated was rejected or approved.
4
Gathering Data
Quantitative

3. Structured questions
True/False or Yes/No
Surveys
Qualitative
Specific questions
Open ended
Questionnaires
The process of gathering data for any given research is the
second step in Sekaran’s research process. Sekaran has
identified two sources for retrieving that information needed in
a research study: primary and secondary data. Primary data is
that which is obtained for the actual site of occurrences or
events taken place. This form of data is generated from
observation of events, people and objects or from administering
questionnaires. Secondary data in contrast is information that is
readily available about the topic or organization. The material
is available through archives at the organization, via websites or
prior research. Often times research may require both methods
used.
As secondary data is very straight forward in how it will
be retrieved, primary data can be done quantitatively or
qualitatively. Quantitative research is directed more towards
structured questions that are closed ended. They are usually
administered through surveys as they are less time consuming,
subjects are not required to be present with the researcher and
can be done freely at any given time. The surveys can be either
true/false, yes/no or of numerical ratings. These factors are
important as they will not remove the subject from the daily
work requirements thus creating little interference in the
results. Qualitative research will prove results from specific
open ended questions. Under this form of research a subject is
given a questionnaire much like a short answer form. It is more
time consuming as the subject is required to give a more

4. detailed answer to the questions asked.
For this research study the choice would be the method of
quantitative data gathering. The goal is to create as little
interference for the subject and be require the least amount of
time as not to remove the subject from the daily work
requirements.
5
Simulated Data
Those that participated in the e-learning courses ranged in
title from Directors to Supervisors. The class of 25 participants
consisted of Supervisors, Training Quality Analyst (TQA),
Managers and Directors . Prior to the start of the e-learning
course participants were given a short survey in which they
were to rate their level of strategic management skills. At the
end of the course each participant was emailed a survey in
which they were to rate whether they felt the information taught
had an effect on the level of strategic management skills.
Participants rating scale ranged from 1 to 5 with one being
strong negative effect and five being a strong positive effect.
Based on the results prior to any e-learning courses the
participants had a strong neutral response with respect to the
amount of knowledge they had on strategic management skills.
The second area respondents rated high was strong negative
meaning they did not feel they had any strategic management
skills. The remaining three areas were very close in numbers.
As we take a look at how the participants rated themselves after
the courses it appears that more responds have now moved to a
negative effect, which is almost double of what they felt before
the course. The positive effect did move up slightly by 2 but
does not demonstrate a dramatic change. This result would
indicate that the participants felt they hadn’t learned much from
the courses given but the rating was so close to those that felt

5. they have learned from the e-learning courses. The remaining
areas remained close to the same with the exception of no effect
which dropped by almost half.
These results do not give a definitive answer as to whether
e-learning has more of a positive effect on strategic
management skills. What the results do show is there is an
inconsistency in the results and more research will need to
conducted.
6
strategic mgmt skills before strong negativenegative no
effect positive strong positive 6 4 8 4 3
strategic mgmt skills after strong negativenegative no
effect positive strong positive 5 7 5 6 2
Testing Method
Graphical method
Correlation
T-test
The testing of data gathered can be done in one of three
ways: graphical method, correlation or t-test. The graphical
testing method has four objectives: exploring the content of the
data, finding structure in the data, checking the assumptions and
communicating the results. Correlation testing methods are
used to measure the relationship between two variables and
determine how one variable affects the other. T-test are used to
establish the mean difference in a variable between two groups.
The extent of interference by the researcher with the
normal flow of work in the workplace has a direct bearing on
whether the study undertaken is casual or correlational
(Sekaran, 2009). This study was done from a correlation

6. perspective. As previously stated this study was done from a
quantitative perspective and as such it best fits the correlation
method of testing. Correlation studies are done to find the
mutual influence that one variable can have on another. In this
study the research is trying to determine whether organizational
learning has any effect on strategic management.
7
Null or Alternative
Null hypothesis
Organizational learning can not be a predictor of effective
strategic management.
Alternative hypothesis
Organizational learning can be a predictor of effective strategic
management.
After gathering the data and testing it based on the
proposed hypothesis it can now be redeveloped. The original
hypothesis can now be projected into a null or alternative
hypothesis. The null hypothesis is developed to reject the
alternative hypothesis. It is the null hypothesis that is
considered true until the evidence can indicate otherwise. So
from the proposed hypothesis the null would state
“Organizational learning can not be a predictor of effective
strategic management”. On the other hand the alternative
hypothesis suggest the relationship between two variables or
differences between groups. In this case the alternative
hypothesis would be, “Organizational learning can be a
predictor of effective strategic management”.
The findings in this research will have to either support the
alternative hypothesis or reject the null hypothesis.
Determination of which hypothesis is supported with this
research is based on whether the results can show a concrete

7. relationship between the variables.
8
Findings
Null hypothesis rejected
inconclusive results
Additional studies
Based on the results the findings would support the null
hypothesis. The findings with this study showed that the
participants knowledge or level of comfort before and after the
e-learning course had no significant difference. There was not
evidence that organizational learning had any bearings on
predicting effective strategic management. There was minimal
interference from researcher thus suggesting additional research
needs to be done. There may have been other variables that
took part in the results that need to be evaluated. Perhaps both
qualitative and quantitative methods of study should be utilized
in the future. As the findings supported no significant
difference between the variables the null hypothesis is accepted
as it rejected the alternative hypothesis.
9
Conclusion
Based on the findings from this study it has been
proven that there is no conclusive evidence to show any effects
of organizational learning and strategic management. The
research can be used for future literature if a study is being
done to show no relationship between the two variables.
Additional research is suggested.

8. References
Sekaran, U. & Bougie, R. (2009). Research Methods for
Business: A Skill Building Approach. (5th Ed.). NJ: Wiley.
Yeo, K., & Mayadas, A. (2010). The Sloan- C Pillars:
Towards a Balanced Approach to Measuring Organizational
Learning. Journal of Asynchronous Learning
Networks,14(2), 45-52.
Problem Set 3 Kleiban (Spring 2013)
1. A rocket (in frame S’) is moving at a speed v = 4c/5 relative
to the
moon (frame S). At t′ = 2×10−7s a UFO appears at a point x′ =
10m
traveling in the x′ direction with constant velocity u′ = −c/2. It
suddenly dissappears at t′ = 2.5×10−7s. As measured by
someone on
the moons surface,
(a) What was the velocity of the UFO?
(b) How far did it travel?
2. Three identical radio transmitters A, B and C each
transmitting at
the frequency νo in its own rest frame are in motion as shown
(a) What is the frequency of B’s signals as measured by C?
(b) What is the frequency of A’s signals as measured by C?

9. 3. Consider three galaxies A, B and C. An observer in A
measures the
velocities of C and B and finds they are moving in opposite
directions
each with a speed of 0.7c relative to him. Thus according to
measure-
ments in his frame the distance between them is increasing at
the rate
1.4c.
(a) What is the speed of A observed in B?
(b) What is the speed of C observed in B?
4. A Ko-meson (elementary particle) at rest decays into a π+
and π−
meson each having a speed of 0.85c. If a Ko meson travelling at
a
speed of 0.9c decays
(a) What is the greatest speed that one of the π mesons can
have?
(b) What is the least speed?
5. Show that the relativistic expression for kinetic energy
reduces to the
classical result when v << c.
6. (a) What is the speed of an electron whose kinetic energy
equals its
rest energy? Does the result depend on the rest mass? (yes or
no)
(b) What is the energy equivalent of 1 gram of material?
(c) What is the ”effective mass” of a photon of wavelength
500nm?
Hint c = λν and E = hν where h = 6.62×10−34Js.
7. Show that for a particle of zero rest mass, mo = 0;

10. (a) Its velocity v = c
1
Problem Set 3 Kleiban (Spring 2013)
(b) its kinetic energy K = E
(c) momentum p = E/c
8. Compute the speed of (a) electrons mo = 9.1×10−31kg, (b)
protons
mo = 1.67×10−27kg, which fall through an electrostatic
potential dif-
ference of ten million volts.
(c) What is the ratio of relativistic mass to rest mass in each
case?
Use electron charge e = 1.6×10−19C
9. (a) What potential difference will accelerate electrons to the
speed of
light according to classical physics?
mo = 9.1×10−31kg, e = 1.6×10−19C and c = 3×108m/s
Hint kinetic energy = eV
(b) With this potential difference what speed would an electron
ac-
quire relativistically?
(c) What would its mass be at this speed?
(d) What would its kinetic energy be at this speed?
2