This document provides background information on a case study that explored how six high-technology firms in Taiwan implemented organizational learning as an organization development intervention strategy. The case study sought to understand how individuals, teams, and organizations learned during the OL process and the extent to which OL activities contributed to organizational performance. It provides theoretical frameworks on organization development and organizational learning and describes the research methods used, which included interviews, documentation review, and observations at the six firms.
The foundations and future of organization development (od)Sandhya Johnson
This document discusses the foundations and future of organization development (OD). It begins by defining OD and outlining its key characteristics and values. The foundations section discusses the origins of OD, highlighting influences like Kurt Lewin's laboratory training. It also outlines a timeline of influential OD thinkers from the 1940s to current day and their contributions. The future directions section contrasts diagnostic and dialogic OD approaches and discusses how OD is evolving to take a more dialogic stance. It also outlines how OD can be mapped to different orders of organizations as they increase in complexity. In summary, the document provides an overview of the historical development of OD and perspectives on its future direction in aligning with increasingly complex organizational systems.
The document summarizes the history and development of Organization Development (OD) through four main trunks or stems: (1) laboratory training stem including T-groups and workshops, (2) survey research and feedback stem involving techniques like surveys, (3) action research stem being collaborative client-consultant inquiry, and (4) socio-technical and socio-clinical stem examining work groups and tasks. It then discusses areas of increased focus in second generation OD like organizational transformation, culture, learning organizations, teams, and visioning.
This document discusses the history and evolution of organizational development (OD). It begins by defining OD as applying behavioral science to help organizations change and improve effectiveness. It describes how OD emerged from the work of researchers in the 1950s and 1960s applying group processes to businesses. This led to interventions like team building, process consultation, and surveys to provide feedback. The document then outlines various OD interventions that addressed work design, rewards, and aligning organizations with their strategies and environments. It concludes by noting how OD was introduced in India in the 1960s but did not become widespread until being adopted by some companies in the 1970s.
OD facilitates intentional change to improve efficiency and productivity. It evolved from fields like psychology and sociology to address the human factors in work. OD consultants analyze organizations holistically and design interventions involving employees. The role of OD is to coach organizations through change to align capabilities with strategic goals, and counsel organizations on social/psychological issues like an organizational psychiatrist would a patient.
History of Organizational Development - Organizational Change and Developmen...manumelwin
Kurt Lewin (1898–1947) is widely recognized as the founding father of OD, although he died before the concept became current in the mid-1950s.
From Lewin came the ideas of group dynamics and action research which underpin the basic OD process as well as providing its collaborative consultant/client ethos.
1) The document describes a positive vision of the future in 2025 where global cooperation has addressed many social and environmental issues through responsible economic policies and new technologies.
2) It credits the field of organization development for playing a key role in achieving this future by forming the World OD Alliance in 2007 and promoting the doctrine of "responsible progress".
3) The World OD Alliance helped rejuvenate OD by coordinating the field's efforts and focusing on "learning" as a cornerstone value, while the responsible progress doctrine encouraged balancing economic goals with environmental sustainability.
The foundations and future of organization development (od)Sandhya Johnson
This document discusses the foundations and future of organization development (OD). It begins by defining OD and outlining its key characteristics and values. The foundations section discusses the origins of OD, highlighting influences like Kurt Lewin's laboratory training. It also outlines a timeline of influential OD thinkers from the 1940s to current day and their contributions. The future directions section contrasts diagnostic and dialogic OD approaches and discusses how OD is evolving to take a more dialogic stance. It also outlines how OD can be mapped to different orders of organizations as they increase in complexity. In summary, the document provides an overview of the historical development of OD and perspectives on its future direction in aligning with increasingly complex organizational systems.
The document summarizes the history and development of Organization Development (OD) through four main trunks or stems: (1) laboratory training stem including T-groups and workshops, (2) survey research and feedback stem involving techniques like surveys, (3) action research stem being collaborative client-consultant inquiry, and (4) socio-technical and socio-clinical stem examining work groups and tasks. It then discusses areas of increased focus in second generation OD like organizational transformation, culture, learning organizations, teams, and visioning.
This document discusses the history and evolution of organizational development (OD). It begins by defining OD as applying behavioral science to help organizations change and improve effectiveness. It describes how OD emerged from the work of researchers in the 1950s and 1960s applying group processes to businesses. This led to interventions like team building, process consultation, and surveys to provide feedback. The document then outlines various OD interventions that addressed work design, rewards, and aligning organizations with their strategies and environments. It concludes by noting how OD was introduced in India in the 1960s but did not become widespread until being adopted by some companies in the 1970s.
OD facilitates intentional change to improve efficiency and productivity. It evolved from fields like psychology and sociology to address the human factors in work. OD consultants analyze organizations holistically and design interventions involving employees. The role of OD is to coach organizations through change to align capabilities with strategic goals, and counsel organizations on social/psychological issues like an organizational psychiatrist would a patient.
History of Organizational Development - Organizational Change and Developmen...manumelwin
Kurt Lewin (1898–1947) is widely recognized as the founding father of OD, although he died before the concept became current in the mid-1950s.
From Lewin came the ideas of group dynamics and action research which underpin the basic OD process as well as providing its collaborative consultant/client ethos.
1) The document describes a positive vision of the future in 2025 where global cooperation has addressed many social and environmental issues through responsible economic policies and new technologies.
2) It credits the field of organization development for playing a key role in achieving this future by forming the World OD Alliance in 2007 and promoting the doctrine of "responsible progress".
3) The World OD Alliance helped rejuvenate OD by coordinating the field's efforts and focusing on "learning" as a cornerstone value, while the responsible progress doctrine encouraged balancing economic goals with environmental sustainability.
Team effectiveness a case study of a fast-growing private educational organiz...Alexander Decker
This document summarizes a journal article that studied team effectiveness within a fast-growing private school in the UAE called Emirates International Academy. The study used a questionnaire to assess the effectiveness of grade-level teaching teams based on characteristics identified in the literature such as clear purpose, appropriate culture, distinct roles, etc. A total of 32 teachers across grades 1-5 were surveyed, achieving an 81% response rate. The results identified that the teams generally achieved the school's goals but lacked opportunities for performance feedback and development. To improve overall team effectiveness, the study recommended school leadership provide more opportunities for teams to reflect on their performance.
Envisioning Organizational Change as Inevitable Mechanism for Excellenceijtsrd
Organizational change is the movement of an organization from one state of affairs to another. Organizational change can take many forms. It may involve a change in a company's structure, strategy, policies, procedures, technology, or culture. The change may be planned years in advance or may be forced upon an organization because of a shift in the environment. Organizational change can be radical and alter the way an organization operates, or it may be incremental and slowly change the way things are done. In any case, regardless of the type, change involves letting go of the old ways in which work is done and adjusting to the new ways. Therefore, fundamentally, it is a process that involves effective people management. This article presents an overview on the concept of organizational change and the related factors. Dr. Nimmi Maria Oommen"Envisioning Organizational Change as Inevitable Mechanism for Excellence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14273.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14273/envisioning-organizational-change-as-inevitable-mechanism-for-excellence/dr-nimmi-maria-oommen
Employee engagement and change management programmesAlexander Decker
This document summarizes a research study that compares organizational commitment between Thai and Irish cultures. The study explores how an inclusive change management climate can enhance employee commitment. A survey of 121 employees in Thailand and Ireland found that while change management styles showed some statistically significant differences between the cultures, there is room for improvement in both to allow for more active employee participation. The limitations and implications for management and future research are also presented.
This document summarizes research on learning organizations and organizational commitment. It discusses key concepts such as how learning organizations acquire new knowledge and share information to solve problems. It also defines organizational commitment as believing in an organization's values and goals and wanting to continue working there. The document then examines the relationship between learning organization perceptions and organizational commitment. Research has found higher levels of commitment in employees who perceive their workplace as a learning organization. The summarized study aims to compare these factors between faculty at private and public universities.
Group facilitation: A framework for diagnosing, implementing and evaluating i...Sandhya Johnson
Lichtenberg J. & London M. (2008). Evaluating Group Interventions: A Framework for Diagnosing, Implementing, and Evaluating Group Interventions. Group Facilitation: A Research and Applications Journal (9)
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Utilizing teams for high performance in nigerian universitiesAlexander Decker
This document summarizes a study on utilizing teams for high performance in Nigerian universities. The study investigated the effects of worker commitment to teamwork on performance and the relationship between teamwork and skill enhancement at the University of Nigeria, Enugu Campus. A sample of 355 staff completed questionnaires on teamwork and performance. The findings showed that teamwork has a significant effect on worker performance and there is a significant relationship between commitment to teamwork and skill enhancement. The study concludes that utilizing teams produces high performance among university staff.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
This document presents a theoretical framework for analyzing organizational learning developed by Argote and Miron-Spektor. The framework theorizes that organizational experience interacts with organizational context to create knowledge. It discusses key components of the framework including experience, context, knowledge, and organizational learning processes. Factors that affect knowledge retention and transfer are also reviewed.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
A study on the relationship between leadership styles and leadership effectiv...Alexander Decker
This document summarizes a study on the relationship between leadership styles and leadership effectiveness in Malaysian government-linked companies (GLCs). It provides background on GLCs and leadership effectiveness. Leadership styles examined include transformational, transactional, and passive/avoidant styles. A survey was conducted of 325 leaders in GLCs using the Multifactor Leadership Questionnaire to assess relationships between styles and effectiveness. Results found transactional leadership was the most demonstrated style. Transformational and transactional styles positively correlated with effectiveness measures, while passive/avoidant styles negatively correlated or had low correlation.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
The document discusses the role of human resource development (HRD) professionals as change agents in organizations. It first covers organizational change management and common change models like Lewin's three-step model of unfreezing, moving, and refreezing and Kotter's eight-step model. It then examines the specific roles of HRD professionals in change management, such as facilitating change through training and communication, helping implement new technologies, and guiding organizations through recruitment and evaluation of customer needs during times of change. The document concludes that the role of HRD professionals has evolved to include change agent responsibilities in addition to traditional training and development functions.
The document presents an overview of a handbook on developing learning organizations. It was authored by a group with over 100 combined years of experience across various fields. The handbook provides strategies and tools for organizations to transform into learning organizations based on Peter Senge's five disciplines model. It offers a step-by-step guide to assessing an organization and implementing changes to structures, policies, culture and other factors to support continuous learning at all levels. The handbook is intended to help organizations adapt and thrive in today's rapidly changing global environment.
Organizational performance; the role of knowledge management and performance ...AGBEDZAVUEMMANUEL
This document discusses organizational performance and the mediating roles of knowledge management and performance measurement. It begins by introducing the importance of measuring organizational performance to assess strategy and make improvements. It then explores knowledge management processes like knowledge creation, sharing, and application. Communities of practice are discussed as a way for practitioners to share knowledge. Challenges of performance measurement like top-down approaches that exclude stakeholder input are also outlined. The role of leadership, culture, and infrastructure in enabling knowledge management is emphasized.
Antecedents of Organizational Commitment of Lecturer in South Sumaterainventionjournals
Theoretically it was predicted that leadership style and organizational culture have partially and simultaneously affected employees commitment to organization. Fwthermore, those factors i.e. leadership style, organizational culture and organizational commitment have impact on lecture performance, this research was conducted at Palembang, South Sumatera. This research was conducted by using descriptive quantitative approach with questionnaire as the data gathering instrument. In addition to that explanatory approach was carried out to get a deeper insight on the research phenomenon 325 samples was collected from 5 (five) participating universitir in South Sumatera, Palembang. Data analysis was carried out by using Structural Equation Modelling (SEM). The research found that all independent variables have a significant effect on dependent variables both partially and simultaneously. Simultaneously it was found that leadership style and organizational culture affected organizational commitment by R2 = 0.77 with the most significant factor was on organizational communication. This result shows that there are still 43% of other factors that affected on organizational commitment. The next result was also gathered simultaneously which is the effect of leadership style, organizational culture and organizational commitment on employees ’performance with R2 = 0.79 with the most significant factor was on organizational commitment. This result shows that there are still 51% of other factors thataffected on employees 'performance that needs to be looked into in further research.
This document summarizes the key concepts of adaptive leadership based on the work of Ronald Heifetz and Marty Linsky. Adaptive leadership involves mobilizing people to address difficult challenges in a way that allows an organization to thrive and evolve over time. It describes several analogies to biological adaptations:
1) Adaptive leadership enables positive change while preserving core values and strengths from the past.
2) It requires experimentation and learning from failures to develop successful new strategies.
3) Diversity of ideas and decentralized decision-making increase the chances of finding adaptive solutions.
4) Significant changes may cause short-term losses but build long-term capacity if they retain strategic strengths from the past.
This document summarizes a report on the impact of organizational learning on performance. It discusses how organizational learning involves acquiring information from internal and external sources, distributing that information throughout the organization, and interpreting the information. It hypothesizes that information acquisition, distribution, and interpretation each positively impact organizational performance. The document reviews literature supporting these relationships and discusses how organizational learning can improve various performance metrics like profits, efficiency, and customer satisfaction. Overall, the summary establishes that organizational learning is important for enhancing organizational performance.
Leadership development and sustainable leadership among tvet studentAlexander Decker
This document discusses leadership development and sustainable leadership among technical and vocational education (TVET) students. It provides definitions of leadership and outlines several theories of leadership, including trait theory, style approach, and situational theory. It then discusses approaches to leadership development, including integrated solutions, experience-based methods, formal mentoring, and the leadership life cycle. It emphasizes that sustainable leadership is important for TVET programs to develop students and provide quality training. The principles of sustainable leadership discussed are creating sustainable learning, securing success over time, sustaining the leadership of others, and addressing issues of social justice.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
(1) Organization development (OD) is defined as a planned, organization-wide effort to increase effectiveness and health through interventions that change beliefs, attitudes, values, and structure. (2) OD draws on behavioral science and involves collaboration, long-term planning, systems thinking, and evidence-based change. (3) Key aspects of OD include addressing organization-wide issues, using change agents, taking action, emphasizing performance and learning, and having a humanistic, problem-solving orientation.
Team effectiveness a case study of a fast-growing private educational organiz...Alexander Decker
This document summarizes a journal article that studied team effectiveness within a fast-growing private school in the UAE called Emirates International Academy. The study used a questionnaire to assess the effectiveness of grade-level teaching teams based on characteristics identified in the literature such as clear purpose, appropriate culture, distinct roles, etc. A total of 32 teachers across grades 1-5 were surveyed, achieving an 81% response rate. The results identified that the teams generally achieved the school's goals but lacked opportunities for performance feedback and development. To improve overall team effectiveness, the study recommended school leadership provide more opportunities for teams to reflect on their performance.
Envisioning Organizational Change as Inevitable Mechanism for Excellenceijtsrd
Organizational change is the movement of an organization from one state of affairs to another. Organizational change can take many forms. It may involve a change in a company's structure, strategy, policies, procedures, technology, or culture. The change may be planned years in advance or may be forced upon an organization because of a shift in the environment. Organizational change can be radical and alter the way an organization operates, or it may be incremental and slowly change the way things are done. In any case, regardless of the type, change involves letting go of the old ways in which work is done and adjusting to the new ways. Therefore, fundamentally, it is a process that involves effective people management. This article presents an overview on the concept of organizational change and the related factors. Dr. Nimmi Maria Oommen"Envisioning Organizational Change as Inevitable Mechanism for Excellence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14273.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14273/envisioning-organizational-change-as-inevitable-mechanism-for-excellence/dr-nimmi-maria-oommen
Employee engagement and change management programmesAlexander Decker
This document summarizes a research study that compares organizational commitment between Thai and Irish cultures. The study explores how an inclusive change management climate can enhance employee commitment. A survey of 121 employees in Thailand and Ireland found that while change management styles showed some statistically significant differences between the cultures, there is room for improvement in both to allow for more active employee participation. The limitations and implications for management and future research are also presented.
This document summarizes research on learning organizations and organizational commitment. It discusses key concepts such as how learning organizations acquire new knowledge and share information to solve problems. It also defines organizational commitment as believing in an organization's values and goals and wanting to continue working there. The document then examines the relationship between learning organization perceptions and organizational commitment. Research has found higher levels of commitment in employees who perceive their workplace as a learning organization. The summarized study aims to compare these factors between faculty at private and public universities.
Group facilitation: A framework for diagnosing, implementing and evaluating i...Sandhya Johnson
Lichtenberg J. & London M. (2008). Evaluating Group Interventions: A Framework for Diagnosing, Implementing, and Evaluating Group Interventions. Group Facilitation: A Research and Applications Journal (9)
Our major goal is to help you achieve your academic goals. We are commited to helping you get top grades in your academic papers.We desire to help you come up with great essays that meet your lecturer's expectations.Contact us now at http://www.premiumessays.net/
Utilizing teams for high performance in nigerian universitiesAlexander Decker
This document summarizes a study on utilizing teams for high performance in Nigerian universities. The study investigated the effects of worker commitment to teamwork on performance and the relationship between teamwork and skill enhancement at the University of Nigeria, Enugu Campus. A sample of 355 staff completed questionnaires on teamwork and performance. The findings showed that teamwork has a significant effect on worker performance and there is a significant relationship between commitment to teamwork and skill enhancement. The study concludes that utilizing teams produces high performance among university staff.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
This document presents a theoretical framework for analyzing organizational learning developed by Argote and Miron-Spektor. The framework theorizes that organizational experience interacts with organizational context to create knowledge. It discusses key components of the framework including experience, context, knowledge, and organizational learning processes. Factors that affect knowledge retention and transfer are also reviewed.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
A study on the relationship between leadership styles and leadership effectiv...Alexander Decker
This document summarizes a study on the relationship between leadership styles and leadership effectiveness in Malaysian government-linked companies (GLCs). It provides background on GLCs and leadership effectiveness. Leadership styles examined include transformational, transactional, and passive/avoidant styles. A survey was conducted of 325 leaders in GLCs using the Multifactor Leadership Questionnaire to assess relationships between styles and effectiveness. Results found transactional leadership was the most demonstrated style. Transformational and transactional styles positively correlated with effectiveness measures, while passive/avoidant styles negatively correlated or had low correlation.
This document develops a conceptual framework and hypotheses about the relationships between organizational learning, perceptions of the external environment, and innovation performance at the individual and organizational levels. It reviews literature on organizational learning and innovation performance. The review indicates that organizational learning is positively related to perceptions of an uncertain/complex external environment and to innovation performance. However, the relationship between organizational learning and innovation performance lacks empirical evidence. The framework and hypotheses aim to address this gap by examining these relationships at both the individual and organizational levels.
The document discusses the role of human resource development (HRD) professionals as change agents in organizations. It first covers organizational change management and common change models like Lewin's three-step model of unfreezing, moving, and refreezing and Kotter's eight-step model. It then examines the specific roles of HRD professionals in change management, such as facilitating change through training and communication, helping implement new technologies, and guiding organizations through recruitment and evaluation of customer needs during times of change. The document concludes that the role of HRD professionals has evolved to include change agent responsibilities in addition to traditional training and development functions.
The document presents an overview of a handbook on developing learning organizations. It was authored by a group with over 100 combined years of experience across various fields. The handbook provides strategies and tools for organizations to transform into learning organizations based on Peter Senge's five disciplines model. It offers a step-by-step guide to assessing an organization and implementing changes to structures, policies, culture and other factors to support continuous learning at all levels. The handbook is intended to help organizations adapt and thrive in today's rapidly changing global environment.
Organizational performance; the role of knowledge management and performance ...AGBEDZAVUEMMANUEL
This document discusses organizational performance and the mediating roles of knowledge management and performance measurement. It begins by introducing the importance of measuring organizational performance to assess strategy and make improvements. It then explores knowledge management processes like knowledge creation, sharing, and application. Communities of practice are discussed as a way for practitioners to share knowledge. Challenges of performance measurement like top-down approaches that exclude stakeholder input are also outlined. The role of leadership, culture, and infrastructure in enabling knowledge management is emphasized.
Antecedents of Organizational Commitment of Lecturer in South Sumaterainventionjournals
Theoretically it was predicted that leadership style and organizational culture have partially and simultaneously affected employees commitment to organization. Fwthermore, those factors i.e. leadership style, organizational culture and organizational commitment have impact on lecture performance, this research was conducted at Palembang, South Sumatera. This research was conducted by using descriptive quantitative approach with questionnaire as the data gathering instrument. In addition to that explanatory approach was carried out to get a deeper insight on the research phenomenon 325 samples was collected from 5 (five) participating universitir in South Sumatera, Palembang. Data analysis was carried out by using Structural Equation Modelling (SEM). The research found that all independent variables have a significant effect on dependent variables both partially and simultaneously. Simultaneously it was found that leadership style and organizational culture affected organizational commitment by R2 = 0.77 with the most significant factor was on organizational communication. This result shows that there are still 43% of other factors that affected on organizational commitment. The next result was also gathered simultaneously which is the effect of leadership style, organizational culture and organizational commitment on employees ’performance with R2 = 0.79 with the most significant factor was on organizational commitment. This result shows that there are still 51% of other factors thataffected on employees 'performance that needs to be looked into in further research.
This document summarizes the key concepts of adaptive leadership based on the work of Ronald Heifetz and Marty Linsky. Adaptive leadership involves mobilizing people to address difficult challenges in a way that allows an organization to thrive and evolve over time. It describes several analogies to biological adaptations:
1) Adaptive leadership enables positive change while preserving core values and strengths from the past.
2) It requires experimentation and learning from failures to develop successful new strategies.
3) Diversity of ideas and decentralized decision-making increase the chances of finding adaptive solutions.
4) Significant changes may cause short-term losses but build long-term capacity if they retain strategic strengths from the past.
This document summarizes a report on the impact of organizational learning on performance. It discusses how organizational learning involves acquiring information from internal and external sources, distributing that information throughout the organization, and interpreting the information. It hypothesizes that information acquisition, distribution, and interpretation each positively impact organizational performance. The document reviews literature supporting these relationships and discusses how organizational learning can improve various performance metrics like profits, efficiency, and customer satisfaction. Overall, the summary establishes that organizational learning is important for enhancing organizational performance.
Leadership development and sustainable leadership among tvet studentAlexander Decker
This document discusses leadership development and sustainable leadership among technical and vocational education (TVET) students. It provides definitions of leadership and outlines several theories of leadership, including trait theory, style approach, and situational theory. It then discusses approaches to leadership development, including integrated solutions, experience-based methods, formal mentoring, and the leadership life cycle. It emphasizes that sustainable leadership is important for TVET programs to develop students and provide quality training. The principles of sustainable leadership discussed are creating sustainable learning, securing success over time, sustaining the leadership of others, and addressing issues of social justice.
Implementing communities of practice in a matrix organizationAndrew Muras, PMP
Presented at ASEM's (American Society of Engineering Management) annual conference in October 2014. It's based on work done at Pearl Harbor Naval Shipyards.
(1) Organization development (OD) is defined as a planned, organization-wide effort to increase effectiveness and health through interventions that change beliefs, attitudes, values, and structure. (2) OD draws on behavioral science and involves collaboration, long-term planning, systems thinking, and evidence-based change. (3) Key aspects of OD include addressing organization-wide issues, using change agents, taking action, emphasizing performance and learning, and having a humanistic, problem-solving orientation.
The Importance Of Development In Organizational...Monica Rivera
Organizational culture has a significant impact on team development and performance. A positive culture that values collaboration, innovation and continuous learning will foster high-performing teams. As teams form and interact over time, they develop their own norms, values and ways of working that are influenced by the larger organizational culture. Leaders play a key role in shaping culture and can reinforce behaviors that support team goals. If the culture is not aligned with team objectives, it can create barriers like silos and risk aversion that prevent teams from achieving their full potential. Assessing and strategically shaping organizational culture is important for developing effective teams.
Reflection On Organizational DevelopmentPamela Wright
This document discusses organizational development and how its principles can be applied. It begins by noting that OD is important for organizations to adapt to changes in the global economy. The document then discusses how OD requires a planned approach to change that meets the needs of both people and the organization. It also discusses applying OD principles like establishing trust and involving employees in the change process. The goal is to help create positive change for organizations in the future by applying lessons learned about OD theories and techniques.
This document provides an overview of organizational development. It begins with an outline of the chapter, then defines organizational development and discusses its key elements. These include developing individuals, teams, and the overall organization through acquiring skills from various fields like psychology and sociology. Organizational development aims to affect planned change through interventions and is a continuous long-term process led by leaders and consultants.
The document discusses a study examining the influence of corporate culture dimensions on organizational commitment among employees in the Malaysian semiconductor industry. It presents four hypotheses: that communication, training and development, reward and recognition, and teamwork will each positively influence organizational commitment. The study involved a survey of 377 employees across six major semiconductor firms in Malaysia. The results provide empirical evidence on the relationship between aspects of corporate culture and organizational commitment in this context.
This document presents a conceptual model of organization learning disorders and their impact on organizational performance. The model suggests that organization learning processes affect the knowledge organizations possess, and organizational knowledge then impacts performance outcomes. The model identifies specific learning disorders that can occur during the four phases of organizational learning: discovery, invention, production, and generalization. These learning disorders are hypothesized to negatively influence the knowledge organizations develop. The document concludes by proposing intervention hypotheses for addressing common organizational learning disorders.
Organizational development (OD) refers to a process aimed at enhancing organizational effectiveness through planned interventions and changes. It involves improving an organization's problem-solving and renewal processes in order to help it adapt and thrive. Some key characteristics of OD include being planned, organization-wide, and managed from the top. OD emerged in the 1960s and has evolved from a focus on individual and group-level changes to system-wide interventions. Factors like communication, leadership, training, and strategic data use need to be addressed through the OD process to help organizations overcome challenges and become more effective.
The term organizational development was coined by Richard Beckhard in the mid-1950s.Organizational development is an acronym of two words i.e., organization and development
Organizational development (OD) aims to improve an organization's effectiveness and the well-being of its employees. It involves systematically applying behavioral science knowledge to help organizations better adapt to challenges through planned interventions. Key elements of OD include assessing strategies, structures, and processes to help organizations function more effectively. The overall goal is to establish self-renewing organizations that can continuously monitor and improve themselves.
A comparative analysis of knowledge management in banking sector an empirica...Alexander Decker
This document discusses knowledge management in the banking sector. It identifies four key components of effective knowledge management: leadership, organizational culture, measurement of results, and information technologies. The document provides details on each component and their importance for knowledge creation and sharing within organizations. The purpose of the study is to examine these components of knowledge management in banks and determine if there are differences between private and state-owned banks in their knowledge management practices.
ReferencesBikos, L. H., Haney, D., Edwards, R. W., North, M. A.,.docxdebishakespeare
References
Bikos, L. H., Haney, D., Edwards, R. W., North, M. A., Quint, M., McLellan, J., & Ecker, D. L. (2014). Missionary kid career development: A consensual qualitative research investigation through a social cognitive lens. Career Development Quarterly, 62(2), 156-174. doi:10.1002/j.2161-0045.2014.00077.x
Dewar, D. L., Lubans, D., Morgan, P., & Plotnikoff, R. C. (2013). Development and evaluation of social cognitive measures related to adolescent physical activity. Journal Of Physical Activity & Health, 10(4), 544-555.
Giacomantonio, S. G. (2012). Three problems with the theory of cognitive therapy. American Journal of Psychotherapy, 66(4), 375-90. Retrieved from http://search.proquest.com/docview/1285125541?accountid=12085
Heydari, A., Dashtgard, A., & Moghadam, Z. (2014). The effect of Bandura's social cognitive theory implementation on addiction quitting of clients referred to addiction quitting clinics. Iranian Journal Of Nursing & Midwifery Research, 19(1), 19-23.
Xu, Y. (2011). A social-cognitive perspective on firm innovation. Academy of Strategic Management Journal, 10(2), 33-54. Retrieved from http://search.proquest.com/docview/886547117?accountid=12085
33
Academy of Strategic Management Journal, Volume 10, Number 2, 2011
A SOCIAL-COGNITIVE PERSPECTIVE
ON FIRM INNOVATION
Yang XU, The Pennsylvania State University
ABSTRACT
Innovation is the central value of economic behavior, and this paper proposes a social-
cognitive perspective for studying the sources of firm innovation. In the context of firm innovation,
the cognitions of top management teams or an entrepreneur shape the way they use the social
structure available to them, while the social structures influence the embedded actors’ cognitions
and ultimately their strategic actions. Managers and entrepreneurs form collaborative partnerships
designed to achieve innovation and competitiveness. During this dynamic social learning process,
cognitive differences influence the formation of social capital and its realized benefits. The impact
of social capital on innovation can hardly be evaluated without understanding individual cognitive
characteristics first. By distinguishing between cognitive structures, as well as social capital
characteristics, and by investigating their effects on firm innovation, this paper extends the
literature on organization theory and innovation research.
INTRODUCTION
Innovation is the driving force of economic growth, but much confusion centers on how to
encourage it. This paper reviews the literature on social networks and organizational learning and
incorporates the cognitive and social factors that influence innovation research. A firm’s social
capital constitutes an important source of its innovation, and the cognitive understanding of a firm’s
management team or its entrepreneurs of innovation also contribute to this initiative. Accordingly,
this paper addresses three related questions regarding cognition, social capital, and innovation ...
This document summarizes key aspects of organizational change and development approaches from several sources. It discusses that organizational development (OD) uses soft systems approaches to address complex change situations. OD focuses on organizational culture, processes, and structure using a systems perspective. The OD process involves diagnosing issues, developing a vision for change, gaining commitment, creating an action plan, and evaluating results through an iterative process of continuous improvement. OD aims to enhance individual, team, and organizational effectiveness through participatory and collaborative methods.
This presentation is authored by Jack Abebe and Annaline Jepkiyeny. It discusses how learning organizations pick on change management as a strategic direction.
Learning organization and change management power pointJack Onyisi Abebe
This presentation discusses how learning organizations link to change management with projected barriers, critical factors for organizational learning, change management and the theories of organizational learning.
Strategic impact of knowledge management and organizational learning on the p...Alexander Decker
This document summarizes a study that investigated the impact of knowledge management and organizational learning on the perceived performance of selected banks in Oyo State, Nigeria. The study aimed to determine the relationship between variables like knowledge acquisition, distribution, and interpretation, as well as organizational learning strategies, on bank performance. It developed four hypotheses to test these relationships and predict performance. The study found that knowledge management and organizational learning variables positively impacted bank performance. It concluded that banks need to effectively manage knowledge and embrace learning to improve performance and gain competitive advantage.
Organization Development (OD) is defined as a systematic process that applies behavioral science principles to help organizations change and improve. It emerged in the late 1940s from the fields of group dynamics and planned change theory. OD focuses on long-term, organization-wide efforts led from the top to increase effectiveness through interventions in organizational processes. Major themes of OD include planned change, a distinctive self-renewal approach, a total systems perspective, and action research. Over time, OD has been influenced by different approaches like laboratory training, action research, participative management, quality of work life programs, and a growing focus on strategic change.
Organization development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency and/or to enable the organization to achieve its strategic goals.
Business innovation through knowledge sharing an applied study on the jordani...Alexander Decker
This document summarizes a study on knowledge sharing and innovation in the Jordanian mobile
telecommunications sector. The study found that individual enjoyment in helping others and top management
support positively influence employee knowledge sharing, while individual knowledge self-efficacy and
organizational rewards do not. The study reviewed literature on knowledge sharing enablers at the individual
level, like enjoyment in helping others and self-efficacy, and at the organizational level, like top management
support and rewards systems. A questionnaire was administered to employees in Jordanian mobile companies to
examine the effects of these factors on knowledge sharing and innovation capabilities.
Impact of knowledge management processes on organizational performanceAlexander Decker
This document discusses a study on the impact of knowledge management processes on organizational performance at the Institute of Technical Learning in Iraq. It conducted a survey of 33 department chairs to examine the relationship between knowledge management processes (knowledge generation, storage, publication, and application) and dimensions of organizational performance (personal behavior, scientific performance, social responsibility, and job relations). The study found significant correlations between knowledge management processes and organizational performance indicators. It concluded that knowledge management operations have a significant impact on organizational performance and recommended that research and development units be established in the colleges to generate new knowledge and enhance performance.
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
The Genesis of BriansClub.cm Famous Dark WEb PlatformSabaaSudozai
BriansClub.cm, a famous platform on the dark web, has become one of the most infamous carding marketplaces, specializing in the sale of stolen credit card data.
Prescriptive analytics BA4206 Anna University PPTFreelance
Business analysis - Prescriptive analytics Introduction to Prescriptive analytics
Prescriptive Modeling
Non Linear Optimization
Demonstrating Business Performance Improvement
SATTA MATKA SATTA FAST RESULT KALYAN TOP MATKA RESULT KALYAN SATTA MATKA FAST RESULT MILAN RATAN RAJDHANI MAIN BAZAR MATKA FAST TIPS RESULT MATKA CHART JODI CHART PANEL CHART FREE FIX GAME SATTAMATKA ! MATKA MOBI SATTA 143 spboss.in TOP NO1 RESULT FULL RATE MATKA ONLINE GAME PLAY BY APP SPBOSS
Ellen Burstyn: From Detroit Dreamer to Hollywood Legend | CIO Women MagazineCIOWomenMagazine
In this article, we will dive into the extraordinary life of Ellen Burstyn, where the curtains rise on a story that's far more attractive than any script.
The Most Inspiring Entrepreneurs to Follow in 2024.pdfthesiliconleaders
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
https://rb.gy/usj1a2
AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
Profiles of Iconic Fashion Personalities.pdfTTop Threads
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
2. hrdq18204.qxd 5/24/07 2:02 PM Page 212
212 Lien, Hung, McLean
Most organizations must relate to their environments to gain the resources
and information needed to function. These relationships influence organiza-
tional strategies to deal with their environments (Cummings & Worley, 2004).
From a strategic change perspective, organizational learning (OL) has become
an important OD intervention by which to transform organizations
(Cummings & Worley, 2004; Marsick & Watkins, 1994; McLean, 2006).
OL is the process of how learning occurs in organizations; it facilitates greater
alignment among an organization’s strategies, culture, and competitive envi-
ronment. Strategic OD involves organizational transformation and is often
associated with significant alterations in the firm’s business strategy, which may
require modifying the corporate culture, as well as internal structures and
processes to support new directions for the organization. Garvin (1993), for
example, suggested that the highest stage of OL is the learning that results
when it is tied to the strategic objectives of the organization and is targeted at
performance improvement.
OL is important in today’s knowledge economy (Argryis & Schön, 1996)
and usually involves different ways of perceiving, thinking, and behaving in
organizations. Yet few studies have discussed how individuals collect, absorb,
and transform information into organizational memory and knowledge. While
the growth and sharing of knowledge is recognized as one of the most impor-
tant elements in becoming a learning organization (Easterby-Smith & Araujo,
1999; Marsick & Watkins, 1994; Senge, 1990), what has been missing for
many researchers and practitioners in the OD field is an expanded theoretical
foundation for describing how people learn and perform in an organization
(Raybould, 1995; Salisbury, 2001). The research reported in this article
addresses this gap.
Research Purposes
In order to develop an expanded theoretical foundation and understand
better how the existing theory can be put into practice, the purposes of this
study were to determine how learning happened in the six identified high-
technology organizations in Taiwan, how knowledge was created to solve
their organizational problems, and the processes and content of their OL
at the individual, team, and organizational levels. Identifying the specific
processes and content of OL in these organizations will help OD profession-
als understand and perhaps modify their practice based on the outcomes of
the research. Furthermore, it is important from an OD perspective to deter-
mine if the OL programs or activities in these organizations helped them
achieve transformative change to improve performance. Determining other-
wise would raise serious questions about the usefulness of the OL construct
and perhaps cause OD professionals to reconsider the applicability of OL to
their practice.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
3. hrdq18204.qxd 5/24/07 2:02 PM Page 213
Organizational Learning as an Organization Development Intervention 213
Research Questions
High-technology firms in Taiwan are an important context in which to study
OL because such firms play an increasingly important economic role and exist
in an environment characterized by rapid change, ambiguity, and hypercom-
petition (Collins & Clark, 2003; D’Aveni, 1998). Just as DeVol (1999) con-
cluded that high-tech industries are playing an increasing role in the U S. and
regional economies, so also are they in Taiwan, with the government goal to
make Taiwan a “high-tech island” (Chang & Chen, 2002). In order to sustain
competitive advantage, many companies in Taiwan have adopted the concept
of OL as an OD intervention strategy (Lien, Hung, Yang, & Li, 2006). How-
ever, how OL is implemented and how it influences organizational perfor-
mance is not well understood, though it has attracted the attention of industry
practitioners and scholars alike (Hung, Hsia, & Lu, 2002; Lien, 2002).
This study addressed the following questions related to the six high-
technology firms studied in Taiwan:
1. How did these organizations experience OL as being best implemented?
2. How did these organizations’ individuals, teams, and whole organization
learn during the OL process?
3. To what extent were the OL activities within these organizations
perceived to contribute to organizational performance?
Theoretical Framework
This section describes the theoretical framework, specifically related to OD and
OL, on which the study was based.
Organization Development. There has been no agreed-on definition of
OD, though there have been many attempts. Burke (1994), for example,
using a cultural perspective, defined OD as a planned process of change in
an organization’s culture. French and Bell (1999), from a long-term effort
perspective, suggested that OD aims to develop the problem-solving capa-
bilities of organizations, while Beckhard (1975) and Beer (1980) focused on
OD as a process of organizational change. McLean (2006) provided a holistic
definition of OD:
Organization development is any process or activity, based on the behavioral
sciences, that, either initially or over the long term, has the potential to develop
in an organizational setting enhanced knowledge, expertise, productivity, satis-
faction, income, interpersonal relationships, and other desired outcomes,
whether for personal or group/team gain, or for the benefit of an organization,
community, nation, region, or, ultimately, the whole of humanity [p. 9].
When OD emerged in the 1960s, it focused primarily on individual and
group-level interventions (Rothwell, Sullivan, & McLean, 1995). Later, the
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
4. hrdq18204.qxd 5/24/07 2:02 PM Page 214
214 Lien, Hung, McLean
field expanded to encompass organizational-level interventions, including
strategic change (Chapman, 2002). According to Cummings and Worley
(2004), organizational transformation, a recent addition to strategic OD that
is still in its formative stage of development, aims at transforming organiza-
tions by changing the basic character or culture of the organization.
Within the context of this study, the definitions offered for OD and our
emerging understanding of strategic OD suggest that certain interventions,
such as OL, might be effective in bringing about organizational culture change
and serve a transformational role in the organization.
Organizational Learning. OL refers to the capacity of an organization to
change and improve continuously. OL helps organizations to move beyond
their current situation by solving existing problems and ultimately transform-
ing the organization. It results in the development of a learning organization
where empowered members take responsibility for strategic direction.
OL can be viewed as a technical or a social process. The technical view
assumes that OL is the effective processing, interpretation of, and response to
information, both inside and outside the organization (Easterby-Smith &
Araujo, 1999). The social perspective of OL focuses on the way people make
sense of their experiences at work. However, Argyris and Schön (1996) believed
that organizations learn through individuals acting as agents, and they defined
OL as the detection and correction of errors. According to Korth (2000), Argyris
and Schön’s work linked individual learning to organizational learning and
came from an OD perspective, emphasizing double-loop learning.
Kim (1993) posited that while OL has gained considerable attention, there
is little agreement on what OL means and how to use it to create a learning
organization. Senge (1993) also stated that there is no formula for creating a
learning organization. These conclusions were borne out in this study: each
participant organization has its own definition of OL.
According to Lundberg (1995), there are three common components to
the OL definitions: learning is more than the sum of each member’s learning;
OL is not just about rearranging or redesigning the elements of organizations
but is a form of meta-learning that requires rethinking of patterns as they relate
to the environment; and OL embraces both cognitive elements that are shared
by organization members and repetitive organizational activities. These com-
ponents all are relevant to OD, but while Lundberg identified these compo-
nents, there is no evidence that they exist in OL organizations. This research,
then, was designed to determine if these factors exist in these six organizations
and whether they support organizational change and improve organizational
performance.
Literature Review
The OL literature draws a distinction between two complementary research
trends (Gond & Herrbach, 2006; Miner & Mezias, 1996): behaviorist
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
5. hrdq18204.qxd 5/24/07 2:02 PM Page 215
Organizational Learning as an Organization Development Intervention 215
approaches view OL as an adaptive capacity of organizations with respect to
their environment, while cognitive approaches focus on the evolution of
knowledge and view learning as a cognitive shift.
For learning as adaptive process, the organization is viewed as a goal-
driven adaptive system (Levitt & March, 1988), and OD and change are incre-
mental (Miner & Mezias, 1996). For the latter, learning as cognitive change,
the organization focuses on knowledge acquisition, information sharing, infor-
mation interpretation, and organizational memory (Huber, 1991; Newell &
Simon, 1972), and OD and change refer to radical logic. From an OL per-
spective, Moynihan’s study (2005) pointed out that most OD interventions tar-
get narrow process improvements rather than a deep understanding of
effectiveness. Furthermore, Moynihan’s study elaborated on two frequently
neglected aspects of OL: learning forums that included routines and the role
of organizational culture.
Slater and Narver (1995) suggested that on the one hand, market orien-
tation and learning orientation are inherent and inseparable; on the other
hand, a learning orientation mediates the market orientation and performance.
Hurley and Hult (1998) further suggested that beyond market orientation, OL
links to innovation.
Few of the sources reviewed in this section, however, provided evidence for
their conclusions. Rather than basing their studies on empirical data, they were
based on assumptions about organizations and the constructs of OD and OL. It
is therefore important that exploratory research be undertaken to begin to pro-
vide evidence of these conclusions. This exploratory study was designed to
explore these concepts further.
Research Methods
This exploratory case study included in-depth interviews, a review of existing
organizational documentation, and observations in six Taiwanese high-
technology organizations. A multiple qualitative case study methodology was
appropriate for exploring a concept for which there has been no previous
research in a given context (Stake, 1995; Yin, 1989). According to Yin (1989),
case studies are the preferred strategy for research that asks “how” and “why”
questions. The use of multiple cases adds confidence to the findings and
increases the reliability of the study (Miles & Huberman, 1994).
Participant Organizations. Initially, participant organizations were
identified through published literature, including trade journals. Additional
participants were identified based on existing relationships. Twelve companies
were identified and contacted; six agreed to participate. The participant
organizations were, as intended, all high-tech companies listed in Taiwan’s top
200 companies; five were considered to be HR benchmark companies in the
high-tech industry (CommonWealth, 2002). The number of employees ranged
from two thousand to twenty thousand. The six high-tech companies were in
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
6. hrdq18204.qxd 5/24/07 2:02 PM Page 216
216 Lien, Hung, McLean
either the integrated circuits (IC) industry or the information industry. All
focused on new technology research and development, had a high percentage
of technology employees, and focused on innovation and developing new
products.
Interview Participants. The study lasted for a year (2003) and included
interviews with leaders who were influential in developing OD interventions
and influencing OL. On-site observations and a review of documentation were
completed by the first two authors. As it was expected that HR practitioners
would be most likely to provide reliable information regarding OD interven-
tions, including organizational learning, senior managers in the HR depart-
ment were identified to provide the informants needed for this study.
Therefore, in each company, two HR managers or HR practitioners doing
OD-related work were interviewed. Twelve individuals were interviewed across
the six organizations. A detailed description of the interview participants is
provided in Table 1.
Research Procedures. Each interview lasted appropriately two hours.
Open-ended, semistructured questions and probes were used to elicit each par-
ticipant’s view of OL in his or her company. The interview protocol asked,
What does OL mean to you? What do you do when you implement OL? What
are the connections among individual, team, and organizational learning? How
do individuals, teams, and organizations learn when OL programs are being
established? What are the results from implementing OL in your organization?
With the participants’ permission, and after providing assurances of anonymity,
the interviews were tape-recorded. Since all interview participants spoke both
Chinese and English well, Chinese was the primary language used, with
English interspersed.
During the interviews, participants were requested to share any docu-
mentation that they had related to the questions included in the interviews.
This process resulted in six hundred pages of documentation (company his-
tories, annual reports, human resource documents, internal training materi-
als, and relevant newspaper articles). Permission was also sought to observe
the OL activities in the high-tech companies. At least one on-site observation
was made in each company; each observation lasted for one to two hours
so the observer could understand more fully the application of OL in each
company.
Data Analysis. The verbatim transcripts (using the original Chinese and
English, as used by the interviewees) were read through twice by the first two
authors without making any notes to get an overview of the information that
the participants provided. Then, through continued reading, the data were
read again, with the readers coding the categories of themes as they emerged.
These were discussed among the research team members, and concurrence
was reached on the categories. Then, reading through the transcripts again,
they identified themes within each category and again discussed the findings
with the research team members. The company documents provided by
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
7. hrdq18204.qxd 5/24/07 2:02 PM Page 217
Organizational Learning as an Organization Development Intervention 217
Table 1. Description of Informants
Years Years
Current of HR with the
Name Company Job Title Age Experience Company
Mr. S Z (semiconductor/IC HR director 35ϩ 12 7
industry, 11660 employees,
capital: 100 million)
Miss H Z Training 30ϩ 5 5
manager
Mr. C F (electronic industry, Training 40 10 20
2800 employees, manager
capital: 2 billion)
Miss Ho F HR manager 30ϩ 8 5
Mr. Z T (semiconductor/IC KM manager 40ϩ 4 10
industry, 20000 employees,
capital: 40 billion)
Mr. G T HR specialist 35ϩ 6 6
Mr. O U (semiconductor/IC HR manager 30ϩ 5 3
industry, 12000 employees,
capital: 3 billion)
Mr. J U HR specialist 30ϩ 3 3
Mr. V S (semiconductor HR manager 40ϩ 20 15
industry, 2000 employees,
capital: 4 billion)
Mr. P S KM director 40ϩ 3 15
Miss D W (semiconductor HR general 30ϩ 7 7
industry, 4000 employees, manager
capital: 8 million)
Mr. U W HR specialist 25ϩ 2 2
Note: Company Z: semiconductor/IC industry; 11,660 employees; capital: US $100 million. Company F:
electronic industry; 2,800 employees; capital: US $2 billion. Company T: semiconductor/IC industry;
20,000 employees; capital: US $40 billion. Company U: semiconductor industry; 12,000 employees;
capital: US $3 billion. Company S: semiconductor industry; 2,000 employees; capital: US $4 billion.
Company W: semiconductor industry; 4,000 employees; capital: US $8 million.
participants were included in the text analysis. Observation field notes also
provided useful information in understanding the situations the interviewees
described.
Miles and Huberman (1994) suggested three concurrent steps for the
analysis process: data reduction, data display, and conclusion drawing and
verification. Data were analyzed in this manner within cases and across cases.
The specificity of the semistructured interview protocol was a factor in lead-
ing to these themes. An unstructured interview protocol may have resulted in
different themes and may have been more appropriate for an exploratory
study.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
8. hrdq18204.qxd 5/24/07 2:02 PM Page 218
218 Lien, Hung, McLean
This study was triangulated based on three sources of data (interviews,
observations, and documentation) using three perspectives to interpret the data,
verified by the members of the research team (Patton, 1990). In the analysis
process, the verbatim transcripts were coded independently by two members
of the research team. Efforts were then made to critique and evaluate each
other’s coding. During the nine months required for text analysis, the authors
evaluated each other’s coding and checked initial theme categories. No preset
conceptual categories were used in text analysis, though the specificity of the
questions asked may have directed the interviewees’ responses in such a way as
to create the emergent categories. Documents and observation field notes served
as supporting sources when there were differing opinions on coding and ana-
lyzing. The themes and the categories to which they belonged were debated and
modified when there were differences until a consensus was reached. In addi-
tion, the conceptual figure presented in the findings began to emerge after sev-
eral modifications during the text analysis discussion among the research team
members. In retrospect, it would have been helpful to share the categories,
themes, and conceptual figure with the interviewees to confirm the accuracy of
our interpretations. This did not happen, however.
Findings
The findings are presented according to the three research questions: (1) How did
these organizations experience OL as being best implemented? (2) How did these
organizations’ individuals, teams, and whole organization learn during the OL
process? and (3) To what extent were the OL activities within these organizations
perceived to contribute to organizational performance? Five themes emerged from
the process described: (1) using language with which employees are familiar,
(2) implementing OL concepts that are congruent with employees’ work or per-
sonal life, (3) putting individual learning first and diffusing it to team learning and
organizational learning, (4) using the knowledge management system to create
an opportunity for individuals, teams, and organization to learn, and (5) linking
OL to organizational strategy to improve organizational performance. The five
themes are presented as they relate to the research questions. The direct quota-
tions of interviewees were originally primarily in Chinese; they have been trans-
lated into English by the first two authors and checked by a third scholar who is
fluent in both languages.
How Did These Organizations Find it Best to Implement OL? Two
themes emerged in response to this research question: using language with
which employees are familiar and implementing OL concepts that are con-
gruent with employees’ work or personal life.
Using Language with Which Employees Are Familiar. The participants indi-
cated that when they decided to implement OL, they first established goals
that corresponded with the aims of OD. Most of the HR practitioners in this
study combined OL with their training programs to educate members of their
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
9. hrdq18204.qxd 5/24/07 2:02 PM Page 219
Organizational Learning as an Organization Development Intervention 219
organizations about why organizations need thorough OL to become a learn-
ing organization and obtain organizational effectiveness; few organizations
used project-based programs, such as TQC (total quality control) to execute
OL. For example, the HR director of company Z said:
In practice, when we try to implement an OD intervention such as
organizational learning, we may not use the word used in school. When we
decide to implement a program such as OL in our department [HR], most
of the time we will think about how to get employees into this program.
We use the language with which the employees are familiar.
The training manager in company F shared:
When we implemented OL, we were afraid that the employees would feel that
we had added extra work for the employees. So we just embedded the OL in
our existing project, such as our TQC program, because they are familiar
with TQC and run it all the time in our company. We ask the managers to
implement OL through TQC. When they have a TQC meeting, they ask
employees to learn the OL concept and learn together to solve the
problems.
Implementing OL Concepts That Are Congruent with Employees’ Work or
Personal Life. One participant company extended the concept of OL to all of
humanity, so it promoted communities of practice; communities of practice
apply not only to employees’ professional lives, but also extend to their
personal lives. Communities of practice became the mediator for this company
to implement OL. For example, the HR specialist in company T said:
The ultimate goal of OL is to create an environment with superior life edu-
cation. To create a learning organization is to create a superior life education
environment. … We set up a lot of communities of practice in our company
so employees could share their work or life values.
How Do Individuals, Teams, and Organizations Learn During the OL
Process? OL in the respondent organizations involved individual and team
learning with the knowledge dispersed throughout the whole organization.
Three stages of learning existed in the organizations. Several interviewees
agreed that their companies believe that individual learning and team learn-
ing can help the whole organization learn. This implies that individual
learning and team learning are subsets of OL. Two themes emerged to answer
this research question: (1) putting individual learning first and diffusing it to
team learning and organizational learning and (2) using the knowledge man-
agement system to create an opportunity for individuals, teams, and the orga-
nization to learn.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
10. hrdq18204.qxd 5/24/07 2:02 PM Page 220
220 Lien, Hung, McLean
Putting Individual Learning First and Diffusing It to Team Learning and
Organizational Learning. One interviewee believed that when continuous
learning becomes the core value of the company, everyone learns all the
time, creating organizational learning. Some interviewees described their use
of training as their strategy for individuals to learn first, subsequently
followed by individuals influencing their teams to change the behaviors of
team members. The HR manager in company F said:
We have a new vision, a new strategy, and our own core values. As one of
our core values is for continuous learning to become successful, we believe
that if everyone learns all the time, it will diffuse the value to the team to
which he or she belongs, and later on the whole organization can learn.
The training manager in company Z said:
We use the competency concept to promote OL. First, we ask employees to
define their competencies, and then their supervisors should help employees
plan their own learning plan. … Based on the competencies the employ-
ees need, we arrange a self-learning system for each employee. In addition,
we link the learning plan to performance appraisal to make sure they learn
what they need to learn. … We also use a self-management mechanism to
encourage employees to participate in cross-department activities, such as
innovation proposals and process improvement programs. Then they will
have opportunities to learn from others.
Figure 1, a document from a study organization, shows how individuals
improve organizational learning through learning mechanisms, more
specifically, by sharing culture and learning with their teams and, ultimately,
throughout the whole organization.
Using the Knowledge Management System to Create an Opportunity for
Individuals, Teams, and Organizations to Learn. All six companies identified
the importance of knowledge management (KM) in learning. As a result, the
KM system became these companies’ initiatives to create an OL environ-
ment. Several interviewees confirmed that their company’s intranet system
helped study group members provide opportunities to connect individual,
team, and organizational learning. For example, through a study group, indi-
viduals discussed what they knew and did not know. In turn, the group
members provided feedback to each other. Furthermore, individuals
changed, and the whole group changed. As another example, all of the
companies talked about how their KM system became a platform for their
busy technicians to communicate and share their experiences in order to
solve problems. Through their intranet systems, they found a way to solve
their problems, even leaving questions in the system and getting assistance
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
11. hrdq18204.qxd 5/24/07 2:02 PM Page 221
Organizational Learning as an Organization Development Intervention 221
Figure 1. Linking Knowledge Sharing and Knowledge Management
e
Valu al
ess
B usin tellectu
In
and Capital
Insider
4. Knowledge-Based
ing
CoP
ink
dL
Knowledge Sharing
an ate 3. Open to
ng e
ari o Cr Intraorganization
Sh t CoP (for example,
e-Learning,EKM) 5. Virtual CoP
2. Communities of
Practice (CoP)
Proprietary
1. Study Group Information Policy (PIP)
FIREWALL
Outsider
Not Related Relationship Between Knowledge and Work Highly Related
Source: Document from company S. Used with permission.
immediately from corporate members whom they had never met. The other
learning example is about individuals grouping as a community to discuss
their thoughts and thinking. The KM manager in company T said:
We have a knowledge management platform and an e-learning platform to
link with and help individual learning. We encourage knowledge sharing
by using our knowledge management platform. There are many resources
with real cases or reports in our company; we ask employees to put this
information in our KM system. And this year, we are going to buy a search
engine to improve our KM system. Then our engineers can look for
information and have improved learning opportunities.
The HR director in company Z said:
We have study groups, not just a book for them to read. We ask members
in a study group to reflect on what they read and apply it to their real work
situation, and then they need to present it to their supervisor. … We also
collect good presentations or reports and post them to the bulletin board;
then they can learn from each other. … Every quarter, our employees can,
through study group presentations or the intranet, discuss their thoughts or
work experiences. That is the basic format of our team learning.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
12. hrdq18204.qxd 5/24/07 2:02 PM Page 222
222 Lien, Hung, McLean
The HR manager in company S shared:
We even have a community of practice focus on knowledge management. We
provide space and invite benchmark companies to share their KM experi-
ences. Everybody wants to know the real successful case, so we run this kind
of community every two weeks. It is quite successful. From study group to
community of practice, employees get used to sharing knowledge and
learning how to share. It all links together, and it seems that we gradually
create our own learning organization.
How Was Organizational Learning Perceived to Have Influenced Orga-
nizational Performance? The results of OL are not easy to measure. Most
companies in our study claimed that they do not use direct indicators to
measure the effects of their OL programs, but they use employee overall job
satisfaction questionnaires or other qualitative data, such as informal conver-
sations with employees, to confirm and correct their efforts at implementing
OL. Some interviewees addressed how they combine performance manage-
ment systems with OL. Some set up employees’ key results areas to check
employees’ performance when they participate in training.
Linking OL to Organizational Strategy to Improve Organizational Performance.
Although most companies agree that it is difficult to measure the results of
implementing OL, these companies describe their belief that OL is connected
to organizational performance. The HR manager in company W asked:
How do we know whether our organization reaches its goals? We have a
scorecard to balance employees’ performance. For example, everybody in our
company should have an ICP [individual competency profile]. We compare it
to his or her position profile, and, if there is a gap, then we provide training
or other techniques to help him or her improve. … Everybody has his or
her own balanced scorecard, and the company has its business balanced
scorecard. If we follow the strategy and deploy it to every level, performance
should be OK.
The training manager in company Z said:
For performance, we focus on satisfaction and turnover rate. We care about
how the learning process proceeds for engineers; we evaluate their satis-
faction once in a while to make sure they are satisfied with their learning. We
do not particularly focus on the results of OL programs.
Figure 2, a document from the study company, uses communities of
practice to explain the relationship between OL and performance. The aim
of Figure 2 is to link organizational learning (all kinds of communities of
practice, CoP) to measurable performance (the Plan-Do-Check-Action
[PDCA] cycle).
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
13. hrdq18204.qxd 5/24/07 2:02 PM Page 223
Organizational Learning as an Organization Development Intervention 223
Figure 2. Interaction Model for Communities of Practice
and Organizational Project Team
Performance Top Management
New Vision Support
and Strategic Guidance
P
A D
C Functional / Project-Based Knowledge Management
Team Learning Mechanism
Culture Environment
Deming’s Time Innovation Experiences
Incentive System
PDCA Cycle
Leadership Management
CoP
Professional Customer Service
CoP CoP
Language Programs Study Group
CoP CoP
Source: Document from company S. Used with permission.
Figure 3. Key Factors in Organizational learning Processes
OL Strategy
Result
Goal
OL Techniques
Feedback
Conclusions and Discussion
From the findings related to each of the three research questions, the research
team developed a model to depict the overall conclusions about OL in the
respondent high-technology organizations in Taiwan. This is presented below,
along with the appropriate explanation and discussion of the model.
OL Processes. The OL processes that emerged from this study are
described in Figure 3.
Based on the study themes, the proposed model for OL processes answers
the first research question. The model has three parts: the goals for using OL
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
14. hrdq18204.qxd 5/24/07 2:02 PM Page 224
224 Lien, Hung, McLean
as an OD intervention, OL strategy and OL techniques to implement OL con-
cepts, and the results of implementing OL. From the findings, the goals in
implementing OL can be summarized as improving organizational effective-
ness, enabling individual active learning, and improving products and service
quality through learning and innovation. Strategies for implementing OL
included combining performance management and development programs
related to OL, setting up a knowledge management system to enable learning,
and cultivating a supportive, open, and flexible culture for employees to detect
errors and make decisions about improvement. The techniques for imple-
menting OL included forming study groups to encourage people to absorb
new knowledge or insights, training study group facilitators with dialogue and
empathy skills, and creating communities of practice to help employees share
their experiences and improve their innovation capabilities.
Hendry (1996) confirmed the positive effects of using communities of
practice to promote OL. He argued that in the case of transformational change,
the psychological engagement required for reframing is not normally possible
without a deeper level of involvement among stakeholders in the system.
It occurs, for example, when participants take part in communities of practice
where new cultures are constructed through experiential learning and rework-
ing of cognitive structures, an approach important for OL to occur. In the
proposed model, the results of implementing OL are connected to the goals.
The results should be evaluated based on the company’s goals in implement-
ing OL concepts. These six companies evaluated their results in many ways,
often intuitively and qualitatively, but not specifically based on the effective-
ness of OL implementations.
How Individual and Team Learning Contribute to Organizational
Learning. This study found that there was an expectation of the six companies
that individual learning would contribute to the learning of individual teams
and, ultimately, to their organization. Many of the organizations supported these
relationships through the establishment of communities of practice.
Moynihan’s study (2005) pointed out that organizational routines and
organizational culture influence organizational learning. The forms of organi-
zational routines or culture are shaped when members in organizations engage
in all kinds of organizational CoPs (Lave & Wenger, 1991). In CoP, members
not only share their individual knowledge, but also socially construct their own
knowledge through social learning (Wenger, 2004). From the perspective of a
cognitive approach to organizational learning (Gond & Herrbach, 2006), learn-
ing includes knowledge acquisition and sharing, through different kinds of
CoP—a form of team learning—in which individuals can easily transform their
learning into organizational learning. Just as in Figure 1, organizational learn-
ing takes place when effective team learning happens through all kinds of com-
munities of practice.
There are four ways to describe how individual and team learning
contribute to organizational learning. First, individual learning happens in
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
15. hrdq18204.qxd 5/24/07 2:02 PM Page 225
Organizational Learning as an Organization Development Intervention 225
training programs in organizations and through discussion with group
members. Second, effective team learning usually happens in cross-functional
projects. Third, OL happens when the whole organization recognizes the
importance of continuous learning. Fourth, OL can combine with knowledge
management systems to sustain the effectiveness of OL.
Contributions of Organizational Learning to Organizational Performance.
First, the extent and capacity of learning, according to respondents, should be
driven by top management to influence organizational performance. Second, the
content of learning is influenced by the organizational culture. Third, there was
a general observation that organizational learning as an OD intervention
promotes sharing and learning of information and experiences from one
employee to another in an open and flexible manner. Such sharing is perceived
to influence organizational performance in a positive way.
These themes confirm the findings of Yeo (2003) and Johnson (2002) that
the key factors in OL are top management support and the organization’s mis-
sion and vision. The findings also confirm that learning by managers plays a
key role in the creation of knowledge for organizations. Managers are viewed
by most observers as the ones most responsible for introducing change and
learning in organizations (Carlopio, Andrewartha, & Armstrong, 2001). The
difficulty of evaluating training and making a connection between training and
performance confirms the conclusions of McLean (2005).
This study concluded that the learning organization is an advanced state
of OD (DiBella & Nevis, 1998). OL as an OD intervention can help organiza-
tions transform. However, transformational change within organizations
requires a basic shift in attitudes, beliefs, and reframing of cultural values
(Bartunek, 1988). For transformational change, the resources, time, and effort
expended on an intervention need not be large to induce such change if the
system has already reached a certain development point. In order to improve
OL, strategic thinking is needed to make individual, team, and organizational
learning happen.
Contributions to Practice and Future Research
This study contributes to the body of knowledge in OL from an OD interven-
tion perspective by providing a model that explains how OL is implemented
in six high-tech companies in Taiwan. Furthermore, it expands on the contri-
bution of individual and group learning to OL and describes how OL is per-
ceived to contribute to organizational performance. This study also suggests
that communities of practice and knowledge management are important in
understanding how OL is implemented.
This was an exploratory case study situated in a specific industry in one
country. There is a need for much more research into the relationships between
OD and OL. The inclusion of more countries and more industries would per-
mit cross-cultural and cross-industry comparisons. In particular, there is a need
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
16. hrdq18204.qxd 5/24/07 2:02 PM Page 226
226 Lien, Hung, McLean
to continue to focus on the measurement issues raised in this study related to
learning and performance. How do we determine the effectiveness of OL as an
OD intervention? Few suggestions emerged in this study; most organizations
continue to use anecdotal data to determine the effectiveness of training and
OL, yet organizations increasingly are demanding that OD professionals be
positioned to answer this question. In spite of this, all of the organizations that
participated in this study were firmly convinced that OL had contributed to
its performance. Because of this, there remains an ongoing mandate to con-
tinue to research the issues related to OL so we can strengthen the theory and
our understanding of how OL works.
References
Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Reading,
MA: Addison-Wesley.
Bartunek, J. M. (1988). The dynamics of personal and organizational reframing. In R. E. Quinn &
K. S. Cameron (Eds.), Paradox and transformation: Toward a theory of change in organization and
management (pp. 137–162). New York: Ballinger.
Beckhard, R. (1975). Strategies for large system change. Sloan Management Review, 16(2), 43–56.
Beer, M. (1980). Organizational change and development: A systems view. Glencoe, IL: Scott-
Foresman.
Burke, W. W. (1994). Organization development: A process of learning and changing (2nd ed.). Read-
ing, MA: Addison-Wesley.
Carlopio, J., Andrewartha, G., & Armstrong, H. (2001). Developing management skills: A compre-
hensive guide for leaders (2nd ed.). Sydney, Australia: Pearson Education Australia.
Chang, P. L., & Chen, W. L. (2002). The effect of human resource management practices on firm
performance: Empirical evidence from high-tech firms in Taiwan. International Journal of Man-
agement, 19(4), 622–631.
Chapman, J. A. (2002). A framework for transformational change in organizations. Leadership
and Organization Development Journal, 23(1/2), 16–25.
Collins, C., & Clark, K. D. (2003). Strategic human resource practices, top management team
social networks, and firm performance: The role of human resource practices in creating orga-
nizational competitive advantage. Academy of Management Journal, 46(6), 740–762.
CommonWealth. (2002). Top 10 benchmark companies survey among top 1000 companies. Accessed
August 16, 2003, at http//www.cw.com.tw.
Cummings, T., & Worley, C. (2004). Organization development and change (8th ed.). Mason, OH:
South-Western College Publishing.
D’Aveni, R. (1998). Waking up to the new era of hyper-competition. Washington Quarterly, 21(1),
183–196.
DeVol, R. (1999). America’s high-tech economy: Growth, development and risks for metropolitan areas.
Santa Monica, CA: Milken Institute Press.
DiBella, A., & Nevis, E. (1998). How organizations learn: An integrated strategy for building learn-
ing capability. San Francisco: Jossey-Bass.
Easterby-Smith, M., & Araujo, L. (1999). Organizational learning: Current debates and oppor-
tunities. In M. Easterby-Smith, J. Burgoyne, & L. Araujo (Eds.), Organizational learning and the
learning organization (pp. 1–21). Thousand Oaks, CA: Sage.
French, W. L., & Bell, C. H. (1999). Organization development: Behavioral science interventions for
organization improvement (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78–91.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
17. hrdq18204.qxd 5/24/07 2:02 PM Page 227
Organizational Learning as an Organization Development Intervention 227
Gond, J., & Herrbach, O. (2006). Social reporting as an organizational learning tool? A theoret-
ical framework. Journal of Business Ethics, 65, 359–371.
Hendry, C. (1996). Understanding and creating whole organizational change through learning
theory. Human Relations, 49(5), 621–641.
Huber, G. P. (1991). Organizational learning: The contributing processes and the literatures.
Organization Science, 2, 88–115.
Hung, J., Hsia, L., & Lu, C. (2002). The process of facilitating organizational learning in reflec-
tive consultation: A case of small and medium sized enterprises in Taiwan. Commerce and
Management Quarterly, 3(4), 359–405. (in Chinese)
Hurley, R. F & Hult, G. T. (1998). Innovation, market orientation, and organizational learning:
.,
An integration and empirical examination. Journal of Marketing, 62(3), 42–54.
Johnson, J. R. (2002). Leading the learning organization: Portrait of four leaders. Leadership and
Organization Development Journal, 23(5/6), 241–249.
Kim, D. H. (1993). The link between individual and organizational learning. Sloan Management
Review, 35(1), 37–50.
Korth, S. J. (2000). Single and double-loop learning: Exploring potential influence of cognitive
style. Organization Development Journal, 18(3), 87–98.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge:
Cambridge University Press.
Levitt, B., & March, J. (1988). Organizational learning. Annual Review of Sociology, 14, 319–340.
Lien, Y. H. (2002). Dimensions of the learning organization and organizational performance.
Commerce and Management Quarterly, 3(4), 337–358. (in Chinese)
Lien, Y. H., Hung, Y. Y., Yang, B. Y., & Li, M. (2006). Is the learning organization a valid concept
in the Taiwanese context? International Journal of Manpower, 27(2), 189–203.
Lundberg, C. C. (1995). Learning in and by organizations: Three conceptual issues. International
Journal of Organizational Analysis, 3(1), 10–23.
Marsick, V., & Watkins, K. (1994). The learning organization: An integrative vision for HRD.
Human Development Quarterly, 5(4), 353–360.
McLean, G. N. (2005). Examining approaches to HR evaluation: The strengths and weaknesses
of popular measurement methods. Strategic Human Resources, 4(2), 24–27.
McLean, G. N. (2006). Organization development: Principles, processes, performance. San Francisco:
Berrett-Koehler.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods.
Thousand Oaks, CA: Sage.
Miner, A. S., & Mezias, J. (1996). Ugly duckling no more: Pasts and futures of organizational
learning research. Organization Science, 7, 88–99.
Moynihan, D. P. (2005). Goal-based learning and the future of performance management. Public
Administration Review, 65(2), 203–216.
Newell, A., & Simon, H. (1972). Human problem solving. Upper Saddle River, NJ: Prentice Hall.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
Raybould, B. (1995). Performance support engineering: An emerging development methodology
for enabling organizational learning. Performance Improvement Quarterly, 8(1), 7–22.
Rothwell, W., Sullivan, R., & McLean, G. (1995). Practicing organization development: A guide for
consultants. San Francisco: Jossey-Bass.
Salisbury, M. (2001). Creating a process for capturing and leveraging intellectual capital. Perfor-
mance Improvement Quarterly, 13(3), 202–219.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York:
Doubleday.
Senge, P. M. (1993). Transforming the practice of management. Human Resource Development
Quarterly, 4(1), 5–32.
Slater, S., & Narver, J. C. (1995). Market orientation and the learning organization. Journal of
Marketing, 59, 63–74.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq
18. hrdq18204.qxd 5/24/07 2:02 PM Page 228
228 Lien, Hung, McLean
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Wenger, E. (2004). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge
University Press.
Yeo, R. (2003). Linking organizational learning to organizational performance and success:
Singapore case studies. Leadership and Organization Development Journal, 24(1/2), 70–83.
Yin, R. (1989). Case study research: Design and methods. Thousand Oaks, CA: Sage.
Bella Ya-Hui Lien is an associate professor at National Chung Cheng University,
Chia-Yi, Taiwan.
Richard Y. Hung is an associate professor at Toko University, Taiwan.
Gary N. McLean is a professor at the University of Minnesota, Minneapolis.
HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq