ORCID Profile
0000-0001-9057-5526
Current Organisation
University of New South Wales Canberra
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Publisher: Emerald
Date: 02-2005
DOI: 10.1108/09696470510574250
Abstract: In this paper it is held that a transformational learning organisation could be clearly distinguished from non‐learning organisations. This paper seeks to establish whether or not this is actually the case. Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava's typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to in iduals within the firms. The results of applying the Shrivastava model showed that most knowledge is action‐oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions. Shrivastava's typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action‐outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases.
Publisher: Emerald
Date: 14-03-2013
DOI: 10.1108/09604521311303417
Abstract: The purpose of this paper is to analyse the causes that have led to a rather fragmented view of quality management among tourism marketing organisations in Germany. The aim is to identify and to interpret the relevant societal cultural factors underpinning German management. The paper examines the influence of culture on the perception and performance of quality management in tourism organisations. The study is based on a data set which previously explored and analysed the diffusion of total quality management in German public tourism marketing organisations. In this paper, the data set has been re‐analysed and mapped against societal cultural elements. The analysis evaluates cultural factors that influence perceptions among German tourism marketing organisations on quality management. This paper identifies cultural aspects that influence the perception and performance of quality in tourism organisations. The findings relate cultural antecedents in three identified core issues of quality: underdeveloped training and motivational events for staff unbalanced strategic positioning in terms of quality and weak commitment to standards and guidelines. The implications that can be drawn from the findings of this paper are twofold. First, the results could be integrated into future educational policies in tourism. Second, implications and learning for tourism managers from this paper relate to a holistic, integrative, and systems‐based approach to quality management instead of only implementing in idual quality aspects. This paper is one of the first studies to consider the influences of societal culture on the perception and performance of quality management in the German tourism sector.
Publisher: SAGE Publications
Date: 24-09-2012
Abstract: This paper explores the transfer and dissemination of knowledge between scientists, the volunteers who collect the knowledge and the communities which learn from it in order to implement change. The role of knowledge “stickiness” in the reduction of knowledge transfer is outlined. The characteristics of the knowledge and the situation combine to develop a range of factors, “stickiness predictors,” which can deter knowledge transfer. These stickiness predictors are used to analyse data gathered from three qualitative cases, which were developed from both participant observation and semi-structured interviews studying the interactions between the scientists, volunteers and organisations. A reconsideration of the way that knowledge and knowledge transfer are being conceptualised by scientists is proposed, in order to enable “stickiness” factors to be recognised and managed, thereby increasing the potential for scientific literacy. A move towards a more broadly constituted community of practice is proposed.
Publisher: American Medical Association (AMA)
Date: 03-2022
Publisher: Informa UK Limited
Date: 11-2011
Publisher: Elsevier BV
Date: 2012
Publisher: Emerald
Date: 08-2021
DOI: 10.1108/00251740610668888
Abstract: The purpose of this paper is to argue that how HRD is undertaken needs careful consideration, since some HRD implementation schemes may actually prevent the acquisition of new knowledge, thereby developing stagnation. The paper uses qualitative data derived from learning and non‐learning organisations. The data were collected from four companies via open‐ended questionnaires and structured interviews. The paper demonstrates how strongly shared mental models may affect organisational HRD processes in such a way as to trigger closure to new knowledge and learning. The types of learning and knowledge present in the organisations are found to limit the possibility of radical change. HRD implementation systems themselves may strengthen mental models, thereby allowing the difficulties to emerge because the learning and knowledge being developed will only support incremental change if any. The potential reversion of the direction of organisational learning is mooted, indicating that new ideas may either not enter the system or be rejected once they are perceived. HRD systems need to be designed to develop and maintain organisational openness. The danger of HRD exacerbating organisational closure is explained. An alternative role for HRD professionals is outlined, with the new focus being on developing ongoing challenge at all times. The paper concludes that, although properly structured and thoughtfully implemented HRD can be a positive driver for organisational learning, HRD developments need to focus on the type of knowledge being developed as well as the level of learning.
Publisher: Elsevier BV
Date: 2022
Publisher: Emerald
Date: 12-2005
DOI: 10.1108/14601060510627795
Abstract: This paper aims to explore the role of mental models in knowledge development in order to demonstrate how the type and strength of the mental models held by a team contribute to its success in general and to innovation in particular. Two cases are analysed (a successful and an unsuccessful team) which were developed via observation and interviews. The mental models in each case were analysed to map them to the success or otherwise of the teams. The first case demonstrates that mental models in a multidisciplinary team can provide opportunity for a shared generation of knowledge for process innovation while open to external influence. The second case demonstrates that, where there are strongly shared mental models that prevent the team from constructing an accurate picture of their present by closing out external influences and pre‐selecting desired knowledge, opportunities for innovation are shut down. Where mental models provide a sharing framework without closing out the networks and systems that sustain them, they can foster and support innovation. Managing team openness becomes a priority for supporting innovation. Team leaders will need to consider what types of mental models are developing and foster a focus on innovative outcomes and not processes. A concentration on understanding the current context via challenging given assumptions is recommended. The paper offers clear, practical ex les of the results of teams being encouraged to utilise open and closed systems of mental models.
Publisher: Informa UK Limited
Date: 17-02-2022
Publisher: Wiley
Date: 05-2009
DOI: 10.1002/PAD.524
Publisher: Wiley
Date: 13-02-2015
Publisher: Elsevier BV
Date: 03-2004
Publisher: Wiley
Date: 25-10-2018
DOI: 10.1002/HRDQ.21330
Publisher: Wiley
Date: 19-04-2022
DOI: 10.1002/HRDQ.21434
Abstract: Adopting human resource development (HRD) activities can lead to improved organizational outcomes, such as improved performance and innovation. However, while the implementation of HRD strategies is widespread, there are concerns that they have failed to support the learning and skill acquisition required to support both in idual learning and improved organizational outcomes. Having established that HRD is a systems level issue, this paper applies Meadows's (2008) system traps to suggest that adopting this lens could explain why extensive HRD interventions have failed to deliver desired system outcomes. Qualitative data is analyzed to consider why HRD interventions fail to result in increased capability development in the Australian public sector. The findings demonstrate four system traps were present in HRD interventions, which help explain the ongoing failure of HRD interventions to support required learning or improve organizational performance: (1) shifting the burden to the intervenor (2) seeking the wrong goal (3) policy resistance and (4) drift to low performance. We argue that the presence of these traps suggest that HRD subsystems will need to be reconceptualized for there to be a real improvement. To this end, we apply Meadows's (2008) suggestions to overcome the traps, identifying potential strategies for HRD practitioners to act as system intervenors. Our paper contributes to knowledge through focusing on a specific aspect of systems thinking to help explain why HRD intervention failure occurs.
Publisher: Emerald
Date: 04-2005
DOI: 10.1108/09696470510583539
Abstract: The purpose of this paper is partly to complete Earl's framework, but more importantly to seek out the limits of what can be known and what cannot be known by each of the schools in his taxonomy, by addressing the absent epistemological foundation of what is being managed in his seven schools of knowledge management. For each of the seven schools, the paper explores three related issues: the role of knowledge management systems in mediating between in idual knowers and the community that needs to know the context of Earl's knowledge management schools in terms of their focus on process and problems and the consequences of the processes for identifying and validating knowledge. Earl's framework survives this examination of its knowledge basis, suggesting that it is more robust, and captures more differences, than originally claimed. However, revelations about what can and cannot be known in each school suggest that knowledge management cannot be “done” until users and designers have greater sensitivity to the epistemological plasticity of what they purport to manage. The paper's value lies in the re‐direction of knowledge management it suggests – a re‐direction away from technical solutions and towards examination of the epistemological and philosophical problems which are the chief reason for the continuing disappointment with knowledge management in many quarters.
Publisher: Inderscience Publishers
Date: 2005
Publisher: Informa UK Limited
Date: 02-2013
Publisher: SAGE Publications
Date: 21-10-2009
Abstract: Research on silence within organizations and learning is sparse. This article is concerned with exploring the concept of silence in organizational settings, delineating its various forms (silent and silenced) and critically examining the relevance of these various manifestations for management and organizational learning. Following a brief review of the concept of the Polanyian notion of tacitness and how it relates to our conceptualization of silence, we offer a taxonomy of silence comprised of several ways of knowing (tacit, intuitive, insightful and pre-conscious) and voice (repressed, withheld and suppressed). The theoretical and practical implications of the taxonomy for management education, training and development are discussed.
Publisher: Elsevier BV
Date: 10-2021
Publisher: Elsevier BV
Date: 07-2021
Publisher: Informa UK Limited
Date: 30-04-2010
Publisher: Emerald
Date: 23-10-2009
DOI: 10.1108/13673270910997187
Abstract: The purpose of this paper is to describe the relationship between governance and knowledge management in an Australian university, paying attention to the ways in which the notions of knowledge, constructions of the role of governing councils and shared understandings about performance in committee roles, might impact on the university's future success. Earl's taxonomy of knowledge is extended to reflect more recent literature and used as the framework of analysis for a qualitative case study which is based on observations and interview data garnered from key governance committees. The paper illustrates that effective governance and strategic success are dependent on appropriate knowledge manipulation activities. The authors conclude that in the case ex le, the types of knowledge targeted are narrow and committee members are focused on processes that do not effectively enable the creation or transfer of knowledge. This is a single case study and further research would be required in order to confirm the exploratory findings. An important shift in improving effective knowledge strategies in the organisation will involve the reconceptualisation of the role of knowledge in the university. This paper makes two major contributions to the literature the extension of Earl's typology to reflect current knowledge management literature, and the identification of a lack of knowledge management as a major weakness in university governance. The paper begins to unravel the practical issues that constrain strategic decision making.
Publisher: Informa UK Limited
Date: 08-03-2011
Publisher: Elsevier BV
Date: 10-2011
Publisher: Informa UK Limited
Date: 05-2011
Publisher: Emerald
Date: 24-04-2007
DOI: 10.1108/09696470710739390
Abstract: The purpose of this study is to demonstrate a relationship between learning organisation theory and the potential to retain knowledge workers. It emphasises that human resource (HR) managers must recognise specific relationships between learning organisation elements, job satisfaction facets and turnover intent as they emerge for their knowledge workers. A survey was undertaken s ling knowledge workers in the information technology (IT) industry. Measured on a Likert scale, the instrument was designed to explore the impact of learning organisation disciplines upon job satisfaction and the importance of job satisfaction in determining turnover intent. Analysis of the survey showed evidence of a relationship between learning organisation disciplines and turnover intent. All the learning organisation disciplines discussed in the paper correlated to at least one of the six job satisfaction dimensions, of which reward and challenge exerted the most significant influence upon turnover intent. The results suggest that three initial strategies should be implemented by HR managers in order to reduce possible staff turnover. The strategies identified are first, linking shared vision, challenge and systems thinking together via personal mastery second, being more critical of which mental models are developed and shared within the organisation and finally, developing team learning systems throughout the organisation. This study emphasises that HR managers should recognise specific career needs for their knowledge workers and that adopting appropriate strategies will increase retention.
Publisher: Informa UK Limited
Date: 2007
No related grants have been discovered for Deborah Blackman.