Organisational learning was first mentioned in the management literature by Drucker (1958:47). He stated: “management is first and foremost about the continuing development of the organisation and its employees. The demands and needs of the environment are constantly evolving and management is about adjusting the company according to the needs and demands of the environment”. Since then the literature available extensively covers the term organisational learning. Several authors in the fields of management, economics, sociology, psychology and education wrote about the subject. As a result the field of organisational learning became rather fragmented. Studies have been carried out in separate disciplines independent of each other (Boreham and Morgan, 2004:307-325). Though the field has become fragmented because of the diversities in approaches to this study, it is possible to identify a core definition of what organisational learning is (Lundvall, 2001:273-291).
According to Robinson (2010:1-13) early studies focused mainly on the decision-taking processes as a form of organisational learning. For example Argyris (1977:115-125) stated that organisational learning is a process of detecting and correcting error. Another definition from Hedberg (1981:1-27) argues that organisational learning is the process through which managers seek to improve employees’ desires and abilities to understand and manage the organisation and its task environment so that employees can make decisions and function effectively.
Later the influences of organisational learning on the whole organisation became evident. The work of Armstrong and Foley (2003:74-82) indicates that organisational learning is a process that takes place in organisations which enables learning of its members in such a way that positively valued outcomes are created. The expected outcomes are innovation, efficiency and better alignment with the environment leading to competitive advantage of the organisation. The effects of organisational learning are manifested in the organisation’s systems, structures and culture. More recent literature defines organisational learning as a dynamic process of creation, acquisition and integration of knowledge with the aim to develop resources and capabilities that contribute to improved organisational performance (López, Péon and Ordás, 2005:227-245).
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Introduction
1.2 Background of the Study
1.2.1 Reasons for Organisational Learning
1.2.2 History of the Cape Peninsula University of Technology
1.3 Problem Statement
1.4 Purpose of the Study
1.5 Research Objectives
1.6 Research Questions
1.7 Significance of the Study
1.8 Research Methodology
1.9 Literature Review
1.10 Research design
1.11 Target population
1.12 Sampling frames, sampling and sample size
1.13 Data collection method and the research instrument
1.14 Data analysis
1.15 Chapter Classification
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Development of Organisational Learning
2.3 The Common Ground: The Four Key Elements of Organisational Learning
2.3.1. Organisation
2.3.2. People
2.3.3. Knowledge
2.3.4. Technology
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sample
3.5 Data Collection
3.6 Measuring Instrument
3.7 Data Analysis
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
4.2 Amount of Data Collected and Response Rate
4.3 Demographic Data Analysis
4.4 Quantitative Data Analysis
4.4.1 Research Question 1
4.4.2 Research Question 2
4.4.3 Research Question 3
4.5 Cross Sectional Analysis
4.6 Qualitative Data Analysis
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Conclusions
5.3 Recommendations
Research Objectives & Key Themes
The primary aim of this research is to evaluate whether the Cape Peninsula University of Technology (CPUT) functions as a learning organisation. The study investigates how the institution managed its transformation following a complex merger of six distinct educational establishments and examines the extent to which current organisational structures and cultural practices align with the theoretical foundations of a learning organisation.
- Analysis of organisational change processes post-merger.
- Evaluation of four key learning subsystems: Organisation, People, Knowledge, and Technology.
- Investigation of employee perceptions regarding the university's learning culture.
- Assessment of technological infrastructure as a facilitator for organisational learning.
- Identification of institutional strengths and weaknesses to guide future improvement.
Excerpt from the Book
1.1 Introduction
Organisational learning was first mentioned in the management literature by Drucker (1958:47). He stated: “management is first and foremost about the continuing development of the organisation and its employees. The demands and needs of the environment are constantly evolving and management is about adjusting the company according to the needs and demands of the environment”. Since then the literature available extensively covers the term organisational learning. Several authors in the fields of management, economics, sociology, psychology and education wrote about the subject. As a result the field of organisational learning became rather fragmented. Studies have been carried out in separate disciplines independent of each other (Boreham and Morgan, 2004:307-325). Though the field has become fragmented because of the diversities in approaches to this study, it is possible to identify a core definition of what organisational learning is (Lundvall, 2001:273-291).
According to Robinson (2010:1-13) early studies focused mainly on the decision-taking processes as a form of organisational learning. For example Argyris (1977:115-125) stated that organisational learning is a process of detecting and correcting error. Another definition from Hedberg (1981:1-27) argues that organisational learning is the process through which managers seek to improve employees’ desires and abilities to understand and manage the organisation and its task environment so that employees can make decisions and function effectively.
Later the influences of organisational learning on the whole organisation became evident. The work of Armstrong and Foley (2003:74-82) indicates that organisational learning is a process that takes place in organisations which enables learning of its members in such a way that positively valued outcomes are created. The expected outcomes are innovation, efficiency and better alignment with the environment leading to competitive advantage of the organisation. The effects of organisational learning are manifested in the organisation’s systems, structures and culture. More recent literature defines organisational learning as a dynamic process of creation, acquisition and integration of knowledge with the aim to develop resources and capabilities that contribute to improved organisational performance (López, Péon and Ordás, 2005:227-245).
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Provides the study background, problem statement, research objectives, and outlines the methodology used to investigate CPUT as a learning organisation.
CHAPTER TWO: LITERATURE REVIEW: Explores theoretical perspectives on organisational learning and defines the four key subsystems: organisation, people, knowledge, and technology.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the case study design, population selection, sampling methods, and the structure of the quantitative and qualitative data collection instruments.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION: Analyzes the gathered survey data through descriptive statistics and cross-sectional analysis to evaluate CPUT's status against learning organisation criteria.
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: Presents the final findings, concluding that while CPUT has an ambitious vision, it does not currently fully meet the criteria of a learning organisation, particularly regarding technology.
Keywords
Organisational Learning, Cape Peninsula University of Technology, CPUT, Higher Education, Merger, Learning Organisation, Knowledge Management, Systems Thinking, Organizational Culture, Institutional Transformation, Survey Analysis, Performance Improvement, Educational Management, Change Management, Technological Infrastructure
Frequently Asked Questions
What is the core focus of this research paper?
The research examines whether the Cape Peninsula University of Technology (CPUT) qualifies as a learning organisation following its establishment through the merger of six disparate educational institutions.
What are the primary thematic areas addressed in the work?
The work focuses on four central pillars of learning organisations: the structural organisation, the people (employees), knowledge management, and the enabling role of technology.
What is the main research question of the study?
The study aims to determine if the learning process at CPUT aligns with the established characteristics of a learning organisation and assesses the underlying management foundations supporting this status.
Which scientific methodology was applied?
The researcher employed a case study design utilizing a mixed-methods approach, primarily through a structured questionnaire consisting of both quantitative Likert-scale statements and open-ended qualitative questions.
What does the main body of the work cover?
It covers the theoretical framework of organisational learning, the history of CPUT, the research design and methodology, the presentation and statistical analysis of survey data, and the final conclusions regarding the university's performance.
Which keywords characterize this thesis?
Key terms include Organisational Learning, Institutional Transformation, Knowledge Management, CPUT, Higher Education, Merger, and Organizational Culture.
How does the university's merger history impact its learning capability?
The study highlights that the forced merger of six institutions with different cultural backgrounds created significant complexity, including the need to bridge racial divides and integrate disparate operational systems, which complicates the formation of a unified learning organisation.
What role does technology play in the findings?
Technology is identified as the weakest subsystem at CPUT, with participants indicating that current IT infrastructure and communication systems do not sufficiently facilitate knowledge sharing or innovation, posing a major barrier to the university's development as a learning organisation.
How do management and employee perceptions differ?
The analysis indicates that management tend to rate the organisation more positively than non-management employees, suggesting a potential "tunnel vision" among leadership regarding the current effectiveness of institutional learning initiatives.
- Quote paper
- Stephan Bach (Author), 2012, The Imperatives of a Learning Organisation: The Case of Cape Peninsula University of Technology, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/263517
