Brian L. Delahaye

Influences On Knowledge processes In Organizational Learning: The Psychosocial Filter

This paper reports a segment of broader theory-building case study research exploring organizational learning and knowledge processes in a bio-medical consortium. Its focus is the individual-level factors that influence knowledge processes associated with organizational learning. As we explored how rganizational learning occurred, the underlying knowledge processes came forward as complex and idiosyncratic. In an unanticipated finding, micro-processes emerged as highly influential, with individual perceptions of approachability, credibility and trustworthiness mediating knowledge importing and knowledge sharing activities. We introduce a model –the psychosocial filter– to describe the cluster of micro-processes that were brought forward in the study. Firstly, scientists filtered knowledge porting by deciding whom they would approach for information and from whom they would accept input. The individual’s confidence to initiate information requests (which we termed social confidence) and the perceived credibility of knowledge suppliers both mediated knowledge importing. Secondly, scientists mediated knowledge sharing by actively deciding with whom they would share their own knowledge. Perceived trustworthiness – based on perceptions of what olleagues were likely to do with sensitive information – was the factor that influenced knowledge-sharing decisions. Significantly, the psychosocial filter seemed to constitute a heedful process with high functionality. Its effect was not to block knowledge circulation, but instead to ensure that nowledge-sharing decisions were made in a thoughtful and deliberate way. The psychosocial filter suggests an initial framework for conceptualizing the role that individual-level processes play in organizational knowledge sharing. Building on this, the model provides a platform for more focused exploration of knowledge processes and social relationships in organizational learning.

The Validity of the Learning Preference Assessment

This paper examines the validity of the Learning Preference Assessment (LPA), formerly called the Self-Directed Learning Readiness Scale (SDLRS). Using a correlation analysis with the Students Orientation Questionnaire (SOQ), the study found that the LPA questionnaire had acceptable construct validity for those learners 20 years and over. The instrument should be used with caution for those under 20 years of age until further studies are conducted as it is unclear if the lack of validity lies with the LPA or the SOQ. Gender and level of tertiary study had no moderating effect.

Partnerships between universities and workplaces: some challenges for work-integrated learning

Under contemporary highly competitive markets, organisations are demanding that any investment in learning be converted into productive outcomes that rapidly progress the organisation towards pre-defined strategic goals. A customised work-integrated learning curriculum has the potential to achieve such productive outcomes because it allows learners to quickly contextualise the study content within the socio-cultural and functional environment of the workplace. However, the development of a work-integrated learning curriculum relies on genuine partnerships between the universities and organisations. These types of partnerships require lengthy processes of negotiating the curriculum and pedagogies to support learning based in the workplace. Predictably, such partnerships challenge the traditional roles of the universities as transmitters of discipline specific knowledge and workplaces as less active partners in the learning processes and products. This paper is based on a case study and relates the challenges of developing a partnership, the transformed role of the academics and a more complex design and facilitation of the curriculum. What became evident was that such a partnership was problematic and demanded redistribution of knowledge-power relations between the university and the host organisation. The findings substantiate that successful work-integrated learning that meets the needs of individuals and their workplaces is premised on a learning partnership where the roles for the curriculum and pedagogy are genuinely shared. That such partnerships are integral to successful work-integrated learning and deeply problematic begs for more research to understand the dynamics and ways to approach learning partnerships between universities and organisations.

Individual change transition: moving in circles can be good for you

Argues that it is both pertinent and timely that investigations be made into the dynamics of individual change. Much of the literature refers to change as a societal/cultural issue or an organization issue. Moreover, the approaches to managing complex change have been developed at a group or a systems level, seldom recognizing that it is the individual who confronts and solves the problems of change and ultimately accepts or rejects the change. Provides a literature review of the current models of individual change transition and identifies several assumptions on which they are built. Explores evidence that refutes these assumptions, which encourages the construction of a new model of individual change transition. This new model identifies four phases through which individuals pass to regain their own level of security. Suggests that the proposed new model offers managers, change agents, researchers and individuals alike a valuable way of describing and understanding individual change transition, as well as identifying avenues for intervention in the process.

Complex Learning Preferences and Strategies of Older Adults.

The research reported in this study concerns older adults from Australia who voluntarily chose to learn the craft of woodturning. The paper examines the literature of adult learning under the themes of presage factors, the learning environment, instructional methods, and techniques for facilitators. The paper then reports on the analysis of two sections of a questionnaire completed by 123 respondents: the first on motivation to learn and the second on learning strategies. The older learners reported using both intrinsic and extrinsic motivation, with intrinsic motivation constructed of both general and specific elements. There were four main learning strategies used: actively seeking knowledge, independent learning, dependent learning, and passively seeking knowledge.

The Relationship between Andragogical and Pedagogical Orientations and the Implications for Adult Learning

Current literature suggests that the relationship between andragogy and pedagogy is based on a continuum. This study found that the relationship of andragogical and pedagogical orientations, measured by the Students Orientation Questionnaire, is more correctly represented as being oithogonalorat right angles to each other. Such an orthogonal relationship reflects the complexities involved in adult learning. The paper discusses implications for both the learning process and for future research.

Warning — Now You Have to Prove You Have Trained Them:

We have seen the impact of the legal system on human resource management increase over the years. These requirements however, have been largely confined to the selection function (eg. E.E.O. Legislation) and discipline (see Delahaye, 1986). A recent decision in the Queensland Industrial Commission (and subsequently upheld by the Queensland In dustrial Court) has now opened pandoras box.

Learning and leading: how beliefs about learning can be used to promote effective leadership

Purpose: To examine the l inks between the core beliefs a leader holds about learning and knowing (called epistemological beliefs) and how they go about leading an organisation. Design: We interviewed 15 directors in centre-based child care organisations about how they viewed learning and knowing in their leadership role. Findings: What we found in these interviews were that the directors who indicated transformational leadership behaviours also thought that staff learning and knowing should be active, meaningful and evidenced-based. This means that they viewed knowledge as evolving, tentative and needing to be critiqued and evaluated in the light of evidence (known as evaluativism in epistemological belief jargon). Conversely, the director with transactional beliefs about leadership clearly demonstrated beliefs that knowledge was about his own “truths’ or black and white facts that could be transmitted to others (known as objectivism). Value & Practical Implications: While it may be useful to reflect on the connections between core beliefs about knowing and learning and transformational leadership practice, a more important task for the field is how such leaders might be nurtured.

Learning Styles—What Do They Measure?

The employees of an organisation provide a creative and flexible resource that can be harnessed to meet the challenges of the coming decade. This opportunity, however, assumes that individual employees are willing and able to learn. Learning style instruments have been developed to assist in the design of more efficient learning experiences. This article examines the validity of the Learning Style Questionnaire based on a factor analysis of 395 respondents. This analysis indicated little factorial validity of the instrument and also raised the question of the usefulness of the concept of learning styles. The factors are as readily interpreted as personality factors. However, this is only an initial study and further investigations need to be carried out.