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Organizational learning and process ...

Castleberg, Martin Dale.

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Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment./
作者:	Castleberg, Martin Dale.
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3961.
Contained By:	Dissertation Abstracts International54-11A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9412588

Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment.
Castleberg, Martin Dale.

Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment. - 180 p.

Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3961.

Thesis (Ph.D.)--The Union Institute, 1993.

This item must not be sold to any third party vendors.

Castleberg's thesis is that process skills within organizations are critical elements in developing a learning organization. Modes of inquiry such as self-directed and collaborative learning are crucial for modern organizational processes. However, they are only as effective as the support given by the meta-cognitions critical and systemic thinking.Subjects--Topical Terms:

543202
Adult education.

Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment.
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245 1 0 $a Organizational learning and process skills: A look at the importance of self-directed learning, collaborative learning, critical thinking, and systemic thinking in the work environment.
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500 $a Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3961.
500 $a Adviser: Michael Quinn Patton.
502 $a Thesis (Ph.D.)--The Union Institute, 1993.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Castleberg's thesis is that process skills within organizations are critical elements in developing a learning organization. Modes of inquiry such as self-directed and collaborative learning are crucial for modern organizational processes. However, they are only as effective as the support given by the meta-cognitions critical and systemic thinking.
520 $a Castleberg's research population consisted of a mid-sized, unionized, manufacturing plant in the Midwest which was part of a division of an international corporation. He worked as both a researcher and a consultant to the plant. Using the case study method, the data coalesced around three sets of seminars. This first set consisted of the front line supervisors, the second of the union shop committee, and the third of both groups in combined planning sessions.
520 $a The case first gives background information on the organization's history and day-to-day observations of current activity in the plant. It then describes each of the three sets of seminars as they progressed over a two and one-half year period. The objective of the seminars was to help the participants understand the reality of, and the need for, change. In the seminars, activities were designed to model the process skills referred to in this study as employees worked together to better understand the barriers to learning in their plant.
520 $a In this study, the primary barriers to learning process fell under the categories of fear, lack of meaning, and structure. It was found that the participants used these process skills, especially the modes of inquiry, in contexts outside of work but found it much more difficult to use them in their jobs. Developing different meta-cognition abilities was foundational for activating latent inquiry abilities. Assuming that a sincere intention exists by leadership to re-create systems that have become barriers and that process skills, especially meta-cognitions, are encouraged and taught, organizational learning can be a dynamic reality for established organizations and their members to survive and thrive.
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