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Organizational change, development a...

Powell, Paulette Elizabeth.

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Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam./
Author:	Powell, Paulette Elizabeth.
Description:	244 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3854.
Contained By:	Dissertation Abstracts International61-10A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9988872
ISBN:	9780599969698

Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam.
Powell, Paulette Elizabeth.

Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam. - 244 p.

Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3854.

Thesis (Ed.D.)--University of San Francisco, 2000.

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

Western educational consultants in China, Hong Kong, and Vietnam need to be culturally sensitive to organization development and adult learning principles. Failure to consider cultural differences can lead to the termination of business contracts, ineffective learning opportunities, and the loss of cooperative and joint projects. This research investigates learning within the context of organizational change and transformation from a hermeneutic perspective to provide new insights on how to approach adult learning in transcultural settings. Data were gathered through conversations with professionals in selected business environments in Hong Kong, China, Vietnam, and the United States within the context of participatory research. Questions raised about the effectiveness of the Western approach to providing educational services to Asian management level staff was examined within the framework of critical hermeneutics through the interpretation of text, understanding and communication, grounded on the theories of Ricoeur, Gadamer, and Habermas. Based on that examination, certain findings were highlighted. Education consultants must first know some of the important historical facts about the people they choose to assist and know about America's role or involvement, if applicable, in that history. Second, they must have knowledge of Confucianism thus improving their ability to serve the Asian constituents. Third, information, in part, should be introduced in a way that the constituent is most familiar and comfortable with. Fourth, education consultants must understand the concept of similitude and to incorporate that understanding into their daily actions. Fifth, education consultants must continue conversations and seek the contribution of those they are trying to help. Organizations are products of the way that the people in them think and interact. This investigation served to encourage new thoughts on how Americans can approach their role as corporate and service educators in transcultural settings. The narratives reflected in this research on organizational change, development, and adult learning demonstrates that non-traditional approaches to learning, acceptance, and negotiation of various points of view can bring new understandings with concomitant changes in the actions of learners in workplace communities.

ISBN: 9780599969698Subjects--Topical Terms:

543202
Adult education.

Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam.
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245 1 0 $a Organizational change, development and adult learning through the interpretation of text: Narratives from China, Hong Kong, and Vietnam.
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500 $a Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3854.
500 $a Chair: Ellen A. Herda.
502 $a Thesis (Ed.D.)--University of San Francisco, 2000.
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 Western educational consultants in China, Hong Kong, and Vietnam need to be culturally sensitive to organization development and adult learning principles. Failure to consider cultural differences can lead to the termination of business contracts, ineffective learning opportunities, and the loss of cooperative and joint projects. This research investigates learning within the context of organizational change and transformation from a hermeneutic perspective to provide new insights on how to approach adult learning in transcultural settings. Data were gathered through conversations with professionals in selected business environments in Hong Kong, China, Vietnam, and the United States within the context of participatory research. Questions raised about the effectiveness of the Western approach to providing educational services to Asian management level staff was examined within the framework of critical hermeneutics through the interpretation of text, understanding and communication, grounded on the theories of Ricoeur, Gadamer, and Habermas. Based on that examination, certain findings were highlighted. Education consultants must first know some of the important historical facts about the people they choose to assist and know about America's role or involvement, if applicable, in that history. Second, they must have knowledge of Confucianism thus improving their ability to serve the Asian constituents. Third, information, in part, should be introduced in a way that the constituent is most familiar and comfortable with. Fourth, education consultants must understand the concept of similitude and to incorporate that understanding into their daily actions. Fifth, education consultants must continue conversations and seek the contribution of those they are trying to help. Organizations are products of the way that the people in them think and interact. This investigation served to encourage new thoughts on how Americans can approach their role as corporate and service educators in transcultural settings. The narratives reflected in this research on organizational change, development, and adult learning demonstrates that non-traditional approaches to learning, acceptance, and negotiation of various points of view can bring new understandings with concomitant changes in the actions of learners in workplace communities.
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