Does absorptive capacity affect project performance? A study based on project management practices, organization learning, and knowledge

The literature has emphasized that absorptive capacity (AC) leads to performance, but in projects its influences still unclear. Additionally, the project success is not well understood by the literature, and AC can be an important mechanism to explain it. Therefore, the purpose of this study is to investigate the effect of absorptive capacity on project performance in the construction industry of São Paulo State. We study this influence through potential and realized absorptive capacity proposed by Zahra and George (2002). For achieving this goal, we use a combination of qualitative and quantitative research. The qualitative research is based on 15 interviews with project managers in different sectors to understand the main constructs and support the next quantitative phase. The content analysis was the technique used to analyze those interviews. In quantitative phase through a survey questionnaire, we collected 157 responses in the construction sector with project managers. The confirmatory factor analysis and hierarchical linear regression were the techniques used to assess the data. Our findings suggest that the realized absorptive capacity has a positive influence on performance, but potential absorptive capacity and the interactions effect have no influence on performance. Moreover, the planning and monitoring have a positive impact on budget and schedule, and customer satisfaction while risk coping capacity has a positive impact on business success. In academics terms, this research enables a better understanding of the importance of absorptive capacity in the construction industry and it confirms that knowledge application in processes and routines enhances performance. For management, the absorptive capacity enables the improvements of internal capabilities reflected in the increased project management efficiency. Indeed, when a company manages project practices efficiently it enhances business and project performance; however, it needs initially to improve its internal abilities to enrich processes and routines through relevant knowledge.

Health at work and risk factors related to ergonomics: some results from the Swiss sample of the 4th European working conditions survey

Introduction The European Foundation for the improvement of living and working conditions conducts a survey every 5 years since 1990. The foundation also offers the possibility to non-EU countries to be included in the survey: in 2005, Switzerland took part for the first time in the fourth edition of this survey. The Institute for Work and Health (IST) has been associated to the Swiss project conducted under the leadership of the SECO and the Fachhochschule Nordwestschweiz. The survey covers different aspects of work like job characteristics and employment conditions, health and safety, work organization, learning and development opportunities, and the balance between working and non-working life (Parent-Thirion, Fernandez Macias, Hurley, & Vermeylen, 2007). More particularly, one question assesses the worker's self-perception of the effects of work on health. We identified (for the Swiss sample) several factors affecting the risk to report health problems caused by work. The Swiss sample includes 1040 respondents. Selection of participants was based on a random multi-stage sampling and was carried out by M.I.S Trend S.A. (Lausanne). Participation rate was 59%. The database was weighted by household size, gender, age, region of domicile, occupational group, and economic sector. Specially trained interviewers carried out the interviews at the respondents home. The survey was carriedout between the 19th of September 2005 and the 30th of November 2005. As detailed in (Graf et al., 2007), 31% of the Swiss respondents identify work as the cause of health problems they experience. Most frequently reported health problems include back pain (18%), stress (17%), muscle pain (13%), and overall fatigue (11%). Ergonomic aspects associated with higher risk of reporting health problems caused by work include frequent awkward postures (odds ratio [OR] 4.7, 95% confidence interval [CI] 3.1 to 5.4), tasks involving lifting heavy loads (OR 2.7, 95% CI 2.0 to 3.6) or lifting people (OR 2.2, 95% CI 1.4 to 3.5), standing or walking (OR 1.4, 95% CI 1.1 to 1.9), as well as repetitive movements (OR 1.7, 95% CI 1.3 to 2.3). These results highlight the need to continue and intensify the prevention of work related health problems in occupations characterized by risk factors related to ergonomics.

Oppimisen esteet strategian toimeenpanossa. Vertaileva tutkimus kahdesta tavaratalosta

Tutkimuksen päätavoitteena on oppivan organisaation teoriaan perustuen tunnistaa organisaation ja yksilön oppimisen esteet ja analysoida strategian toimeenpanon ja oppimisen esteiden välistä yhteyttä ja niiden keskinäistä vuorovaikutusta, sekä analysoida empiiristen case -esimerkkien avulla niissä havaittujen organisatorisen ja yksilöllisen oppimisen esteitä strategian toimeenpanossa teoreettisen viitekehyksen näkökulmasta. Aihetta on käsitelty määrittelemällä oppivan organisaation, arvojen, toiminta- ajatuksen, vision, strategisen osaamisen johtamisen, organisaation oppimisen, oppimistaitojen, organisaation oppimisen esteiden, tiimioppimisen, yksilön oppimisen, yksilön oppimisen esteiden ja reflektion käsitteet. Empiirinen osuus tutkimuksessa analysoi oppimisen esteitä ja näiden eroavaisuuksia kahden tavaratalon välillä. Empiirinen tutkimusaineisto on kvalitatiivinen, jossa henkilökohtaisten haastattelujen avulla kerätyn tutkimusaineiston rooli on merkittävä. Tutkimuksen keskeisimmät tulokset ovat aiemman tutkimuksen ja kirjallisuuden sekä empiirisen tutkimuksen perusteella löydetyt tutkituissa organisaatioissa toimivat organisatoriset ja yksilöllisen oppimisen esteet. Keskeisimmät johtopäätökset saaduista tutkimustuloksista ovat osaamisen johtamisen strategian käyttöönotto, esimiestoiminnan kehittämisen ja vaadittavan osaamisen näkyväksi tekemisen sekä tietojärjestelmien kehittämisen avulla saavutettava strategian oppimisen esteitä poistava johtamistapa - osaamisen strateginen johtaminen.

Tietämyksen kasvattamisen keinot Case: Handwise Oy:n tietämyksen kasvattaminen yksilön ja organisaation oppimisen keinoin

Työn tavoitteena oli selvittää yksilön ja organisaation tietämystä sekä niiden kasvattamista. Tarkoituksena oli löytää yksilön ja organisaation tietämyksen yhdistäviä tekijöitä. Tutkimusmetodologia oli empiirinen deskriptiivinen tutkimus ja tutkimusmenetelmä oli kvalitatiivinen perustuen kymmeneen teemahaastatteluun. Tutkimuksen tuloksena oli, että tietotyöntekijät kasvattavat omaa ja organisaation tietämystä samankaltaisin keinoin, eikä niiden välillä mielletty olevan suurtakaan eroa. Työssä kokeminen yrityksen ja erehdyksen kautta kerrottiin tärkeimmäksi menetelmäksi kasvattaa omaa tietämystä. Kirjoja arvostettiin erityisen paljon tietämyksen kasvattamisessa ja se ohitti tiedon lähteenä jopa internetin. Työkollegat olivat kolmas tärkeä tietämyksen lähde. Kaksi tärkeintä edellytystä tietämyksen kasvattamisessa olivat opiskelun aikana saatu tietopohja sekä oma kiinnostus ja motivaatio. Organisaation tietämyksen kasvattamisessa tärkeimmäksi tekijäksi nousivat dokumentointi, virheistä oppiminen, sisäinen kommunikointi, tietojärjestelmät ja avoin organisaatiokulttuuri. Tutkimuksen perusteella syntyi kolmivaiheinen malli tietämyksen kasvattamisen kehästä, jonka elementit ovat edellytykset, lähteet ja menetelmät. Kehän keskellä on työssä oppiminen, joka on tärkein tekijä tietämyksen kasvattamisessa. Case-yrityksen toiminta oppivana organisaationa osoitti, että yrityksessä tulisi panostaa erityisesti oppimisen tukemiseen ja johtamiseen. Myös tiedon dokumentointi ja muuttaminen avoimeen muotoon sekä yrityksen prosessit tarvitsevat selkiyttämistä. Organisaation avoimuus ja ilmapiiri osoittautuivat hyviksi, mikä auttaa osaltaan tietämyksen kasvattamista.

La Evaluación en las enseñanzas procedimentales. El cuaderno como herramienta de evaluación continua en las enseñanzas de dibujo

El dibujo como actividad procedimental implica realizar una serie de acciones consecutivas que requieren condiciones más exigentes para su aprendizaje, tanto en cantidad de práctica como en su organización. La evaluación del aprendizaje de procedimientos tiene carácter continuado, procesual, contextual y estratégico, favoreciendo la autorregulación del alumno en su proceso de aprendizaje gracias a la ayuda que el profesorado le presta. La evaluación de un proceso que se adquiere en el tiempo conlleva a plantear el cuaderno como elemento de control de dicho proceso que ayuda en la evaluación continua del mismo

Aprendizagem e psicodinâmica organizacional

Vários autores defendem a evolução dos sistemas de produção atuais para o que seria um modelo pós-industrial ou informacional, revendo alguns conceitos fundamentais no campo da administração, como a padronização da produção, as economias de escala, os fatores de motivação do grupos organizacionais e a estrutura organizacional. Autores como Alvin Tofler e Daniel Bell falaram em industrialismo e informacionalismo (ou pós-industrialismo). (Tofler, 1970, 1980; Bell, 1970). Estes conceitos estão sendo retomados por outros autores, atualmente, para descrever a evolução da sociedade ocidental e das organizações. (Castells, 1999) (De Masi, 2000). O surgimento do conceito de aprendizagem organizacional a partir de um certo momento, entrou na moda e passou a fazer parte do discurso empresarial padrão, estando associado ao modelo Pós-Industrial. Pretende-se, neste projeto, fazer uma análise crítica da evolução do conceito de aprendizagem nas organizações, definindo-se e analisando-se as diversas teorias que tratam deste tema.

Diagnóstico de modelos de maturidade em educação corporativa como ferramenta de gestão do conhecimento: um estudo de caso

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The lost experiment in exploration and exploitation

This paper focuses on James March’s 1991 article on ‘Exploration and Exploitation in Organizational Learning’, which is now the seventh most highly cited paper in management and organisation studies. March’s paper is based on a computer program that simulates the collective and individual learning of a group of fifty individuals. The largely forgotten story that this paper re-calls is the real-life experiment that March, in large part, designed and conducted when he was the new ‘boy Dean’ of the School of Social Sciences in the University of California at Irvine between 1964 and 1969. Taken together, both stories illuminate important moments in the history of organisation studies. The comparison suggests that March’s model, which was probably the first simulation of an organisation learning, also worked to constitute rather than model the phenomenon.

Product and Process Innovation: Antecedents and Performance outcomes in small IT firms in India

Innovation is a strategic necessity for the survival of today’s organizations. The wide recognition of innovation as a competitive necessity, particularly in dynamic market environments, makes it an evergreen domain for research. This dissertation deals with innovation in small Information Technology (IT) firms in India. The IT industry in India has been a phenomenal success story of the last three decades, and is today facing a crucial phase in its history characterized by the need for fundamental changes in strategies, driven by innovation. This study, while motivated by the dynamics of changing times, importantly addresses the research gap on small firm innovation in Indian IT.This study addresses three main objectives: (a) drivers of innovation in small IT firms in India (b) impact of innovation on firm performance (c) variation in the extent of innovation adoption in small firms. Product and process innovation were identified as the two most contextually relevant types of innovation for small IT firms. The antecedents of innovation were identified as Intellectual Capital, Creative Capability, Top Management Support, Organization Learning Capability, Customer Involvement, External Networking and Employee Involvement.Survey method was adopted for data collection and the study unit was the firm. Surveys were conducted in 2014 across five South Indian cities. Small firm was defined as one with 10-499 employees. Responses from 205 firms were chosen for analysis. Rigorous statistical analysis was done to generate meaningful insights. The set of drivers of product innovation (Intellectual Capital, Creative Capability, Top Management Support, Customer Involvement, External Networking, and Employee Involvement)were different from that of process innovation (Creative Capability, Organization Learning Capability, External Networking, and Employee Involvement). Both product and process innovation had strong impact on firm performance. It was found that firms that adopted a combination of product innovation and process innovation had the highest levels of firm performance. Product innovation and process innovation fully mediated the relationship between all the seven antecedents and firm performance The results of this study have several important theoretical and practical implications. To the best of the researcher’s knowledge, this is the first time that an empirical study of firm level innovation of this kind has been undertaken in India. A measurement model for product and process innovation was developed, and the drivers of innovation were established statistically. Customer Involvement, External Networking and Employee Involvement are elements of Open Innovation, and all three had strong association with product innovation, and the latter twohad strong association with process innovation. The results showed that proclivity for Open Innovation is healthy in the Indian context. Practical implications have been outlined along how firms can organize themselves for innovation, the human talent for innovation, the right culture for innovation and for open innovation. While some specific examples of possible future studies have been recommended, the researcher believes that the study provides numerous opportunities to further this line of enquiry.

The impact of firm-promoted accreditation of prior learning processes on the worker-organization relationship

The process of Competences Recognition, Validation and Certification , also known as Accreditation of Prior Learning (APL), is an innovative means of attaining school certificates for individuals without an academic background. The main objective of this process is to validate what people have learned in informal contexts, in order to attribute academic certificates. With the increasing interest of the qualification of workers and governmental support, more and more Portuguese organizations promote this process within their facilities and their work hours. This study explores the relationship between the promotion of this Human Resource Development Programme and employee’s attitudes (Job Satisfaction and Organizational Commitment) and behaviours (Extra-role Organizational Citizenship Behaviours) towards the organization they work for. Results of a cross-sectional survey of Portuguese Industrial Workers (N=135) showed that statistical significant results are in the higher levels of Voice Behaviours (a dimension of Extra-role Organizational Citizenship Behaviour in the groups of workers who were involved or had graduated from the firm promoted APL process.

The role of organization-level factors on informal learning process

This study discusses the nature of informal learning process in business organizations, and the importance of different organization-level factors in this process. The purpose of this study is to understand the role of organization-level factors on informal learning process with three subquestions: how informal learning process takes place in business organizations, what organization-level factors affects informal learning process, and how informal learning process is affected by organizational-level factors. The theoretical background of this study includes literatures on the concept of informal learning, its process, and organization-level factors that can affect informal learning process. The empirical research has been conducted in this study by face-to-face interviews. The interviews were conducted between June and August 2015 in Dhaka, Bangladesh. Thirteen interviews were made with the employees from different hierarchical levels from four freight forwarding MNCs in Bangladesh. Constant comparative analysis has been used to process the collected data until reaching a level of saturation. The empirical research found that all the phases in an informal learning process are not linear and sequential, and the role of organization-level factors on each phase varies with the degree and nature of each factor. In addition, the results also revealed that all the organization-level factors do not interact with each other while playing their role on informal learning process. The findings of this study considerably extend our understanding of the important role of HRD, manager, colleague, culture, and work structure on informal learning process in the workplace. However, future research in different organizational contexts is required to generalize the findings of this study.

The role of organization-level factors on informal learning process

This study discusses the nature of informal learning process in business organizations, and the importance of different organization-level factors in this process. The purpose of this study is to understand the role of organization-level factors on informal learning process with three subquestions: how informal learning process takes place in business organizations, what organizationlevel factors affects informal learning process, and how informal learning process is affected by organizational-level factors. The theoretical background of this study includes literatures on the concept of informal learning, its process, and organization-level factors that can affect informal learning process. The empirical research has been conducted in this study by face-to-face interviews. The interviews were conducted between June and August 2015 in Dhaka, Bangladesh. Thirteen interviews were made with the employees from different hierarchical levels from four freight forwarding MNCs in Bangladesh. Constant comparative analysis has been used to process the collected data until reaching a level of saturation. The empirical research found that all the phases in an informal learning process are not linear and sequential, and the role of organization-level factors on each phase varies with the degree and nature of each factor. In addition, the results also revealed that all the organization-level factors do not interact with each other while playing their role on informal learning process. The findings of this study considerably extend our understanding of the important role of HRD, manager, colleague, culture, and work structure on informal learning process in the workplace. However, future research in different organizational contexts is required to generalize the findings of this study.

Secuenciamiento de actividades educativas orientado a la reutilización y la auto-organización en tutoría inteligente. ' 'Sequencing of learning activities oriented towards reuse and auto-organization for intelligent tutoring systems' '.

Se pretende la elaboración una plataforma capaz de implementar sistemas de tutoría inteligente, orientada al problema de la adaptación del secuenciamiento; la creación de una herramienta o método que defina secuenciamientos adaptativos de material educativo; el desarrollo, empleando la herramienta anterior, de uno o más tutores y adaptar las técnicas de inteligencia de enjambre al campo de los cursos impartidos a través de Internet, Elearning.. En primer lugar se analiza el estado de la cuestión, destacando los aspectos novedosos. A continuación se presentan las aportaciones de la investigación. Por último, se exponen las conclusiones y las líneas de investigación abiertas. También se incluyen apéndices con información adicional que puede ser relevante para algunos lectores. Se investiga el uso de técnicas de inteligencia de enjambre para obtener sistemas educativos robustos y con capacidad de autoorganización. Las lecciones aprendidas de los sistemas cristalizan en la creación de un módulo para SIT.. Las principales contribuciones son: el diseño de una plataforma para el desarrollo de Sistemas de Tutoría Inteligentes (ITS); se presenta una herramienta para la adaptación de secuencias de unidades de aprendizaje, grafos de secuenciamiento (Sequencing Graphs, SG) y se analizan las iniciativas actuales relacionadas con las técnicas de enjambre en educación. Estas técnicas tienen un interés especial para los sistemas de elearning dada su complejidad. .

Semantic organization to enhance active learning based on distributed multimedia educational resources

In order to organize distributed educational resources efficiently, to provide active learners an integrated, extendible and cohesive interface to share the dynamically growing multimedia learning materials on the Internet, this paper proposes a generic resource organization model with semantic structures to improve expressiveness, scalability and cohesiveness. We developed an active learning system with semantic support for learners to access and navigate through efficient and flexible manner. We learning resources in an efficient and flexible manner. We provide facilities for instructors to manipulate the structured educational resources via a convenient visual interface. We also developed a resource discovering and gathering engine based on complex semantic associations for several specific topics.