Investigating knowledge transfer methods and practices in a small family-run business
- Authors: Dinath, Wafeequa
- Date: 2018
- Subjects: Knowledge transfer , Organisational learning , Small family-run business
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/289395 , uj:31398 , Citation: Dinath, W. 2018. Investigating knowledge transfer methods and practices in a small family-run business.
- Description: Abstract: Knowledge transfer is an essential part of growth in any environment. Small family-run businesses have a unique advantage in their abilities to transfer knowledge. A lot of literature that has explored knowledge transfer in small family-run businesses is directed to the contribution of knowledge transfer in the succession process. In this research study, research was carried out to find out how and why knowledge is transferred within a small family-run business. A qualitative study was conducted using one-on-one interviews with predecessors, successors and non-family employees working in a small family-run business. Participants were asked open-ended questions about their knowledge transfer methods and practices in the business. The aim of this research was to identify the extent of knowledge transfer in a small family-run business by analysing the transfer practices within the business as well as how they are unique from non-family-run businesses. The results from the case study in this research revealed that apprenticeships, mentorships, and learning-by-doing are common practices in small family-run businesses. It was also revealed that the process of knowledge transfer begins early in the successor’s life and can continue for many years after that. Therefore, knowledge transfer is dependent on the receiver and it is not simply an act of replicating what has been transferred but also building on the transferred knowledge with experiences that are unique to the individual.
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Barriers to employee transfer of learning
- Authors: Barnard, Stephen
- Date: 2013-12-09
- Subjects: Human resources management , Organisational learning , Transfer of learning
- Type: Thesis
- Identifier: uj:7814 , http://hdl.handle.net/10210/8709
- Description: M.Phil. (Human Resources Development) , The transfer of learning after training courses is relevant to Human Resource Development (HRD) professionals, human resources divisions and managers within organisations. HRD managers in particular must secure a suitable training budget, present learning interventions, and employ qualified HRD practitioners who add value to a company’s turnover and profitability. When the HRD unit assists employees in improving their performance with training, this enables the Human Resources (HR) division to be a strategic business partner to the organisation. HRD practitioners should ensure that the learning provided to employees improves their performance in delivering strategic results without any obstacles or barriers. The aim of the study was to conduct an investigation into the potential learning transfer barriers that could have an impact on the successful transfer of learning within the financial services sector. This study sought to identify the predominant barriers to transfer of learning when employees return to the workplace after attending training. The literature review on the transfer of learning and the barriers to the transfer of learning highlighted an international survey instrument designed to measure the workplace barriers to effective learning transfer. This instrument was used in conducting the research for this study. The unit of analysis of this study included financial services managers from one bank operating within three provinces of South Africa: Gauteng, Kwa-Zulu Natal and Western Cape. The mixed method approach used in this study favours a dominant quantitative approach with a secondary qualitative component. Data was obtained using the adapted, international survey instrument, the Learning Transfer Systems Inventory (LTSI) questionnaire. The LTSI is a validated instrument that is used to diagnose factors affecting successful transfer of learning. HRD professionals are able to use the LTSI to identify potential transfer barriers after administering a learning intervention. The findings reveal that line managers are key role players in the learning transfer challenge. Line managers who fail to support and encourage the application of learning after training represent a barrier to employee transfer of learning. This report recommends that managers play the role of performance coaches, and become enablers of rather than barriers to employee transfer of learning.
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Values and behaviours that the lean production philosophy supports
- Authors: Lotz, Gerrit
- Date: 2013-12-09
- Subjects: Lean manufacturing , Production management , Organisational learning
- Type: Thesis
- Identifier: uj:7834 , http://hdl.handle.net/10210/8728
- Description: M.Phil. (Leadership, Performance & Change) , *Orientation - More and more South African organisations are turning to prominent productivity improvement systems such as Lean Production (LP). Sustaining LP, however, requires the creation of a discernible management system. One of the perennial questions in LP is whether a management system with such a strong Japanese orientation can be successfully transplanted into a heterogeneous culture such as South Africa. * Research purpose - This research aimed to investigate whether the behaviours and values adopted by successful middle managers in supporting a sustainable LP management system differ from those identified by Van Dun (2008) in a comparative study conducted in the Netherlands. The research also aimed to establish whether managers from different ethnic groups in South Africa adopt different behaviours and values. * Motivation for the study – Identifying the behaviours and values of LP middle managers in the context of both national and sub-cultures will assist in making the necessary allowances in order to limit dissonance and strengthen LP transformation. * Research design, approach and method – The study was conducted in two phases. Firstly, a two round Delphi-study was undertaken to identify criteria for the identification of successful LP middle managers, and to ensure that the Behavioural Leadership Questionnaire developed in the Netherlands has theoretical equivalence in South Africa. During the second phase, successful LP managers, their immediate superiors, subordinates and internal LP practitioners were surveyed in order to identify the extent to which certain LP behaviours and values were demonstrated. The data from the survey was analysed using parametric and comparative statistics. * Main findings – The results indicate that altough LP behaviours and values appear universal, these behaviours and values are to a large extent influenced by national culture. Cross-cultural influences based on racial demographics in South Africa is however inconsequential.
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Learning culture in Mondi Cartonboard: "a case study"
- Authors: Buitendag, F.W.J.C.
- Date: 2010-02-24T08:44:04Z
- Subjects: Organisational learning , Mondi Cartonboard
- Type: Mini-Dissertation
- Identifier: uj:6644 , http://hdl.handle.net/10210/3044
- Description: M.A. , This research was conducted in the form of a single pre-post type of case study. The main reason why this type of study has been selected lies in the fact that no other cases were available to replicate or to compare the learning process in the Mondi Cartonboard, to determine if the company achieve its objective to develop a learning culture within. This situation limited the researcher to a single case design, and that is why the researcher was called upon to work with a pre-post situation that present it self at the time the study was conducted. A pre-situation were presented in Chapter one under the background discussion and the post situation was presented in the current situation as discussed in Chapter Three. The comparison and analysis between the two situations were conducted with the assistance of the Multi-Facet Model as developed by Lipshitz et al. In order to achieve the desire results five subproblems in support of this model were developed. Within each sub-problem, eight questions on the Likert rating scale was developed and specifically related to the five facets of learning as describe by the Multi-Facet Model. These questions were distributed between two response groups namely the non-supervisory/managerial respondent group and the managerial respondent group. In the findings and analysis of the questionnaires in Chapter Five, seven main problems in the five sub-problems has been identified. These problems were discussed in detail with the support of the literature review conducted in Chapter Two. Chapter no Six is devoted with the support of the literature review in Chapter Two to a discussion, how to develop solutions for the main problems as identified. The researcher also developed an action plan to guide Mondi Cartonboard in terms of how, who, when the newly developed solutions must be communicated to all stakeholders and when it must be implemented. This action plan also consists of a discussion on how the effectiveness of the solutions must be measured.
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Towards the design of a workplace RPL implementation model for the South African insurance sector
- Authors: Deller, Karen
- Date: 2008-05-13T08:01:20Z
- Subjects: Organisational learning , Financial services industry , Investment advisors
- Type: Thesis
- Identifier: uj:6577 , http://hdl.handle.net/10210/360
- Description: Recognition of Prior Learning (RPL) is an internationally accepted process of assessing non-formal learning with the intention of matching it to academic credits. This allows the candidate to earn either a full or partial qualification based on knowledge and/or skills acquired outside of the formal classroom. The South African insurance sector was faced with legislation requiring all financial advisers to earn academic credits before they could continue in the industry. The sector believed that the RPL process would suit their circumstances because most financial advisers had many years of workplace experience and had mostly attended many internal, but often unaccredited, product training programmes. However, there was no RPL implementation model to guide a workplace implementation of this nature as most RPL models followed the practices set by formal higher education providers and there was no consideration of the many variables that have an impact in the workplace. This research set out to design a logic model to guide the implementation of workplace RPL in the insurance sector. The data was collected during the evaluation of an RPL implementation programme that had good results but which used the more individualistically inspired RPL approach of formal education. The data was analysed using grounded theory data analysis techniques (Strauss & Corbin, 1998 and Glaser & Strauss, 1967) and the result was the identification of 18 broad categories. Further analysis reduced these to five categories, i.e. reaction to the circumstances requiring the RPL, personal mastery, team support, changing perceptions towards the RPL process, and perceived outcome of the RPL process. These categories were researched by looking at the most influential traditional and workplace learning theorists, as well as the most influential RPL theorists. Finally, a secondary data analysis was conducted on 18 workplace RPL case studies described by Dyson and Keating (2005). The results of this research were formulated into a logic model to guide RPL implementation in the insurance sector. Using this logic model as a guide, further recommendations were made to guide workplace RPL implementation in the future. , Prof. W.J. Coetsee Dr. L. Beekman
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The case for corporate responsibility: and exploratory study.
- Authors: Da Piedade, L. , Thomas, A.
- Date: 2006
- Subjects: Stakeholders , Corporate performance , Corporate responsibility , Organisational learning
- Type: Article
- Identifier: uj:5644 , http://hdl.handle.net/10210/2883
- Description: Stakeholder demands and the introduction of the ‘triple bottom line’ as a means of reporting corporate performance, make it critical that South African companies assess why they should undertake corporate responsibility initiatives. This exploratory study (part two of a two-part study) investigated the issues that are being or should be addressed by companies under the banner of corporate responsibility and the reasons for this. The views of a convenience snowball sample of consultants, academics and practitioners of corporate responsibility, was gained by means of a Delphi technique. Content analysis was employed to categorise the views into themes. The findings indicate the need for corporate responsibility action in the areas of ecology, the environment, health and well-being, building human capital and in the encouragement of economic development. Cost benefit and defensive arguments dominate the case for corporate responsibility. There is little indication that organisations have identified the opportunity of corporate responsibility initiatives to increase innovation and organisational learning and its contribution to risk management. Recommendations are made regarding the assessment of investment in this area.
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