The myth of aggregate planning

Abstract

Abstract. An empirical study explores the business environment, the nature of manufacturing, and the planning cycle, using a sample of enterprises with seasonally-biased sales profiles for their products. This enables both the principles and the practicalities of aggregate planning to stand comparison with the observed rubric of manufacturing management. The conclusion is that neither is germane to industry, and that, in general, practitioners develop an effective (broad) manufacturing strategy with an appropriate resources-acquisition programme. The master production schedule then strikes an acceptable balance between productivity, flexibility, and financial risk.     

Integrated Education for Resilient Urban Adaptation: Wildfire Risk Reduction in Australia

Abstract

Urban and regional planning education seeks, often through highly applied teaching, to develop students’ abilities allowing them to work meaningfully on emergent urban and regional issues. However, it is relatively uncommon that education itself develops alongside government policy and research agendas. This paper documents the development of a new tertiary wildfire management qualification prepared in partnership with planning and building agencies after the devastating 2009 Victorian wildfires. It is argued that the process of developing educational outcomes in this case paralleled an interactive and ongoing agenda of research, policy development and education that represents adaptive-ness facilitating resilience as learning and institutional change.     

Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.     

In learning mode? The role of mindsets in derailing and enabling experiential leadership development

In comparison to the vast literature on leadership theories, concepts, and behaviors, relatively less is known about why leaders often learn little from their leadership experiences, as well as how to support them in doing so. We propose that leaders learn more from their challenging leadership experiences when they are in learning mode, defined as intentionally framing and pursuing each element of the experiential learning process with more of a growth than a fixed mindset. We describe how the extent to which leaders are in learning mode stems from salient mindset cues and guides whether they work through the experiential learning process with a predominantly self-improvement or self-enhancement motive. We theorize about several other likely mediators and moderators of when being in learning mode will manifest in experiential leadership development. Practical implications at the micro, meso, and macro levels, as well as within management education are outlined.     

Learning organization,organizational culture,and affective commitment in Malaysia: A person–organization fit theory

ABSTRACT

Based on person–organization fit theory, this article moves beyond theories of motivation and social exchange relationships that have often been used in commitment literature. This article contributes to understanding perceptions of organizational culture (OC) and affective commitment (AC) through perceptions of a learning organization (LO). Such understanding helps to tackle current commitment issues in Malaysia through strategic human resources development (HRD) planning and deploying organization development activities. We examined: (a) the extent to which organizations with an embraced LO mediated OC and AC, (b) the most influential component of OC in promoting employee AC, and (c) the most important component of LO for influencing OC and AC. We obtained 516 respondents (64.5% response rate) in selected Malaysian private organizations. It was concluded that LO mediated the relationship between OC and AC. Respect for people was an influential factor of OC for AC, while empowerment played a significant role in LO culture mediating the relationship between OC and AC. HRD practitioners should strategically plan organizational activities, norms, and policies that promote organizational learning processes and a learning culture to enhance AC.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

Workplace learning strategies,barriers, facilitators and outcomes: a qualitative study among human resource management practitioners

Recently the role of human resource management (HRM) practitioners has become more professionalized and more strategic. Consequently, HRM practitioners have had to develop new competencies in areas such as change management, influence and technology. Workplace learning, which is important for professional development, is examined for 13 HRM practitioners in government, healthcare, post-secondary education and business organizations in the Halifax Regional Municipality area. Of particular interest were learning strategies, barriers to and facilitators of learning and outcomes of learning. To obtain rich data, practitioners were interviewed face to face using an interview guide. Results indicated that these practitioners are mostly similar to other professional groups in terms of workplace learning, with a few key differences. The similarities and differences are presented, and implications of these findings for HRM practitioners and future directions for research are discussed.     

Activity-based blended learning

As part of the trend towards blended learning, the Open University of Shell International Exploration and Production is shifting from predefined content-based learning to activity-based learning grounded in learners' actual workplace problems. This article acts as a case study by describing key design principles adopted by the organization and also describes how the shift addressed courses that served multinational participants. Data are provided on the learning activities in thirty-seven courses redesigned in 2002 (covering nearly 300 separate learning activities). The article concludes with some comments on work that still needs to be done as well as key implications for practitioners in other organizations.     

Supporting collaboration in humanitarian supply chains – insights from a design science project

Abstract

The growing number of large-scale relief operations and humanitarian aid initiatives is stretching the resources – financial, material and human – of humanitarian actors to their limits. Challenges to collaborate both within international humanitarian organizations, and among their direct and indirect supply chain partners often contribute to the inefficient use of resources, or ineffective operations. In this research, we discuss collaboration in humanitarian supply chains, and analyze causes of their dysfunctional operations. Furthermore, we develop an experiential learning approach that can sensitize humanitarian supply chain actors to causes of information distortion. The simulation approach was implemented in the field and instructional design cycles yielded insights into how staff apply their learnings under the specific conditions of humanitarian relief work.     

Experiential learning,M&A performance,and post-acquisition integration strategy: A meta-analysis

While research on mergers and acquisitions (M&A) capabilities is accelerating, our understanding of their antecedents and performance implications still remains rather fragmented. Previous research has outlined the importance of learning for building M&A capabilities, but no work has attempted to summarize previous empirical findings regarding different learning mechanisms and their impacts on M&A performance. Mainly drawing upon organizational learning theory and the dynamic capabilities perspective, this study consolidates research on the relationship between different learning mechanisms, post-acquisition integration strategies, and M&A performance. Using meta-analytical techniques, our study shows that the capability-building mechanism relying on deliberate investments in learning tends to be more effective than the capability mechanism based on mere experience accumulation. In addition, our findings indicate that a higher degree of integration is associated with enhanced M&A performance among firms with more developed experiential learning, highlighting the need to explore mediating effects of integration strategy choices on the experiential learning-performance relationship.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.     

Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

The challenges of teaching reflective learning, whilst not peculiar to the HR profession, assume a poignancy given HR's claim to be the natural custodians of ‘all things learning’. The paper discusses the impact of attempts to enhance the reflective learning curriculum within one professional HR programme. Tensions in terms of the positioning of reflective learning within a predominantly functionalist management curriculum can, in part, be ameliorated. Developing a capability amongst students for reflective dialogue and careful construction of assessment work, for example, can enhance engagement with reflective learning rather than simply ‘knowing’ about it. More problematic is impact beyond the classroom. Research revealed ambivalence in respect of transfer and significance beyond the specifics of the professional programme. HR graduates need a capability that extends beyond individual reflective learning and into creating and supporting reflective learning in organizations. Herein lies the distinctive and fundamental challenge facing tutors of reflective learning within HR professional education.     

Thank you!

The study focuses on the question of how HRD personnel employed in a large multinational company perceive learning at work. We are interested in how HR development staff describe learning at the individual, collective and organizational levels. The participants were Finnish and Chinese human resource professionals (n?=?17) who used an asynchronous web-based tool to study adult education. The empirical data consist of all the texts sent to a web-based discussion forum. The findings showed that the HRD practitioners' views of learning covered quite evenly all three levels of organizational learning. The practitioners paid special attention to practical learning taking place in connection with everyday work activities, to communication and collaborative learning and to the development of a learning organization. This reflects the multifaceted nature of learning at work and the necessity of using HRD to integrate individual- and organizational-level needs in order to enhance organizational learning. The participants frequently reported that they found this a demanding task that required a clear 'understanding of humans, people in the organizations and their learning'. If organizational learning is to meet its current challenges it should take note of messages like these from HRD practitioners, which emphasise the diversity of learning experiences. Promoting a shared understanding and especially awareness and recognition of the fundamental issues associated with learning at work is a possible first step.     

An Integrative,Experiential Approach to Production Management Education

This paper addresses the important relationship between production and operations management (POM) and information technology. An approach to POM education is presented in which information technology is used to create an experiential learning environment that integrates the topics taught in POM courses. Results of an implementation of the proposed approach are presented and implications are discussed for POM education.     

A PRACTICAL SETTING FOR EXPERIENTIAL LEARNING ABOUT SUPPLY CHAINS: SIEMENS BRIEF CASE GAME SUPPLY CHAIN SIMULATOR

Siemens Brief Case Game Supply Chain Simulator provides a practical setting for experiential learning exercises about supply chains. The game, drawing upon an actual situation, models the jobs of nine supply chain activities required to transform an order placed by the customer into a delivered product. Using the detail and complexity of the game, instructors can develop learning exercises that focus on a wide range of supply chain management issues. This paper describes two learning exercises with different objectives and for different audiences that we successfully delivered using the Brief Case Game. One exercise provides a concrete example of typical activities in a supply chain and their interactions. The other exercise leads students to discover what creates a need for coordination, what activities in a supply chain require coordination, and what methods work well. These exercises are suited for small upper level undergraduate and graduate courses in logistics and supply chain management. While significant resources were used to develop exercises and deliver the game, students were enthusiastic about the approach and demonstrated that they learned about the complexity inherent in managing supply chains.     

Open sourced organizational learning: implications and challenges of crowdsourcing for human resource development (HRD) practitioners

As the value of organizational learning as a source of competitive advantage has become increasingly evident, human resource development (HRD) practitioners may face stronger demands to develop training more quickly and efficiently and increase rates of training transfer. One approach is to externally source organizational learning. In using this approach, it may be important for HRD practitioners to both develop training to engage external participants while utilizing organization development solutions to help internal employees adjust to the change. By examining the impact of open sourced and crowdsourced organizational learning on HRD practitioners, it is hoped that HRD practitioners may engage in informed workplace learning practice, even as the nature of the employment contract changes.     

Moral Behaviour in Organizations: The Contribution of Management Education and Development

SUMMARY The concurrent growth of interest in management competencies and management development and in business ethics, exposes a need to bring these two fields together. The moral dimension to organizational behaviour should be considered when management education and development programmes are being designed. Those concerned with ethics in business and management should look beyond approaches based on codes of conduct and traditional educational methods. In this paper the idea of management competence is conceptualized broadly, with insight drawn from sources in education and social psychology. It is argued that ideas derived from Kohlberg's work on moral development can provide the basis for management development programmes in which theoretical understanding of ethical theory and moral issues is augmented by commitment to personal principles, a well integrated sense of personal identity, and relevant interpersonal skills, acquired through experiential learning.     

Some debates and challenges in the literature on action learning: the state of the art since Revans

Action learning has travelled in some new directions and become an evolving practice since Revans first articulated his great idea. This paper focuses on some key challenges in the literature, some of which relate to these more recent directions in theory and practice. In particular, we consider the persistent problem of defining action learning and the varieties in practice which are in evidence, the nature of ‘action’ in action learning and the developing theory and practice of critical action learning as contrasted with the ‘classical’ approach to action learning. These debates are chosen for consideration here because they appear to strike at the heart of what action learning is for and because they are in evidence across a range of action learning literature. Some implications of these debates for human resource development (HRD) are also considered, including the potential action learning has for making a contribution to organizational learning, especially in treating ‘wicked’ problems and ill-structured challenges.     

Factors influencing perceived learning transfer of an outdoor management development programme in Malaysia

This study investigated if components of outdoor management programme, participant characteristics and work environment characteristics influence perceived transferable skills. The study used 148 executive and management participants who attended a 3-day outdoor management programme using experiential learning at a secondary rainforest in Malaysia. Motivation to learn was the predictor of perceived transferable skills. Macro-dynamic activities, continuous learning culture and self-efficacy were found to significantly influence perceived transferable skills, but micro-dynamic activities, instructor's skills and perceived content validity were not. The outdoor management development programme was not effective in achieving its main objectives and return on investment to the relevant stakeholders. A well-designed instructional programme should be developed for accountability purposes.