Masters Thesis

Scientific learning: systematizing error detection & correction in organizations

There are contrasting views on what organizational learning (OL) means and further, what explains the similarities and differences in how organizations learn. This thesis conducts a meta-synthesis of 17 case studies describing error detection and correction in organizations of varying types, sizes, locations, and industries to identify themes in organizational learning, with emphasis on the design of action. Findings indicate that the design of action is driven by a comprehensive set of factors, and that while similarities and differences among organizations existed, the set of factors driving the design of action was largely unique for each organization. The thesis contributes to a gap in the OL literature by analyzing the design of action in a wide range of organizations.

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