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dc.contributor.author Taylor, Tory Diana Alexandra
dc.date.accessioned 2019-10-09T22:59:22Z
dc.date.available 2019-10-09T22:59:22Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10211.3/213706
dc.description.abstract 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. en_US
dc.format.extent x, 61 leaves en_US
dc.language.iso en_US en_US
dc.publisher San Francisco State University en_US
dc.rights Copyright by Tory Diana Alexandra Taylor, 2018 en_US
dc.source AS36 2018 PUBAD .T39
dc.title Scientific learning : systematizing error detection & correction in organizations en_US
dc.type Thesis en_US
dc.contributor.department Public Administration en_US
dc.description.degree Public Administration


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