OrgLearn&Innov in Knowledge Ec
Run by Bangor Business School
10 Credits or 5 ECTS Credits
Organiser: Dr Clair Doloriert
Overall aims and purpose
This practical and experiential second year module in semester one will run alongside 2nd year module ASB2104 Principles of Organisations and Management. This new module will be a pre-requisite for those studying ASB3101 HRM (year 3). There is a growing awareness that learning and the core outcomes to learning, knowledge and innovation, is a key source of competitive advantage. Organisational Learning & Innovation is concerned with the processes whereby individuals, groups and organisations realise their potentials through creation, sharing, dissemination and retrieval of knowledge (Knowledge Management). The purpose of the module is to deepen thinking, knowledge and understanding among students about OL & Innovation within a knowledge economy both theoretically and in practice. The module provides a comprehensive foundation of OL and Innovation by deconstructing it into Individual, Group (Team/ Collective/ Social) and Organisational levels. The learning process is explored in terms of designing, delivering and evaluating learning and innovation within the workplace. The challenges of managing knowledge through soft and hard workplace systems, processes and people are introduced, and key contemporary themes relating to OL, Innovation and KM are discussed.
Module content will be research led and incorporate high quality historical and current research scholarship on a number of important theories and contemporary themes in organisational learning and knowledge management. The teaching will be experiential, contemporary and practial. The module is likely to incorporate the following topics: • Introduction to key terms including Learning and Knowledge • Historical/ theoretical overview of Individual Learning • Group, Collective and Social Learning, Adult learning and Workplace learning • Organisational Learning, Learning Organisation and Organisation Development • Knowledge Management, Knowledge Workers and the Knowledge Economy • Designing, Delivering and Evaluating Organisational Learning & Knowledge Management Interventions • The role of e-learning technologies and social media and use/ interest of in gaming simulations for OL • The role of Culture and HRM in OL and KM • International OL, Future directions, challenges and opportunities • Personal Learning and Personal Knowledge Management
70+ (A- to A*): An excellent or even outstanding understanding of organisational learning in a knowledge economy issues, showing exceptional critical analysis and originality. In terms of material covered, extends well beyond standard textbooks and lecture slide answers to encompass a wide range of relevant academic journal articles and books. Excellent grasp of theoretical/conceptual/practical elements. Excellent integration of theory and practice in the pursuit of the assessed work's objectives. Excellent evidence of the use of creative and reflective skills. Excellent attempt to structure and present a clear coherent discussion. Sophisticated understanding and application of learning through play, innovation and experiential activities.
60-69% (B- to B+): A good or very good understanding of organisational learning in a knowledge economy issues, showing significant evidence of going beyond standard textbooks and lecture slide answers to encompass a good range of relevant academic journal articles and books.. Good grasp of theoretical/conceptual/practical elements. Good integration of theory and practice in the pursuit of the assessed work's objectives. Good evidence of the use of creative and reflective skills. Good attempt to structure and present a clear coherent discussion. Good understanding and application of learning through play, innovation and experiential activities
C- to C+
Average/satisfactory: 50-59% (C- to C+): A satisfactory understanding of organisational learning in a knowledge economy issues, showing some evidence of going beyond standard textbooks and lecture slide answers, but the material covered is still not substantial. Adequate grasp of theoretical/conceptual/practical elements. Satisfactory integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills. Satisfactory attempt to structure and present a clear coherent discussion. Average understanding and application of learning through play, innovation and experiential activities
40-49% (D- to D+): The work demonstrates some understanding of the issues relating to organisational learning in a knowledge economy but goes little beyond standard textbook answers and lecture slides. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice present intermittently in pursuit of the assessed work’s objectives. There may be some errors of fact or interpretation. The work is structured but may not be as well organised as it could. There has been some attempt to construct a coherent argument. Limited understanding and application of learning through play, innovation and experiential activities
The value of learning and Innovation through play, innovation and experience
Understand the complex role of HRM in OL, Innovation and KM and how this aligns with other organisational functions within the value chain
A critical appreciation of emerging issues and future challenges for OL, Innovation and KM, most notably that of international OL, innovation and change.
Understand the different models underpinning traditional, contemporary, adult and workplace learning theories that contribute to Organisational Learning & Innovation.
Appraise overlapping yet different theories of Organisational Learning, Learning Organisation and Knowledge Management as Organisational Change/ Development and Innovation Strategies.
A critical awareness of organisational factors (culture,processes, systems, people etc) that can facilitate and inhibit OL, Innovation and KM
Practical understanding of Designing, Delivering and Evaluating Organisational Learning, Innovation and Knowledge Management Interventions in the Workplace, most particularly the use of gaming and play for learning.
Applied understanding of how ICT and social media is becoming an increasingly utilised and helpful tool for OL, Innovation and KM; especially for group collaboration and teamworking.
|GROUP Business Game in a Box Pecha Kucha Presentation||20|
|Development of GROUP Business Game in a Box Prototype and 1500 Group Report||40|
|Individual Reflective Report||40|
Teaching and Learning Strategy
Time spent working on, preparing for and producing a prototype (10 hours) and presentation (5 hours) for 60% element of assignment - Business Game in a Box
|Practical classes and workshops||
Traditional lectures replaces with practical classes and workshops with theory interwoven into these sessions
Time spent working on, reflecting and writing a final individual reflective report based on Business Game in a Box experience
Self study lecture preparation which includes preparation for lectures, and reading of text book and other journals and engagement with course related social media & gaming etc
Time spent preparing for Pecha Kucha Presentation (7 hours) and actual time during the presentation event (3 hours)
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- People management: to include communications, team building, leadership and motivating others.
- Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions.
- Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
- Innovation, creativity and enterprise: the ability to act entrepreneurially to generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes.
- Networking: an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation and their use in generating business contacts.
- Ability to work collaboratively both internally and with external customers and an awareness of mutual interdependence.
- Ability to work with people from a range of cultures.
- Articulating and effectively explaining information.
- Building and maintaining relationships.
- Communication and listening including the ability to produce clear, structured business communications in a variety of media.
- Emotional intelligence and empathy.
- Conceptual and critical thinking, analysis, synthesis and evaluation.
- Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
- Self reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures. This includes a continuing appetite for development.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/asb-2115.html
Courses including this module
Optional in courses:
- NQ26: BA Astudiaethau Busnes a Chymraeg year 2 (BA/ABCH)
- N1R1: BA Bus Stud with French year 2 (BA/BSFR)
- N1R2: BA Business Studies with German year 2 (BA/BSGER)
- N1R3: BA Business Studies with Italian year 2 (BA/BSIT)
- N1R4: BA Business Studies with Spanish year 2 (BA/BSSP)
- N500: BA Marketing year 2 (BA/MK)
- NR51: BA Marketing and French (4 year) year 2 (BA/MKTFR#)
- NR52: BA Marketing and German (4 year) year 2 (BA/MKTGER4)
- NR53: BA Marketing and Italian (4 year) year 2 (BA/MKTITAL)
- NR54: BA Marketing and Spanish (4 year) year 2 (BA/MKTSP)
- N503: BSc Marketing (Bangor International College) year 2 (BSC/BICMRK)
- NNM1: BSc Business Studies & Marketing with Intl Experience year 2 (BSC/BSMIE)
- NN1M: BSc Business Studies and Marketing year 2 (BSC/BSMKT)
- NN1K: BSc Business Studies & Marketing (4 year with Incorp Found) year 2 (BSC/BSMKT1)
- N501: BSc Marketing year 2 (BSC/MKT)
- N50B: BSc Marketing (4 year with Incorporated Foundation) year 2 (BSC/MKT1)