Module ASB-3121:
Org Learning in the KE

Module Facts

Run by Bangor Business School

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Clair Doloriert

Overall aims and purpose

This is an academic final year module which utilises a practical and experiential approach. 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.

Course content

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 practical and incorporate an overview of the historical/ theoretical overview of Individual Learning, Group, Collective and Social Learning, Workplace learning, the Learning Organisation, Organisational Learning and Organisation Development. We will also discuss Knowledge Management, Knowledge Workers and the Knowledge Economy, how e-learning technologies and social media can be utilised and International OL, future directions, challenges and opportunities.

Assessment Criteria

excellent

A- to A+ (70%+): Outstanding Performance. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills.

threshold

D- to D+ (40-49%): No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives.

good

B- to B+ (60-69%): Very good performance Most of the relevant information accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills.

C- to C+

C- to C+ (50-59%): Much of the relevant information and skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills.

Learning outcomes

  1. Gain an 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.

  2. Develop a 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.

  3. Critically differentiate between both theoretical and practical understanding of organisational learning and knowledge management and its application within the real world context

  4. Develop a critical appreciation of emerging issues and future challenges for OL, Innovation and KM, most notably that of international OL, innovation and change.

  5. Understand the different models underpinning traditional, contemporary, adult and workplace learning theories that contribute to Organisational Learning & Innovation.

  6. Develop a critical awareness of organisational factors (culture,processes, systems, people etc) that can facilitate and inhibit OL, Innovation and KM.

Assessment Methods

Type Name Description Weight
REPORT Individual Reflective Report

Report on a contemporary issue in Organisational Learning and/or Knowledge Management

60
GROUP PRESENTATION Group Presentation

GROUP Business Game in a Box Pecha Kucha Presentation. Students will develop a Business Game that can be played (e.g. games used by consultants during staff away days). The game should be small enough to fit in a shoe box (so students can bring it with them to their presentation session. Students will then (in their groups) demonstrate and present their business game through a Pecha Kucha style presentaion (20 slides that automatically transition every 20 seconds, so students have to be clear and conscise) and link their business game to organisational learning, knowledge management and game theory.

40

Teaching and Learning Strategy

Hours
Private study

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.

80
Group Project

Time spent planning, designing, prototyping and developing the business game in a box and preparing for Pecha Kucha Presentation and actual time preparing, practising and presenting the presentation and presentation event itself.

80
Practical classes and workshops

Traditional lectures replaces with practical classes and workshops with theory interwoven into these sessions.

20
Lecture

Taught theoretical element of classroom and learning experience. Will consist of more traditional 'formal' lectures, but these will be interactive and discussion based. The workshops (which are practical business games session are listed separately).

20

Transferable skills

  • 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.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • 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
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • 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.
  • Commercial acumen: based on an awareness of the key drivers for business success, causes of failure and the importance of providing customer satisfaction and building customer loyalty.
  • 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 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.

Resources

Reading list

Knowledge management in organisations : a critical introduction / Donald Hislop Book by Donald Hislop 2018

Courses including this module

Optional in courses: