Module ASB-2115:
Org Learning in Knowledge Econ

Module Facts

Run by Bangor Business School

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Dr Clair Doloriert

Overall aims and purpose

This 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) and the new module of ASB3516 (Year 3) Employment & Labour Markets. 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 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 within a knowledge economy both theoretically and in practice. The module provides a comprehensive foundation of OL 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 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 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 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

Assessment Criteria

threshold

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.

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.

excellent

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.

good

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.

Learning outcomes

  1. Understand the complex role of HRM in OL and KM and how this aligns with other organisational functions within the value chain

  2. A critical appreciation of emerging issues and future challenges for OL and KM, most notably that of international OL.

  3. Applied understanding of Social Media as an increasingly utilised and attractive tool for OL and KM

  4. Practical understanding of Designing, Delivering and Evaluating Organisational Learning and Knowledge Management Interventions in the Workplace.

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

  6. Appraise overlapping yet different theories of Organisational Learning, Learning Organisation and Knowledge Management as Organisational Change/ Development and Innovation Strategies.

  7. A critical awareness of organisational factors (culture,processes, systems, people etc) that can facilitate and inhibit OL and KM

Assessment Methods

Type Name Description Weight
Individual Essay 60
Group Proj & Presentation 40

Teaching and Learning Strategy

Hours
Practical classes and workshops

Computer room session to explore OL through social media

2
Group Project

Time spent working on, preparing for and writing up assignment 1

20
Lecture

Lecture teaching in classroom/ seminar room

22
Group Project

Time spent working on, preparing for, writing up and practicing presentation for assignment 2

10
Private study

Self study which includes preparation for lectures, reading of text book and other journals and engagement with course related social media & gaming etc

46

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.
  • 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.

Courses including this module

Compulsory in courses:

Optional in courses: