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- Title
- The Relationship Between Nonprofit Capacity Building, Organizational Learning and Organizational Effectiveness: A Case Study of Strengthening Communities Fund Program in Central Florida.
- Creator
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Broxton, Margaret, Kapucu, Naim, Bryer, Thomas, Feldheim, Mary, Rivera, Fernando, University of Central Florida
- Abstract / Description
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Nonprofit capacity building programs and program activities positively influence perceived organizational effectiveness. Being able to link nonprofit capacity building to organizational effectiveness is a paramount concern for both nonprofits seeking capacity building programming and those entities, be it foundations or government that fund capacity building initiatives and programs. Therefore being able to link nonprofit capacity building to organizational effectiveness and higher...
Show moreNonprofit capacity building programs and program activities positively influence perceived organizational effectiveness. Being able to link nonprofit capacity building to organizational effectiveness is a paramount concern for both nonprofits seeking capacity building programming and those entities, be it foundations or government that fund capacity building initiatives and programs. Therefore being able to link nonprofit capacity building to organizational effectiveness and higher performance is crucial to ensure that both nonprofit organizations and funders continue to pursue and support capacity building programming. Through an examination of the developing hollow state and the resulting nonprofit capacity disparity this study demonstrates the purposeful need for the continuation of nonprofit capacity building programming and the support of such programming through outside private foundation and government funding. Using a conceptual model developed from the literature on organizational learning and change this study examines the impact of capacity building programming, programming activities, organizational learning theory and perceived organizational effectiveness. The influence of the type of capacity building programming, i.e. traditional workshop and traditional workshop plus technical and financial assistance is investigated through the use of quantitative and qualitative methods. Specifically the quantitative methods utilized were descriptive including bi-variate correlation analysis, paired and independent T-tests, ANOVA and multiple regression. The qualitative analysis including examining open-ended survey question responses from two pre-post capacity building intervention surveys and one post program survey and the analysis of comments made in 10 focus groups. The influence of capacity building programming activities, i.e. organizational development, organizational program development, organizational collaboration and organizational leadership is investigated through the use of multiple regression and qualitative analysis. This study uses pre-, post-test survey data from a total of 43 nonprofit organizations that participated in the Strengthening Communities Fund in Central Florida Program, managed by the Center for Public and Nonprofit Management at the University of Central Florida. The two year program was offered in two identical 10 month cycles. Pre- and post-test data were collected from 23 participant organizations in Cycle 1 and 20 in Cycle 2. This study sought to identify the nonprofit capacity building programming modality and programming activities that contributed most to perceived organizational effectiveness. According to the findings, nonprofit organizations seeking capacity building and funders looking to support capacity building programs should look to programs that offer activities that increase organizational leadership capacity and organizational program development. Increasing organizational leadership capacity and organizational program development contributes most to perceived organizational effectiveness. This study did not find support to recommend one particular capacity building training modality over another. Regardless of the method of capacity building program delivery, i.e. workshop and/or technical and financial assistance, programs which build organizational leadership capacity and organizational program development will greatly influence the perceived organizational effectiveness of the capacity building participant organizations.
Show less - Date Issued
- 2012
- Identifier
- CFE0004361, ucf:49417
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004361
- Title
- A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIMENSIONS.
- Creator
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Kelton, Kathryn, McGee, Janet, University of Central Florida
- Abstract / Description
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This research study was conducted to determine whether teachersÃÂ' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both...
Show moreThis research study was conducted to determine whether teachersÃÂ' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachersÃÂ' perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin.
Show less - Date Issued
- 2010
- Identifier
- CFE0003333, ucf:48460
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003333
- Title
- An Evaluation of the Iowa State University Ecosystem.
- Creator
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Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
- Abstract / Description
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Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
Show less - Date Issued
- 2014
- Identifier
- CFE0005379, ucf:50445
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005379
- Title
- GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING.
- Creator
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DeRouin-Jessen, Renee, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as...
Show moreThe term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.
Show less - Date Issued
- 2008
- Identifier
- CFE0002439, ucf:47714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002439
- Title
- CONTRIBUTIONS BY INDIVIDUAL AND GROUP STRATEGIES FOR ORGANIZATIONAL LEARNING IN ARCHITECTURAL, ENGINEERING, AND CONSTRUCTION FIRMS.
- Creator
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Beaver, Robert, Kotnour, Timothy, University of Central Florida
- Abstract / Description
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Organizations with multiple operating requirements require support functions to assist in execution of strategic goals. This effort, in turn, requires management of engineering activities in control of projects and in sustaining facilities. High level strategies include employing engineering support that consists of a project management function encompassing technical and managerial disciplines. The architecture/engineering, and construction office (AEC) is the subject of this research....
Show moreOrganizations with multiple operating requirements require support functions to assist in execution of strategic goals. This effort, in turn, requires management of engineering activities in control of projects and in sustaining facilities. High level strategies include employing engineering support that consists of a project management function encompassing technical and managerial disciplines. The architecture/engineering, and construction office (AEC) is the subject of this research. Engineering and construction oriented organizations have experienced challenges to their abilities to learn and grow. This has potential detrimental implications for these organizations if support functions cannot keep pace with changing objectives and strategy. The competitive nature and low industry margins as well as uniqueness of projects as challenges facing engineering and construction. The differentiated nature of projects tasks also creates a need for temporary and dedicated modes of operation and thereby tends to promote highly dispersed management practices that do not dovetail very well with other organizational processes. Organizational learning is a means to enhance and support knowledge management for improving performance. The problem addressed through this research is the gap between desired and achieved individual and group learning by members of the AEC, and the members' abilities to distinguish between the need for adaptive learning or innovation. This research addresses learning by individuals and groups, and the strategies employed through an empirical study (survey). A conceptual model for organizational learning contributions by individuals and groups is presented and tested for confirmation of exploitive or explorative learning strategies for individuals, and directions composed of depth and breadth of learning. Strategies for groups are tested for internal or external search orientations and directions toward the single or multi-discipline unit. The survey is analyzed by method of principal components extraction and further interpreted to reveal factors that are correlated by Pearson product moment coefficients and tested for significance for potential relationships to factors for outcomes. Correlation across dependent variables prevented interpretation of the most significant factors for group learning strategies. However, results provide possible support for direction in supporting processes that promote networking among individuals and group structures that recognize the dual nature of knowledge - that required for technical competency and that required for success in the organization. Recommendations for practitioners include adjustments to knowledge acquisition direction, promoting external collaboration among firms, and provision of dual succession pathways through technical expertise or organizational processes for senior staff.
Show less - Date Issued
- 2009
- Identifier
- CFE0002682, ucf:48194
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002682
- Title
- Factors Affecting Systems Engineering Rigor in Launch Vehicle Organizations.
- Creator
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Gibson, Denton, Karwowski, Waldemar, Rabelo, Luis, Kotnour, Timothy, Kern, David, University of Central Florida
- Abstract / Description
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Systems engineering is a methodical multi-disciplinary approach to design, build, and operate complex systems. Launch vehicles are considered by many extremely complex systems that have greatly impacted where the systems engineering industry is today. Launch vehicles are used to transport payloads from the ground to a location in space. Satellites launched by launch vehicles can range from commercial communications to national security payloads. Satellite costs can range from a few million...
Show moreSystems engineering is a methodical multi-disciplinary approach to design, build, and operate complex systems. Launch vehicles are considered by many extremely complex systems that have greatly impacted where the systems engineering industry is today. Launch vehicles are used to transport payloads from the ground to a location in space. Satellites launched by launch vehicles can range from commercial communications to national security payloads. Satellite costs can range from a few million dollars to billions of dollars. Prior research suggests that lack of systems engineering rigor as one of the leading contributors to launch vehicle failures. A launch vehicle failure could have economic, societal, scientific, and national security impacts. This is why it is critical to understand the factors that affect systems engineering rigor in U.S. launch vehicle organizations.The current research examined organizational factors that influence systems engineering rigor in launch vehicle organizations. This study examined the effects of the factors of systems engineering culture and systems engineering support on systems engineering rigor. Particularly, the effects of top management support, organizational commitment, systems engineering support, and value of systems engineering were examined. This research study also analyzed the mediating role of systems engineering support between top management support and systems engineering rigor, as well as between organizational commitment and systems engineering rigor. A quantitative approach was used for this. Data for the study was collected via survey instrument. A total of 203 people in various systems engineering roles in launch vehicle organizations throughout the United States voluntarily participated. Each latent construct of the study was validated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) was used to examine the relationships between the variables of the study. The IBM SPSS Amos 25 software was used to analyze the CFA and SEM.
Show less - Date Issued
- 2019
- Identifier
- CFE0007806, ucf:52348
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007806