Chapter 9 Exploring the Perceived Impact of Strategic Learning Plans on Growth-focussed Small Service Firms

2018 ◽  
pp. 157-174 ◽  
Author(s):  
Monica Murphy ◽  
Felicity Kelliher ◽  
Denis Harrington
Keyword(s):  
Service Firms ◽  
Strategic Learning ◽  
Perceived Impact ◽  
Learning Plans

Exploring the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms

2020 ◽  
Vol 27 (5) ◽  
pp. 705-725 ◽  
Author(s):  
Felicity Kelliher ◽  
Monica Murphy ◽  
Denis Harrington
Keyword(s):  
Social Learning ◽  
Goal Setting ◽  
Small Firm ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Small Firms ◽  
Strategic Learning ◽  
Content Type ◽  
External Accountability ◽  
Learning Plans

PurposeThis paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, does an external learning intervention influence how strategic learning plans are embedded in small firms?Design/methodology/approachInsights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.FindingsFindings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.Research limitations/implicationsThis study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.Practical implicationsThe study will be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.Originality/valueThe research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

Exploring the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms

2020 ◽  
Vol 27 (3) ◽  
pp. 449-469
Author(s):  
Felicity Kelliher ◽  
Monica Murphy ◽  
Denis Harrington
Keyword(s):  
Social Learning ◽  
Goal Setting ◽  
Small Firm ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Small Firms ◽  
Strategic Learning ◽  
Content Type ◽  
External Accountability ◽  
Learning Plans

PurposeThis paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, how are strategic learning plans embedded in small firms?Design/methodology/approachInsights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.FindingsFindings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.Research limitations/implicationsThis study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.Practical implicationsThe study may be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.Originality/valueThe research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Perceived Impact of Illness During Treatment in Pediatric Oncology Patients

2007 ◽  
Author(s):  
Stephen R. Lassen ◽  
Brent Collett ◽  
Stan Whitsett ◽  
Debra Friedman
Keyword(s):  
Pediatric Oncology ◽  
Oncology Patients ◽  
Perceived Impact

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

Immigration and the tech industry: As a labour shortage remedy, for innovation, or for cost savings?

2013 ◽  
Vol 10 (2) ◽  
pp. 201-227 ◽  
Author(s):  
Norman Matloff
Keyword(s):  
Immigration Policy ◽  
Brain Drain ◽  
Cost Savings ◽  
Foreign Workers ◽  
Service Firms ◽  
It Service ◽  
Labour Shortage ◽  
Labour Costs ◽  
Using Data ◽  
The U.S

The two main reasons cited by the U.S. tech industry for hiring foreign workers--remedying labour shortages and hiring "the best and the brightest"--are investigated, using data on wages, patents, and R&D work, as well as previous research and industry statements. The analysis shows that the claims of shortage and outstanding talent are not supported by the data, even after excluding the Indian IT service firms. Instead, it is shown that the primary goals of employers in hiring  foreign workers are to reduce labour costs and to obtain "indentured" employees. Current immigration policy is causing an ‘Internal Brain Drain’ in STEM.

Perceived Impact of Prostitution Tendencies on Academic Performance of University Undergraduates in South East, Nigeria

2012 ◽  
Vol 3 (1) ◽  
pp. 45-47
Author(s):  
Oyeoku, E. K Oyeoku, E. K ◽  
◽  
Ngwoke, D. U Ngwoke, D. U ◽  
Eskay, M Eskay, M ◽  
Obikwelu C.L Obikwelu C.L
Keyword(s):  
Academic Performance ◽  
Perceived Impact ◽  
University Undergraduates

Seasonal dynamics of climatic indices as one of the manifestation factors of pyrogenic phenomena on the territory of Lugansk region

2014 ◽  
Vol 25 (1-2) ◽  
pp. 101-107
Author(s):  
I. A. Tarakhkalo
Keyword(s):  
Seasonal Dynamics ◽  
Climatic Factors ◽  
Service Firms ◽  
Climatic Indices ◽  
Specific Influence

The analysis on the effects of pyrogenic Lugansk region for the period from 2001 to 2005 was conducted using the service «FIRMS». Established seasonal dynamics of pyrogenic phenomena and specific influence of climatic factors on the pyrogenic effects in the Luhansk region.

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