Can anyone assist business research question
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unit2chat1_1.pptxTesting Effects of Organizational Learning
Example MGT600
Professor Dale Mancini PhD
Table on Context
Abstract
Introduction
Data gathered
Testing method
Hypothesis
Findings
Conclusion
References
Abstract
If outcomes are measured against a standard template to reveal quantitative results, and if outcomes are positive, learning departments say their efforts deliver productive programs – or so the thinking goes (Yeo, 2010).
Organizational learning has been on the rise in organizations and educational facilities over the past years. Organizations have taken to proving employees with e-learning courses that can be done during the course of the work day so as to keep employees abreast of the new policies and procedures. A great deal of educational facilities have adapted online courses and even full curriculums. With this ever growing phenomenon it was only logical that organizations would adapt to this learning method. It has been found to be less time consuming and more cost effective as employees are not taken away from the everyday work flow. The question now raised is just how effective this course of learning is on an individual and organization. Research has been done on this topic but has it proven to be effective or non-effective?
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Introduction
Research is simply the process of finding solutions to a problem after a thorough study and analysis of the situational factors (Sekaran, 2009).
The process of research involves gathering data, analyzing and testing. This presentation will detail the steps taken in testing the proposed hypothesis “Can organizational learning be considered a predictor of effective strategic management.” A sample of 25 management staff ranging from Supervisors to Directors were given an e-learning course on strategic management skills. They were asked to rate there knowledge or conformability on the topic prior to the course and then rate their knowledge or conformability after. This presentation will show the results of the findings and determine whether they hypothesis stated was rejected or approved.
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Gathering Data
Quantitative
Structured questions
True/False or Yes/No
Surveys
Qualitative
Specific questions
Open ended
Questionnaires
The process of gathering data for any given research is the second step in Sekaran’s research process. Sekaran has identified two sources for retrieving that information needed in a research study: primary and secondary data. Primary data is that which is obtained for the actual site of occurrences or events taken place. This form of data is generated from observation of events, people and objects or from administering questionnaires. Secondary data in contrast is information that is readily available about the topic or organization. The material is available through archives at the organization, via websites or prior research. Often times research may require both methods used.
As secondary data is very straight forward in how it will be retrieved, primary data can be done quantitatively or qualitatively. Quantitative research is directed more towards structured questions that are closed ended. They are usually administered through surveys as they are less time consuming, subjects are not required to be present with the researcher and can be done freely at any given time. The surveys can be either true/false, yes/no or of numerical ratings. These factors are important as they will not remove the subject from the daily work requirements thus creating little interference in the results. Qualitative research will prove results from specific open ended questions. Under this form of research a subject is given a questionnaire much like a short answer form. It is more time consuming as the subject is required to give a more detailed answer to the questions asked.
For this research study the choice would be the method of quantitative data gathering. The goal is to create as little interference for the subject and be require the least amount of time as not to remove the subject from the daily work requirements.
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Simulated Data
Those that participated in the e-learning courses ranged in title from Directors to Supervisors. The class of 25 participants consisted of Supervisors, Training Quality Analyst (TQA), Managers and Directors . Prior to the start of the e-learning course participants were given a short survey in which they were to rate their level of strategic management skills. At the end of the course each participant was emailed a survey in which they were to rate whether they felt the information taught had an effect on the level of strategic management skills.
Participants rating scale ranged from 1 to 5 with one being strong negative effect and five being a strong positive effect. Based on the results prior to any e-learning courses the participants had a strong neutral response with respect to the amount of knowledge they had on strategic management skills. The second area respondents rated high was strong negative meaning they did not feel they had any strategic management skills. The remaining three areas were very close in numbers. As we take a look at how the participants rated themselves after the courses it appears that more responds have now moved to a negative effect, which is almost double of what they felt before the course. The positive effect did move up slightly by 2 but does not demonstrate a dramatic change. This result would indicate that the participants felt they hadn’t learned much from the courses given but the rating was so close to those that felt they have learned from the e-learning courses. The remaining areas remained close to the same with the exception of no effect which dropped by almost half.
These results do not give a definitive answer as to whether e-learning has more of a positive effect on strategic management skills. What the results do show is there is an inconsistency in the results and more research will need to conducted.
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Testing Method
Graphical method
Correlation
T-test
The testing of data gathered can be done in one of three ways: graphical method, correlation or t-test. The graphical testing method has four objectives: exploring the content of the data, finding structure in the data, checking the assumptions and communicating the results. Correlation testing methods are used to measure the relationship between two variables and determine how one variable affects the other. T-test are used to establish the mean difference in a variable between two groups.
The extent of interference by the researcher with the normal flow of work in the workplace has a direct bearing on whether the study undertaken is casual or correlational (Sekaran, 2009). This study was done from a correlation perspective. As previously stated this study was done from a quantitative perspective and as such it best fits the correlation method of testing. Correlation studies are done to find the mutual influence that one variable can have on another. In this study the research is trying to determine whether organizational learning has any effect on strategic management.
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Null or Alternative
Null hypothesis
Organizational learning can not be a predictor of effective strategic management.
Alternative hypothesis
Organizational learning can be a predictor of effective strategic management.
After gathering the data and testing it based on the proposed hypothesis it can now be redeveloped. The original hypothesis can now be projected into a null or alternative hypothesis. The null hypothesis is developed to reject the alternative hypothesis. It is the null hypothesis that is considered true until the evidence can indicate otherwise. So from the proposed hypothesis the null would state “Organizational learning can not be a predictor of effective strategic management”. On the other hand the alternative hypothesis suggest the relationship between two variables or differences between groups. In this case the alternative hypothesis would be, “Organizational learning can be a predictor of effective strategic management”.
The findings in this research will have to either support the alternative hypothesis or reject the null hypothesis. Determination of which hypothesis is supported with this research is based on whether the results can show a concrete relationship between the variables.
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Findings
Null hypothesis rejected
inconclusive results
Additional studies
Based on the results the findings would support the null hypothesis. The findings with this study showed that the participants knowledge or level of comfort before and after the e-learning course had no significant difference. There was not evidence that organizational learning had any bearings on predicting effective strategic management. There was minimal interference from researcher thus suggesting additional research needs to be done. There may have been other variables that took part in the results that need to be evaluated. Perhaps both qualitative and quantitative methods of study should be utilized in the future. As the findings supported no significant difference between the variables the null hypothesis is accepted as it rejected the alternative hypothesis.
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Conclusion
Based on the findings from this study it has been proven that there is no conclusive evidence to show any effects of organizational learning and strategic management. The research can be used for future literature if a study is being done to show no relationship between the two variables. Additional research is suggested.
References
Sekaran, U. & Bougie, R. (2009). Research Methods for Business: A Skill Building Approach. (5th Ed.). NJ: Wiley.
Yeo, K., & Mayadas, A. (2010). The Sloan- C Pillars: Towards a Balanced Approach to Measuring Organizational Learning. Journal of Asynchronous Learning Networks,14(2), 45-52.
