DYNAMIC LEARNING CAPABILITY AND FIRM SUSTAINABILITY: EVIDENCE FROM FOODS BUSINESSES IN THAILAND

2014 ◽  
Vol 14 (2) ◽  
pp. 55-76
Author(s):  
Chutikorn Prungkiat ◽  
Phaprukbaramee Ussahawanitchakit
Keyword(s):  
Dynamic Learning ◽  
Learning Capability

Research on a Multi-Objective Genetic Algorithm for Rational Agent Learning Model

2011 ◽  
Vol 58-60 ◽  
pp. 1232-1239
Author(s):  
Ming Li ◽  
Zhen Hong Xiao ◽  
Zan Fu Xie ◽  
Xiao Yun Mo
Keyword(s):  
Genetic Algorithm ◽  
Global Convergence ◽  
Dynamic Environment ◽  
Learning Model ◽  
Dynamic Learning ◽  
Learning Capability ◽  
Multi Objective ◽  
Multi Objective Genetic Algorithm ◽  
Wide Perspective ◽  
And Performance

As a software component which is capable of learning in an autonomous way, software agent should have the capability of learning in a dynamic environment. Genetic Algorithm has a wide perspective in the machine learning because of its unique characteristic (e.g. dynamic adaptability, self-organization, global convergence and robustness). But when applying GA to agent’s dynamic learning model, it encounters a series of problem. In this paper, a Modifided Multi-Objective Genetic Algorithm(MMOGA) will be introduced to solve these problems. Finally, an Agent’s Dynamic learning model based on a MMOGA which has the flexible dynamic learning capability, better global convergence and performance, will be introduced.

Dynamic learning capability and actionable knowledge creation: clinical R&D in a pharmaceutical company

2002 ◽  
Vol 9 (2) ◽  
pp. 65-77 ◽  
Author(s):  
Anders Ingelgård ◽  
Jonas Roth ◽  
Alexander Styhre ◽  
A.B. (Rami) Shani
Keyword(s):  
Pharmaceutical Company ◽  
Knowledge Creation ◽  
Dynamic Learning ◽  
Learning Capability ◽  
Actionable Knowledge

scholarly journals Diversifying into technical clothing manufacture as entrepreneurial learning

2014 ◽  
Vol 25 (5) ◽  
pp. 676-693 ◽  
Author(s):  
Nicholas Theodorakopoulos ◽  
Carmel McGowan ◽  
David Bennett ◽  
Nada Kakabadse ◽  
Catarina Figueira
Keyword(s):  
Situated Learning ◽  
Manufacturing Sector ◽  
Dynamic Learning ◽  
Learning Capability ◽  
Content Type ◽  
Design Elements ◽  
Manufacturing Sectors ◽  
Entrepreneurial Action ◽  
Industrialised Countries ◽  
Clothing Manufacture

Purpose – The purpose of this paper is to demonstrate analytically how entrepreneurial action as learning relating to diversifying into technical clothing – i.e. a high-value manufacturing sector – can take place. This is particularly relevant to recent discussion and debate in academic and policy-making circles concerning the survival of the clothing manufacture industry in developed industrialised countries. Design/methodology/approach – Using situated learning theory (SLT) as the major analytical lens, this case study examines an episode of entrepreneurial action relating to diversification into a high-value manufacturing sector. It is considered on instrumentality grounds, revealing wider tendencies in the management of knowledge and capabilities requisite for effective entrepreneurial action of this kind. Findings – Boundary events, brokers, boundary objects, membership structures and inclusive participation that addresses power asymmetries are found to be crucial organisational design elements, enabling the development of inter- and intracommunal capacities. These together constitute a dynamic learning capability, which underpins entrepreneurial action, such as diversification into high-value manufacturing sectors. Originality/value – Through a refinement of SLT in the context of entrepreneurial action, the paper contributes to an advancement of a substantive theory of managing technological knowledge and capabilities for effective diversification into high-value manufacturing sectors.

scholarly journals Collaborative learning model of infrastructure construction: a capability perspective

2015 ◽  
Vol 15 (3) ◽  
pp. 355-377 ◽  
Author(s):  
Karen Manley ◽  
Le Chen
Keyword(s):  
Standard Model ◽  
Project Performance ◽  
Governance Mechanisms ◽  
Dynamic Learning ◽  
Market Conditions ◽  
Collaborative Model ◽  
Learning Capability ◽  
Content Type ◽  
Management Literature ◽  
Performance Heterogeneity

Purpose – The purpose of this paper is to propose a new model to show how continuous joint learning of participant organisations improves project performance. Performance heterogeneity between collaborative infrastructure projects is typically examined by considering procurement systems and their governance mechanisms at static points in time. The literature neglects to consider the impact of dynamic learning capability, which is thought to reconfigure governance mechanisms over time in response to evolving market conditions. Design/methodology/approach – There are two stages of conceptual development. In the first stage, the management literature is analysed to explain the standard model of dynamic learning capability that emphasises three learning phases for organisations. This standard model is extended to derive a novel circular model of dynamic learning capability that shows a new feedback loop between performance and learning. In the second stage, the construction management literature is consulted, adding project lifecycle, stakeholder diversity and three organisational levels to the analysis to arrive at the collaborative model of dynamic learning capability. Findings – The collaborative model should enable construction organisations to successfully adapt and perform under changing market conditions. The complexity of learning cycles result in capabilities that are imperfectly imitable between organisations, explaining performance heterogeneity on projects. Originality/value – The collaborative model provides a theoretically substantiated description of project performance, driven by the evolution of procurement systems and governance mechanisms. The model’s empirical value will be tested in future research.

Dynamic Learning Groups

ASHA Leader ◽  
2009 ◽  
Vol 14 (5) ◽  
pp. 2-2
Author(s):  
Larry Boles ◽  
Amy J. Hadley ◽  
Jeanne M. Johnson ◽  
Joan A. Luckhurst ◽  
Christine Krkovich
Keyword(s):  
Dynamic Learning ◽  
Learning Groups

The Impact of Transformational Leadership on Entrepreneurial Orientation via the Mediating Role of Organizational Learning Capability

2020 ◽  
Vol 8 (2) ◽  
pp. 65
Author(s):  
Razan Nofal ◽  
Mais Jaradat
Keyword(s):  
Transformational Leadership ◽  
Organizational Learning ◽  
Entrepreneurial Orientation ◽  
Commercial Banks ◽  
Quantitative Research ◽  
Intellectual Stimulation ◽  
Design Data ◽  
Learning Capability ◽  
Idealized Influence ◽  
The Impact

The current research aims to investigate the effect of transformational leadership on entrepreneurial orientation in Jordanian commercial banks, and whether organizational learning capability mediates the effect of transformational leadership on entrepreneurial orientation. Adopting a quantitative research design, data were collected by means of a questionnaire-based survey of employees in Jordanian commercial banks. Based on 330 usable responses, the results revealed the significant effect of transformational leadership and two of its dimensions (inspirational motivation and intellectual stimulation) on entrepreneurial orientation. Two other dimensions (idealized influence and individualized consideration) did not contribute to entrepreneurial orientation. Additionally, the results showed that transformational leadership has a significant effect on organizational learning capability, and that organizational learning capability in turn affects entrepreneurial orientation. The findings confirm that organizational learning capability fully mediates the effect of transformational leadership on entrepreneurial orientation. A number of recommendations are advanced, the most important of which is that banks should improve and develop managers’ transformational attributes by training them on how to deal with employees in order to increase their entrepreneurial orientation. Banks should also consider improving their learning capability, as this plays a significant role in enhancing and supporting the effect of transformational leadership attributes on entrepreneurial orientation.

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

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