e-views: ISSUE 6 - October 2000: "
Issue 1 - February 2000 APPRECIATIVE INQUIRY
Presentation by Neil Ford and Graham Ashford of the International Institute for Sustainable Development (IISD), Winnipeg, Canada
January 18, 2000; CAIDC, Hull
Issue 7: May 2001 Experience with Participatory Monitoring and Evaluation in Yunnan, China
Issue 6: October 2000 Farmers Take the Lead: The New Options for Pest Management Project
Issue 5: September 2000 People's Voices: Development Programming through a Poverty Lens
Issue 4: July 2000 Seeds of Fire: Social Development in the Era of Globalism
Issue 3: May 2000 - Gender and Organisational Change
Issue 2: April 2000 Participation at the World Bank
Issue 1: February 2000- Appreciative Inquiry
e-mail: pdforum@pdforum.org - www.pdforum.org
What is Appreciative Inquiry?
Generally, development agencies use approaches such as Participatory Rural Appraisal, Participatory Learning and Action, and ZOPP workshops to search for, identify, - and therefore emphasize - community problems. They generate volumes of data that provide great detail on the origins and consequences of local needs and resource constraints. Interventions to address the problems are then developed, usually with the input of the local community. At the conclusion of such an approach, local people, not surprisingly, often view their community as a place full of problems and needs, most of which require the help of outsiders to overcome. Appreciative inquiry focuses on a community's achievements rather tha"
abril 09, 2006
organisational learning
: "Order and Diversity: Representing and Assisting Organisational Learning in Non-Government Aid Organisations.
By Rick Davies. Webpages at CDS Swansea and Shimbir. Email rick AT shimbir.demon.co.uk
Full text available below, in MS Word. Please cite as:
Davies, R.J. (1998) Order and Diversity: Representing and Assisting Organisational Learning in Non-Government Aid Organisations. Ph.D Thesis. University of Wales - Swansea.
Summary of Thesis
The aim of this thesis is to develop a coherent theory of organisational learning which can generate practical means of assisting organisational learning. The thesis develops and applies this theory to one class of organisations known as non-government organisations (NGOs), and more specifically to those NGOs who receive funds from high income countries but who work for the benefit of the poor in low income countries. Of central concern are the processes whereby these NGOs learn from the rural and urban poor with whom they work.
The basis of the theory of organisational learning used in this thesis is modern evolutionary theory, and more particularly, evolutionary epistemology. It is argued that this theory provides a means of both representing and assisting organisational learning. Firstly, it provides a simple definition of learning that can be operationalised at multiple levels of analysis: that of individuals, organisations, and populations of organisations. Differences in the forms of organisational learning that do take place can be represented using a number of observable attributes of learning which are derived from an interpretation of evolutionary theory. The same evolutionary theory can also provide useful explanations of processes thus defined and represented. Secondly, an analysis of organisational learning using these observable attributes and background theory also suggest two ways in which organisational learning can be assisted. One is the use of specific methods within NGOs: a type of participatory monitoring. The "
By Rick Davies. Webpages at CDS Swansea and Shimbir. Email rick AT shimbir.demon.co.uk
Full text available below, in MS Word. Please cite as:
Davies, R.J. (1998) Order and Diversity: Representing and Assisting Organisational Learning in Non-Government Aid Organisations. Ph.D Thesis. University of Wales - Swansea.
Summary of Thesis
The aim of this thesis is to develop a coherent theory of organisational learning which can generate practical means of assisting organisational learning. The thesis develops and applies this theory to one class of organisations known as non-government organisations (NGOs), and more specifically to those NGOs who receive funds from high income countries but who work for the benefit of the poor in low income countries. Of central concern are the processes whereby these NGOs learn from the rural and urban poor with whom they work.
The basis of the theory of organisational learning used in this thesis is modern evolutionary theory, and more particularly, evolutionary epistemology. It is argued that this theory provides a means of both representing and assisting organisational learning. Firstly, it provides a simple definition of learning that can be operationalised at multiple levels of analysis: that of individuals, organisations, and populations of organisations. Differences in the forms of organisational learning that do take place can be represented using a number of observable attributes of learning which are derived from an interpretation of evolutionary theory. The same evolutionary theory can also provide useful explanations of processes thus defined and represented. Secondly, an analysis of organisational learning using these observable attributes and background theory also suggest two ways in which organisational learning can be assisted. One is the use of specific methods within NGOs: a type of participatory monitoring. The "
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