perspective. In examining the bewildering array of literature, it becomes clear that agreement on one dominant model is probably impossible. Likewise the study of organisational cultures and climates are incredibly differentiated, and have many specific sub-fields of research. So we will investigate Organisational Learning, as well as Organisational Culture. Thirdly, we will look at the Organisational Setting. This we have defined as any unique aspects of the organisation (as sector, region, type, structure, current life cycle, etc). It can consist of one variable, for instance “the public sector”, or several. With this contingency framework, we then have three primary areas of investigation, the organisational culture, the organisational learning environment and the organisational setting, against a backdrop of national culture(s). As previously mentioned, my research in this paper based on a Scholar/Practitioner approach, thus creating a learning loop. Academic knowledge must illuminate and construct a framework of confirmed understanding, while allowing the researcher to draw conclusions and develop new models and theories as needed where current academia is insufficient. In the field of organisational culture and learning, we are still significantly evolving our understanding, somewhat like culture itself, it is continually evolving and restructuring itself, elusive but omnipresent. We have completed a series of interviews with leading HRD practitioners in an effort to validate and trial of the contingency model. Outside of the scope of this research paper remains learning processes on the individual level. I have excluded experiential learning models, psychological factors concerning motivation, learning abilities, cognitive models, and any other theories based on individual internal processes. They form the individual foundation without which learning and organisational learning will not occur, but consists of a complementary and self-contained academic discipline. Likewise, we will not cover the motivation and justification of a learning organisation or organisational learning. Some will say they are a mandatory part of our future without which, any organisation will become obsolete. Others will state that it offers a huge competitive edge, in terms of performance,
perspective. In examining the bewildering array of literature, it becomes clear that agreement on one dominant model is probably impossible. Likewise the study of organisational cultures and climates are incredibly differentiated, and have many specific sub-fields of research. So we will investigate Organisational Learning, as well as Organisational Culture. Thirdly, we will look at the Organisational Setting. This we have defined as any unique aspects of the organisation (as sector, region, type, structure, current life cycle, etc). It can consist of one variable, for instance “the public sector”, or several. With this contingency framework, we then have three primary areas of investigation, the organisational culture, the organisational learning environment and the organisational setting, against a backdrop of national culture(s). As previously mentioned, my research in this paper based on a Scholar/Practitioner approach, thus creating a learning loop. Academic knowledge must illuminate and construct a framework of confirmed understanding, while allowing the researcher to draw conclusions and develop new models and theories as needed where current academia is insufficient. In the field of organisational culture and learning, we are still significantly evolving our understanding, somewhat like culture itself, it is continually evolving and restructuring itself, elusive but omnipresent. We have completed a series of interviews with leading HRD practitioners in an effort to validate and trial of the contingency model. Outside of the scope of this research paper remains learning processes on the individual level. I have excluded experiential learning models, psychological factors concerning motivation, learning abilities, cognitive models, and any other theories based on individual internal processes. They form the individual foundation without which learning and organisational learning will not occur, but consists of a complementary and self-contained academic discipline. Likewise, we will not cover the motivation and justification of a learning organisation or organisational learning. Some will say they are a mandatory part of our future without which, any organisation will become obsolete. Others will state that it offers a huge competitive edge, in terms of performance,
A-CONTINGENCY-FRAMEWORK-MODEL-FOR-ORGANISATIONAL-LEARNING.docx