Files in this item
|(no description provided)|
|Title:||Learning, inquiry, and problem-solving in/and resulting from interdisciplinary management teams|
|Author(s):||Goepp, Daniel J.|
|Doctoral Committee Chair(s):||Farmer, James A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Business Administration, Management
Education, Adult and Continuing
|Abstract:||Interdisciplinary management teams (IMTs) are a collection of managers and professionals representing different disciplines/functions within an organization who work together on a semipermanent basis. Future work, as well as related learning, inquiry, and problem solving, is likely to exist in an environment characterized by such interdisciplinary efforts. The phenomenon this dissertation explores is the learning, inquiry, and problem solving of managers and other professionals in IMTs. The purpose of this study is to contribute to the understanding of continuing educators, human resources managers, and IMT participant's regarding this phenomenon. The general research question addressed in this study is: "What is the nature and extent of the learning, inquiry, and problem solving that occurs in, and as a result of, IMTs?"
A case study approach was used to address the phenomenon. The site selected for the study was a large healthcare corporation. An IMT within the organization was observed and members were interviewed over a three month period. The use of quality-based management theory; continuing education theory; and adult learning theory, coupled with the recent literature regarding the phenomena provided a conceptual framework upon which to evaluate the data.
In the opinion of the researcher the main lessons learned from this study are: (1) Adult and continuing educators operating as consultants must tailor their programs and recommendations to the specific needs of an organization. (2) IMT members and organizations using IMTs should not settle for pre-packaged programs which may have worked in another setting; rather, they must have specially designed learning, inquiry, and problem solving strategies which are intended to promote a learning organization. (3) Designated leaders of IMTs and executives of organizations using IMTs should act to promote a learning organization by challenging and supporting members of IMTs to engage in meaningful learning, inquiry, and problem solving. (4) Faculty members in continuing education and human resource management graduate programs which prepare students to act as consultants, need to provide a broad-based curriculum which prepares students to identify and use various modes of learning, inquiry, and problem solving. (5) Researchers should seek to understand the extent to which significant problems of the organization are being dealt with appropriately by IMTs.
|Rights Information:||Copyright 1994 Goepp, Daniel J.|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9503197|