The Colonial Legacy in African Management: West Africa (1950s to 1970s) and South Africa (1990-2000s) Stephanie Decker sdecker@hbs.edu Abstract The colonial legacy in Africa has determined the development of management on the continent, as the comparison between the historical case of Africanisation in Ghana and Nigeria in the 1950s, 1960s and 1970s with South Africa in the 1990s and 2000s highlights. Despite the fact that Ghana and Nigeria were not settler colonies, when white managers were replaced
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Reinterpreting the learning organisation Deb Stewart Introduction The concept of the learning organisation (LO) has gone through many combinations and permutations over the last decade in terms of theoretical development and attempts at practical application. The fervent interest in the LO stems from what Senge (1990; Senge et al., 1994) calls the age of globalisation where one source of competitive advantage is the ability and rate at which an organisation can learn and react more quickly than
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Equality, Diversity and Inclusion: An International Journal Managing complexity: using ambivalence and contingency to support diversity in organizations Iris Koall Article information: Downloaded by Roehampton University At 03:40 24 January 2016 (PT) To cite this document: Iris Koall, (2011),"Managing complexity: using ambivalence and contingency to support diversity in organizations", Equality, Diversity and Inclusion: An International Journal, Vol. 30 Iss 7 pp. 572 - 588 Permanent
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1. Introduction ‘Knowledge is power’, an old saying from Francis Bacon, which is considered as a true statement that has been recognised for a long time (Greco, 1993; Nielsen and Rasmussen, 2011). Especially, in recent 20 years, the interest and importance of knowledge in organisations has been increased remarkably in both theoretically and practically (Cheema, 2010; Knight and Howes, 2003; Rasmussen and Nielsen, 2011). The reason is revealed by Migdadi (2009) and Politis (2005), in the new economy
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ORGANIZATIONAL BEHAVIOR Unit- 1. Definition, need and importance of organisational behaviour- nature and scope- frame work – organisational behaviour models. What Managers Do Manager: Individuals who achieve goals through other people. Managerial Activities • • • Make decisions Allocate resources Direct activities of others to attain goals Where Managers Work A consciously coordinated social unit composed of two or more people that functions on a relatively continuous basis to achieve a common
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1. Introduction ‘Knowledge is power’, an old saying from Francis Bacon, which is considered as a true statement that has been recognised for a long time (Greco, 1993; Nielsen and Rasmussen, 2011). Especially, in recent 20 years, the interest and importance of knowledge in organisations has been increased remarkably in both theoretically and practically (Cheema, 2010; Knight and Howes, 2003; Rasmussen and Nielsen, 2011). The reason is revealed by Migdadi (2009) and Politis (2005), in the new economy
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Fo r Te a ch er s Growing up in Zambia A Teachers’ Guide to Civic Education Camfed has created a new and innovative resource pack for the teaching and learning of Civic Education. It combines three books: this teachers’ guide, a student workbook and a collection of stories and photographs entitled Listen to My Story. We hope that together, they will inspire a high level of creativity in classrooms across Zambia. Civic Education is a key aspect of the school curriculum and one that prepares
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THE IMPORTANCE OF FEEDBACK IN THE ORGANISATION’S DEVELOPMENT PROCESS Made Torokoff University of Tartu Pärnu College Introduction In the knowledge-based economy new ideas and models of thinking serve as a basis of organisational vitality. How to reveal people’s talents and make maximum use of them aimed at achieving the organisation’s main goal. Managers want to see efficient processes and proof of personal growth. One of the opportunities is to increase intellectual capital via organisational
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PA R T 1 The role of human resource management Part contents 1 Introduction to human resource management 2 Human resource planning and resourcing 3 Work and job design 1 41 74 Chapter 1 Introduction to human resource management LEARNING OUTCOMES After studying this chapter, you should be able to: identify the historical developments and their impact on HRM outline the development and functions of HRM understand the differences between HRM and personnel management evaluate ‘hard’
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PA R T 1 The role of human resource management Part contents 1 Introduction to human resource management 1 2 Human resource planning and resourcing 41 3 Work and job design 74 Chapter 1 Introduction to human resource management LEARNING OUTCOMES After studying this chapter, you should be able to: identify the historical developments and their impact on HRM outline the development and functions of HRM understand the differences between HRM and personnel management
Words: 16861 - Pages: 68
