title: Activity-based measurement extending attribute-based measurement of learning organisations

authors: Wilkinson, Gustav Brent

subjects: Learning organisation

abstract: This thesis describes the development and testing of the Learning Organisation Quick Scan (LOQS), an activity-based methodology, incorporating qualitative elements, that extends previous attribute-based quantitative attempts at measurement.

This research study offers a number of contributions to new knowledge, the principal one being the development of a qualitative methodology for measuring the extent to which an organisation can be classified as a learning organisation. Previous quantitative methods of measurement used attributes of a learning organisation as the framework for measurement. Attributes alone were found to be insufficient to function as a framework for assessing an organisation qualitatively and, as a result, the attributes of a learning organisation were broken down further into activities that a learning organisation could be expected to engage in. These activities represent an additional contribution to new knowledge and are the enabling mechanisms by which organisations can be measured. Furthermore, LOQS activities not only allow an organisation to see how well it measures up against the learning organisation ideal, but the methodology also has the potential for providing a prescriptive direction for change, simply by reflecting upon the LOQS activities it does not engage in. 

In short, the LOQS starts on a Monday and finishes on a Friday. It is fast. During this time, data collection, data analysis and data presentation are all completed. The outputs are graphed and are presented in a format that is easy to understand and can lead to further action if the participant organisation so chooses.

The development of the LOQS was achieved through a multiple iterative case study methodology, a process very similar to prototyping in software engineering whereby an initial prototype is designed and tested (in a first case). Reflections from this first case, combined with feedback from the executive team of the first participant organisation, led to modifications of the prototype which was then tested in a second case. This process was repeated in a third iteration. Saturation was reached and the final prototype was deemed ready for a fourth iteration, which was the final test. This fourth test confirmed the prototype as a working methodology. This method of development is presented as an additional contribution.

In the process of developing the LOQS, two further findings emerged, one being the discovery of two additional attributes of a learning organisation not previously mentioned in the literature, the second being the grouping of the learning organisation attributes and activities into four dimensions. These dimensions enabled scores to be plotted and presented back to the organisation in a fashion that proved easy to understand. These additional attributes along with their activities are offered as a further contribution to new knowledge.

Measuring four organisations as learning organisations within the same industry sector has never before been attempted. Testing the prototype LOQS with four participant organisations led to discoveries about those organisations and as they all came from the same industry sector, new insights into the industry became possible, leading to the discovery of characteristics of this industry sector. These characteristics are presented as the final contribution from this research study.

text: Activity-based measurement extending attribute-based measurement of learning organisations This thesis describes the development and testing of the Learning Organisation Quick Scan (LOQS), an activity-based methodology, incorporating qualitative elements, that extends previous attribute-based quantitative attempts at measurement.

This research study offers a number of contributions to new knowledge, the principal one being the development of a qualitative methodology for measuring the extent to which an organisation can be classified as a learning organisation. Previous quantitative methods of measurement used attributes of a learning organisation as the framework for measurement. Attributes alone were found to be insufficient to function as a framework for assessing an organisation qualitatively and, as a result, the attributes of a learning organisation were broken down further into activities that a learning organisation could be expected to engage in. These activities represent an additional contribution to new knowledge and are the enabling mechanisms by which organisations can be measured. Furthermore, LOQS activities not only allow an organisation to see how well it measures up against the learning organisation ideal, but the methodology also has the potential for providing a prescriptive direction for change, simply by reflecting upon the LOQS activities it does not engage in. 

In short, the LOQS starts on a Monday and finishes on a Friday. It is fast. During this time, data collection, data analysis and data presentation are all completed. The outputs are graphed and are presented in a format that is easy to understand and can lead to further action if the participant organisation so chooses.

The development of the LOQS was achieved through a multiple iterative case study methodology, a process very similar to prototyping in software engineering whereby an initial prototype is designed and tested (in a first case). Reflections from this first case, combined with feedback from the executive team of the first participant organisation, led to modifications of the prototype which was then tested in a second case. This process was repeated in a third iteration. Saturation was reached and the final prototype was deemed ready for a fourth iteration, which was the final test. This fourth test confirmed the prototype as a working methodology. This method of development is presented as an additional contribution.

In the process of developing the LOQS, two further findings emerged, one being the discovery of two additional attributes of a learning organisation not previously mentioned in the literature, the second being the grouping of the learning organisation attributes and activities into four dimensions. These dimensions enabled scores to be plotted and presented back to the organisation in a fashion that proved easy to understand. These additional attributes along with their activities are offered as a further contribution to new knowledge.

Measuring four organisations as learning organisations within the same industry sector has never before been attempted. Testing the prototype LOQS with four participant organisations led to discoveries about those organisations and as they all came from the same industry sector, new insights into the industry became possible, leading to the discovery of characteristics of this industry sector. These characteristics are presented as the final contribution from this research study.

year: 2013

title: Sodium relations in pasture and fodder plants grown in New Zealand

authors: Smith, G.S.

abstract: The results of an extensive geographical survey of sodium and potassium values in topdressed ryegrass-white clover pastures clearly indicate that in many areas of New Zealand, particularly inland where the influence of sea spray is minimal, herbage sodium levels are below those needed for grazing animals. Moreover, as a direct result of the increased use of potassic fertilisers, particularly in the North Island, most pastures now have potassium levels well in excess of plant needs. Because potassium suppresses plant uptake of sodium and increases the leaching loss of sodium from the soil, it was concluded that excessive use of potassic fertilisers would be expected to aggravate or even create an animal-nutrition problem involving sodium.

An additional animal-nutrition problem involving sodium is discussed in relation to the considerable differences measured in the extent to which the more important pasture and fodder species grown in New Zealand were able to absorb and translocate sodium from roots to shoots. In this respect plants can be classified into two distinct types according to the sites where sodium preferentially accumulates.
Natrophilea: plants in which sodium readily accumulates in the leaf tissues.
Natrophobes: plants in which sodium preferentially accumulates in the roots or lower stems with the result that only vary small quantities of this element are present in the leaf tissue. 

Because of this intrinsic physiological difference, natrophobes are unable to provide enough sodium for dietary needs of animals, even in a situation where there is enough sodium in the soil to produce satisfactory levels in natrophiles. In view of the depressing effects of potassium, the high risk of leaching under the humid weather conditions which prevail in New Zealand and the differences between plant species in their ability to translocate sodium, it seems that the most practical solution for correcting sodium deficiencies in grazing animals would be the direct supplementation with this element. 

Apart from the fundamental differences in the sites of sodium accumulation in natrophiles and natrophobes there are a number of other important features which further characterise these two distinct types of plant. In both natrophiles and natrophobes there is a significant relationship between sodium and nitrogen. What is more, both nitrate nitrogen and nitrate reductase activity, as measured by an in vivo method, were found to be predominately located in tissues where sodium readily accumulates. ln other words, nitrate reduction in natrophiles tends to occur in the aerial tissues whereas in natrophobes reduction occurs mainly in the roots and stems.  Furthermore, it was concluded that the observed stimulation of nitrate reductase activity in tissues from both natrophiles and natrophobes, due to the addition of  sodium chloride, was the result of an increase in nitrate nitrogen at the sites of reduction rather than any specific effect of sodium. However, the possibility that sodium has a stabilising effect on the nitrate reductase enzyme is discussed. 

From an ecological point of view it seems reasonable to suggest that natrophobes have developed their characteristic distribution of sodium and nitrate reductase activity, along with lower transpiration rates in order to tolerate more arid conditions than those which can be experienced by natrophilic plants.

text: Sodium relations in pasture and fodder plants grown in New Zealand The results of an extensive geographical survey of sodium and potassium values in topdressed ryegrass-white clover pastures clearly indicate that in many areas of New Zealand, particularly inland where the influence of sea spray is minimal, herbage sodium levels are below those needed for grazing animals. Moreover, as a direct result of the increased use of potassic fertilisers, particularly in the North Island, most pastures now have potassium levels well in excess of plant needs. Because potassium suppresses plant uptake of sodium and increases the leaching loss of sodium from the soil, it was concluded that excessive use of potassic fertilisers would be expected to aggravate or even create an animal-nutrition problem involving sodium.

An additional animal-nutrition problem involving sodium is discussed in relation to the considerable differences measured in the extent to which the more important pasture and fodder species grown in New Zealand were able to absorb and translocate sodium from roots to shoots. In this respect plants can be classified into two distinct types according to the sites where sodium preferentially accumulates.
Natrophilea: plants in which sodium readily accumulates in the leaf tissues.
Natrophobes: plants in which sodium preferentially accumulates in the roots or lower stems with the result that only vary small quantities of this element are present in the leaf tissue. 

Because of this intrinsic physiological difference, natrophobes are unable to provide enough sodium for dietary needs of animals, even in a situation where there is enough sodium in the soil to produce satisfactory levels in natrophiles. In view of the depressing effects of potassium, the high risk of leaching under the humid weather conditions which prevail in New Zealand and the differences between plant species in their ability to translocate sodium, it seems that the most practical solution for correcting sodium deficiencies in grazing animals would be the direct supplementation with this element. 

Apart from the fundamental differences in the sites of sodium accumulation in natrophiles and natrophobes there are a number of other important features which further characterise these two distinct types of plant. In both natrophiles and natrophobes there is a significant relationship between sodium and nitrogen. What is more, both nitrate nitrogen and nitrate reductase activity, as measured by an in vivo method, were found to be predominately located in tissues where sodium readily accumulates. ln other words, nitrate reduction in natrophiles tends to occur in the aerial tissues whereas in natrophobes reduction occurs mainly in the roots and stems.  Furthermore, it was concluded that the observed stimulation of nitrate reductase activity in tissues from both natrophiles and natrophobes, due to the addition of  sodium chloride, was the result of an increase in nitrate nitrogen at the sites of reduction rather than any specific effect of sodium. However, the possibility that sodium has a stabilising effect on the nitrate reductase enzyme is discussed. 

From an ecological point of view it seems reasonable to suggest that natrophobes have developed their characteristic distribution of sodium and nitrate reductase activity, along with lower transpiration rates in order to tolerate more arid conditions than those which can be experienced by natrophilic plants.

year: 1977

title: Kia matatau ki te reo: Factors influencing the development of proficiency in te reo Māori with adult learners

authors: Rātima, Matiu Tai

subjects: te reo Māori

abstract: This thesis sought to answer the question: what factors help or hinder adult Māori second language learners to become proficient speakers of te reo Māori? I ask this question at a moment in history when te reo, like other indigenous languages, sits on the edge of a precipice in terms of its survival as a living language. Ambivalence and inaction will almost certainly constitute a push towards oblivion. Nothing less than concerted effort can pull te reo back from the brink. But what kind of concerted effort is needed and how can individual learners optimise their efforts to learn te reo?
Te reo must survive because, as Sir James Henare put it, ‘ko te reo te hā o te Māoritanga’, meaning ‘the language is the essence of Māori culture.’ Without te reo the very survival of Māori people as Māori is in doubt. My questions and the thesis occupy a multidisciplinary space, drawing on research from adult second language acquisition, teaching pedagogy and language revitalisation. The thesis makes an original contribution to all three bodies of literature by examining data from a previously untapped source; successful adult Māori language learners. 
I interviewed 17 participants. All highly proficient second language speakers of te reo. All learned te reo as adults.  Adult second language learning of endangered languages is broadly acknowledged in Second Language Acquisition (SLA) as essential to re-establishing Intergenerational Transmission of Language (ITL) in the home to ensure an endangered language is passed on to future generations.
The interview questionnaire was based loosely on 10 help/hinder factors I identified through a review of the literature from the three research fields (adult second language acquisition, teaching pedagogy and language revitalisation). The ten factors identified in the review were; language aptitude, age, learner attitudes and motivation, learning strategies, instruction, agency and anxiety, wairua (the spiritual dimension), demography, language status, and language planning.

text: Kia matatau ki te reo: Factors influencing the development of proficiency in te reo Māori with adult learners This thesis sought to answer the question: what factors help or hinder adult Māori second language learners to become proficient speakers of te reo Māori? I ask this question at a moment in history when te reo, like other indigenous languages, sits on the edge of a precipice in terms of its survival as a living language. Ambivalence and inaction will almost certainly constitute a push towards oblivion. Nothing less than concerted effort can pull te reo back from the brink. But what kind of concerted effort is needed and how can individual learners optimise their efforts to learn te reo?
Te reo must survive because, as Sir James Henare put it, ‘ko te reo te hā o te Māoritanga’, meaning ‘the language is the essence of Māori culture.’ Without te reo the very survival of Māori people as Māori is in doubt. My questions and the thesis occupy a multidisciplinary space, drawing on research from adult second language acquisition, teaching pedagogy and language revitalisation. The thesis makes an original contribution to all three bodies of literature by examining data from a previously untapped source; successful adult Māori language learners. 
I interviewed 17 participants. All highly proficient second language speakers of te reo. All learned te reo as adults.  Adult second language learning of endangered languages is broadly acknowledged in Second Language Acquisition (SLA) as essential to re-establishing Intergenerational Transmission of Language (ITL) in the home to ensure an endangered language is passed on to future generations.
The interview questionnaire was based loosely on 10 help/hinder factors I identified through a review of the literature from the three research fields (adult second language acquisition, teaching pedagogy and language revitalisation). The ten factors identified in the review were; language aptitude, age, learner attitudes and motivation, learning strategies, instruction, agency and anxiety, wairua (the spiritual dimension), demography, language status, and language planning.

year: 2013