Can expansive (social) learning processes strengthen organisational learning for improved wetland management in a plantation forestry company, and if so how? : a case study of Mondi
- Authors: Lindley, David Stewart
- Date: 2014
- Subjects: Mondi Group , Wetland management -- South Africa , Wetland conservation -- Study and teaching (Continuing education) , Employees -- Training of -- South Africa , Action theory , Critical realism , Social learning , Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2003 , http://hdl.handle.net/10962/d1015661
- Description: Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.
- Full Text:
- Date Issued: 2014
- Authors: Lindley, David Stewart
- Date: 2014
- Subjects: Mondi Group , Wetland management -- South Africa , Wetland conservation -- Study and teaching (Continuing education) , Employees -- Training of -- South Africa , Action theory , Critical realism , Social learning , Environmental education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2003 , http://hdl.handle.net/10962/d1015661
- Description: Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.
- Full Text:
- Date Issued: 2014
Track-one diplomacy and post-conflict reconstruction : Kenya's mediation of Somali conflict and strategic intervention avenues
- Mwanika, Philip Arthur Njuguna
- Authors: Mwanika, Philip Arthur Njuguna
- Date: 2013
- Subjects: Mediation -- Somalia , Mediation -- Kenya , Diplomacy
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8338 , http://hdl.handle.net/10948/d1020628
- Description: This study focuses on the Kenyan mediation of the Somali conflict and strategic intervention engagement between 2002 and 2012. The core aim of the study was to establish and evaluate the role and effects of track-one diplomacy on conflict management and post-conflict reconstruction as pertains to the Somali conflict and on the basis of the Kenyan experience. A qualitative approach was followed in this study. It employed a descriptive, explanatory and analytical case-study method. The data were collected through interviews and documentary analysis. The twenty-two participants in the study were drawn from the Kenyan Foreign Ministry, the Inter-Governmental Authority on Development (IGAD), the Regional Centre on Small Arms and Light Weapons (RECSA), the International Peace Support Training Centre (IPSTC), the East African Standby Force Co-ordination Mechanism (EASFCOM), the African Union Mission in Somalia (AMISOM), the United Nations Political Office for Somalia (UNPOS), the African Peace Forum Organization (APFO), and selected respondents representing the Somali people. The documents comprised policy treatises, protocols, treaties, and communiqués highlighting the actions of the Kenyan government and other track-one actors in the Somali peace endeavour. Other scholarly research on official diplomacy, soft-power and conflict management by small States – in particular African case studies – were also utilised. The study revealed that Kenya’s diplomatic and stabilisation efforts had their own dynamics and challenges. This is especially so with regard to the preferred policy option of exercising diplomacy that utilises soft-power resources. This diplomacy had to contend with the challenges of dealing with sensitive aspects of the process. These sensitive aspects involved a recognition of and complicated engagement with the Somali conflict-constituencies, and a complex mapping of various actors and their respective interests. Contrary to the expected outcomes, interests and issues 17 proliferated, and the original peace-making agenda was consistently slowed down and complicated. The study also revealed that Kenya ought to have exercised a non-directive role in dealing with the different Somali conflict players. This role provides that such an “interested mediator” ought to exercise some considerable influence over the mediation environment. It also emerged from the study that as pertains to the current peace-making developments in Somalia that began in 2005 onwards to 2012, it is important that different intermediary co-operative roles be recognized and utilised. Towards this end, the study recommends that Kenya’s diplomacy should adopt a strategy of co-operation with those regional regimes that it helped to establish. A case in reference is the diplomatic opportunity of utilising regional arms control and disarmament diplomacy. This is Kenya’s intermediary co-operative role with RECSA, which is mandated to support arms control and disarmament implementation efforts in the East African region. The study also recommends that strategic foreign policy and regional actions by Kenya should be taken up given its new lease of engagement, noting that it was officially integrated into AMISOM in 2012. The study posited that in the ongoing engagement environment there would be a ‘revisiting’ of the experiences and complexities of the first phase of engagement (2002-2004). It is, therefore, recommended that Kenya should seize this opportunity and continue with its ‘facilitative and enabling role’ in its peace diplomacy, while utilising the lessons learnt in past engagements.
- Full Text:
- Date Issued: 2013
- Authors: Mwanika, Philip Arthur Njuguna
- Date: 2013
- Subjects: Mediation -- Somalia , Mediation -- Kenya , Diplomacy
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:8338 , http://hdl.handle.net/10948/d1020628
- Description: This study focuses on the Kenyan mediation of the Somali conflict and strategic intervention engagement between 2002 and 2012. The core aim of the study was to establish and evaluate the role and effects of track-one diplomacy on conflict management and post-conflict reconstruction as pertains to the Somali conflict and on the basis of the Kenyan experience. A qualitative approach was followed in this study. It employed a descriptive, explanatory and analytical case-study method. The data were collected through interviews and documentary analysis. The twenty-two participants in the study were drawn from the Kenyan Foreign Ministry, the Inter-Governmental Authority on Development (IGAD), the Regional Centre on Small Arms and Light Weapons (RECSA), the International Peace Support Training Centre (IPSTC), the East African Standby Force Co-ordination Mechanism (EASFCOM), the African Union Mission in Somalia (AMISOM), the United Nations Political Office for Somalia (UNPOS), the African Peace Forum Organization (APFO), and selected respondents representing the Somali people. The documents comprised policy treatises, protocols, treaties, and communiqués highlighting the actions of the Kenyan government and other track-one actors in the Somali peace endeavour. Other scholarly research on official diplomacy, soft-power and conflict management by small States – in particular African case studies – were also utilised. The study revealed that Kenya’s diplomatic and stabilisation efforts had their own dynamics and challenges. This is especially so with regard to the preferred policy option of exercising diplomacy that utilises soft-power resources. This diplomacy had to contend with the challenges of dealing with sensitive aspects of the process. These sensitive aspects involved a recognition of and complicated engagement with the Somali conflict-constituencies, and a complex mapping of various actors and their respective interests. Contrary to the expected outcomes, interests and issues 17 proliferated, and the original peace-making agenda was consistently slowed down and complicated. The study also revealed that Kenya ought to have exercised a non-directive role in dealing with the different Somali conflict players. This role provides that such an “interested mediator” ought to exercise some considerable influence over the mediation environment. It also emerged from the study that as pertains to the current peace-making developments in Somalia that began in 2005 onwards to 2012, it is important that different intermediary co-operative roles be recognized and utilised. Towards this end, the study recommends that Kenya’s diplomacy should adopt a strategy of co-operation with those regional regimes that it helped to establish. A case in reference is the diplomatic opportunity of utilising regional arms control and disarmament diplomacy. This is Kenya’s intermediary co-operative role with RECSA, which is mandated to support arms control and disarmament implementation efforts in the East African region. The study also recommends that strategic foreign policy and regional actions by Kenya should be taken up given its new lease of engagement, noting that it was officially integrated into AMISOM in 2012. The study posited that in the ongoing engagement environment there would be a ‘revisiting’ of the experiences and complexities of the first phase of engagement (2002-2004). It is, therefore, recommended that Kenya should seize this opportunity and continue with its ‘facilitative and enabling role’ in its peace diplomacy, while utilising the lessons learnt in past engagements.
- Full Text:
- Date Issued: 2013
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