From an HRM perspective, this thesis examines how learning and knowledge of new law on HR-practices are acquired and incorporated into the organizational context.
The reason for this approach must be found in an empirical context, where there was a clear gap between understanding the current law and of incorporating the statutory. The thesis therefore examines how the Human Resource department of an organization that work with data for a living can handle statutory HR initiatives in relation to obtaining knowledge of the legal and practical as well as incorporation into the organization.
The thesis har a social constructivist theory of science approach. By this, knowledge is understood as constructed through interaction with others, which means that it is a social theory of knowledge in which human evolution occurs through social practices. In relation to social constructivism, there is an obvious link to theories used to analysis, both of which, to a greater or lesser extent, use language to construct reality.
The methodological starting point for the analysis is an observation of an HR law conference, in which a follow-up semi-structured interview with the conference's case example was made later in the process.
The theoretical framework for the analysis is Wenger's communities of practice and Argyris and Schön's organizational learning. The thesis accesses Argyris and Schön with limited parts of the collected empirical data, whereas the whole collected data is used for the analysis of practice communities.
Wenger's theory shows how learning is a social acquisition and how participation in communities of practice creates a space for learning.
Argyris and Schön show how the concept of organizational learning and the learning organization can incorporate the acquired knowledge.
Both theories have a learning perspective. The thesis discusses weaknesses in the theories used and through Elkjær a third may of organizational learning is suggested.
The analysis shows that the conference can be seen as a community of practice where learning occurs in the social context. As such, learning occurs through participatory processes of negotiation of meaning.
The conference as a community of practice is characterized by mutual commitment and negotiated understanding of interpreting legislation together through language. the learning the members of the conference achieves through the community of practice is not limited to the conference. The learning is transferred into the organizations, which are exemplified through single loop and double loop learning in TDC.
The conclusion shows how communities of practice create a space for learning and meaningful discussions that contribute to a greater understanding of complex HR law. The conclusion further shows that TDC, through single loop learning and especially double loop learning, is able to continuously incorporate EU law amendments on a continuous basis. The inquiry is conducted through the HR department as organizational agents who detect and correct mismatches between the General Data Protection Regulation and organizational compliance.
|Educations||MSc in Human Resource Management, (Graduate Programme) Final Thesis|
|Number of pages||84|