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said, “It’s always been a working relationship (personal communication, April 24, 2008. While currently there were different areas of collaboration, a partnership document was needed to finalise the arrangement in a formal manner. PSF2 stated that “[the NSO] and us now have a partnership looking ahead (personal communication, April 14, 2008). That partnership signalled a great, and closer working relationship in the future “we’re trying to get an overall agreement. So we are starting to work much closer together (PSF6, personal communication, May 26, 2008.) When it came to the potential benefits from the relationship a number of desirable outcomes were mentioned. PSF2 elaborated on bettering the number of New Zealand players who were jointly involved in the PSF and NSO elite teams: To have open communication with dealing with players and athletes, we’re both pulling them here for the [PSF] team and they want them to represent the national team...And we all want what’s best for the athlete and for them to go as high as they can, and if that’s to represent their country or play professional here in New Zealand... And so by us being in communication with the national body, it just means there’s kind of more of a stronger message going to the athlete. (personal communication, April 14, 2008) PSF1 further backed that up, by indicating, “there’s a give and take with us and [the NSO] and how we manage the players time effectively, and how we manage their bodies as well (personal communication, April 14, 2008). The next objective that a majority of participants echoed was the benefit that the relationship would have on the sport. For example PSF3 said: [W]e want to get as many people as possible interested in and playing [the sport], and we also want to make sure that the best talent is developed to the highest level it can be, and is also available for us. We ideally want to have the best New Zealanders playing for us. (personal communication, April 16, 2008) 80
PSF6 also reiterated this, wanting “to make sure that we’re not doubling up, and try and raise the standard of [the sport] in New Zealand” (personal communication, May 26, 2008). From a PSF perspective they were looking to feed off the NSO’s player development pathway, as PSF4 explains: [H]ow do I describe this, mainly being that a pathway for younger kids to realise how they go about playing [the sport] in New Zealand, where to play, how to play, learning to play, and then the steps and mechanisms and facilities and everything available to them through [the NSO] to create that passion for [the sport]. And then in turn what happens after school with [the sport], what kind of path can you take in [the sport]. (personal communication, April 24, 2008) PSF5 also reiterated this player development pathway, and the strengthening of the sport within in New Zealand: There’s a couple of points, firstly if it’s good for [the sport] it’s good for us, you know, it’s part of it. The stronger the game is in the country, the better we’re all going to be, both parties are going to be better off. I think from a purely selfish point of view, we’re looking for [the NSO] to have the structures in place to develop the kids, and develop the coaches to a level where the kids that are being developed are good enough to come and play for us as [PSF]...But, yes, getting the kids into the game is something that we need [NSO] to do, getting them playing [the sport] so that there’s a lot more interest within it. Ultimately we have a bigger talent pool of kids coming through as well, which is good for us, because we need this team to be full of New Zealanders in order to survive. And so the bigger the talent pool, the bigger the talent level of those kids coming through, the better it is for us. (personal communication, April 24, 2008). When asked about the NSO’s importance in relation to the PSF, PSF6 was quite frank, though realised they were important: If I was being particular honest in one way, I would say they’re nothing to us but a pain the butt. They want their players to play in the international zone, which is fine. And that comes right up and finishes just before we start playing [in the league], sort of two weeks out. So they’re a pain in the butt from that, but I mean they are important, because they do a whole lot of things in [the sport] that we don’t ever want to have anything to do with anyway, and I mean, we can’t. We need to stay focused on our core business which is trying to win a championship in Australia...The coaching and things that we do needs to fit in with [the NSO], and it’s the area that they should be running and doing, it really is. So yes, it is 81
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Determinants of Inter-Partner Learn
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3.3 Data Sources...................
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INDEX OF FIGURES Figure 1: Case Stu
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ACKNOWLEDGEMENTS I would like to of
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DEDICATION I would like to dedicate
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CHAPTER 1 INTRODUCTION 1.1 Backgrou
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Harvey, 1997). However, the study o
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take over management of the Knights
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“to be New Zealand’s leading pa
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transparency and receptivity to lea
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CHAPTER 2 LITERATURE REVIEW 2.1 Int
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To summarise this section, transfer
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separated into internal and externa
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least some form face-to-face contac
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experiences with a view to improvin
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are amongst the most important fact
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Whether learning becomes self-susta
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alliance. Organisations with a pref
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uncontrolled access. Organisations
Page 39 and 40: additional factor influencing recep
Page 41 and 42: The rationale for this research was
Page 43 and 44: the organisation and the relationsh
Page 45 and 46: By keeping accounts of the research
Page 47 and 48: number of questions where developed
Page 49 and 50: interviews. Not only was there the
Page 51 and 52: The next section focussed on the se
Page 53 and 54: the opportunity to archive the data
Page 55 and 56: 3.4.4 Communication A major factor
Page 57 and 58: three determinants of learning deve
Page 59 and 60: the type of organisation but not th
Page 61 and 62: CHAPTER 4 FINDINGS 4.1. Introductio
Page 63 and 64: een one of the factors that had res
Page 65 and 66: Interestingly NSO3 made this commen
Page 67 and 68: some duplication, then, there’s c
Page 69 and 70: [I]t’s mainly the management, but
Page 71 and 72: Other participants supported this b
Page 73 and 74: [the sport] in the country. And tha
Page 75 and 76: communication, April 18, 2008). Thi
Page 77 and 78: [W]e’ll come back from the intern
Page 79 and 80: [PSF1], and [PSF2] and ... the owne
Page 81 and 82: When probed further as to why this
Page 83 and 84: In certain areas the NSO1 thought i
Page 85 and 86: However in an unusual move, likely
Page 87 and 88: Since I’ve come on board, and cer
Page 89: obviously doing it. So on that leve
Page 93 and 94: with them, you never know what you
Page 95 and 96: the answer: I think as I said, we
Page 97 and 98: access....so, in return for univers
Page 99 and 100: important.....we’re opening up ou
Page 101 and 102: It was clear that there had been so
Page 103 and 104: When questioned about who was the t
Page 105 and 106: We have three full time coaches her
Page 107 and 108: wanting to know more, I guess, yes,
Page 109 and 110: CHAPTER 5 DISCUSSION 5.1 Introducti
Page 111 and 112: Both organisations are collaboratin
Page 113 and 114: Hamel’s (1991) study that argued
Page 115 and 116: financial issues. However one parti
Page 117 and 118: 5.4 Receptivity of Organisations in
Page 119 and 120: 5.5 Future Research There are a num
Page 121 and 122: REFERENCES Alexander, T., Thibault,
Page 123 and 124: Contractor, F. J., & Lorange, P. (2
Page 125 and 126: Inkpen, A. C. (2002). Learning, kno
Page 127 and 128: New Zealand Companies Office. (2008
Page 129 and 130: Tsang, E. W. K., & Kwan, K.-M. (199
Page 131 and 132: Area Research Question Appendix 1:
Page 133 and 134: Appendix 2: AUTEC Ethical Approval
Page 135 and 136: Appendix 3: Participant Information
Page 137 and 138: How do I agree to participate in th
Page 139 and 140: Appendix 4: Participant Consent For
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