Adaptive Systems for Learning Organisations to Improve Learner Outcomes

Running head: MANAGEMENT
Management
Name of student
Name of University
Author note

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Table of Contents
Organisational response towards mitigation of climatic changes and undertaking
actions........................................................................................................................................3
Collaborative Development of adaptive systems for learning organisations to improve
learner outcomes......................................................................................................................6
Analysis of data and information required to evaluate the influential decisions and
stakeholder outcomes.............................................................................................................12
Conclusion...............................................................................................................................18
References...............................................................................................................................19

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Introduction
The purpose of the report is to enable ‘Zero Carbon Bill’ and transform New Zealand
to a healthy place to live in through reduction of carbon emissions and also adapting the
change in climatic conditions. This can foster the undertaking of global climate action and at
the same time, support the environmental sustainability so as to keep the planet safe and
healthy for people to stay at present without comprising on the future resources and
requirements. The assignment also prioritises on the management of polytechnic working
partnerships with various stakeholders and also industry partners for resolve environmental
problems, make effective decisions and generate good outcomes too (Lovell & Corbett,
2018). This will also assist the country to involve different businesses and aim at creating a
pollution free environment, furthermore, undertake necessary actions too for promoting
innovation and creativity all throughout. Moreover, he learning partnerships can also improve
the community based outcomes as well as manage adaptive system for better learner
outcomes and embrace the sustainability disequilibrium too (Forde, Springford & Metcalfe,
2018).
Organisational response towards mitigation of climatic changes and undertaking
actions
Outcomes for the stakeholders
Most importantly, the Otago Polytechnic Auckland International Campus working
partnerships, learners at the educational institute and also the community would be benefited
by knowing about things to mitigate climate change and reduce emissions of carbon and
greenhouse gases. The stakeholders would learn about the Zero Carbon Bill and even acquire
the skills and ability to resolve issues and problems, which could be effective for supporting
global climate actions and management of environmental sustainability too (Jankovic, 2017).

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According to O'Neill & Gibbs (2020), The Partnership working with the iwi, hapu,
hāpori and Māori researchers or connecting with them could be beneficial for the
management of educational connections, thereby, facilitate the acqusitions and management
of resources. All these resources could be effective for supporting the school leaders, teachers
as well as the staffs for supporting collaborative home school relations with the Maori
researchers (O'Neill & Gibbs, 2020). An interactive set of activities would be carried out so
as to promote the understanding and necessity to create a healthy planet and reduce harmful
carbon emissions to a large extent. It has also been found that the Maori sector in New
Zealand has been partnered with the polytechnic and regulatory bodies, which has helped in
improving the skills and abilities of the Maori farmers to enhance productivity and efficiency
through reduction of greenhouse gases emission (Lee & Klassen, 2016).
Based on the Zero Carbon Bill, the stakeholders would be able to set targets, i.e., to
reduce the emissions of carbon and greenhouse gases to net zero by the end of the year 2050
and also reduce biogenic methane emissions by nearly 30 percent. The emission budgets must
be set, which though would require intervention by Government, considered as an important
stakeholder, to implement policies for ensuring adaptation as well as mitigation to the climate
change (Nagpal & Young, 2018).
Use of innovative models and approaches
Considering the climate as a global environmental issue, the innovative models and
approaches do support the technological innovations. Slawinski et al. (2017) stated that the
generation of nuclear power could produce electricity without any carbon emissions though it
must be harnessed in such a manner that it should become harmless, safe and at the same
time, cost efficient too. As it could be found that with the increase in tourists in New Zealand,
the road transport has created huge aunt of emissions of greenhouse gases and carbon and

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thus alternative sources to fuel the cars could be the use electricity (Slawinski et al., 2017).
The Maori researchers and also the polytechnic partnerships could work with the Government
bodies for creating scientific solutions and produce battery charged technology to run the
vehicles and reduce harmful emissions significantly. The model or framework for assessing
economic impacts should not only facilitate undertaking actions for meeting the climate
targets, but would also create positive influence on the industry competitiveness, thus, drive
innovation perspectives at a faster rate and mitigate climate change too (Herrmann &
Guenther, 2017).
Contribution towards future learning organisations and partnerships
To contribute towards supporting of future learning organisations and facilitating the
polytechnic working partnerships, it would be important to enable intervention by the
Government. The Government should introduce the Zero Carbon Bill for developing a
framework required to manage transition of NZ to a much better climate resilient nation and
also manage lower carbon and greenhouse gases emission. As stated by Finke, Gilchrist &
Mouzas (2016), the leadership aspects are necessary to support the indigenous communities
comprising of members such as the Maori individuals, iwi, etc. and ensure providing them
with professional development programs. This could be beneficial for them to learn foster
establishment of global action plan to reach the expected temperature goal (Finke, Gilchrist &
Mouzas, 2016). The legal and policy frameworks must be placed at the right place and time
to deal with the climate change while even try to work in partnerships and in coordination to
achieve the target of reducing the emissions to net zero by the end of 2050.
Ways or approaches to promote successful learning
To create successful learning organisations, first and foremost, it is necessary for the
organisations to get educated and informed about The Climate Change Resposne Act 2002.

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This would enable the organisations in New Zealand to meet the legal obligations and rules
based on the United Nations Framework Convention on Climate Change and the Kyoto
Protocol. By doing this, it would also become much easier and convenient to manage the
Emissions Trading Scheme or ETS and ensure that a specific price is being put for the
emissions of carbon and greenhouse gases (Chan & Amling, 2019). This would encourage
the various stakeholders involved in the polytechnic partnerships to manage rules and
regulations for reducing the emissions largely and at the same time, promote sustainable
environment friendly practices all throughout.
For contributing to the future of learning organisations, the organisations must learn
as well as keep the employees informed about the agricultural regulations and rules too so as
to keep regular check on the annual emissions and even check for how it can impact the
climate change (Cassegard et al., 2017). The climate change, being one of the major global
environmental challenges experienced, evidences must be collected and also relevant
internships and training sessions must be allocated for the employees of the organisation to
foster the development of work based learning and enhance the skills and attributes of the
employees (Stewart et al., 2017).
To do this, the five employability skills that are required include the ability to
communicate about the global environmental issue, work as a team and share information and
messages among each other, develop proper plans, promote self-management and learning
along with improvement of technologies. All these approaches undertaken to enhance the
employability skills of the skills and also encourage the organizations to implement work
based learning experiences within the workplace quite effectively (Boran, 2018).