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1 – 10 of over 1000
Article
Publication date: 1 February 2004

Deborah Blackman, James Connelly and Steven Henderson

This paper addresses doubts concerning the reliability of knowledge being created by double loop learning processes. Popper's ontological worlds are used to explore the…

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Abstract

This paper addresses doubts concerning the reliability of knowledge being created by double loop learning processes. Popper's ontological worlds are used to explore the philosophical basis of the way that individual experiences are turned into organisational knowledge, and such knowledge is used to generate organisational learning. The paper suggests that double loop learning may frequently create mistakes and fail to detect possible interesting lines of thought. Popper's work is used to suggest some solutions and an elaboration of the double loop learning process, but ultimately effective organisational learning is shown to depend on the undertaking of an epistemological burden by individuals above and beyond what is usually explicated in prescriptions for learning organisation and knowledge management.

Details

The Learning Organization, vol. 11 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 11 September 2009

Victor J. García‐Morales, Antonio J. Verdú‐Jover and Francisco Javier Lloréns

The purpose of this paper is to take an in‐depth look at the differences in learning based on the nature of the process, analysing the influence of CEO perceptions of personal…

5311

Abstract

Purpose

The purpose of this paper is to take an in‐depth look at the differences in learning based on the nature of the process, analysing the influence of CEO perceptions of personal mastery, shared vision, environment and strategic proactivity on the learning level.

Design/methodology/approach

This investigation drew up a structured questionnaire to better understand how CEOs face learning issues. A series of χ2, t‐tests, Harman's one‐factor tests, correlations, and regression analyses were used. The hypotheses are tested using data from 239 firms located in Spain.

Findings

This investigation shows the influence of CEO perceptions of several strategic factors and capabilities (personal mastery, shared vision, environment and strategic proactivity) in single‐ and double‐loop learning and the influence of this learning level on organizational innovation and performance. It adds theoretical and empirical arguments to the two main learning levels in the literature.

Originality/value

The research provides empirical evidence that: personal mastery and a stable environment have a positive and significant impact on the generation of single‐loop learning; personal mastery, shared vision, ambiguous environment and strategic proactivity have a positive and significant influence on the generation of double‐loop learning; and both learning levels affect the generation of greater organizational innovation and performance.

Details

International Journal of Manpower, vol. 30 no. 6
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 2 November 2010

Seleshi Sisaye and Jacob G. Birnberg

The purpose of this paper is to apply the organizational learning framework to the management accounting literature to better understand why management accounting innovations…

2800

Abstract

Purpose

The purpose of this paper is to apply the organizational learning framework to the management accounting literature to better understand why management accounting innovations succeed or fail in organizations.

Design/methodology/approach

A theoretical framework integrating diffusion and organization learning theories is developed. Diffusion theory is used to describe the process whereby the innovation is implemented. Argyris' and Argyris and Schon's theory of organizational learning is used to describe the type of learning – single loop or double loop – required by the innovation. Finally, the works of Attewell, and of Schulz relating to organizational learning, and of Rogers and of Sandberg relating to adoption and diffusion theories, were utilized to identify and understand the potential pitfalls faced by managements implementing an accounting innovation.

Findings

The paper advances the notion that an organization's approach to learning and innovation should be of interest to management accounting researchers. The single‐loop (incremental/organizational development (OD)) and the double‐loop (radical/organizational transformation (OT)) learning influences the adoption (stage one) and diffusion (stage two) strategies that are appropriate for the design and implementation of management accounting innovations.

Originality/value

The paper makes an important contribution to the behavioral accounting literature by integrating sociological diffusion and organizational learning behavior literatures and relating them to management accounting research.

Details

Review of Accounting and Finance, vol. 9 no. 4
Type: Research Article
ISSN: 1475-7702

Keywords

Article
Publication date: 8 May 2017

Bernard L. Simonin

Through a survey of firm’s experiences with strategic alliances and a structural equation modeling approach, the aim of this study is to stimulate further interest in modeling and…

Abstract

Purpose

Through a survey of firm’s experiences with strategic alliances and a structural equation modeling approach, the aim of this study is to stimulate further interest in modeling and empirical research in the area of N-loop learning. Although the concepts of single-loop and double-loop learning, in particular, are well established in the literature, limited research has been directed toward their empirical validation and finer understanding.

Design/methodology/approach

Based on a large sample of technology firms, a MIMIC model is proposed and tested with respect to the development of collaborative know-how via the adoption and conduct of different structural choices on how to deploy strategic alliances (single-loop vs double-loop approach). Results are cross-validated.

Findings

Based on the results of two structural equation models, the findings support the fit of the proposed conceptual model and the notion that, overall, the greater the extent of double-loop over single-loop learning, the higher the level of collaborative know-how derived.

Originality/value

The call for the empirical investigation of N-loop learning is met by providing an example of survey-based research. The possible benefits of “double-loop” over “single-loop” learning are modeled and tested empirically.

Article
Publication date: 16 August 2011

Yueh Chuen Huang and Hui‐Chuan Shih

This is a case study paper. A major research goal of this study is to extend the existing theories of learning organization put forth in the 4I model by adding more complicated…

3795

Abstract

Purpose

This is a case study paper. A major research goal of this study is to extend the existing theories of learning organization put forth in the 4I model by adding more complicated ideas to it. One minor goal of this research is to show that the first stage of organizational learning, “intuiting”, is the hardest to implement when starting a learning organization. Particular attention should be paid to this step, and with the addition of adult learning theory, the possibility of facing a negative situation should be reduced. A second less important goal is to explain how to assess organizational learning, and how the flow of single‐ and double‐loop learning takes place within a learning organization.

Design/methodology/approach

This study adopted a combination of qualitative and quantitative survey methods to study the effectiveness of the new mode of transformational activity practiced in Firm A.

Findings

Statistical evidence showed that the practice was successful. It solved the issue that expertise and top managers mostly protest against learning.

Originality/value

This paper brings a new and more adaptive perspective for building a learning organization upon existing organizational learning theories. Through this case study, the integration and transformation from tacit knowledge to explicit knowledge, intuition to institution (the 4i model), and individual level to organizational level are illustrated. The practices of single‐loop and double‐loop learning are also well depicted by this study.

Article
Publication date: 10 July 2017

Sabine Lauer and Uwe Wilkesmann

The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching…

Abstract

Purpose

The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the “transformational” strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the following research question: Which kind of governance is required to manage double-loop learning processes?

Design/methodology/approach

The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis.

Findings

Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of idealized influence and inspirational motivation. In the case of a more bottom-up trigger of organizational learning, intellectual stimulation becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants).

Originality/value

This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective.

Details

The Learning Organization, vol. 24 no. 5
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 26 August 2021

Suchitra Ajgaonkar, Netra Neelam, Abhishek Behl, Le Trung Dao and Le Dang Lang

This research examines the effects of the context on the relationship between work design, learning mechanism and total quality management (TQM). The exploratory study examines…

Abstract

Purpose

This research examines the effects of the context on the relationship between work design, learning mechanism and total quality management (TQM). The exploratory study examines the differential effects in context on how human resources and their activities are strategically managed for achieving TQM. Two theoretical frameworks – activity theory and contextual learning theory – are concurrently used for analysis. Specifically, the manufacturing companies, the authors examine are (1) technology-intensive company which has bought technology from a global foreign establishment (MU1), (2) technology-intensive companies having their own technology (MU2) and (3) labor-intensive units (MU3) of varying organizational sizes.

Design/methodology/approach

This case study-based research consists of 27 in-depth interviews with managers and employees of different hierarchies in each manufacturing unit. The authors interviewed them using semi-structured questions that were pre-validated by five senior HR experts from the manufacturing industry. Document analysis, multiple site visits and website content helped triangulation. The data are coded and analyzed using Dedoose software for qualitative research.

Findings

Activity diagrams for each manufacturing unit provides task and interaction analysis. Within and cross-case analysis address complexity and challenges of contextual reality, influences on work design and learning mechanism. HRD executives must recognize that there may be well-differentiated learning behaviors that align with organizational strategy. The learning behaviors may not be well-differentiated and become very dynamic. This dynamism may be characterized by double loop and single-loop learning feeding into each other.

Practical implications

This study provides substantial practical implications for HRD and other managers in the manufacturing sector.

Originality/value

The new theoretical framework adds to organizational behavior studies through multi-level and cross-contextual approach. It informs strategic combinations and interactions between internal and external context, and learning needs implicating work design and TQM.

Details

The TQM Journal, vol. 34 no. 1
Type: Research Article
ISSN: 1754-2731

Keywords

Article
Publication date: 31 December 2000

Liz Yeomans

Writers such as Schön and Argyris have been influential in our understanding of how people and organisations learn. They contend that “real” learning only takes place when we…

1087

Abstract

Writers such as Schön and Argyris have been influential in our understanding of how people and organisations learn. They contend that “real” learning only takes place when we challenge assumptions and the taken‐for‐granted aspects of everyday working life, as well as the values on which these assumptions are based. Further, the ability of learning to learn (or “double‐loop learning” as it is sometimes called) at both an individual and an organisational level is regarded by such writers as the key skill in adapting to a fast‐changing world. With this framework in mind, professional courses such as the Advanced Professional Diploma in Public Relations at Leeds Metropolitan University have incorporated the philosophy of “reflective learning” in assessment. The assessment tool of this type of course is typically a reflective learning assignment where individual learners critically reflect on their own working practice in the light of newly acquired knowledge and skills. The assignment, at least in theory, is not an end in itself but the start of a continuous process of self‐reflection and challenging of assumptions underlying practice in everyday working life. It follows, therefore, that such an approach could have a relevance for innovation in individual working practices. This paper seeks to examine whether reflective learning conducted within an academic setting has a relevance for innovation in public relations. It draws on theories and discussion in the fields of organisational learning; reflective learning and reflective practice; a critical analysis of 25 reflective learning assignments; and six telephone interviews with public relations practitioners who have successfully completed the Advanced Professional Diploma in Public Relations at Leeds Metropolitan University. It is followed by a discussion of the link between their reflective learning and organisational learning, and suggests where innovation is most likely to occur. Finally, implications for academics and practitioners are discussed.

Details

Journal of Communication Management, vol. 5 no. 1
Type: Research Article
ISSN: 1363-254X

Keywords

Article
Publication date: 10 April 2017

Bernard L. Simonin

This paper aims to encourage greater clarity and stimulate further interest in thorough empirical research in the area of learning levels. The broader motivation here is to urge…

Abstract

Purpose

This paper aims to encourage greater clarity and stimulate further interest in thorough empirical research in the area of learning levels. The broader motivation here is to urge researchers to not only theorize but also undertake elaborate and much needed empirical work.

Design/methodology/approach

Part I of the study rests on a reflection and review of the literature concerned with “N-loop learning”, that is, the different hierarchical levels and stages of organizational learning.

Findings

The study provides some views and classification schemes on how to reconcile and think about different levels of learning. Some learning archetypes are identified that guide further reflection and elaboration on learning stages and hierarchies.

Originality/value

“N-loop learning” is introduced to encapsulate and systematize a vast array of views, models and levels of organizational learning. From zero learning and single-loop learning to quadruple-loop learning, a series of learning archetypes are presented. The case for a proper and clear nomenclature of learning levels is singled out. Finally, a strong case for empirical testing in this area is advocated.

Details

The Learning Organization, vol. 24 no. 3
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 26 April 2013

James R. Henderson, Kirti D. Ruikar and Andrew R.J. Dainty

The purpose of this paper is to report the empirical findings of a survey aimed to investigate the need to improve cross‐phase learning between design and construction. Through…

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Abstract

Purpose

The purpose of this paper is to report the empirical findings of a survey aimed to investigate the need to improve cross‐phase learning between design and construction. Through exploring the need to introduce a design‐construction feedback loop, combined with the barriers against its development, an expansion of knowledge surrounding the deficiencies of current practice is provided.

Design/methodology/approach

The paper reports the results from an online survey conducted in spring 2011 targeted at experienced personnel in the planning, design, construction and facilities management phases of healthcare infrastructure projects.

Findings

The current approach of detecting and correcting errors is significantly hindering the extent to which learning from previous experiences is taking place. It is shown that improved integration between design and construction is required in the form of improved feedback if continuous improvement in the areas of efficiency, quality, value and general learning from previous experiences/projects is to be achieved.

Research limitations/implications

The focused population of this study limits the extent to which the findings can be generalised. However, it is viewed that this context is potentially one of the most complex and unique project participant arrangements to overcome. Therefore if the need and ability to share learning outcomes across such a complex arrangement can be achieved, then it may be easier within traditional arrangements.

Practical implications

The practical implications of moving away from single‐loop learning towards a double‐loop learning approach are provided.

Originality/value

This paper identifies that there is a distinct need for further efforts to be applied in the area of improving feedback between the phases of design and construction.

Details

Engineering, Construction and Architectural Management, vol. 20 no. 3
Type: Research Article
ISSN: 0969-9988

Keywords

1 – 10 of over 1000