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1 – 10 of over 114000Cameron M. Ford and dt ogilvie
Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of…
Abstract
Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of organizational knowledge has recently become a more central focus of learning theories. The two primary perspectives on organizational learning present strikingly different depictions of the relationship between action and learning: systems‐structural models based on positivist epistemological assumptions emphasize internally‐directed information collection and distribution activities aimed at reducing uncertainty; interpretive models utilize an interpretivist epistemology that emphasizes the necessity of taking action in ambiguous circumstances as a means of creating knowledge. Proposes that neither of these alternative views of organizational learning describe how learning outcomes vary as a consequence of different types of action and that, specifically, previous models of organizational learning have not emphasized the critical role that creative actions play in the development of organizational knowledge. Delineates assumptions which serve to legitimize creative action taking within organizational contexts, and describes the learning outcomes which result from creative and routine actions. Extends previous models of organizational learning which emphasize cognition and communication processes by distinguishing the varied influences that different actions have on the production of knowledge.
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Kevin Ions and Ann Minton
The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to…
Abstract
Purpose
The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to examine whether demand‐led higher education work‐based learning programmes can help nurture a supportive culture of learning and continuous improvement that helps companies to become learning organisations.
Design/methodology/approach
An analysis of students’ work‐based negotiated projects was undertaken to determine the extent to which their projects facilitated organisational learning. The analysis was carried out using an organisational learning checklist, developed through reference to the literature and research on organisational learning and learning organisations.
Findings
The study highlights the fact that although work‐based learning programmes can facilitate some aspects of organisational learning, the principles of organisational learning are not necessarily embedded in work‐based programme design.
Research limitations/implications
Although the results cannot be considered generalisable because they are based on a single case, further analysis of a greater range of work‐based learning programmes could establish external validity of the findings. Further research could include the development of an organisational learning taxonomy or action research to develop a work‐based programme that embeds organisational learning principles.
Practical implications
The principles of organisational learning should be considered when designing work‐based learning programmes.
Originality/value
The study highlights the importance of considering organisational learning when designing demand‐led, higher education work‐based learning programmes and outlines a method for analysing the extent to which existing programmes embed organisational learning principles.
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Thomas Robinson, Barry Clemson and Charles Keating
Establishes our perspective for shared organizational learning processes, cycles, and systems. These learning phenomena are usually tacit, i.e. the organization is only dimly…
Abstract
Establishes our perspective for shared organizational learning processes, cycles, and systems. These learning phenomena are usually tacit, i.e. the organization is only dimly aware of them. These tacit phenomena drive both decision and action and, because they are tacit, they are self‐organizing and are normally not analysed. In order to develop effective learning systems, the organization must explicitly articulate and design these learning processes, cycles, and systems. The “learning unit” is introduced as the essential element where learning development must focus for improved organizational performance. Begins to develop the implications of this perspective for organization theory, organizational practice, and the art of management. Organizational learning can drive organizational transformation if these phenomena are properly planned, designed, and facilitated.
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An organizational development model is developed to measure the constructs of a learning organization. A descriptive study was conducted investigating the relationships of total…
Abstract
An organizational development model is developed to measure the constructs of a learning organization. A descriptive study was conducted investigating the relationships of total quality management, organizational culture and their impact upon a learning organization. The study investigated the attributes of a learning organization and its influence upon employee motivation. A total of 307 executives participated in the survey. The survey revealed that many executives had pursued professional development programs in TQM principles and/or in Senge’s organizational learning principles over the last four years. The executives completed a questionnaire measuring their perceptions involving the principles of a learning organization, TQM attributes, and their organizational culture. The results indicate a corporation implementing TQM principles in a supportive organizational culture has a positive and significant relationship with organizational learning compared to those executives not exposed to these constructs. Also, the findings revealed a positive and significant relationship between a learning organization and the motivational level of its business executives.
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The purpose of this paper is to discuss several organizational learning frameworks based on Peter Senge's “fifth discipline”. It further explains the antecedent conditions of…
Abstract
Purpose
The purpose of this paper is to discuss several organizational learning frameworks based on Peter Senge's “fifth discipline”. It further explains the antecedent conditions of learning and their relationship with performance outcomes.
Design/methodology/approach
Lessons were primarily drawn from a case study of a Singapore manufacturing firm that had gone through a five‐year organizational learning strategic plan.
Findings
Shared vision, flexible systems and team dynamics are key characteristics of organizational learning in which leadership is a crucial enabling agent. Contrary to general perception, systems development would be considered the most significant change brought about by organizational learning.
Research limitations/implications
Organizational learning is not entirely driven by people, process and/or structure. In fact, the direction and degree of organizational learning are dependent on the strategic purpose of the organization. In addition, dialogue and reflection have been found to be the embedded unifiers that link the various facets of learning.
Practical implications
Strategies on organizational learning implementation are based on organizational infrastructures and capacities with a focus on efficiency, effectiveness and transformation. Several immediate concerns are the eradication of learning impediments, improvement on work processes and institutionalization of learning as integral to work practices.
Originality/value
Organizational learning is not simply a buzzword that resides in the minds of leaders. It can be successfully implemented with strong leadership and a shared vision. Most importantly, employees must be prepared for continuous changes and renewal.
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Stephanie Douglas and Gordon Haley
The objective of this study is to analyze the conceptual and domain overlap of organizational learning and organizational resilience; specifically, the adaptation or renewal…
Abstract
Purpose
The objective of this study is to analyze the conceptual and domain overlap of organizational learning and organizational resilience; specifically, the adaptation or renewal domain in organizational resilience. From the findings, strategies to foster collective learning leading to organizational resilience are identified and outlined.
Design/methodology/approach
Recent organizational resilience conceptual models were analyzed to identify the conceptual overlap between the renewal and adaptation domain of organizational resilience and organizational learning. From the analysis of the models, implications were drawn based on the conceptual overlap found in organizational learning and the adaptable or renewal domain of organizational resilience.
Findings
To build the renewal or adaptation domain of organizational resilience, organizations must embody learning into a capability. Systems are then required for learning to remain continuous and foster knowledge acquisition, distribution, interpretation, and organizational memory that leads to dynamic capabilities for renewal and adaptation. The learning strategies must then focus renewing what is known in traditional approaches to organizational learning that supports experiential learning, developing systematic approaches to learning, and creating contexts to facilitate organizational learning. When this knowledge is aggregated to an organizational level, it contributes to resilience.
Originality/value
As organizational resilience grows in attention and importance; it is necessary to investigate similarities and conceptual domain overlap. This study contributes to this need and identifies what can be implemented in learning strategies for organizations’ resilience capacity.
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Organization learning has assumed a major role in modern management as a tool for coping with change and uncertainty. Organizations must adapt to shifting demands in an…
Abstract
Organization learning has assumed a major role in modern management as a tool for coping with change and uncertainty. Organizations must adapt to shifting demands in an environment where chaos is common. The organizations which can make such changes and thrive are those which embrace the philosophy of organizational learning. This paper is an attempt to assess the application of organization learning concepts using a real organization.
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Ulrik Brandi and Rosa Lisa Iannone
This contribution highlights opportunities for new insights into organizational learning processes through the use of practice-based innovative organizational learning…
Abstract
Purpose
This contribution highlights opportunities for new insights into organizational learning processes through the use of practice-based innovative organizational learning technologies (iOLTs). The article explores the varied possibilities and application of learning technologies in terms of organizational learning perspectives.
Design/methodology/approach
Given this is a relatively new field of practice and research, the three organizational learning theoretical perspectives – behavioural, action and practice – form a base upon which we can conceptualise learning as mediated through iOLTs and how we can leverage these technologies, particularly for practice-based organizational learning, which focuses more on the intangibles of learning.
Findings
Due to the pervasive and ubiquitous potential of organizational learning technologies, new avenues for analysing the mediating effect of technologies on learning enable our research and practice attention to shift from formal learning to the informal; from top-down learning management to bottom-up learning creation; from cognitive and behavioural approaches to social, spontaneous and contextual learning – helping us decipher the “language” of learning in concrete ways.
Originality/value
The iOLTs are emerging and at an ever-increasing pace. Practice-based iOLTs can help trace and decipher the “language” of learning in concrete ways, which is a key aspect in our being able to leverage our organizational learning capacities.
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Bijaya Mishra and Jagan Mohan Reddy
This paper aims to provide an overview of the Organization Learning and Learning Organization concepts obtaining the perspectives of Professor Mary M. Crossan and presents an…
Abstract
Purpose
This paper aims to provide an overview of the Organization Learning and Learning Organization concepts obtaining the perspectives of Professor Mary M. Crossan and presents an evolution of her immense contribution to the field over the past two decades.
Design/methodology/approach
A conversation with thought-leader, Professor Mary M. Crossan.
Findings
How different “character configurations” and “processes” enhance organization learning across levels in the organization.
Originality/value
The discussion with Professor Mary M. Crossan reveals her take on the evolution of the organizational learning framework and the significant role of the “Leader’s Character” in shaping organizational learning. Exploring this evolution provides the context and impetus to researchers and practice leaders to verify.
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Mariia Molodchik and Carlos Jardon
The paper aims to identify particular traits of the Russian context which condition two key enablers of organizational learning: organizational culture and transformational…
Abstract
Purpose
The paper aims to identify particular traits of the Russian context which condition two key enablers of organizational learning: organizational culture and transformational leadership.
Design/methodology/approach
Drawing on a literature review, the study determines management challenges by implementation of organizational learning in the Russian business context. Taking this into account, the authors suggest specific model of organizational learning which contains organizational learning processes, organizational culture oriented towards learning and transformational leadership. Empirical justification of this model is provided using a sample of more than 100 respondents. Partial least squares-analysis is applied to define structural relationships between the elements of proposed model.
Findings
The study reveals the positive and significant influence of transformational leadership and an organizational culture on organizational learning processes. Moreover, transformational leadership is shown to have a positive impact on an organizational culture, confirming the hypothesis regarding the pivotal role of leaders in the Russian business context.
Research limitations/implications
The findings of this study can assist managers doing business in Russia to improve organizational learning processes. The size of the sample appears to be the main limitation of this study. Questions that might also be addressed in additional research concern the influence of organizational learning on the performance of Russian companies.
Originality/value
The paper contributes to a better understanding of the barriers and stimuli exacted on organizational learning and provides empirical evidence of organizational learning practices of Russian companies.
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