Organizational Learning Viewed from a Social Learning Perspective

2015 ◽  
pp. 21-41
Author(s):  
Ulrik Brandi ◽  
Bente Elkjaer
Keyword(s):  
Organizational Learning ◽  
Social Learning

scholarly journals Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation

2019 ◽  
Vol 11 (15) ◽  
pp. 4230
Author(s):  
David Lindley ◽  
Heila Lotz-Sisitka
Keyword(s):  
Organizational Learning ◽  
Social Learning ◽  
Learning Process ◽  
Management Practices ◽  
Wetland Management ◽  
Learning Processes ◽  
Emergent Properties ◽  
Learning And Development ◽  
Expansive Learning ◽  
Social Learning Processes

This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.

Organizational learning through projects: a case of a German university

2020 ◽  
Vol 27 (2) ◽  
pp. 85-99 ◽  
Author(s):  
Anna-Lena Rose ◽  
Jay Dee ◽  
Liudvika Leisyte
Keyword(s):  
Organizational Learning ◽  
Social Learning ◽  
Knowledge Transfer ◽  
Functional Form ◽  
Common Knowledge ◽  
Group Discussion ◽  
Project Work ◽  
Organization Learning ◽  
Content Type ◽  
Learning Practices

Purpose While projects can generate highly relevant knowledge to inform operations and improve performance, organizations face the difficulty of retaining knowledge once a project ceases to exist. This study aims to examine how project work can lead to organizational learning and, in particular, how knowledge transfer and social learning practices shape project-to-organization learning in a setting where projects complement a traditional functional form of organization. Design/methodology/approach This case study examined a project for inclusive teacher training at a German university. Data were collected and analyzed following an ethnographic approach, including participatory observation, a focus group discussion and 14 interviews with project participants. Findings The findings support the idea that much of the learning that occurs within projects is tacit. In this study, tacit knowledge from the project was shared with the organization through social learning practices. These social learning practices had a larger impact on project-to-organization learning than knowledge transfer practices such as codification. Additionally, the findings suggest that when knowledge transfer and social learning practices are in conflict, project-to-organization learning will likely suffer. Originality/value This study contributes to existing literature by examining the relative importance of technical and social dimensions of project-to-organization learning and by focusing on universities as an example of organizations where projects operate alongside a traditional functional form. Practical implications suggest that to facilitate project-to-organization learning, universities may need to enact a combination of new practices, some designed to codify and transfer knowledge and others created to generate new interpretations and build common knowledge across organizational boundaries.

On docility: a research note on Herbert Simon’s social learning theory

2016 ◽  
Vol 22 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Charles J. McMillan
Keyword(s):  
Organizational Learning ◽  
Social Learning ◽  
Organizational Performance ◽  
Learning Theories ◽  
Thought Processes ◽  
Complex Environments ◽  
Administrative Behavior ◽  
Content Type ◽  
Practical Implications ◽  
Organizational Literature

Purpose – The purpose of this paper is to address the core concept of docility in Simon’s learning theories and elaborate docility as a missing link in organizational performance structures. In his book, Administrative Behavior, first published in 1947 with three subsequent editions, Herbert A. Simon introduced a new concept to the emerging field of organizational theory, docility. Design/methodology/approach – In Administrative Behavior, Herbert A. Simon introduced to management and organization theorists the concept of docility. Simon adopted the concept and meaning from E.C. Tolman’s (1932) classic work, Purposive Behavior in Animals and Men, and his novel views on learning processes and key concepts like purpose (goals), thought processes (cognitive psychology) and cognitive maps. This paper elaborates on docility mechanisms and the implications for social learning in organizations. Findings – This paper addresses this lacuna in the organizational literature, and the implications for current theories of organizations and organizational learning. Practical implications – Docility is a tool to link individual learning with organizational learning in complex environments and changing technologies. Originality/value – The paper traces origins of Simon’s docility and learning theories.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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