Education for Career-Building: How Women in the Maritime Industry Can Use Education to Improve Knowledge, Skills, Organizational Learning and Development, and Knowledge Transfer

2014 ◽  
pp. 167-178 ◽  
Author(s):  
Wilson Thoya Baya
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Maritime Industry ◽  
Learning And Development

Organizational Learning and Multiteam Systems

2019 ◽  
pp. 602-620
Author(s):  
Leslie A. DeChurch ◽  
Gina M. Bufton ◽  
Sophie A. Kay ◽  
Chelsea V. Velez ◽  
Noshir Contractor
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Learning Processes ◽  
Organizational Systems ◽  
System Perspective ◽  
Multiteam Systems ◽  
Starting Point ◽  
Emergent States ◽  
Superordinate Goal

Multiteam systems consist of two or more teams, each of which pursues subordinate team goals, while working interdependently with at least one other team toward a superordinate goal. Many teams work in these larger organizational systems, where oft-cited challenges involve learning processes within and between teams. This chapter brings a learning perspective to multiteam systems and a multiteam system perspective to organizational learning. Several classic illustrations of organizational learning—for example, the Challenger and Columbia disasters—actually point to failures in organizational learning processes within and between teams. We offer the focus on intrateam knowledge creation and retention and interteam knowledge transfer as a useful starting point for thinking about how to conceptually and operationally define learning in multiteam systems. Furthermore, we think leadership structures and multiteam emergent states are particularly valuable drivers of learning.

Patient and carer participation in old age psychiatry in England. Part II: models of participation

2011 ◽  
Vol 24 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Susan Mary Benbow
Keyword(s):  
United Kingdom ◽  
Organizational Learning ◽  
National Health Service ◽  
Health Service ◽  
Old Age ◽  
National Health ◽  
Balance Of Power ◽  
Learning And Development ◽  
The United Kingdom ◽  
Old Age Psychiatry

ABSTRACTBackground: There are a number of models of patient and carer participation. Their usefulness and applicability to old age psychiatry is considered.Methods: Models of participation are reviewed and related to examples of participation initiatives drawn from the author's work in the context of the National Health Service in the United Kingdom.Results: Models of participation which emphasize collaboration and partnership are found to be useful. Simple interventions such as copying letters to patients and/or carers can lead to change in the balance of power between staff and patients/carers. Initiatives which draw on the experiences of patients and carers can facilitate organizational learning and development. Involving patients and carers in education offers a way to influence services and the staff working in them.Conclusion: Participation is better understood as a spectrum rather than a hierarchy. Old age psychiatry services would benefit from developing greater patient and carer participation at all levels.

A collective organizational learning model for organizational development

2019 ◽  
Vol 40 (1) ◽  
pp. 107-123 ◽  
Author(s):  
Kung Wong Lau ◽  
Pui Yuen Lee ◽  
Yan Yi Chung
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Organizational Development ◽  
Learning Model ◽  
Learning Needs ◽  
Learning Models ◽  
Organizational Growth ◽  
Content Type ◽  
New Model ◽  
Business Environments

Purpose Organizational learning is traditionally structured with conventional in-house learning models aiming to equip employees with practical skills for operational needs. In contrast, contemporary goals emphasize unstructured organizational learning provided with learning environments to facilitate employees’ formal and informal knowledge creation. Therefore, the conventional organizational learning models are facing tremendous challenges, and it is crucial to change the traditional modes of practice into a new approach of collective learning and knowledge transfer. As well, the emergence of innovative business environments and tacit knowledge-based society urges a new form of organizational learning model to cope with employees’ learning, knowledge transfer and even knowledge management. The paper aims to discuss these issues. Design/methodology/approach In this study, the authors’ team applied a typological review for systematically analyzing current organizational learning models aiming to modify and create a new collective model. Findings The new model covers the strengths of existing approaches from which the fundamental 3Ps (i.e. principles, purposes and processes of organizational learning) concept is derived from incorporating a development perspective of organizational trajectories and technological innovations. Originality/value The authors envisage that the new model can facilitate organizations to assess and adapt their organizational learning needs and orientations by applying this organic and dynamic model which emphasizes assessment in relation to the competitive environment, technological trends and organizational growth.

Knowledge Transfer Barriers, Methods, and Timing of Methods

2018 ◽  
pp. 364-386
Author(s):  
Gabriel Szulanski ◽  
Sunkee Lee
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Tacit Knowledge ◽  
Transfer Process ◽  
Recent Literature ◽  
Knowledge Exchange

In this chapter, we review research on knowledge transfer and integrate it with the broader organizational learning literature. We begin by reviewing the barriers to knowledge transfer in terms of the characteristics of the knowledge transferred, those of the source, those of the recipient, and those of the context in which knowledge is transferred. Then we review methods to facilitate knowledge transfer across organizational units and organizations. Next, based on recent literature that highlights the importance of timing (Szulanski et al., 2016), we explain when and how to use certain knowledge transfer methods. In particular, we summarize a methodology for analyzing these methods based on each method’s affordance for tacit knowledge exchange, and we provide suggestions on how to time the administration of methods depending on the barriers in the knowledge transfer process. We conclude the chapter by discussing possible directions for future knowledge transfer research.

Diffusion of E-Learning Practice in an Educational Institution

2010 ◽  
Vol 2 (3) ◽  
pp. 1-13
Author(s):  
Keith Thomas ◽  
Paul Lam ◽  
Annisa Ho
Keyword(s):  
Hong Kong ◽  
Organizational Learning ◽  
Knowledge Transfer ◽  
Educational Institution ◽  
Initial Design ◽  
E Learning ◽  
Initial Idea ◽  
The Individual ◽  
Learning Projects

Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.

scholarly journals Development Of Strategic Organizational Learning As A Competitive Advantage In The "Paladars" Of The Sector Sme’s Horeca In The Havana, Cuba

2016 ◽  
Vol 12 (13) ◽  
pp. 67
Author(s):  
Héctor Nuricumbo-Castro ◽  
Manuel Moguel-Liévano ◽  
Manuel González-Pérez
Keyword(s):  
Organizational Culture ◽  
Organizational Learning ◽  
Knowledge Transfer ◽  
Competitive Advantage ◽  
Transfer Equation ◽  
Cross Sectional ◽  
Institutional Knowledge ◽  
Proposed Model ◽  
The Relationship

The research develops a model of Strategic Organizational Learning (SOL) to acquire and build institutional knowledge as a long-term competitive advantage in family businesses known as paladars. It aims to consolidate and strengthen the SME Horeca sector in Havana, Cuba. The proposed methodology is not experimental and correlational cross-sectional. The Knowledge Transfer equation was implemented to measure the SOL based on the proposed model. Also, it was used to determine the relationship between learning and competition. The equation was validated. The results indicated that most paladars present an SOL Medium/Regular, and independence exists between competition and learning. However, there is great ignorance to foster the organizational culture in the HORECA sector. This study suggests that the arrival of US competition causes these establishments perish.

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.

Sign in / Sign up

Export Citation Format

Share Document