Organisational learning, learning organisation, and learning orientation: An integrative review and framework

PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.

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The effects of learning orientation and marketing programme planning on export performance: Paradoxical moderating role of psychic distance

International Small Business Journal Researching Entrepreneurship ◽

10.1177/0266242619831914 ◽

2019 ◽

Vol 37 (5) ◽

pp. 423-449 ◽

Cited By ~ 1

Author(s):

Shahin Assadinia ◽

Vita Kadile ◽

Ismail Gölgeci ◽

Nathaniel Boso

Keyword(s):

Host Country ◽

Export Performance ◽

Organisational Learning ◽

Primary Data ◽

Learning Orientation ◽

Psychic Distance ◽

Sub Saharan ◽

Time Lagged ◽

Programme Planning

Despite extensive research on the effect of organisational learning processes on firm performance, how and when a propensity to learn influences the export performance of small and medium-sized enterprises (SMEs) remains unclear. Using multiple-informant and time-lagged primary data from 242 SMEs in a sub-Saharan African market, this study examines the roles of marketing programme planning and host country psychic distance in linking export learning orientation to export performance. Findings from the study show that increases in both export learning orientation and marketing programme planning are associated with increases in export performance. In addition, the study finds that while increases in psychic distance weaken the effect of export learning orientation on export performance, it strengthens the effect of marketing programme planning on export performance. These findings draw attention to the idea that cognitive distance between home and host country markets may play a paradoxical role in explaining when organisational learning activities may help or hurt exporting SMEs.

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The fit between environmental management systems and organisational learning orientation

International Journal of Production Research ◽

10.1080/00207543.2013.857055 ◽

2013 ◽

Vol 52 (10) ◽

pp. 2901-2914 ◽

Cited By ~ 21

Author(s):

Taiwen Feng ◽

Gang Zhao ◽

Kun Su

Keyword(s):

Environmental Management ◽

Organisational Learning ◽

Management Systems ◽

Environmental Management Systems ◽

Learning Orientation

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Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

Journal of Information & Knowledge Management ◽

10.1142/s0219649207001779 ◽

2007 ◽

Vol 06 (03) ◽

pp. 211-217 ◽

Cited By ~ 1

Author(s):

Siu Loon Hoe

Keyword(s):

Knowledge Management ◽

Information Management ◽

Human Resource ◽

Individual Learning ◽

Organisational Learning ◽

Learning Organisation ◽

Theoretical Understanding ◽

Organisational Behaviour ◽

Multidisciplinary Perspective ◽

Learning Concept

Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.

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Is the learning organisation still alive?

The Learning Organization ◽

10.1108/tlo-12-2016-0087 ◽

2017 ◽

Vol 24 (2) ◽

pp. 119-126 ◽

Cited By ~ 25

Author(s):

Mike Pedler ◽

John G. Burgoyne

Keyword(s):

Design Methodology ◽

Organisational Learning ◽

Social Implications ◽

Learning Organisation ◽

Content Type ◽

History Of ◽

Mixed Messages ◽

Practical Implications

Purpose It has recently been suggested that the learning organisation (LO) is dead (Pedler, 2013). The authors make the case here that it is still alive. This paper provides a brief history of LO and organisational learning, follows this with some survey findings, a discussion and an exploration of some related contemporary issues and concludes with an overview and summary of the conclusions. Design/methodology/approach Survey of practitioners. Findings From this small survey, whilst some of the 16 respondents are still excited by the idea, a larger group sees the learning organisation as more of a background concept, performed in ways that might not fit with the aspirations of 20 years ago. Research limitations/implications The authors started with the question: is the LO idea still alive in 2016? No clear answer emerges. Given the variety of the responses, it is difficult to sum them up in a simple way. The yea-sayer will find plenty of evidence for the LO’s continued existence and relevance, but the nay-sayers will also feel at least partly vindicated. What does emerge clearly arise from the mixed messages, are the opportunities for further research. Practical implications This paper calls for further research and suggests useful directions. Social implications LO is still seen as socially useful. Originality/value The paper is based on small empirical sample of practitioners who display multivocality on this concept.

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Knowledge Management and Organisational Learning: Objectifying a Synergetic Liaison within the Learning Organisation

International Journal of Knowledge Management and Practices ◽

10.21863/ijkmp/2015.3.1.003 ◽

2015 ◽

Vol 3 (1) ◽

Cited By ~ 1

Author(s):

Shaunak Roy

Keyword(s):

Knowledge Management ◽

Organizational Learning ◽

Organizational Performance ◽

Learning Organization ◽

Global Economy ◽

Rapid Evolution ◽

Organisational Learning ◽

Learning Organisation ◽

Useful Knowledge ◽

Effective Organization

The rapid evolution of our intensely connected global economy translates into the imperativeness of developing knowledge capabilities. The pioneers of knowledge management have developed valuable tools and approaches. For centuries, scientists, philosophers, and intelligent laymen have been concerned about creating, acquiring, and communicating knowledge and improving the re-utilization of knowledge. However, it is only in the last decade or so that Knowledge Management (KM) has evolved as a discipline, especially on the maps of strategy consultants and conference organizers. KM is harboured on the premise that, organizations, much like their human figments, are incapable of completely harnessing their retained knowledge. Through KM, organizations seek to acquire or create potentially useful knowledge and to make it available to those who can use it at a time and place that is appropriate for them to achieve maximum effective usage in order to positively influence organizational performance. In this context, it is opined that organizational learning (OL) is complementary to KM. OL is accountable for embedding what has been instilled into the fabric of the organization. In this endeavor, a conceptual model shall be developed which shall seek to unravel the symbiosis between KM and OL through the management of knowledge-related assets, thereby ensuring effective organization of ICT resources as well as workforce dynamics in the learning organization.

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