From organisational learning and knowledge acquisition to the learning organisation: the case of the European Commission through DG DEVCO

2021 ◽  
pp. 1-18
Author(s):  
Ileana Daniela Serban
Keyword(s):  
Knowledge Acquisition ◽  
European Commission ◽  
Organisational Learning ◽  
Learning Organisation

Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution

2020 ◽  
Vol 34 (8) ◽  
pp. 1253-1264
Author(s):  
Peter A. Barnard
Keyword(s):  
Transformative Learning ◽  
Research Literature ◽  
Organisational Learning ◽  
School Structure ◽  
Learning Organisation ◽  
Feedback Mechanisms ◽  
Content Type ◽  
Learning Capacity ◽  
Extensive Information ◽  
Organisational Strategy

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.

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

2007 ◽  
Vol 06 (03) ◽  
pp. 211-217 ◽  
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.

Is the learning organisation still alive?

2017 ◽  
Vol 24 (2) ◽  
pp. 119-126 ◽  
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.

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

2015 ◽  
Vol 3 (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.

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

2021 ◽  
pp. 100854
Author(s):  
Sayed Alireza Alerasoul ◽  
Giovanna Afeltra ◽  
Henri Hakala ◽  
Eliana Minelli ◽  
Fernanda Strozzi
Keyword(s):  
Organisational Learning ◽  
Integrative Review ◽  
Learning Orientation ◽  
Learning Organisation

The New Learning Organisation

2019 ◽  
Vol 26 (3) ◽  
pp. 304-318 ◽  
Author(s):  
Elena P. Antonacopoulou ◽  
Christian Moldjord ◽  
Trygve J. Steiro ◽  
Christina Stokkeland
Keyword(s):  
Common Good ◽  
Organisational Learning ◽  
Unique Contribution ◽  
Learning Organisation ◽  
Content Type ◽  
The Common Good ◽  
Learning Framework ◽  
New Learning ◽  
Responsible Action ◽  
The Common

Purpose This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising . Design/methodology/approach The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Findings The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good. Research limitations/implications The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace. Practical implications By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising. Social implications By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve. Originality/value The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.

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