Garvin’s Learning Organization: A Process Perspective on Learning for Implementation, Improvement, and Innovation

2019 ◽  
pp. 66-86
Author(s):  
Patrick J. Healy
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Learning Processes ◽  
Research And Practice ◽  
Original Definition ◽  
Process Perspective ◽  
Definition Of ◽  
The Impact ◽  
Over Time

This chapter summarizes David A. Garvin’s model of the learning organization and compares and contrasts Garvin’s perspective with those of other scholars. The chapter begins by presenting Garvin’s original definition of the learning organization, the processes learning organizations excel at managing, and ways to measure whether an organization is a learning organization. Next, the chapter describes Garvin’s revisions to his model over time, including changes to his definition, an increased emphasis on enablers of organizational learning, and additional ways to assess learning organizations. The chapter then positions Garvin’s perspective within the broader literature on the learning organization, identifying his focus on learning processes as a distinctive contribution. Finally, it assesses the impact of Garvin’s definition on both research and practice and speculates on the relevance of Garvin’s learning organization to present and future organizations.

The Learning Organization Survey: Validation of an Instrument to Augment Research on Organizational Learning

2019 ◽  
pp. 302-316
Author(s):  
Amy C. Edmondson ◽  
Francesca Gino ◽  
Patrick J. Healy
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Learning Organization ◽  
Learning Organizations ◽  
Reliability And Validity ◽  
Survey Validation ◽  
Research And Practice ◽  
Work Units ◽  
Leadership Study ◽  
Organization Study

Many scholars have proposed factors that inhibit or facilitate organizational learning, yet few of these claims have been tested empirically. To measure differences in learning across organizations or work units within the same organization, this chapters draws on existing perspectives in the organizational learning literature to create and test a Learning Organization Survey (LOS) in two studies. The LOS presents ten constructs in three clusters – learning environment, processes, and leadership. Study 1 examines the reliability and validity of the ten theory-based constructs comprising the learning organization. Study 2 provides further validation that the LOS is a reliable, stable instrument containing items that suit the theoretical criteria for components of learning organizations. Implications for research and practice are discussed.

From Learning Organizations to Learning Cultures and More: Evolutions in Theory, Changes in Practice, Continuity of Purpose

2019 ◽  
pp. 214-228
Author(s):  
Anthony J. DiBella
Keyword(s):  
Organizational Learning ◽  
Organizational Effectiveness ◽  
Learning Organization ◽  
Conceptual Development ◽  
Organizational Transformation ◽  
Learning Culture ◽  
Learning Processes ◽  
Organization Learning ◽  
Learning Cultures ◽  
Over Time

This chapter examines the evolution of concepts pertaining to the criticality of learning in the pursuit of organizational transformation and effectiveness. Over time, the popularity of the learning organization, learning portfolios, learning cultures, and organizational reliability has waned. Some scholars have considered these concepts within a descriptive perspective, others in a prescriptive manner. This chapter does not advocate for one perspective or paradigm over another but promotes awareness of their distinctions and how they offer different frames for comparing “organizational learning” versus the “learning organization” and “learning culture.” While scholars and practitioners are all concerned with organizational effectiveness, they point towards it in unique ways using conceptual labels that can be interpreted in diverse fashions. That often contributes to intellectual churn and further evolutions in conceptual development and popularity. Implications for the morality of learning processes and their benefit to society are considered.

scholarly journals Learning organization

2019 ◽  
Vol 14 (10) ◽  
pp. 191
Author(s):  
Dang Thi Phuong Uyen
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Processes ◽  
The Difference ◽  
Definition Of ◽  
Learning Types

This paper reviews the learning organization/organizational learning literature in five main areas: first, the definition of learning organization vs. organizational learning and the difference between them; second, the levels of learning and learning types; third, the learning processes in organizations; fourth, the need for learning organization; and fifth, the image of learning organization. This paper aimes at stimulating Vietnamese institutions’ interest in the importance of learning in the success of organizations.

scholarly journals The Learning Organization

2016 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
André Luhn
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Learning Processes ◽  
Learning Ability ◽  
Interorganizational Learning ◽  
Comprehensive Description ◽  
Research Results ◽  
Future Learning ◽  
Common Vision

AbstractWhy do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions (limits, implications etc): Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning. (cf. Liebsch 2011:124). Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. (cf. Unger 2002: 38). Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur. (cf. Unger 2002: 39). In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes. (cf. Liebsch 2011: 124).

scholarly journals Monetary Policy Surprises over Time

2018 ◽  
Vol 08 (01) ◽  
pp. 1840002 ◽  
Author(s):  
Marcello Pericoli ◽  
Giovanni Veronese
Keyword(s):  
Monetary Policy ◽  
Financial Markets ◽  
Interest Rates ◽  
Euro Area ◽  
Yield Curve ◽  
Sovereign Spreads ◽  
Definition Of ◽  
Term Premia ◽  
The Impact ◽  
Over Time

We document how the impact of monetary surprises on euro-area and US financial markets has changed from 1999 to date. We use a definition of monetary policy surprises, which singles out movements in the long-end of the yield curve — rather than those changing nearby futures on the central bank reference rates. By focusing only on this component of monetary policy, our results are more comparable over time. We find a hump-shaped response of the yield curve to monetary policy surprises, both in the pre-crisis period and since 2013. During the crisis years, Fed path-surprises, largely through their effect on term premia, account for the impact on interest rates, which is found to be increasing in tenor. In the euro area, the path-surprises reflect the shifts in sovereign spreads, and have a large impact on the entire constellation of interest rates, exchange rates and equity markets.

Learning Organizations

2020 ◽  
pp. 276-290
Author(s):  
Osman Bayraktar
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Organization Structure ◽  
Individual Learning ◽  
Learning Capacity ◽  
Knowledge Types

The most important factor that protects organizations from solidifying is knowledge. In an organization, knowledge is produced by people and these people learn. However, learning alone is not sufficient for the success of the organization. For a lasting and sustainable process, organizational learning is required. The basic condition for the realization of organizational learning is the existence of an atmosphere that encourages individuals to learn. In the organizations that provide the necessary atmosphere for learning, both the individual's learning capacity increases, and learning as a team takes place in the organization. In this study, first, knowledge, knowledge types, individual learning, organizational learning, levels of learning, and learning organization concepts are covered. Second, different models for realizing the learning organization structure are narrated. Last, some examples from learning organization practices are mentioned.

On Becoming a Learning Organization

1997 ◽  
Vol 1 (6) ◽  
pp. 5-10 ◽  
Author(s):  
Judy Sorum Brown
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Colleges And Universities ◽  
Corporate World

It is a paradox not lost on many in higher education that while the corporate world has embraced organizational learning, higher education lags significantly behind. What would it take for colleges and universities to step up to the challenge of becoming true learning organizations?

Building Learning Organizations With Action Learning

2019 ◽  
pp. 104-118
Author(s):  
Michael John Marquardt
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Action Learning ◽  
Organizational Leaders ◽  
The Past ◽  
Complex Problems ◽  
Learning Programs ◽  
Unique Ability

Very few organizations have ever been able to achieve their goal of becoming a learning organization due to the complexity of organizational learning and the impatience and lack of skills of organizational leaders. Over the past twenty-five years, the author of this chapter has discovered that the introduction of action learning programs into the organization is the most effective way of building a learning organization. This chapter briefly summarizes the five subsystems of a learning organization: (1) learning, (2) organization, (3) people, (4) knowledge, and (5) technology. Action learning is a powerful tool that enables a group to learn while in action. It has the unique ability to solve complex problems while simultaneously creating leaders, building teams, and developing each of the five learning organization subsystems.

Perspectives on Organizational Learning and Learning Organization

2014 ◽  
Vol 644-650 ◽  
pp. 5917-5920
Author(s):  
Zi Rui Liu
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Government Officials ◽  
Learning Society

Organizational learning, learning organizations and even learning society are popular topics among educators and government officials in this so-called knowledge era today. This article will summarize and critique various perspectives on organizational learning and learning organizations in the texts we have covered so far.

Pedagogic challenges in the learning organization

2014 ◽  
Vol 21 (3) ◽  
pp. 162-174 ◽  
Author(s):  
Jon Ohlsson
Keyword(s):  
Organizational Learning ◽  
Tacit Knowledge ◽  
Learning Organization ◽  
Collective Learning ◽  
Learning Processes ◽  
Loop Model ◽  
Local School ◽  
Head Teachers ◽  
Content Type ◽  
School Organizations

Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

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