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.

Improving project-to-organization learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Social Learning ◽  
Knowledge Transfer ◽  
Tacit Knowledge ◽  
Effective Means ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organization Learning ◽  
Content Type ◽  
Pertinent Information ◽  
Overall Effectiveness

Purpose Project-based learning is an effective means for companies to capture, retain and use knowledge. To exploit both explicit and tacit knowledge, firms can combine knowledge transfer with social learning mechanisms to boost the overall effectiveness of project-to-organization learning. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Project-based learning is an effective means for companies to capture, retain and use knowledge. To exploit both explicit and tacit knowledge, firms can combine knowledge transfer with social learning mechanisms to boost the overall effectiveness of project-to-organization learning. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The translocation of organizational practices – knowledge creation in Greenfield Plants

2014 ◽  
Vol 21 (2) ◽  
pp. 83-97
Author(s):  
Arne Lindseth Bygdås
Keyword(s):  
Knowledge Transfer ◽  
Process Model ◽  
Social Dynamics ◽  
Common Knowledge ◽  
Transmission Model ◽  
Cultural Learning ◽  
Organizational Practice ◽  
Organizational Practices ◽  
Content Type ◽  
The Social

Purpose – The literature on knowledge transfer is dominated by a one-way transmission model logic where knowledge is captured and transferred from one source to another, assuming the source and receiver resemble each other and have some common knowledge. The social learning processes, what is learned and the phases and sequences of the developmental processes by which learning take place are more or less black boxed in the literature. This paper investigates the social dynamics of the formation and shaping of organizational practice from scratch in a greenfield organizational setting where no prior organizational practice exist. Design/methodology/approach – The paper builds on a case study approach applied in two greenfield organizational settings. A descriptive process model is developed to analyze the translocation and sociogenesis of organizational practices. Findings – A transfer-approach provides a too simplistic and narrow understanding of the process of “moving” organizational practices. Establishing an organizational practice can be described as a community of knowing “in the making” following various modes of cultural learning characterised by mutual adjustments, joint interactions, and alignment of shared understandings, and as such is more learned than transferred. Practical implications – The process model developed in the paper provides a platform for better understanding, planning and execution of intra-firm knowledge transfer and regeneration. Originality/value – The paper provides an in-depth empirical analysis of organizational practice generation from scratch emphasizing the social dynamics and co-construction of meaning when a collective capability is being acquired and built up.

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.

scholarly journals Environmental management system (EMS)

2015 ◽  
Vol 27 (6) ◽  
pp. 1233-1253 ◽  
Author(s):  
Azilah Kasim
Keyword(s):  
Environmental Management ◽  
Organizational Learning ◽  
Organizational Performance ◽  
Management System ◽  
Systematic Approach ◽  
Empirical Studies ◽  
Environmental Management System ◽  
Organization Learning ◽  
Content Type ◽  
Practical Implications

Purpose – The paper aims to discuss the link or relationship between environmental management system (EMS) adoptions with organization learning (OL). It postulates that EMS adoption has the potential to catalyze organizational learning in hotels to make them more dynamic and competitive. Design/methodology/approach – The paper reviewed the literature to link the purpose and steps involved in an EMS adoption with the benefit of managing organizational knowledge and OL. It also uses the literature to identify phases of learning in EMS adoption and the level of employees exposed to the learning. Findings – There are two reasons why more hotels should not be hesitant to adopt EMS: flexibility – EMS does not dictate the level of environmental performance a firm should achieve, thus giving hotel firms the flexibility to determine the level of sophistication of their environmental management; and the building of company’s dynamism – EMS facilitates organizational learning, leading to enhanced organizational performance. Research limitations/implications – The proposed link between EMS implementation with OL in this paper can only be proven by means of empirical studies. Practical implications – Understanding the OL value of EMS adoption may persuade more hotel practitioners to adopt it. Originality/value – This paper proposes a link between a systematic approach to managing environmental responsibility with knowledge management in hotels.

scholarly journals Learning as cognition: a developmental process for organizational learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rob E. Carpenter
Keyword(s):  
Organizational Learning ◽  
Design Methodology ◽  
Developmental Process ◽  
Group Cognition ◽  
Organization Learning ◽  
Content Type ◽  
Practical Implications

Purpose The aim of this article is to present a viewpoint from learning as individual and group cognition for the benefit of organization learning scholarship. Design/methodology/approach Conceptual viewpoint of the author. Findings The results demonstrate that perspective of intentionality is important for understanding how learning as cognition develops into organizational learning. Practical implications Organizations that recognize perspective as the agency by which learning as cognition develops organizational learning have a better opportunity to remain competitive. Originality/value This paper provides a basis to advance understanding on how perspective influences learning as cognition as a developmental process for organizational learning.

Exploiting market-oriented collective learning cycle to leverage competitive advantage at a foreign subsidiary in emerging markets

2020 ◽  
Vol 32 (1) ◽  
pp. 86-128
Author(s):  
Gamal Mohamed Shehata
Keyword(s):  
Organizational Learning ◽  
Emerging Markets ◽  
Market Orientation ◽  
Collective Learning ◽  
Learning Cycle ◽  
Foreign Subsidiary ◽  
Competitive Advantages ◽  
Content Type ◽  
Learning Practices

Purpose The purpose of this paper is to examine how a foreign subsidiary operates in emerging markets and integrates market orientation with organizational learning to achieve a competitive lead. It is an attempt to fill an evident gap in the literature of integrating organizational learning into a market-oriented competitive strategy through using a four-step collective learning cycle at General Motors Egypt (GME). Design/methodology/approach The paper adopts a qualitative case study methodology to thoroughly examine the viewpoints of 90 respondents via in-depth and unstructured interviews with both managers and employees working in a variety of divisions inside GME. An integrative qualitative data analysis approach is used to explore, synthesize, interpret and derive relationships resulting from the collected data. Findings This work advances the theory of organizational learning by testing the theme of collective learning cycle in a real work setting. It presents a real example of aligning market orientation into a collective learning cycle directed toward achieving competitive advantages. Research limitations/implications This study provides scholars and practitioners alike with a real scenario on how and why a four-step organizational learning cycle functions as a building block to generate a competitive advantage. It also discusses the elements of collective learning that are not captured by the four-step collective learning cycle. Factors facilitating market-based organizational learning are also explored. However, the results generated are contingent on the investigated case study circumstances, which are limited in generalizability. Practical implications The paper addresses a set of directions through which auto assembly firms leverage both collective learning practices and knowledge-driven strategy to gain competitive advantages. The GME paradigm indicates how a firm can use collective learning not only to respond to an internal need for change but also to react to external market forces and constraints. Originality/value This study is the first of its kind to investigate the value of the cyclic learning concept from a strategic viewpoint in a multinational organizational context. It enriches the primarily practitioner literature on aligning collective learning into strategy with rich empirical examination of the learning practices of a leading foreign subsidiary. It resolves a gap in the literature regarding how organizational learning and knowledge management processes are aligned to market-oriented competitive strategy. The paper draws a number of critical research issues that call for refinement of the organizational learning cycle theory.

Fighting for victory on the learning battlefield

2017 ◽  
Vol 31 (4) ◽  
pp. 24-26 ◽  
Keyword(s):  
Organizational Learning ◽  
Second World War ◽  
Dimensional Model ◽  
World War ◽  
Organization Learning ◽  
Learning Capability ◽  
Content Type ◽  
Non Profit ◽  
Government Organizations ◽  
Second World

Purpose While intended as a bridge between the concepts of learning organization and organizational learning, current conceptualizations of organizational learning capability still predominantly lean toward the learning organization side, specifically directed at profit firms. The purpose of this paper is to propose a four-dimensional model of organization learning capability that leans more toward the organizational learning side, specifically directed at non-profit and government organizations in general, and army organizations in particular. This model is applied to the British Army in the Second World War. Design/methodology/approach The paper entails a secondary analysis of historical and military sources and data. Findings This paper proposes a four-dimensional model of organization learning capability that leans more toward the organizational learning side, specifically directed at non-profit and government organizations in general, and army organizations in particular. The study found that the British Army possessed only a moderate learning capability, which can be plausibly, but not exclusively, related to differences in battlefield performance between the British and the German Army in the Second World War. Originality/value The paper ranks among the first organizational papers to analyze army operations and functioning from the perspective of organizational learning capability.

A multi-level approach to organizational learning

2019 ◽  
Vol 27 (6) ◽  
pp. 30-32
Keyword(s):  
Organizational Learning ◽  
Firm Performance ◽  
Knowledge Transfer ◽  
Design Methodology ◽  
Reading Time ◽  
Content Type ◽  
Pertinent Information ◽  
Multi Level ◽  
Practical Implications ◽  
Different Levels

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Firm performance can be optimized when learning occurs at different levels and is then transferred between them. Relationships help facilitate learning and along with time, communication and trust determine the alignment between learning cycles and the effectiveness of subsequent knowledge transfer. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

From making gadgets to making talents: exploring a university makerspace

2019 ◽  
Vol 62 (2) ◽  
pp. 145-158 ◽  
Author(s):  
Inger Beate Pettersen ◽  
Elin Kubberød ◽  
Fredrik Vangsal ◽  
Axel Zeiner
Keyword(s):  
Social Learning ◽  
Technological Development ◽  
Entrepreneurial University ◽  
Project Work ◽  
Maker Movement ◽  
Learning Dynamics ◽  
Content Type ◽  
The Social ◽  
And Mathematics ◽  
Rich Data

Purpose The maker movement has been gaining increased attention worldwide and has recently spread to universities, strengthening the entrepreneurial university. Makerspace communities are seen as open and democratic social spaces where knowledge sharing and peer-to-peer learning are essential. However, few scholars have examined the social learning dynamics in makerspace communities. The purpose of this paper is to contribute to these recent calls to investigate makerspaces and their relevance in enhancing learning in a university context. Design/methodology/approach The authors used a case study design to explore the social learning dynamics in the maker community. The authors used observations and interviews to gather rich data from ten members, including two founders. The study occurred over a five-month period. Findings In contrast to free-choice activities, this makerspace community practised a highly hierarchical and well-managed regulation of activities. The high emphasis on project work and serious play illustrates a community where technology is a means of delivering value through projects rather than a means to play and learn in itself. Practical implications Seen in the light of rapid technological development, educators are facing the danger of teaching outdated skills. The makerspace model represents an advanced type of pedagogy and mastery development in science, technology, engineering and mathematics subjects and has the potential to inspire educational designs while challenging traditional education. Originality/value The research provides insights into makerspace as a producer of talents, repositioning of technology transfer and value creation from an entrepreneurial university.

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.

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