Market Orientation and the Learning Organization

1995 ◽  
Vol 59 (3) ◽  
pp. 63-74 ◽  
Author(s):  
Stanley F. Slater ◽  
John C. Narver
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Market Orientation ◽  
Learning Organization ◽  
Management Practices ◽  
Learning Organizations ◽  
Improve Performance ◽  
New Knowledge

Effective organizations are configurations of management practices that facilitate the development of the knowledge that becomes the basis for competitive advantage. A market orientation, complemented by an entrepreneurial drive, provides the cultural foundation for organizational learning. However, as important as market orientation and entrepreneurship are, they must be complemented by an appropriate climate to produce a “learning organization.” The authors describe the processes through which organizations develop and use new knowledge to improve performance. They propose a set of organizational elements that comprise the learning organization and conclude with recommendations for research to contribute to the understanding of learning organizations.

A Framework for Building Learning Organizations

2011 ◽  
pp. 246-268
Author(s):  
Sushil K. Sharma ◽  
Jatinder N.D. Gupta
Keyword(s):  
Competitive Advantage ◽  
Learning Organization ◽  
Learning Organizations ◽  
Cost Effective ◽  
Continuous Learning ◽  
Sustainable Competitive Advantage ◽  
Competitive Environments ◽  
The Future ◽  
The Individual ◽  
Suitable Framework

The concept of the learning organization that strives continually to develop its people and processes will be an accepted philosophy of all competitive organizations in the future. Organizations are increasingly being challenged to leverage learning, as it has been widely articulated that knowledge creation and continuous learning at the individual, team, and organizational levels may be the only source of sustainable competitive advantage. Continuous learning is essential for surviving, let alone prospering, in dynamic and competitive environments. Because of this increased emphasis on learning, there has been a tremendous interest in the concept of learning organizations and the capabilities required to build learning organizations. Organizations of the future will not be able to expand into new markets and win market share unless they have a framework (technologies, people, processes, and methodologies) to use their past knowledge to gain a competitive advantage. Organizations of the 21st century have to use the latest information technology and methodologies that can enable them to be cost effective, faster, flexible, and more competitive. Despite the growing interest in learning organizations, there are knowledge gaps in understanding about how to exploit technologies to create a suitable framework for learning organization. Our chapter attempts to suggest a framework for building learning organizations and shows the use of systemic approach to implement our proposed framework to create learning organizations.

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?

Innovation, Market Orientation, and Organizational Learning: An Integration and Empirical Examination

1998 ◽  
Vol 62 (3) ◽  
pp. 42-54 ◽  
Author(s):  
Robert F. Hurley ◽  
G. Tomas M. Hult
Keyword(s):  
Decision Making ◽  
Organizational Learning ◽  
Competitive Advantage ◽  
Conceptual Framework ◽  
Federal Government ◽  
Market Orientation ◽  
Empirical Examination ◽  
Learning Development ◽  
The U.S

Research on market orientation and organizational learning addresses how organizations adapt to their environments and develop competitive advantage. A significant void exists in current models of market orientation because none of the frameworks incorporates constructs related to innovation. The authors present a conceptual framework for incorporating constructs that pertain to innovation in market orientation research. Some of the critical relationships in this conceptual framework are tested among a sample of 9648 employees from 56 organizations in a large agency of the U.S. federal government. The results indicate that higher levels of innovativeness in the firms’ culture are associated with a greater capacity for adaptation and innovation (number of innovations successfully implemented). In addition, higher levels of innovativeness are associated with cultures that emphasize learning, development, and participative decision making. The authors make recommendations for incorporating constructs related to innovation into research on market orientation and organizational learning.

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.

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.

Ethical Healthiness

2015 ◽  
pp. 356-372 ◽  
Author(s):  
Alexis Jacobo Bañón-Gomis
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Process ◽  
Learning Organizations ◽  
Necessary Condition ◽  
Ethical Learning ◽  
Organization Context ◽  
Learning Competence

This chapter proposes that learning improvements in organizations are not just a matter of techniques or aptitudes but are concerned with feelings, attitudes, and, above all, the moral habits of their members. This work suggests complementing currently established conceptions of knowledge management and organizational learning through the explicit inclusion of ethics and ethical learning in organizations. The study describes the explicit need to consider ethics and ethical learning competence among agents in a learning organization context. It then points out the differences between ethically healthy organizations and ethically unhealthy organizations. Finally, the authors argue that the ethical healthiness of an organization is an essential, structural, and necessary condition to achieve a comprehensive learning process in learning organizations on both a technical and human level.

Organizational Learning and the Learning Organization

2015 ◽  
pp. 286-312 ◽  
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Systems Thinking ◽  
Learning Organization ◽  
Double Loop ◽  
Peter Senge ◽  
Generative Process ◽  
Double Loop Learning ◽  
Five Disciplines ◽  
A Company

Organizational learning and learning organization are two constructs based on conceptual metaphors. Organizational learning is a process that occurs across individual, group, and organizational levels through intuiting, interpreting, integrating, and institutionalizing. It is a purposeful process designed and sustained by inspired leadership. It may be an adaptive process based on the single-loop learning or a generative process based on the double-loop learning. The organization that is capable of transforming organizational learning into the engine of knowledge creation aiming at building up a competitive advantage may become a learning organization. Peter Senge developed the theory of the five disciplines that may transform a company into a learning organization, focusing on systems thinking. The purpose of this chapter is to present different views concerning organizational learning and its main characteristics.

The Construction of Knowledge Management

2014 ◽  
pp. 89-110 ◽  
Author(s):  
Ben Tran
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Human Resources ◽  
Competitive Advantage ◽  
Learning Organization ◽  
Human Resources Management ◽  
Top Down ◽  
Construction Of Knowledge ◽  
The Relationship

A number of authors have stressed that competitive advantage through knowledge management is realized through identifying the valuable representation, organization, acquisition, creation, usage, and evolution of knowledge in its many forms that the organization knows or could know now: skills and experience of people, archives, documents, relations with clients, suppliers, and other persons and materials often contained in electronic databases. In so doing, this chapter covers the various types of knowledge, the Learning Organization (LO), and Organizational Learning (OL). This chapter also covers the history and meaning of knowledge (management), LO, and OL in terms of how all three elements are interrelated. Emphasis is placed on the relationship between LO and OL. With that said, the chapter explains why the role of knowledge transfer and human resources management is a top down approach and not a bottom up approach.

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