Stimulating and Supporting Agency Learning

2019 ◽  
Vol 50 (2) ◽  
pp. 148-160
Author(s):  
Julianne Mahler
Keyword(s):  
Organizational Learning ◽  
Learning Processes ◽  
The Many ◽  
Basic Learning

Organizational learning is widely seen as a particularly valuable form of change, driven by professionals closest to the work of the agency and all its challenges. However, the growing literature on this process identifies a large and varied set of requisites for learning. The object here is to survey these requisites and show how they are the many guises of a few basic learning processes, and in doing so distinguish the conditions that stimulate or initiate learning from those that support it. Although all of the paths to learning can be encouraged, the stimuli have been less appreciated for their particular role.

Organizational Learning and Multiteam Systems

2019 ◽  
pp. 602-620
Author(s):  
Leslie A. DeChurch ◽  
Gina M. Bufton ◽  
Sophie A. Kay ◽  
Chelsea V. Velez ◽  
Noshir Contractor
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Learning Processes ◽  
Organizational Systems ◽  
System Perspective ◽  
Multiteam Systems ◽  
Starting Point ◽  
Emergent States ◽  
Superordinate Goal

Multiteam systems consist of two or more teams, each of which pursues subordinate team goals, while working interdependently with at least one other team toward a superordinate goal. Many teams work in these larger organizational systems, where oft-cited challenges involve learning processes within and between teams. This chapter brings a learning perspective to multiteam systems and a multiteam system perspective to organizational learning. Several classic illustrations of organizational learning—for example, the Challenger and Columbia disasters—actually point to failures in organizational learning processes within and between teams. We offer the focus on intrateam knowledge creation and retention and interteam knowledge transfer as a useful starting point for thinking about how to conceptually and operationally define learning in multiteam systems. Furthermore, we think leadership structures and multiteam emergent states are particularly valuable drivers of learning.

Personnel Movement as a Mechanism for Learning in Organizations and Teams

2017 ◽  
pp. 354-364 ◽  
Author(s):  
Aimée A. Kane ◽  
Floor Rink
Keyword(s):  
Organizational Learning ◽  
Best Practices ◽  
Learning Processes ◽  
The Other ◽  
Learning Mechanisms ◽  
Managerial Implications ◽  
Convergence And Divergence

Promotions, temporary assignments, and planned efforts to transfer best practices are some of the myriad reasons why employees increasingly move within and across contemporary organizations. At the same time, compared to other learning mechanisms, individuals have unique capabilities for conveying knowledge and adapting it to new contexts. Accordingly, this chapter examines how and when the movement of individuals into organizational units influences learning. From a review of personnel movement in the organizational learning literature and learning in the team receptivity to newcomer literature, we uncover general tendencies in how personnel movement influences learning processes and key moderators of these effects. Centered on points of convergence and divergence, we present an overarching theoretical viewpoint on when personnel movement is most likely to result in learning that integrates across the two literatures, noting what each can learn from the other. The chapter concludes by outlining managerial implications.

Learning Processes and Violent Video Games

2011 ◽  
pp. 1807-1822
Author(s):  
Edward L. Swing ◽  
Douglas A. Gentile ◽  
Craig A. Anderson
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Learning Processes ◽  
Long Term Effects ◽  
Violent Video Games ◽  
Improved Performance ◽  
Learning Principles ◽  
General Learning Model ◽  
Basic Learning

Though video games can produce desirable learning outcomes, such as improved performance in school subjects, they also can produce undesirable outcomes, such as increased aggression. Some of the basic learning principles that make video games (particularly violent video games) effective at teaching are discussed in this chapter. A general learning model is presented to explain how video games can produce a variety of effects in their users. This model explains both the immediate, short term effects and cumulative, long term effects of video games. Implications of these principles are discussed in relation to education. The issue of addressing violent video games’ effects on aggression is also examined.

Organizational learning and knowledge acquisition

2019 ◽  
pp. 312-344
Author(s):  
John Child ◽  
David Faulkner ◽  
Stephen Tallman ◽  
Linda Hsieh
Keyword(s):  
Organizational Learning ◽  
Knowledge Acquisition ◽  
Joint Ventures ◽  
Learning Processes ◽  
International Joint Ventures ◽  
Barriers To Learning ◽  
Potential Barriers ◽  
New Knowledge ◽  
International Joint ◽  
Alliance Partners

Chapter 14 recognizes that many alliances are established in order to enhance a company’s knowledge or capacity to generate new knowledge through learning. It identifies different forms of learning in and through alliances. Alliance partners’ motives toward learning are extremely significant, and the chapter distinguishes between alliances in which partners seek to learn collaboratively for their mutual benefit from other alliances in which learning becomes competitive and potentially exploitative. Effective organizational learning through alliances requires several conditions to be in place and the presence or otherwise of these conditions gives rise to a range of learning processes identified by research on international joint ventures. The closing sections of this chapter turn to the process whereby alliance learning can be facilitated. They identify the potential barriers to learning in alliances, and how the process might be managed constructively.

Organizational Learning and Technology

2012 ◽  
pp. 217-233 ◽  
Author(s):  
Jia Wang
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Virtual Communities ◽  
Learning Processes ◽  
Appropriate Technology ◽  
Learning Capacity ◽  
Technology Applications ◽  
Learning Platforms ◽  
Virtual Communities Of Practice

The purpose of this chapter is to explore the role of technology in organizational learning. Recognizing that the presence of technology may not always bring about desirable change, this chapter focuses on identifying promising aspects of technologies and their potential to enhance the organization’s learning capacity. Three interrelated constructs—technology, organizational learning, and knowledge management—are examined. This review pointed to several challenges related to technology integration in the organizational learning processes. A variety of technology-based learning platforms are suggested. Virtual learning, virtual dialoguing, virtual communities of practice, and technology-enabled knowledge management systems are recommended as appropriate technology applications for facilitating learning within organizations. Gaining an understanding about how technology can be leveraged to promote learning is key to improving organizational practices.

Organizational Learning Processes and Outcomes: Major Findings and Future Research Directions

2020 ◽  
Author(s):  
Linda Argote ◽  
Sunkee Lee ◽  
Jisoo Park
Keyword(s):  
Organizational Learning ◽  
Learning Curve ◽  
Knowledge Creation ◽  
Organizational Context ◽  
Knowledge Retention ◽  
Learning Processes ◽  
Future Research ◽  
Curve Pattern ◽  
Research Directions ◽  
Future Research Directions

We trace the evolution of research on organizational learning. As organizations acquire experience, their performance typically improves at a decreasing rate. Although this learning-curve pattern is found in many industries, organizations vary in the rate at which they learn. In order to understand this variation, we separate organizational learning into four processes: search, knowledge creation, knowledge retention, and knowledge transfer. Within each process, we present research on how dimensions of experience and of the organizational context affect learning processes and outcomes. Our goals are to describe major findings and to identify opportunities for future research. The article concludes with a discussion of research directions that are likely to be productive in the future. These directions include investigating how new technological and organizational developments are likely to affect organizational learning. This paper was accepted by David Simchi-Levi, finance.

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