Organizational Learning Mechanisms: Exploring a Conceptual Framework for Organizational Learning in Schools

2005 ◽  
Vol 15 (5) ◽  
pp. 571-600 ◽  
Author(s):  
Chen Schechter
Keyword(s):  
Organizational Learning ◽  
Conceptual Framework ◽  
School Change ◽  
Future Research ◽  
Learning Mechanisms ◽  
Cultural Framework ◽  
Large School ◽  
Organizational Learning Mechanisms ◽  
Secondary Grades

In light of the complexity and wealth of information in societies today the notion of organizational learning has become the forerunner of school change discourse. However, organizational learning is still characterized by mystical and amorphous rhetoric, understood well neither by researchers nor by practitioners. Therefore, this article is an attempt to explore the notion of organizational learning through the concept of organizational learning mechanisms (OLMs) and the culture in which they are embedded. A case study in a large school, comprised of middle and secondary grades, provided the context for studying OLMs and the learning values (culture) influencing their productivity. The study strengthens the ability to empirically research learning by schools through the structural and cultural framework. Lessons drawn from the study and future research, which may contribute to the field of organizational learning, are discussed

Innovation-related knowledge from customers for new financial services: A conceptual framework

2013 ◽  
Vol 1 (2) ◽  
pp. 67-85
Author(s):  
Dieter De Smet ◽  
Anne-Laure Mention ◽  
Marko Torkkeli
Keyword(s):  
Organizational Learning ◽  
Conceptual Framework ◽  
Absorptive Capacity ◽  
Financial Services ◽  
Learning Mechanisms ◽  
Organizational Capability ◽  
Organizational Learning Mechanisms ◽  
Knowledge Intensive ◽  
A Company ◽  
Interesting Area

Customers are reported to be providers of innovation-related knowledge for the development of new services. In order to benefit from this source of innovation-related knowledge, a company requires the organizational capability to identify and use it, denoted as its absorptive capacity. This research provides a conceptual framework for the co-creation of new financial services, which is driven by the underlying organizational learning mechanisms of a company’s absorptive capacity. The context of financial services, which are characterized as being knowledge-intensive, should provide an interesting area of research for testing this conceptual framework.

Organizational learning mechanisms for learning schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chen Schechter ◽  
Mowafaq Qadach ◽  
Rima’a Da’as
Keyword(s):  
Organizational Learning ◽  
School Change ◽  
School Context ◽  
Faculty Members ◽  
Learning Mechanisms ◽  
Continuous Growth ◽  
Content Type ◽  
Cultural Frameworks ◽  
Organizational Learning Mechanisms ◽  
Learning Schools

Purpose Organizational learning (OL) has been conceptualized as a critical component in school change processes. Nevertheless, OL in the school context is still somewhat obscure and difficult to comprehend, thus it is rarely translated into operational structures and processes and later permanently sustained. The purpose of this study is to present the organizational learning mechanisms (OLMs) framework as an institutionalized arrangement for collecting, disseminating, analyzing, storing, retrieving and using information that is relevant to the performance of school systems. Design/methodology/approach First, the authors examine the previous research on OLMs as a conceptual framework for OL in schools; then the authors present the various validated measures of OLMs in schools; and finally, the authors suggest implications for principals, as well as future explorations of the issue. Findings While the literature on OL in schools acknowledges the mystification of the term and the difficulty in translating it into operative procedures in dynamic and complex contexts, OLMs, as an integration of structural and cultural frameworks, are conceptualized as scaffolding for the development of learning schools. Originality/value The OLMs’ (structural and cultural) framework of information processing may help schools develop and sustain learning communities aimed at fostering the continuous growth of students and faculty members alike.

scholarly journals O processo de aprendizagem organizacional em central cooperativa agroindustrial

2016 ◽  
Vol 20 (1) ◽  
pp. 86
Author(s):  
Douglas Royer ◽  
Frederico Fonseca da Silva ◽  
Estanislau Gonçalves Jovtei
Keyword(s):  
Organizational Learning ◽  
Transfer Of Learning ◽  
Learning Mechanisms ◽  
Organizational Learning Mechanisms ◽  
The Individual ◽  
Over Time ◽  
Attention To Detail

To analyzing the process of organizational learning in central agribusiness cooperative in the light of OADI-SMM model, from the perspective of the organization having cooperated as an individual, the study of construct left the following assumptions: understand the main concepts of learning organizational and OADI-SMM model; understand the peculiarities of cooperative organizations in agribusiness and its main features management; understand the process of organizational learning in central agribusiness cooperative, its main engines, agents and moments; analyzing the light of OADI-SMM model the process of learning in the unit of study and possible disruptions in organizational learning. With the interpretation of context and attention to detail and the experiences of respondents, it can be concluded in the study that, over time, the Central Cooperative has developed and strengthened continuously and endemically their organizational learning mechanisms and as a way to cope with the complexity of agribusiness, has been able to promote the exchange of knowledge acquired in adaptations to the environment. The main finding of this case study is that the Central Cooperative can promote the transfer of learning between the individual and the organizational, so we really learn.

Learning together and working apart: routines for organizational learning in virtual teams

2017 ◽  
Vol 24 (3) ◽  
pp. 138-149 ◽  
Author(s):  
Nancy Dixon
Keyword(s):  
Organizational Learning ◽  
Virtual Teams ◽  
Virtual Team ◽  
Critical Issue ◽  
Future Research ◽  
Information Industry ◽  
Content Type ◽  
Face To Face ◽  
Virtual Teaming

Purpose Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines. Design/methodology/approach This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team. Findings This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams. Research limitations/implications This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries. Practical implications This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams. Social implications Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue. Originality/value This case study extends the research on teaming routines to virtual teams.

Attention, Knowledge, and Organizational Learning

2017 ◽  
pp. 80-94 ◽  
Author(s):  
William Ocasio ◽  
Luke Rhee ◽  
Daniel Milner
Keyword(s):  
Organizational Learning ◽  
Performance Feedback ◽  
Knowledge Creation ◽  
Theoretical Framework ◽  
Focus Of Attention ◽  
Future Research ◽  
Executive Attention ◽  
Learning Mechanisms ◽  
Structural Distribution

In this chapter, we develop a theoretical framework of an attention-based view of organizational learning. Specifically, we explain how the three pillars of Ocasio’s (1997, 2011) attention-based view—focus of attention (and its subnotions of executive attention and attentional vigilance), situated attention, and structural distribution of attention—are relevant for three main outcomes of organizational learning: knowledge creation, retention, and transfer. We also discuss how attention interacts with other well-known learning mechanisms, such as performance feedback, capabilities, trust, and experience, and when and how attention either amplifies or negates their effectiveness for learning. We conclude with an evaluation of the attention-based view of organizational learning and suggestions for future research.

From crisis to success: three case studies in organizational learning

2011 ◽  
Vol 18 (6) ◽  
pp. 454-467 ◽  
Author(s):  
Yoram Mitki ◽  
Ram Herstein
Keyword(s):  
Organizational Learning ◽  
Organizational Performance ◽  
Global Economy ◽  
Service Organizations ◽  
Three Dimensions ◽  
Brand Strategy ◽  
Learning Mechanisms ◽  
Corporate Brand ◽  
Content Type ◽  
Organizational Learning Mechanisms

PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration

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