Organizational Learning Curves: A Method for Investigating Intra-Plant Transfer of Knowledge Acquired Through Learning by Doing

1991 ◽  
Vol 2 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Dennis Epple ◽  
Linda Argote ◽  
Rukmini Devadas
Keyword(s):  
Organizational Learning ◽  
Learning By Doing ◽  
Learning Curves ◽  
Transfer Of Knowledge ◽  
Plant Transfer

LEARNING BY DOING SOMETHING ELSE: THE IMPACT OF TASK VARIATION ON ORGANIZATIONAL LEARNING CURVES.

2000 ◽  
Vol 2000 (1) ◽  
pp. E1-E6 ◽  
Author(s):  
Melissa A. Schilling ◽  
Alexandre Marangoni ◽  
Patricia Vidal ◽  
Mahesh Rajan
Keyword(s):  
Organizational Learning ◽  
Learning By Doing ◽  
Learning Curves ◽  
Task Variation ◽  
The Impact

Measuring Organizational Learning as a Multidimensional Construct

2010 ◽  
pp. 1101-1109
Author(s):  
Juan C. Real ◽  
Antonio Leal ◽  
Jose L. Roldan
Keyword(s):  
Organizational Learning ◽  
Production Cost ◽  
Learning Curves ◽  
Labour Cost ◽  
Manufacturing Cost ◽  
Total Production ◽  
Multidimensional Construct ◽  
Experience Curves

The traditional way of measuring learning as a result has been through the so-called learning and experience curves. The learning curves, developed within the production framework (Levitt & March, 1988), relate the manufacturing cost of a product to the accumulated experience in its production. This establishes that its cost decreases as the number of units made increases. At first, although this relationship was limited to the direct labour cost, it later extends to the total production cost.

scholarly journals Rebound Effect and Technical Learning of Energy-environmental Evaluation in Manufacturing Industry

2019 ◽  
Author(s):  
Jiang Wang ◽  
Kunyue Wang ◽  
Lijuan Wang
Keyword(s):  
Energy Consumption ◽  
Total Energy ◽  
Environmental Effect ◽  
Manufacturing Industry ◽  
Rebound Effect ◽  
Learning By Doing ◽  
Learning Curves ◽  
Production Environment ◽  
Environmental Evaluation ◽  
Technical Learning

We introduce a total energy and environmental evaluation method in the manufacturing industry. The method gives us a series of descriptive indexes to assess the overall environmental effect level on materials, energy, wastes and products in the life cycle process. Meanwhile, the method uses partial indexes, environmental effect factors, and correction offsets into the quantitative model to analyze the learning process and rebound effect on the energy and environment at each procedure. In this work, we choose S-shaped learning curves to describe how to decrease energy consumption and improve the technical learning by doing for recent 30 years. Also, we draw the different rebound effect curves of the total energy-environmental evaluation with technical learning method, which use the annual industrial production growth rate to show that it's significant to estimate its effect on technology changes. The ideas about the interaction of energy and production environment from material flows to energy consumption, direct us to build an example to estimate quantitatively the results with different condition factors, and realize the process improvement and develop new products.

scholarly journals Pendidikan Kesehatan Mobilisasi Dini Pasca Bersalin

2020 ◽  
Vol 1 (2) ◽  
pp. 60-63
Author(s):  
Isnaeni Rofiqoch ◽  
Purwati Purwati ◽  
Wulan Margiana
Keyword(s):  
Health Education ◽  
Post Partum ◽  
Public Awareness ◽  
Healing Process ◽  
Early Mobilization ◽  
Learning By Doing ◽  
Transfer Of Knowledge ◽  
Counseling Training ◽  
Early Postpartum ◽  
Before And After

Health education is a process of providing knowledge and a process in public awareness of the importance of health. Health education on early mobilization for postpartum mothers can provide more knowledge about health to mothers or their families in order to overcome problems and accelerate the postpartum healing process. This is because the postpartum stage is one of the stages that is susceptible to bleeding and infection in the mother, and a cause of death in the mother. The method in implementing IbM is carried out by the method of learning by doing (learning by doing) with the transfer of knowledge through counseling, training and skill practice. In the implementation of providing health education about early mobilization after childbirth there is an increase in knowledge before and after providing health education about early mobilization after childbirth. Providing health education about early postpartum mobilization is carried out as early as possible, with the hope that post-partum mothers can immediately practice and help heal uterine wounds and postpartum birth canals.

scholarly journals Knowledge acquisition throughout the lifecycle: product and industry learning frameworks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ferran Vendrell-Herrero ◽  
Emanuel Gomes ◽  
Marco Opazo-Basaez ◽  
Oscar F. Bustinza
Keyword(s):  
Organizational Learning ◽  
Conceptual Development ◽  
Learning By Doing ◽  
Theoretical Problem ◽  
Digital Innovation ◽  
Dominant Type ◽  
Content Type ◽  
Different Types ◽  
Learning Frameworks ◽  
Insight Into

Purpose The purpose of this paper is to distinguish clearly between industry (ILC) and product lifecycle (PLC) models and to elucidate their different ramifications for organizational learning and knowledge. Design/methodology/approach The authors examine existing knowledge on ILCs and PLCs to highlight the differences and similarities and develop a framework with implications for learning and innovation in digital manufacturing industries. Findings The authors identify and associate one dominant type of learning with each phase of the ILC: learning-by-participating in the introduction phase, learning-by-feedback in the growth phase, vicarious learning in the maturity phase and learning-by-memory in the decline phase. The study also provides insight into how different types of learning influence PLC in digital innovation. From this perspective, learning-by-feedback is crucial to co-creation, co-production and open innovation. Similarly, learning-by-doing and learning-by-memory are essential to production and usage stages, respectively. Research limitations/implications The conceptual development in this paper follows a somewhat critical but ultimately elucidative analysis that highlights important research avenues in the interplay of PLC/ILC, organizational learning and digital innovation. Originality/value This paper clarifies a perennial theoretical problem by differentiating two concepts often conflated in the literature. More importantly, it contributes to the knowledge management literature by shedding light on the connection of ILC and PLC theories to different types of organizational learning.

Inter-organizational learning within an institutional knowledge network

2017 ◽  
Vol 20 (2) ◽  
pp. 230-249 ◽  
Author(s):  
Vasco Eiriz ◽  
Miguel Gonçalves ◽  
João S. Areias
Keyword(s):  
Organizational Learning ◽  
Knowledge Network ◽  
Knowledge Generation ◽  
Transfer Of Knowledge ◽  
Dyadic Relationships ◽  
Cooperative Effort ◽  
Content Type ◽  
Network Learning ◽  
Joint Activities ◽  
Institutional Actors

Purpose The purpose of this paper is to focus on the interaction process between organizations of a knowledge network as a means to promote learning. In particular, the authors aim to answer the following research questions: how do dyadic and network relationships contribute to inter-organizational creation and transfer of knowledge? More specifically, which joint activities between organizations facilitate inter-organizational learning within a knowledge network? That is, the authors are interested in the relationship processes for inter-organisational learning, aiming to identify and understand the joint activities through which organizations within an institutional network generate and transfer knowledge. Design/methodology/approach Aiming at studying how six institutional actors generate and transfer knowledge, the existing dyadic relationships between a focal actor (a technological center of the textile and clothing industry – CITEVE) and each one of the other five institutional actors were studied. In the study of this knowledge network the authors analyzed several documental sources and carried out 19 interviews. Findings This study shows how dyadic and network relationships contribute to inter-organisational creation and transfer of knowledge. It assesses several joint activities through which organizations in the studied network learn with each other and compares the five dyadic relationships in terms of their distinctive features. Through the cooperative effort based on joint activities between actors, the studied network generates complementary and multidisciplinary knowledge aiming to promote network learning of the studied organizations. Management implications and suggestions for further research on network learning are discussed. Originality/value This paper adds to the literature on network learning and management by empirically illustrating how a network of organizations in a given industry contributes to knowledge generation. It is an original contribution because, first, it allows a better understanding of how organizations of a knowledge network interact and contribute for network learning. In particular, the paper identifies a large number of joint activities for inter-organizational learning in the context of a traditional industry. Second, the research shows empirically how such interaction and learning occur in practice within a network context that comprises only institutional actors.

Effects of organizational learning on performance: the moderating roles of trust in leaders and organizational justice

2019 ◽  
Vol 23 (2) ◽  
pp. 313-331 ◽  
Author(s):  
Seok-Young Oh
Keyword(s):  
Organizational Learning ◽  
Theoretical Model ◽  
Organizational Performance ◽  
Organizational Justice ◽  
Distribution System ◽  
Objective Measure ◽  
Self Report ◽  
Transfer Of Knowledge ◽  
Content Type ◽  
Feedback Learning

PurposeThe purpose of this paper is to identify how organizational learning processes influence perceived organizational performance and examine the moderating roles of organizational justice and trust in managers therein.Design/methodology/approachThis study develops a theoretical model to exhibit how knowledge acquisition and transfer activities influence perceived organizational performance. Data were collected from 515 respondents and analyzed by PROCESS macro for SPSS.FindingsThis study found that feedback learning flows are strongly mediated between learning stocks and organizational performance. It also found that organizational justice moderates the effect of learning stocks on organizational performance through feed-forward learning flows, while trust in manager moderates the effect of learning stocks on organizational performance through feedback learning flows.Research limitations/implicationsThis study has a limitation in which it uses self-report data to measure all constructs. The objective measure may be necessary for future study.Practical implicationsThe implications of this study are twofold. First, it finds that the higher organizational justice, the better the transfer of knowledge from the bottom up. When firms need to explore new knowledge, fairness in procedure and the distribution system is critical. Second, the higher the trust in management, the better the transfer of knowledge from the top down. The role of managers is instrumental in persuading employees and disseminating knowledge.Originality/valueCombining functionalist and critical perspectives and developing a theoretical model, this study contributes to the understanding of how trust and justice facilitate learning activities within organizations.

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