Examination of Organizational Learning Mechanisms for Successful Implementation of Quality Programs

2011 ◽  
Vol 3 (-1) ◽  
pp. 85-94
Author(s):  
Adolfas Kaziliūnas
Keyword(s):  
Organizational Learning ◽  
Successful Implementation ◽  
Learning Mechanisms ◽  
Organizational Learning Mechanisms ◽  
Quality Programs

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

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

Strategic intent, organizational environment, and organizational learning mechanisms

2016 ◽  
Vol 45 (5) ◽  
pp. 928-946 ◽  
Author(s):  
Shih-Chieh Fang ◽  
Hung Ku Chen
Keyword(s):  
Organizational Learning ◽  
Radical Change ◽  
Learning System ◽  
Organizational Environment ◽  
Theory Approach ◽  
Learning Mechanisms ◽  
Content Type ◽  
Personal Learning ◽  
Strategic Intent ◽  
Organizational Learning Mechanisms

Purpose – The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable). Design/methodology/approach – The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research. Findings – Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation). Originality/value – The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.

Applying benchmarking: an organizational learning perspective

2002 ◽  
Vol 21 (3) ◽  
pp. 183-191
Author(s):  
Shmuel Ellis ◽  
Dan Elnathan ◽  
Tzvi Raz
Keyword(s):  
Organizational Learning ◽  
Field Study ◽  
Organizational Characteristics ◽  
Learning Mechanisms ◽  
Learning Practices ◽  
Organizational Learning Mechanisms ◽  
The Relationship

We report the results of a field study that examined the application of benchmarking and the nature of its relationship to organizational learning practices. The study addresses two issues: the relationship between familiarity with the concept of benchmarking and the application of the elements of the benchmarking methodology (which are also, for the most part, organizational learning mechanisms), and the relationship between the prevalence of applying these elements and organizational characteristics. The main findings indicate that for the most part managers associate benchmarking with competition, and that most of its elements are applied intuitively, and not as part of a structured methodology.

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