scholarly journals Organizaciones que aprenden: Nivel educativo medio superior del sector privado

2017 ◽  
Vol 13 (25) ◽  
Author(s):  
Rogelio Mata Quiñones ◽  
Roy Lafuente Domínguez ◽  
Fernando Miguel Ruiz Díaz
Keyword(s):  
High School ◽  
Organizational Learning ◽  
Learning Organization ◽  
Educational Institution ◽  
Meaningful Learning ◽  
Individual Learning ◽  
Trabajo En Equipo ◽  
Organization Leadership ◽  
The Individual ◽  
Private High School

Abstract. To convert an educational institution, such as the private high school, an organization that learns, we must know the school, their strengths, opportunities, to support change, threats, weaknesses that impede it, starting from the individual learning to organizational, because both have an impact on a learner organization, involving all elements such as leadership, work in equipment, resources, culture and values that they make and provide structure, as well as the context in which this immersed; the process of internal learning which characterized them and provide scaffolding, of the new acquisition that they help you or in the future helping you to become the type of organization that not only will be able to adapt to the demands of a modern and dynamic society, but also to transform to generate meaningful learning, allowing it to be competent permanent and relevant to developing its capacities and the survival skills.Keywords: change, high school, individual and organizational learning organization, leadership, teamwork.Resumen. Para convertir una institución educativa, como el bachillerato privado, en una organización que aprende, debemos de conocer la escuela, sus fortalezas, las oportunidades, que apoyarán el cambio, las amenazas, las debilidades que lo impedirán, partiendo desde el aprendizaje individual hasta el organizativo, porque ambos inciden en una organización aprendiente, involucrando todos los elementos como el liderazgo, trabajo en equipo, recursos, cultura y valores, que la conforman y le proporcionan estructura, así comoel contexto en el cual está inmerso; los proceso de aprendizaje internos que los caracterizan y le brindan andamiaje, a los de nueva adquisición que le ayudan o en un futuro le auxiliaran a convertirse, en el tipo de organización que no solo será capaz de adaptarse a las exigencias de una sociedad moderna y dinámica, sino también a transformarse para generar el aprendizaje significativo, permitiéndole ser competente, permanente y pertinente desarrollando sus capacidades y habilidades para la supervivencia.Palabras claves: aprendizaje individual y organizativo, bachillerato, cambio, liderazgo, organización, trabajo en equipo.

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.

Diffusion of E-Learning Practice in an Educational Institution

2010 ◽  
Vol 2 (3) ◽  
pp. 1-13
Author(s):  
Keith Thomas ◽  
Paul Lam ◽  
Annisa Ho
Keyword(s):  
Hong Kong ◽  
Organizational Learning ◽  
Knowledge Transfer ◽  
Educational Institution ◽  
Initial Design ◽  
E Learning ◽  
Initial Idea ◽  
The Individual ◽  
Learning Projects

Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.

The Relationship of Learning Culture, Learning Method, and Organizational Performance in the University and College Libraries in Taiwan

Libri ◽  
2015 ◽  
Vol 65 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Ti Yu ◽  
Chao-chen Chen
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Individual Learning ◽  
Two Dimensions ◽  
Learning Culture ◽  
Learning Method ◽  
Learning Methods ◽  
Universities And Colleges ◽  
Organizational Learning Culture ◽  
College Libraries

AbstractOver the past few decades, organizational learning has become a significant concept for the development of organizations. Numerous scholars and experts in librarianship have advocated the importance of creating a learning library for handling various challenges, such as the rapid development of the Internet and digital technology. However, an effective learning organization relies on a positive learning culture and starts with an individual’s commitment to learn. This study investigated the learning methods that are commonly adopted by staff in Taiwan’s university and college libraries, measuring their values regarding the organizational learning culture and knowledge performance, and exploring the relationships among individual learning methods, organizational learning culture, and knowledge performance in these libraries. Based on the Dimensions of the Learning Organization Questionnaire (DLOQ) and previous studies, this study designed and conducted a questionnaire survey of 478 library employees in 162 universities and colleges across Taiwan. Some key findings of this study included: (1) the individual learning method of “self-learning by using Internet resources” is adopted most frequently by library staff in Taiwan’s universities and colleges; (2) the overall values of staff members regarding their organizational learning cultures are not strong; (3) the two dimensions “creating continuous learning opportunities” and “creating systems to capture and share learning” can influence the methods of library staffs’ learning formally and informally, and they can positively contribute to enhance the knowledge performance of the library. In addition, informal learning methods are likely to enhance organizational knowledge performance.

Understanding Individual Learning for Organizational Learning

1996 ◽  
Vol 40 (15) ◽  
pp. 791-795
Author(s):  
Rajendra Paul
Keyword(s):  
Organizational Learning ◽  
Cognitive Learning ◽  
Individual Learning ◽  
Learning Processes ◽  
Abstract Concept ◽  
Feedback Environment ◽  
Extrinsic Factors ◽  
The Individual ◽  
Intrinsic And Extrinsic Factors

Suitable application of the knowledge about individual learning to develop organizational learning processes is the focus and scope of this paper. Organization is an abstract concept. Consequently, organizational learning depends to a large extent on the learning by individual employees. Cognitive learning is treated in greater detail than physical learning, although the two often occur and are treated simultaneously. The attributes of the individual learning process discussed here include intrinsic and extrinsic factors like motivation, feedback, environment, social influences, and role of emotions.

Diffusion of E-Learning Practice in an Educational Institution

2012 ◽  
pp. 143-155
Author(s):  
Keith Thomas ◽  
Paul Lam ◽  
Annisa Ho
Keyword(s):  
Hong Kong ◽  
Organizational Learning ◽  
Knowledge Transfer ◽  
Educational Institution ◽  
Initial Design ◽  
E Learning ◽  
Initial Idea ◽  
The Individual ◽  
Learning Projects

Successful knowledge transfer or diffusion of e-learning practice goes beyond precursor incentives and anticipated rewards for the individual lecturer. It also involves wider enabling of learning attributes and cultural capabilities in an organization. This paper examines how some of these attributes and capabilities play out in an educational institution in the context of web-enabled technology. An organizational-learning model is used to examine diffusion of practices after initial design and development. This paper is based on a case study of eight course-level e-learning projects in a university based in Hong Kong. The study illustrates a number of issues and challenges for the wider uptake of the initial idea from the individual course to the programme and wider institution.

scholarly journals Virtual environments and meaningful english language learning as second language L2 in high school students: a case study

2020 ◽  
Vol 5 (3.2) ◽  
pp. 64-78
Author(s):  
Enrique Mauricio Barreno Avila ◽  
Mayra Cristina Egüez Mayorga
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Virtual Environments ◽  
Learning Process ◽  
English Language ◽  
Educational Institution ◽  
Meaningful Learning ◽  
Content Management ◽  
School Students

The research focused on analyzing the virtual environments’ elements and their influence on the English language’ significant learning in students aged 15 to 16 years of high school fifth year of an Educational Institution in the Ambato city, Ecuador. Current educational practices impose changes and challenges necessary for the improvement of the teaching-learning process, which networked applications become learning places such as: "Edmodo". The virtual environment’ main components analyzed are: content management, planning and mapping of the curriculum, participation and administration of students, communication and collaboration, communication in real time. On the other hand, the activities to generate meaningful learning must involve and support combinations of: active, constructive, intentional, authentic and cooperative learning. This information was collected through the survey technique, raised both towards the authorities, teachers and students. Subsequently, the statistical analysis of Chi square was used to detect significant results. Thus, these results showed that most of the students exhibit a lack of knowledge on virtual environments and consider that the use of this alternative educational pedagogical technology would help to improve the Meaningful Learning process in students.

scholarly journals „Piękne słowo jest więcej warte od pięknego ciała”

2018 ◽  
Vol 9 ◽  
pp. 35-72
Author(s):  
Tomasz Pudłocki
Keyword(s):  
High School ◽  
Public Sphere ◽  
Educational Institution ◽  
Short History ◽  
Promotion Policy ◽  
The Public ◽  
Successful Attempt ◽  
The Public Sphere ◽  
Private High School ◽  
The City

“A Beautiful Word is Worth More Than a Beautiful Body” – Anna Rachalska’s Private High School for Girls in Przemysl between 1911 and 1920The Private Middle School for Girls owned by Anna Rachalska, operating between 1911 and 1920, was the first successful attempt to create a school in Przemyśl enabling women to pursue university studies, which also provided an impetus for establishing further local forms of education for Polish, Jewish and Ukrainian women. The school premises were far from suitable, the teachers o­en changed and the institution’s significance in the public sphere of the city was limited. However, it is worth noting that the school mostly operated under harsh war conditions that were not conducive to high activity or consistent promotion policy. It was more of a typical private educational institution for women dependent on a variety of local factors, than one of the top High School in Galicia. Its complicated and short history shows the problems of a running private establishment in the di¯cult years of WW1.

scholarly journals THE EFFECT OF SUPERVISION, ENVIRONMENTAL WORK, TRAINING AND LEARNING ORGANIZATION TO THE MANAGERIAL EFFECTIVENESS OF THE HEAD OF HIGH SCHOOL PRIVATE

2017 ◽  
Vol 1 (02) ◽  
pp. 123-135
Author(s):  
Nani Kurniasih ◽  
Thamrin Abdullah ◽  
Maruf Akbar
Keyword(s):  
High School ◽  
Work Environment ◽  
High School Principals ◽  
Learning Organization ◽  
School Principals ◽  
Positive Impact ◽  
School Principal ◽  
Managerial Effectiveness ◽  
Private High School ◽  
Positive Effect

  The purpose of this research is to know the influence of supervision, work environment, training, learning organization on managerial effectiveness of private high school principal in East Jakarta. This research tries to answer the problem about managerial effectiveness of private high school principals with evidence of quality improvement of school services. The research on the effectiveness of managerial involving 105 private high school principals has been selected from the target population of 83 principals using a quantitative approach with path analysis method. Hypothesis testing research shows: (1) supervision has a positive effect on managerial effectiveness; (2) learning organization have positive effect toward managerial effetivity (3) work environment have positive effect toward managerial effectiveness; (4) job training has a positive effect on managerial effectiveness; (5) the positive impact on the learner organization (6) The positive effect on the learner organization (8) the positive effect on the learner organization (8) the supervision has a positive effect on the work environment; Therefore, to increase managerial effectiveness of private high school principals in East Jakarta. Need to improve supervision, work environment, training and learning organization. Keywords : Supervision, Work Enviornment, Training, Learning Organization, And Managerial Effectivitness

How the Learning Organization Learns and its Culture Coevolves

2019 ◽  
pp. 180-196
Author(s):  
Peter Hawkins
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Dynamic Relationship ◽  
Collective Process ◽  
Systemic Learning ◽  
The Individual

This chapter explores how organizations’ cultures learn and coevolve in dynamic relationship with the ecosystems they are within as well as in relation to the functions, teams, and individuals within them. It begins by exploring how the whole paradigm of learning, knowing, and epistemology has radically changed in the last fifty years to understanding learning as an embodied, embedded, and collective process that flows within and between people, is collaboratively created and held within teams and communities, and is co-created between any entity and its larger ecosystem. It then explores how this means we need to rethink organizational learning from organizations enabling the learning of the individual employees to the systemic learning of how systemic entities learn in dynamic relationship with the subsystems within them and the ecosystems they are part of.

scholarly journals Developing and Sustaining a Multilevel Competitive Learning Organization – A Behavioral and Cognitive Approach

2011 ◽  
Vol 17 (61) ◽  
pp. 1
Author(s):  
سعد العنزي ◽  
مصطفى اسماعيل
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Learning Organization ◽  
Social Systems ◽  
Competitive Learning ◽  
Sustainable Competitive Advantage ◽  
Cognitive Approach ◽  
Rapid Changes ◽  
The Individual ◽  
Integrative Network

To maintain a sustained competitive position in the contemporary environment of  knowledge  economy,  organizations  as an open social systems must have an ability to learn and know  how to adapt to rapid changes  in a proper fashion so that organizational objectives will be achieved efficiently and effectively.  A multilevel approach is adopted proposing that organizational learning suffers from the lack of interest about the strategic competitive performance of the organization. This remains implicit almost in all models of organizational learning and there is little focus on how learning organizations achieve sustainable competitive advantage . A dynamic model that captures the strategic nature of organizational learning is the competitive learning organization . This type of organizations approach sustainable competitive learning by reshaping their strategy, structure, and culture for growth to be attained continuously at the individual and groups(micro), integrative network (meso), organization and interorganizational (macro) levels .Learning by itself is not enough to attain a sustainable competitive advantage. Rather, the most important thing is that how best to focus the learning on the most prominent forces resulted from changes and fluctuations in the competitive environment .  

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