scholarly journals The human learning process in the organizational context

2021 ◽  
pp. 17-30
Author(s):  
Lilian Reis da Silva
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Context ◽  
Human Learning ◽  
Individual Learning ◽  
Fundamental Question ◽  
Internal System ◽  
Communication Interaction ◽  
The Way

This article, elaborated through bibliographic research, has as a fundamental question the way individuals learn and interact in the context of organizations. Aiming to address how individual learning contributes to organizational learning among individuals. From the literature analyzed, it was found that the knowledge and knowledge acquired individually by people must be added to the communication, interaction and sharing skills with colleagues, within the scope of organizations, so that together they learn the culture, internal system, objectives and practices inherent to it, in order to achieve the existing goals.

Lean Office contributions for organizational learning

2018 ◽  
Vol 31 (5) ◽  
pp. 1027-1039 ◽  
Author(s):  
Rodrigo de Castro Freitas ◽  
Maria do Carmo Duarte Freitas ◽  
Glauco Gomes de Menezes ◽  
Ricardo Siebenrok Odorczyk
Keyword(s):  
Organizational Learning ◽  
Continuous Improvement ◽  
Learning Process ◽  
Organizational Context ◽  
Value Stream Mapping ◽  
Content Type ◽  
Organizational Contexts ◽  
Value Stream ◽  
Collective Levels ◽  
The Individual

Purpose In organizational contexts, learning fosters the creation of knowledge at the individual and collective levels. In Lean Office, processes are customer oriented through continuous improvement and elimination of waste. In addition, Lean Office can promote changes in the corporate environment and drive organizational learning. Thus, the purpose of this paper is to identify and analyze the Lean Office factors that contribute to the organizational learning. Design/methodology/approach The method consists in a qualitative analysis of researches on Lean Office carried out in Brazil, based on the theoretical framework for analyzing organizational learning proposed by Argote and Miron-Spektor (2011). This framework defends the relevance of context and experience in knowledge conversion processes in organizations. Findings The study shows that Lean Office provides benefits for the learning process through Work Cells, Value Stream Mapping and Continuous Improvement. The effects of Lean Office are present in the organizational context, culture and behaviors, attitudes and skills of individuals. Practical implications This study brings for academics a discussion on Lean Office from the standpoint of elements pertaining to the organizational learning process. In this aspect, the study proposes treating the topic at a strategy level, striving to break out of the research boundaries that limit their scope to their operational results. For practitioners, the study introduces Lean Office factors that add positive results to the organizational learning process. Originality/value The paper presents a reflection of Lean Office in the field of organizational learning. In addition to the elimination of waste, the study investigates other functions in which Lean initiatives play a role, such as providing solutions for organizational problems and creating favorable learning contexts.

Interventions to Create a Learning Organization

2019 ◽  
pp. 258-272
Author(s):  
Victoria J. Marsick ◽  
Karen E. Watkins ◽  
Angela King Smith
Keyword(s):  
Organizational Learning ◽  
System Dynamics ◽  
Learning Organization ◽  
Learning Process ◽  
Action Learning ◽  
Action Science ◽  
Learning Capacity ◽  
Intervention Approach ◽  
Comprehensive Framework ◽  
The Way

This chapter examines ways that Watkins and Marsick (1993, 1997), together or with other collaborators (including students), have engaged in, or supported, interventions to create a learning organization. The chapter starts by framing the intervention approach associated with their model. The authors then examine examples of research that illustrate how action science and action learning develop learning capacity toward a learning organization in ways consistent with the model. They turn to a comprehensive framework that Gephart and Marsick (2016) developed focused on system dynamics, and illustrate the way this framework has been used to foster organizational learning. The authors’ final examples come from DLOQ-inspired research carried out by students. They conclude with reflections that suggest a way of creating a learning organization that is less an idealized outcome and more a learning process for iterative—and adjustable—growth toward desired goals.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

scholarly journals Why don’t (or do) organizations learn from projects?

2010 ◽  
Vol 41 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Jacky Swan ◽  
Harry Scarbrough ◽  
Sue Newell
Keyword(s):  
Organizational Learning ◽  
Empirical Study ◽  
Organizational Context ◽  
Learning Transfer ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organizational Contexts ◽  
Different Types ◽  
Management Capabilities ◽  
Innovation And Change

Many different types of organizations use projects to accomplish specific tasks, especially tasks that involve innovation and change. However, there are often problems associated with both learning within projects and learning transfer from projects to the wider organization. Previous research suggests that these problems vary according to the organizational context, in particular the extent to which the organization is centred on the delivery of projects. Also, the link between project-based learning and organizational learning may be far from seamless, and may require the deployment of a range of learning mechanisms to be effective. In this article we explore and explain these problems through an empirical study which examined project-based learning across different organizational contexts. This study highlights the limitations of learning mechanisms based on reflection and codification. It suggests that firms generally only learn from projects, if at all, via the accumulation of experience amongst groups and individuals. The study suggests, however, that the accumulation of experience is most pronounced in organizational contexts which are project centred and where project management capabilities are well developed. In contrast, in organizations where projects are more varied and occasional, the struggle to exploit the highly heterogeneous forms of learning created within projects is greater.

scholarly journals Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

2016 ◽  
Vol 2 (2) ◽  
pp. 169 ◽  
Author(s):  
Kaisu Mälkki ◽  
Larry Green
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Process ◽  
Facilitating Conditions ◽  
The Way

<p>In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.</p>

scholarly journals Communion songs not regulated by the typicon in the recent tradition of Serbian church singing

Muzikologija ◽  
2004 ◽  
pp. 121-152
Author(s):  
Vesna Peno
Keyword(s):  
20Th Century ◽  
Fundamental Question ◽  
Orthodox Church ◽  
Liturgical Texts ◽  
Historical Themes ◽  
19Th And 20Th Century ◽  
The Church ◽  
The Way

In notated collections of Serbian church hymns from the 19th and 20th century there are, among others, communion songs with texts that were not regulated by the Typicon. These so-called "arbitrary communion songs" have been very popular in the recent tradition of Serbian church chanting. They have been gradually pushing out the hymns that are regulated for singing on concrete days and feasts during the church year. Analysis of possible influences that determined the way texts and the melodies delved into the recent Serbian church chanting follows two possible directions. The first commenced from late-Byzantine singing tradition; more specifically, from a group of songs that although based on liturgical texts, were performed in extra-liturgical occasions. These are calophonic irmoi which were composed by a great number of known late-Byzantine masters of singing. The second direction had its beginning in Russian spiritual music that generated a new melodic genre kant, based on western models. The majority of those compositions have freely written spiritual texts, too, and not part of the liturgy. Kanti were, namely, singing numbers in liturgical dramas - theatrical pieces with Christian historical themes. The majority of arbitrary communion hymns from Serbian collections have texts from the psalms or use texts for irmoi of specific canons. There is only one text that does not belong to the output of church hymnography. In spite of that, the melodies of the analyzed hymns reflect the presence of traditional compositional procedures characteristic of late-Byzantine and Serbian traditions. On either side, they possess atypical musical phrases that relate them to the the kanti. The usage of paraliturgical songs instead of communion hymns is commentated upon from the liturgic aspect also. That song belongs to the central part of the Liturgy and most fundamental during the service of the Orthodox church. Therefore the deviation in Serbian practice from the rules that define its place and role demonstrate the distancing from the tradition, raises a fundamental question: is liturgical meaning being compromised.

scholarly journals Need to Change Exam Preparation Strategy

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Akhil Subhash Madankar
Keyword(s):  
Learning Process ◽  
Educational Tool ◽  
Long Period ◽  
The Past ◽  
Exam Preparation ◽  
The World ◽  
Examination Methods ◽  
Preparation Strategy ◽  
Expected Outcomes ◽  
The Way

All over the world, there are different students who acquired the different ways of preparation.  Every professional graduator having different mindsets or approach towards the examination. Due to this, some student will get good outcomes in minimum time and some will not get expected outcomes even when they were tried a lot. The examination methods have a large impact on how and when student study and what they learn. The examination should not only be used as a control that a student is qualified, but also as an educational tool to influence the learning process. Over a long period of time, students were thinking that exam would the way where we will express our knowledge. But according to some student will be not. Now a day, a number of students adopted different way of learning and attempting the examination. And getting good marks in an exam will not be an issue. Today, the world is practical oriented. They demand not only the base of knowledge but a group of knowledge along with skills. Also, the way of learning is different than the past decade. Now we have to change our mindset regarding exam and way which will be adopting for it.

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