Organizations and Learning Process

2009 ◽  
pp. 236-253
Author(s):  
Weiling Ke ◽  
Kwok Kee Wei
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Factors ◽  
Organizational Memory ◽  
Comparative Case Study ◽  
Factors Affecting ◽  
Implementation Outcomes ◽  
Acquisition Information ◽  
Implementation Context ◽  
Information Interpretation

This chapter uses organizational learning as a lens to study how firms implement the enterprise system. The core research questions are: What are the critical organizational factors affecting organizational learning in ES implementation? How do these elements shape the learning process and thereby influence ES implementation outcomes? To address these questions, we conducted comparative case study with two organizations that have recently adopted ES and achieved significantly different results. Based on the empirical findings, we propose a framework that describes how organizational factors affect the four constructs of organizational learning in ES implementation context — knowledge acquisition, information distribution, information interpretation and organizational memory.

Organizational Learning Process

2011 ◽  
pp. 300-324
Author(s):  
Weiling Ke ◽  
Kwok Kee Wei
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Factors ◽  
Organizational Memory ◽  
Comparative Case Study ◽  
Factors Affecting ◽  
Implementation Outcomes ◽  
Acquisition Information ◽  
Implementation Context ◽  
Information Interpretation

This chapter uses organizational learning as a lens to study how firms implement the enterprise system. The core research questions are: What are the critical organizational factors affecting organizational learning in ES implementation? How do these elements shape the learning process and thereby influence ES implementation outcomes? To address these questions, we conducted comparative case study with two organizations that have recently adopted ES and achieved significantly different results. Based on the empirical findings, we propose a framework that describes how organizational factors affect the four constructs of organizational learning in ES implementation context—knowledge acquisition, information distribution, information interpretation and organizational memory.

Organizational Learning Process

2008 ◽  
pp. 256-273
Author(s):  
W. Ke ◽  
K. Kee Wei
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Organizational Factors ◽  
Organizational Memory ◽  
Comparative Case Study ◽  
Factors Affecting ◽  
Implementation Outcomes ◽  
Acquisition Information ◽  
Implementation Context ◽  
Information Interpretation

This paper uses organizational learning as a lens to study how firms implement enterprise system. The core research questions are: what are the critical organizational factors affecting organizational learning in ES implementation? How do these elements shape the learning process and thereby influence ES implementation outcomes? To address these questions, we conducted comparative case study with two organizations that have recently adopted ES and achieved significantly different results. Based on the empirical findings, we propose a framework that describes how organizational factors affect the four constructs of organizational learning in ES implementation context – knowledge acquisition, information distribution, information interpretation and organizational memory.

Organizational Learning and Competitive Advantage

2018 ◽  
pp. 86-104 ◽  
Author(s):  
Juliana Mulaa Namada
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Knowledge Acquisition ◽  
Organizational Memory ◽  
Environmental Turbulence ◽  
Business Organizations ◽  
Factors Affecting ◽  
Information Interpretation ◽  
Learning Together

Environmental turbulence in today's business landscape has elicited deep concerns in contemporary business organizations. As a result, organizations seek to achieve competitive advantage through organizational learning. This chapter presents organizational learning as a key source of competitive advantage in contemporary business organizations. It examines the concept of organizational learning by definition and delves in the four constituents that form the concept of organizational learning, namely knowledge acquisition, knowledge distribution, information interpretation, and organizational memory. Further, the chapter focuses on the factors affecting organizational learning together with competitive advantage as an outcome of organizational learning.

scholarly journals Design, Explanation, and Evaluation of Training Model Structures Based on Learning Organization—In the Cement Industry with a Nominal Production Capacity of Ten Thousand Tons

2016 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Hamid Rahimian ◽  
Mojtaba Kazemi ◽  
Abbas Abbspour
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Structural Equation ◽  
Production Capacity ◽  
Organizational Factors ◽  
Training Model ◽  
Equation Model ◽  
Cement Industry ◽  
Individual Factors ◽  
Factors Affecting

This research aims to determine the effectiveness of training based on learning organization in the staff of cement industry with production capacity over ten thousand tons. The purpose of this study is to propose a training model based on learning organization. For this purpose, the factors of organizational learning were introduced by qualitative research in the form of open codes, axial codes, selective codes and the resulted observations, and then the final model was obtained by structural equation model. The data were collected from the staff of three cement companies of Abyek, Tehran, and Sepahan, with a statistical population of 1719 staff of cement industry. The qualitative research sample included 29 experienced experts in the field of cement industry, and the quantitative research sample included 326 staff and experts, who were selected by multi-stage cluster sampling. A self-made questionnaire consisting of 72 questions was used to measure quantitative variables. The reliability of the questionnaire was 0.93 and its content and face validity was determined by expert colleagues and professors, the structural equation model and regression was used to analyze the quantitative data. The results showed that the status of learning organization in cement companies is in average level. Finally, the obtained model consisted of both individual and organizational factors. The individual factors affecting organizational learning include teaching scientific content, perception, trust, and self-efficacy of training. The organizational factors affecting organizational learning include organizational culture, forming the structure, the method of management and leadership, preparing human resource (identity), adaption to the environment, policies, rules, and regulations, and achieving a viable product. The share of individual factors on learning organization is higher than the effect organizational factors; the share of each factor is also determined.

A Support for Organizational Learning Needs

2014 ◽  
Vol 4 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Adeline Leblanc ◽  
Marie-Hélène Abel
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Web 2.0 ◽  
Learning Organization ◽  
Learning Process ◽  
Knowledge Engineering ◽  
Social Engineering ◽  
Organizational Memory ◽  
Web 2.0 Technologies ◽  
Web Platform

Knowledge and competences capital of an organization are increasingly crucial. The organization survival depends mainly on its capacity to access new knowledge, to diffuse its competences quickly and to exploit and preserve its expertise fields efficiently and durably. Thus today, organizations are aware of the necessity to become learning organizations and to maximize organizational learning. Organizational learning process is composed by three sub-processes: a learning process, a knowledge management process and a social process. A web platform based on learning organization memory can answer to needs of all these sub-processes. This paper's aim, within the approach MEMORAe, is to model and design an organizational learning support. To that end, in order to take into account all the identified needs, it proposes to associate: educational engineering (e-learning), knowledge engineering (knowledge management and semantic web) and social engineering (web 2.0 technologies). This support is a web platform using ontologies, semantic annotations and Web 2.0 technologies in order to organize, share, and capitalize organizational competences, knowledge and resources. This article specifies concepts of learning organization, organizational learning and it underlines the existence of the three different sub-processes in this learning form: learning, knowledge management and social. It presents all these sub-processes and their needs. Then it presents its approach in describing learning organizational memory modelling and how it takes into account learning, knowledge management and social sub-processes. Finally, it describes the platform E-MEMORAe2.0 as tool to support organizational learning.

The relationship between nursing groups’ organizational socialization and nurses’ perception of organizational learning subprocesses: a cross-sectional study in hospital wards

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Keiko Ishii ◽  
Yukie Takemura ◽  
Naoko Ichikawa ◽  
Keiko Kunie ◽  
Ryohei Kida
Keyword(s):  
Information Integration ◽  
Information Acquisition ◽  
Cross Sectional Study ◽  
Organizational Memory ◽  
Entire Group ◽  
Cross Sectional ◽  
Content Type ◽  
Acquisition Information ◽  
Information Interpretation ◽  
The Relationship

Purpose This study aims to investigate the relationship between a nursing group’s organizational socialization (OS) and the organizational learning (OL) subprocesses of information acquisition, information distribution, information interpretation, information integration and organizational memory. Design/methodology/approach A cross-sectional study, with an anonymous self-report questionnaire, was conducted at two university hospitals in Japan. OL was measured using the scale for OL subprocesses, while OS was measured using the scale for learning about the external environment. The questionnaire was administered from August to October 2018. Among the 1,077 nurses recruited from 34 wards, data from 466 nurses from 24 wards were analyzed. To verify the influence of the group’s OS on each OL subprocess, two-level hierarchical linear modeling with fixed effects was performed. Individual nurses’ OS was analyzed using centering within clusters and the group’s OS was analyzed using each ward’s average OS score by performing grand mean centering. Findings Nursing groups’ OS was positively and significantly associated with information interpretation and information integration, but not with information acquisition, information distribution and organizational memory. Originality/value This study expands OS and OL research by focusing on the relationship between the degree of OS of an entire group and the OL subprocess. When the degree of homophily of value, rule, knowledge and behavior of the entire group increases, the information understanding and the formation of new explicit knowledge may also increase in the group.

How organizations learn: models uncovering the black box

2019 ◽  
Vol 33 (1) ◽  
pp. 20-23
Author(s):  
Shubham Sharma ◽  
Usha Lenka
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Design Methodology ◽  
Black Box ◽  
Organizational Memory ◽  
Content Type ◽  
Retrospective View ◽  
Cause Of Failure ◽  
Environmental Shocks ◽  
Organizational Learning Mechanism

Purpose As contemporary organizations’ focus shifts from knowledge orientation to learning orientation, this paper aims to articulate the need for models that describe the learning process in organizations. Simply assuming that organizations learn without any support of tangible framework or models highlights this need. The paper presents limitations of two prevalent themes of organizational learning, i.e. learning by adapting to environmental disturbances and learning from organizational members. Design/methodology/approach Based on the literature review on organizational learning, studies that depict the mechanism of organizational learning were selected. These were grouped into two categories: one that focuses on how organizations learn from its environment and other on how organization learn from its members. Findings This paper suggests the need for developing models and frameworks that eloquently describe the learning process in organizations. The literature focuses on organizational learning from individuals and adapting to the environment. Organizations tend to attribute the cause of failure to environmental shocks. Then, instead of the environment being a source of learning, it becomes a cause of failure. If individuals are agents of organization through which the latter learns, how this tacit knowledge becomes institutionalized in organizational memory is unknown. Originality/value This paper is a retrospective view on organizational learning. It attempts to question the black box of organizational learning, i.e. how the learning of individuals is transferred to organizational memory, or simply put, how the organizational learning mechanism works. There is a dearth of studies that address this question, and it has been simply assumed that somehow organizations do learn, but how?

IN IT TOGETHER: ORGANIZATIONAL LEARNING THROUGH PARTICIPATION IN ENVIRONMENTAL ASSESSMENT

2006 ◽  
Vol 08 (02) ◽  
pp. 157-182 ◽  
Author(s):  
PATRICIA FITZPATRICK
Keyword(s):  
Organizational Learning ◽  
Learning Outcomes ◽  
Environmental Assessment ◽  
Transmission Lines ◽  
Organizational Memory ◽  
Primary Data ◽  
Structured Interviews ◽  
Double Loop Learning ◽  
Information Interpretation ◽  
Insight Into

This research explores opportunities for organizational learning through participation in environmental assessment (EA). The study examines information sharing, information interpretation, organizational memory and learning outcomes of organizations involved in two concurrent but geographically separate EAs: the Wuskwatim generation station and transmission lines projects (Manitoba) and the Snap Lake project (Northwest Territories). Primary data collection included semi-structured interviews with EA participants, and a review of documentation generated through each EA. Data were analyzed based on criteria derived from organizational learning literature. Findings indicate that organizations have a variety of structures that facilitate learning. Learning outcomes by state actors emphasized "single-loop learning", activities designed to improve performance within the existing EA process. Public actors, however, identified a wider range of outcomes centred on changing the EA process, termed "double-loop learning". These learning outcomes provide invaluable information about strengthening project specific EA, and provide insight into improving resource management.

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