A Pattern of Reference to Insure Organizational Learning Process

2011 ◽  
Vol 2 (3) ◽  
pp. 13-25 ◽  
Author(s):  
Michel Grundstein
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Ad Hoc ◽  
Learning Processes ◽  
Innovative Technology ◽  
General Knowledge ◽  
Knowledge Based Systems ◽  
Appropriate Use ◽  
Knowledge Based ◽  
Industrial Company

In this paper, referring to the Model for General Knowledge Management within the Enterprise (MGKME), the author emphasizes two of the operating elements of this model, which are essential to insure the organizational learning process that leads to the appropriate use of concepts, methods, and tools of innovative technology: “Ad hoc Infrastructures” and “Organizational Learning Processes”. Nonaka’s SECI models and the Japanese concept of Ba underlie these two elements. The author discusses a case in which the “Semi-opened Infrastructure Model” (SopIM) was implemented to deploy artificial intelligence and knowledge-based systems within a large industrial company.

A Pattern of Reference to Insure Organizational Learning Process

2013 ◽  
pp. 319-332
Author(s):  
Michel Grundstein
Keyword(s):  
Organizational Learning ◽  
Learning Process ◽  
Ad Hoc ◽  
Learning Processes ◽  
Innovative Technology ◽  
General Knowledge ◽  
Knowledge Based Systems ◽  
Appropriate Use ◽  
Knowledge Based ◽  
Industrial Company

In this paper, referring to the Model for General Knowledge Management within the Enterprise (MGKME), the author emphasizes two of the operating elements of this model, which are essential to insure the organizational learning process that leads to the appropriate use of concepts, methods, and tools of innovative technology: “Ad hoc Infrastructures” and “Organizational Learning Processes”. Nonaka’s SECI models and the Japanese concept of Ba underlie these two elements. The author discusses a case in which the “Semi-opened Infrastructure Model” (SopIM) was implemented to deploy artificial intelligence and knowledge-based systems within a large industrial company.

scholarly journals ONLINE IDENTITY IN A PANDEMIC – FROM INNOVATION PRACTICE TO COMPETITVE ADVANTAGE THROUGH THE LEARNING PROCESS

2020 ◽  
Author(s):  
Michaela Mihaylova ◽  
Keyword(s):  
Competitive Advantage ◽  
Learning Process ◽  
Learning Processes ◽  
General Knowledge ◽  
Online Identity ◽  
New Knowledge ◽  
Different Types ◽  
Marketing Activities ◽  
Positive Transformation ◽  
Marketing Actions

The current chapter presents the transformation of perception about the online identity of a business in the context of the COVID-19 pandemic. Online identity and related marketing activities, perceived until only recently as innovative actions, today are a prerequisite for a competitive advantage. The chapter comments on the general knowledge and understanding of this topic, the different types of innovations, the elements of online identity and the marketing actions related to them. The competitive advantage and the evolved view of its nature are outlined as a positive transformation – a creation of new knowledge as a result of the learning processes application.

scholarly journals Mentoring in the concept of the learning organization in higher education – empirical research / Mentoring w koncepcji organizacji uczącej się szkoły wyższej w świetle badań empirycznych

Management ◽  
2013 ◽  
Vol 17 (1) ◽  
pp. 273-290
Author(s):  
Martyna Wronka
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Processes ◽  
Literature Study ◽  
New Methods ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Research Mentoring

Summary The development of a knowledge-based economy necessitates the search for new methods and tools for enhancing organizational learning processes. In this context, many scholars point to the importance of mentoring as a tool to support individual and organizational learning. The paper is an attempt to answer the question: how mentoring helps to stimulate the process of organizational learning? Therefore, this paper discusses the concept of learning organization, concept of mentoring along with associated concepts, on the basis of which experience result from the process of implementing mentoring at university are pointed out. This objective will be achieved through presentation of the results of the literature study followed by case study on the implementation and realization of mentoring programme at one of the polish universities

scholarly journals Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation

2019 ◽  
Vol 11 (15) ◽  
pp. 4230
Author(s):  
David Lindley ◽  
Heila Lotz-Sisitka
Keyword(s):  
Organizational Learning ◽  
Social Learning ◽  
Learning Process ◽  
Management Practices ◽  
Wetland Management ◽  
Learning Processes ◽  
Emergent Properties ◽  
Learning And Development ◽  
Expansive Learning ◽  
Social Learning Processes

This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.

scholarly journals The Role of School Administrators in Organizational Learning Processes

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Fatih Şahin ◽  
Keyword(s):  
Qualitative Research ◽  
Organizational Learning ◽  
Learning Process ◽  
School Administrators ◽  
Research Literature ◽  
Learning Processes ◽  
Production Of Knowledge ◽  
Research Interviews ◽  
Perceptions Of School

This study aims to determine the perceptions of school administrators about the roles they played in the organizational learning process. In this qualitative research, interviews were conducted with 30 school administrators in Ankara, Turkey. The content obtained through interviews in a semi-structured form was analyzed descriptively and evaluated within the context of organizational learning processes. The roles of school administrators on organizational learning were discussed in three different categories: the existence or production of knowledge, the sharing or interpretation of knowledge, and the integration or institutionalization of knowledge. This study advances existing research literature by focusing on organizational learning processes.

COMPETENCE DYNAMICS AND LEARNING PROCESSES IN PROJECT-BASED FIRMS: SHIFTING, ADAPTING AND LEVERAGING

2008 ◽  
Vol 12 (01) ◽  
pp. 41-67 ◽  
Author(s):  
JONAS SÖDERLUND
Keyword(s):  
Learning Process ◽  
Theory Of The Firm ◽  
Learning Processes ◽  
Project Leadership ◽  
Fine Grained ◽  
Knowledge Based ◽  
Multiple Case ◽  
Cross Project

In times of increasing use of project-based structures, the capability of managing and organising projects becomes critical for competition. Previous research has documented the problems and possibilities of cross-project learning and various mechanisms that organisations can use to stimulate and facilitate learning. Moreover, research on project competence and project capabilities has positioned these capabilities within a knowledge-based theory of the firm. This paper tries to integrate these streams of research and attempts to broaden our current conceptual frameworks of how firms develop project competence. Based on an exploratory multiple-case study of six firms, it is suggested that a more fine-grained analysis of competence dynamics is required. We identify three different learning processes that contribute to the competence dynamics operating in project-based organisations. The first one labelled "shifting" revolves around the major shifts in the project operations of the firm. It is suggested that such major shifts play an important role in laying the foundation and rejuvenating the challenges of project organising. The second learning process identified, labelled "adapting", focuses on the continuous learning that takes place within project operations of the firm, between project generation, project organising, project leadership and project teamwork. The third and final learning process — "leveraging" — emphasises the role of knowledge transfer across projects; across similar projects, across different types of projects. It is suggested that empirical research into competence dynamics in project-based organisations should consider all three types of learning processes and further develop our understanding how these processes are linked to each other.

Methodologies for the development of knowledge-based systems, 1982–2002

2003 ◽  
Vol 18 (1) ◽  
pp. 47-81 ◽  
Author(s):  
ROBERT PLANT ◽  
ROSE GAMBLE
Keyword(s):  
Ad Hoc ◽  
Life Cycles ◽  
Theoretical Base ◽  
Knowledge Based Systems ◽  
Important Research ◽  
Validation And Verification ◽  
Knowledge Based ◽  
System Life ◽  
Verification Techniques ◽  
Development Methods

Knowledge-based systems have often been criticised for the limited theoretical base upon which they are constructed. This view asserts that systems are often developed in an ad hoc, individual way that leads to unmaintainable, unreliable and non-rigorous systems. The last decade, however, has seen an increased effort to produce methodologies to counter this view as well as continued research into validation and verification techniques. This paper presents a brief discussion of some of the important research in knowledge-based system life cycles and development methods. Methodologies are considered and are discussed in light of two sets of quality assurance criteria.

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