Perspectives on Organizational Learning and Learning Organization

2014 ◽  
Vol 644-650 ◽  
pp. 5917-5920
Author(s):  
Zi Rui Liu
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Government Officials ◽  
Learning Society

Organizational learning, learning organizations and even learning society are popular topics among educators and government officials in this so-called knowledge era today. This article will summarize and critique various perspectives on organizational learning and learning organizations in the texts we have covered so far.

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.

On Becoming a Learning Organization

1997 ◽  
Vol 1 (6) ◽  
pp. 5-10 ◽  
Author(s):  
Judy Sorum Brown
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Colleges And Universities ◽  
Corporate World

It is a paradox not lost on many in higher education that while the corporate world has embraced organizational learning, higher education lags significantly behind. What would it take for colleges and universities to step up to the challenge of becoming true learning organizations?

The Learning Organization Survey: Validation of an Instrument to Augment Research on Organizational Learning

2019 ◽  
pp. 302-316
Author(s):  
Amy C. Edmondson ◽  
Francesca Gino ◽  
Patrick J. Healy
Keyword(s):  
Organizational Learning ◽  
Learning Environment ◽  
Learning Organization ◽  
Learning Organizations ◽  
Reliability And Validity ◽  
Survey Validation ◽  
Research And Practice ◽  
Work Units ◽  
Leadership Study ◽  
Organization Study

Many scholars have proposed factors that inhibit or facilitate organizational learning, yet few of these claims have been tested empirically. To measure differences in learning across organizations or work units within the same organization, this chapters draws on existing perspectives in the organizational learning literature to create and test a Learning Organization Survey (LOS) in two studies. The LOS presents ten constructs in three clusters – learning environment, processes, and leadership. Study 1 examines the reliability and validity of the ten theory-based constructs comprising the learning organization. Study 2 provides further validation that the LOS is a reliable, stable instrument containing items that suit the theoretical criteria for components of learning organizations. Implications for research and practice are discussed.

Building Learning Organizations With Action Learning

2019 ◽  
pp. 104-118
Author(s):  
Michael John Marquardt
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Action Learning ◽  
Organizational Leaders ◽  
The Past ◽  
Complex Problems ◽  
Learning Programs ◽  
Unique Ability

Very few organizations have ever been able to achieve their goal of becoming a learning organization due to the complexity of organizational learning and the impatience and lack of skills of organizational leaders. Over the past twenty-five years, the author of this chapter has discovered that the introduction of action learning programs into the organization is the most effective way of building a learning organization. This chapter briefly summarizes the five subsystems of a learning organization: (1) learning, (2) organization, (3) people, (4) knowledge, and (5) technology. Action learning is a powerful tool that enables a group to learn while in action. It has the unique ability to solve complex problems while simultaneously creating leaders, building teams, and developing each of the five learning organization subsystems.

Ethical Healthiness

2015 ◽  
pp. 356-372 ◽  
Author(s):  
Alexis Jacobo Bañón-Gomis
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Process ◽  
Learning Organizations ◽  
Necessary Condition ◽  
Ethical Learning ◽  
Organization Context ◽  
Learning Competence

This chapter proposes that learning improvements in organizations are not just a matter of techniques or aptitudes but are concerned with feelings, attitudes, and, above all, the moral habits of their members. This work suggests complementing currently established conceptions of knowledge management and organizational learning through the explicit inclusion of ethics and ethical learning in organizations. The study describes the explicit need to consider ethics and ethical learning competence among agents in a learning organization context. It then points out the differences between ethically healthy organizations and ethically unhealthy organizations. Finally, the authors argue that the ethical healthiness of an organization is an essential, structural, and necessary condition to achieve a comprehensive learning process in learning organizations on both a technical and human level.

Market Orientation and the Learning Organization

1995 ◽  
Vol 59 (3) ◽  
pp. 63-74 ◽  
Author(s):  
Stanley F. Slater ◽  
John C. Narver
Keyword(s):  
Organizational Learning ◽  
Competitive Advantage ◽  
Market Orientation ◽  
Learning Organization ◽  
Management Practices ◽  
Learning Organizations ◽  
Improve Performance ◽  
New Knowledge

Effective organizations are configurations of management practices that facilitate the development of the knowledge that becomes the basis for competitive advantage. A market orientation, complemented by an entrepreneurial drive, provides the cultural foundation for organizational learning. However, as important as market orientation and entrepreneurship are, they must be complemented by an appropriate climate to produce a “learning organization.” The authors describe the processes through which organizations develop and use new knowledge to improve performance. They propose a set of organizational elements that comprise the learning organization and conclude with recommendations for research to contribute to the understanding of learning organizations.

Practical aspects of knowledge management in learning organization

10.12737/2402 ◽  
2013 ◽  
Vol 2 (6) ◽  
pp. 29-32
Author(s):  
Коробкина ◽  
M. Korobkina
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Tacit Knowledge ◽  
Learning Organization ◽  
Learning Organizations ◽  
Practical Aspect ◽  
Mental Activity ◽  
Practical Advice ◽  
Foreign Experience ◽  
Management Function

The article deals with urgent problems of knowledge management in learning organizations; discusses the practical aspect of the company, based on knowledge; investigates the problems and prospects of learning organizations. The article aims to identify the mechanisms of corporate knowledge management in the learning organization. The author considers knowledge as a result of mental activity, there is a «people´s minds». Considered formalized and tacit knowledge, as true learning organization. Additionally, the article provides practical advice for learning organizations, developing the knowledge management function. The function of knowledge management is seen as an essential component of organizational learning. In conclusion, disclosed the problems and prospects of learning organizations, as well as considering the prospect of becoming a learning organization. The article is based on an analysis of the Russian and foreign experience.

scholarly journals The Learning Organization

2016 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
André Luhn
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Learning Processes ◽  
Learning Ability ◽  
Interorganizational Learning ◽  
Comprehensive Description ◽  
Research Results ◽  
Future Learning ◽  
Common Vision

AbstractWhy do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions (limits, implications etc): Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning. (cf. Liebsch 2011:124). Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. (cf. Unger 2002: 38). Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur. (cf. Unger 2002: 39). In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes. (cf. Liebsch 2011: 124).

scholarly journals The journey of team learning since “The Fifth Discipline”

2019 ◽  
Vol 27 (1) ◽  
pp. 42-53 ◽  
Author(s):  
Teresa Rebelo ◽  
Paulo Renato Lourenço ◽  
Isabel Dórdio Dimas
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Team Learning ◽  
Learning Organizations ◽  
Building Blocks ◽  
Organizational Structures ◽  
Content Type ◽  
Antecedents And Consequences ◽  
Research Stream ◽  
Level Of Analysis

Purpose This paper is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book The Fifth Discipline: The Art and Practice of the Learning Organization. This paper aims to provide a reflection upon the journey that this construct has made since this book’s publication, in terms of conceptualization, research and its link to organizational learning and learning organizations. Design/methodology/approach This paper is based on a review of Senge’s (1990) conceptualization of team learning and on a literature review of team learning research that has been produced since then. Findings Since the first edition of Senge’s book in 1990, team learning has been growing as an autonomous research topic with numerous papers centered on learning at this level of analysis. Senge’s proposals concerning team learning remain present in the way team learning is now conceptualized, but this research stream has led to advancements in its conceptualization and on the understanding of its antecedents and consequences. Nevertheless, the authors observed a lack of research centered on the link between team learning and organizational learning, as well as between team learning and the concept of the learning organization. Originality/value This paper offers a review of research on team learning, suggesting some avenues for further research on this topic and its contribution to learning organizations. As teams are nowadays the building blocks of most organizational structures, and learning is a key process for effectiveness, research on learning at this level of analysis will remain valuable.

Introduction to special issue

2018 ◽  
Vol 25 (1) ◽  
pp. 2-9
Author(s):  
Patrice M. Buzzanell
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Design Methodology ◽  
Learning Organizations ◽  
Gender Issues ◽  
Discovery Learning ◽  
Feminist Critique ◽  
Special Issue ◽  
Content Type ◽  
And Gender

Purpose This paper aims to first introduce the four contributions to the themed issue of The Learning Organization entitled “Learning Organization/Organizational Learning and Gender Issues”. Second, the commonalities among these articles function as themes that can generate further research and engaged or problem-driven scholarship and practice. Design/methodology/approach Feminist critique. Findings These articles challenge commonsense, blur boundaries between reality and imagined visions and form a multilevel matrix for understanding and change regarding gendered learning organizations. Originality/value As an introduction to a special issue, this essay summarizes and extends on the four contributions and then extends the insights to encourage discovery, learning and engagement.

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