Organizational learning, the learning organization and appreciative inquiry

2008 ◽  
pp. 83-97
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Appreciative Inquiry

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.

scholarly journals IMPLEMENTATION PLAN ON LEARNING ORGANIZATION PRACTICE TO INCREASE BUSINESS PERFORMANCE OF SAVLEE COMPANY

2021 ◽  
Vol 3 (9) ◽  
pp. 362-376
Author(s):  
Fatimah Az-Zahra ◽  
Emilia Fitriana Dewi
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Business Performance ◽  
Sleep Problems ◽  
Learning Ability ◽  
Personal Mastery ◽  
Analysis Process ◽  
Initial Learning ◽  
Therapeutic Tools ◽  
Skills Learning

Cessa previously ran a technology-based business by creating therapeutic tools to reduce sleep problems. Since the pandemic era, the research and development process has been hampered due to limited access to laboratories. Therefore, the company pivoted to the Savlee company by creating a dailywear sleeping product. There are several problems and challenges that arise in the business model. Savlee began to try a new approach in the fields of pharmacy, psychology,, and neuroscience. Savlee needed to have initial learning and should seek a new form of data and information that became the main reference. The data analysis process was carried out using qualitative data methods with in-depth interviews and focus group discussions. Based on the House of Learning Organization by Jann Model as the model of learning organization practices that consist of learning foundations, learning facilities, learning skills, learning enablers, and learning disciplines, and plan for the implementing practice of learning organizations using Peter Senge's methods in "The Dance of Change-Generating Profound Change." The outcome of this research is a plan for implementation of the learning organization, which consists of three stages, starting with building individual personal mastery, team learning ability, and organizational learning ability. Therefore, Savlee must implement a suitable learning organization with appropriate design and organizational learning that has a clear measurement for the evaluation of business performance

scholarly journals Facilitating Organizational Unlearning using Appreciative Inquiry as an Intervention

2009 ◽  
Vol 34 (4) ◽  
pp. 67-78 ◽  
Author(s):  
T M Srithika ◽  
Sanghamitra Bhattacharyya
Keyword(s):  
Organizational Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Diagnostic Process ◽  
Continuous Change ◽  
Change Initiatives ◽  
Diagnostic Problem Solving ◽  
Cognitive Behavioural ◽  
Strength Based ◽  
The Difference

Drawing upon theoretical bases, this paper attempts to demonstrate a relationship between Appreciative Inquiry (AI), an organizational development (OD) intervention, and organizational unlearning. Present day organizations are characterized by continuous change. It has been accepted that change implies learning along various dimensions: cognitive, behavioural, and normative. Any type of organizational learning would involve: (1) creation of new knowledge and (2) getting rid of obsolete knowledge. The first aspect refers to learning while the second aspect relates to unlearning. While literature abounds in studies pertaining to organizational learning, literature on organizational unlearning is relatively few and far between. While appreciating the fact that both learning and unlearning complement each other and result in change, this paper has attempted to highlight the difference that inherently exists in the process of unlearning, as compared to the process of learning. And it is on account of these differences that the techniques or interventions that facilitate organizational learning may not be appropriate for organizational unlearning. According to Zell (2003), increased resistance to unlearn exists for individuals, groups or organizations due to their fear of loss of time and resources invested earlier in gaining such knowledge. Senge (1990) has described how the diagnostic process of analysing problems and identifying solutions by itself stifles creativity and flexibility and increases resistance. Thus, increased resistance and fear inherent in the unlearning process calls for an affirmative and strength-based approach such as Appreciative Inquiry, vis-a-vis other diagnostic problem-solving interventions. Based on an extensive review of existing literature, this paper attempts to demonstrate how AI can be used as an effective facilitator for unlearning. The complete AI process and principles have been enumerated and mapped to the unlearning process. With an eye to objectivity, the authors have also attempted to identify inhibiting factors that might hinder the process of unlearning while using AI as an intervention. While adding to existing literature, this paper is also expected to contribute meaningfully by sensitizing practising managers about this technique and logically establishing its efficacy, along with awareness creation of possible challenges that might arise during intervention. This in turn can have significant implications for longterm organizational change initiatives and OD practices.

An Investigation to an Enabling Role of Knowledge Management Between Learning Organization and Organizational Learning

2011 ◽  
pp. 1579-1594
Author(s):  
Juin-Cherng Lu ◽  
Chia-Wen Tsai
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Learning Organization ◽  
Current Knowledge ◽  
Business Environment ◽  
High Tech ◽  
Management Processes ◽  
Exploratory Investigation ◽  
The Relationship

This chapter is an exploratory investigation of the relationship and interaction between the learning organization and organizational learning in terms of an enabling role of knowledge management. In the severe and dynamic business environment, organizations should respond quickly to their rivals and environment by transforming into a learning organization. A learning organization could provoke innovation and learning through its structure, task and process redesigns, and evermore adapt gradually toward the eventual goal of organizational learning. Therefore, the dynamic process between the learning organization and organizational learning is an important issue of current knowledge management and practice — that is, the enabling role of knowledge management could enhance the interaction between learning organization and organizational learning. Furthermore, the authors will explore the relationship and interaction between the learning organization and organizational learning in terms of knowledge management processes in business. Two cases, TSMC and Winbond, the semiconductor and high-tech firms in Taiwan, will be studied to illustrate the findings and insights for the study and the chapter.

Organizational Learning and Change

2021 ◽  
pp. 723-741
Author(s):  
Jieun You ◽  
Junghwan Kim ◽  
Doo Hun Lim
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Learning Organization ◽  
Resistance To Change ◽  
Learning Theories ◽  
Power Relationships ◽  
Uncertain Environments ◽  
Double Loop Learning ◽  
Structural Inertia ◽  
Learning And Change

This chapter discusses organizational learning as a strategic approach for organizational change. In the face of turbulent and uncertain environments, continuous involvement in organizational change is necessary. However, most organizations encounter resistance to change, thus fail to accomplish organizational change despite change efforts. Previous literature explains that resistance to change results from cognitive and psychological processes, social and power relationships, and organizational structural inertia. Given the findings from the previous research, organizational learning theories can provide strategic interventions to effectively deal with resistance and to achieve organizational change goals. The learning organization embrace learning activities – unlearning, experimentation, exploration, double-loop learning, and action learning - to develop the adaptability to environmental changes. This chapter suggests that HR/HRD should play a role in building the learning organization and facilitating organizational learning for change as a change agent.

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.

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.

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