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GÖKSEL, Asuman. "Erasmus+ Vasıtasıyla Öğrenen Örgütü Teşvik Etmek: Türkiye’de Gençlik Kuruluşları." Gençlik Araştırmaları Dergisi 10, no. 27 (August 31, 2022): 15–38. http://dx.doi.org/10.52528/genclikarastirmalari.982763.
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Turkey’s full participation in the European Union’s Education and Youth Programmes (i.e., Erasmus+Programme) since 2004 has been one of the ongoing components of Turkey–EU relations. As indicated bythe Director of the National Agency of Turkey in 2021, the programme has supported 700,000 participantsfrom Turkey in 36,000 projects over the course of 17 years. Youth organisations taking part in the learningmobility opportunities of the youth component of the Erasmus+ programme are just one of the programme’smany beneficiaries.In an effort to perform a theoretical analysis of the effects of Erasmus+ on youth organisations in Turkey,this article suggests that owing to their contextual characteristics, youth organisations have the potential totransform into learning organisation stimulated by their involvement in Erasmus+ youth projects. To answerhow Erasmus+ may act as a trigger for this, qualitative data were collected from fifteen youth organisationsfrom Turkey active in the programme and analysed around four components of the integrated model onlearning organisation developed by Örtenblad (2004) (i.e., organisational learning, learning at work, learningclimate and learning structure). The findings suggest that three major factors, namely organisationalconsciousness on learning, participatory mechanisms in the organisation and team-based working structures,are mutually reinforcing characteristics able to help youth organisations transform into learning organisationthrough participation in Erasmus+/YiA training and support activities.
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Clifton, Louise, and Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.
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Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.
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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Knutsson, Hans, and Anna Thomasson. "Exploring organisational hybridity from a learning perspective." Qualitative Research in Accounting & Management 14, no. 4 (October 9, 2017): 430–47. http://dx.doi.org/10.1108/qram-04-2016-0030.
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Purpose The purpose of this paper is to explore if the application of a framework building on organisational learning focusing on organisational processes can increase our understanding of how hybrid organisation develops over time and why they fail to live up to external expectations. Design/methodology/approach The aim of this study is descriptive and explorative. It is accordingly designed as a qualitatively oriented case study. To capture the process of forming and developing hybrid organisations, the study takes a longitudinal approach. The case chosen for the study is a municipally owned company in Sweden providing waste management services. The study revolves around empirical data gathered in official documents and in face-to-face interviews. All the data concern the time span between 2004 and 2016. Findings The analysis of the case studied provides us with insights into how hybridity manifests itself in mind-set and processes. There is a need for individuals within and around the organisation to be aware of and accept new goals and strategies to change their behaviour accordingly. The result of this study thus shows that contrary to findings in previous research on hybrid organisations, merely changing the structure of the organisation is not sufficient. Instead, learning is key to the development of hybridity and to overcome goal incongruence and conflicts of interest in hybrid organisations. However, this takes time and is likely to be dependent on individuals’ willingness to accept and adapt these new strategies and goals. Research limitations/implications The result of this study is based on one single case study in one specific hybrid context. No empirical generalisation is aspired to. Instead, the aim has been to – through an explorative approach – make an analytical contribution to the knowledge about hybrid organisations. Further studies are thus necessary to deepen the understanding of the hybrid context and the situations under which hybrid organisations operate and develop. Practical implications Based on the result from this study, it seems that an organisation needs to learn how to be a hybrid organisation. There are no isolated structural solutions that can create a hybrid organisation other than in a formal sense. New ways to exploit organisational resources and the hybrid context are necessary to find new and innovative ways of how to use the hybrid context in a way that improves service sector delivery. Originality/value Predominately, research on hybrid organisations has until recently been working with the premise that hybrids are not a breed of its own but a mix of two or several ideal types. Consequently, the result from this type of research has often landed in a conclusion regarding the complexity of combining what often is considered contradictory and conflicting goals. In this paper, a different and novel approach is taken. The paper illustrates how hybrid organisations develop over time, and it suggests that hybridity manifests itself in mindset and processes. The main contribution is an exploration and illustration of how organisational learning may be considered as the missing link between the structural orientation of previous explanations of hybrid organisations and the organisational property of hybridity. Hybridity is the result of exposure to, acceptance of and adaptation to new goals and strategies and expresses itself in “hybrid behaviour”.
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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.
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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Nikula, Rolf E. "Organisational learning within health care organisations." International Journal of Medical Informatics 56, no. 1-3 (December 1999): 61–66. http://dx.doi.org/10.1016/s1386-5056(99)00039-8.
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Campbell, Susanna P. "When Process Matters: The Potential Implications of Organisational Learning for Peacebuilding Success." Journal of Peacebuilding & Development 4, no. 2 (September 2008): 20–32. http://dx.doi.org/10.1080/15423166.2008.278602713606.
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Despite considerable attention given to professionalising methods and analysing best practices, peacebuilding organisations (i.e. any organisation aiming to impact the causes of peace) continue to have difficulty understanding and demonstrating their collective and individual impact. This article argues that this is in part due to the barriers they encounter in organisational learning. To impact the causes of peace, peacebuilding organisations have to learn what works in each conflict context. To improve their chances at learning, peacebuilding organisations have to measure and understand their successes and failures. As a result, this article argues, peacebuilding organisations' learning processes have an important role in determining their capacity to identify and influence the causes of peace in countries emerging from violent conflict.
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Barnard, Peter Alexander. "Developing secondary schools as learning organisations: a systemic contribution." International Journal of Educational Management 36, no. 3 (March 1, 2022): 233–46. http://dx.doi.org/10.1108/ijem-03-2021-0100.
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PurposeThe purpose of this paper is threefold: first, to explain the link between traditional same-age school structure and the impact this has on a school’s capacity for individual and organisational learning; second, to explain why attempts to develop schools as learning organisations (LOs) invariably reify existing structures and practice, and finally, to provide an example of how and why schools that have adopted a multi-age form of organisation, a vertical tutoring (VT) system, have stumbled upon an embryonic form of LO.Design/methodology/approachThis conceptual paper draws on a critical review of the LO literature and its defining characteristics. The paper adopts a multi-disciplinary approach combining autopoiesis and complexity science to explore differences in learning capacity between traditional same-age schools (year or grade-based structure) and schools that have transitioned to multi-age organisation (vertical tutoring system).FindingsThe traditional form of same-age organisational “grammar” used in secondary schools is highly resistant to change, and any attempts at reform that fail to focus on organisation only reify existing systemic behaviour. VT schools change their form of organisation enabling them to create the capacity needed to absorb the unheard voices of participant actors (staff, students, and parents) and promote individual and organisational learning (constituent features of the LO).Originality/valueThis conceptual paper argues that for secondary schools to develop any semblance of an LO, they must abandon the restrictions on learning caused by their same-age form of organisation. The VT system provides the kind of organisational template needed.
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Matlay, Harry. "Organisational learning in small learning organisations: an empirical overview." Education + Training 42, no. 4/5 (June 2000): 202–11. http://dx.doi.org/10.1108/00400910010373642.
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Smith, Simon, Steve Buxton, and Joseph Murray Marshall. "Learning Organisations and Organisational Learning: What Have We Learned ?" International Journal of Knowledge, Culture, and Change Management: Annual Review 8, no. 5 (2008): 61–72. http://dx.doi.org/10.18848/1447-9524/cgp/v08i05/50593.
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Struwig, F. W., E. E. Smith, and D. J. Venter. "The learning organisation: A means of facilitating training for change in South African organisations." South African Journal of Economic and Management Sciences 4, no. 2 (June 30, 2001): 380–97. http://dx.doi.org/10.4102/sajems.v4i2.2649.
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This article considers the nature and role of the learning organisation as a means of implementing change through training in South African organisations. The paper is based on theoretical study and empirical research, including 365 training and organisational development specialists in South Africa. Five null hypotheses were empirically tested in order to establish relationships between the learning organisation and certain independent variables (classification data and training). Advanced statistical methods, such as analysis of variance and correlation coefficients were used to test these hypotheses. The learning organisation facilitates learning by all its members and has the capacity to adapt and change continuously. If learning is an organisational priority, training programmes should be designed to promote initiatives to change the organisation. Emphasis should be placed on both learning (acquiring knowledge and skills) and doing (practical application).
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A. D., Pearce, and Pons D. J. "Defining Lean Change—Framing Lean Implementation in Organizational Development." International Journal of Business and Management 12, no. 4 (March 26, 2017): 10. http://dx.doi.org/10.5539/ijbm.v12n4p10.
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Problem – When lean is adopted in traditional organisations it requires a widespread organisational change and many businesses fail to sustain lean practices. Purpose – The purpose of this work was to define lean implementation based on the organisational development (OD) body of knowledge. Approach – The literature in lean and organisational change was reviewed and amalgamated to develop a novel conceptual framework. Findings – Lean implementation begins with a planned changed that is episodic. However, the ultimate goal is to develop a learning organisation where change is continuous and emergent from all levels. Respect for people, everyone in the organisations contribution, is considered key to successful implementation of lean. Implications– Practitioners should not focus on isolated improvements, but foster change from within for a permeable transformation to become a lean learning organisation. Originality - This paper provides new insights into lean implementation and its transformative effect on the organisation. A novel conceptual model is presented that frames lean transformation within the organisational development literature.
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OWENS, JONATHAN. "AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT." Journal of Enterprising Culture 12, no. 04 (December 2004): 303–25. http://dx.doi.org/10.1142/s0218495804000166.
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This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.
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Kucharska, Wioleta. "Wisdom from Experience Paradox: Organizational Learning, Mistakes, Hierarchy and Maturity Issues." Electronic Journal of Knowledge Management 19, no. 2 (September 5, 2021): pp105–117. http://dx.doi.org/10.34190/ejkm.19.2.2370.
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Organisations often perceive mistakes as indicators of negligence and low performance, yet they can be a precious learning resource. However, organisations cannot learn from mistakes if they have not accepted them. This study aimed to explore how organisational hierarchy and maturity levels influence the relationship between mistakes acceptance and the ability to change. A sample composed of 380 Polish employees working in knowledge-driven organisations across various industries was used to examine this phenomenon. Data collection occurred from November to December 2019. Data were analysed through OLS regression, using PROCESS software. The findings revealed that the acceptance of mistakes positively influences adaptability to change. Moreover, because of mistakes acceptance, knowledge workers in organisations with a low-level hierarchy adapt to changes more effectively than those who work in strongly (or high-level) hierarchical companies. Additionally, higher levels of hierarchy result in lower adaptability to change, which is particularly visible in mature organisations. The study's essence is the empirical proof that a high level of organizational maturity and hierarchy can be a blocker of the adaptability to change if the organisation stays on the single-loop of learning (does perfectly what it used to do). Mistakes acceptance and thanks to this, also learning from mistakes, supports organisational change adaptability. Change adaptability is vital for double-loop learning (organizational actions re-framing). Moreover, this study has exposed the paradox of ‘wisdom from experience’ empirically. Namely, it is expected that experience and maturity result in positive outcomes and increased organisational leverage. Whereas more prominent, experienced, and mature organisations face serious difficulties when changing their routines and behaviours.
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Franz, Hans-Werner. "Teaching organisations as learning organisations." International Journal of Human Resources Development and Management 2, no. 1/2 (2002): 129. http://dx.doi.org/10.1504/ijhrdm.2002.001021.
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Ng, Pak Tee. "The learning organisation and the innovative organisation." Human Systems Management 23, no. 2 (June 3, 2004): 93–100. http://dx.doi.org/10.3233/hsm-2004-23204.
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Nowadays, many organisations launch initiatives with lofty aims to develop themselves into “learning organisations” and “innovative organisations”. This article reviews the literature on the concepts of “learning organisation” and “innovative organisation” and argues that the innovative organisation can be developed from the foundation of the learning organisation. The five disciplines of learning organisation are fundamental to effective innovation. The spirit of innovation is an exercise in personal mastery. Thinking out of the box is an exercise in challenging mental models. To develop a truly innovative organisation, people should share the same vision for innovation. They should work closely and find synergy in teams because a team is more powerful than the sum of the individuals. Systems thinking allows the organisation to innovate in the areas where the highest payoff can be reaped and develop the platform to sustain innovation.
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Gulari, Melehat Nil, and Chris Fremantle. "Learning Arts Organisations: Innovation through a Poetics of Relation." Arts 10, no. 4 (December 2, 2021): 83. http://dx.doi.org/10.3390/arts10040083.
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Arts organisations have had to reimagine their ways of working, as a result of the COVID-19 pandemic. The pandemic has severely challenged the venue-based sectors and exposed the fragility of the existing business model of the ‘receiving house’. We use a specific example to address the following question: In what sense can artists lead organisational innovation, learning and change? We analyse Riffing the Archive: Building a Relation by MARIE ANTOINETTE (MA), an artist duo from Portugal, and their collaboration with the Barn, a multi-art centre in Banchory, Scotland, during the coronavirus pandemic in 2021. Édouard Glissant, a Martinique-born poet and philosopher, underpins both MA’s practice and our analysis. We draw on the key concepts of his relational philosophy, including archipelago, opacity, and disaffiliation, to clarify how MA work, what they have offered the Barn and what they can offer to other art organisations seeking innovation and organisational learning. MA’s nuanced approach, informed by Glissant, reconfigures the relationship between the artists and the art organisation and challenges existing assumptions through discontinuous and new thinking, while building a non-confrontational relationship with the Barn. It contributes to both organisational studies and arts research by highlighting the significance of MA’s approach to organisational innovation.
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Urbancová, Hana, Adéla Fajčíková, and Václav Kala. "Learning Methods and Their Efficiency in Agricultural Organisations in the Czech Republic." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 66, no. 4 (2018): 1035–41. http://dx.doi.org/10.11118/actaun201866041035.
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Education and employee development are among the most important areas where employers can look for new efficient ways and methods for gaining a competitive advantage in the form of employee knowledge. Systematic education increases the potential of the workforce which has a positive impact on all organisation processes in all sectors, including agriculture. The objective of this paper is to evaluate the deployment of educational methods in Czech agricultural organisations and to assess their efficiency within the educational process. The data was obtained through a quantitative survey, specifically a questionnaire, among selected agricultural organisations operating in the Czech Republic (n = 70). The evaluation involved independence tests (the χ2 test) and multi-dimensional statistics (factor analysis). The results showed that most of the surveyed agricultural organisations have implemented an educational process in order to develop competencies among their staff. Among the surveyed organisations, the results have identified 4 organisational approaches to the use of educational methods (0.404 – 0.860) and two ways how to evaluate their efficiency in the educational process (0.519 – 0.889). Testing has proven a correlation between whether an agricultural organisation develops education systematically, plans educational activities for a pre-defined period and evaluates the efficiency of educational activities using selected identification variables.
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Meshari, Abdulrahim Zaher, Majed Bin Othayman, Frederic Boy, and Daniele Doneddu. "The Impact of Learning Organizations Dimensions on the Organisational Performance: An Exploring Study of Saudi Universities." International Business Research 14, no. 2 (January 25, 2021): 54. http://dx.doi.org/10.5539/ibr.v14n2p54.
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The education sector is crucial to any nation committed to building future human capital. The Higher Education sector in the Kingdom of Saudi Arabia (KSA) is at the centre of transforming the nation's future in a radical move to end oil-dependency. But this is only possible if universities make a decisive change and start working as learning organisations in all employee's levels. The present study investigates the direction of higher education in becoming learning organisations. We collected data from 840 staff members in 20 public Saudi universities. We designed a questionnaire exploring the seven dimensions of learning organisation found in the literature. Regression analyses were used to assess the impact of those dimensions on the organisational performance. Results showed that universities that adhered most to the learning organisation principles demonstrated a better organisational performance, particularly concerning research and knowledge performance. We recommend that universities should (1) use change agents to help transform effectively and meet rising demands and (2), promote continuous learning for all employees to increase productivity.
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Hirt, Christian, Renate Ortlieb, Julian Winterheller, Almina Bešić, and Josef Scheff. "Developing international talents: how organisational and individual perspectives interact." European Journal of Training and Development 41, no. 7 (August 7, 2017): 610–27. http://dx.doi.org/10.1108/ejtd-12-2016-0091.
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Purpose Focusing on an international trainee- and internship programme, this paper aims to propose a new framework that links organisational strategies regarding ethnic diversity with career competencies of the programme participants. Design/methodology/approach The paper adopts a case study design. It examines the interplay of the perspectives of the organisation, which is an Austrian bank, and of the programme participants, who are university graduates from South-Eastern Europe. It draws on the typology of diversity strategies by Ortlieb and Sieben (2013) and the categorisation of individual career competencies by DeFillippi and Arthur (1994). Findings The bank benefits from the programme participants’ competencies with regard to South-Eastern Europe and increased legitimacy gained from the public. Programme participants acquire many knowing-how, knowing-why and knowing-whom competencies, especially if the bank pursues a so-called learning strategy towards ethnic diversity. On the other hand, individual knowing-how competency supports an organisation’s antidiscrimination strategy, whereas knowing-why and knowing-whom competencies benefit the organisational learning strategy. Research limitations/implications Although the paper builds on a single case study and the ability to generalise is limited, the findings imply that future human resource development concepts should jointly consider the perspectives of both organisations and individuals. Practical implications Owing to their high strategic relevance, organisations should look into the competencies of skilled migrants and evaluate the critical resources they offer. Both organisational learning and an organisation’s strategic development are key concerns. The proposed framework helps to effectively design trainee- and internship programmes and simultaneously anticipate organisational and individual consequences thereof at an early stage. Originality/value The proposed framework concerning the interplay between organisational and individual perspectives as well as the regional focus on South-Eastern Europe present novelties.
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Korma, Mesfin, Naveen Kolloju, Harshavardhan Reddy Kummitha, and Mohanad Ali Kareem. "Impact of Organizational Culture on Organisational Performance: A Study on the Employees in Educational Institutions." Business Systems Research Journal 13, no. 1 (June 1, 2022): 138–55. http://dx.doi.org/10.2478/bsrj-2022-0009.
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Abstract Background: The purpose of the paper is to assess organisational culture’s role on the performance of employees in the educational sector. Objectives: The paper seeks to address: what type of organisational culture is contributing to organisational performance, how organisational learning can be enhanced, how team orientation can be encouraged, and technical assistance and innovation can be promoted in developing economies. Methods/approaches: The data was collected from 350 respondents from different educational institutes’ employees of the Garage zone of SNNPR, Ethiopia. Structural equation modelling was used to test the proposed hypothesis. Results: The results showed that organisational dimensions such as organisational learning, team orientation and strategic direction and intent are supported, and it is proved that these dimensions can significantly influence the overall performance of the organisation in the study area, whereas the remaining two dimensions: creating change, and goals and objectives are not supported by their organisations. Conclusions: The study concludes that the culture of creating change can enable organisations to achieve their goals and objectives. Organisations must focus on improving the capability of human resources. Especially, it is compulsory for the employees of the educational institutions as they must adopt technological assistance and other types of knowledge of value to encourage innovative practices in the teaching-learning process.
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P. Wilson, John, and Colin Beard. "Constructing a sustainable learning organization." Learning Organization 21, no. 2 (April 8, 2014): 98–112. http://dx.doi.org/10.1108/tlo-08-2012-0056.
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Purpose – Marks and Spencer's Plan A environmental strategy is an ambitious one which addresses economic, social and environmental considerations. As part of this process it recently used a sustainable learning store strategy to develop, capture and disseminate learning before, during and after construction so that learning could be transferred to future projects. Significantly, the strategy did not draw on “traditional” learning organisation concepts; instead it developed its own bottom-up approach to identify the important areas for learning. The practices developed for the learning store were then evaluated against a learning organisation blueprint. Design/methodology/approach – A literature review of learning organisations in construction was complemented by a case study of the prototype Marks and Spencer learning store. The strategies adopted by the company were assessed against Pedler et al.'s blueprint for a learning company. Findings – The systematic learning store strategy developed by Marks and Spencer matched the 11 main criteria described by Pedler et al.'s learning company blueprint and also included managing and leading. The strategies adopted by M&S have the potential to be adopted by other organisations seeking to become environmentally sustainable learning organisations. Research limitations/implications – This case study was undertaken from the perspective of one retail organisation and did not directly evaluate the other stakeholders. It was also largely cross-sectional in nature and describes the learning which occurred but not its application to any subsequent downstream projects. Its applicability to other industries and organisations therefore needs to be investigated further. Practical implications – The strategies used during the development of the Marks and Spencer's learning store have the potential to be adopted by other retail, construction and organisations from other sectors and have significant benefits to the environment. Originality/value – Little has been written about the practical application of sustainability approaches for learning organisations. The scale and scope of the Plan A strategy would not appear to have been achieved by other organisations.
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Drew, Glenys. "An Artful Learning Framework for organisations." Journal of Management & Organization 14, no. 5 (November 2008): 504–20. http://dx.doi.org/10.1017/s183336720000300x.
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AbstractThis paper proposes an Artful Learning Framework as an organisational development initiative. The framework is designed to assist people in organisations seeking higher levels of engagement in their strategic and operational endeavours, such as navigating change. The Artful Learning Framework offers three strategies as potential artful learning events designed to help people in organisations engage with each other creatively to achieve their organisational and professional goals. The Artful Learning Wave Trajectory model (Kerr 2006) forms a conceptual antecedent for the Artful Learning Framework. The Framework's strategies align with the relevant literature on organisational learning and, in particular, a proposition of Kerr (2006) who identifies a suite of skills, capacities and capabilities that are important in organisations. The notion of the wave, with the effect of ‘pausing and gathering’ to consider amidst the inevitable ambiguity and turbulence offor-ward movement, is invoked as a metaphor for the elements of the Framework which support its strategies. The paper will be of interest to individuals and groups that are committed to profound learning and capability building for the benefit of themselves, their teams and the organisations in which they work.
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Drew, Glenys. "An Artful Learning Framework for organisations." Journal of Management & Organization 14, no. 5 (November 2008): 504–20. http://dx.doi.org/10.5172/jmo.837.14.5.504.
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AbstractThis paper proposes an Artful Learning Framework as an organisational development initiative. The framework is designed to assist people in organisations seeking higher levels of engagement in their strategic and operational endeavours, such as navigating change. The Artful Learning Framework offers three strategies as potential artful learning events designed to help people in organisations engage with each other creatively to achieve their organisational and professional goals. The Artful Learning Wave Trajectory model (Kerr 2006) forms a conceptual antecedent for the Artful Learning Framework. The Framework's strategies align with the relevant literature on organisational learning and, in particular, a proposition of Kerr (2006) who identifies a suite of skills, capacities and capabilities that are important in organisations. The notion of the wave, with the effect of ‘pausing and gathering’ to consider amidst the inevitable ambiguity and turbulence offor-ward movement, is invoked as a metaphor for the elements of the Framework which support its strategies. The paper will be of interest to individuals and groups that are committed to profound learning and capability building for the benefit of themselves, their teams and the organisations in which they work.
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Critten, Peter. "A radical agenda for enabling organisation transformation through work-applied learning." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 65–78. http://dx.doi.org/10.1108/jwam-05-2016-0006.
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Purpose The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in organisations might be facilitated better. Design/methodology/approach The paper discusses organisations as complex adaptive systems and uses complexity theory to inform two new frameworks for facilitating organisational learning and change. Findings In order for organisational learning to occur we need to change our mind-set of how we see organisations and to think of learning not just as individual but also as generative “communicative action” that emerge out of collaborative relationships. Research limitations/implications The frameworks proposed are grounded in organisational learning literature and the experience of the author. The proposed agenda for organisational learning has yet to be acted upon and evaluated. Practical implications The frameworks can be used to enhance understanding of learning and change in organisations. The agenda for enabling organisational transformation identifies key steps to put the ideas developed in the paper into practice. Social implications The approach advocated for use within organisations is one of empowerment and collaboration rather than top down direction. Originality/value The paper introduces new frameworks and a practical agenda to bring about organisational transformation through work-applied learning.
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Brandi, Ulrik, and Peter Christensen. "Sustainable organisational learning – a lite tool for implementing learning in enterprises." Industrial and Commercial Training 50, no. 6 (July 2, 2018): 356–62. http://dx.doi.org/10.1108/ict-05-2018-0047.
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Purpose The purpose of this paper is to explore how enterprises are to arrange its learning processes in order to optimise the integration and creation of sustainable organisational learning. The paper describes a lite learning evaluation technology that makes processual real-time evaluation of implementation of new knowledge and competences in practice context. Design/methodology/approach The research is based on a case study that is designed and planned as a mixed method inquiry. The empirical case study is based on data from a large Danish enterprise from the telecommunication industry conducting a leadership and sales training programme. Case study analysis uses data drawn from the implemented pulse survey followed up with qualitative interviews with the course participants. Findings The authors show results on two levels. On the individual level, processual real-time lite learning evaluation tools create transparency and adaptability. On the organisational level, tool shapes the organisational capacity to improve routines and practices for how to work with organisational learning and learning data in general. Instead of treating learning and development as something that happens “automatically”, organisations now have a tool for informed decisions aimed at creating sustainable organisational learning processes and results. Originality/value The paper prompts insights that call for enterprises to enhance focus and dialogue on how to work in new and smart ways with learning at a multi-stakeholder level in organisations. The design and deployment of a real-time lite evaluation tool in organisations are key to bolster learning and competence development, so that organisations and societies can become more responsive in responding to the challenges posed by today’s knowledge economy.
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Espinosa, Angela. "Governance for sustainability: learning from VSM practice." Kybernetes 44, no. 6/7 (June 1, 2015): 955–69. http://dx.doi.org/10.1108/k-02-2015-0043.
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Purpose – While there is some agreement on the usefulness of systems and complexity approaches to tackle the sustainability challenges facing the organisations and governments in the twenty-first century, less is clear regarding the way such approaches can inspire new ways of governance for sustainability. The purpose of this paper is to progress ongoing research using the Viable System Model (VSM) as a meta-language to facilitate long-term sustainability in business, communities and societies, using the “Methodology to support self-transformation”, by focusing on ways of learning about governance for sustainability. Design/methodology/approach – It summarises core self-governance challenges for long-term sustainability, and the organisational capabilities required to face them, at the “Framework for Assessing Sustainable Governance”. This tool is then used to analyse capabilities for governance for sustainability at three real situations where the mentioned Methodology inspired bottom up processes of self-organisation. It analyses the transformations decided from each organisation, in terms of capabilities for sustainable governance, using the suggested Framework. Findings – Core technical lessons learned from using the framework are discussed, include the usefulness of using a unified language and tool when studying governance for sustainability in differing types and scales of case study organisations. Research limitations/implications – As with other exploratory research, it reckons the convenience for further development and testing of the proposed tools to improve their reliability and robustness. Practical implications – A final conclusion suggests that the suggested tools offer a useful heuristic path to learn about governance for sustainability, from a VSM perspective; the learning from each organisational self-transformation regarding governance for sustainability is insightful for policy and strategy design and evaluation; in particular the possibility of comparing situations from different scales and types of organisations. Originality/value – There is very little coherence in the governance literature and the field of governance for sustainability is an emerging field. This piece of exploratory research is valuable as it presents an effective tool to learn about governance for sustainability, based in the “Methodology for Self-Transformation”; and offers reflexions on applications of the methodology and the tool, that contribute to clarify the meaning of governance for sustainability in practice, in organisations from different scales and types.
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Birleson, Peter. "Learning Organisations: A Suitable Model for Improving Mental Health Services?" Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 214–22. http://dx.doi.org/10.3109/00048679809062731.
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Objective: The aim of this paper was to describe an organisational model that has created interest in recent business management literature as supporting learning, adaptation and continuous improvement. Method: Some key features of the literature on learning organisations are outlined, including the values and processes involved, together with a structural and cultural template that has been applied to a community child and adolescent mental health service. Some blocks to learning and the leadership skills required to develop adaptive services are described. Results: The experience of applying the model has led to a change in mental health service organisational structure and culture towards greater support for research, quality improvement, experimentation and adaptation. Conclusions: The learning organisation model offers a more comprehensive framework for designing adaptive mental health services and supporting quality management practices than any other recent organisational form.
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Stary, Chris. "Perspective Giving — Perspective Taking: Evidence-Based Learning in Organisations." Journal of Information & Knowledge Management 10, no. 02 (June 2011): 151–58. http://dx.doi.org/10.1142/s0219649211002894.
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Evidence for learning in organisations is given, once alternative or novel ways of task accomplishment are discovered by their stakeholders or management. Besides triggering a learning step, this knowledge should propagate to all concerned members of an organisation or a network of organisations, namely via context-sensitive exploration and re-construction of work processes. We introduce a learning framework based on existing organisational theories and findings. Its implementations cover generating evidence and interactive processing along individual and collective learning processes. Knowledge is supposed to be elicited in an intuitive way, either using a semantically open table top, or applying subject-oriented business-process modeling techniques. Keeping all provided inputs in an organisational memory allows stakeholders and management timely involvement in learning processes. The aligned Knowledge Management System features tracing of learning steps, sharing views, complementing expertise, and exploring content in a collaborative way. Implementation-wise evidence-based learning support does not only require semantic tagging and networking information, but also the exchangeability of perspectives on inputs or results of collaborative exploration sessions. Interactive enablers to that respect are annotations kept in views. Besides content enrichments, they contain links from the fine-grain content elements to social interactions, such as forum entries, as occurring in learning processes.
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Glennon, Russ, Ian Hodgkinson, and Joanne Knowles. "Learning to manage public service organisations better: A scenario for teaching public administration." Teaching Public Administration 37, no. 1 (October 15, 2018): 31–45. http://dx.doi.org/10.1177/0144739418798148.
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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.
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Jenner, Annabel. "How Can Individual Learning at the Workplace Contribute to Organisational Learning?" Andragoška spoznanja 26, no. 3 (October 23, 2020): 15–31. http://dx.doi.org/10.4312/as.26.3.15-31.
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The paper discusses the relationship of individual learning at the workplace and organisational learning from the perspective of adult education research. It asks which processes are required for individual learning to contribute to organisational learning and considers boundaries against change triggered by the organisations’ members. This question is discussed by focussing on a recent empirical study, which outlines processes of communication that help to transform individual into organisational learning. These processes are analysed within the context of inter-organisational cooperation, taking up a topical challenge in adult and continuing education in Germany. The study draws on Social Systems Theory; its methodological design comprises qualitative case studies. The empirical results differentiate organisational learning as a multi-faceted concept that encompasses change and highlights how organisations develop processes to prevent being induced towards organisational learning by their members. The paper discusses these findings with regard to the demands lifelong learning faces in the workplace.
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Franco, Mário, and Joana Almeida. "Organisational learning and leadership styles in healthcare organisations." Leadership & Organization Development Journal 32, no. 8 (November 2011): 782–806. http://dx.doi.org/10.1108/01437731111183739.
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Burns, George R., and Robert R. Paton. "Supported Workplace Learning: A Knowledge Transfer Paradigm." Policy Futures in Education 3, no. 1 (March 2005): 50–61. http://dx.doi.org/10.2304/pfie.2005.3.1.9.
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The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests that such a narrow focus on research-led development is really only practical for larger organisations and misses many opportunities for knowledge transfer related to improving organisational knowledge and business effectiveness through supported workplace learning appropriate to small to medium-sized organisations. Two models of supported workplace learning, one involving a programme of study developed to reflect the strategic objectives of the organisation, and one developed to reflect business-led development, are described through case studies. Both illustrate the effectiveness of knowledge transfer that, although not research-led, had a significant impact on the competitive advantage of the respective organisations. In one case the students gained postgraduate awards, while in the other the students gained considerable business experience, again illustrating the flexibility that supported workplace learning can offer for individual development. Finally, the article concludes that effective knowledge transfer into the workplace may legitimately be structured around objectives that do not depend on research. In this mode, supported workplace learning offers an approach that is effective for the organisation and flexible in supporting individual development. It is also noted that one aspect of the process that became evident in both case studies was the need to manage the change process that injection of new knowledge created.
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Hogh-Janovsky, Isabell, and Klaus Meier. "Journalism Innovation Labs 2.0 in Media Organisations: A Motor for Transformation and Constant Learning." Journalism and Media 2, no. 3 (July 2, 2021): 361–78. http://dx.doi.org/10.3390/journalmedia2030022.
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Media organisations and their newsrooms are not structurally equipped to adapt to the dynamic transformation that is increasingly demanded of them. To change this, ten years ago, growing numbers of media organisations began founding journalism innovation labs within their operations. More recently, a new generation of innovation lab has come about that builds on the experiences of the first labs. This paper examines—on the basis of organisational culture and innovation culture as theoretical framework—how journalism innovation labs 2.0 in media organisations are organised and which learnings the lab members have made compared with the pioneers of the first generation. The explorative study focused on five labs in Germany. In some phases of the innovation process the new labs benefited from the pioneering work of the predecessor labs. However, changes in the lab organisation became apparent. A developmental leap is reflected in the manifold efforts of the lab employees not to stay in their laboratory environment but instead to act as an innovation motor for the transformation of their media organisation by knowledge transfer, sharing of new ideas and approaches through advanced training, comprehensive and transparent innovation communication, agile project accompaniment, and personnel rotation. The innovation labs 2.0 apply a process of constant learning and dynamic change.
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Caputo, Francesco, Alexeis Garcia-Perez, Valentina Cillo, and Elisa Giacosa. "A knowledge-based view of people and technology: directions for a value co-creation-based learning organisation." Journal of Knowledge Management 23, no. 7 (September 9, 2019): 1314–34. http://dx.doi.org/10.1108/jkm-10-2018-0645.
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Purpose This paper aims to investigate the potential of knowledge management (KM) as a discipline in helping understand and manage social and economic complexity. The paper highlights some of the potential relationships between KM in organisations and their economic performance. Finally, the authors assess the role of human resources and technological infrastructures in the relationship between organisation’s approach to KM and their performance. Design/methodology/approach The hypotheses are tested via a survey on a sample of managerial-level employees of information technology organisations located in the city of Brno in Czech Republic. The data collected are analysed using structural equation modelling (SEM) to study the relationship between KM; the workforce’s willingness and ability to collaborate and co-create value; and the organisations’ economic performance. Findings The research found that there is a direct and positive relationship between an organisation’s approach to KM and its economic performance. This study also shows that the workforce’s behaviour and the technological infrastructure of the organisation have a direct effect on business performance. Finally, the authors proposed that a link between human resource management and technology orientation must be established and supported by a KM strategy. Originality/value This paper offers a new perspective to the approach to KM in organisations. Reflections and empirical results underline the need for organisations to invest in the implementation of KM strategies that involve both the human resources and technological infrastructure as a way to improve the impact of knowledge on the companies’ economic performances.
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Vnoučková, Lucie. "Personality Attitudes Affecting Employee Learning and Development: Prerequisites of Behaviour Leading to Learning and Development." Quality Innovation Prosperity 20, no. 2 (December 31, 2016): 22. http://dx.doi.org/10.12776/qip.v20i2.714.
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<p><strong>Purpose:</strong> This study aims to reveal current approach and reactions of employees towards learning and development in organisations and to specify variants of behaviour as factors affecting employee development. <em></em></p><p><strong>Methodology/Approach:</strong> The study is based on evaluation of quantitative research. The data were collected via electronic questionnaires. The sample contains 211 employees from organisations across sectors. Bivariate and multivariate statistical methods and analyses were used to lower the number of possible single approaches and practices. Analyses formed valid factors, which influence and determine employee development.</p><p><strong>Findings:</strong> Results identified and verified different ways of reactions of respondents on organisational learning and development. Main searched areas of employee behaviour variability are motivation, affect and performance. Factors described in the presented article show the main ways which are used by employees in order to pass the learning and development process. Variability of employees’ reactions on learning and development process and its impact on performance is described using quantitative data.</p><p><strong>Research Limitation/implication:</strong> The results may be used in praxis in organisations to manage employee behaviour in order to grow constantly and use their own potential talents and leaders. Besides this study there are several promising avenues for further research. It would be useful to know the impact on life-long development and there should be an investigation of the longer term impacts of learning in organisations.</p><p><strong>Originality/Value of paper:</strong> Employee learning and development are truly crucial for organisational and economy development. But the process of learning and development is not constant. Variability of employee behaviour during organisational education and development is currently discussed theme, however there is a lack of studies and researches focused on this area. Therefore this paper identyfies and describes variability of emoployee behaviour during the learning and development process. Employees react in five different directions (positive, negative or neutral as resignation) and the impact on organisation is either positive or none.</p><p><strong>Category:</strong> Case study</p>
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Richardson, Neil. "Learning in organisations." British Journal of General Practice 59, no. 567 (October 1, 2009): 785. http://dx.doi.org/10.3399/bjgp09x472746.
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Sønsthagen, Anne Grethe, and Øyvind Glosvik. "‘Learning by talking?’ – The role of local line leadership in organisational learning." Forskning og Forandring 3, no. 1 (August 28, 2020): 6–27. http://dx.doi.org/10.23865/fof.v3.2124.
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Organisational learning is the topic addressed in this qualitative comparative case study. The purpose is to investigate the role of local line leadership in professional development processes. Two kindergartens participating in the Norwegian national in-service programme Competence for Diversity were studied. A combination of inductive and deductive analyses led us to introduce two dimensions: leading contextual interplay, with proactive and reactive values, and practice development, with fragmented and integrated values. One of the kindergartens appeared to have organised the professional development process more productively than the other, and the findings point to a combination of integrating dialogues on practice, and proactive managers as possible keys to understanding kindergartens as learning organisations. The model seems to capture, to some extent, the holistic view of the learning organisation as a structured relationship between individual and collective learning. The managerial role as local line leader stands out as important for understanding learning in this type of organisation.
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Retna, Kala S. "The Learning Organisation: A Comparative Study of Singapore Organisations." International Journal of Learning: Annual Review 13, no. 1 (2006): 95–102. http://dx.doi.org/10.18848/1447-9494/cgp/v13i01/48178.
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Inkson, Kerr. "Careers and Organisations: A Figure–Ground Problem." Journal of Management & Organization 10, no. 1 (January 2004): 1–13. http://dx.doi.org/10.1017/s1833367200004570.
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ABSTRACTThis paper argues that people's careers have great personal significance for them and energise much organisational activity, but that in the context of organisations and management they often appear irrelevant. Contrasting career metaphors are used to show how careers develop through tensions between organisational and social structure, and individual agency. The findings of a New Zealand research study show how new flexibilities and ambiguities in economic and organisation structures result in people developing careers which, like the Australasian “Big O.E.” institution, are mobile, improvisational, and learning-based. A reflexive model is used to show how careers can create organisations as well as vice versa. The implications of new career theories for workers, managers and management educators are indicated. Greater appreciation of career dynamics results in the subversion of some traditional management ideas and the development of new models of self- and organisational management.
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Inkson, Kerr. "Careers and Organisations: A Figure–Ground Problem." Journal of the Australian and New Zealand Academy of Management 10, no. 1 (January 2004): 1–13. http://dx.doi.org/10.5172/jmo.2004.10.1.1.
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ABSTRACTThis paper argues that people's careers have great personal significance for them and energise much organisational activity, but that in the context of organisations and management they often appear irrelevant. Contrasting career metaphors are used to show how careers develop through tensions between organisational and social structure, and individual agency. The findings of a New Zealand research study show how new flexibilities and ambiguities in economic and organisation structures result in people developing careers which, like the Australasian “Big O.E.” institution, are mobile, improvisational, and learning-based. A reflexive model is used to show how careers can create organisations as well as vice versa. The implications of new career theories for workers, managers and management educators are indicated. Greater appreciation of career dynamics results in the subversion of some traditional management ideas and the development of new models of self- and organisational management.
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Alnamrouti, Amal, Husam Rjoub, and Hale Ozgit. "Do Strategic Human Resources and Artificial Intelligence Help to Make Organisations More Sustainable? Evidence from Non-Governmental Organisations." Sustainability 14, no. 12 (June 15, 2022): 7327. http://dx.doi.org/10.3390/su14127327.
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Uncertainty and a lack of stability are among the difficulties non-governmental organisations face. However, certain strategies for ensuring their performance’s sustainability have not been empirically demonstrated in the literature. Using strategic resource management practises and artificial intelligence, this study examines the effect of organisational learning and corporate social responsibility on the sustainability of non-governmental organisations’ performance. The survey gathered data from 171 participants representing 21 United Nations organisations and 70 non-governmental organisations in Jordan to accomplish this goal. The data were analysed using WarpPLS and PLS-SEM. The study demonstrates that organisational learning, artificial intelligence, strategic human resource management practises, and corporate social responsibility all contribute to the long-term viability of non-governmental organisations. Furthermore, the study discovered that strategic resource management practises and artificial intelligence significantly mediate the relationship between organisational learning and sustainable organisational performance on the one hand, and corporate social responsibility on the other. Finally, the study provides theoretical and practical guidance on how to apply the findings to assist non-profit organisations’ management in utilising organisational learning, corporate social responsibility, artificial intelligence, and strategic resource management practices to help them run their internal operations in a more efficient and sustainable manner over time.
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Coyte, Rodney. "Enabling management control systems, situated learning and intellectual capital development." Accounting, Auditing & Accountability Journal 32, no. 4 (May 24, 2019): 1073–97. http://dx.doi.org/10.1108/aaaj-02-2013-1237.
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Purpose The purpose of this paper is to examine how an enabling management control system (MCS) affected intellectual capital (IC) development in an organisation. The study explores the effect of a change from a coercive to an enabling control system on situated learning and the development of IC. Design/methodology/approach A case study was conducted in a large manufacturing organisation to explore the effect of a redesigned MCS on IC development. Semi-structured interviews were used to elicit understanding of the effect of the new system on situated learning and valuable local knowledge and relationship development. Findings The enabling way in which the MCS was designed introduced empowerment and accountability for financial and operational performance at all levels of the organisational hierarchy, which stimulated situated learning in a way that developed the organisation’s IC. Originality/value New insight is provided into the way management accounting practice can deliver valuable outcomes to organisations. First, into how MCSs design can stimulate the development of valuable local knowledge and relationships as IC. Second, into how MCS design can affect non-management employees. While prior studies have focussed on managers, this research is novel in showing how enabling controls affect non-management employees.
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Edmonstone, John Duncan. "Organisational learning." Leadership in Health Services 31, no. 4 (October 1, 2018): 434–40. http://dx.doi.org/10.1108/lhs-08-2017-0050.
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Purpose The understanding of “organisations” has changed fundamentally from seeing them as concrete entities to viewing them as communities of meaning. Mature adults in healthcare learn best when addressing pressing problems in company of their peers. Healthcare is unlike other sectors because of the emotional labour which is part of the experience of clinical staff. Absorptive capacity offers a conceptual model for viewing organisational learning and the encouragement of systemic eloquence can be enabled through a variety of approaches, provided they are designed and delivered as part of a well-thought-through approach to developing local absorptive capacity. Design/methodology/approach This is a viewpoint paper. Findings Healthcare differs from other sectors. Organisational learning can be enabled by a range of approaches, but these need to be sensitive to local circumstances. Originality/value The paper asserts that healthcare is unlike other sectors because of emotional labour on the part of clinical staff. It maintains that organisations are communities of meaning, rather than concrete entities. Systemic eloquence can be enhanced by the concept of absorptive capacity, applied in local contexts.
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Hedayati, Alireza, Mohammad Khalilzadeh, and Arman Bahari. "The Effect of Organisational Learning Capability on Individual Performance through the Use of Enterprise Resource Planning and User Satisfaction." Journal of Information & Knowledge Management 20, no. 02 (April 28, 2021): 2150026. http://dx.doi.org/10.1142/s021964922150026x.
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Given the global competition between organisations to deliver products and services, the need for integrated information is felt. Enterprise Resource Planning (ERP) system is one of the important technology tools which play an important role in the integration of information in the organisation and is a prerequisite for joining the global market. This study aims to experimentally test a framework for identifying the relationship between organisational learning capability, using an organisational resource planning system, end-user satisfaction and individual performance. The results can be used to adopt human resource policies in the organisation. Smart PLS 2 software is also used for data analysis as well as the structural equation modelling. The results show that organisational learning ability through user satisfaction and the use of organisational resource planning system affects the individual performance.
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Zeimers, Géraldine, Christos Anagnostopoulos, Thierry Zintz, and Annick Willem. "Organisational learning for corporate social responsibility in sport organisations." European Sport Management Quarterly 19, no. 1 (November 21, 2018): 80–101. http://dx.doi.org/10.1080/16184742.2018.1546752.
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Alkaraeen, Mohamed, and Ahmed Al-Ashaab. "Toward the Digitalisation of the Organisational Learning Capability to Enhance Organisational Performance." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (February 11, 2021): 444–54. http://dx.doi.org/10.37394/23207.2021.18.45.
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Public organisations provide training to enhance their employee’s capabilities to provide better services. Public organisations use different learning methods to enhance their employee’s skills and service offering. Therefore, public organisations are considering different learning programmes such as classroom training, coaching, mentoring etc. For the organisations to be effective in providing the learning programs to their employees, there is a need to have an approach to support these efforts. This study suggests that Organisational Learning Capability (OLC) is the right approach to do that. This is because OLC facilitates the learning process. The study proposes an OLC model consists of the key elements that represent the definition of OLC; these are the learning processes, enablers, influential factors. This paper explores how organisations can bridge the gap between investments in learning initiatives and improvement in service provision in public organisations. The context of this study is the creation of a set of learning and development programs in the public services organisations. The top OLC model helps to define all other learning programmes where the coaching learning program is presented in this paper.
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De Groot, Bert, Wim Leendertse, and Jos Arts. "Building Adaptive Capacity through Learning in Project-Oriented Organisations in Infrastructure Planning." Urban Planning 5, no. 1 (March 6, 2020): 33–45. http://dx.doi.org/10.17645/up.v5i1.2523.
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Transport infrastructure networks are currently being challenged by rapidly changing contexts, such as climate change, new IT and mobility technologies, ageing infrastructure, demographic changes and growing engagement of stakeholders. These challenges call for an adaptive management approach in infrastructure planning. Apart from making the physical infrastructure more adaptive, organisational adaptive capacity is currently being discussed in both literature and practice. The literature describes learning as one of the key elements of organisational adaptive capacity. However, it remains unclear how infrastructure network agencies learn. Most of these agencies are organised in a project-oriented way. Projects can be considered as information exchange platforms of individuals that have to align their knowledge and interpretations to collectively make sense of this information to deliver a project-result. However, projects operate relatively autonomously from their parent organisation. This article aims to enhance the understanding of how projects learn from each other and how the parent organisation learns from projects and vice versa. To this end, we have conducted an in-depth case study of a typical project-oriented organisation in infrastructure planning: Rijkswaterstaat—the executive agency of the Ministry of Infrastructure and Water Management in the Netherlands. Data was collected through documents and semi-structured interviews with members of a selection of projects of Rijkswaterstaat and other members of this organisation. We used Social Network Analysis to support the analysis of the data. Subsequently, the results were confronted with literature to understand how collective learning occurs in project-oriented organisations.
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Coates, Tracy. "Sharing and Learning." Journal of Perioperative Practice 26, no. 12 (December 2016): 266. http://dx.doi.org/10.1177/175045891602601201.
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The NHS Litigation Authority (NHS LA) is a not-for-profit NHS organisation that manages negligence and other claims against the NHS in England on behalf of their member organisations. Their overarching vision is to resolve claims in a timely and fair manner while sharing the lessons of why things go wrong and improving safety.