Relevant bibliographies by topics / Organizational learning

Academic literature on the topic 'Organizational learning'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Organizational learning"

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Stokvik, Hanne, Daniel Adriaenssen, and Jon-Arild Johannessen. "Tacit knowledge, organizational learning and innovation in organizations." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 246–55. http://dx.doi.org/10.21511/ppm.14(3-1).2016.11.

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Problem: We don’t know how tacit knowledge, organizational learning and innovation are linked. Research question: What is the relation between tacit knowledge, organizational learning and innovation? Methodology: Conceptual generalizing. Purpose: To create a link between tacit knowledge, organizational learning and innovation. Contribution: 1. The authors develop a typology for tacit knowledge and organizational learning that may help us to understand the interaction between different types of tacit knowledge, organizational learning and innovation. 2. The research of the authors shows that tacit knowledge may be said to have three faces: one conservative that limits the continuous improvement process, a second that guards an organization against imitation, and a third that promotes innovation. 3. The authors develop a theory, i.e., a system of propositions related to how do different types of tacit knowledge and organizational learning influence innovation? Keywords: tacit knowledge, organizational learning, innovation. JEL Classification: M10
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Sahin, Sevilay. "Mediator role of organizational justice in the relationship between learning organization and organizational commitment." International Journal of Academic Research 5, no. 6 (December 10, 2013): 57–67. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.11.

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Barnett, Carole K., Michael D. Cohen, and Lee S. Sproull. "Organizational Learning." Administrative Science Quarterly 43, no. 1 (March 1998): 208. http://dx.doi.org/10.2307/2393604.

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Fiol, C. Marlene, and Marjorie A. Lyles. "Organizational Learning." Academy of Management Review 10, no. 4 (October 1985): 803. http://dx.doi.org/10.2307/258048.

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Alvez, Juliano Keller, Leonard Almeida de Moraes, Édis Mafra Lapolli, and Andréa Valéria Steil. "ORGANIZATIONAL LEARNING." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 359–65. http://dx.doi.org/10.31686/ijier.vol7.iss4.1427.

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Organizational Learning (OL) is a research area that presents several approaches to understand how an organization learns. Among the most present approaches in research, we have the 4i framework that proposes the OL through four subprocesses: intuition, interpretation, integration and institutionalization. This study sought to understand how the OL process occurred in the investments programming in a Credit Union in Santa Catarina, southern Brazil. Two employees directly involved with the Programmed Future program were interviewed. The report draws a parallel between the subprocesses of the 4i framework and the learning processes that took place in the Union.
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Fiol, C. Marlene, and Marjorie A. Lyles. "Organizational Learning." Academy of Management Review 10, no. 4 (October 1985): 803–13. http://dx.doi.org/10.5465/amr.1985.4279103.

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Flores, Luis G., Wei Zheng, Devaki Rau, and Christopher H. Thomas. "Organizational Learning." Journal of Management 38, no. 2 (October 13, 2010): 640–67. http://dx.doi.org/10.1177/0149206310384631.

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Hawkins, Peter. "Organizational Learning." Management Learning 25, no. 1 (March 1994): 71–82. http://dx.doi.org/10.1177/1350507694251005.

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Wang, Yu‐Lin, and Andrea D. Ellinger. "Organizational learning." International Journal of Manpower 32, no. 5/6 (August 16, 2011): 512–36. http://dx.doi.org/10.1108/01437721111158189.

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Levitt, Barbara, and James G. March. "Organizational Learning." Annual Review of Sociology 14, no. 1 (August 1988): 319–38. http://dx.doi.org/10.1146/annurev.so.14.080188.001535.

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Dissertations / Theses on the topic "Organizational learning"

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Chouseinoglou, Oumout. "Organizational Learning Assessment In Software Development Organizations." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614960/index.pdf.

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Knowledge is one of the most important assets of an organization that directly affects business success, and its importance increases for organizations that use knowledge-intensive processes such as the software development industry. In an industry in which technological developments are rapid, in order to keep up with the continuously increasing competition and to obtain competitive advantage the software organizations need to obtain the correct knowledge, use it efficiently and pass it to future projects evolving it accordingly. The major aim of this research is to propose a novel model, namely AiOLoS, for assessing the level of organizational learning and learning characteristics in software development organizations. The primary contributions of this two-legged AiOLoS model are the identification of the major process areas and the core processes that a learning software organization follows during its organizational learning process and to provide the necessary measures and metrics and the corresponding definitions/interpretations for the assessment of the learning characteristics of the software development organization. The research is supported with a multiple case-study work conducted in software development teams in order to identify the mapping of the core processes and the applicability of the AiOLoS model to software development organizations, its utilization as a tool for assessing organizational learning and providing a basis for software process improvement.
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Haight, Veronica D. "What Do Chief Learning Officers Do? An Exploratory Study of How Chief Learning Officers Build Learning Organizations." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258744.

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This study was designed to determine what it is that Chief Learning Officers do to build the learning organization by examining interview data from current Chief Learning Officers using the constructs of change and leadership. The study sample included current Chief Learning Officers who work for U.S. based organizations within the U.S. and have been in their current Chief Learning Officer position for at least two years.

The study used a qualitative, exploratory methodology combined with phone or face-to-face interviews in order to gather data. The data was analyzed using the Systems Learning Organization Model (Marquardt, 2011). 20 Chief Learning Officers were interviewed for approximately 60 minutes each and asked the same series of questions in order to further explore how Chief Learning Officers use leadership and change to build the learning organization.

The study findings show that Chief Learning Officers do four things to build the learning organization: 1. They themselves collaborate with others inside and outside of the organization, and encourage others to do so as well; 2. They assess and measure their learning and development programs on a consistent basis; 3. They seek and secure funding and other resources for their learning and development opportunities; 4. They have a vision for their learning organization, and realize that vision through strategy development and implementation.

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Hunter, Kierstyn. "Gendering Organizational Learning| Describing Gendered Patterns in Formal and Informal Organizational Learning." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120219.

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This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.

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Nemeth, Lorraine S. "Measuring organizational learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21098.pdf.

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Ali, Sadaqat. "Market based organizational learning and organizational capabililties." Thesis, University of East Anglia, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539350.

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This study aimed to contribute to our understanding of the antecedents to organizations' Sustainable Competitive Advantage (SCA) by integrating insights from the perspectives of marketing and strategic management. Specifically it aimed to investigate the indirect effect of Market Based Organizational Learning (MBOL) on hotel performance in the United Kingdom and Pakistan taking on board an organizational capabilities view. To achieve this aim the researcher started by reviewing the literature in the fields of both marketing and strategic management to examine current trends, limitations and commonalities between these fields and then proposed a conceptual model and propositions that can help link these two fields into an integrative framework. The researcher found that although both the marketing and strategic management literatures have accumulated a significant amount of insight on the antecedents to SCA, there has been little attempt (and hence a need) to incorporate insights from both these perspectives in explaining the antecedents to SCA and in formulating these into an integrated holistic picture, This approach is innovative because it focuses on synergistic insights from different management fields, and contributes to our understanding of how firm performance may be affected indirectly, by the marketing and learning orientations of the firm, through the capabilities it develops as a result of the learning processes informed by these orientations. In reviewing the literature, the researcher has identified some common theme underlying both the disciplines of marketing and strategic management, that is, "Organisational Learning Processes", "Resource Based View" of the firm and securing "Sustainable Competitive Advantage". The researcher also noted that in the marketing literature, the direct effect of the MBOL on a firm's performance has been well established. However, what are less clear are its indirect effects. To map out these indirect effects the researcher developed a framework that explores the relationships among market orientation, learning orientation, organizational learning, dynamic capabilities, substantive capabilities and organizational performance. Moreover, the mediating role of a firm's different capabilities (learning, dynamic and substantive capabilities) was proposed as a better explanation of the indirect impact the MBOL on a firm's performance. Finally the researcher expected a firm's external environment to work as a moderator in the dynamicsubstaThe researcher followed a mixed method approach characterised by an instrument development model variant of the exploratory mixed method design that best suits the study objectives. Being a mixed method sequential study, the researcher first conducted indepth interviews with hotel managers both in the United Kingdom and Pakistan in order to develop some constructs (dynamic and substantive capabilities) for this study. These interviews were analysed qualitatively and the results from this part of the study were used for the development of the questionnaire that was in turn used for large scale quantitative data collection. The questionnaire was sent to a population of 1150 hotel managers (750 in United Kingdom and 400 in Pakistan). 240 fully completed responses (120 United Kingdom and 120 Pakistan) were used in the final data analysis. The empirical results confirmed all the hypothesized relationships among the various variables of the conceptual framework, except the mediated role of the organizational learning between a hotel's learning orientation and its dynamic capabilities. The findings suggested that organizational internal capabilities play an influential mediating role in the indirect effect of MBOL on its performance. The results also highlighted the moderated effect of organization external environmental conditions on the dynamic-substantive capabilities relationship. This PhD thesis is rounded off with a discussion of the implications of the findings for theory in the parent discipline of marketing research and strategic management and for managers in the hotel sector. The limitations of this research study are described and future research directions in this area of investigation are given at the endntive capabilities relationship
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Sánchez-Cardona, Israel. "Learning to be a HERO (HEalthy & Resilient Organization): Linking organizational learning practices to healthy and resilient organizational outcomes." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/405421.

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Esta tesis contiene tres estudios empíricos con el propósito de entender cómo el aprendizaje es un componente esencial para el bienestar y la resiliencia en las organizaciones. Basado en el Modelo HERO, este trabajo pretende enfocarse en el aprendizaje desde el nivel individual (e.g., disposiciones motivacionales para la adquisición de destrezas), el nivel colectivo (e.g., aprendizaje de equipos, liderazgo de aprendizaje) y el nivel organizacional (e.g., prácticas de recursos humanos dirigidos al aprendizaje). En particular, examina cómo estos recursos y capacidades dirigidas al aprendizaje promueven el bienestar (e.g., capital psicológico, satisfacción, resiliencia) y el desempeño. Los estudios se realizaron con individuos y equipos de diversos contextos organizacionales (e.g., educativos, servicio, industria) utilizando metodologías estadísticas variadas (análisis de vía, modelos de ecuaciones estructurales, modelos multinivel). Los resultados sintetizan algunos factores que promueven los procesos de aprendizaje para el desarrollo de organizaciones saludables y resilientes.
This thesis contains three empirical studies with the purpose of understanding how learning is an important component to health and resilience in organizations. Based on the HERO Model, it aimed to address learning from the individual (e.g., motivational dispositions to acquire mastery and skills), team (e.g., team learning, learning leadership) and organizational levels (e.g., HR learning practices). Specifically, it examines how these learning capabilities and resources promotewellbeing (e.g., psychological capital, satisfaction, resilience) and performance. The studies were conducted with individuals and teams from different organizational settings (e.g., educational, service, industry) using diverse statistical methodologies (e.g., path analysis, structural equations modeling and multilevel analysis). Findings synthesized some facilitating factors of learning processes for the development of healthy, resilient and learning organizations.
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Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Kelly, Ian P. "Organizational Learning Theory and Districtwide Curriculum Reform: Teacher Learning and the Efficacy of Organizational Learning Mechanisms." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106797.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms used by school and district leaders to support professional learning within the context of curriculum reform. Elements of organizational learning theory provided a conceptual framework through which the researcher explored how teachers learned and how district leaders supported their learning about a district-wide curriculum reform. Data were collected through document review and semi-structured interviews with eighteen professionals from an urban district in the Northeast. Findings showed that (a) the district implemented an integrated system of organizational learning mechanisms to support teacher/instructional coach learning relevant to curriculum reform efforts, (b) teachers and coaches perceived these learning mechanisms to be effective in supporting their learning and (c) teachers and coaches demonstrated varying levels of understanding regarding the district’s curriculum reform priorities. Recommendations included: (a) enhancements to school and district strategic planning documents, (b) connecting principals closely to the teaching and learning operations of the district and (c) implementing feedback mechanisms to monitor individual interpretations of district priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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DUBUS, FELIPE TOKAR. "CENTERS OF EXCELLENCE ANALISYS AS BOTH ORGANIZATIONAL LEARNING AND LEARNING ORGANIZATION TOLL IN PETROBRAS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11945@1.

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O ambiente atual, instável e competitivo, obriga as organizações a mudanças e adaptações constantes. Os estudos em redes, unindo recursos e conhecimentos, agregando potencial de crescimento e amadurecimento em determinado campo, são ferramentas de destaque nesse ambiente que requer gestão de informação eficiente e formação de base de conhecimento organizacional, constituída pela aprendizagem organizacional. O objetivo desta pesquisa é verificar a relação entre os conceitos de aprendizagem organizacional e organização de aprendizagem com a prática dos centros de excelência na Petrobras, empresa brasileira no setor de energia. Pretende-se entender se os centros de excelência visam, funcionando como ferramenta de aprendizagem organizacional, transformar -ou sustentar- a Petrobras como uma organização de aprendizagem. O método de pesquisa utilizado é o estudo de caso na Petrobras, com dados obtidos por meio de entrevistas semi-estruturadas e pesquisa documental. A análise de dados foi realizada de maneira descritiva-analítica, o que proporcionou uma visão dos valores e as relações existentes à luz dos referenciais da aprendizagem organizacional. Os resultados do presente estudo permitiram verificar a ligação entre esses conceitos, relacionando, portanto, esses centros às questões requeridas pelas organizações de aprendizagem e aprendizagem organizacional. Contudo, foi observado que não há o mesmo foco de aprendizado em assuntos corporativos, como acontece em temas técnicos e tecnológicos. Esta lacuna é um motivo de preocupação, visto que o intuito é de envolver todos os setores da organização, resultando na sugestão de aumentar a abrangência de implantação.
The current environment, unstable and competitive, forcing the organizations to constant changes and adaptations. The network studies, linking resources and expertise, aggregate growth potential and maturity in a particular field, are highlighted tools in this environment what requires efficient information management and also organizational knowledge formation basis, made up through organizational learning. This survey aims at investigate the relation between the learning organization concept as well as the organizational learning concept with the Centers of Excellence practice in Petrobras, a Brazilian national company in the energy sector. It intend to understand whether the centers of excellence aim at, working as an organizational learning tool, turn into or keep up Petrobras as a learning organization. The research method used is the case study in Petrobras, with the recorded data gathered by means of semi-structured interviews and documental survey. The data analysis was performed in a descriptive-analitical way, which leads to a view of values and the relation present in view of the organization learning referentials. The outcomes of this current study disclosed and allowed to come to the conclusion that there is a linkage between these concepts, relating, therefore, these centers to the required issues by learning organizations and organizational learning. Nevertheless, it was realized that the focus on learning is not the same concerning on corporate issues, as it happens with technical and technological subjects. This gap is a cause for concern about, since the idea of such concepts is to involve all organization sectors, resulting on the criticism and suggestion of increasing the scope of deployment.
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Gustafsson, Lovisa. "Organizational Learningin a Non-profit setting : A study of Continuity and Transferof knowledge within UppsalaStudent Union." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-207959.

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This is a case study, within the field of Education and Human Resource Development. The subject is handover in a non-profit organization. The organization studied is the Uppsala Student Union (US). US is a politically run Non-profit organization (NGO), with the objective to work for better study- and living conditions of the 35 000 students at Uppsala University, Sweden, who are its members. Four people active within US have been interviewed, and the empiric material has been analyzed mainly based on the theories of Organizational Learning and Continuity Management. Some other theories are presented as well, as an orientation with relation to handover in organizations and organizational development. The questions asked are: 1. How is transfer of knowledge perceived in US – as a significant problem, a small problem or no problem at all? 2. If transfer of knowledge is perceived as a problem, what are thought to be the causes? 3. In US, as a NGO, how is handover managed? Which problems arise with respect to handover? 4. What else of interest and relevance can be found? The answers are: 1. A small problem. Transfer of knowledge is much thought of, but there are problems which are viewed as more important. 2. The causes for problems with handover are mainly referred to a heavy workload for the actives, high turnover and insufficient handover routines. 3. Routines for handover is a well integrated part of the work at US. And the conditions in terms of resources are good compared to other student unions. Some problems still arise, and a selection of these are presented in the study. 4. Additional findings have been defined under the following headlines: Representation on Boards – an area for improvement Changing the roles On Actives-mentality (Swe. föreningsmänniskor) Effective policy making Students as actives
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Books on the topic "Organizational learning"

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Wellman, Jerry L. Organizational Learning. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230621541.

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Argote, Linda. Organizational Learning. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5251-5.

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D, Cohen Michael, and Sproull Lee, eds. Organizational learning. Thousand Oaks: Sage Publications, 1996.

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Fiol, C. Marlene. Organizational learning. [Urbana, Ill.]: University of Illinois at Urbana-Champaign, College of Commerce and Business Administration, 1985.

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Dixon, Nancy M. Organizational learning. Ottawa: Conference Board of Canada, 1993.

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Bisel, Ryan S. Organizational Moral Learning. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315652252.

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Gephart, Martha A., and Victoria J. Marsick. Strategic Organizational Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48642-9.

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K, Yeung Arthur, ed. Organizational learning capability. New YorK: Oxford University Press, 1999.

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Crossan, Mary M. Measuring organizational learning. London, Canada: Western Business School, University of Western Ontario, 1995.

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Argyris, Chris. On organizational learning. Oxford: Blackwell Business, 1994.

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Book chapters on the topic "Organizational learning"

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Balzac, Stephen R. "Organizational Learning." In Management for Professionals, 149–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8505-6_8.

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Cienfuegos, Ignacio. "Organizational Learning." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 4375–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_4.

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Argote, Linda, and Gergana Todorova. "Organizational Learning." In International Review of Industrial and Organizational Psychology 2007, Volume 22, 193–234. England, UK: John Wiley & Sons Ltd, 2008. http://dx.doi.org/10.1002/9780470753378.ch5.

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Meyer, Joan L. "Organizational Learning." In The Handbook of Work and Health Psychology, 455–73. Chichester, UK: John Wiley & Sons, Ltd, 2004. http://dx.doi.org/10.1002/0470013400.ch21.

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Cienfuegos, Ignacio. "Organizational Learning." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_4-1.

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Huysman, Marleen, and Dirk de Wit. "Organizational Learning." In Information Science and Knowledge Management, 27–43. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9992-4_3.

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Brazer, S. David, Scott C. Bauer, and Bob L. Johnson. "Organizational Learning." In Leading Schools to Learn, Grow, and Thrive, 93–118. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315176123-5.

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Argote, Linda, and Elina H. Hwang. "Organizational Learning." In The Palgrave Encyclopedia of Strategic Management, 1215–19. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_503.

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Yan, Yanni. "Organizational Learning." In Foreign Investment and Corporate Governance in China, 209–29. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514850_10.

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Carbery, Ronan. "Organizational Learning." In Human Resource Development, 84–102. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-36010-6_5.

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Conference papers on the topic "Organizational learning"

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Formiga, Nilton S., Karylane Rayssa de Oliveira Pessoa Araújo, Renata Rosalina da Silva, Marcílio Pereira de Lima, and Marcia dos Santos Beserra. "A cognitive organizational and work perspective: Correlates and differences of knowledge management and organizational learning in hospital professionals." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-139.

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Introduction: Knowledge Management has an important role in the search for competitiveness and innovation in organizations, as well as its implementation at the organizational level is complex. Therefore, companies are required to build essential skills for continuous improvement, based on a basic understanding of aspects related to organizational culture and systemic management of processes, especially the organizational learning process. The pandemic brought several challenges to organizations, including regarding the organization and maintenance of this management and its influence on organizational learning. Objective: to verify the relationship between knowledge management and organizational learning in hospital professionals before and after social isolation due to COVID-19. Sample: 30 health professionals, from the municipalities of João Pessoa/PB (15 – before Covid) and Natal/RN (15 – after Covid) answered the knowledge management scale, learning opportunities scale and sociodemographic questions . Results: All scales presented internal consistency indicators > 0.70, ensuring the measurement of the construct; positive and significant relationships were observed between knowledge management and organizational learning, both in the total sample and in the sample of professionals before and after social isolation, however, for professionals before the Covid context, the relationships were > 0 .50. In Anova, there was only a difference in organizational learning in professionals before the pandemic context. Discussion: The ways of managing knowledge, knowledge and culture contribute to learning the system and work dynamics, which was more efficient before social isolation; For this development, the manager is of great importance, as he is responsible for the normative and professional demands of the organization. Conclusion: It is necessary to develop and maintain a training program between knowledge management and organizational learning to facilitate the daily capture of individual and collective knowledge for a productive work environment.
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Sanoubar, Naser, and Afra Shoaran. "Organizational Learning." In the 2017 International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3077584.3077585.

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Mambrey, Peter, Volkmar Pipek, Markus Rohde, and Markus Won. "Organizational learning." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658774.

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Aurelia, Inezia, and Soebowo Musa. "The Roles of Organizational Culture, Participative Leadership, Employee Satisfaction & Work Motivation Towards Organizational Capabilities." In 27th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2022. http://dx.doi.org/10.46541/978-86-7233-406-7_233.

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Many firms still fail to develop organizational agility. There are more than 40% of organizations think that they are low/not agile in facing market change. Organizational culture plays an important role in developing the organizations to be adaptive in order to manage the VUCA effectively. This study examines the relationships of organizational culture towards participative leadership, employee satisfaction, employee work motivation, organizational learning, and absorptive capacity in developing organizational agility in managing VUCA environment. 263 employees located from an international chemical-based company offices across the globe, who have worked more than three years were the respondents in this study. This study showed that organizational clan culture promotes the development of participative leadership, which it has an empowering effect towards people in the organization resulting in employee satisfaction. The study also confirms the role of organizational culture in creating organizational behavior within the organization that foster the organizational learning, absorptive capacity, and organizational agility; while the study also found that the relationship between participative leadership and employee work motivation is not significant.
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Mukti, Dyah Puspo, and Nidya Dudija. "Organizational Change Dynamics : A Learning Organization Process toward World Class Organization." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.15.

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Dobre, Teodora, and Florentina Hahaianu. "INCREASING ORGANIZATIONAL INTELLIGENCE - A TECHNOLOGY-BASED LEARNING MODEL." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-011.

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The complexity of the international system, which can be explained by the high number of variables which interact and influence each other, determines a context in which security becomes an objective more difficult to attain. Thus, the organizations responsible with maintaining security are placed under the sign of constant adaptation and reform. Formally referring to this ability of managing the outward complexity generated by the security environment as being ,,organizational intelligence", the present paper focuses on analyzing the process through which intelligence and military organizations learn to adapt. The first part of the paper explains the concepts of complexity and organizational intelligence, identifying the core elements that need to be addressed when discussing about institutional transformation and adaptive response. The conclusions indicate that increasing the level of organizational intelligence and the capabilities of spontaneous adaptation on the long term implies the development of an innovative teaching methodology. The evidence gathered from theoretical research indicates that the technological advancements provide a formal apparatus for dealing with complex systems and using technology within the educational processes has the potential of enhancing the efficiency and competitiveness of the organization. The second part of the paper focuses on the sustained efforts made by the intelligence and military organizations from Romania and abroad to build technology-based models for learning. Subsequently, the paper proposes an innovative model for training future intelligence practitioners, advancing the idea of using virtual reality software that replicates, through modeling and simulation, real events and situations, thus helping trainees to contextualize their learning experience.
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Zhang, Shan-Shan, and Qi Jiang. "Organizational Innovation Based on Systems Thinking: Learning Organization." In 2008 4th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). IEEE, 2008. http://dx.doi.org/10.1109/wicom.2008.1372.

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Ras, Eric, and Sebastian Weber. "Software organization platform: Integrating organizational and individual learning." In 2009 ICSE Workshop on Wikis for Software Engineering (WIKIS4SE). IEEE, 2009. http://dx.doi.org/10.1109/wikis4se.2009.5069997.

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Maidantchik, Carmen, Mariano Montoni, and Gleison Santos. "Learning organizational knowledge." In the 14th international conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/568760.568788.

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Lindstaedt, Stefanie N. "Towards organizational learning." In Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257134.

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Reports on the topic "Organizational learning"

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Taylor, Andrew Taylor, and Ben Liadsky Liadsky. Organizational Learning Question Bank. Taylor Newberry Consulting, January 2019. http://dx.doi.org/10.15868/socialsector.34759.

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Simon, Herbert A. Bound Rationality and Organizational Learning. Fort Belvoir, VA: Defense Technical Information Center, September 1989. http://dx.doi.org/10.21236/ada225615.

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Taylor, Andrew Taylor, and Ben Liadsky Liadsky. Organizational Learning Self-Assessment Tool. Taylor Newberry Consulting, January 2019. http://dx.doi.org/10.15868/socialsector.34758.

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Kropf, Heather. Residence Life as Learning Organizations: An Inquiry Into Organizational Elements that Support Integration of the Residential Curriculum. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7336.

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McDonald, Lynn. Learning to Get Ahead: Why Organizational Learning is Critical in Combating the Improvised Explosive Device Threat. Fort Belvoir, VA: Defense Technical Information Center, April 2009. http://dx.doi.org/10.21236/ada539789.

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Clark, Jonathan, Robert Huckman, and Bradley Staats. Learning from Customers: Individual and Organizational Effects in Outsourced Radiological Services. Cambridge, MA: National Bureau of Economic Research, January 2013. http://dx.doi.org/10.3386/w18723.

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Roh, Anthony M. Russian Organizational Learning in the Context of the Afghanistan and Chechnya Counterinsurgencies. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada614153.

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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Franco Silva, Adriana. Working paper PUEAA No. 19. Dissidences, learning, and organizational experiences of Latin American women: Decolonial Dialogues. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2023. http://dx.doi.org/10.22201/pueaa.004r.2023.

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In recent years, violence against women has increased significantly in Latin America. Faced with this context, women have not been passive, but have organized themselves to confront the violence of the system. The community feminism of Bolivia and Guatemala, as well as the organization of black women in Brazil are just a few examples of the different women's movements throughout the region. The proposals that have come out of these groups have made visible the historical violence of capitalism and are also proposing new ways of socialization based on the recovery of their knowledge and experiences. In this way, in this text some of their approaches will be shared, emphasizing that the proposals confront the prevailing system and provide alternatives to face the crisis of civilization.
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Cuesta-Valiño, Pedro. Happiness Management. A Social Well-being multiplier. Social Marketing and Organizational Communication. Edited by Rafael Ravina-Ripoll. Editorial Universidad de Sevilla, 2022. http://dx.doi.org/10.12795/2022.happiness-management.

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On behalf of the Happiness University Network, we are pleased to present here an extract of the information concerning the universities working to generate the diffusion of this network. Specifically, with the support of the University of Salamanca and the Pontifical University of Salamanca the aim is to create a friendly and working environment for the dissemination and discussion of the latest scientific and practical developments in the fields of happiness economics, corporate wellbeing, happiness management and organisational communication. It also offers an opportunity for productive encounters, the promotion of collaborative projects and the encouragement of international networking. Below you will find papers related to: Economics of happiness, happiness management, organisational communication, welfare state economics, consumer happiness, leadership, social marketing, happiness management and SDGs, happiness management in human resource strategies, learning and competencies in happiness management, learning and competencies in social well-being, measurement and indicators of happiness and well-being and history of welfare economics.
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