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Journal articles on the topic 'Organizational learning'

To see the other types of publications on this topic, follow the link: Organizational learning.

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Published: 4 June 2021

Last updated: 31 July 2024

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1

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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2

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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3

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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4

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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5

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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7

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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8

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

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9

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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10

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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11

Popper, Micha, and Raanan Lipshitz. "Organizational Learning." Management Learning 31, no. 2 (June 2000): 181–96. http://dx.doi.org/10.1177/1350507600312003.

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12

Elkjaer, Bente. "Organizational Learning." Management Learning 35, no. 4 (December 2004): 419–34. http://dx.doi.org/10.1177/1350507604048271.

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13

Torbert, William R. "Managerial Learning, Organizational Learning." Management Learning 25, no. 1 (March 1994): 57–70. http://dx.doi.org/10.1177/1350507694251004.

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14

Chiva, Ricardo, and Joaquín Alegre. "Organizational Learning and Organizational Knowledge." Management Learning 36, no. 1 (March 2005): 49–68. http://dx.doi.org/10.1177/1350507605049906.

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15

Koohborfardhaghighi, S., and J. Altmann. "How Organizational Structure Affects Organizational Learning." Journal of Integrated Design and Process Science 21, no. 1 (November 11, 2017): 43–60. http://dx.doi.org/10.3233/jid-2017-0006.

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16

Arjoun, Aida, and Sami Boudabbous. "Innovation Practices and Organizational Learning." International Journal of Business and Management Review 12, no. 1 (January 15, 2024): 52–80. http://dx.doi.org/10.37745/ijbmr.2013/vol12n15280.

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The organization's ability to innovate is a prerequisite for the successful use of inventive activity of resources and new technologies. Indeed, the introduction of new technologies presents complex opportunities and challenges for organizations, leading to changes in management practices and the emergence of new organizational forms. Thus, innovation is an important source of growth and a determinant of competitive advantage for many organizations. Indeed, achieving innovation requires coordinated efforts of many actors and the integration of activities across specialized functions, domains and contexts of knowledge application. Our goal is to provide a perspective on organizational innovation and to identify the importance of organizational cognition and learning to improve innovation.

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17

Ke, Weiling, and Kwok Kee Wei. "Organizational Learning Process." Journal of Global Information Management 14, no. 1 (January 2006): 1–22. http://dx.doi.org/10.4018/jgim.2006010101.

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18

Afzalur Rahim, M. "MANAGING ORGANIZATIONAL LEARNING." International Journal of Organizational Analysis 5, no. 1 (January 1997): 5–8. http://dx.doi.org/10.1108/eb028859.

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19

Kerry, Matthew James, and Justin A. DeSimone. "Learning organizational ambidexterity." Learning Organization 26, no. 4 (May 13, 2019): 352–80. http://dx.doi.org/10.1108/tlo-04-2018-0051.

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Purpose The purpose of this paper is to reexamine exploration-exploitation’s reciprocality in organizational ambidexterity (OA) research. OA figures prominently in a variety of organization science phenomena. Introduced as a two-stage model for innovation, theory specifies reciprocal reinforcement between the OA processes of exploration (eR) and exploitation (eT). In this study, the authors argue that previous analyses of OA necessarily neglect this reciprocality in favor of conceptualizations that conform to common statistical techniques. Design/methodology/approach The authors propose joint-variance (JV) as a soluble estimator of exploration–exploitation (eR-eT) reciprocality. An updated systematic literature synthesis yielded K = 50 studies (53 independent samples, N = 11,743) for further testing. Findings Three primary findings are as follows: JV reduced negative confounding, explaining 45 per cent of between-study variance. JV quantified the positive confounding in separate meta-analytic estimates of eR and eT on performance because of double-counting (37.6 per cent), and substantive application of JV to hypothesis testing supported OA theoretical predictions. Research limitations/implications The authors discuss practical consideration for eR-eT reciprocality, as well as theoretical contributions for cohering the OA empirical literature. Practical implications The authors discuss design limitations and JV measurement extensions for the future. Social implications Learning in OA literature has been neglected or underestimated. Originality/value Because reciprocality is theorized, yet absent in current models, existing results represent confounded or biased evidence of the OA’s effect on firm performance. Subsequently, the authors propose JV as a soluble estimator of eR-eT learning modes.

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20

Nongmaithem, Sonia. "Demystifying organizational learning." Psychological Studies 54, no. 2 (April 28, 2009): 160–62. http://dx.doi.org/10.1007/s12646-009-0013-6.

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21

Teare, Richard, and David F. Pantin. "Cascading organizational learning." International Journal of Contemporary Hospitality Management 14, no. 7 (December 2002): 349–53. http://dx.doi.org/10.1108/09596110210440648.

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22

Teare, Richard, and Chris Rayner. "Capturing organizational learning." International Journal of Contemporary Hospitality Management 14, no. 7 (December 2002): 354–60. http://dx.doi.org/10.1108/09596110210440657.

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23

Teare, Richard. "Enabling organizational learning." International Journal of Contemporary Hospitality Management 9, no. 7 (December 1997): 315–24. http://dx.doi.org/10.1108/09596119710190949.

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24

Popper, Micha, and Raanan Lipshitz. "Organizational Learning Mechanisms." Journal of Applied Behavioral Science 34, no. 2 (June 1998): 161–79. http://dx.doi.org/10.1177/0021886398342003.

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25

Lapré, Michael A. "Inside the Organizational Learning Curve: Understanding the Organizational Learning Process." Foundations and Trends® in Technology, Information and Operations Management 4, no. 1 (2010): 1–103. http://dx.doi.org/10.1561/0200000023.

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26

van Breda-Verduijn, Hester, and Marjoleine Heijboer. "Learning culture, continuous learning, organizational learning anthropologist." Industrial and Commercial Training 48, no. 3 (March 7, 2016): 123–28. http://dx.doi.org/10.1108/ict-11-2015-0074.

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Purpose – The purpose of this paper is to clarify the way an organizational culture forms the right breeding ground for continuous learning. More and more organizations feel the urgency for innovation and continuous improvement. Learning is a key issue in this. A powerful culture of learning forms an effective breeding ground for continuous learning. That is the reason why in this paper the concept of “learning culture” will be analyzed: how will it contribute to continuous improvement and innovation? The authors will answer this question by taking the perspective of an organizational learning anthropologist. Design/methodology/approach – The paper combines the perspective of educational sciences and cultural anthropology, and is based on a variety of professional literature. The main point of reference is the model of organizational culture of Schein (1999). Findings – Each organization has its own unique learning culture. A learning culture is considered effective when it is supporting the organizational objectives. And a learning culture is effective when it forms an effective breeding ground for the learning needed within the organization. Practical/implications – This perspective will bring learning and development professionals new ways of looking at the learning issues and solutions in their organizations. They will get acquainted with the method to analyze the learning culture in their own organization. They will understand how their organizational culture can influence learning issues. Besides that, they will get some ideas on how to improve the learning culture of their organization. Originality/value – This paper combines insights from cultural anthropology and educational sciences.

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27

Eraslan, Ilkay, and Erkut Altindag. "The effects of organizational ambidexterity and justice on organizational learning." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 1 (February 11, 2021): 1–14. http://dx.doi.org/10.20525/ijrbs.v10i1.962.

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This study examines the relationship between organizational justice and organizational ambidexterity with organizational learning. This paper also evaluates the effect of organizational justice on organizational learning strategies of employees in the cause-effect relationship and measure the effect of perceived organizational support and bi-directionality on organizational learning. 645 family firms operating in Istanbul have been analyzed with Structural Equation Model. Findings demonstrate that organization's ambidexterity ability and the concept of justice in the organization had an indirect and positive effect on the perception of organizational support. This study also highlights that companies using their generic knowledge and skills increase the effectiveness of their innovation activities. The exploratory and development capabilities of a company make a significant contribution to the personal development of the employees in the company.

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28

Migdadi, Mahmoud M. "Organizational learning capability, innovation and organizational performance." European Journal of Innovation Management 24, no. 1 (November 19, 2019): 151–72. http://dx.doi.org/10.1108/ejim-11-2018-0246.

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Purpose The purpose of this paper is to introduce a comprehensive, delineated and integrated conceptual model which includes organizational learning capability, innovation and organizational performance (OP). Then, an empirical investigation is undertaken to test the relationships among the proposed study model variables. Design/methodology/approach In total, 274 questionnaires were completed and returned. Statistical techniques employed included confirmatory factor analysis to examine the validity of the measurement model, and structural equation modeling to test the hypotheses. Findings The findings of this study suggest that OLC influences innovation and innovation affects OP. Finally, the results show that OLC affects OP indirectly through innovation (mediator). Research limitations/implications Future research should pay more attention to the influence of different mixture (variables) of influences on innovation and also examine other consequences of introducing innovation in organizations. In addition, more empirical papers supporting (or rejecting) the results in different contexts would be welcomed, especially longitudinal studies. Practical implications The results of this study help managers to ascertain the managerial practices that can be employed as well as determine the level of effort and resources necessary to enhance OLC. Additionally, managers should shed additional light on the innovation’s positive implications for OP. Originality/value This study focuses on the conceptualization of OLC and effects of these capabilities on innovation. It conceptualizes innovation as a multidimensional construct and tests its relationship with OP. Finally, the relationship between learning capability and OP, although implied, needs to be addressed empirically in the research literature, an objective that this study tries to achieve.

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29

Kolaric, Borislav, and Snezana Petrovic. "Relationship between organizational design and organizational learning." Journal of Process Management. New Technologies 1, no. 4 (2013): 96–100. http://dx.doi.org/10.5937/jpmnt1304096k.

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30

Beer, Michael, and Bert Spector. "Organizational Diagnosis: Its Role in Organizational Learning." Journal of Counseling & Development 71, no. 6 (July 8, 1993): 642–50. http://dx.doi.org/10.1002/j.1556-6676.1993.tb02255.x.

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31

Paul, Rajendra. "Understanding Individual Learning for Organizational Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 15 (October 1996): 791–95. http://dx.doi.org/10.1177/154193129604001509.

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Suitable application of the knowledge about individual learning to develop organizational learning processes is the focus and scope of this paper. Organization is an abstract concept. Consequently, organizational learning depends to a large extent on the learning by individual employees. Cognitive learning is treated in greater detail than physical learning, although the two often occur and are treated simultaneously. The attributes of the individual learning process discussed here include intrinsic and extrinsic factors like motivation, feedback, environment, social influences, and role of emotions.

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32

Rebelo, Teresa Manuela, and Adelino Duarte Gomes. "Organizational learning and the learning organization." Learning Organization 15, no. 4 (May 23, 2008): 294–308. http://dx.doi.org/10.1108/09696470810879556.

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33

Choularton, Richard. "Complex learning: organizational learning from disasters." Safety Science 39, no. 1-2 (October 2001): 61–70. http://dx.doi.org/10.1016/s0925-7535(01)00026-1.

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34

MOHAMMAD DAUD ALI, DR. SYED IMAD SHAH, DR. SHAHID JAN, and MUHAMMAD ILYAS. "The Effect of Organizational Innovation and Organizational Learning on Organizational Performance." Journal of Business & Tourism 1, no. 2 (November 1, 2021): 27–37. http://dx.doi.org/10.34260/jbt.v1i2.13.

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This research tries to investigate the influence of organizational learning on innovation on one hand and the impact of innovation on performance on the other. Upon the review of literature, two hypotheses projected in pursuit of the research: the positive impact of organizational learning on innovation as well as the co relational effect of innovation with performance. Data was obtained distributing questionnaires in five public sector universities of Peshawar, Khyber Pakhtunkhwa, Pakistan. Conclusions substantiate hypotheses thus provided additional substantiation that organizational learning has a say in innovation capacity, and also the fact that innovation is positively associated to organization learning (R2 = 0.65) and coefficient β is 0.31 this clearly show that innovation leads to organization learning, on the other hand organization learning has positively associated to organization performance (R2 = 0.70) and coefficient β is 0.54 this means that organization learning leads to organization performance, and has positive significant effect on financial performance

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35

Lawson, Robert B., and Curtis L. Ventriss. "Organizational Change: The Role of Organizational Culture and Organizational Learning." Psychological Record 42, no. 2 (April 1992): 205–19. http://dx.doi.org/10.1007/bf03399598.

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36

Getha-Taylor, Heather. "Learning Indicators and Collaborative Capacity: Applying Action Learning Principles to the U.S. Department of Homeland Security." Public Administration Quarterly 32, no. 2 (June 2008): 125–46. http://dx.doi.org/10.1177/073491490803200201.

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Learning has been identified as important component of collaborative capacity (Bardach, 1998, 2001). Without the capacity to learn on the organizational, team, and individual levels, public organizations may also lag in their ability to collaborate successfully across organizational boundaries. Nowhere is the need to collaborate more apparent than in the U.S. Department of Homeland Security (DHS), which was created in part to foster collaboration among 22 distinctly different member organizations. This manuscript examines the connection between organizational learning and collaborative capacity, with special emphasis on DHS. By matching questions from the Dimensions of the Learning Organization Questionnaire (DLOQ) with questions from the 2004 Federal Human Capital Survey (FHCS), this study assesses key learning indicators on the federal level. Findings suggest that DHS employees lag behind their counterparts on one key measure of organizational learning: the ability to assess performance gaps. This lag may affect the organization's ability to collaborate effectively, but progress may be made if potential organizational learning disorders (OLDs) are examined and addressed. Special attention is given to action learning as a tool for overcoming potential learning disorders and improving organizational performance.

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37

Zandi, Gholamreza, and Mohamed Sulaiman. "Does Organizational Learning Matter?" International Journal of Management and Sustainability 4, no. 5 (2015): 114–29. http://dx.doi.org/10.18488/journal.11/2015.4.5/11.5.114.129.

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38

Hariharan, Krishnan, and Vivekanand G. (India). "Perspectives on Organizational Learning." Indian Journal of Commerce & Management Studies IX, no. 1 (January 10, 2018): 81. http://dx.doi.org/10.18843/ijcms/v9i1/11.

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39

Greiling, Dorothea, and Arie Halachmi. "Accountability and Organizational Learning." Public Performance & Management Review 36, no. 3 (March 1, 2013): 375–79. http://dx.doi.org/10.2753/pmr1530-9576360300.

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40

Robertson, Jan, Kenneth Leithwood, and Karen Seashore Louis. "Organizational Learning in Schools." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 4 (1999): 465. http://dx.doi.org/10.2307/1585900.

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41

Pennings, Johannes M., Harry Barkema, and Sytse Douma. "Organizational Learning and Diversification." Academy of Management Journal 37, no. 3 (June 1994): 608–40. http://dx.doi.org/10.5465/256702.

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42

Thompson, Donna R. "Organizational Learning in Action." Journal of Invitational Theory and Practice 10 (February 18, 2022): 52–73. http://dx.doi.org/10.26522/jitp.v10i.3815.

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Public schools have met with increasingly unfavorable reactionin recent years, while private schools, magnet schoolsand charter schools seem to be gaining interest and publicsupport. This may be due, in part, to the fact that publicschools seem to lack a welcoming atmosphere. This action researchstudy examined how teachers and an administrator atan elementary school in Texas used organizational learningstrategies to implement the philosophy of invitational educationon their campus in an effort to create a more welcomingclimate.

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43

Sullivan, John J., and Roger Beach. "Making Organizational Learning Work." International Journal of Business Intelligence Research 3, no. 3 (July 2012): 54–61. http://dx.doi.org/10.4018/jbir.2012070105.

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This paper reports findings from an ongoing study to understand the dynamics of operational reliability. Previously, the study identified weaknesses in organizational settings that inhibited learning opportunities, specifically the ability to learn from failure (Sullivan et al., 2008). Effective organizational learning strategies are critical in promoting operational reliability, specifically recovering from operational failures or preventing them altogether (Sullivan, 2007). There is considerable debate over the effectiveness of organizational learning and there is evidence that shows that it can, and in some cases must, work. The U.S. Navy demonstrates exceptional learning capabilities, learning from failure and even learning without failure. Further, the Navy’s knowledge management practices have proven effective over time as generations of military personnel, civil servants, and contractors learn from the experiences of their predecessors (Sullivan, 2007).

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44

Pokharel, Mohan P., and Karen M. Hult. "Varieties of organizational learning." Journal of Workplace Learning 22, no. 4 (May 17, 2010): 249–70. http://dx.doi.org/10.1108/13665621011040699.

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45

Afzalur Rahim, M. "ISSUES IN ORGANIZATIONAL LEARNING." International Journal of Organizational Analysis 3, no. 1 (January 1995): 5–9. http://dx.doi.org/10.1108/eb028820.

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46

Crossan, Mary, and Tracy Guatto. "Organizational learning research profile." Journal of Organizational Change Management 9, no. 1 (February 1996): 107–12. http://dx.doi.org/10.1108/09534819610107358.

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47

Coopey, John, and John Burgoyne. "Politics and Organizational Learning." Journal of Management Studies 37, no. 6 (September 2000): 869–86. http://dx.doi.org/10.1111/1467-6486.00208.

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48

Bouwen, Rene, and Ronald Fry. "Organizational Innovation and Learning." International Studies of Management & Organization 21, no. 4 (December 1991): 37–51. http://dx.doi.org/10.1080/00208825.1991.11656566.

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49

Markóczy, Lívia. "Modes of Organizational Learning." International Studies of Management & Organization 24, no. 4 (December 1994): 5–30. http://dx.doi.org/10.1080/00208825.1994.11656642.

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50

Khandekar, Aradhana, and Anuradha Sharma. "Organizational learning and performance." Education + Training 48, no. 8/9 (October 2006): 682–92. http://dx.doi.org/10.1108/00400910610710092.

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