Aspects Of Organizational Learning Research Articles

Organizational learning in the context of product development processing: a case study in an automotive company

PropósitoEsta pesquisa tem como objetivo identificar e analisar práticas relacionadas ao conhecimento declarativo da aprendizagem organizacional no processo de desenvolvimento de produtos que utilizam o sistema Stage-Gate (SG).MetodologiaA pesquisa de campo foi realizada com abordagem qualitativa por meio de um estudo de caso. O objeto de estudo foi uma empresa multinacional do setor automotivo de alta competência em projeto de chassis de caminhões com processo de desenvolvimento de produto baseado no sistema Stage-Gate.ResultadosA descrição das práticas já existentes no PDP de uma empresa multinacional do setor automotivo e que estão associadas aos elementos do conhecimento declarativo da aprendizagem organizacional nos ambientes intra e inter equipe. O gate ao invés de ser apenas um checklist, tem potential de se tornar uma prática de aprendizado intra-equipe mais efetiva e robusta e promover inputs para melhoria contínua do PDP através da utilização dele como um ponto de verificação dos 5 elementos do conhecimento declarativo que foram conduzidos pelo time de projeto durante as atividades de desenvolvimento.Implicações práticasO modelo de análise apresentado pelo artigo pode servir como base de avaliação de como as empresas exploram suas atividades e práticas de desenvolvimento de produtos durante as revisões de fase para garantir a aprendizagem organizacional, ou seja, como referencial de diagnóstico do conhecimento declarativo em empresas que aplicam a sistemática de stage-gates para o gerenciamento de PDP.OriginalidadeO artigo une em um modelo para análise de PDP, aspectos de aprendizagem organizacional e conhecimento declarativo, na medida em que ela auxilia na coleta, distribuição e utilização de informação aos membros do PDP com vistas a produtos com maior potential de inovação.

Organizational learning of higher education institutions: the case of Estonia

PurposeThis paper aims to measure the organizational learning in two of Estonia’s Higher Education Institutions (HEI) and identify connections between the organizational learning and various characteristics of HEI, such as ownership form and market participation rate.Design/methodology/approachWatkins and Marsick’s learning organization questionnaire, the Dimensions of the Learning Organization Questionnaire (DLOQ), as one of the most popular organizational learning measurement instruments, was taken to measure the organizational learning of HEIs. Employees from a total of two Estonian HEIs, which differ in several characteristics, completed the Watkins and Marsick’s questionnaire. To identify the dependence of organizational learning on two observed HEIs’ characteristics, the ordinary least squares (OLS) regression analysis method was used. The analysis was performed at the DLOQ dimensions level.FindingsThe average organizational learning rate of the two universities under study was over average (3.72 on six-point Likert scale) which allows arguing that both observed institutions are learning organizations. The organizational learning rate based on samples of employees from two HEI-s depends on the institution`s market participation on the 90 per cent level in the first dimension, 95 per cent in the second dimension and 90 per cent in the sixth dimension. Correlation between the HEI ownership form and any of the DLOQ dimensions is weak.Research limitations/implicationsThe study is based on two universities. The sample size is insufficient; therefore, the results cannot be generalized to HEIs as a whole.Originality/valueThe relationship between higher education institutions’ organizational learning and higher education institutions’ characteristics has not been investigated before. The results of this paper allow a better focus on different aspects of organizational learning in HEIs’ development and relate to their specific development needs.

The impact of Lean Thinking on Organizational Learning Case Study: SAIPA Automobile Manufacturing Group

Lean thinking is an approach to increase continuous value creating and productivity as well as minimizing the costs and losses. Further, organizational learning is defined as a set of measures such as knowledge acquisition, information distribution, information and memory interpretation, which consciously or unconsciously affect the positive organizational development. This research aimed at studying the impact of lean thinking on the organizational learning. The study has used a questionnaire to measure variables. Lean thinking is tested through twenty-eight items; and organizational learning is tested by five items of shared vision, organizational learning culture, teamwork and group learning, knowledge sharing and participative leadership. The questionnaires were distributed among one-hundred and thirty-two managers and staffs of the center for strategic planning and studies and department of planning and excellence development management in SAIPA automobile manufacturing group1. The education level of the participants was higher than a bachelor degree. SPSS software was used to analyze the data. Results showed that lean thinking has a positive impact on organizational learning. Also, lean thinking has a positive and significant impact on all aspects of organizational learning. DOI: 10.5901/mjss.2016.v7n4S1p219

Knowledge Sharing and Work Identity: A Qualitative Perspective

Despite the continuing interest in knowledge management as a domain, studies concentrating on knowledge sharing are relatively recent. An important aspect of organizational learning and knowledge sharing studies has been based on the idea that through knowledge sharing between individuals organizational learning will occur. However, clear explanation of the process is not available, and the idea that how employees can be encouraged to share is a developing area in the domain of knowledge management studies. The purpose of this paper is to follow employees' knowledge sharing in organizations and to pursue an exploration to find out how these processes are shaped and under what conditions people share more or less. Moreover, the exploration as a link to the human side of knowledge management will be useful, since the current under-representation of the subject has not been supplemented by empirical research able to highlight the process of knowledge sharing activities in the workplace. This paper aims to contribute to deeper understanding of the subject domain by employing the qualitative method of inquiry to portray better insight to underlying factor that is essential to employees' knowledge sharing behavior.

New tools for learning: a case of organizational problem analysis derived from debriefing records in a medical center

PurposeThis article aims to present a unique systematic and validated method for creating a linkage between past experiences and management of future occurrences in an organization.Design/methodology/approachThe study is based on actual data accumulated in a series of projects performed in a major medical center. Qualitative and quantitative content analyses were performed on 158 debriefing documents that were generated during two years. The analyses yielded a dataset which was utilized for cluster analysis to construct an organizational hierarchical risk tree.FindingsThree major project phases were found to be the most influential: planning, executing, and controlling. The major risk areas identified were found to be those related to the initial work plan, professional responsibility definition, quality control, and communication management.Research limitations/implicationsThe study focuses on the aspects of organizational learning and suggests a new interpretation method for debriefing documents and a utilization method to mitigate potential risks. The most important outcome of the synergy was a new ability enabling staff members to improve their qualifications on a continuous basis. However, further research is required to examine the medical center debriefing and risk management from a long‐term perspective.Originality/valueThe current study was conceived during a discussion on the subject of safety improvement, where the impact of human behavior on risk events occurrence was debated. Hence, the paper was dedicated to analyzing the effects of the expanding limits of the prognosis “to err is human”. The method enables organizations to develop a tailored risk mitigation plan based on its accumulated processes and projects lessons‐learned. Although the paper describes a process conducted in a medical center, the method and findings are applicable to many other organizations.

Building knowledge through action systems, process leadership and organizational learning

PurposeThe aim of this paper is to explore the notion of organizational learning as a way of collective knowledge construction to achieve long‐term competitive advantage. It proposes a theoretical framework based on action systems and process leadership perspective, integrating five key themes: systems, interaction and relationship, teambuilding, change, and renewal.Design/methodology/approachLiterature review was adopted to determine the main streams of theoretical contribution on organizational learning and knowledge acquisition. Five distinct yet interrelated themes have been identified as contributing to the theoretical framework proposed.FindingsIt has been found that leaders play a crucial role in facilitating systems dynamics, influencing the rate and degree at which organizational members learn. Two such intervening factors as dialogue and reflection have been found to be the leitmotif of learning and knowledge co‐construction in the workplace.Research limitations/implicationsThe paper provides a number of pointers for further theoretical development, motivating both exploratory and explanatory empirical research in organizational learning and knowledge sharing. Of importance is the linking mechanism between different levels of learning and people involved in the learning.Practical implicationsA list of strategies has been suggested to help leaders manage and develop organizational learning. These views have arisen according to theoretical insights drawn from the literature review and the author's practical experience.Originality/valueThe paper offers both researchers and practitioners a useful perspective on the various aspects of organizational learning and knowledge building. Of practical value is the paper's attempt at making simple the complex process of learning and knowledge generation in ever‐changing organizational contexts.

The impact of emotion on organizational learning

This paper addresses an aspect of organizational learning that has not been extensively developed - the impact of emotion on organizational learning. The study of emotion in organizations is seen as an important part of the development of organizational learning. The paper argues that attention to the emotional dynamics of organizing, and to the links between emotion and organizational politics, will increase the possibilities for understanding organizational learning. Awareness of the impact of emotion on organizational learning can be developed through an investigation of two areas. First, organizational learning is more than a product of organizational responses to individual learning. Emotion contributes to a broader understanding of systemic learning. Second, emotion is important to strategic aspects of organizational learning. There is a link between the emotional and the political within organizations. The paper contains a discussion of these themes using brief case examples to illustrate and develop the issues.

Chic, Mystique, and Misconception

Few names are more closely associated with organizational learning than those of Argyris and Schön. Nevertheless, their impact on the literature of organizational learning has been fairly tenuous. Examination of references to Argyris and Schön shows that they are frequently drafted to support an author’s or authors’ arguments rather than to be followed or critiqued (“Chic”). From an analysis of Argyris and Schön’s conceptual framework, and of their use of this framework in their consulting practice, the author suggests that the superficiality of Argyris and Schön’s influence is due to their focusing on important, attractive, but hard-to-realize aspects of organizational learning (“Mystique”). As a result, the literature overlooks some important and more feasible substantive lessons that may be learned from Argyris and Schön (“Misconception”).

Understanding organizational learning by focusing on “activity systems”

This paper suggests that in order to understand relations between different aspects of organizational learning, an appropriate unit of analysis and a concrete, historical approach is needed. The units of analysis used in representative theories of organizational learning are first reviewed and evaluated. “Activity system”, a concept that is based on Cultural Historical Activity Theory, is then introduced as a potential candidate for a unit of analysis that makes it possible to analyze the specific historical, local challenges and problems of organizational learning and to direct a collective learning process. A case of organizational learning is then presented by using a model of the activity system and Activity Theory-based intervention methodology. Theoretical implications of the case are pointed out in discussion.

Effect of GSS on knowledge acquisition

The study discussed here investigated the contribution of group support system(s) (GSS) to a particular aspect of organizational learning: knowledge acquisition at the group level. We present a model explaining the enabling effects of GSS on important attributes of effective collaborative learning that lead to higher levels of knowledge acquisition and discuss the results of an empirical study designed to test the predictions of the model. A GSS-mediated environment is compared to a non-GSS collaborative environment in terms of the participants' understanding of a problem-solving task. The results indicate that the GSS-mediated environment leads to a significantly higher level of understanding than the non-GSS environment.

Enabling organizational learning

It is clear from studies of organizations and a considerable body of anecdotal evidence that organizational life is strongly influenced by organizational leaders. In particular, the vision, style of leadership and motivation that enables them to “make things happen” and inspire others to follow their direction. Reviews recent contributions to the literature on aspects of organizational learning and considers how organizational processes might encompass effective learning support for individuals and groups of learners. Draws from articles published between 1994‐1996 in seven journals: Executive Development; Journal of Organizational Change Management; Journal of Management Development; Leadership & Organization Development Journal; Management Development Review; The Journal of Workplace Learning; The Learning Organization. Concentrates on three areas: organizational vision; leadership and motivation; organizational change and performance. Concludes with a summary of the implications for organizational learning.

Learning to align organizational design and data

The relationship between organizational learning and organizational design is explored. In particular, we examine the information processing aspects of organizational learning as they apply to a two-valued decision making task and the relation of such aspects to organizational structure. Our primary contribution is to extend Carley's (1992) model of this process. The original model assumes that all data input into the decision making processes are of equal importance or “weight” in determining the correct overall organizational decision. The extension described here allows for the more natural situation of non-uniform weights of evidence. Further extensions to the model are also discussed. Such organizational learning performance measures provide an interesting framework for analyzing the recent trend towards flatter organizational structures. This research suggests that flatter structures are not always better, but rather that data environment, ultimate performance goals, and relative need for speed in learning can be used to form a contingency model for choosing organizational structure.

Organizational Learning: A Review of Some Literatures

Organizational learning is currently the focus of considerable attention, and it is addressed by a broad range of literatures. Organization theory, industrial econ omics, economic history, and business, management and innovation studies all approach the question of how organizations learn. A number of branches of psychology are also revealing on the issue. This paper assesses these various literatures by examining the insights they allow in three main areas: first, the goals of organizational learning; second, the learning processes in organizations; and third, the ways in which organizational learning may be facilitated and impeded. It contends that while the various literatures are revealing in particular aspects of organizational learning, a more complete understanding of its complexity requires a multi-disciplinary approach. The contributions of the different approaches are analyzed, and some areas are suggested where the transfer of analytical concepts may improve understanding.