Components Of Organizational Learning Research Articles

Investigating the relationship between knowledge management practices and organizational learning practices in the universities’ environment

<span lang="EN-US">The concept of knowledge management (KM) and organizational learning (OL) has been embraced by organizations to complement each other. Higher education institutions have embraced KM and OL as a means to improve organizational efficiency. This research explores the link between KM and OL. The target population included all the 432 academicians and administrators from 35 public universities in Iraq. The sampling was selected using a stratified random sampling technique. The correlation among the components of KM and OL was tested as well as the effect of KM components on OL. The findings were derived using smart partial least square. The findings showed that there is significant correlation between components of KM and components of OL. The regression analysis showed also that the effect of KM and its components; knowledge creation, knowledge sharing, knowledge storage, knowledge application and knowledge acquisition on OL are significant. These findings provide insights to universities management on strategies to implement KM practices that can align with OL practices to assure dynamic lifelong mechanisms for the basic daily activities such as teaching, learning, researching, and supervision.</span>

Investigating the Level of Organizational Learning among Employees of Kermanshah University of Medical Sciences

Introduction: In order to achieve a higher level of performance and success, organizations are always looking for the maximum benefit of organizational learning.
 Methods: The current research is a descriptive-applied cross-sectional study. The statistical population of this research included all the administrative and medical staff of Kermanshah University of Medical Sciences in 1400-1401. Using Cochran's formula, a sample size of 530 people was obtained and by taking into account the depreciation factor of 20%, resulted in a sample size of 440 people. Sampling was simple random. The data collection tool was Marquardt's 1996 learning organization profile questionnaire, which included five dimensions of organization, knowledge, learning, technology, and people. In order to analyze the data, independent t-tests, analysis of variance and correlation analysis were used.
 Results: The results of this research showed that among the components of organizational learning, the lowest score for the technology dimension (22.63) and the highest score for the people dimension (25.71), based on the history related to the people dimension (25.87) and the lowest score for the dimension Technology (22.72) and the highest score based on the level of education related to the dimension of people among people with post-graduate and doctorate education was 29.69 and the lowest score related to the technology dimension among people with bachelor's education was 22.05.
 Conclusion: Based on this, the purpose of the current research is to investigate the level of organizational learning of the employees of Kermanshah University of Medical Sciences. University managers can increase the organizational learning of employees by training and improving the organizational structure in their university.

Building learning organizational culture during COVID-19 outbreak: a national study

BackgroundHospitals and healthcare institutions should be observant of the ever-changing environment and be adaptive to learning practices. By adopting the steps and other components of organizational learning, healthcare institutions can convert themselves into learning organizations and ultimately strengthen the overall healthcare system of the country. The present study aimed to examine the influence of several organizational learning dimensions on organization culture in healthcare settings during the COVID-19 outbreak.MethodsDuring COVID-19 crisis in 2020, an online cross-sectional study was performed. Data were collected via official emails sent to 1500 healthcare professionals working in front line at four sets of hospitals in Saudi Arabia. Basic descriptive analysis was constructed to identify the variation between the four healthcare organizations. A multiple regression was employed to explore how hospitals can adopt learning process during pandemics, incorporating several Dimensions of Learning Organizations Questionnaire (DLOQ) developed by Marsick and Watkins (2003) and Leufvén and others (2015).ResultsOrganizational learning including system connections (M = 3.745), embedded systems (M = 3.732), and team work and collaborations (M = 3.724) tended to have major significant relationships with building effective learning organization culture. Staff empowerment, dialogues and inquiry, internal learning culture, and continuous learning had the lowest effect on building health organization culture (M = 3.680, M = 3.3.679, M = 3.673, M = 3.663, respectively). A multiple linear regression was run to predict learning organization based on the several variables. These variables statistically significantly predicted learning organization, F (6, 1124) = 168.730, p < .0005, R2 = 0.471, (p < .05).DiscussionThe findings concluded that although intrinsic factors like staff empowerment, dialogues and inquiry, and internal learning culture, revealed central roles, still the most crucial factors toward the development of learning organization culture were extrinsic ones including connections, embed system and collaborations.ConclusionsUntil knowledge-sharing is embedded in health organizational systems; organizations may not maintain a high level of learning during crisis.

Antecedents of Innovation Capability: The Role of Transformational Leadership and Organizational Learning

The paper aims to test the mediating role of organizational learning (OL) between transformational leadership (TL) and innovation. Based on the literature review, we developed a research model proposing that TL enhances innovation capability through its positive effects on four components of OL: Knowledge acquisition, knowledge dissemination, knowledge interpretation, and organization memory. Structural equations modeling (SEM) is applied to examine the influence of independent factors on dependent ones via data collected from 76 Chinese firms. The results indicated that aspects of OL act as the mediators between TL and innovation capability. Especially, the findings highlight the important role of TL practice to enhance OL and the knowledge dissemination’s significant impacts on innovation capability. The paper has provided theoretical and managerial initiatives on theory of leadership and innovation that might help firms identify a right pathway to promote their innovation capability aimed at adapting more effectively to the changes of business environment.

Talent Management and Innovative Behavior Based on the Mediating Role of Organizational Learning

This study aimed to investigate the relationship between talent management and the innovative behavior of employees based on the mediating role of organizational learning. This study is a descriptive study, according to the data collection and analysis methods and, it is a survey, according to the implementation. It was conducted during 2015 to 2016 in Mashhad, Iran. Participants were 147 staffs employed in the information technology organization of Mashhad municipality. Data were collected using three valid and reliable questionnaires. Data were analyzed using SPSS software version 19. According to the main hypothesis of the study, there is a significant relationship between talent management and the innovative behavior of employees, and organizational learning mediates the relationship between talent management and the innovative behavior of employees. Also, according to the minor hypothesis, there is a significant relationship between the components of talent management and innovative behavior and the components of organizational learning can mediate the relationship between talent management and innovative behavior. Organizational learning capability has a significant relationship with innovation and innovative behavior and the organizational learning is a way in which educational and training opportunities for employees can be linked to innovative goals.

REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE

The aim of this study was to Regression Analysis of Organizational Learning and Knowledge Management on Organizational Citizenship Behavior in Youth and Sports Departments of Kermanshah Province. The population included 148 employees and experts of General Administration of Sport in Kermanshah province that were randomly selected and evaluated using by three questionnaires: Nifeh's (2001) assessing organizational learning, Abtahi and Salvati's (2006) of knowledge management and a third questionnaire of organizational citizenship behavior and, using Regression in level of P<0.05 were analyzed. The results showed that three components of organizational learning, knowledge management and organizational citizenship behavior are in a desirable status at General Administration of Sport of Kermanshah province; also, there is a significant relationship between the components of the research. According to the findings above, it can be concluded that by providing appropriate opportunities for professional growth and increase their public information and responsible participation in organizational learning and political life cycle of an organization, we can strengthened organizational support and encourage employees and managers to participate actively in the organizations meetings, to provide and receive constructive suggestions, and through improving the effectiveness of units and organizational, also improving the quality of administrative services to be participate in their organization efficiency growth. Article visualizations:

Emotional Ambivalence and Organizational Learning

We argue that emotional ambivalence is a crucial component of organizational learning (OL). OL involves a past-future disconnect because learning shows that the future is different from the present...

Gasoline Prices and the American Auto Industry: Repeated Environmental Shocks in a Unique Framework

Through a case study on the American automobile industry and the gasoline price shocks during 1973-1974 and 1978-1980, we explore the effects of multiple, external shocks on organizational learning. This paper provides three contributions. First, we bifurcate two components of organizational learning by separating knowledge acquisition from knowledge implementation. Second, although many papers have explored the effect of a single exogenous shock, we are the first to look at the effect of repeated, identical shocks. Third, while numerous studies have used this setting to examine consumer responses, we are the first to analyze the producers' response to gasoline shocks.

Facilitating Management Learning

The aim of this article is to explore how the practice of critical reflection within a management learning process can be facilitated through the application of reflective processes and tools. A distinction is drawn between reflection as a form of individual development (of, say, the reflective practitioner) and critical reflection as a route to collective action and a component of organizational learning and change. Critical reflection, however, is not a process that comes naturally to many managers and may have to be learned or facilitated, either in formal classroom contexts, or through learning processes such as coaching, mentoring and action learning. The article discusses some of the tools available to learning facilitators, in helping a group or client towards a more critically reflective understanding of their situation and organization. These include processes such as storytelling, and reflective and reflexive conversations, and the use of tools such as reflective metaphors, critical incident analysis, reflective journals, repertory grids and concept mapping. Such tools provide an aid to critical reflection, which is seen as one process that mediates between experience, knowledge and action.

DYNAMICS OF ORGANIZATIONAL WISDOM

Abstract Neglected till recently in management research, expansion of interest in wisdom and its practical application across a wide range of disciplines is observed. Embrace of the ancient wisdom traditions such as Zen Buddhism, Confucianism, and Taoism, and wider acceptance of spirituality and soul in the workplace exemplify the trend. Facets of wise thought and action are central to burgeoning disciplines such as business ethics, sustainability, transformational leadership, corporate citizenship and social responsibility, and workplace democratization. Built on the principles and practices of organizational learning and knowledge management, but surpassing them in their ability to foster learning, understanding, commitment, and the right thing, organizational wisdom provides an aim worth striving for. This paper identifies and explains important elements of organizational wisdom, and describes their interaction as a dynamic, complex system. Understanding this system illuminates causes of organizational learning problems, permits targeting key sticking points and levers for change, and suggests strategies for more effective learning and the achievement of important performance outcomes. A New Era Unfolds If the last decade of the 20th Century and the early years of the 21st may be termed the era of the learning organization, the period that supercedes it might aptly be termed the era of organizational wisdom; that is, if we can understand and overcome the barriers holding us back. Despite the explosion of research and writing on organizational learning, knowledge management, and related subjects since 1990, there continues to be concern as to how to become a learning organization, exploit intellectual capital, and best value, develop, and get the most out of our human resources. It is not the intent of this paper to exhaustively review or to rehash the organizational learning / learning organization literature, but to provide a working foundation upon which the ideas of organizational wisdom can be developed. A sample of those sources drawn on more heavily includes Argyris (1982; 1991), Argyris and Schon (1978), Garvin (1993), Gorelick, Milton, and April (2004), Griffey (1998), Kirn (1994), Lichtenstein (2000), Reynolds and Ablett (1998), Schein (1993; 1999), Senge (199Oa; 199Ob), Shaw and Perkins (1992), Shelton and Darling (2003), Tucker, Edmondson, and Spear (2002), Ulrich, Von Glinow, and Jick (1993). These sources indicate that we have certainly achieved a profound increase in awareness about the need for change and adaptation, and the mechanism viewed as the best solution, learning organizations; but, paradoxically, we have fallen woefully short of becoming them. The components of organizational learning do not tell the story. It is the way they are arranged, fueled, and operate synergistically that explains how organizations learn (or fail to) and what they need to do to achieve greater levels of wisdom and effectiveness. At the core of the system [model] are a couple of simple elements whose dynamic relationships animate and at least partially explain the organizational learning system and, potentially, wisdom. Effectively contending with context, learning, reflection, and biases, beliefs and assumptions assures organizational learning occurs; it is their interaction that enables organizational learning and converts it to wise thoughts and actions. Without reflection in context, for example, learning is minimized and effectiveness of strategies cannot truly be assessed. Organizational wisdom transcends organizational learning in its commitment to doing the right thing over doing things right. Doing the right thing continually while contending with immediate crises-and sometimes in opposition to business logic-requires courage, commitment to core values that include the greater good, understanding of the big picture, and a willingness to trade short-term profit or ease with longterm viability. …

Putting scenarios at the heart of strategy

Submits that many organizations adopt, unwittingly, the rationalist approach to strategy formulation. Reckons that scenarios provide business planners with means of bringing together apparently unconnected fragments of information into views of the future. Posits organizations that develop scenarios to test their strategies, by virtue of the iterative nature of the process, constantly revisit strategies. Concludes the process of articulating tacit knowledge is a strong component of organizational learning.

Merging the metaphors for organizational improvement: Business process reengineering as a component of organizational learning

Business process reengineering and organizational learning are two contemporary approaches to improving the functioning and effectiveness of organizations. The assumptions and prescriptions of each approach rest upon fundamentally different metaphors. Reengineering conceives of organizations as mechanisms that can be redesigned to be more efficient; learning regards organizations as complex living systems with cognitive and behavioral “memories.” Each metaphor provides valuable insights for organizational improvement, although each also contains blind spots and limitations. In this paper we systematically compare the metaphors of business process reengineering and organizational learning and propose an integrative approach that places reengineering within the context of learning. We illustrate the limitations inherent in traditional reengineering with the case study of System One, a company in the travel information services industry. The company's attempts to implement reengineered processes revealed a lack of attention to learning objectives and to planning for acceptance. Applied to System One, the integrative model for organizational improvement provides a more appropriate beginning point for reengineering efforts and more specific guidance on the role of information technology in organizational learning.